nobel: journal of literature and language teaching volume 8, no 2, september 2017, p-issn 2087-0698 e-issn 2549-2470; 75-82 the image of madurese women in “tandak” short story by mahwi air tawar fatmawati university of malaya fatmaburai@siswa.um.edu.my abstract: madurese belongs to some indonesian ethnic groups that follow patriachal system. the patriarchal hegemonyis depicted in the short story entitled “tandak” written by mahwi air tawar. therefore, the study aims to examine woman image in madurese patriarchal system and symbolic resistance in the short story. the study uses descriptive research. the data sources are tandak short story, books and related articles. the data are collected by close reading technique. the collected data are analyzed by applying feminist literary criticism that views woman as a reader. the results show that the physical images of women in the short story are madurese idealwomen. the personality of each woman is varied. however, by comparing woman image and man image it can be found that woman is inferior, weak, and marginalized whereas man is superior, strong, and dominant. there are some symbolic resistances, but man’s power still cannot be fully seized by woman. keywords: madurese; patriarchy; symbolic resistance; woman image. 1. introduction madurese ethnic as well as other ethnic groups in indonesia follow patriarchal system (harits, 2011). patriarchal system is a system of social structure that puts men in dominant position than women in all aspects of social, cultural and economic life (walby, 1989). this system tends to oppress and exploit women. the oppression of women by men in madurese daily life can be found in a short story entitled “tandak” written by mahwi air tawar. the short story tells about a female tandak dancer who is threatened by a blater, madurese male knight, to quit her profession. madrusin, the blater, feels a strong pain because mahwani, the female tandak dancer, has embarrassed him on the stage. madrusin has a bet with tanjib. he bets one hundred thousand rupiahs that mahwani puts her scarf on him. unfortunately mahwani puts her scarf on tanjib. madrusin feels so embarrassed. it is no longer about losing his money but also his self-esteem. mahwani cannot do any resistance. she decides to stop dancing in order to keep her and her daughter safe. the short story illustrates the oppression of woman by man. woman’s oppression in patriarchal society is an issue that is raised by feminist. woman is often marginalized and treated badly. the discrimination is a portrait of gender inequality that can fatmawati, the image of madurese women 76 harm woman. the spirit of feminism appears in marfuah’s action. she encourages her mother to fight back by continuing her profession as a tandak dancer. women’s oppression and resistance to patriarchal domination in the short story lead the writer to examine the short story by utilizing feminist literary criticism. feminist literary criticism is based on feminist view in seeking a justice for seeing women’s existence in literary works written by women or men (wiyatmi, 2012). wiyatmi (2012) states that feminist literary criticism aim to analyze gender relations, situations in which women in maledominated fields, women’s oppression in patriarchal hegemony and women’s resistance. this study will apply woman as reader view of the feminist literary criticism because the short story is written by a man. there are some indonesian literary studies using feminist criticism. one of them is an analysis of djenar maesa ayu’s novels conducted by adji, meilinawati, and banita (adji et al., 2009). meanwhile, the use of feminist literary criticism can be found in munthe’s analysis of naning pranoto’s sekuntum ruh dalam merah novel (munthe, 2014), sudarwati’s analysis of ahmad tohari’s ronggeng dukuh paruk novel (sudarwati, 2011), and wiyatmi’s analysis of indonesian novels between 1922-2004 (wiyatmi, 2012). all of the studies use novel as the source of data. it certainly has a huge difference with this study that uses the short story as data source. in addition, none of the novels raise feminist issue in madurese society. one study that analyzes woman’s position in madurese social life is conducted by harits (2011). he analyzes three madurese folktales in order to examine the social position and typology of women in madura. however, the data source and the topic are still different from the present study. based on the above descriptions, the writer intends to examine the woman image in madurese patriarchal society and symbolic resistance attached in mahwi air tawar's “tandak” short story by applying feminist literary criticism that views woman as a reader. 2. review of literature feminist literary criticism is one of the literary criticisms that its birth was influenced by the feminist movement in the united states in the 1700s (wiyatmi, 2012). according to wiyatmi (2012), feminist literary criticism is based on feminist view in seeking justice for seeing women’s existence in literary works written by women or men. feminist literary criticism was pioneered by simone de beauvoir through her book second sex, followed by kate millet’s sexual politics, betty friedan’s the feminine mystique, and germaine greer’s the female eunuch (humm in wiyatmi, 2012). feminist nobel: journal of literature and language teaching volume 8, no 2, september 2017 77 literary criticism aims to analyze gender relations, situations in which women in maledominated fields, women’s oppression in patriarchal hegemony and women’s resistance. showalter in wiyatmi (2012) divides the feminist literary criticism model into two types. they are woman as a readerand woman as a writer. the feminist literary criticism which sees woman as a reader focuses on the study of woman images and stereotypes in literature, misconception and neglect of women in previous criticisms, and the gaps in the literary history written by men (showalter in wiyatmi, 2012). some of the key words in feminist literary criticism used in this study are as follows: 2.1 the ideology of patriarchy patriarchy is a social grouping system that emphasizes father’s lineage or man lineage. patriarchy can be described as a system of social structure that puts men in dominant position than women in all aspects of social, cultural and economic life so that men tend to oppress and exploit women (walby, 1989). the patriarchal system applies not only in private domestic life but also in the public sphere. wiyatmi (2012) states that the existence of patriarchal hegemony in the private and public sphere causes gender inequality. in the patriarchal system there is a subordination relationship between women and men. men are superior, while women are inferior. women will experience restrictions on activities in the public sphere because patriarchal ideology always marginalizes and subordinates women. 2.2 symbolic resistance short story as a literary work contains a reflection of social practice in society. one of them raises resistance to dominant values that have been deeply ingrained in societies such as patriarchal ideology. the resistance which is done through a literary work such as short storycalled a symbolic resistance (wiyatmi, 2012). this is because the resistance done through the words and ideas expressed in a short story. in this study, tandak short story that carries the spirit of feminism is considered as a tool of symbolic resistance to various gender inequalities existing in madurese society due to patriarchal hegemony. 3. research methods in conducting the study, the writer used descriptive research. the primary data source was “tandak” short story. the secondary sources were books and related articles. the data were collected by close reading technique. the writer applied feminist literary criticism in analyzing madurese woman image and symbolic resistance in “tandak” short story. fatmawati, the image of madurese women 78 4. discussion of the main themes 4.1. woman image there are two female characters in mahwi air tawar’s “tandak” short story, mahwani and marfuah. the portrayal of them covers both physical, psychological and social image as well as economic life. mahwani is described as a slim woman and her soft voice sounds melodious, “... but because of her unique and melodious voice... mahwani, a slim woman and tan fair skinned, was unmoved...” (tawar, 2017:77-78). slim body and tan fair-skinned like sapodilla fruit leather are ideal physical types for madurese women. both of them also become their standard of beauty. her psychological image in daily life is portrayed as a weak and coward female character, "... she was depressed because of the threat news that disseminated by madrusin." (tawar, 2017:77). the quote shows her psychological condition. she is under pressure because of madrusin’s threat to stop dancing on the stage. this is a form of women’s oppression by men. in the face of the oppression, mahwani is depicted to be silent and accepted the threat without any resistance: “mom is afraid, mar. madrusin... ... he affects people. he and his people forbid me to dance. ... i am dizzy! let it be. to keep us safe, marfuah, please follow what mom said. he is a knight... mom is just afraid that madrusin will influences society further.” (tawar, 2017:78-79) her words above shows how bad she fears to madrusin especially to his ability to affect people. therefore she decides to succumb to him for her and her daughter’s safety. she worries a lot. if she does any resistance, the situation will get worse. mahwani knows her position in madurese society which holds the patriarchal ideology. as a woman, she realizes that she is weak and inferior to men. she has no power. she also has no courage to resist. her attitude is different from her daughter, marfuah. marfuah does the opposite thing. here is the conversation between mahwani and marfuah who does not accept her mother decision to stop being a dancer: “mom doesn’t want to be a tandak dancer anymore, do you? it’s not fair!” growled marfuah. “no! i will remain mom’s successor. i don’t care madrusin will spread rumors and threatens. even slander though.” “but we're just women.” “what’s the difference, mom? is it only a man who has self-esteem? women don’t?” “never mind, mar.”(tawar, 2017:82) mahwani’s reply by saying “but we're just women” in the above conversation shows that she has been hegemonized by patriarchal ideology that marginalizes women. mahwani has nobel: journal of literature and language teaching volume 8, no 2, september 2017 79 internalized the idea.so, she as a woman considers her own weakness and has no power to resist. in everyday life mahwani is portrayed as a weak and coward woman, but on the stage she has power. it is based on the story in “tandak” short story, “madrusin’s eyes widened at mahwani, as if forcing the dancer to put her scarf around his neck. ... mahwani put her scarf to tanjib’s” (tawar, 2017: 81). on stage mahwani has a full power to perform an action as she wishes. although madrusin is a blater who is feared by everyone, he cannot impose his will on mahwani on the stage. mahwani’s socio-economic life is described as a widow who lives with her daughter. before getting threats, she is a famous tandak dancer and usually invited in various kinds of events. but since she stops dancing, the income of her family also stops. marfuah’s figure is depicted to inherit her mother’s beauty and talent in dancing and singing. however, in psychological terms she has a different character from her mother. marfuah has a strong soul and brave. she does not want to give up in any condition. she disagrees with her mother’s decision to quit her profession because of her fear of madrusin and his people’s threat, “marfuah is really disappointed with her mother’s statement that she did not expect.” (tawar, 2017: 81). she also insists on being a tandak dancer regardless of the threat and slander that she might get, “mom doesn’t want to be a tandak dancer anymore, do you? it’s not fair!” growled marfuah. “no! i will remain mom's successor. i don’t care madrusin will spread rumors and threatens. even slander though.” (tawar, 2017: 82) unlike her mother who is hegemonized by patriarchal ideology, marfuah is aware of gender inequality. she questions the existence of women in society, “what’s the difference, mom? is it only a man who has self-esteem? women don’t?” (tawar, 2017: 82). her question in the quotation shows her attitude that rejects the inequalities of rights between women and men. there are different views on men and women. the existence of men is accepted in society while women’s existence tends to be ignored. in order to better understand the image of woman depicted in the patriarchal system in the ‘tandak” short story, it is necessary to compare woman image with man image in the short story. madrusin’s figure is described as influential man in society. he is a blater who has wealth and power. he is able to threat mahwani and influences the villagers to express their dislike to her. based on those descriptions, the male character in the short story is described in accordance with the patriarchal ideology that puts man as superior and dominant in society. man is a subject who oppresseswomanas an object. fatmawati, the image of madurese women 80 4.2. symbolic resistance symbolic resistance is an idea that contains a resistance from female characters to patriarchal hegemony that is reflected in a literary work (wiyatmi, 2012). a literary work will be considered to contain the spirit of feminism if it not only describes the oppression experienced by woman but also raises the symbolic resistance. the symbolic resistance in the “tandak” short story written by mahwi air tawar is reflected in mahwani’s action to put her scarf on tanjib. although she is under the pressure of madrusin’s keen gaze that is a sign of command or compulsion to put her scarf to him, she does not follow his command. she chooses tanjib rather than madrusin. mahwani’s act of ignoring madrusin is a resistance to the growing power relations in the patriarchal system. woman who is portrayed as a submissive in mahwani’s action shows that she has a rebel spirit and also has the power against a man. symbolic resistance also appears in marfuah’s character. mahwani’s daugher is not afraid of the threat and slander. she decides to keep practicing dancing and singing in order to become a tandak dancer like her mother, “no! i will remain mom's successor. i don’t care madrusin will spreadrumors and threatens. even slander though.” (tawar, 2017: 82) marfuah’s decision to continue her dream as a tandak dancer is a resistance that appears to break the power of patriarchy that had been shackled her mother. threats and slanders are no longer a barrier. she does not see herself as a weak girl and must submit to a man. on the other hand, she also demands gender equality in madurese society. she rejects the view that often regards woman as the other. for her, men and women have the same rights and dignity that must be fought for. by asking the question“what’s the difference, mom? is it only a man who has self-esteem? women don’t?” (tawar, 2017: 82), mahwani wants to tell her mother that women also have the same self-esteem like men.so, women do not deserve to feel low and weak. at the end of the short story, it mentions mahwani’s hope that there is someone who will come to help her so she will be able to dance on the stage again and her daughter will also able to become a dancer. in fact, the person is not a man but her daughter, marfuah: “... mahwani, after telling her story to her only daughter who wants to continue herprofession continues to cry, hoping that someone will be able to defend hersoher daughter's dream and her own dream as a tandak dancer will come true. winds scrambled through the window grilles. marfuah gets up slowly, then sheasks her mother to dance together.” (tawar, 2017: 83) nobel: journal of literature and language teaching volume 8, no 2, september 2017 81 the ending implies the answer to her hope. “marfuah gets up slowly, then she asks her mother to dance together” does not simply mean getting up from the seat and asking her mother to dance at home, but it can be interpreted as the beginning of marfuah revival that drives her mother to dance again on stage. like the spirit of feminism to encourage and support other women to fight against the hegemony of patriarchal, marfuah also encourages her mother and supports her to fight against the threat of madrusin by deciding to continue her profession as a tandak dancer. in short, the results reveal the physical image of a woman in “tandak” short story as madurese ideal types of woman such as slim and tan fair-skinned. the contradiction appears in the personality of each female character. mahwani is a weak and coward woman. meanwhile, her daughter marfuah is strong and brave. woman identity in each place also influences her position and power in the society, for example, in daily life mahwani is an inferior and she has no power. however, on the stage she is superior and she has the power to do her wishes. the comparison between a woman and a man in madurese culture depicted in the short story shows that woman isinferior, weak, and marginalized whereas man is superior, strong, and dominant. even though there are some symbolic resistances, but men’s power still cannot be fully seized by women. hence, there is still gender inequality and women oppression in madurese culture reflected in the short story. 5. conclusion “tandak” short story raises the issue of women’s oppression in madurese patriarchal system and women’s resistance against the patriarchy. this study utilizes feminist literary criticism that views woman as reader in order to reveal the woman image and symbolic resistance in the short story. the woman image is represented by two female characters, mahwani and her daughter marfuah. mahwani is portrayed as an ideal woman in madurese society. she is slim andtan fair-skinned. she is talented dancer. she also has melodious voice. in daily life she is depicted as a weak and coward woman. her daughter, marfuah, is described as a girl who has strong soul and brave. her character is different from her mother. the comparison between mahwani and madrusinillustrates the image of women and men in madurese patriarchal system. women are perceived as inferior, weak, and marginalized whereas men are regarded as superior, strong, and dominant. the symbolic opposition to the hegemony of the patriarchal ideology embodied in the short story shows that women also have power and are able to escape from men’s pressure. it is implied in mahwani’s decision to choose tanjib rather than madrusin, marfuah’s decision fatmawati, the image of madurese women 82 to keep her dream as a tandak dancer, and herasking to her mother to dance again. in addition, women who are aware of injustice and gender inequality must pursue their rights. this awareness eventually led to the courage of women to fight against gender inequality and oppression. 6. references adji, m., meilinawati, l. & banita, b. (2009). perempuan dalam kuasa patriarki. (research paper, padjajaran university) harits, i. w. (2011). the social position and typology of madurese women in madura folktales. atavisme, 14(8), 194-202. munthe, j. m. (2014). representasi ideologi patriarki dalam novel sekuntum ruh dalam merah karya naning pranoto (kritik sastra feminis). (undergraduate thesis, indonesia university of education) sudarwati. (2011). ideologi patriarki pada novel ronggeng dukuh paruk karya ahmad tohari. jurnal parafrase, 11(02), 31-36. tawar, m. a. (2017). tandak. in mahwi air tawar, blater (75-83). yogyakarta: penerbit sulur. walby, s. (1989). theorizing patriarchy. sociology journal, 23 (2), 213-231. wiyatmi. (2012). kritik karya feminis: teori dan aplikasinya dalam sastra indonesia. yogyakarta: penerbit ombak. nobel: journal of literature and language teaching volume 9, no 1, april 2018, p-issn 2087-0698 e-issn 2549-2470; 9-17 minority voices in power rangers movie: a study of popular literature e. ngestirosa. e.w.k1, m. fitratullah2 universitas teknokrat indonesia ngestirosa@teknokrat.ac.id1, mosespetergeorgean@gmail.com2 abstract: the aim of this study is to respond the controversial issues toward the movie of power rangers considered harmful for children and to expose some important issues which relate to minority groups. these issues links to liberties which include freedom of life stated in united states’ bill of human right. this study applies popular literature approach and hall’s representation theory. research result shows that the minority voices reveal the positive image of minority groups such as the powerful and independent individual. then voices also portray courage, confidence, humanity, care and love, friendship and team working, trust and support, justice and anti-bullying. those issues are gathered in the scenes from the image ofthe acceptance of color people and the right of lgbt represented by some characters. keywords: freedom; minority; movie; power rangers; voices 1. introduction movie and popular literature are linked one another. film may also be connected to someone’s memory. foucault stated that movie can actually be used to obstruct popular memory (grainge, 2003:2). the power of movie for presenting the message in the form of moving picture could be easily grasped by people’s memory. the popularity of movie proves the tight connection of movie and culture in producing cultural image to the society. movie as popular representation of social culture’sdevelopment has tried to convey complex issues (cottle, 2000; curran & morley, 2006; lewis, 2005; sen & hill t, 2007; stadler & mcwilliam, 2009).the movie adapts the cultural and social, and it gathers more information from what people like. the fantasy and dream presented in moving media are mostly favourite for inviting people attention. as a message sender, movies not only provide a narrative for specific discourses of race, gender, sex, and class, but they also provide shared experience, a common staring point from which diverse audiences can dialogue about these common issues (hooks, 1996). finally, movie is considered useful to deliver message of cultural and social issues in the society. one of popular movies that gathered much attention from the viewer is superhero movies. this kind of movie has many viewers in the world. superhero movies have been in us cinema since the 1930s, with characters such as buck rogers, flash gordon, and superman. elizabeth ngestirosa & m. fitratullah, minority voices in power rangers movie 10 one of the most intriguing superhero movies in 2017 is power rangers movie. in general, american movies tend to present the life and glory of america in solving the existing issues, andpower rangers movie also tries to see the other sides of teenager’s life and minorities in the us. thus, through critical analysis, this study aims to give information of the different life of the minority groups and their freedom of thought in power rangers movie. 2. review of literature 2.1 representation theory representation theory is used since movie is not stated as a second-order mirror held up to reflect what already exists, but a form of representation which is able to constitute us as new kinds of subjects, and thereby enable us to discover places from which to speak (hall, 1998:225). according to hall (1996), representation is one of the important practices of producing culture. culture is a very broad concept, involving cultural experience. it means that people in the society can share the same experiences, codes, culture, and language. the theory of representation is used in translating sign found in the society such as, dialogue, writing, video, movie, and photography. hall (1998:225; 1996:73) states that representation was understood on the basis of the way words functioned as signs within language, but meaning often depends on larger units of analysis narratives, statements, groups of images, whole discourses which operate across a variety of texts. the statement means that representation previously functioned as words in a language could be understood as signs that could be read by viewers. 2.2 semiotics theory semiotics is a study of sign system and deals with the transmission of code in communication (chandler, 2007; cobey, 2005:185; hawkes, 2003:103). roland barthes adapted saussure's model of the sign focusing on denotation at the expense of connotation and it was left to subsequent theorists to offer an account of this important dimension of meaning (chandler, 2007). in semiotics, denotation and connotation are terms describing the relationship between the signifier and its signified. in this framework connotation is a sign which derives from the signifier of a denotative sign. this tends to suggest that denotation is an underlying and primary meaning. denotation tends to be described as the definitional, literal, obvious or commonsense meaning of a sign (chandler, 2007:137-138; cobey, 2005; hawkes, 2003). nobel: journal of literature and language teaching volume 9, no 1, april 2018 11 the use of semiotics in barthes theory tries to incorporate some aspects in the movie when having to deal with minority voices in power rangers movie 2017. the study investigates the character which carries a lot of connotations, and it is helpful when seeing how the movie constructs some messages from image in the movie. this study then interprets certain symbols, sign, or trademarks as language and thereby recognizes the underlining meaning behind language focusing on minority voices. the meaning, hopefully, can give broader ideas what the perspective of american culture is for the reader. 2.3 american cinema the cinema in the united states of america performs and brings the fundamental issue as it is stated in the declaration of independence that ‘all men are equal’. it is then translated into freedom of thought in the social life to voice the minority groups. cottle (2000:11) noted that the need of media develops to legitimize systems of power and domination in the society because media can explore the production and circulation of popular cultural imagery and artistic forms. through film media, american delivers message about the america-ness that have promise to the equality of all men, but the practice does something different.this studies reveal that movies featuring non-white actors are in fact limited in their financial success, theater distribution, and range of genres (lee, 2014: 8). this reality shows the discrimination of american business in movie to the minority groups. 2.4 minority groups and minority voices a minority group denotes to a group of people that is distinguished from the majority group who hold the dominant power in the social life. the majority group usually have relation with the minority group, and it has more power and control to the minority group (laurie & khan, 2016:3-4). freedom of life translated from freedom of thought is a fundamental human right that protects the autonomy of the human conscience. the united states had actually announced the articulation of independence, freedom and liberty from the founding fathers of america such as thomas paine, thomas jefferson, madison and washington (paul, 2014:213; tsesis, 2004:12). this proves that freedom of life has been sounded since the history of the united states as a multiculturalism country. the racial controversy is still debatable nowadays among the american society. it still happens, even the development has been made to accommodate both white and color race. the country respects to execute an idea of unity and equality by depicting pictures of acceptance. there are some media used to perform how harmony could be power for a great nation. one of media that can accomplish this idea is movie. it can share meaningful entertainment for the viewer; in addition, it can also convey certain mission. elizabeth ngestirosa & m. fitratullah, minority voices in power rangers movie 12 3. discussions of main themes power rangers movie 2017 is a popular movie which attracts viewer’s attention to the issue of minority groups from the scene and the characters. power rangers movie tells about five teenagers from the little town of angel grove. they are accidentally reunited by aliens named zordon and his assistant alpha five who make them super heroes. they are given power coin to morph into super hero. it happens when each coin has energy to increase the strength of those teenagers. as heroes, called ‘power rangers’, they combat enemy and save the world. in fact, the movie does not only focus on the hero as the savior of the world, but it also delivers some messages through the minorities. they are acceptance of minority people and the right for lgbt. 3.1 acceptance of minority people first scene (07.07-08.20) the image in the scene is in the class where there are students of various backgrounds are sitting, discussing and standing. the class looks crowded and the teacher does not exist inside. billy, young african american boy, having autism disorder, sets his chair and looks busy by organizing his crayon on the table. by neglecting the condition around which looks crowded with laugh and student’s discussion, he is not bothered at all. being distracted by the silence and autism of billy, colt, young white american boy suddenly comes and annoys him, by taking and breaking billy’s crayon. colt also abuses him in front of the class. as billy best friend, jason disagrees with colt’s attitude. he confronts colt by pushing him away from billy and slaps his face. jason asks colt not to get closer with them. the first power rangers movie scene appears to be the perspective of america on the minorities nowadays. the movie clearly depicts the reality that white people perceive negatively to this minority group. the movie constructs the ideas that the united states of america has a respect to the minority people. jason represents american government to voice acceptance of color people like billy, an african american boy. people in america can accept someone’s idea when the thought is reasonable for all. this scene depicts the equality and nobel: journal of literature and language teaching volume 9, no 1, april 2018 13 acceptance of color people as the application of freedom of thought. this is also as the reflection of equality as it is stated in declaration of independence, “all men are equal”. second scene (12.28-14.15) in this scene, jason is a former successful athlete. this is seen from the news on the fridge that jason is the golden boy of the football team. on the other hand, jason is recognized tohave bad temper. this second scene constructs the perception on the new picture of black people nowadays. an african american group has been in history from the slave ancestor, this influences white perception to denigrate on this group. the first black president, obama, in the united states cannot stop this perception toward minority groups. the discrimination still continues until now. bill’s character negotiates his existence by having friendship with jonas, the white. in bill character, black is the sample that this group must be respected. third scene (50:52-51.29) this image pictures the zach taylor, an asian american, who becomes black power rangers. zach takes care of his mother in the room by speaking mandarin to his mother. his mother questions about why he is getting home late. there is no respond from zach. his mother doubts for zach’s attendance at school. she has expression of worrying his son for his elizabeth ngestirosa & m. fitratullah, minority voices in power rangers movie 14 attitude of not going to school. without answering the question, zach, on the other hand, asks her to be relaxed and stay calm on the bed. the image from the movie clearly exposes the chinese-american as one of the minorities who experience discrimination and have lower status than anglo-american. however, the appearance of zach as superhero is the same as white-people hero; he looks handsome and is truly a well-built chinese. hollywood whitewashing has been discourse for popular movie and this movie proves different image of chinese. in addition, the history of chineseamerican has noted that theyhave always positive spirit and struggle for the challenges, so tha tthis minority group can stand the same level as others. fourth scene (08.33-09.20) the image pictures trini and her friends in the class. trini, a chicano girl, is expelled by her friends from the group. they thought that trini is only just a trouble maker who makes one of their friends get injured. trini thought that she does not make a big problem, but only needs for attention. they do not accept trini’s reason for what she makes to ty, the one who gets injured. for trini, she deserves to be injured for the thing she does previously. for that reason, they thought trini is not part of them anymore. trini looks angry, and to express her emotion, she cuts her hair by herself. the images presented in the movie about chicano, in the character of trini, are the common image given by anglo-american. trini, the yellow power rangers, is performed to be the hero in the movie. it is contradicted with the people perception about chicano. what is popularly recognized that chicanos have tended to be largely the product of their uncertain position in america. it has also been in common that anglos do not respect their chicanos heritage. chicanos have finally become a disdained minority in the united states of america. they are sometimes claimed as a stranger in their own country. that reality has influenced chicano cultural expression (eysturoy & gurpegui, 1990:50 ; haslam, 1970:696). to have nobel: journal of literature and language teaching volume 9, no 1, april 2018 15 trini kwan, a chicano, in hollywood film as one of the superheroes in power rangers movie is a bigger step for hollywood-moviemaker to respond to what the minorities want and need. 3.2 the right for lgbt fifth scene (13.16-14.45) in the scene (13.16), kimberly and trini are having lunch at the cafe. among the rows of cafe chairs, they duel over the last bite of a chocolate-chip muffin. both girls play around for the muffin they have ordered using a fork. the game they use with the fork and speed is to grab a small piece of muffin. they seem happy fighting over a small piece of muffin and finally admit the greatness of trini who manages to take the muffin by using a fork. after trini eats it off, while looking extremely smug, kimberly laughs and offers to get them another one. the barista behind the counter who takes her order tells her, "you and your girlfriend are really cute." it takes kimberly a moment to process what the barista just said and she shakes her head. "oh no, we're not together," she starts to say, but the barista has already moved away to grab the muffin out of the case. there are two moments when kimberly and trini are considered to attract each other. kimberly as a woman tends to be physically, romantically, emotionally attracted to trini. this can be classified as a lesbian because trini has the characteristics of falling in love with another woman. the pictures of accepting lesbian that shows the gestures of welcoming the same sex is once again shown. the scene represents different reality of lesbian life that is considered to be negative. kimberly and trini are superhero women who become the savior in the movies. they fight the enemy of the world and save millions of people in the world. they also show respect, confidence, honesty and courage. it is far from the controversial issues which considers lesbian as the enemy of the society. america respects the life of the minorities who have different sexual orientation. trini represents chicana-lesbian who actually wants to survive and transform in the hard life of living in the united states. being lesbian for trini may be her escape for her inability for living in the society. cruz (2001:668) stated that chicana-lesbian transform her sexual disorder for having emancipation and elizabeth ngestirosa & m. fitratullah, minority voices in power rangers movie 16 survival in the society. the discrimination from the white forces trini to be lesbian and she is welcomed and has warm life in her new environment with her girlfriend. 4. conclusion power rangers movie is considered useful to deliver some issues related to the multiculturalism society that exists in the united states. besides that, the film deliver a message for children to be independent, loving, couraging with each other. in addition, the movie also exhibits good perspectives for the minority groups. it voices their dream to be seen the same as other white-americans. the discrimination that still continues must be eliminated and it is in line with the ideal of american ancestor to make american as the place for people of color. the future research may focus on the connection of the myth and superheroes movie from the history of the united states. 5. references chandler, d. (2007). semiotics the basics. new york: taylor & francis e-library. cobey, p. (2005). the routledge companion to semiotics and linguistics. (p. cobey, ed.). new york: routledge. cottle, s. (2000). ethnic minorities and the media: changing cultural boundaries. philadelphia: open university press. cruz, c. (2001). toward an epistemology of a brown body. international journal of qualitative studies in education, 14(5), 657–669. https://doi.org/10.1080/09518390110059874 curran, j., & morley, d. (2006). media & cultural theory. (routledge, ed.). new york. eysturoy, a. o., & gurpegui, j. a. (1990). chicano literature: introduction and bibliography. american studies international, 28(1), 48–82. fiske, j. (1987). television culture: popular pleasures and politics. new york: taylor &francis e-library. grainge, p. (2003). memory and popular film. in p. grainge (ed.). manchester, new york: manchester university press. hall, s. (1996). representation: cultural representations and signifying practices. london: sage publication. hall, s. (1998). cultural identity and diaspora. in identity: community, culture, difference. london: lawrence and wishart. haslam, g. (1970). ¡ por la causa ! mexican-american literature author. college english, 31(7), 695–700. nobel: journal of literature and language teaching volume 9, no 1, april 2018 17 hawkes, t. (2003). structuralism and semiotics. new york: routledge. hooks, b. (1996). real to real. new york: routledge. laurie, t., & khan, r. (2016). the concept of minority for the study of culture. continuum, 31(1), 92–103. https://doi.org/10.1080/10304312.2016.1264110 lee, k. (2014). race in hollywood : quantifying the effect of race on movie performance, (december), 1–18. lewis, j. (2005). language wars, the role of media and culture in gobal terror and political violence. london: pluto press. paul, h. (2014). the myths that made america : an introduction to american studies. verlag: bielefeld. sen, k., & hill t, d. (2007). media, culture and politics in indonesia. jakarta: equinox publishing. stadler, j., & mcwilliam, k. (2009). screen media: anlysing film and television. crows nest: allen & unwin. tsesis, a. (2004). the thirteenth amendment and american freedom: a legal history. new york: new york university press. nobel: journal of literature and language teaching volume 9, no 2, september 2018, p-issn 2087-0698 e-issn 2549-2470; 88-95 love-death of hanna schmitz: a narrative history in bernhard schlink's the reader hendra kaprisma1 & zulidyana dwi rusnalasari2 1universitas indonesia, 2universitas narotama kaprisma@ui.ac.id1, zulidyana@narotama.ac.id2 abstract: this article aims to discuss historical context in bernhard schlink’s‘the reader’. the issue is addressed through the perspective of sociology of literature. the history of the holocaust sets the stage for the love story between hanna and michael. the history of the novel and the love story inside are interrelated. it proves that literary writers provide a strong setting in the narrative of the novel. at the end, the novel became a documentary of the imagination and creativity of the writer in relation to historical and/or social contexts. through this novel the author highlight the tragic and dark history of germany by ending the life of the major character, hanna, the representation of illiteracy and unawareness. keywords: context; history; sociology of literature; illiteracy 1. introduction “if we rely on stories to guide us through life, we want the guide to be reliable and truthful, and to tell it like it really is; however, we also want the guide to be artful and witty, and to lead us along paths with which we are familiar. the historical novel was emerged to satisfy these conflicting desires. it is inescapably a contradiction in terms: a nonfictional fiction; a factual fantasy; a truthful deception.” (carnes, 2004:14). the historical and social background of the society influences the process of creating literary works, both in terms of the content and the structure (swingewood, 1972:23-24). the existence of the author in society also influences his work so that a particular society which supports the author by itself will make a certain type of literary work. this tendency is based on the assumption that social norms are normative or contain regulatory elements that must be obeyed. the views, values and attitudes are influenced by the prevailing social order. this is a factor that determines what the author must write, for whom the literary work was written, and the purpose of writing. likewise is the novel the reader by bernhard schlink. the novel shows the holocaust theme in germany with the spice of love and humanity in the narrative. schlink (1944) is a novelist and legal expert. he began writing fiction in the late 1980s, several years after he became professor of jurisprudence. his first work was a detective novel. furthermore, the work of der vorleser (the reader, 1995) became the bestseller in germany and was later nobel: journal of literature and language teaching volume 9, no 2, september 2018 89 translated into more than 20 languages (grange, 2009:212-214). the reader made its name internationally known in 1995 (assman, 2010:1). the work discusses humanity and love in a different perspective (taberner, 2005:109-110). in his presentation, the love story between hanna schmitz and michael helped shape the storyline that become an interesting story that the writer will review in this paper. 2. review of literature the sociological approach in literary study comes from the view that literature is a reflection of society. these sociology aspects play an important role and construct the author’s point of view (selden and widdowson, 1993: 87). through literature, the author reveals the ups and downs of the lives of the people they know as clearly as possible. starting from that view, literary analysis or criticism carried out focused or more concerned with social aspects contained in a literary work and questioning aspects that support the formation and development of the life order (atar, 1989:46). in its development the sociological approach is directed at studying values. this is based on the understanding that literary works are related to the nature of the situation in history. literary works are works that present the most unsolved problems of interpretation, which are related to the meaning (order of values) and the form (structure) of the social and historical conditions found in human life. 2.1 narrative history the rapid development of humanity studies might as well trigger the development of sociological studies. the sociological approach, throughout its history, especially in the western world, has always occupied important position. such an approach is considered capable of reconstructing the author's world view because literary work is part of people's lives (selden & widdowson, 1993:87). authors as individual subjects try to produce their world views (vision du monde) to their collective subjects. the view of the world displayed by the author through problematic hero is a meaningful global structure. this world view is not merely an empirical fact that is direct, but is an idea, aspiration, and feeling that can unite a social group. that world view has a concrete form in literary works. world view is not a fact. the world view does not have objective existence, but is a theoretical expression of the conditions and interests of a particular class of society (goldman, 1981). significations that are elaborated by individual subjects to the surrounding social realities show that literary works are rooted in certain cultures and certain societies. the existence of such literature makes literature can be positioned as a socio-cultural document. the existence hendra kaprisma & zulidyana dwi rusnalasari, love-death of hanna schmitz 90 of literature which is full of social values makes it not passive to various sociological approaches (laurenson, 1972:136). 3. discussion of the main themes 3.1. historical background in the reader in the reader, the history of the holocaust in germany during 1933-1945 was the setting of the love story between hanna and michael. the holocaust (from greek: holokauston which means "completely burnt offering") was a systematic genocide carried out by nazi germany against various ethnic, religious, national and secular groups during world war ii. jews in europe were the main victims in the holocaust, which the nazis called "the last settlement of jewish problems". the number of jewish victims is generally said to reach six million. the genocide was created by adolf hitler, among others, by shooting, torturing and putting poisonous gas in jewish villages and concentration camps. the term holocaust was well-known when hitler was appointed chancellor of germany on january 30, 1933. however, the anti-semitism itself was present from 1348-1450 when jews were often accused of poisoning the well during the black death (voigtlaender & voth, 2011:1). in hitler's time the hatred towards jews increased dramatically. his ideas in mein kampf (my struggle) began to be implemented and the law on the implementation of action or the "law on the destruction of the people's and empire's difficulties" was established. in the act, the jews were considered as a nation that resulted in germany losing in world war i so that it must be destroyed. then, the death of german president paul von hindenburg (1934) made hitler appointed fuehrer (leader). to realize his dream in mein kampf, hitler formed geheime staatzpolizei the secret state police and the schutzstaffel (ss) hitler's personal troops. the force brought jews to the concentration camp to be slaughtered in the auschwitz gas chamber. besides auschwitz, the other main camps are treblinka, belzec, sobibor, and chelmno. during hitler's leadership, jews were imprisoned and killed without trial. since hitler published mein kampf in 1925, the jewish race is considered inferior to the aryan race, the german nation. hitler's goal was to build a strong german nation, consisting of superior people (ubermensch). the massacre carried out by adolf hitler and nazi (german national labor party) against the jews was a grave violation of human rights. hitler’s and the nazis atrocities and were gradually revealed after us forces occupied germany in april 1945. one of the parts in the reader related to the holocaust was when hanna was convicted of the confiscation of 300 jews in the church. hanna was then sentenced to life. nobel: journal of literature and language teaching volume 9, no 2, september 2018 91 "did you not know that you were sending the prisoners to their death?" "yes, but the new ones came, and the old ones had to make room for the new ones." "so because you wanted to make room, you said you and you and you have to be sent back to be killed?" hanna didn't understand what the presiding judge was getting at. "i ... i mean ... so what would you have done?" hanna meant it as a serious question. she did not know what she should or could have done differently, and therefore wanted to hear from the judge, who seemed to know everything, what he would have done (schlink, 1998:86). the conversation above is a talk during the court between hanna and the judge; this quote is taken from chapter 6. this conversation clearly reflects how hanna was unaware of the situation. hanna’s purpose is protecting her image, that she was not literate. her shameful of being illiterate covers her mind to be aware ofthe consequences that she would take if she admits that she was the writer of the report. her illiteracy should have been the key to make her free from the accusation. however, her unawareness makes her choose to admit something that she had not done. in germany at that time, being illiterate was something that was very shameful. the society’s point of view about literacy represents how people judge each other. in this case, hanna did not want to be blamed as an illiterate person. 3.2. hanna schmitz’ love death bernhard schlink’s the reader raised the story of a teenager named michael who fell in love with a middle-aged woman, hanna schmitz. michael is a student and hanna is a tram conductor. they have such an intense love in the midst of their respective activities. michael was fifteen when he firstly met hanna. he was on his way home from school when he suddenly threw up from and covered his body with his own vomit. suddenly a “woman seized [his] arm and pulled [him] through the dark entryway into the courtyard… . the woman turned on the tap, washed [his] hand first, and then cupped both of hers and threw water in [his] face”. after that, the woman hugged him who was crying and took him home (schlink, 1998:6). after the vomit incident, the relation between them becomes closer. started from michael brought hanna flower the next day after she helped him (p. 10) until the next five day when they had their first sexual intercourse (p. 22). as their relationship grew more intimate, there was an agreement between them before they had sexual intercourse. michael had to read a story (of leo tolstoy, dostoyevsky, charles dickens, balzac, homer's odyssey, etc.) first and then made love to her (36). the agreement was made partly because hanna liked the story of the books but she could not read. their relationship came to end when hanna was promoted to a higher position. hanna just left without leaving a message to michael. a few years later, they met again when michael had become a law faculty student and hanna was accused of being an ss member. hendra kaprisma & zulidyana dwi rusnalasari, love-death of hanna schmitz 92 in the trial of human rights violations, the presiding judge showed hanna's written report on the incident which killed about 300 jews in the burning church. hanna herself admitted to the trial that she had made the report. “my handwriting? you want my handwriting?...” the judge, the prosecutor, and hanna’s lawyer discussed whether a person’s handwriting retains its character over more than fifteen years and can be identified. hanna listened and tried several times to say or ask something, and was becoming increasingly alarmed. then she said, “you don’t have to call an expert. i admit i wrote the report.” (schlink, 1998:129). hanna made the confession to cover her inability to write and read. she was sentenced more severely than her colleagues for being accused of making daily reports. the auschwitz frankfurt trial was a trial that called hanna to give her testimony and was held in the period between the end of 1963 to 1965. the trial was considered the most famous prosecution since the end of world war ii (pendas, 2000:397). judges and prosecutors experience inner conflicts in prosecuting criminals due to conflicting legal and moral considerations. if according to the law in germany after the fall of hitler's government, the crimes committed by the convicted persons must have violated the law. however, these crimes occurred in the past, namely under the laws of the third reich that was proclaimed by hitler so that their crimes were not illegal at that time. these doubts not only have those who judge, but also those who are tried. hanna's dazed behavior at the same time felt embarrassed that acknowledging the report that was not written at all not only reflected that there was still a problem of illiteracy in the lower classes such as wardens. it also reflects that hanna's illiteracy is a representation of moral awareness (castillo, 2018:5). the feeling hanna felt at the time was only shame because she did not understand what she had done. so with no calculation and driven by embarrassment hanna gave a false statement to cover up her shortcomings. the moral unconscious experienced by hanna reflected the social conditions of the community at that time. on the one hand, there were those who were educated but still participated in crimes during hitler's time. on the other hand, there are those who are not aware of their position and do not realize that they have committed a crime. furthermore, michael, who knew that hanna could not write and read, did not react to relieve hanna's verdict. michael did not meet hanna and did not help hanna even though he knew that hanna's statement — that hanna had signed the report — was wrong and would drag hanna to a very severe sentence. “what would i say to her? that i had seen through her lifelong lie? …i had no idea what that might be, nor did i know how to face her and say that after what she had done it was nobel: journal of literature and language teaching volume 9, no 2, september 2018 93 right that her short—and medium—term future would be prison i didn’t know how to face her and say anything at all. i didn’t know how to face her.” (schlink, 1998:143). michael then had the idea to entertain hanna in prison. he read fictional stories recorded on tapes, then the tapes were sent to hanna who was in prison. inside the prison, hanna began learning to write and read through tapes michael sent her. therefore, hanna managed to send a letter to michael whom she still called "kid". in this story, without consent michael helped hanna to realize the moral burden of her role in the holocaust by increasing her literacy skills. time passed, the prison official informed michael that hanna would be released the following week. michael finally visited hanna and prepared a workplace for hanna to socialize. “i sat next to hanna and smelled an old woman… i moved closer. i had seen that i had disappointed her before, and i wanted to do better, make up for it. “i’m glad you’re getting out.” “you are?” “yes, and i’m glad you’ll be nearby.” i told her about the apartment and the job i had found for her, about the cultural and social programs available in that part of the city, about the public library” (schlink, 1998:197). the conversation between michael and hanna shows that michael did not want to live with hanna. "but why should i have given her a place in my life?" (schlink, 1998:198). the question confirms michael's concern for his current feelings towards hanna. despite being divorced, michael seems to be worried about deciding whether he will be with hanna after hanna is released from prison. the next day hanna was found dead hanging herself. based on this incident, hanna seems to be depressed after having a moral awareness of what she did in the past. michael's half-hearted attitude in helping him reorganize his life only made hanna feel isolated and depressed. that incident was so horrible for michael's feelings. regrets arose in michael's heart. he then decided to immediately write his story with hanna (schlink, 1998:216). he also donated some money (according to hanna's will) on behalf of hanna schmitz to jewish league against illiteracy. 4. conclusion bernhard schlink’s the reader is a documentary of the writer’s imagination and creativity in relation to social relations. the important thing that concerns the writer is the theme of love and humanity that is displayed through the story of hanna and michael. the story forms an interesting narrative with the holocaust as the historical background. hendra kaprisma & zulidyana dwi rusnalasari, love-death of hanna schmitz 94 through the novel’s narrative, it can be concluded that the author with his work tries to show the dark history of the nation (nazi and holocaust stories) as the moral message that forms the story. the strength of the historical context makes the reader a reflection of the history of society. the love story of hanna and michael is a means for writers to convey the state of society at that time, especially in terms of moral awareness and moral indifference. moral indifference is rooted in moral unconsciousness, as experienced by hanna, which was caused by factors of illiteracy. the course of the story of michael and hanna's love brought him to a moral awareness which weighed on him and led to her death. however, the suicide committed by hanna was also greatly influenced by the attitude of michael who was still hesitant to live with hanna. the love story of michael and hanna was designed in such a way by the author to highlight the history of the german state itself which is very dark and tragic story. this dark history that feels overwhelmed to remember, but certainly not to be forgotten. finally, as schlink said (grange, 2009:214), this paper closes with "there is no such thing as pure memory". 5. references assman, m. (2010). authority and obedience in bernhard schlink’s der vorleser and die heimkehr. university of tasmania. atar, s. (1989). kritik sastra. bandung: angkasa. carnes, m. c. (2004). novel history: historians and novelists confront america’s past (and each other). new york, london, toronto, sydney: simon & schuster. castillo, m. de s. (2018). deconstructing the character of hanna schmitz in stephen daldry´s the reader (2008): literacy as a vehicle towards moral awareness. universidad de salamanca. retrieved from https://gredos.usal.es/jspui/bitstream/10366/138302/1/manuela de salomón castillo tfg 2018.pdf goldman, l. (1981). method in the sociology of literature. oxford: basil blackwell. grange, w. (2009). historical dictionary of postwar german literature. lanham, maryland, toronto, plymouth: the scarecrow press, inc. laurenson, d. (1972). the writer and society. in the sociology of literature. london: paladin. pendas, d. o. (2000). “i didn’t know what auschwitz was”: the frankfurt auschwitz trial and the german press, 1963-1965. yale journal of law & the humanities, 12(2). retrieved from https://digitalcommons.law.yale.edu/yjlh/vol12/iss2/4 schlink, b. (1998). the reader. new york: vintage international. nobel: journal of literature and language teaching volume 9, no 2, september 2018 95 selden, r., & widdowson, p. (1993). a reader’s guide to contemporary literary theory. new york: harvester wheatsheaf. swingewood, a. (1972). theory. in the sociology of literature. london: paladin. taberner, s. (2005). german literature of the 1990s and beyond: normalization and the berlin republic. new york: camden house. voigtlaender, n., & voth, h. j. (2011). persecution perpetuated: the medieval origins of anti-semitic violence in nazi germany. nobel: journal of literature and language teaching volume 9, no 1, april 2018, p-issn 2087-0698 e-issn 2549-2470; 18-25 treating arab women in jean sasson’s princess sultana’s daughters amaliah sifana, hendrik wicaksono, irva azlina, ida yulia maya syaroh, wahju kusumajanti uin sunan ampel surabaya sifana21@yahoo.co.id abstractarabian life is depicted through the novel of jean sasson’s princess sultana’s daughters. there are some different treatments accepted by arab men and women, for example, the culture which more honor towards men than women. this case causes violence and injustice faced by the women. the arabs often treat them that way by making use of islamic teachings as the basis to support their deeds. this article focuses on analyzing the background of arabian culture in treating women. this article basically uses cultural studies perspective and concept on patriarchy which mainly focuses on arabian culture making women subordinated. the result shows that the treatment of the arab women is based on the cultural tradition. keywords: cultural studies, arabic culture, arab women 1. introduction patriarchy is a social system where men inherently dominate everything, especially females (walby, 1991). women are biologically considered weaker. sometimes, the ways in treating women through patriarchal system become the culture reputed as islamic teachings. in this case, saudi arabia is one of countries applying the system. men have used al-qur’an to create rule called a patriarchal class system in which males dominate females. it is also caused by historical practices before islam comes. most pre-islamic religions in the middle east; judaism, zoroastrianism, and christianity supported male-dominant attitudes and practices (keddie, 2006). then, women were regarded as the disaster. they would be buried alive in the dirt since their birth in this world. it can be said that those treatments are the ways in dishonoring women. although the practice of burying baby girl alive does not exist anymore nowadays, but there are other ways to dishonor women. the case can be deeply seen through violence towards women happened in the middle east countries. spencer and chesler said in their book the violent oppression of women in islam that daughter and wife beating are routine done by pakistani men (2007). it becomes one of the cases of dishonoring women nowadays. jean sasson is one of american writer whose work mainly centers on women in the middle east. one of her most popular work is the princess trilogy; princess sultana, mailto:sifana21@yahoo.co.id nobel: journal of literature and language teaching volume 9, no 1, april 2018 19 princess sultana’s daughters, and princess sultana’s circle. all of them are biography novels which are famous in america at the time. thus, the writer prefers to choose the second book of the trilogy to analyze because in the book, sultana is described of having problems dealing with her children and violence towards women. the second book of the trilogy; princess sultana’s daughters was written in 2001. it tells about the way sultana takes care of her children; two daughters (maha and amani) and one son (abdullah). it is caused by the influences of women violence happened in arab. on the other hand, sultana always tries to defend women who get physical violence or internal oppression. there are many stories about injustices of women told by her. one of them is women circumcision who attain the age of puberty. its practice is regarded as islamic teachings, whereas it tortures women. if it is truly one of islamic teachings, the writer believes that they will not face the violence. in this case, the writer is interested in finding out whether the ways in treating arab women are based on cultural influences as told by sultana through her stories. then, the writer uses some suitable theories to make good analysis. they are cultural studies to find the background of arabian culture in treating women and concept of patriarchy to find some factors making arab women disagree with their culture and their struggle to get the justice. based on the literary background stated above, the writer is really interested to analyze the treatment of the arab women in jean sasson’s princess sultana’s daughters. 2. review of literature 2.1 cultural studies generally, cultural studies talks about culture among society. guerin, labor, morgan, reesman, and willingham said that cultural studies is composed of elements of marxism, post-structuralism and postmodernism, feminism, gender studies, anthropology, sociology, race and ethnic studies, film theory, urban studies, public policy, popular culture studies, and postcolonial studies (2005). one of cultural system applied by society is patriarchy. it is a system in which women’s life is ruled by men. they will experience discrimination, subordination, violence, exploitation and oppression by men (wood, n.d.). in the patriarchal society, women are treated as inferior in all aspects of their lives. men control women’s reproductive power, their sexuality, their mobility and even their economic resources. patriarchy is defined as the ‘rule of the father’ as patriarchs to be intrinsically superior to women. amaliah sifana et.al, treating arab women 20 patriarchy is characterized by male domination and power. patriarchal rulers still govern most of the world’s religious, school systems, and family systems (hooks, n.d.). then, it shapes the values of our culture. we are also socialized into this system. most of us learned patriarchal attitudes in our family as the origin system. thus, those values are reinforced in schools and religious institutions. patriarchy will not be a problem if it is practiced based on humanity values. although the basic rules of life are held by men, they can deeply see and understand what women faced in their life. it will give them the appropriate rights such as work and education, protection, and affection. 3. discussion of the main themes jean sasson’s princess sultana’s daughters describes the depiction of arabian culture in treating women. arabian culture is seen from the life of royal family and common people. meanwhile, the description of treating arab women focuses on the female genital mutilation (fgm), temporary (mut’ah) marriage, and thoughtless divorce. 3.1 female genital mutilation (fgm) generally, operation towards genitalia organ is called as circumcision. circumcision is practiced towards both men and women. in its implementation, the practice of circumcision for women is more harmful than for men, so in western countries, it is common called as female genital mutilation (fgm) or female genital cutting (fgc). it is the practice when parts or all of the external female genitalia are removed or injured for no medical reason. there are four types of fgm. firstly, the clitoris or the clitoral hood is cut off. secondly, the clitoris and inner lips are cut off. thirdly, the clitoris, inner lips and outer lips are cut and sewn together or sealed, leaving only a small opening. fourthly, all other harmful practices which could include pricking, piercing, cutting, scraping and burning of female genitalia (lane, 2012). in this novel, sultana told us that her three sisters have faced the practice of fgm. one of them is nura who “had been made into a woman” through “female circumcision” although it means that she had to “endured the horrific rite” resulted in “pain and suffering” (sasson, 2001). basically, the practice of fgm is nothing more than a pagan tradition. it is related to female puberty when they are regarded as women who are more mature than being girls. however, this practice is actually must be stopped. it is because related to mutilation towards sexual organ and the female’s future. this pagan culture is caused by social culture influence. nobel: journal of literature and language teaching volume 9, no 1, april 2018 21 fgm is practiced to remove the source of female’s sexual desire. based on survey done by population reference bureau in the middle east countries in 2014 showed that the percentage of female circumcision is 96% for age 45 to 49 years old and 81% for age 15 to 19 years old (3). the survey also asked mothers about all daughters under 18 years old. 74 percent of daughter ages 15 to 17 have already been cut, while only 45 percent of daughter ages 0-3 years old are intended to cut by their mothers (6). uncircumcised female is claimed as cruel person and disaster for society. it is also for determining in having husband for the woman in the future. thus, the females need to circumcise (sauki, 2010). one of the indications being girl to woman is by practicing female circumcision. in the novel, sultana explains that there are three ways in doing female circumcision done by many tribes in arab. the first method is to cut the clitoris or the clitoral hood. it is the same as male circumcision. this method becomes the least common circumcision done towards women. the second method is faced by poor women belonged to one of tribes in arab. it is when the clitoris and inner lips (labia minora) are cut off. it is the same as cutting of the head of a man’s penis. this is the most common method for female circumcision. the third method is called as pharaonic circumcision. it is the most extreme method causing pain and suffering. it is when the clitoris, inner lips (labia minora) and outer lips (labia mayora) are cut off. it is the same as amputation of man’s penis and scrotum around the testicles. the last treatment is the most dangerous female circumcision (sasson, 2001). the first type of female circumcision is the least common method that is permissible to do. it is because females do not get much violence. this way is called as female circumcision. however, if the circumcision is done more harmful, it is called as fgm. it is the same as torturing women because of the extreme ways. the harmful treatments in doing fgm can be influenced by some factors. one of them is caused by myth. females are regarded as tempter or the source of sexual desire towards males. society believes that if female’s clitoris is circumcised, it will reduce female’s libido. then, female will not have big sexual desire to tempt male because their obligation towards male is only giving sexual services (sauki, 2010). thus, this type of female circumcision is to cut the source of female’s sexual desire. 3.2 temporary (mut’ah) marriage oftentimes, people can do everything to keep maintaining their own highest honor. one of the cases can be deeply seen from the story about the practice of temporary marriage. it is called as mut’ah marriage. the word mut’ah is derived from arabic language which means enjoyment, delight, or gratification (shomad, 2012). the beginning and end of this marriage amaliah sifana et.al, treating arab women 22 are specified. a man pays her woman small dowry (mahr). then, after the specified time is over, the marriage will end automatically. it is usually practiced by syi’ah sect. temporary marriage is practiced by common people. in this novel, there is still a man taking the benefit from this marriage. this case is practiced by aisha’s father. he is one of men who practices temporary marriage or called mut’ah. [aisha’s father] took advantage of a little-used arab custom called mut’a, which is a “marriage of pleasure,” or a “temporary marriage.” such a marriage can last from one hour to ninety-nine years. when the man indicates to the woman that the temporary arrangement is over, the two part company without a divorce ceremony. the sunni sect of islam, which dominates saudi arabia, considers such a practice immoral, condemning the arrangement as nothing more than legalized prostitution. still, no legal authority would deny a man the right to such an arrangement (sasson, 2001).” moreover, men practicing this temporary marriage often ask their assistant to find many young women to wed a night. aisha tells sultana that her father often asks his assistant to find “virginal daughters” whose families are “impoverished” that it is easier “to negotiate... for the right of temporary marriages…”. it is to satisfy his sexual desire (sasson, 2001). oftentimes, this practice is agreed by poor families that have four wives, many children, and little money. thus, the deal between the assistants and the families can be agreed easily. it is because both of them get advantage each other. the assistants will get appreciation and salary from their works, while the families also will get the money even though they must sell their daughters. it is done in order to survive their life, so they must sacrifice their own daughters. young women who used to be the object of sexual desire through mut’ah are those who never get enough education and born from the poor families. they “were no more than eleven or twelve years old” and “were transported into riyadh for a few nights of horror”. after the contract ended, “the young brides were sent away, returned to their families wearing gifts of gold and carrying small bags filled with cash” (sasson, 2001). what aisha’s father practices are the influences of arabian culture. he shows his over authority towards his family; aisha and his wife. he can easily treat them based on his wants. he does not maintain his family well. he does not fulfill his duties in giving affection, money, rights, and other forms of good treatments that should be got by them. he also shows his over honor. it can be seen when he gives payment to poor families having daughters. it automatically shows his wealth as the indication of his honor being men. thus, the way aisha’s father practicing temporary marriage cannot be separated from culture influence. nobel: journal of literature and language teaching volume 9, no 1, april 2018 23 3.3 thoughtless divorce in the royal family, al-sa’ud, the men can thoughtlessly divorce his wives. it is because they are able to divorce any of their wives simply by saying “i divorce you” or “you are divorced”. sometimes they have second thoughts and want to re-marry with other women. in addition, thoughtless divorce is also caused by bad services of the wives. this case is kind of men’s authority towards women. they can obtain divorces easily and often divorce capriciously. hence, the men feel that they are more powerful than the women. the case of thoughtless divorce can be seen from ali’s marriage relationship. he is sultana’s brother who is high-tempered. sultana knew that each of ali’s wives is divorced at least once, and nada, his most beautiful wife is divorced twice. oftentimes, when ali is getting anger, he will divorce his wives. on the contrary, when his anger is getting down, he will repent it and ask her wives he has divorced to keep staying for a day. ali takes the benefit that the men can divorce and resume the marriage as there are no problems happened in the household. in islam, the men can do such matter twice. then, if it is done in the third time, the men cannot resume the marriage anymore because there are other requirements must be fulfilled (sasson, 2001). as human being, we have ever been tired because of some problems. in this case, what nada faced in her marriage life is painful. she shows her disappointment by refusing intercourse. she feels that the better way for her is divorced by ali. nada feels better if she is divorced and she is not worried about the custody of her children. it is because the three children are females. they are less worthy for ali, so he allows nada to take them (sasson, 2001). as arabian culture practiced by many arabs, after divorce, the mother gets legal guardianship of children if they are still suckling. then, the father gets legal guardianship if the daughters are in the age of puberty and sons are in the age of seven. in many cases, if the children are sons, the father will not allow their mother to take them even though they are still child (sasson, 2001). however, the case is different when the fact shows that nada’s children are females. ali allows them to live together with their mother even though they are in the age of puberty. it is also caused by the culture which more honors the existence of sons than daughters. ali is one of arab men who are influenced by culture in treating women. he shows his honor by having many wives, concubines, and children. it describes that he wants to show his authority to others as a man by doing thoughtless divorce. then, he can cancel it again based on his desire. in addition, he shows his hate towards females by allowing his divorced wife, amaliah sifana et.al, treating arab women 24 nada, to take her daughters living with her. what ali practiced is fully the influence of culture. it causes sufferings towards women; his wives and daughters. they cannot get good treatments from ali as the husband and father. hence, arabian royal family culture really influences the ways of treating the royal women. meanwhile, common people also practice thoughtless divorce. this case is caused by men’s thoughts to show off their authority towards women. they can obtain divorces thoughtlessly without discussing first with the wives. hence, the men feel that they are more powerful than the women. the case of easy divorce can be seen from yousif’s marriage relationship. “yousif proudly told kareem that since they last met he had married and divorced one woman, who had given him two sons, and had married a second woman, fathering five sons in that union.” (sasson 62) yousif is kareem’s friend when they were studying together in london. since their last meet, yousif has divorced one woman who has given him two sons. then, he has married again with another woman who has given him five sons. in this case, he is one of arabs who put high pride towards sons. it is because he can easily divorce his first wife because of having two sons. he does not care about his divorced wife’s feeling. it means he divorces her thoughtlessly without any sympathy and thankful. in fact, he has two sons is also from her uterus. he thinks that divorce is more important than just having two sons from that woman. hence, he can practice divorce easily because of his high authority and pride to have many sons. 4. conclusion the result shows that the depiction of treating arab women in jean sasson’s princess sultana’s daughters comes in the form of female genital mutilation (fgm) secondly, the practice of temporary (mut’ah) that makes women the object of sexual desire. thirdly, the men in the royal family and common people often do thoughtless divorce by using valid law of divorce pronouncement ruled in islam. they use it to take the benefit for themselves; marry other women who can bear many sons. although the men use islamic teachings as the basis of their treatments towards women, but those three ways above are influenced by the culture. arabian life describes that the concept of honor and shame gives different treatment towards men and women. the women often get sufferings and pain caused by men’s authority. on the contrary, the men often get the benefits from treating them arbitrarily. this culture becomes the main trigger for women to continuously struggle their rights in life. thus, the ways of treating arab women described nobel: journal of literature and language teaching volume 9, no 1, april 2018 25 above are the not implementation of the rules based on islamic teachings, but it is influences of the culture. 5. references guerin, w. l., labor, e., morgan, l., reesman, j. c., & willingham, j. r. (2005). a handboook of critical approaches to literature (5th ed.). new york: oxford university press. hooks, b. (n.d.). understanding patriarchy. retrieved april 22, 2016, from http://laffexperiment.org/ keddie, n. r. (2006). women in the middle east: a history. princeton: princeton university press. lane, s. (2012). female genital mutilation: a campaigner’s guide for young people. london: foundation for women’s health, research and development. sasson, j. (2001). princess sultana’s daughters. windsor brooke books. sauki, m. (2010). khitan perempuan perspektif hadits dan sirkumsisi perempuan menurut who. universitas islam negeri syarif hidayatullah. shomad, a. (2012). hukum islam. jakarta: prenada media grup. spencer, r., & chesler, p. (2007). the violent opression of women in islam. los angeles: david horowbitz freedom center. walby, s. (1991). theorizing patriarchy. cambridge: basil blackwell inc. wood, j. m. (n.d.). patriarchy, feminism, and mary daly: a systematic theological enquiry into daly’s engagement with gender issues in christian theology. university of south africa. nobel: journal of literature and language teaching volume 8, no 2, september 2017, p-issn 2087-0698 e-issn 2549-2470; 141-149 teachers’ beliefs regarding language learner autonomy and practices of project-based education: a case study of an indonesian efl teacher diah royani meisani1, rommy d. b. rambet2 1indonesia university of education, bandung, 2cederawasih university, jayapura diahroyani@student.upi.edu1, rommydanny@yahoo.com2 abstract: language learner autonomy can be defined as learning outside the classroom in which learners direct their own learning independently of teachers.one of the approaches supports learner autonomy is the projectbased education. the project that the indonesian efl teacher (the participant of this study) assigned to her english class was an english drama performance. in the end of the course, her students had to perform the play. this project required active engagement of students’ efforts over an extended period of time. this paper reveals the beliefs of the efl teacher about learner autonomy. in addition, this study investigates the practices that the teacher used in enhancing autonomy. the findings are based on an analysis and interpretation of the data gathered from questionnaires and interviews. the results reveal the teacher’s beliefs and suggest that preparing activities that promote language learner autonomy is essential for english teachers. keywords: efl; language learner autonomy; project-based education. 1. introduction besides relying on learners’ differences in terms of their age, aptitude, personalities, learning styles, language levels, and motivations (harmer, 2001), teachers should be able to promote learner autonomy (la) for its implications for language teaching and learning. as being claimed by camilleri grima (2007) and palfreyman (2003), learner autonomy improves the language learning quality and makes individuals ready for learning during their life. it is also argued that it helps learners to use learning opportunities inside and outside the classroom in a best way. the advantages and the possibility of raising learner autonomy in language learning, particularly english as a foreign language, have been recognized by researchers and led to the three major pillar as follow (little, 1991:1) students are involved in the decision-making to design learning which should be more focused and purposeful, and thus more effective both immediately and in the longer term; 2) teacher-centered educational structures should be minimized because it is the learner’s responsibility for their learning process; and 3) learner autonomy is upheld in order to encourage students to be autonomous for their own learning, diah r.m. and rommy d.b. rambet, teachers beliefs 142 that indirectly leads them to be responsible in other areas in their life, and as consequence, they will be a useful and more effective member of the society. in addition, benson (2009) vividly defines learner autonomy as a learner’s willingness and ability to take responsibility, to plan, implement, monitor and evaluate his/her learning with tasks that are constructed in negotiation with and support from the teacher. however, much has been written about the concept of autonomy in language learning and many focal points of learner autonomy have been investigated as intriguing phenomena in the field of sla, there still exists so many definitions and interpretations of learner autonomy. while the literature has revealed a great number of definitions of learner autonomy, this lack of clarity has created some misconceptions that need to be dispersed. for teachers, to raise learner autonomy, they have to gain an understanding of the concept and be able to use strategies which are effective for triggering the development of learner autonomy. in addition, teachers must have a belief that learner autonomy is worth incorporating into their pedagogy (nga, 2014), this case study is conducted with the aims to figure out how an efl teacher perceives the notion of learner autonomy and its impacts in language learning and how she identifies the desirability and feasibility of implementing learner autonomy in the given context. 2. review of literature there have been numerous definitions of learner autonomy as noted by benson (2006). for the purpose of the study, the one framed by sinclair (2000) which includes 13 aspects of learner autonomy and has been well recognized by language teaching profession is provided as the following, they are: 1) autonomy is a construct of capacity; 2) autonomy involves a willingness on the part of the learner to take responsibility for their own learning; 3) the capacity and willingness of learners to take such responsibility is not necessarily innate; 4) complete autonomy is an idealistic goal; 5) there are degrees of autonomy; 6) the degrees of autonomy are unstable and variable; 7) autonomy is not simply a matter of placing learners in situations where they have to be independent; 8) developing autonomy requires conscious awareness of the learning process – i.e. conscious reflection and decision-making; 9) promoting autonomy is not simply a matter of teaching strategies; 10) autonomy can take place both inside and outside the classroom; 11) autonomy has a social as well as an individual dimension; 12) the promotion of autonomy has a political as well as psychological dimension; and 13) autonomy is interpreted differently by different cultures. as a point of fact, learner autonomy in educational institutions in indonesia has not generally been included as a teaching learning objective (lengkanawati: 2017). it is because nobel: journal of literature and language teaching volume 8, no 2, september 2017 143 there are still many teachers who are not familiar with and having clear comprehension about learner autonomy (la). the study undergone by lengkanawati (2017) found that the participating teachers tended to maintain that autonomy should be inculcated among learners, and that the la concept should not be misinterpreted as learning without a teacher. regarding the choices and decisions that learners could make during the class, it was believed that learners’ making choices about how they learned and what activities they did, and involving them to decide what and how to learn could promote autonomy among learners. moreover, most teachers were found to have desire to implement la principles in their teaching-learning contexts, although they identified that many of the la principles were not that feasible to apply in their situation; however, many were considered as having insufficient feasibility. in this case, commitment is majorly necessary in inculcating la principles as well as implementing them in the classroom setting. other studies related to teachers’ beliefs towards learner autonomy had also been undertaken. in 2015, salimi & ansari investigated iranian english teachers’ beliefs about learner autonomy. the results of the research that involved 35 english teachers showed that teachers are familiar with the concept of learner autonomy and believe that it has essential role in effective language learning. in the previous year, borg & al-busaidi (2014) described a project about the beliefs and practices regarding learner autonomy (la) held by english language teachers in a university language centre. a distinctive feature of this project was the manner in which professional development workshops for the teachers were informed by prior research about these teachers’ perspectives on la. in line with these, xu (2012) framed three teachers’ beliefs in the language teachinglearning process. the first part clarifies the concept of teachers’ beliefs, the second part illustrates three essential teachers’ beliefs about learners, learning and teachers themselves, and their role in the language teaching-learning process, the third part is the conclusion, which is consistent with the concept of teachers’ beliefs. furthermore, joshi (2011) carried out a survey of autonomous learning activities of the master level students, majoring in english education, tribhuvan university, nepal. it explored their perceptions on the roles of their own and their teachers’ roles, and how it has been looked at from the teachers’ viewpoint. adopting a mixed methodological design and analyzing the data collected through questionnaire and semi-structured interview, it was found that the learners make a good practice of autonomous activities. they view their role as an important factor in learning. the teachers have also suggested the learners to be autonomous. the teachers as well as the learners were found highly positive towards autonomous learning. diah r.m. and rommy d.b. rambet, teachers beliefs 144 based on the background and the literature reviews, the following objectives for the current study are set up, they are: 1. to find out how the teacher perceives the notion of learner autonomy and its impacts in language learning; 2. to find out how the teacher identifies the desirability and feasibility of implementing learner autonomy in the given context. 3. research methods this case study examined teacher’ beliefs about learner autonomy dealing with the project-based learning applied in english as a foreign language class in a senior high school in malang, east java. the goal of such research was to investigate teacher’s beliefs and behaviors in promoting learner autonomy, the desirability and feasibility that the teacher saw towards learner autonomy, her knowledge and experiences in teaching english as a foreign language to particular students (borg & al-busaidi, 2012). 3.1. setting this current research was conducted in a senior high school located in malang, east java. this was one of the fully funded schools in indonesia under puterasampoerna foundation (psf), where the other three were based in bogor, bali and palembang. these boarding schools organized by the foundation were well-known as sampoerna academy schools with the three-year scholarship program for senior high school students from lowincome family with good academic and leadership performance. besides implementing the national curriculum, the schools carried international general certificate of secondary education (igcse) cambridge curriculum and provided students with leadership activities, such as pathways to success programs, community service programs, and learning to live programs. particularly in malang, it is known as sampoerna academy malang (sa malang). sa malang affiliated with one of public senior high school in malang, sma negeri 10 malang, so that in this school there are two types of students: the regular fee-paying students who originally registered as sma negeri 10 malang, and scholarship students under sampoerna academy program coming from all over east java who were strictly selected through series of tests. every batch of this program consisted of 150 students divided into six classes. the teachers in this school were government employees (pns) under department of education and putera sampoerna foundation (psf) teachers who were assigned to teach at sa malang. nobel: journal of literature and language teaching volume 8, no 2, september 2017 145 3.2. participants dealing with the present study, an english teacher who was working under psf was the participant. all the english teachers at school were native of indonesia. among the other english teachers, the selected teacher was the only master graduate. besides teaching english using national curriculum for grade 12 and igcse cambridge curriculum for grade 11, she was given responsibilities to be the coordinator of pathways to success programs, overseas university students’ counselor, and supervisor of the school’s newsletter. having experiences in teaching english as a foreign language for more than a decade, in which three years out of it were spent for teaching english at sampoerna academy malang, the participant teacher was considered having trustworthy capability in teaching english; with the intention of revealing the teacher’s beliefs towards learner autonomy, she was selected to be the participant in this case study. in her english class, she has applied several strategies in order to trigger students’ english skills. she applied word share—a seven-minute presentation that assigned each student in every meeting to share a story by including one or two uncommon english word(s) in the story. the purpose was to improve students’ vocabulary and as the preparation for the students to take internet-based toefl (ibt) and scholastic aptitude test (sat). another activity she premeditated was students’ drama performance as the class annual project which was designed as a project-based learning. the implementations of this project are further examined and elaborated in the following section by being related to the teacher’s beliefs regarding language learner autonomy and practices. 3.3. the instruments questionnaire to collect the data intended, a questionnaire adopted from borg & al-busaidi (2012) wasused. four out of five sections of the taken questionnaire were implemented in this study. the four parts are elaborated as follow: 1. part one was about teacher’s opinion about learner autonomy during her english teaching generally. it consisted of 37 questions with likert scale responses. 2. part two was about teacher’s opinion towards the desirability and feasibility of learner autonomy—the decisions learners might be involved in and the abilities that learners might have. it consisted of 14 statements that teacher needed to responded using likert scale too. diah r.m. and rommy d.b. rambet, teachers beliefs 146 3. part three contained two open-ended questions that required the teacher to comment more specifically on her work at the school, especially in implementing students’ drama performance project with project-based learning approach. 4. part four which consisted of six questions were aimed at knowing more about the teacher’s background. interview for the succeeding stage, follow-up interview with the teacher was conducted. it was done to explore in more detail the teacher’s responses to the questionnaire. the interview was, with teacher’ permission, audio recorded and field noted. 4. results and discussions the questionnaire results showed that the teacher was in line with the notion of promoting learner autonomy in language classroom. the responses she made towards the statements in the questionnaire expressed agreement that autonomy could be fostered to language learners of all ages and of all cultural backgrounds. consistent with the definitions of learner autonomy that this present research is based upon, the teacher had a strong belief that autonomous learning did not mean learning without teacher. learner-centered classrooms, giving choices in the kinds of activities and materials, designing activities which give learners opportunities to learn from each other, and independent work in a self-access center could be supportive efforts to promote learner autonomy. in her efl class at sampoerna academy malang, the project of students’ drama performances conducted by 11 graders were the evidences that she upheld learner autonomy. the class which consisted of 25 students was assigned to work together, set all the stages from planning, script writing, casting the actors and actresses, to designing the stage act and performances by themselves. dealing with this, in terms of setting up the objectives, designing the kinds of tasks and activities to be conducted and choosing how learning was assessed, the teacher said that learners were actively involved. moreover, the teacher was confident that learning how to learn is key to developing learner autonomy. in this case, it is the teacher’s duty to improve the students’ motivation to learn as language learners are more likely to develop learner autonomy than learners who are not motivated. in the interview, the participant teacher explained how she designed the classroom activities to be meaningful—related to the lessons to students’ life context, using authentic materials, involving students’ experiences and accommodate learners’ needs, in order to engage them in the teaching and learning process, develop their motivation, and nobel: journal of literature and language teaching volume 8, no 2, september 2017 147 instill the idea of enjoying the class. hence, when the students enjoy learning, it would be easier to transfer knowledge, and lead them to learner-centered teaching where autonomy in learning functioned to assist them to be more proficient in learning the language. drama performances were chosen as the project to be executed in the end of the academic year based on the class agreement that involved the teacher and the students. moreover, through drama performances where language arts were significantly grounded, not only students’ english skills were improved, but also their creativity was encouraged (athanases, bennett, & wahleithner, 2015). consequently, enthusiasm and joyfulness in performing the drama had proven to be able to increase students’ motivation in learning the language and indirectly, triggered them to be autonomous. along the lines of the above explanations, the teacher was aware of the existences of multi sources knowledge which were beneficial to support students’ learning. she believed that the teacher students met in the class everyday were not the only sources through whom they could enhance their knowledge and experiences. to accomplish the project, the students were given opportunities to create their own story, write the scripts by themselves, and prepare all the supporting stuff for their performances. to do these, it required them to not only do the library and internet research, but sometimes it was prerequisite for them to meet people as the sources, for example dealing with references of the story, the stunning stage acts and appropriate costumes for the characters to wear. regarding this, as the students of sampoerna academy malang were highly selected—the students studied at the school were academically excellent and having good leadership characteristics, the teacher convinced that her students were categorically able to identify their own needs, strengths, and weaknesses. as they also had been proficient in english, they can learn both independently and cooperatively within their group. besides having the teacher’s supervision, the students were considered capable to monitor their progress and evaluate their own learning as being proved by their achievement in their drama performances. in the interview, the teacher confidently stated that the students took the project very seriously and gave the results more than being expected. 5. conclusion and implication according to the results of data analysis, this present study showed that learner autonomy for the indonesian teacher means that both teacher and learners have important roles in the teaching and learning process. from the data analysis, it can be concluded that learner autonomy is indirectly promoted through giving learners the opportunities to work alone or diah r.m. and rommy d.b. rambet, teachers beliefs 148 cooperatively to accomplish a project both inside and outside the classroom, providing the choice of learning method, materials and assessment procedure to the learners. the projectbased learning approach that the teacher used for students’ drama performances has proved that teachers are the ones who should help and support their learners to promote autonomy and become autonomous learners. finally, the results of the study are in line with the findings of previous studies such as lengkanawati (2017), nga (2014,) and borg & al-busaidi (2012) which revealed that it is necessary that teachershave awareness of the concept of learner autonomy and potentially promote it to achieve teaching and learning activities and objectives more effectively. 6. references athanases, s. z., bennett, l. h., & wahleithner, j. m. (2015). adaptive teaching for english language arts: following the pathway of classroom data in preservice teacher inquiry. journal of literacy research, 47(1), 83–114. https://doi.org/10.1177/1086296x15590915 benson, p. (2006). autonomy in language teaching and learning. language teaching, 40(1), 21-40. borg, s., al-busaidi, s., & centre, t. l. (n.d.).(2012).learner autonomy : english language teachers ’ beliefs and practices learner autonomy : english language teachers ’ beliefs and practices. camilleri grima, a. (2007). pedagogy for autonomy, teachers’ attitudes and institutional change: a case study. in m. jimenez raya & l. sercu (eds.), challenges in teacher development: learner autonomy and intercultural competence. (pp. 81-102). frankurt: peter lang. harmer, jeremy. (2001). the practice of english language teaching. essex: longman. joshi, k. r. (2011). learner perceptions and teacher beliefs about learner autonomyin language learning, 16 (1). lengkanawati, n. s. (2017). learner autonomy in the indonesian efl settings, 222–231. little, d. (1991). learner autonomy: definitions, issues and problems. dublin: authentik. nga, n. t. (2014). learner autonomy in language learning: teachers' beliefs. salimi, a. (2015). learner autonomy : investigating iranian english teachers' beliefs,5(5), 1106–1115. nobel: journal of literature and language teaching volume 8, no 2, september 2017 149 palfreyman, d. (2003). introduction: culture and learner autonomy. in d. palfreyman & r. c. smith (eds.), learner autonomy across cultures: language education perspectives (pp. 1-19). basingstoke: palgrave macmillan. sinclair, b., mcgrath, i., & lamb, t. (eds.). (2000). learner autonomy, teacher autonomy: future directions. harlow: longman. xu, l. (2012). the role of teacher s ‘ beliefs in the language teaching-learning process,2(7), 1397–1402. https://doi.org/10.4304/tpls.2.7.1397-1402 nobel: journal of literature and language teaching volume 9, no 1, april 2018, p-issn 2087-0698 e-issn 2549-2470; 1-8 symbolism in katherine anne porter’s short story rope park s. yoanna universitas negeri surabaya kyksanjo@naver.com abstract: this study aims to examine the use of a symbol and narration technique in katherine anne porter’s short story rope. the story is about a married couple who gets into an argument due to a bundle of rope. this study examines how the author describes the psychological state of the couple through their reaction over the rope. the data sources are the short story rope and related articles. the data was collected by close reading. the collected data are analyzed by applying symbolism theory and examining the narration technique. the findings show that the argument over the rope reveals the wife’s hidden frustrations and her husband’s inability to understand her troubles. keywords: symbol; rope; frustration; katherine anne porter; narration 1. introduction writers use literary devices and techniques to convey their ideas accurately. a symbol is one of the devices that broadens the imagination of readers. a symbol can be a word, an object, an image, or an action that represent something more than its literal meaning. “the literary symbol is an analogy for something unstated, consists of an articulation of verbal elements that, going beyond reference and the limits of discourse, embodies and offers a complex of feeling and thought” (tindall, 1955:12). this paper studies the symbolism in the short story entitled rope written by katherine anne porter. the author, katherine anne porter (1890-1980) is reputed as one of america’s distinguished short-story writers.she was awarded guggenheim fellowship, book-of-monthclub, national book award, and pulitzer award. the story rope is about a couple and the heated argument between the husband and the wife who fight over a rope and coffee. the initial argument about a rope and coffee turns into a serious quarrel. as the story unfolds, the root of their fight is revealed. on the third day of their move to the country, the young couple argues. while she is cleaning up at home, he walks four miles away to a town to buy groceries. but, he forgets the coffee that she asked him to buy and buys an unnecessary bundle of rope instead. moreover, all the eggs that are placed under the rope are broken, and she becomes even angrier. the wife park s. yoanna, symbolism in rope 2 nags her husband and he makes an excuse. the rope triggers a vicious cycle of quarrel. at the end of the fight, she goes into hysteria, and her surprised husband tries to calm her. he eventually goes back to town to buy coffee and to exchange the rope for something practical. when he exhaustedly arrives home with coffee, she has gained calmness and is waiting for him. he didn’t exchange the rope for something else but brought it back home. however, she reconciles with him by telling him that he can keep the rope if he really wants it. it is noticeable that for the majority of the story the wife is resentful towards her husband. the issue of rope and coffee is a secondary cause of her resentment. her bitterness is caused by several issues. throughout the story, the wife appears to be struggling with housework; she takes great care to keep the house neat and tidy. she does not stop thinking about chores that need to be done, while her husband is indifferent to housework. she also feels that her husband is not faithful to her because he once had a romantic relationship with another woman. her anxiety stems from her psychological insecurity. porter’s reputation rests on her portrait of the frustrations and tragic situations that ordinary people experience as they live. most of porter’s works are related to her own experiences (r wang & j liu, 2016:1). unrue says in the book the truth & vision in katherine anne porter’s fiction (2009) that porter depicts the complications and contradictions of human nature. the story rope effectively describes the hidden frustration of a married couple that is caused by lack of communication by presenting a bundle of rope as a symbol. 2. review of literature unrue (2009) quotes robert penn warren that “the more we steadily inspect the work of katherine anne porter, the more we see the inner coherence the work as a deeply imaginative confrontation or a sensibility of genius with the chiaroscuro of modern civilization.” that coherence, warren cites, is made up of porter’s central philosophy and style, both of which grew out of her experience (218). porter delivers her philosophy through symbolism in many of her works. alfred north whitehead, an english mathematician and philosopher, explains that symbolism represents the human imaginations and thoughts. according to whitehead “the word is a symbol, and its meaning is constituted by the ideas, images, and emotions, which it raises in the mind of the hearer” (1927:2). symbols enable authors to convey their ideas or messages from multiple perspectives. nobel: journal of literature and language teaching volume 9, no 1, april 2018 3 ru wang (2010) quotes porter in her article symbolism: the main artistic style of katherine anne porter’s short stories as follows: symbolism happens of its own self and it comes out of something so deep in your own consciousness and your own experience that i don’t think that most writers are at all conscious of their use of symbols. i never am until i see them. they come of themselves because they belong to me, and have meaning to me, but they come of themselves. i have no way of explaining them…and i suppose you don’t invent symbolism (95). a thesis entitled symbolism in the short stories of katherine anne porter by smith, m p. (1959) explains symbolism as follows: men use symbolism to express the spiritual, the intangible. some things are so well established by tradition as symbols that they can function as symbols with very little effort on the part of the writer who uses them. other things will function as symbols only if the writer establishes them as such for a particular story. a writer can use almost anything as a symbol. 3. discussions of the main themes this paper deals with one of porter’s short stories entitled rope that uses a rope as a symbol to represent the unseen disappointment that a young couple experiences. a symbol is a communication tool that is intended to represent or stand for something, usually an intangible concept. merriam-webster dictionary defines that a symbol is “something that stands for or suggests something else by reason of relationship, association, convention or accidental resemblance.” it is “a visible sign of something invisible.” ru wang (2010) says that a symbol can be an action, a sound, a thing, or a movement. it can be felt with five senses; it can be seen, heard, felt, tasted, or touched. a regular symbol carries a common interpretation. a white dove, for example, is a regular symbol of peace. a word ‘mozart’ symbolizes a musical genius. a four-leaf clover is a regular symbol of luck. a literary symbol has a possibility of multiple interpretations. for example, ‘mountain’ could be used as nature in one context and an obstacle in another. ‘sea’ could signify a peaceful place, a new world, or a destructive force. “in a certain sense, writers use symbols because all men are symbolistic by nature. we tend to find in objects and happenings significance over and above the meaning of the object of a motion itself” (smith, 1959:2). according to smith (1959), a badge is a piece of decorated metal, and it also symbolizes authority. a trophy is a decorative cup and it also represents victory. if someone clenches his fist, it means that he is preparing for a fight or he is showing his anger. badge and the clenching of the fist are symbols because they are the signs of something beyond themselves. in the story rope, porter unfolds the story of a young married couple who comes to realize their differences as a result of an argument over a piece of rope that the husband park s. yoanna, symbolism in rope 4 purchases. the husband refuses to exchange the rope for something more practical. the rope becomes a symbol of his pride. from the wife's point of view, however, buying the unnecessary rope shows his "impractical aspect" and his "uncooperative attitude" at home. apart from the individual dimension, the rope also has a universal meaning. the rope symbolizes 'marriage itself' as it can be seen from the expression 'tying the knot'. the rope is twisted which symbolizes the interweaving of all of the complex emotions that are involved in marriage. the serious struggle caused by the trivial issue of buying a rope and forgetting coffee shows the deep-rooted distrust between the couple that has not been revealed until then. the husband and the wife in this story have not been named, nor are they specifically described. porter used ‘he’ and ‘she’ to refer to the couple. there is nothing known about the location of the story. it is presumed that the house they move in is located somewhere in the countryside and four miles away from the town with no transportation. this vagueness suggests that the arguments of this couple are a typical one that can occur among any young couple, in any place, rather than a story of a specific person that takes place in a certain place. porter used ambiguity to evoke sympathy from ordinary young couples. porter used the technique of narrated monologue to express the lack of communication between the two people. the narrator’s monologue replaces the characters’ words and represents the characters’ thought. the narrator describes the event from the perspective of a third party. dora zhang (2017) says in her symposium paper that narrated monologue is an elegant way to represent a character’s thoughts, speech, and perceptions directly without the intervention of a narrator who reports these. zhang quotes dorrit cohn as follows: narrated monologue is a version of the character’s thoughts with his own words and attitudes but set in the syntax of a third-person narration. it creates ambiguity as to whether it is actual speech or merely thought which is being depicted (2017). from the husband’s perspective, the rope symbolizes masculine country work. although he buys a rope, in fact, he seems not to be familiar with country living. the monologue describes him as follows: he thought there were a lot of things a rope might come in handy for… it would be useful, twenty-four yards of rope, there were hundreds of things, he couldn't think of any at the moment, but it would come in. the couple does not have direct conversations even during the wrangling. they don’t see what the other party is thinking. but, thanks to the narrator, readers can understand the characters’ feelings and the cause of their argument. neither of them truly listens to the other. nobel: journal of literature and language teaching volume 9, no 1, april 2018 5 the monologue switches its stance from one character to another and reveals the hidden contents of the message that each of them wants to deliver to the other party. when the husband comes back from the town, she does not ask him “do you bring the coffee?” instead, the monologue says “had he brought the coffee?” on the scene where the eggs are broken, the wife does not ask him directly. instead, there is a monologue: “what had he put on top of them? hadn't he known eggs mustn't be squeezed? the husband also says indirectly “squeezed, who had squeezed them?” the readers feel as if they are watching a scene from the distance without being emotionally engaged in the fight of the couple. the couple is caught up in a serious argument. however, their voices are not directly heard. the wife is angry because of the rope, but her husband thinks that he bought it to exercise the freedom of being able to buy such a thing, even though the rope has no urgent need. his thought is not delivered to his wife. while the argument is turning into a quarrel, the rope is repeatedly mentioned as the main culprit; it sits on some eggs and crushes them; it will occupy some space in the kitchen where the wife puts everything neat and tidy. his inconsiderate and selfish attitude upsets the wife. jane k. demouy explains that the argument stems from the lack of communication: she cannot express her dissatisfaction plainly and directly. she deals in subterfuge, which is why the rope becomes such a bone of contention. the quarrel must reach a certain pitch before she will name her specific complaints, but a close reading of her comments reveals the way her irritation moves rapidly from one detail to the next, baffling her husband” (requote: shim b.j., 1991:11). in this story, the wife starts the fight and ends the fight. her husband seems to be the victim of her irrational nagging. the observation of their attitudes shown through the monologues reveals that she is discouraged by unfavorable situations and he does not understand her psychology. the rope triggers the explosion of accumulated complains. therefore, the basic theme of this story is 'wife’s frustration' caused by the lack of understanding and communication. there are reasons for her frustration. the couple has different personalities. she wants to keep her house tidy. all things must be in their place, and the work that has been planned must be done. her eyes are full of work. she has to clean the windows, to vent the bed mattress, but it's too much for her to do alone. she desperately wants help from her husband, but he does not understand her troubles at all. to him, her habit of arranging things seems insane and silly. he thinks she is a hopeless melancholiac, a pathetic woman who makes herself a complete fool. the monologue says: park s. yoanna, symbolism in rope 6 well, in that case, he wanted to know what the hammer and nails were doing up there? and why had she put them there when she knew very well he needed that hammer and those nails upstairs to fix the window sashes? she simply slowed down everything and made double work on the place with her insane habit of changing things around and hiding them in the middle of the bedroom floor where they could step on them in the dark. and now if he didn't clear the whole mess out of there she would throw them down the well. she was sure she begged his pardon, and if she had had any reason to believe he was going to fix the sashes this summer she would have left the hammer and nails right where he put them.”; “did she realize she was making a complete fool of herself? and what did she take him for, a three-year-old idiot?”; “she could work herself into a fury about simply nothing. terrible she doesn’t have an ounce of reason. she is a cautious and detailed person but lacks flexibility. when the eggs break unexpectedly, she is embarrassed. she has to use broken eggs for dinner instead of making a meat dish because there is no cool place that keeps the eggs fresh. she does not like changing her menu plan. her monologue says “well, anyhow, she could see one thing plain: no eggs for breakfast. they'd have to scramble them now, for supper. it was too damned bad. she had planned to have steak for supper.” they are financially difficult; the house is half empty; their home is far from the railway station; they do not have cars so he has to walk four miles to the town to buy groceries; there is no ice to preserve fresh food; she has no a penny in her pocket. the couple is not equal in terms of economy. the monologue says: she knew as well as he did that his work brought in the regular money, hers was only occasional, if they depended on what she made --and she might as well get straight on this question once for all. the question was, when both of them were working on their own time, was there going to be a division of the housework, or wasn't there? she merely wanted to know, she had to make her plans. why, he thought that was all arranged. it was understood that he was to help. hadn't he always, in summers? their living costs depend mainly on the husband's income. the husband thinks that his wife should be aware of this fact. so, when his wife complains about the fair share of the house works, he says he is doing his portion. in other words, since he regularly makes money, he thinks, she should be in charge of housework. at this point, the woman becomes hysterical. another problem with this couple is that the husband was once unfaithful to his wife. before the couple moved to the countryside, the husband remained in the city to make extra money, and his wife came alone to the countryside. during this brief period, he had a light fun with another woman and the wife noticed it. as the wife brought up this matter the argument heightened. nobel: journal of literature and language teaching volume 9, no 1, april 2018 7 evidently, the wife is overwhelmed by the complication of several trivial issues. the complication gets serious due to discrepancies in the personalities of the two people. the husband is angry at his wife because she is more concerned about a piece of rope than his feelings. even though he has a sore on his heel, as a gesture of reconciling, he goes to the town to buy coffee and exchange the rope for a more practical item. while her husband is away, she tries to find a settlement in her own way. she prepares dinner and waits for her husband. instead of making a new commotion, she allows him to keep the rope and apologizes for the disruption caused by the coffee. they both try to amend the tense situation. the couple's fighting ends without further complication. even though their dispute is settled, the cause of the conflict is not fundamentally resolved. the issues of economic difficulties and personality differences remain. the rope was the cause of quarrel, but still, he brought it back. this action symbolizes that he will continue asserting his pride at home. “he knew how she was, didn’t he? sure he knew how she was.” this sentence contains ironic nuance. if he thinks that she is upset simply because of coffee, this means that he does not know her cumulative grievance and psychological state. it is also a problem if he knows her unstable psychological state and does not try to eliminate the cause of her anxiety. the narrator remains detached from the commentary, and the reader must accept the ambiguity of the situation. the story begins pessimistically but there is a sense of optimism at the end of the story. he was a love, she firmly believed, and if she had had her coffee in the morning, she wouldn't have behaved so funny . . . there was a whippoorwill still coming back, imagine, clear out of season, sitting in the crab-apple tree calling all by himself. maybe his girl stood him up. maybe she did. she hoped to hear him once more, she loved whippoorwills. the whippoorwill birds are known to be loyal to their family. porter mentions whippoorwills to symbolize that they still have hope. 4. conclusion in the story, porter delineates circumstances in which a wife is caught in an unhappy marriage and completely frustrated by the situation surrounding her. the wife experiences financial distress and anxiety over her unfaithful husband and personality conflict. the story that is based on the quarrel of a married couple shows that a small dispute that happens in everyday life can be an opportunity to express cumulative complaints. the trivial argument about coffee and rope becomes a serious squabbling. the irony is that neither party cares for the other, any more than they care about the useless rope. park s. yoanna, symbolism in rope 8 in rope, porter illustrates frustration and disappointment hidden in everyday life. in the story, a rope becomes a symbolic chain that joins them in misery. thus, this paper examined how katherine anne porter used symbolism to express the delicate aspects of human nature in her short story. 5. references merriam-webster. (2018). symbol. retrieved january 10, 2018 from https://www.merriamwebster.com/dictionary/symbol porter, k. a. rope.retrievedjanuary 10, 2018from http://shortstorymasterpieces.altervista.org /porterrope.html shim, b. j. (1991). a thematic study of katherine anne porter’s fiction. seoul: sookmyong university smith, m p. (1959). symbolism in the short stories of katherine anne porter. chicago: loyola university tindall, w y. (1955). the literary symbol. new york: columbia university press unrue d h. (2009). truth & vision in katherine anne porter’s fiction. athens: the university of georgia press wang, r. (2005 september). the language style of katherine anne porter’s short stories.harbin: us-china foreign language, vol. 3, no.9. retrieved january 16, 2018 fromhttp://ibrarian.net/navon/paper/the_language_style_of_katherine_anne_porter_s_ sho.pdf?paperid=6354103.pdf -----------(2010 september). symbolism---the main artistic style of katherine anne porter’s short stories. harbin: harbin medical university english language teaching, vol. 3, no. 3. retrieved january 16, 2018 from https://files.eric.ed.gov/fulltext/ej1081825.pdf wang, r and liu, j. (2016). an analysis of autobiographical narrative techniques in katherine anne porter’s short stories.nanchang: journal of language, linguistics and literature, vol. 2, no. 3. retrieved january 16, 2018 fromhttp://files.aiscience.org/journal/article/pdf/70360051.pdf wellek, rené. (2011). theory of literature. new york: harcourt, brace whitehead, a n. (1927). symbolism its meaning and effect. digital library of india item 2015.166010 zhang, d. (2017). what is free indirect discourse now?department of comparative literature, university of california, berkeley. retrieved january 10, 2018 fromhttp://complit.berkeley.edu/featured/what-is-free-indirect-discourse-now/ nobel: journal of literature and language teaching volume 8, no 1, april2017, p-issn 2087-0698 e-issn 2549-2470; 1-8 death instinct manifested through passive aggresiveness and its social effects in melville’s “bartleby the scrivener” nestiani hutami uin sunan ampel surabaya hutaminestiani@gmail.com abstract: death instinct is a lifeless drive in human mind that certainly can affect behavior. this instinct can be manifested through passive aggresiveness that is not easily noticed but will slowly bring loss to everyone involved. in deeply understanding this matter, this paper attempts to analyze the death instint manifested through passive aggresivenessby depicting a short story entitled “bartleby the scrivener.” to do that, this paper will first examine bartleby’s behaviors that indicate passive aggresiveness. furthermore, it will explorehow bartleby’s passive aggresiveness affectspeople around him. the result of this analysis shows that bartleby’s death instinct which leads him into death is caused by his persistence to have a static life. this form of passive agrresiveness kills his social life and brings anxiety, confusion and anger to people who interact with him. keywords:death instinct; passive aggresiveness; behavior; effect. 1. introduction psychology is a complex issue for it brings mystery and curiousity in studying the mind and the behavior of human being. there are various things to be consideredin understanding the nature of human and its complexity. as “humans are highly social beings, we like to be surrounded by friends and share our personal experiences with others” (vrticka, 2013). in the process of those interactions, the outcome may be either positive or negative. one of the interactions that brings problems in society, both physically and psychologically, is passive aggressive behavior. according to daniel k. hall-flavin, m.d, “passive aggressive behavior is a pattern of indirectly expressing negative feelings instead of openly addressing them”(2013).it can be encontered in all sort of relationships, “from friendships, intimate partners, school and the workplace” (omur, n.d.) and it “never serves anyone well, and will only harm the passiveaggressive persons themselves, and those relationships they truly wish to cultivate” (omur, n.d).some people realize that they have this disorder behavior, but most of them do not until it is too late for them to fix. many people are also aware that their friends or their family’s members have passiveaggresiveness. however, nestiani hutami, death instinct 2 their ignorance of how to handle passive aggressive people kills their relationships. either way, this disorder behavior certainly brings negative results. as the psychological issue, passive aggresiveness, can be experienced in social interactions between individuals, it is also reflected in some literary works, one of them is “bartleby the scrivener” written by herman melville in 1853.in the article written in 1998, “bartleby the scrivener, a tale of wall street,” it is mentioned that “most have viewed it as a work of social criticism dealing with the psychological effects of capitalism as it existed in the 1850s. others have viewed it as a philosophical meditation on the human condition, or as a religious parable on religion itself. however, one interprets its ultimate meaning, the story provides an exploration into such universal issues of the human experience as alienation, passivity, nonconformity, and psychological imprisonment.” the highly depicted psychological issue in “bartleby the scrivener”is also asserted by jane desmarais that ““bartleby, the scrivener” (1853) is a story of passive resistance. and as the narrator is forced to admit, “nothing so aggravates an earnest person as a passive resistance.” he declines to do what is asked of him over and above the basic task of copying documents.” (2001:02). this paper attempts to analyze the death instint manifested through passive aggresivenessshown by bartleby and its effect toward his surroundings. to do that, this paper will first examine bartleby’sbehaviors that indicate passive aggresiveness. furthermore, it will explorehow bartleby’s passive aggresiveness affectspeople around him. this analysis will hopefully presents information and knowledge of passive aggresiveness that is usually difficult to notice. thus, by having full knowledge of this matter, people involved may respond to this properly. 2. review of literature in expressing negative feelings, people who suffer passive aggresiveness unconsciously demonstrate death drive. according to sigmund freud, “...the unconscious, which is the part of the mind beyond consciousness which nevertheless has a strong influence upon our actions”(barry, 2002:70). this unconsciousness in human’s mind is basically dominated by both “eros (the greek word for ‘love’) which roughly means the life instinct and the opposite of which is thanatos (the greek word for ‘death’) which roughly means the death instinct” (ibid). thanatos or death instinct “represents the organic need to return to lifelessness and stasis, the ultimate calm of lifeless non-conflict” (chalquist, 2001). as expressing negative feelings in indirect way, passive aggressive people may convey many forms of behaviors which include “(1) passively resists fulfilling routine social and nobel: journal of literature and language teaching volume 8, no 1, april2017 3 occupational tasks; (2) complains of being misunderstood and unappreciated by others; (3) is sullen and argumentative; (4) unreasonably criticizes and scorns authority; (5) expresses envy and resentment toward those apparently more fortunate; (6) voices exaggerated and persistent complaints of personal misfortune; and (7) alternates between hostile defiance and contrition” (frances, pincus, & first, 1994:735). those forms of behavior can cause negative atmosphere among those who are involved and “can interfere with relationships and cause difficulties on the job” (hall-flavin, 2013). 3. discussion of the main themes in the following discussion, the quotations of the short story is taken from bartleby the scrivener by herman melville, a penn state electronic classics series publication. 3.1 bartleby’s form of passive aggresiveness as manifestation of death instict bartleby, one of the scriveners in the story “bartleby the scrivener,” shows death instinct which is manifested in rather peculiar forms. seen from the point of view of the narrator, the man who hires bartleby,bartleby’s behavior in the first few days working as scrivener is not as strange as later days. although he is viewed as not lively or friendly as his other colleagues, he is still considered as demonstrating normal behavior, “in answer to my advertisement, a motionless young man one morning stood upon my office threshold, the door being open, for it was summer. i can see that figure now — pallidly neat pitiably respectable, incurably forlorn! it was bartleby” (p.10). in the first two days of working, bartlebyfrequently does the copying as one of the scrivener’s job. this activity is accepted delightedly by his bossbecause he is very helpful in the performance of the job. this also indicates that bartleby does the human activity as other people do. however, there is a sense of oddity and worrisome in that situation for bartleby does the copying without a pause. it means that there is no change in the life of bartleby as he does the same activity continuously. at first, bartleby did an extraordinary quantity of writing. as if long famishing for something to copy, he seemed to gorge himself on my documents. there was no pause for digestion. he ran a day and night line, copying by sunlight and by candlelight. i should have been quite delighted with his application, had he been cheerfully industrious. but he wrote on silently, palely, mechanically (p.11). “passive aggressive personality disorder as a pervasive pattern of negativistic attitudes and passive resistance to demands for adequate performance as indicated by passively resists fulfilling routine social and occupational tasks” (kelly, 2010).on the third day, bartleby shows a particular form of passive aggresiveness for the first time. when asked by his boss nestiani hutami, death instinct 4 “to examine a small paper” (p.12) together, “without moving from his privacy, bartleby, in a singularly mild, firm voice, replied, “i would prefer not to” (p.12). since then, bartleby refuses to do any tasks proposed to him such as “step around to the post office” (p.18), call the other scriveners as demanded by his boss, or “to be dispatched on the most trivial errand of any sort” (p.19). he even does not want to tell his life story when asked by his boss (p.24). he prefers to do the document copying only. this odd behavior accompanied by more peculiar response are performed by bartleby ceaselessly. whenever he is asked or demanded to do anything, bartleby always replies ‘i prefer not to.’ it takes quite a while until one day he no longer answers such statement, but he refuses to answer. his rejection to answer to anything is then followed by his discontinuation of copying, a job he has been doing without a pause. the next morning came. “bartleby,” said i, gently calling to him behind his screen. no reply (p.24). “at present i prefer to give no answer,” he said, and retired into his hermitage (p.24). still added days went by. whether bartleby’s eyes improved or not, i could not say. to all appearance,i thought they did. but when i asked him if they did, he vouchsafed no answer. at all events, he would do no copying. at last, in reply to my urgings, he informed me that he had permanently given up copying. “what!” exclaimed i; “suppose your eyes should get entirely well — better than ever before — would you not copy then?” “i have given up copying,” he answered, and slid aside (p.27). while bartleby always refuses to do any job as other scriveners do, he also seems to limit his interaction withhis fellow co-workers or his boss. he declines the task to examine the copies together with his co-workers. accordingly, turkey, nippers, and ginger nut had taken their seats in a row, each with his document in his hand, when i called to bartleby to join this interesting group. “bartleby! quick, i am waiting.” i heard a slow scrape of his chair legs on the uncarpeted floor, and soon he appeared standing at the entrance of his hermitage. “what is wanted?” said he, mildly. “the copies, the copies,” said i, hurriedly. “we are going to examine them. there” — and i held towards him the fourth quadruplicate. “i would prefer not to,” he said, and gently disappeared behind the screen (p.13). not only he prefers to work alone, but bartleby also chooses to stay at his chamber as if he feels comfortable in there. his boss refers bartleby’s chamber as ‘hermitage’ for whenever bartleby stays there, he does not want to be disturbed and never seems to leave that corner. meanwhile bartleby sat in his hermitage, oblivious to everything but his own peculiar business there (p.15). like a very ghost, agreeably to the laws of magical invocation, at the third summons he appeared at the entrance of his hermitage (p.18). “i would prefer to be left alone here,” said bartleby, as if offended at being mobbed in his privacy (p.26). nobel: journal of literature and language teaching volume 8, no 1, april2017 5 the boss, as the narrator, has observed that bartleby “never went to dinner, indeed, that he never went anywhere” (p.15). it seems like bartleby lives a static life unlike other people do. this passivity is worsened by the fact that bartleby actually lives in the office. ....the utterly unsurmised appearance of bartleby tenanting my law chambers of a sunday morning... (p.20). upon more closely examining the place, i surmised that for an indefiniteperiod bartleby must have ate, dressed, and slept in my office, and that, too, without plate, mirror, or bed. the cushioned seat of a rickety old sofa in one corner bore that faint impress of a lean, reclining form. rolled away under his desk i found a blanket; under the empty grate, a blacking box and brush; on a chair, a tin basin, with soap and a ragged towel; in a newspaper a few crumbs of gingernuts and a morsel of cheese. yes thought i, it is evident enough that bartleby has been making his home here, keeping bachelor’s hall all by himself (p.21). beside the shocking fact that bartleby lives stagnantly in his comfortable hermitage, he still prefers to live as he is used to and refuses to make an adjustment. even when he is fired, driven out of the office and asked to change his job, bartleby still stubbornly decides to stay the same. “i would prefer not to quit you,” he replied, gently emphasizing thenot (p.32). “then, sir,” said the stranger, who proved a lawyer, “you are responsible for the man you left there. he refuses to do any copying; he refuses to do anything; he says he prefers not to; and he refuses to quit the premises” (p.37). “bartleby,” said i, in the kindest tone i could assume under such exciting circumstances, “will you go home with me now — not to my office, but my dwelling — and remain there till we can conclude upon some convenient arrangement for you at our leisure? come, let us start now, right away” (p.39). “no; at present i would prefer not to make any change at all” (p.39). his stubbornness to have a fixed live that he is being so persistent not to make a change upon life slowly leads him into death. as he no longer has the same life for he is imprisoned, he refuses to do anything in jail. he always “...standing all alone in thequietest of the yards, his face towards a high wall, while all around, from the narrow slits of the jail windows i thought i saw peering out upon him the eyes of murderers and thieves” (p.41). from the moment bartleby works at the office, he unconsciously demonstrates death instinct through passive aggresiveness. people who are in this state, have a tendency to live a static life and avoid conflicts (goldson, 2015). bartleby, as indicatively, is in this condition leads his life by repeating the same things over and over and has no effort to make alterations, as seen from his answer of “i prefer not to...” he tends to avoid conflicts by not doing anything, even answering questions. nestiani hutami, death instinct 6 3.2 the effects of bartleby’s passiveaggresiveness toward his surroundings a society consists of many different characteristics with various psychological problems. this is likely to bring influence to each other. the short story, “bartleby the scrivener,” describes this condition in which bartleby’s passive aggresiveness affects people around him,particularly the narrator (bartleby’s boss). the narrator is an elderly man. he must have experienced many things and dealt with many situations. he is used to deal with rapid and energetic law business. i am a man who, from his youth upwards, has been filled with a profound conviction that the easiest way of life is the best. hence, though i belong to a profession proverbially energetic and nervous even to turbulence at times, yet nothing of that sort have i ever suffered to invade my peace. i am one of those unambitious lawyers who never addresses a jury or in any way draws down public applause. all who know me consider me an eminently safe man (p.18). the advent of bartleby slowly affects the narrator’s life. in one hand, the narrator can rely his work on bartleby, but in the other hand, he is confused and irritated by bartleby’s behavior. nothing so aggravates an earnest person as a passive resistance (p. 28). indeed, it was his wonderful mildness chiefly, which not only disarmed me but unmanned me as it were (p. 32). yes, bartleby, … you are harmless and noiseless as any of these old chairs; … i never feel so private as when i know you are here (p. 42). i had a singular confidence in his honesty. i felt my most precious papers perfectly safe in his hands (p. 31). the different way of reacting toward bartleby’s strong passive aggresiveness is a sign of anxiety. it is caused by fear of loss or failure. because bartleby decides to quit copying the documents and prefers to do nothing, the narrator feels that bartleby is a burden. this makes the narrator tries to dismiss bartleby. in plain fact, he had now become a millstone to me, not only useless as a necklace, but afflictive to bear. he occasioned me uneasiness (p. 37). “bartleby,” said i, “are you aware that you are the cause of great tribulation to me, by persisting in occupying the entry after being dismissed from the office?” (p. 46). i could not but highly plume myself on my masterly management in getting rid of bartleby (p. 39). a great worry enters the narrator’s mind. he is afraid of getting bad reputation for having unemployed man in his office. his uneasiness even comes to him after he moves his office. he always thinks that bartleby will follow him. the strange behavior of bartleby really affects the narrator’s mind. nobel: journal of literature and language teaching volume 8, no 1, april2017 7 …a whisper of wonder was running round, having reference to the strange creature i kept at my office. this worried me very much. ….denying my authority; and perplexing my visitors; and scandalizing my professional reputation… (p. 43). when i returned to my rooms after any little absence, i would pause at the threshold for an instant and attentively listen ere applying my key. but these fears were needless. bartleby never came nigh me (p.44-45). the feeling of anxiety is felt not only by the narrator, but also by the other employees that work together in the same office as bartleby. because turkey and nippers, bartleby’s colleagues, have such troublesome, they both feel irritated and rather angry. “nippers,” said i, “what do you think of it?” “i think i should kick him out of the office” (p. 27). “think of it?” roared turkey. “i think i’ll just step behind his screen and black his eyes for him!” (p. 29). the effect of bartleby’s passive aggresiveness also attacks the new people who rent the building. after the narrator moves his office, the building is rent by other people, but bartleby still lives in that building. he quite disturbs the flow of the business that happens. it brings anxiety towards the building’s inhabitants. thus, the inhabitants decide to send bartleby to the police. “…he now persists in haunting the building generally, sitting upon the banisters of the stairs by day, and sleeping in the entry by night. everybody is concerned; clients are leaving the offices; some fears are entertained of a mob…” (p. 45). …a note from the landlord lay upon the desk. i opened it with trembling hands. it informed me that the writer had sent to the police, and had bartleby removed to the tombs as a vagrant (p. 47). bartleby’s passive aggresiveness hampers a social routine and brings loss to his surroundings. bartleby’s behavior not only slowly kills his social life, but also brings confusion and anxiety for the people around him. these people experience anxiety because theyare confusedhow to react appropriately. even though they think that they have behaved in precise manner, they still unconsciously suffer psychological problems in their mind. 4. conclusion bartleby’s death instinct which leads him into death is caused by his stubbornness to have a static life and his persistence not to make an adjustment. this is manifested through his passive aggresive behaviors which are: he does the copying without a pause, he always replies ‘i prefer not to,’ he refuses to answer whenever people are talking to him, and he prefers to work alone although he is required to work in team. nestiani hutami, death instinct 8 the passive agrresiveness shown by bartleby slowly affects his relationship with people around him, especially his boss.the good co-worker relationships are dying and this hampers the routine life in the workplace. because of this condition, the job is disturbed. furthermore, people who interact with bartleby, show certain behaviors, which are anxiety, confusion and anger because they do not know how to response in appropriate manner. 5. references barry, p. (2002). beginning theory: an introduction to literary and cultural theory (second edition). manchester: manchester university press. “bartleby the scrivener, a tale of wall street.” (1998). encyclopedia.com. retrieved december 1, 2016 from http://www.encyclopedia.com/article-1g2-2695000013/bartlebyscrivener-tale-wall.html chalquist, c. (2001). “a glossary of freudian terms.” retrievedfebruary 21, 2017from http://www.terrapsych.com/freud.html desmarais, j. (2001, spring). preferring not to: the paradox of passive resistance in herman melville’s “bartleby”.journal of the short story in english, 36.retrieved january 4, 2017 fromhttp://jsse.revues.org/index575.html francis, a., pincus, h.a. & first, m.b., (1994). diagnostic and statistical manual of mental disorders: dsm-iv (fourth edition). washington: the american psychiatric association. goldson, j. (2015). how to deal with passive aggressive people. retrieved january 25, 2017 from http://www.nzherald.co.nz/lifestyle/news/article.cfm?c_id=6&objectid=11412955 hall-flavin, d. k. (2013). what is passive-aggressive behavior? what are some of the signs?retrieved february 7, 2017 from http://www.mayoclinic.org/healthylifestyle/adult-health/expert-answers/passive-aggressive-behavior/faq-20057901 kelly, d. (2010). passive-aggressive personality disorder.retrieved february 21, 2017 from http://www.ptypes.com/passive-aggpd.html omur, a. (n.d.).12 ways your passive-aggressiveness is slowly killing your relationships.retrieved february 19, 2017 from http://www.lifehack.org/articles/communication/12-ways-passive-aggressiveness-slowlykilling-relationships.html vrticka, p. (2013). evolution of the ‘social brain’ in humans: what are the benefits and costs of belonging to a social species? retrieved december 16, 2016 from http://www.huffingtonpost.com/pascal-vrticka/human-socialdevelopment_b_3921942.html http://www.encyclopedia.com/article-1g2-2695000013/bartleby-scrivener-tale-wall.html http://www.encyclopedia.com/article-1g2-2695000013/bartleby-scrivener-tale-wall.html http://www.terrapsych.com/freud.html http://jsse.revues.org/index575.html http://www.nzherald.co.nz/lifestyle/news/article.cfm?c_id=6&objectid=11412955 http://www.mayoclinic.org/healthy-lifestyle/adult-health/expert-answers/passive-aggressive-behavior/faq-20057901 http://www.mayoclinic.org/healthy-lifestyle/adult-health/expert-answers/passive-aggressive-behavior/faq-20057901 http://www.ptypes.com/passive-aggpd.html http://www.lifehack.org/articles/communication/12-ways-passive-aggressiveness-slowly-killing-relationships.html http://www.lifehack.org/articles/communication/12-ways-passive-aggressiveness-slowly-killing-relationships.html http://www.huffingtonpost.com/pascal-vrticka/human-social-development_b_3921942.html http://www.huffingtonpost.com/pascal-vrticka/human-social-development_b_3921942.html nobel: journal of literature and language teaching volume 9, no 2, september 2018, p-issn 2087-0698 e-issn 2549-2470; 148-157 the use of video in teaching writing on procedure text siti aminah uin sunan ampel surabaya sitiaminahjamaluddin1985@gmail.com abstract: this study attempts to answer three research questions dealing with the use of video in teaching writing on procedure text. the questions are; 1) how is the use of video in teaching writing on procedure text? 2) how are the students’ writing after the use of video? and 3) how are the students’ responses towards the use of video in teaching writing on procedure text?since this study is descriptive qualitative study, the writer describes and analyzes the existing phenomena during the study. furthermore, there were three kinds of instruments used in this study. they were observation checklist, students’ writing, and questionnaire. based on the findings, the writer noticed that the use of video mostly had the same teaching learning activities although it was done in three meetings. the notes were about the analysis of teacher’s activity, students’ activity, teaching and learning process, material, and media used. in addition, the use of video helped students to create procedure text based on its generic structures and language features. meanwhile, the result of students’ responses showed that the students were mostly interested in video viewing and agreed that video was helpful them in getting the ideas to write. keywords: video; writing; procedure text 1. introduction recognizing the importance of english in this globalization era, the era in which the development of technology is growing rapidly, the indonesian government through the national education ministry has determined that english must be taught since the early age. this policy is formed on the teaching english from elementary school until senior high school. moreover, genre based curriculum is aimed to make students become literate people. it means the people who are able to read and write. as it is stated in pp no 10 & 19 year 2005, language learning is expected to develop four language skills with the emphasis on reading and writing. in schools, teaching writing is not only as an essential part of the literacy, but also for showing that the teaching learning process is being done. it means that the traditional writing lesson is absolutely quite, so the teacher is able to control easily by giving them homework. unfortunately, the fact shows that the homework can make students lazy and less progress nobel: journal of literature and language teaching volume 9, no 2, september 2018 149 because they are lack of motivation, receive bad mark, and end up in disliking writing more and more. for those reasons, the teacher plays an important role to be a good motivator. harmer (2001:261) states that one of the principal roles in writing tasks will be to motivate the students, create ideas, persuade them of the usefulness of the activity, and encourage them to make beneficial effort as much as possible. the beneficial effort of teaching writing may take special and long process that should be started from the very beginning since elementary school up to university students. in junior high school, although writing in english is a compulsory subject, the fact shows that the students often get difficulties in creating both oral and written text. thus, they are extremely lacking of motivation to learn english. to raise their motivation, the teacher should try to find some ways to develop their vocabularies and explore their ideas. in this case, technology, particularly video, can be used as one way to teach students to write. it is because video can give the real model of the target language. as sherman (2003:3) claims that there is a special thrill in being able to understand and enjoy the real thing in video. moreover, video provides a clear short term achievable aim for students, and by implementing video in teaching writing, the teacher can help the students to overcome one of the difficulties mentioned above. due to those reasons, the writer would like to do a study dealing with the use of video to teach writing on procedure text to junior high school students. the writer focuses her study on the procedure text. she chooses this text for several reasons. first, procedure text is really close to the daily activities. therefore, procedure text should not be strange for the students or the teachers. furthermore, the focus of teaching text is on the quality of the text, not its quantity. it does not matter how long the text is, but students are expected to construct it based on its generic structures and language features (depdiknas, 2004:17). second, considering the differences of the structure and culture from one language to another, students should be provided the authentic material that is appropriate for the english culture. therefore, the writer attempts to investigate the use of video in teaching writing on procedure text, in this case, the students’ writing after the use of video and the students’ responses after the use of video. 2. review of literature we realize that writing is the most difficult language skill since we have to think about how to express and organize ideas into statements and paragraphs as clear as possible. nunan siti aminah, the use of video 150 (2003:88) implies that writing is the mental work of inventing ideas, thinking about how to express them, and organizing them into statements and paragraphs until it is clearer to the readers. when notes are written well, they are comprehensive and understandable. moreover, people can communicate indirectly to another through language written down. as byrne (1979:1) says that writing is one of the language skills that is used for medium of communication, especially, for indirect communication. according to bramer and sedley (1981:4), writing will be continuing to be important part of life, especially in college course and in many careers and professions. it shows that writing is very important for the students’ future, especially if they want to be a writer or journalist. nevertheless, expressing thought through writing is not easy for most people. it means that they should read a lot to get an interesting idea. furthermore, setiyadi (2006:69) states that writing in the target language can be introduced shortly after language learners have begun to read. brown (1994:331) also claims that by reading and studying a variety of relevant types of texts, students can gain important insight both about how they should write and about the subject. it means that the students have to know what kinds of texts they should write and understand how to construct them in a good way. at this point, constructing a good writing is not an easy thing since the writers should provide appropriate vocabulary, use correct grammar and other elements to make their writing understandable. as zhang and chen (1989:34) state that the writer should be able to use grammar, vocabulary, conception, rhetoric, and others elements. in this case, grammar takes an essential part in writing since language is constructed by grammar (harmer, 2001:12). it means that we have to be able to produce sentences that are grammatically correct. in addition, there are four reasons to teach writing. first, teaching writing is reinforcement. it means that some students acquire language in oral way, but most of them get it from seeing the language in written way. second, teaching writing is a language development. the actual process of writing helps them to learn as they go along. third, it is considered as a learning style. some students are fantastically quick at picking up language just by looking and listening. fourth, writing is a skill. it is the most important reason for teaching writing. it is a basic language skill, just as important as speaking, listening, and reading. therefore, students need to know how to write letters, how to put written reports together, how to reply to advertisements, and how to write using electronic media (ibid). nobel: journal of literature and language teaching volume 9, no 2, september 2018 151 video, as one of electronic media, can be an alternative way to teach writing. in this case, safra et al. (2002:355) define video as videotape. they define it as an electromechanical device that records and reproduces an electronic signal containing audio and video information onto and from magnetic tape. it is commonly used for recording television productions that are intended for rebroadcasting to mass audiences. video becomes popular nowadays because educational world also uses it as one of the media in the teaching and learning process. there are some reasons why video can be used in this process. first, chau (2003:2) points out that video can motivate and help students to use the language naturally in their own lives by seeing how the characters succeed in communicating with native speakers and getting things done in their daily activities. second, sherman (2003:2) states, “authentic video can be a model for specific language items or a general pool for students to pick and choose from”. it means that video illustrates the kind of interactive language that most foreign language students seldom encounter. third, video is considered as a good thing to see english culture. it shows how people live, think, and behave in the culture. in addition, video can be as a stimulus or input. it means that video can be used for discussions, for writing assignments, as input for projects or the study of other subjects. related to the learning activity, video can motivate and stimulate students to write. stempleski and tomalin (1990) imply that the use of video can provide background information and proper stimuli for subsequent reading, writing, speaking, and listening activities. in addition, it can be a good alternative, offers the flexibility and can stimulate oral and written communication among the students. dupuy (2001:10) also claims that video can be used to motivate students to learn essential writing skill. furthermore, the use of video can make language more accessible for students by making it easier to integrate and contextualize writing activities (chau, 2003:2). 3. research methods in conducting the research, research design plays an important role in obtaining the data. it is the way information gained from the subjects. in this matter, the writer used descriptive qualitative study as the research design. this design focuses on understanding and meaning through verbal narratives and observations rather than through numbers (mcmillan, 1996). therefore, the result of the research is in the form of description and interpretation of some phenomena that exist during the research. the subjects of the study were the students of vii-a mts ashfiyah surabaya which consist of eleven boys and fourteen girls. the selected class was based on the consideration siti aminah, the use of video 152 that the english ability of the students is on the average. furthermore, seventh graders are expected to be able to understand and create procedure text on the basis of its generic structures and its language features. the instruments used were observation checklist, students’ writing, and questionnaire. the data was collected through non-participant observation. it was an observation in which the writer only observed the process of teaching and learning. to obtain the data related to the use of video in teaching writing procedure text, students’ writing was taken to investigate their writing ability since the use of video was expected to help students to create procedure text based on its generic structure and language feature. furthermore, the students’ responses towards the use of video in teaching writing procedure text were regarded very important. thus, the writer spread out questionnaires to investigate how far students’ interest in joining the class. there were twenty five questions in the questionnaire and they were in the form of multiple choice. 4. results and discussion 4.1. the use of video in teaching writing on procedure text based on the results of the observation about the use of video in teaching writing on procedure text, there were some points that could be elaborated further. the points were dealing with the teacher’s activity, the students’ activity, teaching and learning process, material used, and media used. 1. the teacher’s activity in the use of video in teaching writing on procedure text, the writer observed that the teacher had prepared the material before. it could be seen that there were three kinds of material dealing with procedure text. they were “how to make a cup of tea”, “how to make fruit iced tea”, and “how to make egg omelet”. after preparing the material, the teacher introduced the topic to the students in every meeting. she always introduced the topic at the beginning of the lesson. after that, the teacher stimulated the students about the related material before starting the lesson. the stimulation always related to the daily activity. in this case, the teacher gave the example how a mother taught her child to eat something and how to do something. the teacher only gave the example at the first meeting. considering the students had understood the example given, the teacher then explained the nature of procedure text, its generic structures, and its language features. she explained them in a simple way. therefore, the students could understand her explanation. after explaining more about them, the teacher always asked the students some questions related to nobel: journal of literature and language teaching volume 9, no 2, september 2018 153 the materials given. since the teacher’s explanation was regarded clear enough for them, the students were able to answer most of the teacher’s questions. furthermore, in every part of the meetings, the teacher always introduced new vocabularies to the students. for example, boil, add, put, stir, etc. realizing that giving chances to the students to ask some question was important, the teacher always motivated them to ask any kind of question related to the material given. however, since the students were still in the seventh grade and the material was new for them, the students were mostly silent without asking anything. the students, nevertheless, were mostly silent; the teacher considered that they must have had many difficulties in the process of their learning. thus, the teacher asked the students’ difficulties and helped to overcome them. in this matter, the teacher rarely helped the students in writing procedure text, but she always gave feedback to the students’ writing. the feedback was in the form of teacher’s commentary. 2. the students’ activity the students’ activity became one of the parts in the observation about the use of video in teaching writing on procedure text. in this part, the students gave responses to the teacher’s explanation about the nature of procedure text, its generic structures, and its language features. they did not only answer all of the teacher’s questions but also understand her explanation. it could be seen when the teacher asked one of her students named “ade”. he could answer the question about what procedure text is. these phenomena indicated that the students actively follow the lesson. however, when it came to writing activity, the students still faced many difficulties in composing the text. the difficulties were mostly in term of vocabularies. seeing this condition, the teacher always gave feedback to the students’ writing. fortunately, the students understood her feedback. the feedback itself was in the form of commentary. 3. teaching and learning process. the teaching and learning process consisted of three stages. they were pre-viewing activity, viewing activity, and post-viewing. these stages indicated some techniques in the use of video in teaching learning process. the techniques were active viewing, freeze framing, repetition, and reproduction activity. firstly, in pre viewing activity, the teacher had prepared the media selectively. the teacher really selected the media with the consideration that it could make the students easier to understand the topic. it could be seen that the media used was in the form of short video. since the media used was videos in native language and fitted with students’ level, the teacher believed that it could make the teaching learning process not monotonous anymore. it could siti aminah, the use of video 154 bring new, fresh atmosphere in her teaching and learning process. after selecting the media, the teacher, then, introduced the activity to the students. the introduction was in the form of asking the students’ prior knowledge and related information of the topic. the topic itself was really close to the daily activity, such as how to make a cup of tea, how to make fruit iced tea, and how to make egg omelet. secondly, after introducing the topic, the teaching learning process came to viewing activity. in this stage, the teacher played the video several times that indicated repetition. since the video was played several times, the students gave fully attention to it. furthermore, in the middle of viewing, the teacher and the students made a short discussion about the visualization. the discussion was about what the narrator said, what he was doing, and what things he used. the last stage was post-viewing. in this stage, the teacher asked the students’ difficulties and new vocabularies found in the visualization. she, then, tried to overcome them. after overcoming the students’ difficulties, the students were asked to write a composition based on the theme of visualization they watched on that day. in the process of writing, the teacher allowed the students to have some discussion with their friend. 4. material the material given in the writing class was in accordance with the curriculum, as it has been stated in the first chapter that seventh graders were expected to be able to understand and create procedure text based on its generic structures and language features (depdiknas, 2004:17). since the material given fitted with the students’ interest, it could make them actively participated in the class. 5. media the media used was good. it could be seen and heard clearly to the whole class. thus, the students really enjoyed and paid more attention to the detail of the video. during watching the video, the students concentrated with their own viewing. they took notes of what was being presented in the video. because of their concentration, they did not take any care to others. it meant that the use of video in the teaching learning process could take much more students’ attention. 4.2. the students’ writing after the use of video regarding with the students’ writing, the result showed that the use of video helped students to understand and develop their ideas in writing procedure text based on its generic structures and language features. in this matter, the students’ writing ability in term of generic structures could be seen from the result of students’ writing ability progress in term of nobel: journal of literature and language teaching volume 9, no 2, september 2018 155 organization and content, while their ability in term of language features could be seen from the result of students’ writing ability progress in term of grammar, style and quality of expression. based on the finding of research in each term, many students could reach satisfactory result since most of students got good level in their final score (see the appendix). 4.3. the students’ responses after the use of video from the data of the questionnaire, the writer found out that most students liked english and the use of video as a media in english teaching learning process. they stated that the media was interesting and understandable. although some of them said so, some others said that they did not really understand the narrator’s saying. the writer noticed that it happened because the material was new for them and because of their lack of vocabulary. the fact showed that they often asked their friends or the teacher to find the meaning of the difficult word. considering writing is the most difficult thing to do, almost all students said that the use of video in teaching writing on procedure text helped them in getting the idea to write. it was also supported by the teacher’s explanation and approach. 76% of the students said that the teacher’s explanation was very clear and 64% of them said that the teacher often approached them. therefore, they could rewrite the video viewing well. 5. conclusion in the use of video in teaching writing on procedure text, there are three stages of video viewing. those are pre-viewing activity, viewing activity, and post-viewing activity. in pre viewing activity, the teacher stimulates and motivates the students in order to be well prepared with the topic. in viewing activity, the teacher plays the video several times then discusses the topic with the students. in post viewing activity, the teacher asks the students’ difficulties during visualization then helps them to find the solution. after that, the teacher asks the students to rewrite the theme of visualization. in the form ofthe students’ writing from the first until the last meeting, the writer notices that the students have different styles in expressing their ideas in term of organization, content, grammar, style and quality of expression. thus, the students presented different results and progress. the last but not least, the students’ responses towards the implementation of video in teaching writing procedure text are good. they agree that the use of video in teaching writing siti aminah, the use of video 156 is very helpful in getting the ideas to write. thus, the students agree that video is used as a media in teaching writing. 6. references bramer, g. r. & sedley, d. (1981). writing for readers. ohio: merill publishing co. brown, h. (1994). teaching by principle: an interactive approach to language pedagogy. new jersey: prentice hall. byrne, d. (1979). teaching writing skill. hongkong: longman group. ltd. chau, e. (2003). developing beginner language skill through video. amep conference. depdiknas. (2004). kurikulum 2004: standar kompetensi mata pelajaran bahasa inggris smp/mts. jakarta: depdiknas. dupuy. (2001). teaching argumentative through film.tesol journal, 10(4), 30-33. harmer. (2001). the practice of english language teaching. london : pearson education limited. mcmillan. (1996). educational research: fundamentals for the consumer (2nd ed.)new york: harpercollins publishers. nunan, d. (2003). practical english language teaching. new york : mcgraw-hill. safra j, et. al. (2002). the new encyclopedia britannica. new york: encyclopedia britannica,inc. sherman. (2003). using authentic video in the language classroom. cambridge: cambrigde university press. setiyadi, b. (2006). teaching english as a foreign language. yogyakarta: graha ilmu. stempleski, s. & barry, t. (1990). video in action: recipes for using video in language teaching. london: prentice hall, inc. zang, x. &chen shin jin. (1989). techniques to teach writing. english teaching forum,27, http://www.youtube.com/watch?v=edqw7qsujme. retrieved on march 8, 2009. http://www.youtube.com/watch?v=5qeuddbu5y. retrieved on march 8, 2009. http://www.youtube.com/watch?v=ae44gdxx-h0. retrieved on march 8, 2009. nobel: journal of literature and language teaching volume 9, no 2, september 2018 157 appendix students’ score in writing notes : no first meeeting second meeting third meeting progress score criteria score criteria score criteria 1 68 g 65 g 56 f -1 2 59 f 50 p 73 g +1 3 59 f 59 f 77 g +1 4 59 f 59 f 75 g +1 5 62 f 62 f 67 g +1 6 74 g 74 g 77 g 0 7 68 g 68 g 72 g 0 8 68 g 68 g 71 g 0 9 47 p 47 p 66 g +2 10 68 g 56 f 71 g 0 11 68 g 71 g 72 g 0 12 63 f 73 g 74 g +1 13 63 f 71 g 72 g +1 14 56 f 62 f 69 g +1 15 68 g 62 f 72 g 0 16 68 g 50 p 66 g 0 17 19 ua 44 p 69 g +3 18 68 g 62 f 51 f -1 19 68 g 50 p 76 g 0 20 62 f 56 f 69 g +1 21 68 g 73 g 58 f -1 22 63 f 53 f 71 g +1 23 63 f 16 ua 69 g +1 24 62 f 73 g 67 g +1 25 59 f 71 g 69 g +1 ua :unacepptable : 0-30 p : poor : 31-50 f : fair : 51-64 g : good : 65-79 e : excellent : 80-100 volume 11, number 1, april 2020, 101-110 available at http://jurnalfahum.uinsby.ac.id/index.php/nobel/article/view/nomorurut doi: 10.15642/nobel.2020.11.1.101-110 hesitation phenomena in conversational interaction among speaking efl learners rohmatul fitriyah dewi  universitas negeri surabaya, jalan rektorat unesa, lidah wetan, surabaya, indonesia article info abstract hesitation is the phenomenon when people have speech disfluency in structuring sentences. english conversation club is one of the domains where hesitation phenomena occur among efl learners that practicing their conversation. this study examines the hesitation phenomena and why the members are being hesitated during the interaction. rose’s theory of taxonomy of hesitation phenomena (2012) is adopted. the approach used is the qualitative approach. besides, the writer is also the participant observation to collect the data by recording and taking notes. this study resulted that most of the hesitation phenomena are found in the conversation conducted by the learners. the reason for being hesitant is unable to express the language and poor communication skills. those occur spontaneously and naturally due to the reason that the processing of language in the brain is not as easy as it is produced directly. article history: received february 2018 accepted october 2018 published april 2020 keywords: hesitation phenomena, conversational interaction, efl learners © 2020 uin sunan ampel surabaya correspondence: p-issn 2087-0698 email: rohmatulfitri25@gmail.com e-issn 2549-2470 http://jurnalfahum.uinsby.ac.id/index.php/nobel/article/view/nomorurut mailto:rohmatulfitri25@gmail.com hesitation phenomena in conversational interaction nobel: journal of literature and language teaching 102 volume 11, number 1, april 2020, 101-110 introduction language seems to play a central role in guiding and perhaps even determining our thoughts (harley, 2010). in terms of communication, human thoughts are important as part of thinking in the usage of language. language is not as simple as what people think about; however, cowles (2011) points out that some minor delays during language processing are thought to have profound consequences. these consequences can be realized through the human speech production that is uttered by people who want to express, discuss, and share about particular things. levelt (1989), cited in carroll (2007), distinguishes four major stages of speech production, they are conceptualizing a thought to be expressed, formulating a linguistic plan, articulating the plan, and monitoring one’s speech. employing these stages, the human language is processed in the brain to produce and acquire a proper language. one of the human speech productions is the conversation, as it is a special form to have social interaction. in some cases, the different structures of a certain situation will have different rules. regardless of the social use of language, rules for taking turns, and for maintaining and changing topics are involved (carroll, 2007). human speech isn’t absent from being flawed in the real conversation, yet the disfluency of, for instance, structuring the sentence, repeating the idea as the result of hesitation phenomena. it is about an integral part of speech, particularly unscripted and spontaneous speech that is marked by a silent pause, filled pause, false start, repeat/restart lengthening, and parenthetical remark (rose, 2012). the tendency of being hesitated is commonly occurred in daily speaking, especially in spontaneous speech, when people have to deal with the interaction in the english language. hesitation may occur in the process of producing the sounds resulting in the disfluency of speech. carroll (2007) defines that hesitations are a silent moment that emerges between the units of language in uttering sentences. some previous studies show that hesitation phenomena give the influence to speech production and performance of li and l2 learners (rose, 2013; reitbrecht & hirschfeld, 2015; kosmala & morgenstern, 2017). based on this, the present study attempts to explore the hesitation phenomena that naturally occur in efl learners. ecc, which stands for english conversation club, is a place where efl learners practice english, especially in the form of speaking. ecc is developed since the needs of society to learn english is rapidly increasing. it also provides a valuable lesson for them who wants to join as the members, either young or adult learners. the conversation becomes the main spoken discourse to conform to its practices. in this community, the interactions through conversation may exchange to share ideas, experiences, or feelings among members from different social backgrounds. it is not rohmatul fitriyah dewi nobel: journal of literature and language teaching 103 volume 11, number 1, april 2020, 101-110 surprising how the way efl learners practice their english will emerge the disfluency of some features in producing spontaneous speech, that is, hesitation phenomenon. this study is interesting to be conducted to examine the hesitation phenomena found in the interaction among efl learners in english conversation as well as the reason for being hesitant. review of literature hesitation hesitation is how people utilized silence for taking a breath during speaking, preparing the continuity of speaking, signaling the end of speaking, and taking a turn of speaking (rose, 2012). it can be stated that hesitation is the period of silence in the middle of speaking or having a conversation. in language production, a term of silence refers to pause, the moment when people stop talking. how long a silence has to be before we can safely say in the normal articulation of speech, it is a pause (warren, 2013). pause is one of the types of hesitation which is fundamentally integrated into other terms of hesitation phenomena. these are an integral part of speech, particularly unscripted and spontaneous speech (rose, 2012). in fact, all factors underlying hesitation phenomena can make delays to transfer information. the process of being hesitated is not only covering a single phenomenon of hesitation in producing the language but also some other phenomena may encourage its emergence. a categorization of hesitation phenomena is briefly discussed by rose (2012) that is categorized into six types. the first type is a silent pause. silent pause or unfilled pause is the interval/duration of silence within speech. it is common for people who carry out a silent pause either in the middle or at the end of their conversation. silent pause is also considered as a long pause, not as a juncture pause, that is, longer than 0.3-1.0 sec (rose, 2012). the second type is filled pause. it occurs when speakers utter a syllable that consists of a centralized vowel as a nucleus and an optional nasal coda (uh/um, in english). it is in accordance with harley (2001) that filled pause is a gap of words filled with a sound such as uh or um. the third type is lengthening. it deals with the prolongation of one or more segments of words. it often occurs on vowels but may also occur on consonants and even geminated consonants (by delaying the release) (rose, 2012). the fourth type is repeats/restarts. it refers to the repetition of a sequence of one or more words immediately. it usually occurs at the beginning of the utterance which is regarded as localized to articulatory problems rather than broader language production processes (rose, 2012). the fifth type is false starts that occurs when a speaker begins an utterance and hesitation phenomena in conversational interaction nobel: journal of literature and language teaching 104 volume 11, number 1, april 2020, 101-110 abandons it completely without finishing it. the last type is a self-correction which a speaker utters a sequence of one or more words that are to be understood as a replacement (i.e., correction) of the immediately preceding comparable sequence. that is, the communication of the speakers during the conversation in the case of delivering the message will be disturbed by the occurrence of hesitation phenomenon. conversational interaction conversation is primarily oral discourse. it is planned and produced spontaneously which accounts for many of the ways it differs linguistically from written language or spoken language (thornbury & slade, 2006). it is also the process of interchanging ideas, opinions or feelings. in both formal and informal settings, certain conventions of conversation are assigned as a rule for holding talks. carroll (2007) called the conventions as the structures of conversation. they are: (1) opening conversation address another person, request information, offer information, or use fixed expressions or topic, (2) closing conversation summary, justifying ending contact at this time, expressing pleasure about each other, making reference to the ongoing relationship and planning for future contact, (3) taking turns – the condition which speakers take a turn or a floor in talking, (4) negotiating topics of conversation – the condition which speakers are discussed a topic to be chosen, and (5) identifying participants and non participants. to begin with, a conversation may not occur solely without any partners who provide reciprocity. participants obviously have a great deal to make conversation run smoothly. they way of shared knowledge may influence the process of conversation (carroll, 2007). to satisfy the conducted conversation, participants such as friends and acquaintances, are required enough to decide on a topic that is going to be examined. moreover, the idea in which conversation takes place is the matter to do in a context. more generally, it appears that conversational setting may draw on principles of conversational behavior used in everyday speech (carroll, 2007). for instance, taking turn and negotiation topic. these behaviors can emerge in the institutional speech in classroom discourse, the area where linguistic devices are processed and enacted within the classroom. rymes (2009) affirms that classroom discourse analysis can be paraphrased as language-in-use in the classroom context to grasp how context and interaction are influencing each other. research method this research was conducted in ecc, one of english conversation community, in surabaya. it consists of many efl learners who attempt to practice speaking english based rohmatul fitriyah dewi nobel: journal of literature and language teaching 105 volume 11, number 1, april 2020, 101-110 on different social and educational background. this research examines the hesitation phenomena found in the interaction among its learners when they utilize english as the language of their speech production. this study applied the qualitative approach. creswell (2007) defines qualitative research as a form of inquiry which the research’s interpretation outcome is about what they see, feel, hear and understand. belonging to the member of this community, the writer conducted participant observation as it is focusing on the language used. it is important to note that as participant-observation, the researcher should interact with other participants, get to participate and perform in their activities (gold, 1969; spradley, 1980: 58–62; williamson et al. 1982, cited in duranti, 1997). in collecting the data, the writer outlines several steps. these are: (1) joining as the members of ‘english conversation club’, (2) observing sequences of the speech event, (3) observing the style of speech in the conversation, (4) recording the conversation to find hesitation phenomena and (5) documenting the events by taking photo and video. findings and discussions hesitation phenomena “hesitation phenomena is the various patterns of hesitating in speech” (rose, 2013). in english community, speech is performed in a form of conversation practices that have been embedded in every single activity of ecc’s agenda. as the efl learners, it is important for them to learn english through exercising of conversation. the difficulty, however, will always be faced by them in conducting conversation activity. according to chomsky, as cited in traxler and gernsbacher (2006), “speech by adults is so full of hesitations, false-starts, mispronunciations, and ungrammaticalities”. thus, the writer as the participant-observation attempts to pay attention more to the member’s practices. regarding conversational interaction, the activity covers act sequences of events, which are opening (introductory section), main agenda (discussion) and closing. these set of events is arranged by applying open-dialog direct in friendly and neutral sets of tone and the attitude for each learner to motivate the practice of english language. additionally, the regulation of the activities governs the set of events and the learners’ action to be engaged in turn taking the system as well as the hesitation that occurred, with the loudness voice and sociability situations. in this case, the writer examines the types of hesitation phenomenon occurred in the interactions among efl learners. the detail of findings are presented below: hesitation phenomena in conversational interaction nobel: journal of literature and language teaching 106 volume 11, number 1, april 2020, 101-110 silent pause silent pause or unfilled pause is the interval/duration of silence within speech. during this moment, the speaker will not produce any sentences or even sounds to fill their speech. based on the writer’s observation, she found several examples. here, fi is the instructor and lr is the member who is the learner. fi : “ok..so, aa.. do you like your..your home?” lr : “very like it because the center of (0.3) and so many events in (0.5”) fi : “so many what?” lr : “so many event” fi : “friends?” lr : “events// events” (audience) (excerpt 1) in excerpt 1, the conversation includes instructor and one of the members. it can be seen that lr, as the learner, is being hesitated in answering fi’s question. the instructor actually gives the question spontaneously. therefore, the learner uses silent pause twice that first is after saying the center of (0.3) and many events in (0.5). in this case, the speaker reminds silence because she/he may think about what answer should be given. filled pause during the moment of pause, people are not silenced at all. however, its silence is filled with the insertion of a word such as uhm or uh. fi : “dena, any ideas to talk about?” lr : “uhm..uhm..maybe about (0.2) maybe i have what is the idea about how the teenager now. the behavior of teenager that uhh..they tend to be more. what is it like (0.3)..uhh.. what is it like an independent.” (excerpt 2) the context in excerpt 2 is a big group discussion. this situation depicts how the instructor attempts to ask the learner about a topic that will be discussed. when she expresses her opinion, the speakers make a pause for a while. in the beginning, she hesitates before giving a suitable idea since she needs time to decide which idea is better to explain. the way how she makes a decision tends to make pause by uttering the sounds such as uhmm.... and uhh. lengthenings lengthenings occurs when speakers take a pause by articulating the word to be more longer. l : “personally, i think yes.” rohmatul fitriyah dewi nobel: journal of literature and language teaching 107 volume 11, number 1, april 2020, 101-110 fi : “which culture?” l: “our javanese culture. the wayculture is not only a dance. the way how weput on clothes...” (excerpt 3) the conversation takes place when the instructor specifically asks about ‘which culture?’ it emphasizes which culture that should be discussed because indonesia has many cultures. then the learner tries to explain this specific culture. it can be seen that learner utters the way and how wayby producing a long voice. the use of (-) remarks words longer. at this moment, the speaker gets interrupted while thinking the explanation that should be said, so that the words is getting longer. repeats/restarts repeat or restart is types of hesitation when the speaker repeats the same word at the time, so he hides the part of being hesitated. here are the excerpts: lr : “... there are many cultures that penetrate to our..our country indonesia. western culture, korean or japanese etc. so, how the best way to protect or reserve our culture that our culture wish – will not disappear, disappear naturally.” fi : “ok. good! how to protect our culture, right? how to protect our culture. ok. dina!” (excerpt 4) based on the example above, there are two occurrences of being hesitated. firstly, learner repeats the words twice such as “our..our country” and “disappear, disappear” naturally. those two repeated words have the same spelling and also pronunciation. repetition is another form of disfluency, in this case, the speaker hesitates by repeating the words, but without making the correction. however, a reason beyond it should be captured. it is because he emphasizes those specific words. it also indicates that the speaker wants to make a clear explanation related to information of culture in indonesia. secondly, repetition is uttered by the instructor that is “how to protect our culture”. he repeats all sentences said based on two reasons. asking agreement toward other learners is the first reason to discuss a topic. it can be seen by the usage of ‘right’ indicating a question tag. then, he is being hesitated by saying the previous utterances spontaneously which he has no idea to speak other words or sentences. hesitation phenomena in conversational interaction nobel: journal of literature and language teaching 108 volume 11, number 1, april 2020, 101-110 false starts false starts can occur when a speaker utters or speaks the words, then stop in the middle of a sentence. the utterances are completely unfinished. lr : “so what do you think about the behavior of teenagers nowadays?” fi : “then i write it down. so, they don’t talk. ten people. they all in a round table and everybody .... others : (laughing) (excerpt 5) the excerpt 5 presents the situation of conversation between learner and instructor. when the instructor responds to the learners, it seems that he does not finish the utterances. he produces complete utterances in the beginning, but it is not totally complete in the middle. this situation can occur when the speaker is being interrupted by other members, so he stops and not finish his utterances. self-correction self-correction can emerge immediately when the speaker is aware if he/she makes mistake on what is being uttered. the writer finds the example of self-correction as follows: fi : “dina! your topic, your topic, is very, is too sophisticated to me naturally. terlalu canggih buat saya. but this is not my idea. i think i will give to... maybe you (pointing), you like it?” lr : “yes, like” fi : “like, we will talk about it. i am not...i am not the decision marker. how to protect our culture. do you think you have problem with this? do you think you have problem with our culture?” (excerpt 6) an example displays that the instructor makes self-correction during his speaking twice. previously, he comments on leaner’s opinion that wants to discuss the korean wave. he makes a hesitation by saying “is very, is too sophisticated” to me reflecting korean culture. another utterance is “do you think you have problem with this? do you think you have problem with our culture?” those two utterances indicate the phenomena of self-correction. when the speaker utters the sentences, he is aware of making mistakes and inappropriate use of words. therefore, he is being hesitated by correcting the words directly at the moment. rohmatul fitriyah dewi nobel: journal of literature and language teaching 109 volume 11, number 1, april 2020, 101-110 reasons for being hesitant in conversation for psycholinguist, hesitation phenomenon is acceptable from being disruption since they provide information on how the speakers construct the utterances and the choices that they have to make as they talk. (warren, 2013). being hesitant among efl learners is acceptable because english is not their native language. somehow, doing hesitation is part of the process of producing the language in expressing the opinions and arguments. due to these considerations, there are the reasons why efl learners are often being hesitant during a conversation. one of them is unable to express. conversation practices motivate the learners to have interaction among other learners. nevertheless, some of them feel that their background knowledge of english is still limit. it is common for learners to produce the sound such as ‘uhm’ and ‘uh’ indicating they do hesitate in speaking. the production of ‘uhm’ and ‘uh’ as said by juan (2006), what linguist called as neutral vowel sound that is the easiest sound to produce in speech human sounds. in establishing a smooth interaction among efl learners, they need to have something to say in mind. the learners who have a weak vocabulary and poor grammar will be difficult to construct a good sentence. as the indication, they will hesitate to utter the words that can be referred to the idea of having poor communication skill (khattry, 2016). hence, the reasons mentioned conforming with spoken language which speech is occurring spontaneously and naturally (pridham, 2001). conclusion in english conversation class, hesitation phenomenon emerges in the interaction among efl learners in speaking english which involves both instructor and learner. hesitation phenomena uttered by the learners since english is actually not their native language. the conversation interaction found some hesitation phenomenon such as silent pause, filled pause, lengthenings, repeats/restarts, a false start, and self-correction. it is impossible for them to always speak smoothly without any disruption. moreover, the reason for being hesitated is unable to express the language and the poor communication skill. thus, the emergence of hesitation phenomenon in english conversation occurs spontaneously and naturally due to the reason that the processing of language in the brain is not as easy as it is produced directly through the utterances of words and sentences. references carroll, d. w. 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https://books.google.co.id/books?id=esy0cwaaqbaj&printsec=frontcover&dq=classroom+discourse+analysis.+a+tool+for+critical+reflection&hl=en&sa=x&ved=0ahukewi-rztm-_hoahwvxiskhycyatcq6aeikdaa#v=onepage&q=classroom%20discourse%20analysis.%20a%20tool%20for%20critical%20reflection&f=false https://books.google.co.id/books?id=esy0cwaaqbaj&printsec=frontcover&dq=classroom+discourse+analysis.+a+tool+for+critical+reflection&hl=en&sa=x&ved=0ahukewi-rztm-_hoahwvxiskhycyatcq6aeikdaa#v=onepage&q=classroom%20discourse%20analysis.%20a%20tool%20for%20critical%20reflection&f=false https://books.google.co.id/books?id=q7dlcwaaqbaj&printsec=frontcover&dq=participant+observation+1980&hl=en&sa=x&ved=0ahukewjv0qx1-_hoahxysh0khzatdwaq6aeikdaa#v=onepage&q=participant%20observation%201980&f=false https://books.google.co.id/books?id=q7dlcwaaqbaj&printsec=frontcover&dq=participant+observation+1980&hl=en&sa=x&ved=0ahukewjv0qx1-_hoahxysh0khzatdwaq6aeikdaa#v=onepage&q=participant%20observation%201980&f=false https://books.google.co.id/books?id=kc7mme2nma8c&dq=handbook+of+psycholinguistics+traxler&hl=en&sa=x&ved=0ahukewj_pfee_phoahueoiskhv7ibqaq6aeikdaa https://books.google.co.id/books?id=kc7mme2nma8c&dq=handbook+of+psycholinguistics+traxler&hl=en&sa=x&ved=0ahukewj_pfee_phoahueoiskhv7ibqaq6aeikdaa https://books.google.co.id/books?id=v_q9jniqqvcc&printsec=frontcover&dq=conversation:+from+description+to+pedagogy&hl=en&sa=x&ved=0ahukewiiznwp_phoahwjex0kha3mcscq6aeikdaa#v=onepage&q=conversation%3a%20from%20description%20to%20pedagogy&f=false https://books.google.co.id/books?id=v_q9jniqqvcc&printsec=frontcover&dq=conversation:+from+description+to+pedagogy&hl=en&sa=x&ved=0ahukewiiznwp_phoahwjex0kha3mcscq6aeikdaa#v=onepage&q=conversation%3a%20from%20description%20to%20pedagogy&f=false https://books.google.co.id/books?id=c9k7tap0pv0c&printsec=frontcover&dq=introducing+psycholinguistics+2013&hl=en&sa=x&ved=0ahukewjnpm-y_phoahxxv30khcljb_0q6aeikdaa#v=onepage&q=introducing%20psycholinguistics%202013&f=false nobel: journal of literature and language teaching volume 8, no 1, april 2017, p-issn 2087-0698 e-issn 2549-2470; 60-70 grammatical cohesion in the short story “tanya’s reunion” by valarie flournoy eriska novita rahma, hodairiyah, rahma yunita, nadiyah suryantini, rifa’i adha, endratno pilih swasono uin sunan ampel surabaya rahmaexcellent@gmail.com abstract: this study investigates the types of grammatical cohesion and the frequency of grammatical cohesionin the short story “tanya’s reunion” by valarie flournoy. the study investigation is based onhasan and halliday theory of grammatical cohesion. this study employs a descriptive qualitative method.the data of this study were taken from the short story entitled “tanya’s reunion” in the forms ofwords, phrases, clauses, and sentences.in this study, the researcher is the key instrument who interprets the data. the result of the analysis shows that grammatical cohesion found in the short story “tanya’s reunion” are reference – personal reference, demonstrative reference, and comparative reference; substitution – nominal substitution and verbal substitution; ellipsis – nominal ellipsis, verbal ellipsis, and clausal ellipsis; and conjunction – additive conjunction, adversative conjunction, causal conjunction, and temporal conjunction, meanwhile, clausal substitution is not found in this short story. keywords: grammatical cohesion; reference; substitution; ellipsis; conjunction 1. introduction in a text, a sentence is related to another one and this is called to have a cohesion. hasan and halliday (1976:5) state that cohesion is a part of the system of a language. the potential of cohesion lies in the synthetic resources of reference, ellipsis, and so on that built into the language itself. cohesion is expressed through the strata organization of language. language can be explained as multiple coding system comprising three levels of coding or strata; the semantic “meaning”, lexico-grammatical “forms” and the phonological orthographic “expression”. it means that cohesion will make the reader or the listener easily to understand spoken or written text. the researcherconducts this research since the story is interesting to read. moreover, the researcher feels thatgrammatical cohesion is very important to be analyzedsince it has a vital role in the short story. the tools in cohesion are calledcohesive devices. the devices include words, utterances, phrases that exist in the text which function to correlate one element to the other element. grammatical cohesion is important to build the relation of word to word or sentence to sentence. mailto:rahmaexcellent@gmail.com nobel: journal of literature and language teaching volume 8, no 1, april 2017 61 a study of cohesion has also been a source of concern to many researchers. the first researcher is primasia kusuma nariswari (2010) who conducts a study entitled cohesive devices used in “indonesia this morning”, a metro tv english news program. the purpose of the study is to determine the use of cohesive devices which are used in indonesian this morning, a metro tv english news program. this study uses mixed qualitative and quantitative approach. a qualitative approach is mostly used as a research design, but it also uses a simple quantitative method to get a better view of visualization of the problem and to support the conclusion. from the result ofdata analysis, the writer gets that the occurrence of grammatical cohesive devices is 623 times which include references 595 times, substitution 6 times and ellipsis 2 times. the logical cohesive devices occur 211 times which include additive 128 times, adversative 34 times, causal 46 times, and temporal 12 times. meanwhile, the cohesive devices occur 376 times which include reiteration 234 times and collocation 142 times. the second researcher is marshalita siri valentine (2013) who conducts a study entitled the cohesion of reading text “english in focus” for the year seven junior high school published by departemenpendidikannasional. it is about the realization of grammatical cohesion in seventeen textsand the realization of lexical cohesion in the same text. from the result of analysis, the writer gets reference, substitution, ellipsis, conjunction as grammatical cohesion devices, while repetition and collocation as lexical cohesion devices. the dominant device of grammatical cohesion is reference which is about 57,1%. meanwhile, the dominant device of lexical cohesion is repetition, its percentage reaches 13,2%. the third researcher is astri ollivia kuncahya (2015) who conducts a study entitled cohesion in narrative texts presented in the electronic textbook on senior high school grade x entitled: developing english competence. this study employs qualitative method. the data are in the form of sentences and are collected by note taking. the data are analyzed using the categorization of cohesion, namely grammatical and lexical cohesion proposed by halliday and hasan (1976) and bloor and bloor (1995). trustworthiness is achieved by employing investigator triangulation. the findings show that reiteration appears to be the most frequent types of all subcategories of cohesion. there are 404 instances of reiteration, or 40, 64 % of the total occurrences. based on the findings, it could be concluded that the narrative texts analyzed in this research contain dense lexical cohesion and thus are compatible as language inputs. the fourth researcher is himmaturrofi’ah (2015) who conducts grammatical cohesion in “ the miracle worker” movie. this study investigates the frequent of grammatical eriska novita rahma et. al, grammatical cohesion 62 cohesion in movie script and the function. the methodology of this research is descriptive method. the result is all types of grammatical cohesion used by four main characters in this movie except nominal ellipsis. in 38 scenes are found 848 cohesive devices from grammatical cohesion. from 848 cohesion found, 83% is personal references which appears 703 times. it other word, personal reference is the most frequent type used in the movie. additive conjunction gets 7% occurence (55) times. meanwhile, demonstrative reference appears 32 times (4%). adversative conjunction occurs 11times (3%). comparative reference is 11, causal conjunction is 8, and temporal conjunction is 11 or 1% of appearance. the last verbal substitution, verbal ellipsisand clausal substitution appear twice, whereas nominal substitution and clausal ellipsis appear a time. the entire cohesive element mentioned above has contributed to clarify the overall meaning of the text. 2. research methods in conducting this research, the researcher employs descriptive method since the researcher wants to get detailed understanding about grammatical cohesion andto determine how often grammatical cohesion occurs in the short story. the data source of this study is the short story entitled “tanya’s reunion” by valery flournoy which is in a book entitled reading florida by david j chard and team. it is focused on words, phrases, clauses, and sentences which are categorized as grammatical cohesion – references, substitution, ellipsis, and conjunction. in this study, the researcher is the key instrument who interprets the data. in analyzing the data, the writer follows some steps. first the researcher reads all the text of the short story “tanya reunion” to get the meaning from each sentence and a whole text itself. second, the researcher analyzeswords, phrases, clauses, and sentences to get the detailed from the aspects of grammatical cohesion. third step is classifying them. fourth, the researcher identifies kinds of grammatical cohesionfound in the text of the short story. fifth step is giving explanation on each kind of grammatical cohesion found in the text based on the theory of hasan and haliday. 3. results and discussions this part presents the results of the data analysis. the total amount of each kind of grammatical cohesion appears in the following table. nobel: journal of literature and language teaching volume 8, no 1, april 2017 63 table 1. grammatical cohesion in the short story grammatical cohesion total % reference 412 items 69,95% substitution 4 items 0,68% ellipsis 29 items 4, 92% conjunction 144 items 24,45% from the percentage above, it shows that personal reference is very dominant that is about 69,95% with 412 items. this is followed by the use of additive conjuction that is about 24,45% with 103 items. the third rank is ellipsis that is about 4,92% with 26 items. the least one is substitution that is about 0,68%. the next part provide further details of each type of grammatical cohesion. 3.1 reference according to hasan and halliday (1976:31)reference is the specific nature of the information that is signaled for retrieval. in the case of reference the information to be retrieved is the referential meaning. identity of the particular thing or class of thing that is being referred to; and the cohesion lies in the continuity of reference, whereby the same thing enters into the discourse a second time. brown and yule (1993:28) also state that reference is treated as an action on the part of the speaker or writer. moreover, according to hasan and halliday (1976:37) there are three types of reference such as personal, demonstrative, and comparative. 3.1.1 personal reference according to hasan and halliday (1976:37) personal reference is reference by means of function in the speech situation, through the category of person. the category of personal consists of three classes of personal pronouns, possessive determiners (usually called ’possessive adjectives’), and possessive pronouns. the examples of personal reference are: i, me, my, mine, you, your, yours, we, us, our, ours, they, their, theirs, them, it, its, she, her, hers, he, him, his. paragraph 1, page 189 it was saturday. baking day. one of grandma’s special days. tanya had just popped the last spoonful of bread pudding made that morning into her mouth when grandma announced, “got a card from aunt kay and uncle john today. they’ve invited me to the farm before all the family arrives for the big reunion. and i’ve decided to go.” eriska novita rahma et. al, grammatical cohesion 64 from the paragraph above, the author tells to the reader that in the morning, all the family were sit down together for breakfast and grandma shows all the people that she got a card from aunt kay and uncle john for the big reunion and grandma decides to go there. there are four personal references. the first is the word “it” in the beginning sentence, mean today. today is saturday. the word “it” is also as a form of baking to celebrate the one of special days of grandma. the second is the word “her mouth” that refers to tanya. it means that tanya eats bread pudding. the third is the word “they” it is refer to aunt kay and uncle john who send a card to grandma. the fourth is the words “me” and “i”. itrefers to the speaker – grandma. it means grandma wants to go the reunion. 3.1.2 demonstrative reference according to hasan and halliday (1976:37) demonstrative reference is reference by means of location, on a scale of proximity (near, far, neutral, time). the examples of this reference are this, these, that, those, here, now, then, there, the. paragraph 2, page189 – 190 a silence fell across the dinner table. neither tanya nor her brothers, ted and jim, could remember their grandmother going anywhere without the rest of the family. “aren’t we going to the farm and reunion too?” tanya asked. she had been looking forward to the big family event and her first trip to a farm ever since the announcement had arrived. “yes, tanya. we’re still going,” papa reassured her. “we can all go to the farm together after the boy’s football summer camp is over,’’ mama suggested, glancing toward papa. this paragraph tells us that all people who sat down together in the dinner table are bewildered with grandma’s decision. because everyone knows that grandma has been sick. papa gives an opinion that all the people will come at football summer camp firstly before go to big reunion. ted and jim will play there. there are eight demonstrative references using “the”. the word “the” is a signal of identity. the first word “the” identifies a table that used for dinner. the second word “the” identifies an activity that is family do – rest. the third word “the” identifies family. the fourth word “the” identifies a place for big reunion – farm. the fifth word “the” identifies big family who will come in big reunion. the sixth word “the” identifies an announcement for big reunion. the seventh word “the” identifies a place for big reunion – farm. the last word “the” identifies boys who play football in the summer camp. 3.1.4 comparative reference according to hasan and halliday (1976:37),comparative reference is indirect reference by means of identity or similarity, forexample, same, equal, identical, identically, such, nobel: journal of literature and language teaching volume 8, no 1, april 2017 65 similar, so, similarly, likewise, other, different, else, differently, otherwise, more, fewer, less, further, additional, + quantifier (example: so many), comparative adjectives and adverb (example: better), so-, as-, more-, less-, equally+ comparative adjectives and adverbs (example: equally good). paragraph 4, page 190 tanya remembered mama and grandma talking about the plan to have as many items that were once part of the homestead . . . the farm . . . returned for the biggest family gathering ever! this paragraph shows that tanya remembers the dialogue between grandma and mama about a big reunion.there are two comparative references in this paragraph. the word “as many” is comparison of quantitywith numerative comparative. it means that the items which one part of the homestead. then, the word “the biggest” is superlative comparative, simply, ‘bigger than gathering family before’. 3.2 substitution according to hasan and halliday (1976:88-89), substitution is a relation in the wording rather than in the meaning. it is between linguistic items, such as words, phrases, and clauses. there are three types of substitution, they are, nominal substitution, verbal substitution, and clausal substitution. 3.2.1 nominal substitution it is used for the words one, ones, and same. paragraph 20, page 199 grandma helped aunt kay tuck the children in. “what happened to our special days, grandma?” whispered tanya. “seems to me our first one went just fine,” said grandma. “the land needed the rain and it’s finally gettin’ it. makes today kinda special, don’t you think?” tanya sighed. “i wanna go home,” she murmured into her pillow. in this paragraph, the author tells the reader that tanya said to grandma that she wanted to go home because all that happened was not suitable with her thought.the word “one” here is pointing forward to grandma and tanya’s journey from their house to the big reunion house like the author wrote in the paragraphs before. 3.2.2 verbal substitution it is used for the words “do”, “does”, “doing” and “did”, “done”. paragraph 29, page 204 – 207 “if you weren’t lonely, grandma, why did you leave?” tanya persisted. grandma looked out over the land, remembering. “it was after the second world war. my isaac – your grandpa franklin – and many other people thought we’d find better opportunities, eriska novita rahma et. al, grammatical cohesion 66 better jobs closer to the cities up north. and we did. but we still kept the land and paid taxes on it. sometimes let other people pay to work it, ‘til kay and john came back. but this will always be home.” in this paragraph the author tells to the reader that tanya still continues to tell the past and also about grandpa.there is only one word of verbal substitution. the word “did” is the substitution of the verb find better opportunities, better jobs closer to the cities up north. 3.3 ellipsis according to hasan and halliday (1976:144) ellipsis is a relation within the text, and in the great majority of instances the presupposed item is in the preceding text. ellipsis occurs when something that is structurally necessary is left unsaid. 3.3.1 nominal ellipsis nominal ellipsis is ellipsis within the nominal group (hasan and halliday, 1976:147). paragraph 10, page 193 and still they travelled on and on. until the bright sunny sky grew cloudy and gray and the highway turned into never-ending dirt roads that seemed to disappear into the fields and trees, down into the “hollers” the valleys below. tanya could barely keep her eyes open. and still they travelled on and on . . . until finally the bus crawled to a stop. grandma shook tanya gently. “we’re here, tanya honey, wake up.” tanya rubbed her eyes awake. “we ‘re home.” in this paragraph the author tells the reader that tanya and grandma still continued their trip by bus until they were at home and grandma shook tanya that they arrived at home. there is only one sentence that expresses nominal ellipsis. if the sentence completed by an elliptical nominal group, the sentence above will be until the bright sunny sky grew cloudy and the gray sky and the highway turned into never-ending dirt roads that seemed to disappear into the fields and trees, down into the “hollers” the valleys below. here the author eliminated it because there is the same thing that is the condition of the sky. 3.3.2 verbal ellipsis verbal ellipsis is ellipsis within the verbal group (hasan and halliday, 1976:167). paragraph 11, page 193 standing on the last step of the bus, tanya spied a car, trailing clouds of dust, coming toward them. in the distance were a farmhouse and barn. “i’ve been sitting for the past eight . . . nine hours . . .,”grandma told uncle john, who’d come to get them, “so i think i’ll just let these old limbs take me the rest of the way.” tanya watched grandma walk slowly but steadily up the familiar roadway. in this paragraph the author tells the reader that they go down from the bus and uncle john welcoming them. there is only one sentence that expresses nominal ellipsis. if the nobel: journal of literature and language teaching volume 8, no 1, april 2017 67 sentence completed by an elliptical nominal group, the sentence above will be “i’ve been sitting for the past eight . . . i’ve been sitting for nine hours . . .,”grandma told uncle john, who’d come to get them, “so i think i’ll just let these old limbs take me the rest of the way.” here the author used the nominal ellipsis to avoid unnecessary like nominal such as i’ve been sitting for and the author eliminated it because there is the same character who talk to uncle john. so it does not make such a long sentence. 3.3.4 clausal ellipsis according tonariswari in her thesis (2010:19), clausal ellipsis is the omission of an item within a clause. paragraph 8, page 190 tanya couldn’t hide the pride she left when she saw the surprised looks on ted’s and jim’s faces. “we’ve had some special days on that old farm, “grandma said with satisfaction. “and so will tanya. you’ll see.” in this paragraph the author tells the reader that tanya’s brother is surprised about it. grandma tells that there are some special days on the farm and tanya will get it. there is one sentence that expresses verbal ellipsis. if the sentence completed by an elliptical verbal group, the sentence above will be you’ll see some special days on that old farm.” the author eliminated it because the previous sentence is still in the same verb, so it does not need longer sentence. 3.4 conjunction according to hasan and halliday (1976:303), conjunction is on the border-line of the grammatical and the lexical. there are five categories: additive, adversative, causal, temporal, and other conjunction. 3.4.1 additive conjunction it is expressed by the words and, and also, nor, and…not, or, or else, furthermore, in addition, besides, alternatively, incidentally, by the way, that is, i mean, in other words, for instance, thus, likewise, similarly, in the same way, on the other hand, by contrast. paragraph 6, page 190 a trip with grandma! just the two of them. tanya couldn’t believe her ears. “may i go with grandma to the firm?” she pleaded excitedly. mama looked from tanya to papa to grandma. “ted and jim are going to the football camp, “papa gently reminded mama. “and we will be joining them shortly.” eriska novita rahma et. al, grammatical cohesion 68 in this paragraph the author tells the reader that tanya feel surprised that she will have a trip with grandma and tanya asks a permissionto her parent. but papa disagrees. papa reminds her again that all the family willjoin football camp with ted and jim. there are two additive conjunctions in this paragraph. both of them are “and”. the words “and” is for adding information and connecting between sentences. the first word “and” means tanya’s brothers will go to the football camp. then the second word “and” means that papa and mama will come to the football camp to give support for ted and jim. 3.4.2 adversative conjunction it means contrary to expectation. it covers some words include yet, though, only, but, however, nevertheless, despite this, in fact, actually, as a matter of fact, at the same time, instead, rather, on the other contrary, at least, rather, i mean. paragraph 15, page 196 tanya didn’t feel anything but hot and tired and disappointed. the farm wasn’t what she expected at all. a dog’s bark drew tanya’s gaze back to the farmhouse. stepping off the porch, a large dog at her side, was grandma’s baby sister, kay. this paragraph tells us that tanya is very disappointed with all and she is really tired by this long trip.there is one adversative conjunction in this paragraph. the word “but” shows us that contrary condition. it means tanya did not feel anything, but her body is like hot and tired. 3.4.3 causal conjunction this consists of the words so, then, hence, therefore, consequently, because of this, for this reason, on account of this, as a result, in consequence, for this purpose, with this in mind, for, because, it follows, on this basis, arising out of this, to this end,then, in that case, in such an event, that being so, under the circumstances, otherwise, under other circumstances, in this respect, in this regard, with reference to this, otherwise, in the other respect, aside from this. paragraph 16, page 196 “watchin’ you walk up the road, rose buchanan,” aunt kay began, then gave grandma a hug. “yes, on summer days like this it’s as if time were standing still just a bit,” grandma finished for her. aunt kay turned to her great – niece, smothering her in a welcoming hug full of warmth and softness that reminded tanya of grandma. this paragraph tell us that aunt kay began welcome tanya and her grandma by giving a smothering hug.there are two causal conjunctions in this paragraph. the first word “then” is a sequence of time. it means aunt kay saw grandma walked and give her a hug. the second word “for” shows us the purpose of something. it means grandma walked to aunt kay. nobel: journal of literature and language teaching volume 8, no 1, april 2017 69 3.4.4 temporal conjunction it includesthen, next, after that, just then, at the same time, previously, before that, finally, at last, first…then, at first…in the end, at once, thereupon, soon, after a time, next time, on other occasion, next day, an hour later, meanwhile, until then, at this moment, up to now, etc. paragraph 36, page 208 tanya and keisha pulled on the boots and off they marched. the girls watched as uncle john finished milking the cow. then with his consent, tanya sprinkled chicken feed on the ground. while the chicken ate, she and keisha collected their eggs. after that the girls explored the barn, and when they grew tired, they climbed into the hayloft to rest. the paragraph tells us that tanya and keisha wear the boot. then tanya and keisha did many things with uncle john in the barn.there is only one word that include in temporal conjunction. the word “after that” expresses the sequence time in the text. it means after the first activity done, then the actors do another activity we can see in while the chicken ate, she and keisha collected their eggs. after that the girls explored the barn, and when they grew tired, they climbed into the hayloft to rest. 4. conclusion based on the data taken from the short story “tanya’s reunion” by valerie flournoy, the researcher found out several grammatical cohesions.among the cohesions are references (personal reference, demonstrative reference, and comparative reference), substitution ( nominal substitution and verbal substitution), ellipsis (nominal ellipsis, verbal ellipsis, and clausal ellipsis) and conjunction (additive conjunction, adversative conjunction, causal conjunction, and temporal conjunction). the researcher did not find clausal substitution in this short story. the most dominant device of the grammatical cohesions is reference (69,95%). 5.references brown, y. (1993). discourse analysis. cambridge:cambridge university press chard, d. j.et al. (2009). florida reading.new york: houghton mifflin halliday, m.a.k.andhasan,r. (1976). cohesion in english. harlow, essex: longman kuncahya, a. o. (2015). cohesion in narrative texts presented in the electronic textbook of senior high school grade x entitled “developing english competence”.(thesis, state university of yogyakarta) eriska novita rahma et. al, grammatical cohesion 70 litosseliti, l. (2010). research methods in linguistics. britain: continuum international publishing group nariswari, p. k. (2010). cohesive devices used in “indonesia this morning”, a metro tv english news program.(thesis, state university of surabaya). rofi’ah, h. (2015). grammatical cohesion in “the miracle worker” movie. (thesis, state islamic university sunanampel). valetine, m. s. (2013). the cohesion of reading text “english in focus” for the year seven junior high school published by departemenpendidikannasional.(thesis, state university of surabaya). nobel: journal of literature and language teaching volume 9, no 1, april 2018, p-issn 2087-0698 e-issn 2549-2470; 45-56 grammatical errors in students’ translating text by the informatics department students in stekom semarang novita kusumaning tyas school of electronics and computer science (stekom) semarang novitakusumaning@stekom.ac.id abstract: errors cannot be dissevered from students who learn english as their foreign language in writing skills. they often make errors, especially in grammar term. it is because of the difference between the indonesian and english grammatical pattern. the purposes of this study are to find out the grammatical errors based on dulay, burt and krashen’s surface structure taxonomy that happen in students’ writing text in translating text from indonesian to english, especially, in using simple present tense and to find the sources of errors. mixed-method, qualitative and quantitative, is used in this study. the data was taken from 20 third-semester students in stekom semarang. this study found that misformation is the highest errors, 96 errors or 54.8% of the whole errors. other errors found were 40 errors or 22.8% for addition errors, 29 errors or 16.5% for omission errors and 10 errors or 5.71% for misordering errors from the whole errors. the study also found that intralingual factor is the most common sources of learner’s errors. there are 75% of errors that are caused by intralingual factor and 25% errors are caused by interlanguage factors. keywords: error analysis; grammatical error; translating text; simple present tense; stekom semarang. 1. introduction in indonesia, english is taught as a foreign language (efl). therefore, students only use english language in the classroom. outside the classroom, they use their national language (bahasa indonesia) or their vernacular language as their means of communication. that is one of the factors underlying indonesian students’ difficulty in mastering english language well. beside that, they have to comply with the aspects of english language such as spelling, punctuation, grammar, lexicons, and rhetoric (muth’im, 2009). efl learners often make errors in learning their target language. it happens because of the different grammatical rules between native and target language. batstone (1994) states that “language without grammar would be chaotic and cause the same communication problem, such as grammatical errors in writing and speaking.” hence, rather than being only rules for ordering words, grammar is undeniably a resource for proper communication (halliday & hasan, 1989 in hyland, 2002). so, understanding and applying grammar to the novita kusimaning tyas, grammatical errors 46 target language is an important aspect of learning a new language in order not to make chaotic meaning. indonesian learners often make mistakes and errors while learning english, especially when they compose a text with proper tenses. besides writing, they make a lot of errors in learning english. it happens because they do not master the english language well. brown (1980) said, “second language learning is a process that is clearly not unlike first language learning in its trial and errors nature.” it means that in learning a second language, students’ errors are inevitable (gass & slinker, 1994). the third-semester students of informatics department, school of electronics and computer (stekom) semarang also commit errors when they write a text with appropriate tenses. the errors made by the students can be at the level of grammar term, lexical term, orthography, lexical term, pronunciation, and discourse. grammar, from the linguistics levels, often becomes the cause of their difficulty in learning english. in english, there are so many grammar rules that students should understand to make accurate sentences or utterances. based on the situation above, the writer wants to find out and analyze the grammatical errors the students produce based on the classification of surface taxonomy especially in using simple present tense form. besides finding out the grammatical errors, the writer also wants to find out the causes the learners when committing the errors. 2. review of literature 2.1 the difference between errors and mistakes it is that we differentiate how errors and mistakes are defined before we come to the discussion of error analysis. mistakes, in the context of efl learning, are associated with failed attempt to use a known system accurately. meanwhile, an error is a conspicuous inconsistency from the adult grammar of a target language or of a native speaker which reflects ‘the interlanguage competence of the learners’ (brown, 2000). compared to errors, mistakes, as stated by bell (1981), are performance errors with varying degrees of austerity and neither systematic nor significant to the process of language learning. corder (1981), an applied linguist who first introduced the term error analysis (ea), has vividly made clear distinction between errors and mistakes that mistakes occur as “the product of such chance circumstances” and those errors as the reflection of the imperfection in the student’s “underlying knowledge of language or his transitional competence”. further, he explained that errors are produced when students imperfectly apply the grammatical rules while mistakes are merely related to the students’ performance or slip of tongue. echoing nobel: journal of literature and language teaching volume 9, no 1, april 2018 47 corder’s approach, hubbard et al. (2000) states that error is an “imperfect production caused by genuine lack of knowledge about the language.” on the other hand, a mistake is a “slip of tongue which the student can selfcorrect when challenged ….” likewise, ellis (1997) argues that errors are the reflection of gaps in learners’ knowledge while mistakes, on the other hand, reflect loses in performance. hence, self-correction is plausible to happen when students make mistakes. meanwhile, when the learners make errors, they are unable to make a correction. based on the explanation from some experts about the distinction between errors and mistakes, it can be concluded that both of them have differences in meaning. a mistake can be corrected by the learners themselves because it only refers to the performance. on the other hand, the learners cannot correct an error that they produced by themselves because it relates to their knowledge of the language. 2.2 error analysis error analysis (ea) was first introduced by stephen pit corder and his colleagues in the late 1970s and became a very popular approach for describing l2 errors. his article entitled “the significance of learner errors” in 1967 mentioned that l2 errors can reflect some of the underlying linguistics rules. this article is about the criticism of some theory of contrastive approach (ca). in the opposite of ca, ea does not only provide a pedagogical orientation but it can also provide a good scientific orientation. input, practice or inductive learning does not the main focus of ea. it focuses on linguistic and cognitive processes. ea was conveyed as an alternative to ca. in ea, the second language learners’ errors are caused by many factors that affect the learning process. one of the factors is the target language itself (hasyim, 1999). corder (1973) stated that there are two main objectives of ea; theoretical and applied. in the theoretical objective, it helps in understanding how and what a foreign language learner learns while studying a foreign language. in another side, the applied objectives concern with pedagogical purposes. it means that this objective enables the l2 learners to learn their target language more efficiently and effectively by using the previous knowledge of their dialects for pedagogical purposes. studies on error analysis have been conducted by some researchers. muhsin (2006) in his research entitled “analyzing the students errors in using simple present tense (a case study at junior high school in makassar) portrays that there were some errors committed by the students in making sentences using simple present tense. those errors can be categorized novita kusimaning tyas, grammatical errors 48 into omission (16.79%), addition (5.11%), misformation (75.18%) and improper ordering (2.92%). a similar study was conducted by astuti (2013) on english grammatical errors made by first-grade students of smp negeri 1 lasem academic year 2012/2013. the study aims at identifying the grammatical errors made by the students based on basic grammar terminology, describing the classification of errors based on surface structure taxonomy and explaining the cause of errors made by the students. this study found that the basic grammar errors made by the students were 46 errors or 13.04%, 14 data of verb errors, 3 data of sentence structure errors, 5 data of noun phrase errors, 6 data of adjective errors, 2 data of adverb errors, 2 data of personal pronoun errors, 9 data of preposition errors, and 8 data is verb of –be errors. corder states that learners’ errors are significant input for teachers. the learner’s errors are a sign to the teacher about how far the learner’s errors progress in learning the language. for the researcher, it shows the evidence of how language is learned. it is about what procedures applied to the learner in language acquisition. for the learner itself, the making of errors is important for them to learn a new language. 2.3 classification of errors classifying errors is an important step to analyze learners’ errors. there are some experts proposing the classification of errors. according to james (1998) and tono (2003), errors can be classified into two types: 2.3.1 linguistic category classification this category specifies in terms of linguistics. it indicates the level of language errors that occur in phonology, grammar, lexis, text or discourse. the linguistic category includes the language levels of the errors, class, rank, and grammatical system. 2.3.2 the surface structure taxonomy this category refers to the ways surface structures are changed. there are four kinds of the category; omission, addition, misformation and misordering. an omission is a type of surface structure taxonomy that means the absence of an element that must appear in a well-formed utterance. for example: “sometimes, i lunch in canteen”. the sentence should be “sometimes, i have lunch in canteen”. the learner does not put the “verb” form in this sentence. an addition is a contrary from an omission. it means the presence of an element that must not appear in a well-formed utterance. for example, the learner produces the sentence “i am complete the task”. this sentence should be “i complete the task”. the learner adds “am” as the auxiliary verb in this sentence whereas this sentence does not need an auxiliary verb. nobel: journal of literature and language teaching volume 9, no 1, april 2018 49 misformation is the use of the wrong form of the morpheme or structure. for example, l2 learner makes a sentence “i cleaned my room and showered”. this sentence should be “i clean my room and take a shower”. misordering is the incorrect placement of a morpheme or group of morphemes in an utterance. “what mommy is going?” is the example of a sentence produced by the l2 learner. this sentence belongs to misordering because the incorrect of sentence structure. this sentence should be “what is mommy going?” 2.4 causes of errors errors are related to some causes. several experts describe the cause of errors. richards (1974) categorize the causes into two categorize: interlingual errors and intralingual errors. interlingual errors are caused by interference of the mother tongue. intralingual errors occurring during the learning process of the second language. it means that the learners’ lack of knowledge about their target language. 2.4.1 interlingual errors celce-murcia (1977) said that “these errors caused by the influence of the learner’s mother tongue on the production of the target language in presumably those areas where languages clearly differ”. for example, the learner makes a sentence “she beautiful”. this sentence should be “she is beautiful”. the learner makes an error because of the interference of the mother tongue (wanita itu cantik). 2.4.2 intralingual errors tamimi (2006) said that the intralingual errors are caused by the target language itself. so, these errors are not interfered by the mother tongue or the learners’ native language. these errors have general characteristics; overgeneralization, ignorance of rule restrictions, incomplete application of rules and false hypothesized. overgeneralization is a kind of characteristics that refers to applying the inappropriate a certain rule in the language learning process in the inappropriate situation. there are two reasons for overgeneralization error based on richard (1974). first is the learner’s creation of “one deviant structure in place of two regular structures. for example: “i buys food.” this sentence should be “i buy food”. there is an ‘over form’ of a structure verb buy becomes buys. the second reason is the result of the l2 learners’ tries to diminish their linguistic problem. richards (1974) says that ignorance or rule restrictions are the inability to uphold the limits (borders) of present formations, specifically, administering rules to inappropriate novita kusimaning tyas, grammatical errors 50 situations. misordering can be a good example of such errors which are caused by ignorance of rule restrictions. incomplete application of rules is a cause of errors that closely related to overgeneralization. the learner uses the sentence even though the sentence does not have complete language rule. for example: “he goes to school?” this sentence should be “does he go to school?” false concepts hypothesized is a kind of error that sometimes is a result of “poor gradation of teaching items”. for example, the l2 learner cannot differentiate between nominal sentence and verbal sentence in simple present tense form. the learner produces “i am buy” instead of “i buy”. 2.5 grammatical error grammar is an important thing to master and apply in learning a language. it is a set of language rules organizing the sounds, words, sentences, and other elements in a language. based on greenbaum and nelson (2002), grammar refers to the set of rules that allow people to combine words in the language into larger units. some combinations of words are possible and others are not. in fact, every language has its own grammar rules. learners who study foreign language must produce the sentence grammatically so that the sentences they produce can be easily understood by the readers. as stated by burt and kiparsky (1974), a grammatical error is an error which is not suitable for the grammatical rules that may make writing become not good. the grammatical error is the error in combining words into a larger unit, such as phrases, clauses, and sentences. the grammatical error can be defined as the errors at morphological and syntactical levels. the morphological error is the error which involves a failure to comply with the norm in supplying any part of word classes; noun, verb, adjective, adverb, and preposition. syntactical errors are errors that affect texts larger than a word, namely phrase, clause, sentence, and paragraphs. syntactical errors cover phrase structure, clause, and sentence error (james, 1998). 3 research method in this research, the data were taken from the thirdsemester students of informatics department, high school of electronics and computer (stekom) semarang. in this semester, they take english class. the subjects of this research are 20 students. nobel: journal of literature and language teaching volume 9, no 1, april 2018 51 at the beginning of the class, the students were asked to translate the text given by the lecturer. they had to translate the text about daily activities from indonesian to the english language, their target language. this activity was conducted to know the students’ ability in english because in stekom they will take three english classes, and at the end of the english classes based on the syllabus, the students have the ability to communicate in english well. so, it is important to know their ability before teaching and learning process begins. in conducting the present study, the researcher used the steps as proposed by ellis (1997), namely collecting the sample of learner language, identifying errors, describing errors, and explaining the errors. 3.1. collection of a sample of learner language in this step, the researchers took the data from the students’ work. they are given the material by the lecturer. the data is translation text from indonesian to the english language. the topic is about daily activities. this research focused on the grammatical error especially in simple present tense and on the causes of errors made by the students. 3.2. identification of errors after collecting the data from the learners, the next step was identifying the errors. in this step, the researcher identified the data whether they contain error or not. so, before identifying the errors, the researchers should know the difference between the errors and mistakes. if a learner sometimes uses the correct form of a certain structure or rule and later on uses the wrong one, it belongs to a mistake. the learners can correct the mistakes by themselves. if the learners make something wrong continuously and they cannot correct by themselves, then it belongs to an error. 3.3. description of errors the next step following identifying errors is describing the errors. this step cannot be done before identifying the errors. it means that identification errors are the prerequisite of the description of errors. in this research, the researcher uses the dulay, burt, and krashen’s surface structure taxonomy (1982 in ellis and barkhuizen, 2005, p.61) to describe the students’ errors. based on this theory, the errors are classified into four categories; addition, omission, misinformation, misordering. 3.4. explanation of errors the next step is explaining errors. explaining errors is an important step of errors analysis. ellis and barkhuizen (2005) declare that “explaining errors involves determining their sources in order to account for why they were made”. richards (1974) categorize the novita kusimaning tyas, grammatical errors 52 sources of the errors into two; interlingual and intralingual errors. the theory from richards is used in this research for explaining the errors. 4 results and discussions 4.1 the types of students’ grammatical errors after collecting, identifying, describing and explaining the errors, there are some errors produced by students in translating text using simple present tense. the errors are shown in the table below. table 1.the errors produced by students no surface strategy taxonomy frequency percentage (%) 1 misformation 96 54,8% 2 addition 40 22,8% 3 omission 29 16,5% 4 misordering 10 5,71% total 175 100% figure 1: the distribution of students’ errors on surface strategy taxonomy table 1 shows that the total number of errors is 175 errors. the 96 errors or 54.8% are misformation errors, 40 errors or 22.8% were found in addition errors, the omission is 29 errors or 16.5% and the last is misordering errors, 10 errors or 5.71%. from the research data, it was found that the misformation was the highest percentage of errors made the students in translating text using simple present tense. they made 96 misformation errors or 54.8% of the whole errors they made. misformation is the error that is characterized by the use of an incorrect form of morpheme or structure. usually, the errors occurred because the students do not understand the rule. the misformation errors that the students committed such as: 1. i followed some of the student organization 2. i spend my spare time to do some ting 3. i complete my home works as soon as possible 4. i cleaned my bedroom and showered nobel: journal of literature and language teaching volume 9, no 1, april 2018 53 5. i finish the homeworks more than fast for i can’t sleep late night. the errors above should be corrected as follow: 1. i join some of the student organizations on campus 2. i usually spend my spare time to do something 3. i finish my homework as quickly as i can 4. i clean my bedroom and take a bath 5. i finish my homework as quickly as i can so that i can’t sleep late at night. the second highest percentage of the students’ errors was addition errors, which is committed as 40 times of 22.8% out of the whole errors. addition errors are characterized by the presence of one or more items that must appear in well-formed sentences, for example: 1. i am cleaning my bedroom and take a bath 2. i usually sleeps at 10 pm 3. i oftenly wait for the next class 4. i am usually wake up at 5am the errors above should be corrected as follow: 1. i clean my bedroom and take a bath 2. i usually sleep at 10 pm 3. i often wait for the next class 4. i usually wake up at 5 am the third percentage of students’ errors was the omission, which is committed as 29 times of 16.5% out of the whole errors. as stated before that omission errors are characterized by the absence of one or more items that must appear in a well-formed sentence. in errors of omission the item is not supplied at all, but in errors of misformation the students supply something, but its form is incorrect. for example of omission errors that were found in the research data: 1. i often wait next class on campus 2. if i a class in the morning, i go to campus 3. i lunch on campus 4. i usually spend my spare time to do some activity the errors above should be corrected as follow: 1. i often wait for the next class on campus 2. if i have a class in the morning, i go to campus 3. i have lunch on campus 4. i usually spend my spare time to do some activities novita kusimaning tyas, grammatical errors 54 the lowest percentage of students’ errors was the misordering error. these errors are characterized by the incorrect placement of a morpheme or group of morphemes in an utterance or writing, for example: 1. i follow the organization students 2. so that i can sleep not late at night 3. i often wait for the class next the errors above should be corrected as follow: 1. i join the student organizations 2. so that i cannot sleep late at night 3. i often wait for the next class. 4.2 the sources of errors the next step after description the errors is explanation of the errors. as stated before that this step is to find out the sources of the errors that the learner made. the researcher uses the theory from richards (1974). he categorizes the sources of the errors into two; interlingual and intralingual errors. the sources of errors show in table 2. table 2 shows that 25% students errors are caused by an interlingual factor. as stated before that these errors happen because of the learner’s mother tongue. 75% students’ errors are caused by an intralingual factor. these errors happen because of the learner’s target language itself. it is divided into 4 that 25% errors caused by ignorance of rule restriction, 17.19% errors are caused by incomplete of application rules. false concept hypothesized is produced 23.44% from the whole of students’ errors. the last is overgeneralization that is produced about 9.37% from the whole of students’ errors. figure 2: the distribution of sources of errors nobel: journal of literature and language teaching volume 9, no 1, april 2018 55 5. conclusion based on the finding and discussion above, it can be concluded that the most frequent errors produced by the learners are misformation errors. the learners often commit errors in using appropriate tenses. they often use past tense instead of simple present tense. it can be concluded that grammar is the biggest difficulty for the students when they study english. it is because of the difference of language structure in making sentence between indonesian language and english language. besides misformation errors, the errors can be found in omission, addition, and misordering errors. besides analyzing the errors of the learners, the writer also found the cause of errors that the learner made. the learners’ errors are mostly caused by intralingual factors. it is related to the rules of english language. ignorance of rule restrictions is the type of learning strategy that is mostly applied by the learners. it means that they already know the rules but they did not use them appropriately. an interlingual factor was also found to be the cause of errors. it is related to their mother tongue. so, the learners need teachers to correct their grammatical errors. 6. references astuti, diana septiana tri. (2013). english grammatical errors made by first grade students of smp n 1 lasem academic year 2012/2013. (thesis, diponegoro university). batstone, r. (1994). grammar. new york: oxford university press. bell, b.f. (1981). teaching and learning mathematics (in secondary school). iowa: wm.c. brown company. brown, h.d. (1980). principle of language and teaching. prentice hall, inc: new jersey. corder, sp. (1967). the significance of learners’ errors. international review of applied linguistics, 5, 161170. corder, sp. (1973). introducing applied linguistics. harmond worth: penguin. corder, sp. (1981). error analysis and interlanguage. oxford: oxford university press. dulay, h.c, burt, m.k. and krashen, s. (1982). language two. new york: oxford university press. ellis. (1997). second language acquisition. new york: oxford university press. gass, s., slinker, l. (1994). second language acquisition: an introductory course, lea. mahwah. new jersey. novita kusimaning tyas, grammatical errors 56 greenbaum, s. & nelson, g. (2002). an introduction to english grammar. london: longman. hasyim, a. (1999). crosslinguistic influence in the written english of malay undergraduates: journal of modern language, 12(1), 59-76. james, c. (1998). errors in language learning and use: exploring error analysis. united state of america: addison wesley longman inc. muhsin, m.a. (2016). analysing the student's errors in using simple present tense (a case study at junior high school in makassar). journal: pacific science review b: humanities and social sciences 2, 81-87. muth’im, a. (2009). developing writing skill; from theory to practice. banjarmasin: department of english education lambung mangkurat. richard, j.c. (1974). error analysis. london: longman group ltd. tono, y. (2003 march 28-31). learner corpora: design, development, and applications. proceedings of the corpus linguistics conference, lancaster, uk. nobel: journal of literature and language teaching volume 8, no 1, april2017, p-issn 2087-0698 e-issn 2549-2470; 49-59 types and motifs in the folktale of sawunggaling in surabaya andi yunus firmansyah sekolah tinggi ilmu ekonomi indonesia (stiesia) surabaya email: andiyunus@stiesia.ac.id abstract: the folktale of sawunggaling is one of the forms of folktale in east java, particularly, in surabaya. the folktale of sawunggaling for the people of surabaya is a story which has mythological, historical and educational values. this study is focused on the types and motifs in the folktale of sawunggaling. this study is different from the previous research which has been done by previous researchers. this research is aimed to find out what types and motives which are contained in the folktale of sawunggaling. this research is a qualitative research using descriptive analysis method. the types and motifof the folktale of sawunggaling are classified and categorized by using the type index of antti aarne and the motifindex of stith thompson. antti aarne proposed five types of tales namely animal tales, ordinary tales, jokes and anecdotes, formula tales, and unclassified tales only one which is contained in the folktale of sawunggalingi.e. the ordinary tales. meanwhile, 9 motifs in the folktale ofsawunggalinghave been found by using the motif of stith thompson. keywords: type; motif; the folktale of sawunggaling: surabaya 1. introduction the folktale of sawunggalingis one of the forms of partly-verbal folklore. the folktale of sawunggaling has distinctive characteristics which arein accordance with the cultural background of the community.these distinctive characteristics can be seen from the language of meaning and form of exposure to the story. the folktale ofsawunggaling is one of the forms of the folktale in east java, particularlyin surabaya.the folktale of sawunggaling for the people of surabaya is a story which has mythological, historical and educational values. these values are carried on sawunggaling characters. emotionally, sawunggaling is a respected and exalted figure because the character is considered to be a valiant hero in defending the truth. the figure of sawunggaling as a hero who fights against invaders is trusted and believed by his believers i.e. the community of lidahwetan, lakarsantri district, surabaya municipality. the trust and the belief of the people of lidah look as they wish to inaugurate or to crown sawunggaling as the national hero on the 50th anniversary of ri in 1995. the folktale ofsawunggaling with its maincharacter mailto:andiyunus@stiesia.ac.id andi yunus firmansyah, types and motifs in folktale 50 radensawunggaling cannot be said as a history because of the unavailability of data which can be referred by the researchers to explore the history of the life of sawunggaling. this contradiction has been studied and discussed explicitly in the workshop ofsawunggaling in lakarsantrisubdistrict in the same year that was 1995. the first researchwhich was related to sawunggalinghas ever done by ariek w.s.gendrowati which was entitledthe legend of sawunggaling in lidahwetansub-district of lakarsantrikodyadati ii surabaya (study structure, content and function) in 1996.she examined the function of the story in associated with the elements of the construction of literary works (structurally). the second research was conducted by chorniatriwijayanti entitled the legend ofsawunggalingin surabaya version (a study of sociology of literary works) in 1998.she examined the sociological aspects of literary works in the legend of sawunggalingin surabaya version. she concluded that within the legend of sawunggalingin surabaya version there are social aspects, social criticisms, and mandates or roles which are intended for society especially society of surabaya.the third study was conducted by andy yunusfirmansyah under the title of the ludrukplay of sawunggaling in surabaya in 2002. he studied the ludruk play ofsawunggaling as a ludruk literature. ludruk literature which is sung or played needs to be studied to know its role, function and social life in the society. the folktale ofsawunggaling according to hutomo (1991:9) is a partly verbal folklore because the folktale of sawunggaling is a folklore which has been played on stage in the form of ludruk drama. this research is focused on the types and motifs in the folktale of sawunggaling. certain types of stories may consist of several motifs. motif is the elements of story formers, type is the structure of the integrity of the story (plot).a certain story element may consist of several motifs depend on the point of view in considering the motif. this research is aimed to find out what types and motives which are contained in the folktale of sawunggaling. thompson (1946:22) stated that types and motifs which are exist in oral or folklore literature ranging from simple anecdotes to complex tales. thompson (1946:415) adds that type is a folktale that has an independent existence, and is told as a complete narrative with the meaning of a story that does not depend on other folktales. 2. review of literature 2.1 oral literature oral literature is part of oral tradition or usually developed in oral culture in the form of messages, stories, or testimonies or inherited orally from one generation to another (vansina nobel: journal of literature and language teaching volume 8, no 1, april2017 51 in taum, 2011:10). the messages, stories, or testimonies are encompassed through speeches or songs in the form of fairy tales, proverbs, ballads, or poetry. by using this method, then come the oral history, oral literature, oral law, and other oral knowledges without any writing system. folklore or oral literature is a culture of unwritten literature that is passed on from generation to generation by word of mouth or by performing an act or action. hutomo (1991:1) stated that oral literature is a literature that includes the expression of literary citizens of a culture that is disseminated and passed down orally (word of mouth).danandjaja (2007:2) stated that folklore is a part of a collective culture, which is distributed and passed down from generation to generation, among any collectives, traditionally in different versions, both in spoken and exemplary forms with gestures or reminders (mnemonic device). hutomo (1991:7) added thatthe spread of folklore or narration is accompanied by deeds (e.g., teaching dance, teaching batik, teaching puppet). the spread of oral literature or folklore is conducted from generation to generation to the next and done by mouth to mouth makes oral literature or folklore belong to a communal or group of community.the oral literature or folklore which has belonged to a community group has a relatively fixed core or form of raw material. however, as folklore or oral literature is spread verbally, many changes are experienced by folklore or oral literature although the core form or the standard form of oral literature remains. hutomo (1991:3-4) describes the characteristics of oral literature that have belonged to a community or community group, i.e.: 1) it is transmitted by mouth, it meansthat the expression of the disseminated culture, both in terms of time and space is done orally.2)it is born in a village-style society, people who live outside the city, or people who live illiterate.3)it describes the cultural characteristics of a society, because oral literature is a cultural heritage that describes the past but also mention new things (according to social change) therefore oral literature is also called as a living fossil.4) the author is unknown and therefore it belongs to the public.5)it is poetic, organized, and repetitive; (a) to strengthen memory; (b) to maintain the authenticity of oral literature so as not to change quickly.6) it is not prioritizedfacts and truths, it emphasises more on aspects of fantasy / fantasy that is not accepted by modern society, but has an important function in the community.7)it is composed of various versions.8) it is spoken by using oral language (daily language), it contains dialect, and sometimesit is pronounced incomplete. hutomo (1991) has shown that a folklore or oral literature that has belonged to a society has a standard form or a core form and has eight distinctive features. brunvand (1968:2-3) in danandjaja (2007:20) notes that folklore or oral literature is grouped into three distinct groups: (1) oral folklore (verbal folklore), (2) semi-oral folklore (partly verbal folklore), (3) andi yunus firmansyah, types and motifs in folktale 52 non-verbal folklore (folklore). each group that has been separated by brunvand (1968:2-3) in hutomo (1991:8-9), danandjaja (2007:20-21) has its own characteristics, i.e.:verbal folklore (traditional phrases: proverbs, maxim, wise saying; folk song; folk language: dialect, nickname, satire, title, joke nickname, secret language, etc.; riddles; folklore: fairy tales, sacred tales, myths, legends, sage, witty stories, etc.), partly verbal folklore (people drama: ketoprak, ludruk, lenong, human wayang, shadow puppets, mask puppets,dance drama etc.; dance; believes and superstitions; ceremonies; people's games and people's entertainment; customs; folk feasts), non verbal folklore(material: toys (dolls), food and drink, equipment and weapons, musical instruments, clothing and jewelry, drugs, arts crafts, people's architecture (e.g., house form), and non material: music (sundanese gamelan, java, bali), sign language (nodded as a sign of approval and shook his head in disagreement)). oral literature, as well as written literature, has several genres. hutomo (1991:3) categorized the genre of oral literature into more complete groups: common stories, myths, legends, epics, stories, memory, phrases, songs, proverbs, riddles, oral poetry, stage plays and drama arena is a folklore of literary value told by storytellers and folklore that is not worth the literature, such as a fairy tale before going to bed. folklore is used as a source of data in this study. this study focuses on the types and motifs that exist in the folktale of sawunggaling in surabaya. 2.2 folklore the most widely researched of allforms of folkloreby folklore experts is the prose narrative. according to william r. bascom in dananjaja (2007:50), the prose narrative can be divided into three major groups, i.e.: (1). myth, (2) legend, and (3) folktale. myth is a folklore that is considered sacred by the owner of the story. the characters in the mythical story are the gods or demi-gods. events happen in another world or not in the world that we are now. mythis a story that happened in the past. while the legend is a folklore that is similar to the myth, which is considered really happening but not considered sacred. legend is affirmed by humans, though sometimes it has tremendous qualities and is often assisted by magical beings. the place of occurrence in the same world as our world. the story is not too old. conversely fairy tales are folklore that is considered not really happening. the tale is not tied to time and place. 2.3 types and motifsin folktale understanding the types and motifs in folktale can be carried out through the finnish sect theory as it was stated by taum (2011:84-91). the finnish sect is a literary oral studies sect nobel: journal of literature and language teaching volume 8, no 1, april2017 53 which was established in finland and its headquarter is in the capital city of helsinki. this sect developed systematic historical and comparative methods and theories. in the nineteenth century, the main interest of science was more directed to the creation, the origin of folklore, in accordance with the prevailing historical approach in literature. in those days the folk literature in western europe was compared to folk literature in other parts of the world such as southern europe and eastern europe. their comparative study was aimed a) to show the relationship between various literary samples of the people; b) to reveal the pattern of folk literary dissemination or migration; c) to track and to explain the place of origin of a folktale; and d) to the extent possible knowing the true form of a folktale that has undergone various transformations. these two basic finnish sect is known as type and motif. types and motifs are a different element in folktale. folktale is a type that has some motifs in it. thompson (1946:414) stated that a clear distinction between the type and motif in a folktale is necessary. a folktale like cinderella (type) consists of several motifs in a relatively fixed sequence and combination. the type in folktale science has an independent existence and its independence of a type is evidenced by its appearance in a folktale that does not depend on another story.thompson (1946:415) stated that a type is tale which has independent existence and it is told as a complete narrative with the meaning of a story that does not depend on other tales. a folktale has the possibility to be told alongside other folktales, but the story appears by itself to prove its independence. a story may consist of one or more motives. most of the stories of animals (fables), jokes, and anecdotes are the type of a single motif. fairy tales or folklore (märchen) which has many motifs in the story is cinderella and snow white. antti aarne (1964:19-20) in accordance with folktales or fairy taleshadmade a classification system of folktales or fairy taleswhich is based on the types of folktales or fairy tales and has classifiedthem into 5 types of tales as follows. 1. animal tales, including: wild beasts (savage wolves and other wild beasts), beasts and pets, beasts and humans, pets, and animals and other objects. 2. ordinary tales (fairy tales in general) include: a. tales of magic includes:supernatural challenges,wife or husband or supernatural relative,supernatural tasks,helper with supernatural powers, magical objects, supernatural powers or knowledge,other tales about the supernatural. b. religious tales, including: rewards i.e. grant or punishments, realized truths, heaven, ghosts, and other religious tales. andi yunus firmansyah, types and motifs in folktale 54 c. novelle (romantic tales) includes: stories like a regular young man marrying a princess, a woman used to marrying a prince, proof of loyalty and purity, a stubborn wife learning to be faithful, good life principles, smart words, fairy tales of fate, robbers and murderers, and other realistic tales. d. tales of stupid ogres (tales of stupid ghouls or ghosts), including: labor contracts, relationships between human beings and giants, rivalry between humans and giants, people killing or wounding giants, giants scared by humans, men conquering giants, souls saved from satan's disturbance. 3. jokes and anecdotesinclude: stories about the moron, the story of a married couple (his dumb wife and her husband, her stupid husband and his wife), a story about a woman (looking for a wife, a joke about an elderly lady), the story of a man (intelligent man, luck, stupid man), jokes about religious figures (religious figures cheated, religious leaders and sex), jokes about other groups of people. 4. formula tales, including: cumulative tales (based on numbers, objects, animals, or names, always associated with death, food, or other events), fairy tales of traps, and fairy talesfairy tale of other formulas. 5) unclassified tales (tales which are not classified) motifis the element of a narrative (narratives element) in folktale. the motif in a folktale is an element of the story which stands out and is unusual in its nature. these elements may be objects or events which occur in folktale, such as inheritance, legend animals, concepts (taboo), fraudulent events of a character, a particular type of person, or a particular structure. thompson(1946:415-16) stated that motif is the smallest element in a tale which has such power that has something outstanding and unusual. a motif is the smallest element in a tale having power to persist in tradition. in order to have this power it must have something unusual and striking about it. most motifs fall into three classes. first are the actors in a tale-gods, or unusual animals, or marvelous creatures like witches, ogres or fairies or even conventionalized human characters like the favorite youngest child or the cruel stepmother. secondly, come certain items in the background of the action-magic objects, unusual customs, strange beliefs, and the like. in the third place there are single incidents and these comprise the great majority of motifs. it is the last class that can have and independent existence and that may therefore serve as true tale-types. by far the largest number .of traditional types consist of these single motifs. in general, a motifcan be divided into three categories. the firstcategory consists ofgods story, the legendary beasts or the wondrous creatures like witches, ogres, fairies, magic or even ordinary human characters like cuddly little boys and evil stepmothers. the second category is in the form of certain items against the background of heritage objects, certain nobel: journal of literature and language teaching volume 8, no 1, april2017 55 customs, strange beliefs and so on. the third category consists of some single events and the event consists of the best majority motif. the incident is the last class that can be possessed and the existence of the event independent and which may be regarded as the true story-type. most of the traditional types contain these single motif. 3. discussion of the main themes the folktale of sawunggaling (it will be abbreviated as the fs) is a heroic story that exposes the resistance and the rebellion of sawunggaling against dutch colonial rule. sawunggaling is a child who was born and raised by a mother without the presence of a father. sawunggaling decided to go on a quest to look for his father, tumenggungjayengrana, in surabaya. based on the plot of the story then the fs can be classified as type 369 story (see table 1) of the youth on a quest for his lost father (a young man who looks for his lost father) (aarne's, 1964:128).when it is cosideredfrom the motifs of the fs then the fs consists of several motifs in accordance with the elements of story formers. some motifs in the fs can be put forward as follows. 3.1 magic fighting cock motif. the motif is included in the motif number b171.2, the magic fighting cock (see table 2). sawunggaling was intercepted by sawungrana and sawungsari and was forced to fight his cock with theircock, if he desired to meet their fathertumenggung jayengrana. sawunggaling's cock successfully defeated both sawungrana's cock and sawungsari's cock. this event is included in the motif of magic fighting cock. 3.2 magic objectreceived from old manmotif. the motif is included in the number d822, the magic objectreceived from old man. the magic object which was used by sawunggaling was in the form of a spear called kyaibliringlanang. it was a gift from sawunggaling's grandfather. this magic object or magic spear served as the main weapon. the motif in the fs can be classified into number d822, magic object received from old man and into number d1096.1, magic weapon. 3.3 sign motif. the sign is a handkerchief called cindhepuspita. sawunggaling could prove to his father,tumenggungjayengrana that he was the child of the marriage with his mother, dewisangkrah by showing cindhepuspita to his father. the motive is included in number h86.4, handkerchief with name on it (handkerchief with written name). 3.4 competition motif. archerycompetition of tunggulyudha flag was intended to find a replacement for tumenggungjayengrana who did not want to work long with the dutch colonial.sawunggaling as the descendant of tumenggungjayengrana managed to win andi yunus firmansyah, types and motifs in folktale 56 the contest. the motif of the contest is included in number h921.1, task set by king to sons to determine heir to kingdom (duty / mandate is held by the king or ruler for children as the successor to rule). 3.5 deception motif. the motif is included in number k231.2, reward for accomplishment of task deceptively withheld (reward which is deceptively not awarded). because the reward of sawunggaling’s appointment as the tumenggung of surabaya was not given then sawunggalingdecided to rebel against the dutch. the deceptionis done by the ruler to his subordinates. this deception events in the fs included the deception of the governor of kartasura, sasrahadiningrat against sawunggaling. 3.6 intrigue motif. the party which was organized by the governor ofkartasura, sasrahadiningrat was meant to murdersawunggaling who had succeeded in defeating the rebellion in nambaskelingan forest. the murder plan was to add poison to sawunggaling’s drinking cup. the intrigue motif included in number k811.1.2, enemies invited to feast and poisoned (opponents invited to come to the party and poisoned). 3.7 success motif. success motif includes number l10, the youngest son who was superior and more powerful than his elder brothers (victorious youngest son), the youngest boy who was managed to win the competition (youngest brother alone succeed on the quest), and number l165, an ordinary child become a king (lowly boy become king). the success of sawunggaling in winning the archery competition of tunggulyudha by outperforming and surpassing the ability of his elder siblings indicates that even a rural child from a low-class family was able to defeat his rivals of a single father and have a well-to-do life. success motive is included in the numbers l10 and l165. 3.8 the winner of the contest becomes king (winner of contest to be king) motif. the success of sawunggaling in winning the archery contest has transformed a village boy into a tumenggung or king in surabaya and earned the name or title sawunggalingkulmaksasranegara. the winner of the competition is included in the motif number p11.2. 3.9 mother motif. mother sent her son to find his lost father (mother sends son to find unknown father). the mother of sawunggaling told her son sawunggaling that he had a father and if he wanted to see his father, sawunggaling was advised to go to see his father to surabaya. mother sends her son to find his lost father (mother sends son to find unknown father) motif is included in the motif number h1216. nobel: journal of literature and language teaching volume 8, no 1, april2017 57 3.10 a wife who refused to remarry (woman refuses a second marriage) motif, faithfulness in marriage (faithfulness in marriage) motif, and faithful wife (faithful wife) motif. dewisangkrah as a woman had great loyalty as a wife. the character did not intend to remarry even know the consequences of being a pregnant wife without the presence of her husband by her side. the three motifs included in the motif number j482.1.1, t210, and motif number t210.1. 3.11 saints who have miraculous knowledge motif. the meetingof sawunggaling with sheikh maulana in nambaskelingan forest can be included in the motif number v223. sheikh maulana was a saint or religious expert who has a supernatural or a very high knowledge. the rebellion of sheikh maulana against the dutch colonialism had brought him to meet sawunggaling. both men were equal. this motif belongs to motif number v223. table 1: index of type matrix nb. type number type description folktale 1 369 the youth on a quest for his lost father sawunggaling table 2: index of motif matrix nb. motif number motif description folktale 1 b171.2 magic fighting cock sawunggaling 2 d822 magic object received from old man sawunggaling 3 d1096.1 magic weapon sawunggaling 4 h86.4 handkerchief with name on it sawunggaling 5 h921.1 task set by king to sons to determine heir to kingdom. sawunggaling 6 k231.2 reward for accomplishment of task deceptively withheld sawunggaling 7 k811.12 enemies invited to feast and poisoned. sawunggaling 8 l10 victorious youngest son sawunggaling 9 l165 lowly boy becomes king sawunggaling 10 p11.2 winner of contest to be king sawunggaling 11 h1216 mother sends son to find unknown father sawunggaling 12 h1242 youngest brother alone succeed on quest sawunggaling 13 j482.1.1 woman refuses a second marriage sawunggaling 14 t210 faithfulness in marriage sawunggaling 15 t210.1 faithful wife sawunggaling 16 v223 saints have miraculous knowledge sawunggaling 4. conclusion andi yunus firmansyah, types and motifs in folktale 58 it can be concluded from the matrix that a folktale has a type. based on the type calcification in antti aarne's stith thompson, the folktale of sawunggaling is included in the ordinary folktales type group with a sub-type of tales of magic with a sub-type of supranatural adversaries with type number 369, a youthwho searches his lost father (the youth on a quest for his lost father). the type within certain folktale may consist of several motifs. motif is the elements of story formers, type is the structure of the integrity of the story (plot). a certain story element may consist of several motifs which depend on the point of view in considering the motive. the data which is contained in this the folktale of sawunggaling is studied and categorized in several types and motifs according to aarnethompson.it can be concluded from the existing data in the folktale of sawunggaling that 9 motifs have been found in the folktale ofsawunggaling. these 9 motifs are motifs b, d, h, j, k, l, t, and v. b represents animal motifs, d represents magical motifs, h represents test motifs, j represents the wise and the foolish motifs, k represents deception motifs, l represents reversals of fortune motifs, t represents sex motifs, and v represents religious motifs. among the 9 motifs, the motif which is considered as the dominant motif is the motif number h86.4. motif is considered to be dominant because of its role is very large in relation to the development of the figure. the existence of the sign of an object called cindhepuspita is very instrumental in the development of the main character in the story of the fs. cindhepuspita serves as a determinant of the fate of the main character (sawunggaling) in his search for his biological father and his efforts to be recognized as a child. on the contrary, a lost character will lose his power. the development and strength of the character is influenced by the sign or souvenir in his hand that serves as a sign. 5. references aarne, a. (1964). the types of the folktale a classification and bibliography.helsinki: academia scientiarum fennica. gendrowati, a. w.s. (1996). legenda sawunggaling di kelurahan lidah wetan kecamatan lakarsantri kodia dati ii surabaya (kajian struktur, isi, dan fungsi). (undergraduate thesis). danandjaja, j. (2007). folklor indonesia ilmu gosip, dongeng, dan lain-lain. jakarta: pustaka utama grafiti. firmansyah, a. y. (2002).lakon ludruk sawunggaling di surabaya(thesis). nobel: journal of literature and language teaching volume 8, no 1, april2017 59 hutomo, s. s. (1991). mutiara yang terlupakan: pengantar studi sastra lisan. surabaya: hiski komisariat jatim. ratna, n. k. (2010). metodologi penelitian kajian budaya dan ilmu sosial humaniora pada umumnya. yogyakarta: pustaka pelajar. taum, y. y. (2011). studi sastra lisan: sejarah, metode, dan pendekatan disertasi contoh penerapannya. yogyakarta: lamalera. thompson, s. (1946). the folktale. chicago: halt, rinehart and winston. thompson, s. (1979). motif index of folk literature. indiana university press. trijayanti, c. (1998). legenda sawunggaling versi surabaya. (undergraduate thesis) nobel: journal of literature and language teaching volume 8, no 2, september 2017, p-issn 2087-0698 e-issn 2549-2470; 83-93 the practice of ideological state apparatuses in lois lowry’s the giver ari setyorini, serwana idris universitas muhammadiyah surabaya arisetyorini@fkip.um-surabaya.ac.id, serwanaidris@gmail.com abstract: this article attempts to portray how a contemporary young adult literature entitled the giver (lowry, 1993) illustrates the operation of state apparatus in a dystopian setting of time and place. applying althusser’s theory of state apparatuses, the study particularly focuses on a prominent issue of ideological state apparatuses (isa) which is operated within the the giver’s society. descriptive qualitative research is applied to interpret the data in the novel. the result of this study reveals that the novel draws isa as a tool to control and to maintain the dominance in this dystopian community. the isa operates through training system, particular rule of language used by the community, media censorship, and family’s role. keywords: ideological state apparatus (isa); the giver 1. introduction it is widely known that young adult literature is on the spotlight nowadays. probably, the celebration of young adult literature in worldwide was started in the 2000s through a famous romance fiction of twilight saga which successfully stole the young adult reader’s attention due to its story of a fabulous young rich male vampire who fell in love with a common girl. the shifting sub-genre of young adult literature was marked for about five years later after the twilight saga fever through the dystopian literature of the hunger games (setyorini, 2016). this different kind of story brings up a more serious theme which illustrates the agency of young adult characters to avenge an authoritarian order (virtanen, 2012:4) in a setting of time of post-apocalyptic future society. this fiction uses the protagonist’s perspective to show the readers the negative aspects of the world where the protagonist lives in. the antagonist itself can be seen as a destructive society, as souza stated that this society usually has internal conflict, political and social issues (2012:3). those conflicts often occur in a society or widely in a state as an effect of ruling class domination. not only does it contain political and social conflicts as the characteristics of dystopia, but this genre also has the advanced technology as the center theme of the story. the role of technology in dystopian story is to manipulate and dictate the mailto:arisetyorini@fkip.um-surabaya.ac.id mailto:serwanaidris@gmail.com ari setyorini and serwana idris, the practice of ideological state apparatuses 84 lives of people inside the society. the society is controlled by government which uses advanced technology (wolk, 2015:par.1) to operate the system that they have made. one of the literary works discussing dystopia is the giver (1993) written by lois lowry. this novel has been on the spotlight for the last three years since it was transformed into film in 2014. this novel shows the operation of controlling system, surveillance and punishments. the people in this society are strictly observed through cctv and employed a loudspeaker to remind people of proper behavior. it means that the society lives without free will and individual thought. furthermore, technology units are used to control every aspect of their lives: assigning jobs, housing, family unit, sexual desires, and people are “released,” the term that refers to murdering in this society (lowry, 1993). to maintain a total control, a council of elders restrains the community’s lifestyle in detail regulation to prevent them from making the “wrong choices.” the elder council is responsible to plan and assign every person in the community with a permanent profession based on their unquestionable decision. the power system as an agency of state apparatuses which takes a role in various manner shows the dominance toward society throughout the story (clark and dear, 1984:ch.2). thus, this article attempts to show how the dominant council as state apparatus imposes their ideology to the community to silence them and take them to the repressive control as the way it is, as what althusser (1971:8) claims that the domination of the ruling class brings the ideology for the agents of exploitation and repression. this is important to reveal the practice of ideological states apparatuses since it is known that social phenomena in real life is somehow being represented in the novel through the depiction of violence, state power, and some other repressive conflicts among the characters through the operation of ideological state apparatuses (isa). there are some writings which take the giver as their focus of research. tina virtanen (2012) in individual and societal control in lois lowry’s the giver focuses on how individuals and society are controlled embedded in aspects of human life; such as job, family, language, and technology. caetano (2016) compares the giver with two other movies, v for vendetta and oblivion, by resorting to conceptual tools borrowed from post-humanism and transhumanism studies. he attempts to understand whether, in a world driven by the persistent need to develop, update, upgrade and relentlessly move forward, there is still a place for cultural memory. these two researches are different to this article, particularly in the way this article tries to depict the underlying ideology practiced by the authoritative power in the novel. nobel: journal of literature and language teaching volume 8, no 2, september 2017 85 2. review of literature this study employs althusser’s notion of ideological state apparatus (isa). ideological state apparatus functions primarily through ideology rather than violence, but when necessary these institutions may also use repression, although it is often concealed as socialization, discipline and censorship (althusser, 1971:145). althusser writes that they are unified by the ideologies through their particular function. further he explains about “the religious isa (the system of the different churches), the educational isa (the system of the different public and private schools), the family isa, the legal isa, the political isa, the trade union isa, the communications isa (press, radio and television etc.), and the cultural isa (literature, the arts, sports etc.)” (1971:137). practically, isa is formed as “a set of doctrine” (eagleton, 1996:12) for the ruled class to accept the underlying ideology of the authoritative government. 3. research methods the research applies qualitative descriptive research as the method. descriptive qualitative research is used to obtain information containing the phenomena and describes what it is involved in the result of data, analysis, and interpretation of conditions in the text. as denzin and lincoln stated in creswell’s qualitative inquiry and research design that qualitative research involves an interpretive the world by bringing the phenomena in a detail descriptive explanation (2007:36). 4. discussion of the main themes in his most influential essay, althusser argues that ideology exists materially as a set of practices within an institution, an ideological state apparatus, or simply being called as isa. committee as the institution in the giver’s community has various ways to maintain its ideology in the community. the unconsciously repressive actions are imposed through the community’s daily rules which operate in the community. these operations can be seen through the community training system, the use of particular language in the community, the vital role of censorship, and through the family rules, which are tied in community’s regulation. these regulations that have been existing time to time in the giver’s community are explained in the followings. 4.1 the practice of isa through training system training system in this community is illustrated to create community members who dedicate themselves for the existence of the community. here, training system is one of the effective tools to cultivate ideology as althusser mentions that education is “dominant ari setyorini and serwana idris, the practice of ideological state apparatuses 86 (apparatus) or as the number one of ideological state apparatus” (1971:153). thus, education takes a pivotal position to teach people a particular way of though or ideology, since they obtain their knowledge and perspective through it. in the giver’s community, training begins at an early age. it is illustrated through this excerpt, “there are good things each year,” jonas reminded her. “this year you get to start your volunteer hours. and remember last year, when you became a seven, you were so happy to get your front-buttoned jacket?” (lowry, 1993:40). jonas, as the main character of the novel, explains the stages of training system in his community. he reminds his sister that after the age of seven she will have volunteer hours as a higher training stage. in the giver’s community, the children have a number of activities that must be obeyed, such as: “the eights always set out on their first volunteer hour a little nervously, giggling and staying in groups of friends. they almost invariably did their hours on recreation duty first, helping with the younger ones in a place where they still felt comfortable. but with guidance, as they developed self-confidence and maturity, they moved on to their job, gravitating toward those that would suit their own interest and skills” (lowry, 1993:26). this community calls the community members by year’s group from one until twelve. the twelve is recognized as an adult and after it, “the age is no longer matter” (lowry, 1993:51). the committee that has set the environment of the children becomes educational purposes to sustain the community. following althusser’s statement that: “...an ideology which represents the school as a neutral environment purged of ideology (because it is...lay), where teachers are respectful of the ‘conscience’ and ‘freedom’ of the children who are entrusted to them (in complete confidence)” (1971:156). in this community, the elders classify the youngster’s assignments based on some categories. here, the youngster does not have a right to choose their desired job, they only wait for the call from the elders for their position. jonas explains that the representative of the elders “...began to describe this year’s group and its variety of personalities, though she singled no one out by name. she mentioned that there was one who had singular skills at caretaking, another who loved new children, one with unusual scientific aptitude, and fourth for whom physical labor was an obvious pleasure” (lowry, 1993:52). indeed, the insertion of ideology in education is so subtle, that makes the inhabitants follow it as a free subjection. the children are trained to be a person who can handle the assignment to support their community. the twelves are assigned to their formal training and they occupy it for the rest of their productive life. nobel: journal of literature and language teaching volume 8, no 2, september 2017 87 reproducing skillful trainers that have intelligence is expected from their training, it makes sense that the committee always observes and pays attention to the trainers. the committee’s observations are aimed “to assess the conduct of each individual and to calculate its qualities or merits” (foucault in virtanen, 2012:41) as people are assigned for job through observation and selection by the elders since they were children. they believe that the elders are always right. for more, it is guaranteed that everyone is chosen for the right selection in this community (lowry, 1993:16). the people only focus on how to improve their ability in their training to participate in the community as their existence. here, althusser claims that “...agents of exploitation will provide domination for the ruling class” (1971:133). in other words, the individuals are systematically trained through task of increasing complexity to prepare them to be a functioning part of community and to be able to effectively contribute to the common good without questioning the classification of job. 4.2 language rule as the committee’s dominance the use of language is controlled in this community. the correct use of language is perceived as an acquisition of precise language that is commenced when the children are in three. in language precision, the committee inculcates their own standard of value, particularly the value of moralism. as althusser states that “the communications apparatus by cramming every “citizen” with daily doses of nationalism, chauvinism, liberalism, moralism, etc.” (1971:154). language precision functions to maintain the dominance of the ruling class in this community, as “... the community can’t function smoothly if people don’t use precise language” (lowry, 1993:127). the use of precise language is a sign that language as a tool of communication is under strict control in this community. it is depicted when jonas needs to find the correct word for his feelings, “but there was a little shudder of nervousness when he thought about it, ... apprehensive, jonas decided. that’s what i am” (lowry, 1993:4). he confuses to express his own feelings or even to describe that feelings into a proper word. he tries to trace some expressive words such as “fear”, “frightened”, “eager” and “excited” before he finally finds a precise word of “apprehensive” to represent his feeling. the committee also replaces certain words with some euphemism words which conceal the true nature of the acts and maintain the innocent image of the committee in the community. the word “release” is implemented to replace the act of murdering people who disobey the rules and unable to be accepted in the community. another example is the word ari setyorini and serwana idris, the practice of ideological state apparatuses 88 “stirrings” to remove the knowledge of sexual reproduction or even intercourse. they also have the word “elsewhere” to explain the community outside their world. the precise words are chosen by the elders to control the community’s way of thought toward some particular concept of words since they consider some words are threatening to their ideal concept of society in the community. the precise words are appropriate for an image of “good government” that never makes any mistakes to the community and the people just accept it as the common rule. according to althusser, the limitation of language is recognized as “censorship in cultural ideological state apparatus” (1971:14), the community’s vocabularies are limited to the safe words, the words that do not ruin the establishment of the community system. for example, the word “love” has been removed from this community as seen when jonas tries to ask their parents: “do you love me?” there was an awkward silence for a moment. then father gave a little chuckle. “jonas. you, of all people. precision of language, please!” (lowry, 1993:127). the word “love” is forbidden to be used since the people in this community are not allowed to be in an intimate relationship. their relationship must not be based on feeling, but it must be created based on their social position in the community. the conversation draws jonas’ feeling that he cannot accept the removing of word “love” in this community since he knows from his training as the keeper that the feeling of “love” does not seem dangerous to the community. in fact, the reason of eliminating the word “love” is simply because their concept of family is not created based on this feeling but it is more about the involvement of reproductive technology to arrange people based on their similar characteristics into a group and name them as a family. in other cases, the meaning of a certain word has been changed and replaced with another precise word. they use the word “animal” without knowing what it actually means. they know that animal is “often used to describe someone uneducated or clumsy, someone who didn’t fit in” (lowry, 1993:5). they do not know the name of animal since they do not have animal in the community. this community does not understand the concept of color as jonas “could not adequately understand the apple had changed” (lowry, 1993:24). he has seen the color of red, the apple’s true color, but the only word that he can think to describe the situation is “changed.” he cannot explain the names of color since the people’s brain in this community is stimulated to only recognize the color of the world into two main colors which are white and black. thus, the language precision designed for the community is one of the control systems. it is employed by the committee since the language is a tool which conveys an expression of human being. nobel: journal of literature and language teaching volume 8, no 2, september 2017 89 4.3 media censorship as isa in the giver’s community media is a common definition for radio, television, internet, newspapers, and so on which serve for mass communication. it is explained that communication in isa which emphasizes through media can be a great power to control the inhabitants (althusser, 1993:250). as reflected in the giver’s society, the people of the community only know some particular sources of written texts. it is illustrated that they do not know the word of newspapers or libraries in the community. it can be seen from jonas’ feeling of surprise when he visits the giver’s dwelling for the first time. he says: “but the most conspicuous difference was the books. in his dwelling, there were the necessary reference volumes that each household contained: a dictionary, and the thick community volume which contains descriptions of every office, factory, building, and committee. and the book of rules, of course. the books in his own dwelling were the only books that jonas had ever seen. he had ever known that other books existed” (lowry, 1993:74). information restriction in this community is perfectly effective to tie the ideology of the people. the committee controls the distribution of information. the people in the community only get selected books for their reading sources. for sure, the elders have embedded their ideology throughout the book that legally can be read by their people. sevgi and ozgokceler state about communication isa that: “as isa imposes the ideas by using the ideology, it is defined that communication isa as a system that the people use to impose the ideology by the media with the huge integration of the media in daily life upon the advancements in the information and communication (2016:17-18).” the limitation of mass media in the giver’s community helps the committee to restrict their people to get information from elsewhere (a place out of community). the restriction is aimed to bind the ideology that has been trusted by the people in this society. the elsewhere recognizes by the inhabitants as a dangerous place where they cannot survive in it. indeed, the information about elsewhere which the inhabitants have in this community is limited. there are no sources that describe elsewhere and why it must be prohibited. actually, the committee hides the fact that they have been manipulating the society in their every life aspects. the committee filters the knowledge or information properly, as it is necessary to maintain the domination. as it is illustrated in this conversation between the giver and jonas as the keeper: “...because the books are forbidden to citizens. you and i are the only ones with access to the books ... so if i have spouse, and maybe children, i will have to hide the books from them?” the giver nodded. “i wasn’t permitted to share the books with my spouse, that’s correct” (lowry, 1993:102). ari setyorini and serwana idris, the practice of ideological state apparatuses 90 the state has an active role as an evaluator of the communication isa that concerns to articulate the ideological intention of the state. since the media functions as an isa, it leaves inhabitants vulnerable to the state’s manipulation on their knowledge. 4.4 family as isa in jonas’ community, inhabitants live by the principle of sameness. this means that everything is tightly controlled, and rules are extremely strict under a uniformity. one of these rules is that all family units are created for the sole purpose of raising children. there is no love. no one gets married and has a child the old-fashioned way. the adults all take drugs to prevent urges that might lead to children, which they call stirrings (lowry, 1993:39). instead, children are created by some genetic engineering process that is not clearly described or defined. they are not delivered through a normal biological process. what they know is that babies are born to birthmothers which involve the use of advanced reproduction technology, raised by nurturers in the nurturing centers until they reach the community age of one, and then appointed to a family that has been applied for them. family units are made of one man and one woman (lowry, 1993:22), formed by the committee of elders based on their capability for the sole purpose of raising children. once the children are gone from the home, the family unit disbands and the members have basically no relationship with one another. jonas explains this. “as long as they're still working and contributing to the community, they’ll go and live with the other childless adults. and they won’t be part of my life anymore. …and after that, when the time comes, they’ll go to the house of the old” (lowry, 1993:124). however, he still has a mother and a father. they do provide him with guidance when he has a problem, discipline him when he needs it, and celebrate his victories. they care about him, even though they do not love him. they do not have love in their world. it is not one of their concepts. in their own way, they are parents. they treat their children more in the way a teacher or foster parent would. loving a child would be inappropriate. they do raise him, in their house, from the time he is a baby until the time he leaves home. family, as althusser said that being an isa also has another important function. it contributes to the reproduction of labor (1971:77). his parents contribute to maintain the ideas of job selections that begin since the youngers in the society are in the age of twelve: “were any of the elevens disappointed, your year? jonas asked. unlike his father, he had no idea what his assignment would be. but he knew that some would disappoint him. though he respected his father’s work, nurturer would not be his wish. and he didn’t envy laborers at all. his father thought, “no, i don’t think so. of course the nobel: journal of literature and language teaching volume 8, no 2, september 2017 91 elders are so careful in their observations and selections.” “i think it’s probably the most important job in our community,” his mother commented” (lowry, 1993:16). continuing that statement, althusser explains the function of family through reproduction of labor. he says, “..the family system, takes on a political meaning, given that the school (and the schoolfamily couple) constitutes the dominant ideological state apparatus, the apparatus playing a determinant part in the reproduction of the relations of production of a mode of production threatened in its existence by the world class struggle” (1993:253). jonas’ mother who has prominent position at the department of justice has a power to judge someone who breaks the community’s rule. she has double roles in her society, as the member of department of justice and a mother for her family. it is her duty to warn her family about the community’s rules. as a mother, she shared her feelings: “i feel frightened too, for whom,” she confessed, “you know that there’s no third chance. the rules say that if there’s a third transgression, he simply has to be released” (lowry, 1993:9). it shows that jonas’ mother is very firm about the rules. the depiction of family roles in jonas’ community is also to strengthen the committee’s dominance: “his father thought, “no, i don’t think so. of course the elders are so careful in their observations and selections”, i think it’s probably the most important job in our community,” his mother commented” (lowry, 1993:16). the parents have an obligation to keep the positive image of the elders. through this “good image,” they can control their children to obey the rules. as goldstein stated “ideology is a system belonging to its logic and proper representations; images, myths, ideas, or concepts related to the case through existence of a given society” (in barry 2002:110). furthermore, ideology for althusser is a system of the ideas and representations which dominate the mind of a man or a social group (1971:158). the way jonas’ parents direct their children’s mind to be obedient persons in society can be said as the goals of ideology in family isa. 5. conclusion in the giver’s society, the training system is depicted as a tool to impose the ideology which the community should get since they are in early age. the isa is also operated through the precise use of language and media censorship. the aims are to control the community’s way of thought to particular concept of words and to limit the knowledge of the inhabitants, particularly to the limitation of the information of the elsewhere. community’s rule that has been existing in the giver’s community aims to manipulate the dominance. family also plays ari setyorini and serwana idris, the practice of ideological state apparatuses 92 a significant role as isa to maintain the committee’s dominance over the rules that must be obeyed by the community. this article only conveys the operation and form of isa in the novel. thus, for further research, it will be more comprehensive if there is a study conducted to examine the operation of the repressive state apparatuses (rsa), another state apparatus concept of althusser, in the novel. 6. references althusser, l. (1969). lenin and philosophy. translated by brewster, ben. new york: monthly review press. althusser, l. (1993). on the reproduction of capitalism. translated by goshgarian, g.m. london: verso. barry, peter. (2002). beginning theory: an introduction to literary and cultural theory. manchester: manchester university press. caetano, joana catarina de sousa. (2016). “memories are forever: transhumanism and cultural memory in v for vendetta, oblivion and the giver.” panorâmica: revista electrónica de estudos anglo-americanos, série 3, no. 5, 29-38. retrieved september 29, 2017 from http://ler.letras.up.pt/ clark, g., & dear, m. (1984). state apparatus structures and language of legitimacy. boston: allen & unwin, inc. creswell, j. w. (2007). qualitative inquiry & research design (second edition). london: sage publications. eagleton, t., & milne, d. (1996). marxist literary theory. oxford, uk: blackwell. lowry, l. (1993). the giver. boston: houghton mifflin harcourt. setyorini, a. (2016, october 29). ecology, technology and dystopia: an ecocritical reading of young adult dystopian literature. proceedings of international conference on language, literary and cultural studies (icon laterals), 100-115. sevgi, h., & ozgokceler, s. (2016). media and cerattepe in turkey: althusser’s communications ideological state apparatus (isa)-ori. eurasian journal of social sciencies, 14-24. souza, j. d. (2013). violence and society in dystopian fiction. utrecht: universiteit utrecht. virtanen, t. (2012). individual and societal control in lois lowry's the giver. finlandia: university of tampere. http://ler.letras.up.pt/ nobel: journal of literature and language teaching volume 8, no 2, september 2017 93 wolk, g. (2015). the repressive role of technology in american and british dystopian novels of the cold war. orlando, florida: university of central florida. volume 10, number 2, september 2019, 163-173 available at http://jurnalfahum.uinsby.ac.id/index.php/nobel/article/view/nomorurut doi: 10.15642/nobel.2019.10.2.163-173 lecturers' attitudes towards english varieties exposure in indonesia alfan hariri 1 , ahmad munir2, syafiul anam3 universitas negeri surabaya1, jl. rektorat unesa, lidah wetan, lakarsantri, surabaya, east java 60213 universitas negeri surabaya2, jl. rektorat unesa, lidah wetan, lakarsantri, surabaya, east java 60213 universitas negeri surabaya3, jl. rektorat unesa, lidah wetan, lakarsantri, surabaya, east java 60213 article info abstract this study was established from the lack of research of english varieties concept in indonesia. in this study, the lecturers’ attitude toward the english varieties is explored as well as their view about using the english varieties in the classroom. the study used a qualitative research design to seek the participants’ attitude toward the varieties. the subjects of the study are ten lecturers of three universities in surabaya; they are two private and one state university with ten lecturers in total. the researcher used prompt-production to explore in-depth lecturers’ attitude. one of the most significant findings to emerge from this study is the differences between the international graduated lecturers and national graduated lecturers in terms of their attitude toward the english varieties. furthermore, this attitude also influences their perception about teaching the varieties in english language teaching (elt) classroom. article history: received february 2019 accepted july 2019 published september 2019 keywords: english varieties, attitude, english as international language (eil) © 2019 uin sunan ampel surabaya correspondence: p-issn 2087-0698 email: alfan.17070835047@mhs.unesa.ac.id e-issn 2549-2470 http://jurnalfahum.uinsby.ac.id/index.php/nobel/article/view/nomorurut lecturers’ attitudes towards english varieties nobel: journal of literature and language teaching volume 10, number 02, september 2019, 163-173 164 introduction the widespread of english around the world has triggered the emergence of new english varieties. as a result, in an international context, english learners in the future will seem to interact mostly with non-native english speaker (jenkins, 2012). from this phenomena, the question of whether the new english varieties are sociolinguistically acceptable as the traditional base of english (american or british) in an international context and how english language teaching (elt) will accommodate the new varieties in teaching-learning process is still being discussed (jenkins, 2012). one thing that is clear from this issue is that to equip students with the competence to communicate in international context by using english, they must be exposed to these new varieties to understand them. in fact, along with my experiences of teaching and learning in the indonesian context, i witness that most of the lecturers rely on the superiority of two english varieties: american and british. most of the lecturers assume that those two varieties are the only standard english while others such as african english, singaporean english, indian english and other englishes as non-standard (farrell & martin, 2009; görlach, 1998; hurtig, 2006; nickerson, 2005). thus, in the teaching-learning process, lecturers do not use various english varieties neither teaching various englishes to the student. as a consequence, students do not know that there are a lot of english varieties other than american and british. however, in indonesian elt context, it is tough to find the research of english varieties both in perspective and practice since the indonesian lecturers have not moved on yet from the perception that english belongs only to english speaking countries. it is contrary to the fact that in an international context, there have been abundant researches about the issue and practice of the english varieties by the emergence of eil and elf. zacharias (2010) found that indonesian lecturers believed that english speaking countries as reference or standard of the perfect english. as a consequence, lecturers assumed that the best material to teach english is those made by the native speaker publishers. as an example, in indonesia, some reputable or international schools still use native centered-based curriculum such as cambridge as their reference in teaching english. similarly, gandana & parr (2013) discusses the issue of english varieties applicability through eil concept in indonesia. it indicates that lecturers around asia, including indonesia, still lack awareness with the issue of english varieties. to this purpose, this study will focus on the indonesian lecturers’ attitude toward english varieties in elt. alfan hariri, ahmad munir, syafiul anam nobel: journal of literature and language teaching volume 10, number 02, september 2019, 163-173 165 review of literature by the fact that english spread out and is used by the inhabitant peacefully (penetration pacifique) make it long-lasting even when the colonization is over. according to crystal (2003) during the colonization, english did not diminish the inhabitant language; instead, it proved its worth. by realizing the value of english, the inhabitant people will automatically learn and use the language to gain the values. furthermore, the strong hegemony of english speaking country in economy, education, politics, and culture show that english promise beneficial values for the users. in short, by peacefully spread and beneficial values carried, english now is used as lingua franca for international communication. in fact, eighty percent of english speaker around the world is non-native speaker, which means the student will most probably interact by using english with the different variety of english speaker (crystal, 2003). similarly, kachru (as in crystal, 2003) classified the english speaker as three circles based on how english is acquired and used in a country. figure 1.kachru’s three circles (crystal, 2003, p. 61) the inner-circle refers to the traditional base of english speaker, where english as the primary language used for communication. for the example, united kingdom (british), united state (american), ireland, australia and so on which the population of english speaker in this circle is approximately 320-380 million (crystal, 2003). furthermore, the outer circle refers to the first stage of english spreading around the world commonly through colonialization. the countries included in this type are australia, india, malawi, and over fifty countries. the population of this circle is higher than the inner circle of approximately 300500 million speakers (crystal, 2003). moreover, the expanding circle consists of the nations which recognize the importance of english as international communication tool and neither have they been colonized by the inner circle country in the past nor they use english for any administrative status (second language). the speakers in this circle are the most massive and lecturers’ attitudes towards english varieties nobel: journal of literature and language teaching volume 10, number 02, september 2019, 163-173 166 as its name, it is still growing in terms of the amount since english has been widely recognized and used whether in real or virtual world (crystal, 2003). consequently, with the reality that most english speakers are from the outer circle and the expanding circle, students, especially in indonesia, will probably interact with these types of speakers in real life. as a matter of fact, in some tourism resorts in bali, it is reported that chinese visitors dominated foreign visitors. as a result, when our students come to bali, they will not only meet with american or british. instead, they will communicate with the speaker form the expanding circle. in short, english teachers should prepare efl students with the competence not only to communicate with the inner circle member but also the members of outer and expanding circle. in response to this issue, there have been some suggestions in elt to concern about exposing english varieties in elt. dewey (2012) language lecturers education in the uk has been primarily concerned with approaches and methods, with relatively little attention given to the subject matter ‘english.’ english term, in this case, refers to the variety of english occurred around the world. for this reason, recently there have been trends to explore the english varieties in the teaching methodology into the classroom. dealing with the issue of english varieties, several scholars (matsuda, 2003; mckay & bokhorst-heng, 2008; sharifian, 2009) suggest that some significant changes must occur in teachers’ and learners’ mindset as well as some specific classroom practices. furthermore, there have been some attempts by scholars on teaching english varieties in elt responding toward the issue of exploring the differences and similarities among the varieties. as an example, jenkin (2007) and seidlhofer (2011) make tentative suggestions to incorporate some general english varieties principles into elt when it is required. similarly, huang (2008) has attempted to introduce the variety of english in daily usage from the corpus which the goal is to familiarize the different usage of english around the world. on the other hand, despite the attempts to bring the english varieties into classroom, there have been some flaws in terms of the materials and practices of teaching english varieties. as an example, some researchers also found that the english varieties are not widely exposed in elt. one of the reasons of teachers’ reluctance to teach varieties of english is that they still have strong adherence toward the native speaker which considers as the only correct variety (farrell & martin, 2009; görlach, 1998; hurtig, 2006; nickerson, 2005). besides, anne (2005) assumes that the textbooks used do not represent and accommodate the english varieties concept. similarly, in indonesia, the textbook which exposes english varieties is limited if any. thus teachers are reluctant to teach the varieties since the books provided both alfan hariri, ahmad munir, syafiul anam nobel: journal of literature and language teaching volume 10, number 02, september 2019, 163-173 167 by the government and school do not accommodate the english variety concept (dewi, 2017; zacharias, 2003). method following the characteristic of the qualitative research design which needs in-depth exploration about an object, this research uses the design to seek and explore the lecturers’ attitude. besides, understanding the context of the participants in this research is very crucial since it will influence the participants’ attitude toward the issue. in short, this research is qualitative by looking for in-depth understanding and respectively considering the context of the participants in revealing lecturers’ attitude about english varieties as well as adopting english varieties as their future target in elt context. the subjects of the study of this research are ten lecturers of three higher educations in surabaya; they are two private and one state university with ten lecturers in total. the promptproduction was used to explore in-depth lecturers’ attitude toward the issue. afterward, the teacher response was transcribed verbatim. later, the researcher began with open coding which is coding the data for its major categories of information. in this case, a category represents a unit of information composed of events, happenings, and instances (strauss & corbin,1990). during this process, the transcript was classified into a unit based on similar event, examples, opinion, etc. the last step was selective coding where the researcher arranged the correlated categories from the open coding into a model and developed propositions that describe the interrelationship of categories in the model. results and discussions after the prompt, the participant showed various responses dealing with the standard or non-standard english of the speakers in the video. most of the participants are familiar with the english of inner circle speakers in the video. as a matter of fact, they said: “i guess one of the actors is from uk, but i’m not sure for the other, probably australian or american. in an academic context, those are the english that we use, but of course, with some adjustment dealing with vocabulary and speed” (participant five). “i usually hear such of that accent in the movie either in american a british made movie, or in songs. i also teach with these kinds of english to my student in the class” (participant one). from the sample excerpt, the participants are familiar with the inner circle speakers since they usually watch movie or video with those accents. similarly, young and walsh (2010) found that most asian teachers are familiar with american english since there are a lot of lecturers’ attitudes towards english varieties nobel: journal of literature and language teaching volume 10, number 02, september 2019, 163-173 168 songs and movies from the usa. furthermore, when they teach, they use the inner circle speaker as a model and reference. this is supported by young and walsh’(2010) study which reveals that most of the lecturers use american and british english in elt classroom. as a result, students only have these two english varieties as the reference of “standard” english. however, when they saw the outer and expanding circle speakers, they assumed that the speakers are not common and strange. as an example, some of the participants said: “i know that they speak english, but the english seem strange, there are some words that i’m missing” (participant seven). “some accents and words are unclear for me, and maybe it is different english” (participant eight). “i can notify the accent of the speaker that he is an indian (south asia) because i used to watch indian movie so i familiar with the accent even he uses english” (participant nine). the participants easily recognize which one is the inner circle english and the outer and expanding circle english. since they are usually exposed to and use the inner circle english in their teaching and listening to music, so they notify the different english from which they usually listen to and use. the condition echoes what jenkins (2012) states that the teachers or lecturers in asia still have strong adherence toward the inner circle english speaker. furthermore, participant nine notifies the different english from the notable accent of the speaker who has a strong indian accent in his english. besides, some of the participants stated that they were familiar with the outer and expanding circle speaker since they had studied abroad such as in the uk or australia. “when i was in australia, one of my friends is from india, so i used to interact with that accent. at first, it was difficult to understand, but finally, i get used to speaking with them” (participant three). “in my rent house, there are various students from various countries who stay next to my house. some of them are from wales, china, vietnam, and india. so i used to interact with those varieties” (participant two). “the uk is now very multicultural; there are a lot of people around the world who live there with different purposes of course. so i used to interact with varieties of speakers in almost all place i visit: classroom, market, mosque” (participant five). the participant who had studied abroad will be familiar with the different varieties of english because the country where they were studying has heterogeneous society coming from all over the world. as a result, compared to national university graduated participants, dealing with the existence of varieties of english made them more aware of these english varieties. similarly, dewi (2017) assumes that the lecturers who graduated from abroad university will have the preference of varieties to be used as the target english since they live with english speakers from different nationalities. alfan hariri, ahmad munir, syafiul anam nobel: journal of literature and language teaching volume 10, number 02, september 2019, 163-173 169 furthermore, dealing with the participants’ perspective of teaching those varieties in their classroom, difference responses emerge from both national graduated and abroad graduated lecturers. as previously mentioned, the national graduated lecturers are not familiar with the varieties. consequently, they perceive the varieties other than innercircle variety as non-standard english. for example, some of the participants said: “are you kidding me? exposing students with those uncommon varieties are not academically accepted, i guess because you will never find those varieties in toefl, toeic and eilts test or even in textbook or learning materials” (participant eight). “i never meet that kind of english (outer and expanding circle) in teaching-learning materials, so why we should teach students english which is not standard and widely used in an international context” (participant nine). “are we going to mislead our students? they (english outer and expanding circle speakers) speak ungrammatical english and inappropriate intonation and pronunciation. i think it will be better to teach students with american and british. with these two (american and british) main varieties, i do believe that students will be able to communicate with all english speakers around the world” (participant ten). the national graduated lecturers assume that teaching english varieties is not urgent since the “standard” variety will be adequate to make the student be able to communicate in an international context. furthermore, they assume that the varieties other than american and british were not found in teaching materials and some english proficiency tests such as toefl, toeic, and eilts. in the same way, young & walsh’(2010) study about lecturers’ attitude toward the exposure of english varieties in elt revealed that some lecturers in asia assume english varieties as broken and non-standard english. similarly, jenkin (2012) conducted a study about lecturers’ attitude toward english varieties exposure in the classroom. he found an interesting fact dealing with the preference of american and british english for the lecturers, where their confidence of english skill and mastery is relying on how good they can be american and british-like speaker. besides, young & walsh (2010) found that most of the teachers use only two english varieties (american and british). as a consequence, in teaching-learning process lecturers do not use various english varieties neither teaching various english varieties to the students. thus, the students do not know that there are a lot of english varieties other than american and british. as a result, students who are only exposed to one or two varieties may think that those are the only correct and acceptable varieties. the condition is supported by alatis (1995), ur (2010) and bauer (2002) who reveal that with only one or two varieties introduced to the students, they may think that the speaker of different english varieties to be claimed as bad lecturers’ attitudes towards english varieties nobel: journal of literature and language teaching volume 10, number 02, september 2019, 163-173 170 english. similarly, some researchers assume that it is not necessary for l2 students to acquire native-speaker norms to be considered competent in english (alsagoff, mckay, hu, & renandya, 2012; jenkins, 2012; kirkpatrick, 2006). zacharias (2010) found that the indonesian lecturers believed that english speaking country is the reference or standard of perfect english. as a consequence, the lecturers assumed that the best material to teach english is the materials made by the native speaker publishers. as an example, in indonesia, some reputable or international schools still use native centered based curriculum such as cambridge as their reference in teaching english. similarly, gandana & parr (2013) discuss the issue of english varieties applicability through eil concept in indonesia. it indicates that lecturers around asia including indonesia still lack awareness with the issue of english varieties on the other hand, the international graduated lecturers are more aware of the english varieties around the world since they have experienced the interaction either directly or indirectly in their university with the speakers with english varieties. “i have a unique experience of how i am aware of english varieties. when i make listening materials in one of my course assignment, my lecturer told me that my listening, not authentic since it contained only one variety of speakers. in fact, there are various speakers in the uk, and they have their own english varieties. so, she suggested that i add the materials” (participant four). “by the fact that i experience and know the different english varieties, sometimes i question myself which english i should use to teach my students. recently, i have been reading the theory of world englishes, and i think it is very logic that nonnative english speakers have greater amount than native speakers. for this reason, it is reasonable to prepare students with those varieties” (participant two). “when i was in australia, i had many friends from new zealand, yes they speak english, but their english is a bit different, there are some words that you might not understand since they pronounce differently from the uk, british or even australian english. for this reason, it is important to introduce the english varieties to the students” (participant four). “i am really excited about teaching english varieties to my students because it is still uncommon issues and perspective in indonesia. i really want to see how my students’ reaction is dealing with this issue” (participant three). the participants experience the english varieties since they were living abroad with different varieties of speakers communicating with them. with these experiences, the participants are aware of the importance of introducing english varieties around the world. dewi (2017) confirmed that the lecturers who had studied abroad had experienced the english varieties since they interact with the different nationalities with different varieties of english as well. alfan hariri, ahmad munir, syafiul anam nobel: journal of literature and language teaching volume 10, number 02, september 2019, 163-173 171 in addition, the participants feel it is essential to teach students english varieties to make them aware that english is not only american and british. this intention comes because they experienced as students when the lecturers only focus on one or two varieties. similarly, young & walsh (2010) revealed that most of the teachers or lecturers in asia use american english as the target language in their teaching. being aware of the varieties of english, sung (2016) suggests that it is also crucial that lecturers help empower learners to make choices about the language they use so that they can become fully competent speakers of english who are capable of presenting themselves in whatever way they would like. however, in spite of their positive attitude toward the english varieties, studies have revealed that lecturers find it difficult to implement the english varieties in the teachinglearning process. there are two fundamental reasons underlie this condition; they are the availability of materials and the government’s rule in language education. dewi (2017) revealed that the materials which expose varieties of english are limited if any. similarly, young and walsh (2010) stated that american-based publisher has more domination in providing english learning material. the fact is supported by anne's (2005) study which reveals that the textbook used did not represent and accommodate the english varieties concept. in addition, the educational ministry in asia still demands the teachers to use american and british as target english (görlach, 1998). as a result, teacher has no power to choose the material and decide which varieties to expose in their elt classroom. conclusion the following points emerged from the present investigation: 1) there are differences between the international graduated lecturers and national graduated lecturers in terms of their attitude toward the english varieties. the international graduated lecturers have awareness about the english varieties since they are exposed to those varieties when they stayed abroad. on the other hand, the national graduated lecturers tend to rely on the inner circle english as their reference in their teaching. 2) furthermore, this attitude also influences their perception about teaching the varieties in english language teaching (elt) classroom. the national graduated lecturers have strong adherence toward inner circle english varieties in elt classroom. on the contrary, the international graduated lecturers are more open-minded to accommodate the different varieties of english for their students. references alatis, j. e. 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(2003). a survey of tertiary teachers beliefs about english language teaching in indonesia with regard to the role of english as a global language. assumption university of thailand. zacharias, t. (2010). the teacher identity construction of 12 asian es teachers in tesol graduate programs *, 7(2), 177–197. https://books.google.co.id/books?id=dc45dqaaqbaj&printsec=frontcover&dq=basics+of+qualitative+research&hl=en&sa=x&ved=0ahukewjfge6b68xnahvifx0khxjiby0q6aeiktaa#v=onepage&q=basics%20of%20qualitative%20research&f=false https://www.tandfonline.com/doi/abs/10.1080/17501229.2014.936869 https://www.tandfonline.com/doi/abs/10.1080/17501229.2014.936869 https://pdfs.semanticscholar.org/db71/ad0b04aba815a893e81b5f85cd8b0bad3482.pdf https://www.tandfonline.com/doi/abs/10.1080/07908311003797627 https://www.tandfonline.com/doi/abs/10.1080/07908311003797627 https://www.researchgate.net/publication/255612096_a_survey_of_tertiary_teachers'_beliefs_about_english_language_teaching_in_indonesia_with_regard_to_the_role_of_english_as_a_global_language https://www.researchgate.net/publication/255612096_a_survey_of_tertiary_teachers'_beliefs_about_english_language_teaching_in_indonesia_with_regard_to_the_role_of_english_as_a_global_language https://www.researchgate.net/publication/269408056_the_teacher_identity_construction_of_12_asian_teachers_in_tesol_graduate_programs https://www.researchgate.net/publication/269408056_the_teacher_identity_construction_of_12_asian_teachers_in_tesol_graduate_programs nobel: journal of literature and language teaching volume 8, no 2, september 2017, p-issn 2087-0698 e-issn 2549-2470; 129-140 teaching english at primary school: will it threaten the growth of students’ nationalism feeling? diah ikawati ayuningtias universitastrunojoyo madura, pascasarjana universitas negeri surabaya diah.ayuningtias@trunojoyo.ac.id abstract: there is a fear that teaching foreign language to primary school students may distract the growth of nationalism feeling of the students. it is due to the fact that children within 6 to 12 years old are vulnerable. they are easy to be influenced or shaped by other cultures. within this age, they are still in the process of developing themselves, in the aspect of personality and social life. however, research conducted on this matter does not prove that teaching foreign language to primary school students can obstruct the growth of students’ nationality feeling. the aim of this article is to present literature review related to the questions whether teaching english as a foreign language may distract students’ growth of nationality feeling. then it goes further on the explanation on the requirements that policy maker must prepare when deciding to include english lesson as one of the subjects taught at primary school level. key words: english language teaching; nationalism feeling; primary school students 1. introduction “in the 2015 corruption perception index, indonesia improved its ranking to 88, up from 107 the previous year”(prabowo, how to nurture an anti-corruption attitude, 2017). corruption has been a serious problem faced by indonesia since the reformation era. many politicians as well as government officers have been brought to justice because of corruption cases. in fact, nowadays indonesia juggles many serious problems, like corruption, natural destruction, and sara issue. we still remember the 212 event in which muslim protestor flooded national monument in jakarta to demand the jakarta governor to be brought into trial because of blasphemy. these problems are potential to undermine the country from inside. the country’s unity is in danger. unity is the key power of indonesia. therefore, to make the country have more power, indonesian people have to maintain the unity. one way to maintain the unity is by raisingthe people’s nationalism. nationalism is defined as “a feeling of pride in one’s own country” (cambridge school dictionary). nowadays, the feeling of prideamong indonesian people has declined. besides the destruction and internal conflicts mentioned above, there are other mailto:diah.ayuningtias@trunojoyo.ac.id diah ikawati ayuningtias, teaching english at primary school 130 evidencesthat indicate the decline of the pride of the country, like indonesian people’s preference to buy imported product and to spend much money having vacation abroad.such worry has actually been expressed long time ago by prabowo(1995, as cited in kusumawardani & faturochman, 2004) that some of indonesian young people underwent the erosion of nationalism (kusumawardani & faturochman, 2004) considering the above facts, it is very important to raise nationalism of indonesian people. feeling of nationalism cannot just grow without any process. it should be internalized through processes. one way to cultivate the feeling of nationalism is through education. school can be appropriate institution to grow the feeling of nationalism on students, as it is stated in the document of the explanation of curriculum 2013 by minister of education and culture that one of the benefits of the curriculum revision is to strengthen nkri (implementasi kurikulum 2013). it gives implication that education through its curriculum must be able to shape students, as indonesian people, to be qualified individual that can help maintain the power of the nation. curriculum covers all subjects at school, including english. it raises a question on how to cultivate the feeling of nationalism in english classes since in this class students are taught english, which is not the students’ national language, not the students’ national identity. it is perhaps why english is not compulsory subjects at primary school. students in primary level are young learners within the age of 6 to 12. young people are considered vulnerable. they are easy to be influenced or shaped by other cultures. within this age they are still in the process of developing themselves, in the aspect of personality and social. they are still attempting to recognize who they are and in what kind of environment they grow. they are still in the process of acquiring personal and social identity. this paper will discuss whether teaching english at primary level may hamper their national identity. then it goes further on the explanation on the requirements that policy maker must prepare when deciding to include english lesson as one of the subjects taught at primary school. 2. review of literature in a narrow scope, nationalism is described as a feeling of loving to one’s own nation, which becomes a symbol of heroic patriotism to do anything for the nation, regardless it is good or bad (sarman, 1995, as cited in kusumawardani & faturochman, 2004). this narrow definition is no longer suitable for the condition of indonesia nowadays since the problems faced are more complex than only defending the nation from external threat. hara (2000, as cited in as cited in kusumawardani & faturochman, 2004) suggested that nationalism covers nobel: journal of literature and language teaching volume 8, no 2, september 2017 131 wider contexts; they are equality in membership and citizenship from all ethnic groups and culture in a nation. related to the ethnic groups existing in one nation, ernest renan (as cited in yuhasnil, 2015) proposed definition of nationalism as “the dominant element of the social and political life of a group of people that have encouraged the formation of a nation in order to unite the need of being one (le desired' entre ensamble)”. nationalism is the important element in building a nation. it is the basic feeling that people of a nation must possess in order to build the unity. regarding to the feeling of nationalism posseed by indonesian people, bung karno expressed his own definition (as cited by yushanil, 2015) "our nationalism , ... is not a nationalism arising from merely arrogancy of a nation, it is a wide nationalism ;a nationalism arising from the knowledge of the history; it is not a "jingo nationalism", or chauvinism, and not a copy or imitation of the west nationalism. our nationalism is a nationalism, who received a taste of life as the message ... our nationalism is the nationalism that makes us become "the instruments of the lord" and make us alive in spirit ... " there are some characteristics of the nationalism behavior in modern people. they are (1) loving the country and nation by placing the nation’s interest in the first place, (2) actively participating in the development of the nation, (3) enforcing the law and upholding social justice, (4) utilizing science and technology, avoiding being apathetic, being open minded to changes, and future oriented, (5) being achievement oriented, independent, and responsible by appreciating own-self and others, (6) being ready in competition with other nations and involving in international cooperation(kusumawardani & faturochman, 2004). bringing nationalism to educational practice means that teaching and learning process should be able to grow the characteristics of nationalism behavior in the students. teachers should help students be aware of their national identity and grow pride on their nation and people. 2.1 children development hurlock divides children development into five periods, i.e. pre-born period, neonates period, infant period, childhood period, puberty period. primary school students belongs to childhood period. during the childhood period children begins to adapt themselves socially and recognize themselves as part of the member of society. in this period children also begin to understand their identity sex, role in he family and society-, and the relationship with other people (hurlock, 1993). jean piaget, focusing on children cognitive development, divides children development into a series of four critical stages, each of which is marked by shifts in how children diah ikawati ayuningtias, teaching english at primary school 132 understand the world. the stages are sensorimotor stage, from birth to age 2, preoperational stage, from age 2 to about 7, the concrete operational stage, from age 7 to 11, and the operational stage, beginning in adolescence and spanning into adulthood (oakley, 2004). considering piaget’s cognitive stages, primary school students are in the stage of the concrete operational stage. in this stage children’s ability to think more logically begins. however, their thinking can be very persistent. they struggle between abstract and hypothetical concept. in addition, children at this stage start to understand that they are different from others, in terms of thought, feeling, and opinion. related to the children’s development of national identity, there are factors influencing the development. those factors are child’s age, nation, geographical location within the nation, ethnicity, and language use. there are two principle theories that underlie the development of national identity during childhood and adolescence. the first theory is piaget’s cognitive developmental theory. even though he gives little attention on the explanation of children’s development of national identity, piaget’s description on this domain suggest that there are discontinuities in children understanding at the age 7 to 8 and 10 to 11. the discontinuities are (ding & littleton, 2005) the first discontinuity involves the children achieving (concrete-operational) understanding of the spatial inclusion relationship between cities and nations; while the latter involves the child achieving (formal-operational) understanding of the more abstract concept of national group memberships, and of the (decentred) nation that foreigners can be emotionally attached to their own nation in the same way that the child is attached to his or her nation” thus, piaget’s description implies that children’s understanding of the nation depends on the children’s age. the second theory that underlies the development of national identity in children is the theory of social identity. according to nesdalein ding & littleton (2005), there are four phases in the development of national and ethnic identities. the first phase is undifferentiated phase occurring prior to 2 – 3 years old children. in this phase racial and national cues are not important yet. the second phase, which starts at 3 years old children, the awareness of ethnic and nation begin emerging. at this phase children gradually acquire the ability to identify and distinguish member of different groups. this process can continue up to 10 to 11 years old of age. the next phase beginning at the age of 4 years is marked by a direct of sel-identification, “a focus on and bias toward ingroup emerge. outgroups are not disliked, and negative attributions to outgroups are not yet made”. the last phase starting around 7 years of age, children’s attention shifts from ingroup to outgroup. during this period “prejudice and nobel: journal of literature and language teaching volume 8, no 2, september 2017 133 negativity toward outgroup can emerge”. however, nesdale points out that not all children come to final phase depending on three factors. those factors are the level of identification with the ingroup, the extent to which the other members of ingroup can show negative attitude toward outgroup, and the extent to which the ingroup believes that its status or well-being is threatened in some way. ding and littleton (2005) emphasize that the factors influencing the development of national identity are not only on the cognitive development and social development identity, but also on the media, school and family influences. those factors shape the national identity of children during their personal and social development. 2.2 children as language learners piaget was one of the scholar who concerned on how young children function in the world around them and how this influence their mental development. children continuously observe their surrounding and interact with the world around them. children actively construct the knowledge through their experience. vygotsky gives different point of view o children learning. he proposed that children learn through social interaction. children learn to do and to think are both assisted by adult. hence, it can be said that piaget views children as active learners alone in the world of objects; while from vygotsky views children as active learner in a world full of other people (cameron, 2001). related to language learning, children are different from adult. there are characteristics that make young learners different from adult learners. the differences are on the ability to grasp meaning, the creative use of limited language resources, the capacity for indirect learning, the instinct for play and fun, the role of imagination, and the instinct for interaction and talk (halliwell, 1992). these differences give implication on the activities and tasks designed for young learners. to design teaching and learning language in classroom should take into consideration those characteristics. 3. results and discussions since the implementation of curriculum 2004, one of the objectives of english teaching and learning at school as stated in the curriculum is that students will have the communicative competence in using english as foreign language(kurikulum 2004: standar kompetensi bahasa inggris sma dan ma, 2003). communicative competence covers linguistics competence, sociocultural competence, discourse competence, actional competence, and strategic competence (celce-murcia, 1995). having the communicative competence means that students can perform or use english language like the native speakers do. this also means diah ikawati ayuningtias, teaching english at primary school 134 that students can internalize the native speakers’ knowledge of socio-culture, of ideology, and of value/belief. in other words, successful english learner is characterized by their embracing idea of themselves as speakers of the foreign language: “the ideal l2 self” (dornyeiin byram, 2013). when english is taught in primary school students, the objective of the teaching and learning will remain similar, that is achieving communicative competence, eventhough the level will be lower than those in secondary schools. it implies that teaching english, tecaher will also teach the socioculture, value/belief, as well as the ideology of english native speakers.some people fear that acquiring knowledge of other people’s socioculture and belief/value may threaten their acquisition of a firm identity(byram, 2013). it is because children are still in the process of learning about their countries to grow positive feeling towards their nation. when primary students are exposed too much about other countries, their positive feeling may grow more toward those countries than toward their own countries. hence, foreign language learning – english is perceived as a threat to children’a ‘national identity’. as it is claimed by ding and littleton (2005) that language use influences the development of children’s national identity. however, this assumption is lack of evidence (byram, 2013). studies on children’s preference on natios (between the age 7 to 12) suggest that there is no direct relation between the amount of knowledge that children obtain about countries and their feeling about those countries. despite the fact that before the age of 7 to 8 children’s preference for other countries is likely to be “haphazard and idiosyncratic”, at the age 7 – 8 onward their preferenceand pride for their own countries grows more over other countries, and this preference increases still further through middle childhood. nevertheless, the level of pride is variably across countries and with respect to gender (barrett & buchanan-barrow, 2005). in addition to the argument, barret(2007, as cited in byram, 2013) suggested that “there seems to be no necessary relationship between knowledge about other countries and feelings about them; more knowledge does not necessarily lead to more positive feelings nor the opposite, despite the expectations of many language teachers and language education policy makers” studies on children’s acquisition of ‘national identity’ and its factors come to conclusion that there are many factors that influence children’s acquisition of knowledge, beliefs, and feelings about the nation and national groups. among the many factors, parents and teachers play significant role (baret 2007, as cited byram, 2013). this conclusion then suggests that foreign teacher in primary school should be aware not only that there is possibility the emerging knowledge of and feelings about the other countries. nobel: journal of literature and language teaching volume 8, no 2, september 2017 135 the above suggestion implies that teaching english to primary school students will neither hamper students’ acquisition of their natoinal identity nor reduce their pride on the nation. however, since teacher plays important role in forming students’ positive feeling on their nation, the inclusion of english as subject taught at primary schools needs comprehensive preparation. the preparation should cover all the elements related to teaching and learning program. those components are teachers and curriculum (byram, 2013). 3.1 english language teachers in primary school due to the fact that teacher plays important role in influencing how students at primary schools perceive their nation, primary school teacher who teach english must be those who have the competence on four elements (doyei, 1999 as cited in byram, 2013). the first element is related to the knowledge of the language taught, that is english. this knowledge refers to the communicative competence encompassing linguistic competence, sociocultural competence, discourse competence, actional competence, and strategic competence.this competence is not necessarily in very advanced level since the students taught will not advance to complex level. the next element is related to the knowledge of education focusing on “the place of primary education in education systems as a whole, and the principles of integration of language and intercultural education”. english teachers at primary school have to recognize where the position of the primary education is as part of the whole education system, and how to integrate foreign language and intercultural education. this knowledge will allow teachers to design the english language teaching in the classroom appropriately. the other element is the knowledge of foreign language pedagogy. it deals with the objectives, methods, and materials. successful english language teaching is determined by the feasible objective setto be achieved by students, the suitable method based on the students and learning characteristics, and the selected materials relevant to the objective and students’ level. english teachers at primary school must have this knowledge before conducting english language teaching in the classroom. the last element that teacher should have is psychological knowledge. it includes developmental and social psychology, theory of learning and psycholinguistics. having this knowledge, teacher will be able to determine what treatment is appropriate for his/her students depending on their age. in addition, knowledge of theory of learning and psycholinguistics help teacher to give solution on the problems encountered in the classroom and by the students in relation to their english learning. diah ikawati ayuningtias, teaching english at primary school 136 byram (2013) emphasizes that those elements can be obtained from training courses in higher education. yet, attending the training courses in higher education is not enough. such knowledge should be complemented by experience. in other word, english teachers at primary school should be those who are well-trained and have adequate experience in order that she/he can handle the teaching and learning process in the classroom and help students gain the objective of the learning. in addition, well-trained and experienced teacher will be able to handle the special characteristics of primary school students as well as to play role in shaping students’ personality development and their attitude. 3.2 curriculum of english language teaching in primary school one of the important elements in english language teaching is curriculum, or syllabus. this term refers to the content of language teaching and learning. it means what to teach by the teacher and what to learn by the students. nonetheless, in broader scope the terms of curriculum and of syllabus refer to different elements which have hierarchical relationship. curriculum encompasses all aspects of language policy, language planning, teaching method, and evaluation measurements. syllabus is related to the content of language teaching and learning (kumaravadivelu, 2006) this paper will discuss only the appropriate teaching method for english language teaching at primary school, as part of the curriculum, and the syllabus, or the content of the language teaching and learning. post-method pedagogy for english language teaching at primary school there have been many methods and approach applied in the english language teaching curriculum in indonesia, like grammar translation method, audiolingual, communicative approach, and genre based approach. however, the result of english teaching learning is still far from satisfactory. there are students who have graduated from senior high school still having low english language competence (lie, 2007). this may be caused by some factors. lie (2007) identified four problems that become the constraint of the success of elt in indonesia. those factors are (1) the large number of students in one classroom and the high diversity of students – motivation, intellectual capability, cultural backgrounds, and access to education resource; (2) the budget shortage; (3) the nature of efl learning environment; and (4) politics and policy curriculum. the first three constraints make it difficult to design one elt curriculum that fits to all students in all regions (lie, 2007). it is reasonable since indonesia is a country home to 1.300 tribes who practice six different religions and speaks 740 different languages (witular, 2016) nobel: journal of literature and language teaching volume 8, no 2, september 2017 137 considering the above facts and the special characteristics of students at primary levels, the policy maker should reconsider the adoption of the existing method, and turn to apply post-method pedagogy. post-method pedagogy emerged along with the post method condition in which teachers tried to develop their own ‘method’ which worked in their classroom, based on their intuitive ability and knowledge for the existing method did meet the challenges in language classrooms (kumaravadivelu, 2006). post-method pedagogy is considered relevant to the english language teaching in primary schools based on its three dimension parameters, i.e. particularity, practicality, and possibility. post-method pedagogy’s parameter of particularity refers to the condition that language pedagogy must be specified for particular teachers teaching particular learners to achieve particular goal in a particular sociocultural context (kumaravadivelu, 2001). this parameter makes post-method pedagogy fit to elt in indonesia due to the fact that it allows english teachers to design or determine method or technique based on the students’ characteristics, cultural background, and sociocultural context in which the elt take place and on their own teaching experiences and beliefs/values. the parameter of practicality in post method pedagogy gives classroom teachers more opportunities to apply the professional theory, proposed by experts, and to theorize their teaching practice in classroom (kumaravadivelu, 2006). applying post-method pedagogy in elt at primary school will help teachers do professional development as well as personal development. teachers will be encouraged to find solution for the problems that they encounter in the classroom and to continuously develop their teaching skill to help students gain the learning objectives. the third parameter, possibility, is about the learners’ experiences which are shaped outside the classroom, learners’ ideology of the language and learners’ identity (kumaravadivelu, 2006). in teaching and learning process, learners’ experiences are not only obtained from their learning experiences in the classroom, but they are also shaped by the economic, socio-cultural, and political condition of the place in which they grow (kumaravadivelu, 2006). such experiences may affect the teaching and learning process in the classroom, and further the result of the processes. the different characteristics of students at primary level from adult and from one place with specific culture and socio-economy to another also give significant implication to elt at primary school. the implication may be on the provision of the learning resource, the awareness of the advantages of mastering english, as well as the attitude toward the language learned, i.e. english. the parameter of possibility in post-method pedagogy makes teachers be always aware of the learners’ socio-cultural background as well as their diah ikawati ayuningtias, teaching english at primary school 138 identity and ideology. thus, they can create any activities that fit the learners to achieve the learning objective. after all, post-method pedagogy is suitable to be applied in english language teaching and learning at primary school because it allows teacher to particularize their teaching which may be different from other teachers who teach to different students in different areas which may have different characteristics, background, and ideology. this method can also help teachers grow students’ awareness on their national identity, which is different from others who come from different country inasmuch as teachers is provided more opportunities to design particular method for his/her own students. syllabus for english language teaching at primary school syllabus for english language teaching mostly covers two kinds of goals, i.e. content goal and attitude goal. good syllabus for english language teaching at primary school gives more emphasis on attitude goal, without losing the concern on content goal. the attitude goal refers to how to encourage students’ positive attitudes toward the learning; they are confidence, willingness ‘to have a go’, and risk taking (halliwell, 1992). in relation to growing students’ nationalism, syllabus can also give attention to the increasing students’ positive feeling on the nation and students’ awareness to maintain unity. the attitude goals can be achieved through the tasks and activities that students do in the classroom. the tasks and activities can be designed in gradual level, from teacher’s fully assisting to students’ fully independent, from group work to individual work.activities which are based on cooperative learning can be used to promote students confidence and to cultivate students’ ability to work together with others and to do negotiation. the ability to work together in harmony and to negotiate become the foundation to grow the ability to maintain unity. even though the syllabus should give higher emphasis on attitude goal, english language teaching at primary school should not lose the attention to content goal since it is actually the objective of the teaching and learning english. however, there should be careful analysis in the material design before using it in the classroom. related to the analysis on the material development, byram (2013) state: “wherever a topic can be planned to include a foreign perspective – one that can be explored through the foreign language – there is potential for arousing children’s curiosity and allowing them to see a different perspective (savoir être). older children particularly may be encouraged and provided with the resources for discovering parallel phenomena in another country (savoir apprendre) and even discover how other people perceive the children’s own society and its practices and products. it is however crucial to ensure that children do not over-generalize from their discoveries, nobel: journal of literature and language teaching volume 8, no 2, september 2017 139 assuming that ‘all french/japanese ... people do this, believe that ...’. they must always have opportunities to discover a range of perspectives and experiences in other countries and one method of doing this is through direct contacts by visits, exchanges of materials, and electronic media the analysis of materials for english language teaching and learning at primary school must take into consideration which is given higher and lower priority between the aspects of savoir être and savoir apprendre, so that students do not have wrong perception on their culture and other culture. the other criterion of the material analysis is on the consideration of developmental psychology(byram, 2013). material selected for english language teaching at primary school should be based on the development of psychology of the students. 4. conclusion there is fear that teaching english as foreign language at primary school will threaten students’ feeling of nationalism. it is because students at primary levels are still in the process of gaining the awareness of their country. however, this fear is not proven. studies suggest that the feeling of liking the nation on the students at the age of 7 or 8 onward will grow stronger. nonetheless, teaching english at primary school should be well-prepared in terms of the teachers and the curriculum, therefore it will not destruct students’ positive feeling on their nation, or their nationalism feeling, and will grow positive attitude toward the learning. 5. references barrett, m., & buchanan-barrow, e. (2005). children's understanding of society. new york: psychology press. byram, m. (2013). foreign language teaching and intercultural citizenship. iranian journal of language teaching research, 53-62. cameron, l. (2001). tecahing language to young learners. cambridge: cambridge university press. celce-murcia, m. (1995). communicative competence: a pedagogically motivated model with content specifications. applied linguistics vol 6 no. 6, 5-35. ding, s., & littleton, k. (2005). children's personal and social development. victoria: blackwell publishing. halliwell, s. (1992). teaching english in the primary classroom. new york: longman. hurlock, e. (1993). child development. new york: mcgraw hill book company. implementasi kurikulum 2013. (2014). buku saku kurikulum 2013. jakarta: kementerian pendidikan dan kebudayaan. diah ikawati ayuningtias, teaching english at primary school 140 kumaravadivelu, b. (2006). understanding language teaching: from method to postmethod. new jersey: lawrence erlbaum association, inc. kurikulum 2004: standar kompetensi bahasa inggris sma dan ma. (2003). jakarta: departemen pendidikan nasional. kusumawardani, a., & faturochman. (2004). nasionalisme. buletin psikologi, tahun xii, no. 2. issn : 0854 – 7108, 61-72. lie, a. (2007). education policy and efl curriculum in indonesia: between the competence and the quest for higher score. retrieved january 16, 2017, from teflin: http://www.teflin.org oakley, l. (2004). cognitive development. new york: routledge. prabowo, h. y. (2017, january monday, 9). how to nurture an anti-corruption attitude. retrieved january 15, 2017, from www.thejakartapost.com: http://www.thejakartapost.com/academia/2017/01/09/how-to-nurture-an-anti-corruptionattitude.html witular, r. (2016, november 30). commentary: dec. 2 rally: should we worry? retrieved january 16, 2017, from the jakarta post: http://www.thejakartapost.com yuhasnil. (2015). facing contemporary nationalism. scientific journal of ppi-ukm issn no. 2356 2536, 215-218. nobel: journal of literature and language teaching volume 8, no 1, april 2017, p-issn 2087-0698 e-issn 2549-2470; 9-21 esther greenwood’s distaste of life as seen in sylvia plath’s the bell jar silvia lubaba uin sunanampel surabaya silvilubaba50@gmail.com abstract: this study attempts to analyze the causes and the effect of esther greenwood’s distasteful feelings. the aims of this study are to understand what makes esther has distaste of life including toward men, her friends, her mother and the general social’s perspectives. it also explains the effect of esther’s distaste. this study uses descriptive qualitative method. things that will be done are describing the causes and effect of esther’s distaste using sigmund freud’s psychoanalysis. after analyzing the data, the result shows that esther greenwood has distaste for her life because of her unconscious mind. she got a lot of influences from her bad experiences including the time she spent with her ex-boyfriend, her mother, her friends, and also her opposite views toward the social perspectives. then, the effect of esther’s distaste is that she tends to use defense mechanisms such as denial, fantasy, reaction formation, rationalization, repression, displacements, sublimation, undoing, and acting out, every time her distasteful feelings show up. keywords: distaste of life; unconscious mind; defense mechanism 1. introduction ideal life is defined as the perfect life wished by many people in this world. sergio calderon in “the sis times: how would an ideal life be?” states that an ideal life might be different for different people, depending on what people want but the most important thing is that everyone wants to achieve their own ideal life. for those who are not able to do so, they may grow along with distaste for their life. this happens to the main character’s life in the bell jar, esther greenwood. sylvia plath’s the bell jar has many issues to explore. the novel is an exploration of the divide between mind and body. when readers read the whole story, they will find out how esther loses control over her body as she grows into mental illness. she becomes unable to sleep, read, eat, or write in her own handwriting. she even tries to commit suicide. in the case of esther greenwood, many people think that she has a great life. she gets scholarships and also an opportunity to work on new york. in contrast, esther greenwood has distasteful feelings toward many things in her life including men, her mother, her friends and the general social’s perspectives. a problem then comes up relating to how esther ends up hating her own life and what kind of effect does her distaste give to esther’s life. by silvia lubaba, distaste of life 10 knowing the causes and the effect of the distasteful feelings, this study is hoped to be useful to those who want to make it as reference for the next research relating to psychoanalysis theory as it is used here. then, relating to the issue brought up here that is ‘distaste’, this study is also hopefully able to help those who have the same problem as esther greenwood that is a distaste of life. 2. review of literature it is explained previously that this study is going to use psychoanalysis as the theoretical basis. psychoanalysis was firstly used by sigmund freud (abrams, 1999:248). rajeevan in the thesis entitled yoga and psychoanalysis: the dynamics of transcending the present (2010:96) explained that b.a farrell states that psychoanalysis is considered to be a high – level theory containing various sub theories such as ‘levels of consciousness’, ‘psychic structure of personality’, ‘psychosexual development’, ‘defense mechanisms’ and ‘theory of instincts’, and it serves to unify them to some areas. here, the sub theories that will be chosen are sigmund freud’s concept of unconscious mind and defense mechanisms. the unconscious refers to a mental process of which we are not aware of (cloninger, 2004:35). duane p. schultz and sydney e. schultz (2005:54) state that unconscious mind contains the major motives behind our all behavior and is the repository of forces we cannot control. unconscious mind itself is the largest part of people’s mind. as being cited in the unconscious mind by john a. bargh and ezequil morsella, the unconscious mind is viewed as the shadow of a “real” conscious mind (2008:01). actually, human’s behaviors are combined by conscious and unconscious minds (cloninger, 2004:35). these two may act together well or smoothly but the combination may also interfere one to another. this conflict then produces irrational thoughts and behaviors. and when irrational thoughts or behaviors are in mind, people tend to use defense mechanisms to protect their self – esteem. defense mechanism is unconscious activities. they are individuals; each people use different sets of defense mechanism. cramer in the journal entitled “seven pillars of defense mechanism theory” states that defense mechanisms are cognitive processes that function to protect the individual from the excessive anxiety or other negative emotions (2009:12). as being cited by baumeister, dale and sommer in freudian defense mechanisms and empirical findings in modern social psychology: reaction formation, projection, displacement, undoing, isolation, sublimation, and denial (1998:1082), fenichel states that nobel: journal of literature and language teaching volume 8, no 1, april 2017 11 defense mechanisms are actually designed to protect self – esteem. sigmund freud and his daughter, anna freud divides those mechanisms into numbers which are listed as follows: repression repression is when the ego keeps and represses the unwanted desires within unconscious mind and does not let it reach on the consciousness. reaction formation this kind of defense mechanism involves the changing the impulses which are not accepted socially into the opposite (schultz, 2005:59). displacement displacement distorts the objects of the drive. it refers to changing the target of an impulse. projection projection is when someone has uncomfortable feelings then they tend to project those feelings to other people. this is similar to attributing someone’s thoughts or impulses to another person (feist, 2008:37). denial denial is one of the defense mechanisms which is very common in daily life. it is simply refusing the event occurred. it is denying a painful reality (schultz, 2005:59). fantasy fantasy loses the anxieties or other negative emotions by imagination. fantasy is done by gratifying unfulfilled needs withimagined situations in which they are satisfied (ewen, 2014: 22). acting out acting out is one of the defense mechanisms in which the unconscious mind protects itself against being uncovered by the ego. a person may perform an extreme behavior to express thoughts or feelings the person feels incapable of otherwise expressing. rationalization rationalization is explaining an unacceptable behavior in an acceptable way (ewen, 2014:60). intellectualization robert b. ewen in his book entitled, an introduction to theories of personality states that intellectualization is when a person unconsciously separates threatening emotions from the associated thoughts or events and reacts on only an intellectual level (2014:22). silvia lubaba, distaste of life 12 undoing this kind of defense mechanisms is defined as adopting a behavior that negates the previous act or thought (ewen, 2014:21). in other words, undoing is taking back the behaviors or thoughts that are hurtful. identification identification is defined as a process of borrowing one’s identity with that of someone else. regression in regression, there is a movement from mature behavior to immature behavior (ryckman, 2008:43). sublimation it is the process of transforming libido into “socially useful” achievements (ryckman, 2008:43). compensation the function of compensation is to enhance someone’s self – esteem by overcoming a person’s failure in one area of behavior through satisfaction achieved in another area (simma, 2009:28). 3. discussion of main themes sylvia plath’s the bell jar tells about a girl’s life named esther greenwood who has to struggle with her own life and deal with a lot of things she does not like. esther is raised by her mother ever since her father passed away when she was nine years old. her love life goes around a man named buddy willard who creates a lot of disappointments in esther’s life and gives influences to esther greenwood. most of esther’s disappointments on her past which could not be expressed by her then stored in her unconscious mind. esther throws it in a form of distaste to men, her friends, her mother and the general social’s perspectives. this analysis tries to dig out the causes and the effect of esther greenwood’s distaste of life by taking the data from the novel itself, that is the bell jar written by sylvia plath which was published in 1963. 3.1 the causes of esther greenwood’s distaste of life in the bell jar, it is explained that esther greenwood feels like being isolated from connecting with other people and being prevented to see the world from her own perspective. her distaste of life becomes worse until she decides to commit suicide. this analysis attempts nobel: journal of literature and language teaching volume 8, no 1, april 2017 13 to find out the causes of esther greenwood distaste of life which is influenced by her unconscious mind. esther greenwood’s distaste of life and the causes are explained as follow: esther greenwood’s feelings to men one thing happened to esther greenwood’s past was that when she felt like she would not be able to find a man she wanted after being betrayed by her ex – boyfriend named buddy willard. buddy willard is a man whom esther dreams of. she adores buddy very much till he creates a lot of disappointments in esther’s life. buddy has had an affair with other women and that fact really disappoints esther. esther finds it out when she asks buddy about having affair with another woman, “suddenly, i said, “have you ever had an affair with anyone, buddy?” (37). esther’s question explains how esther suddenly asks buddy about having an affair. esther greenwood expects buddy to be the real innocent man who has never been in affair, “i expected him to say, “no, i have been saving myself for when i get married to somebody pure and a virgin like you.” (37). she wants buddy to be someone who will likely save himself until he gets married. buddy’s answer is unexpected for esther, “well, yes, i have,” buddy said finally. i almost fell over...” (37). buddy willard has had an affair. he even sleeps with another woman. this fact makes esther think that buddy is not as innocent as she thinks he should be. esther feels like she is fooled by buddy since heacts as an innocent man, “buddy willard was a hypocrite. of course, i didn’t know he was a hypocrite at first. and then just as he was looking at me more and more i discovered quite by accident what an awful hypocrite he was...”(28). that is why she feels more disappointed and it gives influences to the way esther sees men later when she meets a man named marco.esther greenwood labels marco as a woman – hater, “i could tell marco was a woman-hater, because in spite of all the models and tv starlets in the room that night he paid attention to nobody but me.” (56). this happens when marco only pays attention to her and ignores other women. she easily decides to say that marco is a man who hates women, “i began to see why woman-haters could make such fools of women. woman – haters were like gods: invulnerable and chock-full of power. they descended, and then they disappeared. you could never catch one.” (56) in esther’s perspective, men whom she labels as woman – haters are like gods. they cannot be harmed and are full of power. but once they disappear, no one will be able to catch them. woman – haters can get women fooled because they seem untouchable. her meeting with marco then brings esther back to her past when buddy also treated her as his only girl yet in fact buddy also had other women. silvia lubaba, distaste of life 14 esther greenwood’s feelings to her friends esther lives in new york along with her friends. one of them is doreen. unfortunately, esther considers doreen as her problem. doreen’s physical appearance is even disturbing for esther greenwood. she is described as a girl who comes from a college in the south, has eyes like transparent agate marbles, and smiles as if she is mocking someone. so, esther cannot stand with it. in esther’s perspective, doreen is a very silly girl who will tell a joke to everyone she wants and it singles out esther right away (04). esther greenwood is holding everything she dislikes about doreen in her heart, but this grows more and more, that day by day doreen is seen as a bad girl in esther’s eyes. esther’s distaste to doreen is caused by her unconscious mind in which at the time, esther cannot express what she feels about doreen and only holds it by herself. here is esther’s statement about doreen. “doreen looked terrific. she was wearing a strapless white lace dress zipped up over a snug corset affair that curved her in at the middle and bulged her out again spectacularly above and below, and her skin had a bronzy polish under the pale dusting powder. she smelled strong as a whole perfume store...” (06) when they go to a party, esther realizes how terrific doreen is as a girl. doreen is indeed a type of a girl who is acting out differently from the other girls even in her way she dresses up. this is a very nauseating thing for esther greenwood because at that time doreen’s dress is too much while esther just wears forty-dollar dress she bought before going to new york. esther greenwood is also distracted by her other friends in hotel. the girls who are living with her are from wealthy families and esther has a distasteful feeling to this condition, “these girls looked awfully bored to me. i saw them on the sunroof, yawning and painting their nails.... i talked with one of them, and she was bored with yachts and bored with flying... girls like that make me sick.” (04). esther greenwood also feels jealous of those friends who easily go anywhere they want even go skiing in overseas. esther greenwood cannot speak when she is with her friends in the hotel, “girls like that make me sick. i'm so jealous i can't speak. nineteen years, and i hadn't been out of new england except for this trip to new york. it was my first big chance, but here i was, sitting back and letting it run through my fingers like so much water.” (04) esther has a jealous feeling to the other girls who are indeed coming from high class society. she has not ever been anywhere except new york. the jealousy grows more when esther cannot even do anything in new york. she is just staying there as someone who gets a scholarship prize in new york while other girls can go anywhere they want. nobel: journal of literature and language teaching volume 8, no 1, april 2017 15 esther greenwood also has distasteful feeling toward her friend named joan gilling. in esther’s mind, joan is a girl who turns buddy away from her because buddy has ever asked joan gilling to go to prom. “oh, i can't do that. i'm up here for the sophomore prom with joan...” (31). at that time, buddy met esther and talked to her, but esther was disappointed when buddy said that actually he was there to meet joan. this then put distaste in esther’s feeling towards joan gilling. esther greenwood’s feelings to her mother esther greenwood is only raised by her mother. ever since her father died when she was nine, esther spends most of her time witnessing her mother struggles for their life as a family. esther loves her mother for raising her, but on the other side she also has distasteful feeling toward her mother. esther’s mother is actually a type of mother who always talks to her daughter sweetly. however, there are also many times when she does not tell the truth to esther, “my mother took care never to tell me to do anything. she would only reason with me sweetly...” (64). from esther’s words, her mom is described as a woman who says everything nicely in front of her. she never asks esther greenwood to do anything, but she also does not tell the exact truth to esther. one thing that also contributes to esther’s distaste towards her mother is when her mother keeps begging her to do a treatment in the hospital. deeply in her heart, esther does not want to do the treatment anymore but her mother keeps insisting that esther have todo it(77). all of the things related to esther greenwood’s mother then grow in esther’s mind as a distaste. the things she has been holding up about her mother blow up in a form of distaste. the peak is when esther isin shock treatment. slowly, she hates her mother. her unconscious mind plays the role. esther greenwood does not want to be visited by her mother. she hates her mother for not understanding her feelings well and also for acting out as a very good mother when she does not even know what her daughter wants. “that was a silly thing for her to do,” i said to doctor nolan. doctor nolan nodded. she seemed to know what i meant. “i hate her,” i said, and waited for the blow to fall. but doctor nolan only smiled at me as if something had pleased her very, very much, and said, “i suppose you do.”(107) one day, esther greenwood’s mother brings her roses. esther asks her to save the roses for esther’s funeral. but then, her mother’s face puckers and she is about to cry. esther thinks that what has been done by her mom is so silly after everything that has happened between them. then, she says to her psychiatrist named doctor nolan that she hates her mother. silvia lubaba, distaste of life 16 esther greenwood’s distasteful feeling to her mother grows slowly. even though esther spends her days by knowing how hard her mother struggling for their life, but the way her mother treats her disappoints her. as a daughter, esther greenwood does nothing. she is just a daughter after all. it is impossible for her to be a rebellious person. this is then stored in her mind and she throws it in a form of distaste to her mother. esther greenwood’s feelings to the social perspectives as a girl who grows up normally, esther always has her own dreams towards the society. she hopes that the society will have the same perspective as her. but then, she gets very disappointed that in the fact there are many things exist in the society which are the opposite of her own point of view. esther greenwood hates the society’s perspective about woman’s virginity. in her past, esther was being overhyped towards buddy willard. till then, buddy made her disappointed. in esther’s eyes, buddy had lost his virginity and it was unexpected for her, “and that's how buddy had lost his pureness and his virginity... at first i thought he must have slept with the waitress only the once, but when i asked how many times, just to make sure, he said he couldn't remember” (37).esther feltmore disappointed when buddy did not even remember how many times he had slept with other women. something about it made esther feel sick since buddy was pretending as a very pure man while in fact, he was not even able to keep his virginity. because of this experience, esther states how she actually does not agree with the perspective of the society about a woman’s virginity. generally, the society sees a pureness is a must for a woman. esther thinks that when a woman has been struggling to defend her pureness or virginity, but it turns out that the man she is marrying with has been doing sex with another women, it will be unfair for the woman. this is why she does not agree with the general opinion about the purity of a woman, “it might be nice to be pure and then to marry a pure man, but what if he suddenly confessed he wasn't pure after we were married, the way buddy willard had?...” (43). 3.2 the effect of esther greenwood’s distaste of life esther greenwood might feel free to have a distaste in her life.but as a girl who lives along with the society, esther’s distasteful feelings cannot be fully expressed since it may put her in both anxiety and conflict with others because esther’s distaste will disturb her life and worsen her relationship with other people. as the effect of this, esther greenwood then tends to use defense mechanisms in her daily life. nobel: journal of literature and language teaching volume 8, no 1, april 2017 17 repression esther throws a repression towards her feeling for joan gilling. this can be resulted by her distaste toward her friends in the past including doreen and betsy. when she meets joan in the hospital for treatment, she does some talks with joan. they talk about the time when joan will leave the hospital. “joan grew wistful "you'll come visit me, won't you, esther?” “of course.” but i thought, “not likely.” (118) esther does not let out her feeling that she will not visit joan to her conscious mind. she represses her thoughts. here, esther does the repression by saying another statement to joan. so, she does not speak out what is really on her mind. reaction formation esther shows reaction formation when she treats her mother well even though esther has been feeling disappointed with her mother since she was a child. deeply, in her heart she feels disappointed because her mother did not cry for her father’s death (88). here, esther tries to change her distaste into something more acceptable because treating a mother well is a good thing and well – received by all people. same thing goes to esther’s treatment to her friends. even though she has been feeling uncomfortable with some of her friends, she still gives them a good treatment because that is more acceptable. displacement esther greenwood also has distaste to the visits she has received when she is on her treatment at hospital. esther is often visited by her mother and even other people she does not want to meet. unexpectedly, she is also visited by a man named george bakewell. as the effect of this distaste, esther projects her uncomfortable feelings to the nurse of the hospital. she does something rudely to the hospital’s nurse (96-97). she does it on purpose because she does not like being in the hospital and gets visited by many people. denial actually, esther greenwood seems to havea habit in denying the reality happens in her life since she was very young. esther gets a lot of disappointment from her boyfriend, buddy willard. buddy has had an affair with other women. esther tries to cover her disappointment by denying the fact that it is buddy who starts the affair, “of course, somebody had seduced buddy, buddy hadn’t started it and it wasn’t really his fault. it was this waitress at the hotel he worked at as a busboy the last summer at cape cod...” (37). esther convinces herself that it silvia lubaba, distaste of life 18 is the waitress first who seduces buddy. she denies the fact that buddy is indeed a hypocrite man who has an affair with other women. fantasy in dealing with her distaste of life, esther greenwood also tries to gratify her unfulfilled needs by imagining the things that satisfy her. relating to her distaste to men, esther imagines that her love story with buddy will be like a love story between a jewish man and a nun. “it seemed to me buddy willard and i were like that jewish man and that nun, although of course we weren't jewish or catholic but unitarian. we had met together under our own imaginary fig tree, and what we had seen wasn't a bird coming out of an egg but a baby coming out of a woman, and then something awful happened and we went our separate ways.” (30) esther describes her relationship with buddy as the story of a jewish man and a nun she has read from ladies’ days. the story itself talks about a jewish man and a nun who meet under the fig tree for picking the figs until one day they see the little bird pecks its way out of the egg, they touch the backs of their hands together. then suddenly the nun does not come againto pick the figs. they get separated. as the effect of esther’s distaste toward buddy, she creates her own fantasy that her relationship with buddy will be over just like what happensto the jewish man and the nun. of course, it is not exactly the same as that story but it might be turning out that way. in esther’s imagination, her story with buddy will be over after they both witness a woman gives birth to her baby not after watching the little bird pecks its way out of the egg. by having this kind of imagination, esther feels satisfied about it. acting out acting out is a kind of defense mechanisms in which a person will perform an extreme behavior to express his or her feelings. firstly, esther greenwood does this when she cannot bear with her situation anymore. in covering her distaste towards many things in her life including her mom, friends, men and also her different perspectives from the society, esther commits suicide. she does try to kill herself for many times. esther always feels curious about suicide. she collects some papers in which they talk about suicide (72). “i thought drowning must be the kindest way to die, and burning the worst...that morning i had tried to hang myself...” (83). so, not only reading papers about suicide and the ways to do it, esther has also been trying to kill herself. “the only thing to do was to drown myself then and there...” (85). she tries to commit suicide by drowning herself when she is swimming with her friends. nobel: journal of literature and language teaching volume 8, no 1, april 2017 19 rationalization rationalization is done by making something seemed more rational by thought. esther greenwood is a type of a girl who has an opposite perspective from society that a woman should be virgin before she gets married. this is resulted by her experience when she was fooled by buddy willard. here is esther’s statement, “i couldn't stand the idea of a woman having to have a single pure life and a man being able to have a double life, one pure and one not...” (43). esther cannot stand the idea that women should be virgin till they get married. her choice is that she loses her virginity. she rationalizes her own perspectives. esther defends herself by stating that a girl should not be virgin, because it is unfair if the girlsare virgin while the men they want to get married with are not virgin. by making her own statement, esther tries to rationalize that it is indeed an unfortunate for a woman who keeps her virginity until marriage while her partner is not virgin anymore. undoing esther greenwood shows undoing when she hates her friend named betsy at first, but then she takes it back by stating that betsy resembles her more than her other friend, doreen. "deep down, i would be loyal to betsy and her innocent friends. it was betsy i resembled at heart...” (12). at first, esther has a distasteful feeling towards betsy’s personality who easily gets interested just because of a simple thing (04). but then, when she feels disappointed towards doreen, she takes her opinion back and states that she has more similarities to betsy than doreen. it is obvious that esther does this because she is afraid that her own thoughts about betsy will harm her and makes her have no friends. sublimation a person does sublimation when she or he changes the unpleasant impulses into more acceptable directions. this is done mostly by doing positive things. as being explained previously that esther has distasteful feelings to men. when she broke up with buddy, esther covered her feeling by working so hard. “when i stayed in to study on saturday nights they were extremely kind to me because they thought i was so brave, working the way i did just to hide a broken heart...” (39). here, esther greenwood changes her distasteful feelings by working hard till others think that esther is indeed a hard – working girl while in esther’s mind, she does it because she wants to hide her broken heart. silvia lubaba, distaste of life 20 4. conclusion the analysis of this research focuses more on the causes and the effects of esther greenwood’s distaste of life. after analyzing the novel, it is concluded that esther’s distaste is caused by her unconscious mind. many things happened in the past such as things with buddy willard as her ex – boyfriend which disappoint her and influence her perspectives about men. then, some disappointments of esther also lead to distasteful feelings to her friends and her mother. the last is that her opposite opinions toward the social perspectives which cannot be expressed also results in her distaste to the general public’s opinion. esther greenwood’s distaste of life also shows effect. in this case, she uses defense mechanisms every time her distasteful feelings show up. some of the defense mechanisms used by esther greenwood are repression, reaction formation, denial, fantasy, acting out, displacement, rationalization, undoing and sublimation. esther greenwood’s distaste of life then results in the defense mechanisms used by her.defense mechanisms are used by people to protect their self – esteem every time irrational thoughts such as a distasteful feeling show up. 5. references abrams, m. h. (1999). a glossary of literary terms.new york: earl macpeek. bargh, j. a. & morsella, e. (2008). perspectives on psychological science: a journal of the association for psychological science: the unconscious mind. retrieved september 10, 2016 from http://www.ncbi.nlm.nih.gov/pmc/articles/pmc2440575 baumeister, r. f., dale, k., & sommer, k. l. (1998).freudian defense mechanisms and empirical findings in modern social psychology: reaction formation, projection, displacement, undoing, isolation, sublimation,and denial. case western reserve university. calderon, s. (n.d.). the sis times: how would an ideal life be. retrieved september 10, 2016 from http://www.sistimes.weebly.com/how-would-an-ideal-life-be.html cloninger, s.c. (2004). theories of personality: understanding persons (4thedition).new jersey: pearson prentice hall. cramer, p. (2009). seven pillars of defense mechanisms theory. retrieved september 10, 2016 from http://www.psychomedia.it/rapaport-klein/cramer09.pdf ewen, r.b. (2014).an introduction to theories of personality (7thedition). new york and london: taylor & francis group. http://www.ncbi.nlm.nih.gov/pmc/articles/pmc2440575 http://www.sistimes.weebly.com/how-would-an-ideal-life-be.html http://www.psychomedia.it/rapaport-klein/cramer09.pdf nobel: journal of literature and language teaching volume 8, no 1, april 2017 21 feist, j. & feist, g.j. (2008). theories of personality (7th edition). new york: mcgraw-hill companies. plath, s. (1963). the bell jar. london: william heinemann limited. rajeevan, e. (2010). yoga and psychoanalysis: the dynamics of transcending the present. retrieved september 10, 2016 fromhttp://hdl.handle.net/10603/2569 ryckman, r. m. (2008). theories of personality (9th edition). new york: thomson wadsworth. schultz, d. p. & schultz, s. e. (2005). theories of personality (8thedition). new york: wadsworth cengage learning. simma, w. (2009). an analysis of defense mechanisms used by the main characters in mark twain’s the adventures of huckleberry finn and the prince and thepauper.master of arts degree in english at srinakharinwirot university. http://hdl.handle.net/10603/2569 nobel: journal of literature and language teaching volume 8, no 1, april 2017, p-issn 2087-0698 e-issn 2549-2470; 35-48 fictional characters’ heroism in assassin’s creed iii video game in the perception of indonesian video gamers rahmawan jatmiko gadjah mada university rahmawan.jatmiko@ugm.ac.id abstract: assassin’s creed is a historical fiction video game developed and published by ubisoft. this video game has been so far considered as one of the most violent video games. assassin’s creed iii is the third sequel of which plot is set in a fictional history of real world events and follows the centuries-old conflict between the assassins and the templars. based on this study, the plot, characters, characterization, and scenes in assassin’s creed iii are deemed to be able to give positive teachings to the young generation, despite the fact that there are violent and sadistic scenes in the story. haytham kenway, who is “evil” protagonist in assassin’s creed forsaken, is portrayed as an expert in using weapons, since he was kid. separated from his family, kenway was taken by mysterious mentor, who trained him to be the most deadly killer. comparisons with classic characters such as oedipus, hamlet, or indonesian legendary character sangkuriang are intentionally made to sharpen the analysis. the finding of this study is that heroic value might be found in either protagonist or antagonistic characters, whose roles involved numerous violent actions. comments from the official website and social media which claim that assassin’s creed has brought negative impacts on the consumers might not be totally true. key words: character; heroism; violence; evil protagonist 1. introduction materialistic, consumerist, and hedonistic cultures have significantly hastened the flourish of popular fictional characters. as quoted from ryan hart in the guardian,film and video games such as batman, superman, captain america, spiderman, ironman, or hundreds of their adapted forms, spin-offs, and pastiches have gained popularity and profits, thanks to fictional characters notably super hero characters of the dc and marvel comics (hart, 2001:7). so far, it is usually only the fictional characters in high literature which are often considered as models or the agents of enlightenment (cawelti, 1872:18). thus it is quite interesting and desirable to see the roles of the fictional characters in popular literature, which are sometimes regarded as characters of “subliterature”. in this case, it is to see how their transformations and adaptations are such as in comics and video games. rahmawan jatmiko, fictional character’s heroism 36 the character of colonel guile in street fighter, a video game produced by capcom japan, which is then transformed and adapted into several works and entertainment media such as comics, movies, series and cartoons, is depicted as an american soldier which is expert in martial arts. in addition, guile is a character possessing a strong militaristic character, which is clearly portrayed in the character stereotype. ryan hart, further, elaborates in the guardian that guile is on the 14th in the rank of fighters in street fighter (hart, “top 20 street fighter character-part i”). while according to paul furfari, guile is one of the most important characters in the storyline of street fighter video game, other than ryu and ken (furfari, “top 50 street fighter characters”). on the other hand, abraham van helsing, who is depicted also in popular literary works with their adaptation and transformations such as in films and video games as a monster-hunting character, is often considered as the spin-off character of its famous classic depiction by bram stoker in his dracula. the character of lara croft, in contrast, is presented to the consumers as a female protagonist character with a cute, pretty-face and an attractively athletic body in the video game sequels tomb raider which was firstly developed in 1993. this character is also developed in several genre of popular literature such as video games, films and novels. as a heroine in tomb raider’s plot, lara croft shows distinct characteristics throughout her struggle accomplishing hero’s quest. while haytham kenway, who is the “evil” protagonist in assassin’s creed forsaken, is portrayed as the master of weapons, especially deadly concealed and secret weapons. it is told by the popular novelist oliver bowden that “being separated from his family, kenway was brought and raised by a tutor, of whom identity remains concealed and unexplained until the end of story, who trained him to be the deadliest killer”. hero’s quest becomes the drive of kenway’s characterization, which means also the drive of the story plot. it can be observed that the quest is his desire to retaliate, by not trusting practically anyone and questioning all perceived truths he knows from people in his surroundings. this is clearly stated by the author, oliver bowden: consumed by his thirst for revenge, haytham begins a quest for retribution, trusting no one and questioning everything he has ever known. conspiracy and betrayal surround him as he is drawn into the centuries-old battle between the assassins and the templars (bowden, 2012:2). bowden decribes that “haytham kenway has been taught to use a sword from the age he was able to hold one” (bowden, 2012:1). nonetheless, despite his notorious profession as nobel: journal of literature and language teaching volume 8, no 1, april 2017 37 professional killer, kenway possesses unique charisma which deserves our attention and study. a killer or criminal in literature is not always presented as a figure whom people detest all the time. as written in john cawelti’s article “a new mythology of crime”, there have been changes in perspective, either of writers or readers, to see literary works of which theme is crime, or the ones which present criminals as their protagonist such as in mario puzo’s the godfather, which present michael corleone, a mafia boss, as the protagonist (cawelti, 1975:4). according to franco & zimbardo, heroism is a social attribution, never a personal one; yet the act itself is often a solitary, existential choice. it is historically, culturally and situationally determined, thus heroes of one era may prove to be villains in another time when controverting evidence emerges; yet some heroes endure across the centuries. moreover, the very same act accorded hero status in one group, such as suicide bombing, is absolutely abhorrent to many others (franco & zimbardo, 2011:1). nevertheless, the everyday-life heroism does not have to be dealing with super heroic actions which may look and sound so fantastic. heroism in the daily life may start from trivial and inconsequential actions i.e. solving family problems, feeding the poor, finding cures for a sickness and the like. nevertheless, in the context of popular literature, which is merely for entertainment, escapism and pleasure, there might be a question whether or not big heroic actions or fantastic fights a norm while discussing the value of heroism. in addition, when people in modern society tend to consume what is usually considered as products of popular literature and culture, it seems questionable whether or not they can, at the same time, lose their lofty-minded values such as heroism, chivalry, manner and politeness. this study is to re-examine the value of heroism which might be implicitly stated or reflected in fictional characters, notable the protagonist. the material object of this study is the assassin’s creed video game the 3rd series, which is then adapted into a novel, assassin’s creed: forsaken. this study applies qualitative method of research and data collecting, which place the researcher as the subject in data interpretation process so that in the practice there are steps such as: 1) compiling the study design which covers the steps in deciding the theme, theories, methods, and also deciding the location based on stated indicators; (2) obtaining the data, interviewing the respondents which are video gamers in yogyakarta, processing the data, which is continued by (3) analyzing the data. rahmawan jatmiko, fictional character’s heroism 38 this qualitative study covers different populations. the first population is the documents related to the values of heroism of fictional character in video games which are adapted into popular novel. the second population is taken from the data obtained from the step 2, which are explained previously, through in-depth interview. this becomes the qualitative data of this study. the respondents are video gamers and the readers of assassin’s creed which are members of video game community “silver couch (sc) yogyakarta”. as previously discussed, the researcher has speculated and made assumption that the character haytham kenway in assassin’s creed forsaken possesses the characteristic of heroism and can be positive role model to young readers and gamers. in the assassin’s creed sequels since the first series, the character belonging to the templars, including haytham kenway, are positioned as “evil” character, or as “opponent” to be precise, to the characters belonging to the assassin’s group. thus, that might be a question about whether those opposing characters can possess any quality of hero, which can be taken as role models, or not. while, there might be also question about whether or not all stories with evil protagonist are suitable to be taken as models, especially for the young generation, because of people’s assumption that those characters reflect terribly wicked and immoral role models. there have been a number of statements, for example on its official website, declaring that assassin’s creed video games are full of violent actions which thereby ruined the moral of young generations. so, is there any correlation between heroism and violence? or there may be another question such as “are the assassin’s creed novel and game supposed to be consumed by young generations? the answers of those questions deserve a scientific scrutiny and examination. 2. discussion of the main themes during his journey and struggle in overcoming problems and challenges that he encountered, haytham kenway performs actions indicating his heroic soul, which leads this study to come to the assumption that he can be considered to possess characteristic of heroism, whether directly or indirectly, which can be perceived and understood by the consumers, in this case readers and video gamers. this is probably not the primary mission, since it is widely known that the popular literature is created mainly for amusement and pleasure. it should give satisfaction, rather than education. the word heroism itself, based on webster dictionary, means a courage or bravery in defending truth and fairness. this is just matched with what haytham kenway performs in nobel: journal of literature and language teaching volume 8, no 1, april 2017 39 the assassin’s creed plot. but like an archetype, the value of heroism is universal. to this extent, it is clear that the value of heroism is accessible in any culture. nevertheless, as the rapid advancement of technology which hastens the development of the society, consumerist, materialistic and hedonistic culture is also developed, placing and considering all things as commodities. thus, it is worth to question whether or not the values of heroism still exist in this post-industrial society, or it has been eroded by the fast-moving current of those materialistic and consumerist cultures. the role of haytham kenway as protagonist plays a significant role in the story. there are, however, different terms to call a protagonist such as a hero, focal character, central character, main character and so on. the protagonist may experience some transformations, which will be a very important part of the story, such as its climax. the character haytham kenway also experiences changes, either mental or physical. it can be seen when his identity is finally revealed. there is a quest that is on haytham, and he is the character who drives the plot. despite its various manifestations in numerous popular genres, hero’s quest often becomes the primary element. the universal characteristic of hero’s quest can be perceived and be given meanings in several different cultures. in this sense, hero can also be translated as main character or “protagonist”, which the story revolves. in popular literature, the hero will face and overcome all the challenge or problems, which are the elements of the story formula. iago in shakespeare’s othello can be, as it is the most frequently done, identified as the protagonist of the novel because he plays a central role in all the controversies of the play. occasionally, a moral weakness is highlighted that causes the fall of the protagonist. thus, there is a term of tragic protagonist, or more widely known as “tragic hero”, of which characteristic can be found, for instance, in shakespeare’s hamlet, where the protagonist experiences terrible events because of his hesitancy and indecisiveness, which troubles him while murdering his evil uncle. therefore, hamlet’s struggle in dealing with the antagonist is what precedes the story. in addition, as stated by beth mckenney in her website the term tragic hero was defined by the greek philosopher aristotle as a self of great importance and virtue who becomes aware of a moral defect, which leads to great tragedy, within himself. it is not quite sure that haytham possesses such awareness, for it is not clearly explained in the story. nevertheless, haytham is aware that there is something wrong, and he needs to perform an action to overcome the problem (“tragic hero”). rahmawan jatmiko, fictional character’s heroism 40 like hamlet, haytham kenway also killed but he killed even much more than hamlet, for kenway is a professional killer. he is the character on which the storylines in assassin creed iii video game revolves. a protagonist, such as kenway, can sometimes be very controversial because of some evil traits. like billy budd who is the protagonist in herman melville’s billy budd and becky sharp from william makepeace thackeray’s vanity fair who can occasionally be very manipulative in order to achieve their own interests. many greek heroes often challenged the gods or seemed to believe themselves to be above other human beings. one of the best examples of ancient greek play involving a tragic hero is sophocles’ oedipus rex (oedipus the king). while he is a young man, an oracle, or someone with the gift of seeing the future, tells oedipus that his fate is to kill his father and marry his mother. oedipus wishes to avoid this future, so he leaves his home. this may show that he thought himself to be able to escape from, or even to trick, god’s predestination. this is because humans are supposed to accept their fate, according to the believers. on the contrary, kenway’s religiosity is not exposed in the story, whether or not he challenge god’s predestination. he only performs actions which he thinks he needs to carry out, and defends his principles. his life, however, still has to end tragically, being killed by his one son. in the story of oedipus, a tragic fall caught up with the protagonist. after rising to power and marrying the queen of his new home, thebes, oedipus learns that he has done exactly what he hoped to evade, as previously told by the oracle. one of the men he killed on his way to thebes was actually his father, and the woman whom he married was his mother, who is finally shocked and disgusted after learning the truth and kills herself. marjorie barstow in his article entitled oedipus rex as the ideal tragic hero of aristotle stated that aristotle once said that the end of all human struggles is happiness. this happiness, as carefully discovered by aristotle, does not basically come from the gifts of fortune, but rather “from a steady and comprehensive intellectual version which views life steadily and distinguishes in every action the result to be attained” (barstow in levin 1960:182). on the other hand, the tragic hero is a man who fails to attain happiness, and fails in such a way that his career excites, not blame, but fear and pity in the highest degree. in the poetics, he is described as not eminently good and just, not completely under the guidance of true reason, but as failing trough some great error of flaw of character, rather than through vice or depravity (barstow in levin 1960:83). when we analyze the character of oedipus, we discover that, in spite of much natural greatness of soul, he is, in one vital respect, the exact antithesis of aristotle’s ideal man. he nobel: journal of literature and language teaching volume 8, no 1, april 2017 41 has no clear vision which enables him to examine every side of a matter with unclouded eyes, and to see all things in due perspective; nor has he a calm wisdom which is always master of his passions (marjorie barstow in levin 1960:183). connor, in assassin’s creed, is more similar to the classic oedipus in that connor kills his own father, though he by no means marries his own mother since he never meets his own mother during the story. but this study is not dealing with connor, since he is “a good guy” antagonist, who is finally victorious, sending-off everything tragic to the protagonist, haytham kenway. while, in indonesia, there is also a folktale entitled “sangkuriang” or “the legend of mount tangkuban perahu”, telling a heroic story of a hunter, sangkuriang, who unintentionally kills his father and falls in love with his eternally attractive mother. this sangkuriang character is more similar to oedipus than to connor in assassin’s creed. however, as stated before that there is no romance between connor and his own mother, and it is quite surprising that connor does not seem to regret at the end. this might become a cause that there are respondents who give more sympathy and admiration to haytham kenway, and believe that it is actually haytham that possesses stronger trait of a hero (“sangkuriang”). what makes haytham’s death less tragic is that haytham is not “a good guy”, not an assassin, since the series of assassin’s creed is telling the struggle of the assassin, not the templar. there is, of course, rivalry between the two groups but in this story it is the assassin that becomes “focus of attention”, which is clearly predicted from its title. this is also the reason why connor’s killing can be seen as something legitimate. as stated by jacques wilson in literarydevices.net, in an article section entitled protagonist definition, it is possible that “there are more than one protagonist in the same story”, exemplified by faulkner’s as i lay dying when there is a part telling the situation of addie’s bundren’s demise in the novel which makes her relatives tell the story from their own perspectives differently, so that they are all equally important to the story (wilson “protagonist definition”). while, in his tragedy and the common man, an article compiled in richard levin’s book, arthur miller stated in the sense of having been initiated by the hero himself, the tale always reveals what has been called his "tragic flaw," a failing that is not peculiar to grand or elevated characters. nor is it necessarily a weakness. the flaw, or crack in the characters, is really nothing and need be nothing, but his inherent unwillingness to remain passive in the face of what rahmawan jatmiko, fictional character’s heroism 42 he conceives to be a challenge to his dignity, his image of his rightful status. only the passive, only those who accept their lot without active retaliation, are "flawless." most peoples are in that category (miller qtd. in levin 1960:171). responding the previous quotation by miller, we can say that kenway, by no means, is a flawless character. therefore, he is more similar to the aforementioned tragic hero than to most people. he did retaliation, defended his principles, and sought for the real truth. while, in an article entitled the concept of formula in the study of popular literature, john g. cawelti, a prominent figure in popular literary cultural studies, referring northrop frye’s note, wrote that: “the western and the spy story can both be seen as embodiments of the archetypal pattern of the hero’s quest which frye discusses under the general heading of the mythos of romance” (cawelti, 1972:7) in popular literature works, patterns and formula which are derived from archetype or myths combined and synchronized with more specific cultural conventions. when the formula are repeated, and established, which means when they become widely used, those patterns will be more common to be called genres. this is also similarly suggested by john g. cawelti when he wrote: formulas, however, are much more specific: westerns must have a certain kind of, setting, a particular cast of characters, and follow a limited number of lines of action. a western that does not take place in the west, near the frontiers, at a point in history when social order and anarchy are in tension, and does not involve some form of pursuit, is simply not a western. a detective story that does not involve the solution of a mysterious crime is not a detective story (cawelti, 1972:7). there are myths and stereotypes in the characterization of a hero. the most common is the depiction of a courageous hero, which make a coward hero almost impossible. but this might not be true for a coward winner. for instance, if it is considered that in “the assassination of jesse james by the coward robert ford” written by ron hansen placed robert ford as the victorious guy at the end of the story, the protagonist must be jesse james whose end was so tragic. in assassin’s creed plot, we can see a common typical “pattern” of a tragic hero which has been very common, and other characteristics such as mysterious identity, fate-driven character, and a tragic end. to some extent, oedipus rex by sophocles is incomparable with bowden’s assassin’s creed in that the former is one of the greatest and the most widely-read classic stories, whereas the latter is merely an adaptation of its video game version, a mass market-oriented work. nobel: journal of literature and language teaching volume 8, no 1, april 2017 43 in the end, based on the respondents in this assassin’s creed study, it is believed that courage is considered to be the closest quality to heroism, compared with perseverance and idealism, while the characteristic of betrayer is perceived as the most contrast from heroism. we can see that the myth and stereotype, previously mentioned, can have influence to consumer’s judgment and opinion. interestingly, connor becomes the most favorite character of assassin’s creed instead of haytham kenway. this might be caused by connor’s side which is dominated by members of templars, while haytham’s group is dominated by members of assassin. 59%18% 24% courage perseverance idealism 7 5 2 1 2 connor haytham holden miko jenny 0 1 2 3 4 5 6 7 8 figure 1: heroic characteristics rahmawan jatmiko, fictional character’s heroism 44 connor is perceived by the respondents to be one who has the most description and characteristics of heroism. this is quite weird yet surprising because connor actually is not the protagonist of assassin’s creed iii or its novel adaptation, assassin’s creed: forsaken. however, there are also respondents who choose haytham instead of connor, for they might finally sympathize haytham after being killed by connor, and in that scene connor seems to believe that he is right when he kills haytham. are they also going to choose laius instead of oedipus? this is very interesting and is in line with franco and zimbardo’s previously quoted argument that “heroes of one era may prove to be villains in another timewhen controverting evidence emerges” (franco & zimbardo, 2011:1). this might be able to become a question for another research hereafter. it has been stated before that connor is not the protagonist of the story, since the plot of assassin’s creed iii, or its novel adaptation, revolves in haytham. however, it is clear in the story that connor is the one who is depicted as “the good guy”. meanwhile, lucio is perceived by the respondents as the least heroic character. this is matched with the researcher first assumption. figure 2: most favorite character 6 8 1 1 1 haytham connor holden jenny lucio 0 1 2 3 4 5 6 7 8 9 figure 3: characters with most heroism nobel: journal of literature and language teaching volume 8, no 1, april 2017 45 there are murders, betrayal, and war chosen to be distinguishing factors because all the three are involved in the plot of the assassin’s creed iii. in this case, 84% of the respondents state that betrayal is the opposite of heroism. haytham is betrayed and he wants retaliation. he also pursues the real truths, because has been wrong in trusting the make-believe or fake ones. it is probably not so surprising that most of the respondents (88%) state that assassin’s creed is violent story. but it is quite interesting that most of them (71%) also state that 6 2 4 3 2 lucio miko connor holden haytham 0 2 4 6 figure 4: characters with least heroic characteristics 11% 84% 5% murder betrayal war figure 5: opposite characteristics to heroism figure 6: heroism often involves violences rahmawan jatmiko, fictional character’s heroism 46 there will often be violence to create and produce the characteristic of heroism. this might be caused by the frequent violent actions performed by their favorite characters, either connor or haytham, that prompt their subjectivity in seeing the violence. even 12 % of them say that violence is “a must” in creating heroism. however, there are 88% of the respondents who disagree that heroism always involves violence. 71% 29% yes no 12% 88% yes no figure 7: heroism identical with violence figure 6: heroism often involves violences nobel: journal of literature and language teaching volume 8, no 1, april 2017 47 furthermore there are 76 % of the respondents who state that death of a character will heighten the possibility of him or her to be called hero, or to be seen as having the characteristics of a hero. this relation between death and heroism might be interesting to study and become the next research question. rahmawan jatmiko, fictional character’s heroism 48 3. conclusion in spite of some limitations of this study, one of which is the fact that it involves only limited number of respondents (17 respondents), this study has been conducted successfully. the researcher believes even though the number of respondent is not big enough, the results obtained by this study is quite valid because it aims at video gamers, who know exactly about video gaming and story of assassin’s creed. some of them have played this for years. from the descriptive data obtained during this study, it can be concluded that regardless its violent and sadistic characteristics, the video game assassin’s creed is still believed to be able to give a positive lessons to the young generation. comments from the official website and social media claiming that assassin’s creed has given terrible impacts to the youngsters might not be entirely correct. most respondents believe that the value of heroism can be found in assassin’s creed. therefore people should not just this video game as causing teenage violence and other delinquency. in conclusion, the findings of this study are 1) courage is perveived to be the closest quality to heroism 2) a betrayer has the least heroism. connor is still the most favorite character in the assassin’s creed iii, though he is not the protagonist in this story, 3) connor, not haytham, is the most heroic character, 4) lucio has the least heroism, 5) 71% of the respondents state that there can be violence in heroism and 6) 12% of the respondents believe that violence always occur in heroism. the next researches are encouraged to use more number of respondents or take other assassin’s creed sequels. 4. references barstow, m. (1960). oedipus rex as the ideal tragic hero of aristotle. new york. harcourt brace jovanovich. bowden, o. (2012). assassin’s creed: forsaken. london. penguin books cawelti, j. g. (1971). the six-gun mistique. ohio: bowling green university popular press. cawelti, j. g. (1972). the concept of formula in the study of popular literature. buletin of the midwest modern language association. vol 5. cawelti, j. g. (1975). the new mythology of crime. duke university press. franco, z. e., blau, k., & zimbardo, p. g. (2011, april 11). heroism: a conceptual analysis and differentiation between heroic action and altruism. review of general psychology. nobel: journal of literature and language teaching volume 8, no 1, april 2017 49 furfari, p. (2010). top 50 street fighter characters. retrieved on december 15, 2016 from http://www.ugo.com/games/top-50-street-fighter-characters.html hart, r. (2010). ryan hart's top 20 street fighter characters. the guardian. retrieved on december 15, 2016 from https://www.theguardian.com/technology/gamesblog/2010/apr/28/top-20-street-fightercharacters. levin, r. (1960) tragedy: plays, theories and criticism. new york. harcourt brace jovanovich. miller, a. and levin, r. (1960) tragedy and the common man. new york. harcourt brace jovanovich. “sangkuriang”. cerita rakyat nusantara: sangkuriang. retrieved on 10 june 2015, from http://ceritarakyatnusantara.com wilson, j. (2003). protagonist definition. literarydevices.net. retrieved on 12 may 2015, from http://literarydevices.net/protagonist http://www.ugo.com/games/top-50-street-fighter-characters.html https://www.theguardian.com/technology/gamesblog/2010/apr/28/top-20-street-fighter-characters https://www.theguardian.com/technology/gamesblog/2010/apr/28/top-20-street-fighter-characters http://ceritarakyatnusantara.com http://literarydevices.net/protagonist nobel: journal of literature and language teaching volume 8, no 1, april 2017, p-issn 2087-0698 e-issn 2549-2470; 22-34 an ecocritical analysis of young adult dystopian novel in veronica rossi’s under the never sky rofi’atul azizah, sufi ikrima sa’adah uin sunan ampel surabaya, uin sunan ampel surabaya rofiq.azizah@gmail.com, sufi_ikrima@yahoo.com abstract :this study aims to describe the representation of nature and the interaction of aria and peregrine as main characters with nature. descriptive qualitative method is used by applying garrad’s theory of ecocriticism and basu’s perspective on dystopian literature. the results of this study are: first, pastoral is represented by the distiction of the town and country. in the novel town is reprsented as reverie and country as death shop. second,wilderness is represented by the wilderness of society inthe reverie and death shop and the wilderness of death shop’s land. third, apocalypse is represented by the portrayal of foreboding doom and human eradication in the novel. the setting of place and time is the result of natural disaster and the development of technology takes control in human’s life. the interaction of aria and peregrine shows human coexist with nature, human takes experience, learns knowledge and makes relation with nature. keyword: nature; dystopian; ecocriticism; young adult novel. 1. introduction environment becomes one of the trending topics during the last decade. the rapid development of technology and industry in the age of globalization creates lots of problems such as air pollution, drought, soil erosion, and water contamination. the consequences of the destruction of nature will have an adverse effect on human survival and natural disaster for exampleearthquakes, volcanic eruptions, tsunamis, and storms. by this case, experts put forward their concerns through writing form so that books and novels about environment grow rapidly. then, the study about environment is formed as one of the literary criticisms. it is called ecocriticism. in the ecocriticism reader: landmark in literary ecology, cheryll glotfelty and harold fromm (1996) explain ecocriticism as the study of the relationship between literature and the physical environment: the portrait of ecocriticism also appears in dystopian literary texts. the dystopian is a bad place to live which the threat of environmental destruction due to ecological destruction like rising sea levels, storms, drought, and the end of fossil fuels create social, political, and economic nightmares (basu et al, 2013:3). the environmental dystopian literature illustrates mailto:rofiq.azizah@gmail.com mailto:sufi_ikrima@yahoo.com nobel: journal of literature and language teaching volume 8, no 1, april 2017 23 the dangers of environmental ruin and young-survivor protagonists learn to adapt in the hard times. under the never sky is a young adult dystopian novel which discusses about the new world after a major catastrophe has decimated the earth. the book written by veronica rossi is a young adult debut novel in a trilogy. the story is about aria, a 17 years old girl who has been living in domed city or pod called reverie and peregrine, a 18 years old boy who has been lived outside domed city called death shop. reverie looks like a modern world inside dome. everyone lives happily use high technology, even the nature condition can make. in other situation but in same world, death shop has opposite condition with pod. it is the primitive place where people lives with the jungle role. someone can get anything when he was strong and hold the power. outsiders have work in land and hunt to get food. the conflict came when aria as the main character exiled from reverie. she has to survive in death shop, known as a place that filled with cannibals and terrible aether storms, the air even can kill. aria met peregrine and make deal to help each other. peregrine need aria to enter pod because he must save his nephew that was kidnapped by dweller. likewise, aria needs peregrine to help her survive in death shop, so she can back to pod to meet her mother. they pass many dangers to reach their direction. long time in outside makes aria knows who she is. she adapts and learns from nature in death shop. aria and peregrine realize the different nature condition in death shop and pod although they live in same world. this study will explore the portrayal of reverie as a domed city and death shop as a wasteland using garrad’s perspective. both characters live in two different places in same worlds have their own ways to survive and interact with nature. 2. review of literature 2.1 ecocriticism in the ecocriticism reader : landmark in literary ecology, cheryll glotfelty and harold fromm explain about the definition of ecocriticism asoikos and kritos mean “house judge”. a long winded gloss on ecocrit might run as follow: “ a person who judges the merits and fault of writings that depict the effects of culture upon nature with a view toward celebrating nature, berating its despoilers, and reversing their harm through political action.” the greek oikos, household, and in modern usage refers both to “the study of biological interrelationships and the flow of energy through organisms and organic matter.” (1996:62) so, the oikos is nature, a place edward hoagland call “our widest home,” and the kritos is an arbiter of taste who wants the house kept in good order, no boots or dishes strewn about to https://en.wikipedia.org/wiki/debut_novel rofi’atul azizah & sufi ikrima sa’adah, an ecocritical analysis 24 ruin the original decor. (buell, 2005:13). simply put, ecocriticism is the study of the relationship between human who kept nature with poured in literature and the physical environment. greg garrard in his book “ecocriticism” explain ecocriticism is the study of the relationship of human and the non-human, throughout human cultural history and entailing critical analysis of the term ‘human’ itself (garrard, 2004:5). ecocriticism tries to examine and evaluate text and idea with relation to environmental issue. ecocriticism is interdisciplinary, calling for collaboration between natural scientists, writers, literary critics, anthropologists, historians, and more. ecocriticism asks us to examine ourselves and the world around us, critiquing the way that we represent, interact with, and construct the environment, both “natural” and manmade. at the heart of ecocriticism, many maintain, is “a commitment to environmentality from whatever critical vantage point” (buell,2005:11). in this age of environmental crisis it is enlightening to analyse the works of this well-known writer against the backdrop of eco-critical theories which take an earthcentred approach to literary studies. ecocriticism’s attention to place reflects its recognition of the interconnectedness between human life/history and physical environments to which works of imagination (in all media, including literature) bear witness—hence the claim by one of ecocriticism’s earliest spokespersons that its distinctive addition to the commonly studied triad of race, class, and gender was place as a critical category (buell, heise and thornber, 2011:420). 2.2 concepts of ecocriticism the concept of ecocriticism are: pastoral pastoral is a good example for examining human-nature relationship representation of the physical world. pastoral, undoubtedly one of the most universal forms of western environmental imagination has become almost synonymous with the idea of return to a less urbanized, more natural state of existence (buell, 2005: 31). this concept of ecocriticism directs to portray of nature in physical world, sometimes in ways to care with environment and protect nature. in dystopian literature, pastoral sometimes is described as the other part of world or place where the character can escape from the damaged world. it can be destruction of nature or human’s moral. pastoral is much found in british and american literature, focuses on the dichotomy between urban and rural life (garrard, 2004: 33). at the forefront of works which display nobel: journal of literature and language teaching volume 8, no 1, april 2017 25 pastoralism is a general idealization of the nature and the rural and the demonization of the urban. often, such works show a retreat from city life to the country while romanticizing rural life, depicting an idealized rural existence that “obscures” the reality of the hard work living in such areas requires (2004:33). according to garrad, in classical period of pastoral creates two key contrasts: the spatial distinction of town and country as well as a temporal distinction of a fallen present and an idyllic past (2004:35). it presents the distinction of town (frenetic, corrupt, impersonal) and country (peaceful, abundant) in fallen present. greg gerrard identifies three branches of the pastoral. first, classic pastoral, “characterized by nostalgia” (2004:37) and an appreciation of nature as a place for human relaxation and reflection. second, romantic pastoral, a period after the industrial revolution that saw “rural independence” as desirable against the expansion of the urban. third, american pastoralism, which “emphasized agrarianism” (2004:49) and represents land as a resource to be cultivated, with farmland often creating a boundary between the urban and the wilderness. wilderness wilderness is the natural, unfallen antithesis of an unnatural civilization that has lost its soul. it is a place of freedom in which we can recover our true selves we have lost to the corrupting influences of our artificial lives. most of all, it is the ultimate landscape of authenticity (cronon, 1996: 80). wilderness also share the sense of “undomesticated.” literally, wilderness refers to a spatial area, whereas wildness is a term of quality rather than location. wildness is arguably “everywhere: ineradicable populations of fungi, moss, mold, yeasts, and such that surround and inhabit us” (snyder,1990: 14). wilderness is represented in literature and popular culture. representations of wilderness in british and american culture can be separated into a few main tropes. first, old world wilderness displays wilderness as a place beyond the borders of civilization, wherein wilderness is treated as a “threat,” a place of “exile” (garrard, 2004: 62). this trope can be seen in biblical tales of creation and early british culture. old world wilderness is often conflated with demonic practices in early american literature. second, new world wilderness, seen in portrayals of wilderness in later american literature, applies the pastoral trope of the “retreat” to wilderness itself, seeing wilderness not as a place to fear, but as a place to find sanctuary. the new world wilderness trope has informed much of the “american identity,” and often constructs encounters with the wilderness that lead to a more “authentic existence” (2004:71). besides wilderness known as rofi’atul azizah & sufi ikrima sa’adah, an ecocritical analysis 26 a land of dangerous and share sense of undomesticated, it also refer to sacral place to get freedom and place to escape from pollution of the city. wilderness reinvigoration of those tired of the moral. apocalypse greg garrard points out in his chapter entitled “apocalypse,” the realization that the world is notabout to end, and that human beings – namely contemporary youth – like the environment, are likely to survive even if our constructed civilization does not (garrard, 2004: 107). garrard suggests, apocalypse involves a ‘social psychology’ that inclines towards ‘paranoia and violence’, ‘extreme moral dualism’, and canonisation of ‘believers’; and because it is always been coming yet, it is always an imaginative act (2004:107).this definition suggests the following features: the social psychology of apocalypticism that has historically inclined such ‘embattled’ movements to violence. the extreme moral dualism that divides the world sharply into friend and enemy. the emphasis upon the ‘unveiling’ of historical truth and the corresponding role of believers as the ones to whom, and for whom, the veil of history is rent. but most importantly, apocalypticism is inevitably bound up with imagination, because it has yet to come into being. in this point, ecocriticism’s concept (pastoral, wilderness and apocalypse) will be used to analyze the representation of nature that appear in under the never sky novel. the interaction of aria and peregrine with natural environtment will be taken as the data obtained from the novel. 3. discussion of the main themes 3.1 representation of nature in under the never sky the analysis is carried out based on some dominant concepts namely wilderness, pastoral, and apocalypse. pastoral the portrayal of pastoral is shown by two different places in under the never sky novel, they are pod and death shop. pod represents a town described as a frenetic, corrupt, and impersonal. meanwhile, death shop represents a country known as peaceful and abundant. as a representation of a town, pod is known as the domed city that protects people from outside. most of pods is aboveground, sheltered under the dome and surrounded by walls. one of pod where aria lives called reverie. it contains the modern building, intellectual nobel: journal of literature and language teaching volume 8, no 1, april 2017 27 society and high technology development, ‘most everything, from the production of food to the recycling of their air and water, was automated.’(rossi, 2012: 304). inside the pod, nature is present in two ways. first, through illusion using smarteye. developing technology in reverie creates the clear device called smarteye. it is worn over the left eye and it was always on. the eye took dwellers to the realms. “realms are virtual places. they’re places as real as this is. if my smarteye was working, i could go to any part of the world and beyond too, from right here. without going anywhere.” (rossi, 2012: 175). the realms allow them to visit any place everywhere and every nature condition. the realms are the copy of world contains many places and many things like earth. plants in realms are artificial because smarteye helps stimulate brain to be able to see and feel something with more live and real. ‘in the realms food still grew, or pretended to grow virtually, on farms with red barns and fields under sunny skies’ (rossi, 2012: 14). the second way, nature present inside the pod is through service dome called agriculture 6. dozens of domes supply reverie with food, water, oxygen and all the things an enclosed city need. ag 6 looks like a cavernous space. ‘the real food in ag 6 looked like old people before aging-reversal treatments. the food grew from waist-high plastic mounds’ (rossi, 2012:13). the real plants in agriculture 6 looked liked old people, wrinkling and lacking brightness. on the other hand, the portrayal of country is death shop. country is described as the peaceful place which has abundant nature contains stretch of valley, desert, hills, sea and forest like earth should be. the only difference is the earth is more polluted and the sky contains aether's storms. aether is part of death shop and a form of representation of nature in the novel where the cloudy skies are supposedly made from evaporation of water transformed into flames and water. the sky was blazing with deep blue mixed thick gray clouds. aether flows over a clump of clouds gathered into a thick and bright current. death shop also has season like spring where flowers bloom. ‘spring sang its chattering music into aria’s ears. flowers burst up all along the wall, the colors bright against the gray stones. winter had left broad bare spots on the mountain and the smell of smoke in the air’ (rossi, 2012: 485). death shop more generally looks like the real earth without aether storm. wilderness there are two kind of wilderness in under the never sky novel. the wilderness of society in both pod and death shop and the wilderness of death shop’s land. rofi’atul azizah & sufi ikrima sa’adah, an ecocritical analysis 28 first, land of death shop represents the untamed landscape. it is a place with a million ways to die. aria as the main character has bad experience when she is thrown to death shop. “she’d heard all the stories about the death shop, like everyone else. a million ways to die. she knew of the packs of wolves as smart as men. she’d heard of the flocks of crows that picked living people to pieces, and aether storms that behaved like predators” (rossi, 2012: 89). for the first time, aria feels danger in every steps in thenew world. the different culture and nature makes aria afraid and odd in the untamed place. since she had been thrown out of reverie, she had met an aether storm, had had knife held to her throat by a cannibal, and had seen men was murdered and pursued by group of wolves. second, through technology human can save or destroy nature. in reverie dome, dwellers choose to stop connecting with nature and the outside world. they can not go anywhere. this situation makes genetic experts try to create a virtual world with smarteye;a world with no fear and no pain. they are only in place of pseudo-visualized as real named realms. the existence of smarteye makes dweller can do two things at once without the need to move. the dangerous situation came when the region is inaccessible, and the risks is the emergence of a new disease called degenerative limbic syndrome (dls). the desease makes the dwellers crazy, so that chaos spreads throughout the pod. ‘aria pressed her eyes closed, fighting the image of the chaos in ag 6 on a grand scale. a pod-wide riot where her mother was. a thousand people starting fires and ripping off smarteyes’ (rossi, 2012: 342).situation got worse by time. many dwellers are crazy and their behavior becomes uncontrollable. the pod that was once filled with moral and educated people became a chaotic and dangerous place. the only safe place on earth also has another dreadful danger. meanwhile, the outsiders has direct relation with nature. they live as part of nature and they have their own action to survive and adapt in harsh environment. sometimes, the behavior of outsiders is influenced by nature itself, and it is not always in a good way. the natural environment outside pod is dangerous, whichonly the strong people will survive. one of the tribes is called the cannibal tribe, the croven tribe, “the fins were already weakened when illness hit them in the open. then the croven came and took the strongest children into their fold. to the rest . . . well, they did what the croven do.” (rossi, 2012: 308). the croven tribe chooses the bad way to survive in dangerous nature. they are known for their cruelty to slaughter the tribe and oppress the weak people. they survive with eat anything including humans. the wilderness hold unpredictable dangers, nature is not always in good side to escape. the danger also exist in a place looks beautiful and peaceful like in the death shop. the nobel: journal of literature and language teaching volume 8, no 1, april 2017 29 cultural wilderness is also shown in the urban and rural society. in the pod, society become dangerous because the pseudo-earth called realms. meanwhile in the death shop, there is croven tribe as a cannibal tribe. they sacrifice other tribes to survive. apocalypse apocalypse seems to be the common setting time and place in young adult dystopian novel. under the never sky takes imagination place which may exist on earth after the union period. the place is divided into two, that are world pod and death shop. apocalypse is equated with foreboding doom and human eradication. the apocalypse in the novel is where human thinks that the end of world will come soon. the doomday cames in two ways: human and nature power. the proof that nature has its power is the aether storms. the storm gets worse and ruins many places. “bliss was struck by an aether storm. they said it was destroyed” (rossi, 2012: 310). pod of dweller named bliss was damaged by aether storm. not only pod, aether storm also burns the western plain of the death shop included the blackfin tribe who live in the plain. aether storms came and hit their compound directly. ‘the blackfin compound looked nothing like the bustling settlement he’d seen a year ago. now, it was crushed. abandoned. all its scents faded and old. a picked-over carcass at the foot of mount arrow.’ (rossi, 2012: 204). because of the aether stormwhich is growing worse every winter and scorching anything, the inhabitants couldn’t stay for much longer. apocalypse in the novel is the imagination of a sense crisis. lumina, aria’s mother explains another part of doomsday because of the new disease. actually, the new disease has not yet coming and infecting all dwellers. only some of pods was fall in the disease. the crisis is the cause of human power.no one knows the solution to save themselves from the six thousand people who live inside the enclosed dome with a mental disorder syndrome. ‘we’re left in dire situations that we’re incapable of handling. entire pods have fallen to dls’ (rossi, 2012: 339). this causes a precarious situation. all pods are infected with dls outbreaks in short time. the pain and pleassure emotion confused. bliss becomes the first place in pod infected the disease. people are caged and contracted this syndrome. damage, violence and even massacres may occur as a result of this syndrome. so that doomsday has just begun. the imagination of doomdays in pod and reverie appears because the nature and human power. the apocalypse setting is shown after the unity period when the aether storms can shatter anything and the disease destroy civilization. rofi’atul azizah & sufi ikrima sa’adah, an ecocritical analysis 30 in conclusion, there are two concepts of garrad’s persepective to analyze the representation of nature in any condition. first, nature and human has deep relationship. representation of nature depend on human action. human can destroy or save nature. besides, nature also has their own power to makes human sometimes need to survive. the nature and surroundings show that every human has their own way to survive with adaptation on nature power. 4.2 the interaction of aria and peregrine with nature this part will explain how the interaction of main characters, aria and peregrine, with nature, such as getting knowledge about nature and having relation with nature. aria aria is a 17-year-old girl living in an enclosed pod named reverie. for 17 years, she lived in a closed place without knowing what is out there. aria's interaction with the outside world is severely restricted. she feels comfortable and save in the pod. nothing or no one can hurt her physically or emotionally. environment’s rules in the reverie makes everyone has the same position and get same needs. everyone lives happily because they have smarteye and realms. aria has many experiences with nature, not only virtual things in the realms but also in the real place in the death shop. in outside dome, aria sees real plant grows in the soil, and forest was filled by tall trees. she can touch the real tree. ‘it was cooler and darker under the trees. aria ran her free hand over the trunks, feeling the rough textures’ (rossi, 2012: 20). in death shop, aria learns how to survive. she knows how to get water when she is in dried land or desert. she has to dig the land. ‘she had a fair idea now how hard his life was, if finding a drink of murky water took an hour’s worth of digging’ (rossi, 2012: 185). aria really likes learning about the new environment in the death shop. she asks many things and gets information from peregrine about nature. she feels fantastic with what she sees and finds in death shop because nature feels different than in the realms. in addition, aria learns to spin the branches to make shelter and retaining from the wind. ‘aria copied the way they wove the branches together and found that for her first-ever screen, she did a respectable job’ (rossi, 2012: 233). the next day she spends hours thinking and turning her inquisitiveness inward. she likes what she was discovering about herself. aria, who knew that birds should be plucked while they were still warm so the feathers come out more easily. nobel: journal of literature and language teaching volume 8, no 1, april 2017 31 a long journey takes aria to know the truth about her, that she is also a marked person, just like peregrine and roar. ‘he was an audile. that was the only thing she knew about him. strangely, it felt like a lot’ (rossi, 2012: 443). aria is a half outsider. her father is an audile and that ability is down to aria. her half-hearted outsider explained why aria did not die in the death shop and infected with a dls outbreak like most dweller. the proof aria relates with nature is her ability as audile. the presence of aether makes people were ‘marked’. in the realms, aria’s ability cannot be developed because of the nature condition. in the safe place, she never uses her instinct to survive, but in the death shop she met many dangerous situation every times. without using her instinct to make quick decision or called reflex, she cannot survive and get their ability. peregrine peregrine or perry is an 18-year-old boy who lives outside the pod. he is an outsider. he knows better than anyone about danger in the death shop. he spends his entire life there, learns how to live in the death shop. perry is very dependent on nature. he uses nature to survive. food is available in nature. he eats from what nature provides. he hunts and plants crops. ‘perry spent the morning adjusting to the change and searching for game trails’ (rossi, 2012: 220). perry is a great hunter. life in the death shop makes perry feels familiar with the dangerous nature. perry has many common experiences about the difficult life in the death shop. but, his desire to find her nephew brought perry into realms, a virtual world where aria spends her time. perry must use smarteye to enter the realms. perry gets new experience with different nature condition in the realms. the first experience is awkward and embarrassing. the forest before him was blurred and the surrounding trees were like running. it is his first time that he knows another world. the all things should be in the forest are vanished, like smell. he cannot smell anything. his senses are blunt because he is in a virtual space. perry’s arrival in the realms makes him realize and know something about that place. this is a simple and practical place where aria lives and spends their time. it is the same world with different nature and culture condition.he gets many new things to learn to be able to adapt in the realms. ‘they brought up the forest again. the images battled for his attention like before, but perry imagined aiming at a curled piece of bark that shuddered past. the woods fixed around him, bringing a sudden, shocking stillness’ (rossi, 2012: 357). the young boy cannot smell the traces of animals or mushrooms even though there were dozens of mushrooms on the trees. rofi’atul azizah & sufi ikrima sa’adah, an ecocritical analysis 32 nature related to outsider perfectly. most of outsider lives in the death shop is marked people. it means aether flow in their blood makes them have special ability to survive in hard nature condition. likewise with perry, aether flows in perry blood makes him marked. among the marked people, perry is including the rare. he has two dominant senses. perry is a scire who has a keen sense of smell but only scire as strong as perry can smell the mood. as a seer he saw better. most seers look at during the day but perry real strength lay in seeing in the dark. ‘as a seer, he made a skilled archer. but only scires with noses as strong as perry’s could breathe and know despair or fear. useful things to know about an enemy, but when it came to family felt more like a curse’. (rossi, 2012:52) in conclusion, aria and peregrine as the main characters have their own action to adapt and survive in the nature. in the beginning, both of them rejects the different situation of nature. however, they have to interact with nature, like aria learns to survive in the death shop or perry goes into realms to save his nephew. 4. conclusion the dystopian novel, under the never sky by veronica rossi, presents dystopian setting in place and time. to some extent, nature appear in different landscape. using garrad’s persepective in ecocriticism, nature is represented in three concepts. pastoral, wilderness and apocalypse. first, the representation of nature is the pastoral. it tells and shows natural environment including place and society in novel. there are two places in the novel which have different nature condition, they are pod and death shop. pod is the domed city where aria lived. pod is the representation of town. pod imitates nature and environment through smarteye – the clear device – which took dweller to virtual space called realms. pod restricts contact with outside because the aether so dweller makes realms. meanwhile, death shop is the place outside pod where peregrine lived. it is the representation of country. the landscape contains the forest, river, desert, and hill. besides, death shop was famous with the dangerous place. in the death shop water is coated with foam or reeking of dead fish and aether storms that behaved like predators. aether makes some of outsider ‘marked’ to get dominant sense. the portrayal of pastoral explains the nature and society condition in novel. second, the wilderness is mostly experienced by the dangerous place or situation. aria and peregrine have to survive in death shop and realms to get their purpose. wolves, toxic berries, cannibal tribe, aether, and crazy syndrom appear as wilderness in the novel. nobel: journal of literature and language teaching volume 8, no 1, april 2017 33 third is apocalypse. it expresses the doomdays, the imagination of the end of the world that will happen someday. it can happen because human or nature power which makes decision to destroy and end the world. in this case, the novel presents both of them as the cause of doomdays. interactions between aria and peregrine with nature in under the never sky novel illustrate that eventhough nature is sometimes fortuitous and dangerous, but it always inseparable with humans.aria and peregrine expresses that nature as a peaceful place where their thoughts can be free, even though aria has bad experience when she was thrown to death shop for the first time but she can adapt with nature as the times goes by. she is really interested in learning about nature, how to make fire, learn about toxic and medicinal plants and so on. in nature aria knows that she is a half outsider. she gets blessed ‘marked’ as audile (sense of hearing). peregrine too, he lives in death shop in a whole of his life. he learns with nature how can use his ability as scire (sense of smell) and seer (sense of seeing). as a marked person, he is a reliable hunter and fighter. peregrine can feel aether strom movement. thus, under the never sky clearly shows the futuristic future in enviromental issues. examining the text demonstrates the different ways of someone have imagined the future of our planet. it is important for young adults to engage with these young adult dystopian texts, not just as literary reading experiences, but also because they offer an environmental warning with a hope. 5. references basu, et al. (ed). (2013). contemporary fiction for young adults brave new teenagers. london: routledge. buell, l. (2005). the future of environmental criticism : environmental crisis and literary imagination. usa : blackwell publishing. buell, l.,ursula k. h., & karen t. (2011 november). literature and environment. annual review of environment and resources, 36, 417-440.retrieved march 11, 2011 from http://www.annualreviews.org/doi/abs/10.1146/annurev-environ-111109-144855 cronon, w.(1996)“the trouble with wilderness; or, getting back to the wrong nature.”uncommon ground: rethinking the human place innature. london: norton. cuddon, j. a., &claire, p. (1999). “utopia”the penguin dictionary of literary terms and literary theory. london: penguin. garrard, greg. (2004). ecocriticism. new york: routledge. http://www.annualreviews.org/doi/abs/10.1146/annurev-environ-111109-144855 rofi’atul azizah & sufi ikrima sa’adah, an ecocritical analysis 34 glotfelty, c.,& harold,f. (1996).the ecocriticism reader: landmarks in literary ecology. athens and london: the university of georgia press. rossi, v. (2012). under the never sky. new york: harpercollins publisher inc. snyder, g.(1990). the practice of the wild. san francisco, ca: north point. 47 using english as a means of instruction (emi) in teaching content subjects syariful muttaqin1, ismarita ida2 brawijaya university malang1 2 smuttaqin@ub.ac.id1, ismarita_ida@ub.ac.id2 abstract: a foreign language will be more effectively learned when integrated with content rather than isolated as a learned subject; thus the language should be more used in contexts than just formally learned. recent language teaching methods have been geared toward involving both content and language teaching simultaneously, referred as clil, cbi, emi or l2 use. this article is aimed at describing the use of l2 in teaching content subjects by looking at the attitudes of the students and the interaction between students and teachers at a university in indonesia. using mixed research method by conducting survey and nonparticipant observation to obtain the data about the classroom interaction and attitudes of the students in emi classes, this study reveals that students’ attitude towards emi classes is at a moderate to high level. the classroom interaction has been mostly done in english. both the students and the lecturers use english in the classroom when they are involved in activities up to a certain level for content understanding. in addition, it is common to find code mixing or code switching during interaction. this can be due to their awareness of the benefits and advantages of having more english interaction in this program. keywords: l2; attitude; interaction. 1. introduction despite the increasing debate in the use of english as means of instruction or emi (coleman, 2006), more universities are promoting emi as a breakthrough to prepare their students to be ready for globalization. this can be due the belief that a foreign language will be more effectively acquired if it is integrated with content rather than learned in isolation as a school subject (blanton, 1992; geneese, 1994). in other words, english should rather be used in ‘real’ contexts than just learned formally. as stated by krahen (1983, cited in lightbown & spada, 2006) that there are two process, namely acquisition as a “natural” way of developing knowledge of a second language and learning as a conscious process where conscious rules about a language are developed. of the two, acquisition process is seen to be more effective (genesee, 1994; chin & chien, 2003). consequently, recent language teaching methods have been geared toward involving both content and language teaching simultaneously. in indonesia, however, most schools still teach english separately as a foreign language subject to be learned from elementary schools to universities. as a compulsory subject, it is only given just two up to four class hours per week. in addition, the position of english as a foreign language has made it difficult for english learners to get more exposure outside the mailto:smuttaqin@ub.ac.id mailto:ismarita_ida@ub.ac.id 48 class which is important in learning a foreign language. these are the reasons why english language teaching in indonesia is still considered as a failure (sadtono, 2005). actually, some efforts have been done to improve elt in indonesia shown by continuously improving curriculum since the independence of indonesia up to the current applied curriculum which is communicative language teaching approach (sadtono, 2005). recently, in order to promote more effective use of english for non-english students, some efforts have been made by using english as a means of instruction rather than as a learned subject, such as promoting bilingual teaching and content based learning in esp classes (kasbolah, 2005; sadtono, 2005; muttaqin, 2009). by integrating english into content subject teaching it is hoped to provide a greater chance of fulfilling the need of mastery of both content and english. up to now however, there have been few comprehensive studies in the use of english as a means of instruction in indonesian tertiary educational contexts despite the fact that english has been a great demand and has been gaining more attention than before. this article is aimed at describing the attitudes of the students toward emi program and the interaction between students and teachers in emi classes at an indonesian university. 2. review of literature emi policy has encouraged international co-operation and interaction in various education fields and is also helping to influence cultural awareness and learning abilities (crystal, 2003). theoretically, using english at schools as a means of instruction rather that as a taught subject has been supported by many scholars. learners should be given opportunity to use the language in more real life. also, learners should be provided with comprehensible input to process the language acquisition (lightbown & spada, 2006). in general, old saying says, practice makes perfect. up to now, there have been many schools in indonesia offering bilingual or even english only programs, ranging from the prestigious schools in jakarta such as pelita harapan, global jaya, bina nusantara high, gandhi memorial international school to schools in local level either state/public or private ones. they offer various international program, from adopting international curriculum, such as cambridge, singaporean, or even australian curriculum (santoso, 2006). some have also developed their curriculum by having collaboration with some universities for their curriculum development. in addition, school facilities and learning material along with teacher training and expert teacher hiring are among the efforts to ensure the international classes are run as expected. however, despite the high cost and energy spent 49 for the internationalization, some reports have indicated that the result in terms of content and language mastery is still questionable (santoso, 2006) some studies have shown that the requirements and conditions for ideal international standard high school have not be fulfilled yet, such as the proportion of emi due to topic difficulty, students' background of english, class size, teacher's confidence, and length of teaching experience (handayani, 2011). to support the emi program, some programs have also been done, such as utilizing ict optimally, promoting team teaching accompanied with facilitator as well as native speaker, designing class activities by giving individual assignment, discussion in group, as well as discussion before the class (suwardani, 2009) at tertiary education level, some studies have shown that the language gain varies depending on the proficiency level with lower beginning students’ significant increase and the satisfactory level of content mastery, but no significant correlation between english proficiency and language mastery (pattiradjawane, 2009). in addition, classroom interactions are geared toward more student-centred with more group discussion and classroom presentation in most of the emi classes (muttaqin, 2009). in malaysia, the policy to initiate the use of emi was intended to address the problem of difficulties by the university graduates to get a job due to lack of ability to speak english well which is also supported by the federation of malaysian manufacturers (zaaba et.al., 2011). it began in 1993 when the malaysian prime minister mahathir mohamad set the policy to implement english as a medium of instruction for science and technology courses in public higher education institutions supported by education act of 1996 which allowed english to be used as the medium of instruction in private higher education institutions. following this, some universities in malaysia started to apply emi for all science and technology courses. moreover, to enroll in universities there, students had to take malaysia university english test (muet). to support the higher education policy in using emi, the government announced the implementation of teaching science and mathematics in english at the primary and secondary levels of education in 2003. however, as time passes, some problems then have occurred in the implementation since the emi policy did not involve higher education institutions in the decision making. the aim to improve the english proficiency has not been achieved yet. emi classes seem to be struggling to fully use english, rather teachers prefer to apply code mixing or switching in class interaction (ariffin & husin, 2011). this is done because the teachers try to assure the understanding of content and also their lack of english proficiency. however, students perceive this differently that is those who have low english 50 see this as a help, but those who are good in english think that this even lower their english skills. in their effort to face global world, taiwan has also been under tremendous pressure from this trend towards academic internationalization by introducing english-medium instruction in higher education (coleman, 2006) in order to attract both local and international students. a study in a taiwanese university which compared two classes with different emi, one using mandarin and the other english, has shown that in terms of grades obtained, there was no obvious difference, but the class with emi tended to show a more positive learning attitude and also felt that their proficiency in english for the four skills had been improved (wu, 2006), despite some disadvantages of emi reported that english-medium instruction caused greater difficulties in understanding the course content and inhibited them from expressing themselves fluently in the class. another study by chang (2012) at a taiwanese university which requires all undergraduate students in the three major colleges to complete at least 18 credits of emi subject courses before graduation shows that english was used more than 90% of the class time in only a minority of the courses carrying the label of “english-medium instruction.” in the class it is shown that in class, there were often found code switching from english to mandarin during the class under the following circumstances: (1) when students looked confused; (2) when students asked for an explanation in mandarin; and (3) when the concept introduced was difficult. in addition, it also found that for various reasons (such as large class size, limited class time and students’ poor writing and speaking abilities), the lecturers usually just “encouraged” their students to try to speak english in class and to answer their test questions in english, rather than forcing them to do so to reduce students’ anxiety level. in terms of content and language mastery, about one third (32.3%) of the students reported that instruction in english not only helped their learning of the subject content, but also helped them improve their english language proficiency, and overall, most of the students thought that instruction in english helped them improve their english language proficiency. the low students’ lecture comprehension derived from the fact that the subjects taught in english were in themselves difficult, difficulties they had with the english language, such as limited vocabulary. in terms of interaction, it is found out that very few students asked questions in class, even when most of them looked confused during the lectures causing the teachers to be less able to determine students’ specific problems and difficulties in order to adjust their lectures in a timely manner. this may in turn further impede students’ comprehension of the lectures. 51 another term used related to emi is content based instruction (cbi). in addition to immersion program applied in canada, some studies on cbi at tertiary level (mostly quasiexperimental or descriptive in nature), has found out that cbi has benefited learners in all level of education with a variety of acquisition contexts. the benefits are: (1) enhanced foreign language competence; (2) enhanced subject matter knowledge; (3) enhanced selfconfidence in their ability to comprehend and use the target language; and (4) enhanced motivation to continue foreign language study beyond the requirement. (dupuy, 2000, cited in dalton-puffer, 2011). in europe, coleman (2006) states that many content and language integrated learning (clil) projects have shown how students improved their subject knowledge and target language proficiency. a good example country is austria, where this bilingual concept has been successfully introduced in several austrian schools. there are some positive results learned from the emi implementation (haagen-schützenhöfer & mathelitsch, 2001). students instructed with emi show an enhanced flexibility in foreign-language communication and they are able to talk about a large variety of subject-specific topics in which subject-specific topics are explained more slowly and on a simpler linguistic level, which often contributes to a deeper subject understanding. in addition, the instruction of content subject through the medium of a foreign language often increases students’ motivation. finally, the use of a foreign language frequently avoids the confusion between everyday concepts and scientific concepts. the emi method makes it easier for students to acquire scientific concepts as there is usually no temporal gap between the acquisition of a term and the matching scientific concept. according to haagen-schützenhöfer & mathelitsch (2001), some points need to be considered, however, to assure the successful implementation of the program, such as the ability and motivation of students, the shortage of science teachers who have a profound knowledge of english poses another problem, a lack of continued education, which would prepare science teachers for the instruction with emi, a shortage of adequate teachingmaterials (their language is too difficult or their scientific content is far under students’ cognitive level and thus bores them) in addition, there are some criticism that that in real practice, the implementation of this approach is often different from the policy design (evans, 2009, cited in dalton-puffer, 2011) where it is often difficult to assure that english-medium instruction can really benefit tertiary students studying their subject courses in a variety of acquisition contexts. 52 3. research method this research was conducted to see how emi as a teaching approach was implemented in a faculty at an indonesian university. this faculty is selected since it has officially initiated the international class (english class) by having some policies: using english as a means of instruction, having international program, either double degree or foreign students. since this study was aimed at describing: the interaction between students and teachers and the attitudes of the students a mixed method was applied. to collect the data, survey was conducted to obtain data about the interaction of the students and the lecturers. in addition, to complement the survey, interviews and non-participant observation were done to obtain data especially about classroom interaction and attitudes of the lecturers and the students. the data are: (1) students and teachers’ responses about the attitudes and interaction, (2) voice recording of the classroom interaction and teacher and student language, (3) documents about curriculum, faculty profile, and some of the students works, such as assignments, (4) and students’ language proficiency test. the quantitative data were analyzed using statistical procedure using spss and simple excel program to obtain interpretation of the data and generate findings about the attitudes and interaction of the students in emi program and qualitative data were analysed qualitatively to describe patterns, themes, models and phenomena about the implementation emi. 4. results and discussion results this part presents the research finding of this study which cover the attitudes of the students toward emi program, the interaction between students and teachers in emi classes, and the students’ language learning strategies in taking emi program. before getting into the detailed finding of the study it is necessary to show the general description of the students which covers the students’ interest and their language proficiency. the finding shows that the students have the level of interest in learning english is 4.3 (scale of 1 – 5) which indicates that in general the international program students have very high level of interest in learning english. this is supported by the finding that the level of english proficiency by self rating is mostly at the intermediate level. the detail level of proficiency level is shown in the table below: table 1: self rating of proficiency level of students 53 advanced 5,3 upper intermediate 19,3 intermediate 49,1 pre-intermediate 8,8 beginner 17,5 however, it is quite surprising that the beginner level students account for 17.5% of the respondents which lead to a question about their ability in following the classes using english. in addition, the respondents’ effort in improving their english through joining english course is low shown by the data that 68.4% respondents do not join any english courses, only 31.6% join english courses. in preparing and reviewing their lessons the respondents state that they do not prepare and review course materials written in english as shown in the table below. table 2: text preparation and reviewing of the students english text 36,8 36,8 indonesian text 21,1 17,5 mixed 42,1 45,6 students’ attitudes towards emi program the students’ perception is classified based on three aspects: understanding of the course materials, difficulty level, and benefits of taking international program class using english as a means of instruction. students’ perception on course understanding the student’s perception on course understanding is shown in the following table. table 3.the perceptions of students on emi emi class makes students easy to grasp information about their discipline 3,5 students find it difficult to understand learning resources, learning materials, texts used in emi class 3 emi class makes students left behind by those students learning in indonesian class 2,6 from the table above, it can be seen that the level of understanding by the students is not high (3.5). they also state that the understanding difficulty in learning materials used in emi class is at a moderate level (3.04). however, when it is compared between the degree of achievement of the students at international program and that of the regular class, the data indicate that the international program students are not left behind from the regular students. 54 students’ perception of the disadvantages of using emi the students’ perception on the disadvantages of emi class is shown in table below. table 4. students’ perception on the disadvantages of emi students find emi class adding their burden: 2,7 emi class makes students difficult to memorize terms and concept in english 2,9 emi class hinders students participation in expressing ideas and opinions in class 2,4 emi class hinders classroom interactions between students and teachers 2,5 from the table it is shown that the students see emi class does not disadvantage the students in terms of the burden (2.6), concept understanding (2.9), hindrance in classroom participation (2.4) and student-teacher interaction (2.5). students’ perception on the advantages of emi class the students’ perception on the advantages of emi class is shown the table below. table 5. students’ perception on the advantages of emi emi class influences their achievement positively 3,5 students are more motivated because english is used in real life situations 3,8 students have more opportunities to practice their english better in emi classes 3,9 english used can help students improve their cognitive/academic skills in english (developing concepts, thinking, reasoning, planning, and problem solving) 3,9 students can use the informations from emi class in their academic activities creatively 3,5 students can follow news related to their discipline from medias (tv, radio, magazines, newspapers, and internet) using english 3,7 from the table it can be seen that students show not high level of advantages in terms of motivation (3.8), opportunities to practice english in emi class (3.9), cognitive/academic improvement (3.9), creative use of information for academic activities (3.5), and ability to follow media in english (3.7). classroom interaction in this section interaction is defined by how english is used in the classroom interaction. firstly, it is intended to show how teachers use english in teaching and learning activities. the finding of how the use of english by the teacher is shown below. 55 table 6. lecturers’ use of english in classroom interaction use of english by lecturers in favourite class: 3,9 use of english by lecturers in not favourite class: 3,4 teacher’s encouragement in using english 4,1 teachers requirement to use english in asking, presenting, and doing assignment 4,1 the fluency of lecturers in delivering class in english: 3,8 teachers’ use of indonesian to avoid misunderstanding of the students: 4 from the table we can see that the teachers’ level of use and fluency of english in the international program is high (3.4 – 3.9) which means that the range of use is 75% 89% in their class. in addition, the teachers also encourage their students to use english at high level (4 of 5) which means that the teachers really pay high attention to the students’ use of english. however, the students also think that although the use of english is required in the international program, the use of indonesian is highly needed to support the understanding of the lectures. table 7.students’ use of english in classroom activities use of english by students in class: 3,1 use of english in exam (uts/uas): 4,5 making notes using english: 3,9 students’ participation in discussions using english confidently: 3,5 students’ confidence and fluency in asking questions using english in emi class 3,7 students cannot answer exams well if using english 2,4 from the table above it can be seen that the use of english by the students in classroom interaction fall at the medium level of use (3.1). in exam the use of english is at a high to very high level (4.5). in addition, in following the class, the students also take notes using english at a high level (3.9). the students’ level of confidence is medium to high level (3.5). the level of confidence is shown to be quite high level of confidence (3.7).in addition, they do not agree that they cannot answer well in exams if using english. from the table 8, it can be seen that the level of understanding of the students in following the explanation of the lecturers using english in international program is nearly high (3.8 of 5). however, they also nearly agree (3.4 of 5) that sometimes they also miss or misunderstand the lecturers’ explanation. thus, the level of ability to retell the materials explained by the lecturers is not quite high (3.4). in addition, their ability in summarizing 56 course materials and answering questions either in written or oral form is at a moderate level. in the difficulty level of understanding the answers given by the lecturers, they answer it neutrally (3 of 5). overall the mastery of the course materials is at a moderate level (3.3) table 8. understanding of students on the course level of understanding of the students in emi class: 3,8 students sometimes miss or misunderstand the course materials delivered in english 3,4 students ability to retell the materials explained by lecturers: 3,4 students have no difficulty in summarizing course materials using english in emi class: 3,1 students find difficulties in answering questions in written form: 3,1 students find difficulties in answering questions in spoken form: 3,1 students find difficulties in understanding answers given by lecturers: 3 students ability to master the course materials by the methods used by the lecturers: 3,3 discussion the international program is aimed at developing students in the subject content and english language in order to be able to compete in international competition. this requires some standards for goal achievement. however, as seen from the finding, the students level of english is mostly at an intermediate level. this means that at this level the use of english is still at a limited range. surprisingly, some of the students even state that their english is still at the beginner level. from this finding it is suggested that the interaction in the classroom will not be as smooth and effective as expected. therefore, most of the students agree that the lecturers are expected to do some code switching or mixing during the class to assure that the students can understand well. in terms of students’ attitude it can be seen that their level of understanding is at a moderate to high (agree) level. this level indicates that the students have not been comfortable with the teaching and learning process. the aforementioned level also indicates that there are some aspects to be considered, such as the lecturers’ language competence and also teaching methods. however, from the data it is shown that the students do not see emi program as a hindrance for language learning. most students do not agree that the emi program should be blamed for the unsuccessful. this can be supported by the finding that most students feel that the lecturers are expected to switch to indonesian language or even the students can switch to 57 indonesian language when interacting in class. in other words, the students mostly have positive enough perception on the application of emi. they hope that the this program will benefit academically and professionally in terms of english language and content subject mastery. in classroom interaction, it is shown that the level of use of english by the lecturers is not high yet, this should be addressed to the fact that not all lecturers have sufficient english competence to be used in explaining the materials. thus, it is also found that the use of indonesian is still permitted and expected to assure that the understanding of content is achieved. however, the lecturers are active in encouraging or suggesting students to use english in class interaction. from the students’ side it is shown that their level of english use is also not as high as expected. this can be seen from the fact that based on the finding, their english background is still at the intermediate level. only few students have advance or upper intermediate level of english. the finding also indicates that the beginner level of students are still quite many so that the expectation of a full english program should be carefully designed and monitored so the intended aims can be achieved. having all the findings above, it can lead to the students’ level of understanding during classroom interaction. their understanding of the course explanation by the lecturers have not reach up to high level, it is still medium to high level. there are some factors that can cause this. first, is the lecturers’ competence in english is not at a required level, thus affecting the students understanding. then, the students’ level of competence in english is still mostly at a moderate level. this means that some programs in increasing the language competence of both the students and the lecturers should be designed to help both the lecturers transfer the information fluently and comprehensively and also the students accept a better level of understanding at the international program. as the goals of international undergraduate program that is to produce the graduates who have strong competencies in the economics and business and to equip them with professional skills which enable them to survive in a global business environment, the international students are obliged to use english as the medium of communication. it is expected that by having good communication in english, the graduates will have a capacity to compete in the globalization era. then, since international undergraduate is the member of aacsb international (the association to advanced collegiate school of business) usa, it allows this program to collaborate with colleagues around the world. this cooperation encourages international 58 students to cross border to take undergraduate study either by taking double degree or student exchange program. those which are offered by the international undergraduate program can be the motivation and the goals of the students to be international students in which english is used in the teaching and learning activity. besides, from the background questionnaire result, it implies that the international students also have high motivation to learn english due to the interest in its language, interest in its culture, and the need of english for future career. therefore, those motivations encourage the students to choose metacognitive strategies as the strategies most frequently used since these strategies help the students achieve learning goals by managing, arranging, and planning their own learning. this finding is in line with the statement of politzer (cited in muttaqin, 2008, page 47) that asian students are high in using instrumental motivation in which english in international undergraduate program is used as the medium of instruction in teaching and learning process. next, in the international undergraduate program, all courses are taught in english. since there are differences in the linguistics aspects such as the vocabularies, language rules, writings system, words spelling, and pronunciations, they can be the problems in their learning process. moreover, it is possible that the students make some errors in producing english since english is not their mother tongue. therefore, metacognitive strategies are useful for the students to cope with those problems successfully by monitoring their errors. thus, it can help the students for directing the learning process in a more efficient and effective way. therefore, the application of metacognitive strategies must be considered very crucial in learning process, as stated by o’malley et al (1985, cited in o’malley and chamot, 1990, page 99) “students without metacognitive approaches are essentially learners without direction and ability to review their progress, accomplishments, and future learning directions”. based on the finding and analysis there are some conclusions derived in accordance to the research problems of this study. students show moderate to high level of attitudes about the emi program at the international program at feb. this can be due to their awareness of the benefits and advantages that they can get by joining this program. this level of perception needs to be increased up to higher level in order that the students can participate well in classroom. this can be done by developing more teaching and learning methods for assisting students and teachers in accomplishing the course objective using english as emi. the classroom interaction has been mostly done in english. both the students and the lecturers use english in the classroom when involved in activities up to a certain level for 59 content understanding. since the level of english competence is still not high, it is common to find code mixing or code switching during classroom interaction. the students expect that this is done by the lecturers because by only using english the level of understanding of the content cannot be guaranteed. based on the conclusion, it is suggested that the faculty of economics and business can further develop the lecturers and students’ english competence by having pre-service or inservice training. this training is to help the lecturers deliver the course content in english well and the students can follow the class better. in addition, the lecturers should support the students language development by paying necessary attention to the students’ language to help students improve their language, in terms of the pronunciation, the grammar, and vocabulary, etc. further studies should be conducted on the use of english as a means of instruction by having focusing on the students and lecturers’ language and see how the language competence can have relationship with the content mastery. 5. references ariffin, k. & husin, m.s. (2011). code-switching and code-mixing of english and bahasa malaysia in content-based classrooms: frequency and attitudes the linguistics journal, june 2011, volume 5 issue 1. blanton, l. l. (1992). a holistic approach to college esl: integrating language and content. elt journal volume 4613.oxford university press. chang. (2012). english-medium instruction for subject courses in tertiary education: reactions from taiwanese undergraduate students. taiwan international esp journal, vol. 2: 1, 55-84. chin, g. & chien, w. (2003). integrating english into an elementary school life course, the internet tesl journal, vol. ix, no. 12. viewed 3 april 2007, http://iteslj.org/articles/. coleman, j. a. (2006). english-medium teaching in european higher education. state-ofthe-art article. lang. teach. 39, 1–14. doi:10.1017/s026144480600320x . cambridge university press, uk. crystal, d. (2003). english as a global language, (2nd ed.),cambridge: cambridge university press. dalton-puffer, c. (2011). content-and-language integrated learning: from practice to principles? annual review of applied linguistics, 31, 182–204.© cambridge university press, 0267-1905/11 doi: 10.1017/s0267190511000092. genesee. (1994). integrating language and content: lessons from immersion. ncrcdsll educational practice reports, center for research on education, diversity and excellence, uc berkeley. haagen-schützenhöfer, c. & mathelitsch, l. (2001). english as a medium of instruction in science-teaching. institute for theoretical physics, university of graz, austria. http://iteslj.org/ http://iteslj.org/articles/ 60 handayani, r. (2011). english as a medium of instruction used by mathematics and science teachers at pre-international standard senior high school. (unpublished thesis) program pascasarjana um, malang. kasbolah, k. (2005). bilingual programmes in indonesia: what do the projects tell us? conference proceeding. teflin conference, uad yogyakarta. lightbown, p. & spada, n. (2006). how languages are learned. oxford university press. oxford. muttaqin, s. (2009). integrating english into content subject teaching in indonesian university: toward strengthening esp course. conference proceeding. cotefl ump purwokerto. o’malley, j. m., & chamot, a. u. (1990). learning strategies in second language acquisition. cambridge: cambridge university press. pattiradjawane, a. m. (2009). the implementation of bilingual education at klabat university and its outcomes as seen in students’ english proficiency and their achievement in subject-matter. (unpublished dissertation). program pascasarjana um. malang. sadtono, e. (2005). a concise history of tefl in indonesia. teflin conference proceeding. uad yogyakarta. santoso, t. (2006). the benefits of bilingual education and its applications in indonesia. jurnal pendidikan penabur no.06/th.v/juni 2006. suwardani, n. p. (2009). implementasi kebijakan rintisan sekolah bertaraf internasional (studi multisitus pada tiga sekolah menengah atas negeri di bali). unpublished thesis. program pascasarjana um, malang. wu, w.-s., (2006). students’ attitude toward emi: using chung hua university as an example. journal of education and foreign language and literature, 4, 67-84. tiespj, vol. 2: 1, 2010. zaaba, z., aning, i. n. a., gunggut, h., ramadan, f.i.m., umemoto, k. (2011). english as a medium of instruction in the public higher education institution: a case study of language-in-education policy in malaysia (selected topics in education and educational technology). school of knowledge science. japan advanced institute of science and technology. 6-115 jaist student housing, 1-8 asahidai, nomi shi, 9231211, ishikawa japan nobel: journal of literature and language teaching volume 9, no 2, september 2018, p-issn 2087-0698 e-issn 2549-2470; 117-128 madurese typology and characteristic amelioration in ahmad sapardi’s short story “pelean klebun”: semiotics analysis achmad naufal irsyadi fakultas ilmu budaya, universitas jember naufalirsyadiachmad@gmail.com abstract: this article aims to identify madurese typology and characteristics within the short story “pelean klebun” by focusing on lexicon ‘keras’ and ‘pedas’ to produce new meaning and perspective of madurese typology and characteristics. this article uses model of semiotics analysis by charles sanders peirce as methodological process to identify and create a new meaning and perspective on madurese. the result of the analysis is madurese typology and characteristics are depicted in lexicon ‘keras’ and ‘pedas’, and supposed to produce two perspectives within the short story. as conclusion, ‘keras’ and ‘pedas’ undergo a process of amelioration textually within the short story and contextually within various research about madurese local wisdom that reflects madurese typology and characteristics. keywords: madurese typology and characteristics; amelioration; semiotics; “pelean klebun” 1. introduction communication is a phenomenon of interaction done by a person with others through the role of language as a means of communicating information, opinion, emotion, and others in a form of communication (berelson & steiner in oktarina & abdullah, 2017). in general, communication can be done in two ways: verbal communication and non-verbal communication. both ways are applied in different communication typology and depend on the circumstances and the ability of communicators. therefore, the concept and mindset of mutual understanding and respect are the essence of ethics which must exist in the phenomenon of communication. to appreciate and respect the opponent in communication activities, personal knowledge of an opponent or speakers is required to allow us to determine the matching sentences and phrases deserved as well as the styles of communication that are suitable for establishing a form of communication. it is one of the problems in the phenomenon of communication between people from different social groups, ethnic groups, and races. sometimes, different cultural and social identities become the communication barrier that evidently prevents people from successful communication. the previous description is one of the basic ideas to the importance of running a communication that holds the principle of mutual understanding to create directed and naufal irsyadi, madurese typology 118 objective communication. however, someone is obviously faced with a situation where he is reluctant to communicate with others that come from different social groups, ethnicities, and races due to several reasons. the reason is in terms of ethnocentric mindset. in the study of culture, ethnocentrism is a view which highlights personal culture as a good, nice, and superior culture to other cultures. with that kind of view, the objectives of communication become obstructed. understanding ethnocentrism is also related to the state of stereotype and racism. racism is a form of filter that generalizes a group as a lowly group. in this case, stereotype and racism can be seen clearly in the history of black and white american. the discussion of racism in america generalizes black americans as a subordinate group with justification and prejudice as it is presented in a historical american artifact. racism against blacks is done by means of stereotyping them by skin color and condition of life that most of them are workers, slaves, and non-educated people. the basic form of the stereotype produces racism in the perspective of social sciences and ethnocentrism in the anthropological point of view. this phenomenon emerges and is mostly explained not only in some books and reported results of observation, but also in literary works. hereby, the above phenomenon acknowledges the making of this article, and the article would like to concentrate the research on the exploration and analysis of achmad sapardi’s short story entitled “pelean klebun”. the short story by achmad sapardi narrates the madurese life especially the reflection of the general election of head of village (klebun). the election of the head of village is a routine agenda of each area, especially in madura. some specific people want to nominate themselves to be the head of the village, so they use a lot of ways to win the election. the short story of sapardi is a memoir representative which displays and describes how the figure of the madurese in the face of the head of village election. through the narrative of the election of a village chief, sapardi invites readers to understand the character, the typology and the life of madurese. this article will not focus on the concept of klebun in madurese culture but on the concepts of keras and pedas (javanese language: sambal) in the short story “pelean klebun”by achmad supardi. the purpose of this article is to identify and observe the typology and character of madurese through “pelean klebun” by using the study of semiotics. the novelty of this research article is in empirical contribution, that the discussion and labeling of madurese typology and characteristics can be re-evaluated and reconsidered to discover the essence of madurese local wisdom for the sake of plurality and collectivism. nobel: journal of literature and language teaching volume 9, no 2, september 2018 119 rochana (2012) argues that the character and nature of the rigors of madurese are measured by the social tragedy involving madurese. the war in central borneo sampit that happened a few years ago is one snippet of the natural description of madurese. meanwhile, nikmah suryandari (2016) in her article states that there are several factors that lead to the existence of a view which believes that the madurese is a rampart, temperament, and irritable society. this assumption is caused by some factors which are: 1) the high number of violent criminality in madura; 2) the news coverage by the mass media about the phenomenon describing the rigors of madurese; 3) the limited information from the non-native people of madura. the views of the nature and character of madurese who is labeled as a hard person can be subjective and objective. the subjective view happens if the view that claims madurese is harsh and temperamental is based on personal knowledge solely fixated on only one perception that characterizes the phenomena occurs in madurese. indirectly, the existence of a trigger ethnocentrism subjectivity views that they themselves are ethnically and socially superior, and better than the madurese. meanwhile, such an objective perception would occur if someone is able to explore the meaning inside the hard character of madurese. they often use a variety of contexts to explore how hard madurese character and typology actualized based on situations and circumstances the madurese faces. the main and most important goal of this article is to provide a collectivism view as a way of thinking about the typology, characteristics, and nature of madurese as one ethnic group. by doing the analysis of semiotics towards two lexicons: keras and pedas in the short story “pelean klebun”, it is expected to give an understanding that the analysis is done not merely to criticize, but optimally to offer a new view, so that a negative stereotype against various ethnic groups can be reduced and avoided. 2. review of literature the study of madurese has been researched by various disciplines through different topics and discussions. in this case, the discussion of previous related research will be directed to the research which discusses culture, typology, and characteristics of madurese. taufiqurrahman (2007) in his research about madurese typology and cultural contrast argues that madurese is known to have a distinctive culture, unique, stereotypical, and stigmatic. its cultural identity is supposed to be a description of individual or communal ethnic generalizations of madurese in behaving and living. their lives in their homeland and settlement abroad are often carried on and are always understood by other ethnic communities naufal irsyadi, madurese typology 120 on the basis of the identity of its collectivism. as a result, taufiqurrahman argues that it is not uncommon among their social or cultural treatment to get physical and psychological aspect that is less proportionally perceived. another research has been done by djakfar (2012) in his research focused on toron as a yearly tradition of madurese in their settlement abroad. toron (pulang kampung) has been a tradition among madurese with various motives. in addition to the feast of maulid nabi, moon is a pivotal moment for madurese to return to their hometown, especially for those who come from the countryside and work in the informal sector in the settlement abroad. in understanding the tradition of toron that has been culturally widespread, djakfar intends to overview the relationships among religious value, culture, and business ethos within madurese who is known as hard-working community. hidayatillah (2017) supposes to analyze another tradition of madurese in the form of house design: taneyan lanjhang. taneyan lanjhang is a pattern of lined building settlement, built from west to east and facing each other between north and south. taneyan lanjhang has a characteristic of building that the pattern of clusters and building consists of a primary house, kin house, kitchen, stables, and langghar as well as its well. the existence of the settlement patterns of taneyan lanjhang is the existence of symbols of high kinship, fraternity and solidarity rope between families and kinwhich are entwined in a bond of good blood lineage relations or through the bonds of marriage. this study uses a qualitative approach to overview the comparisons of kinship between the village of karang cempaka and the village of serah tengah. with the presence of settlement patterns, the researcher discovers the form of similarities and differences between both villages. the similarities found in the settlement pattern of taneyan lanjhang are kinship, the layout of the kitchen and cage, the shape of the house, and the custom of their marriage. while, the difference is seen in the form of taneyan, the layout of building an enclosure, alarge number of houses inhabited by families and kin, problems among the family, the role of the character taneyanlanjhang, as well as changes to the building langghar and its well. those previous research describe the madurese with different perspectives and models of analysis. the similarities among three previous research are the concentration of topic on madurese culture and tradition which reflect and signify the local wisdom and value of life, and the use of qualitative research as a genre of research used to identify and analyze madurese culture and tradition. relevance to this study, this article would present different cases and model of analysis by concentrating on madurese characteristics and typology within the short story as a literary work. this article will highlight how madurese’s typology and nobel: journal of literature and language teaching volume 9, no 2, september 2018 121 characteristics are described and narrated in the short story. besides, this article has an axiological purpose; that is to overcome stereotype against madurese. by the help of semiotics analysis, we can produce another perception of madurese’s typology and characteristics within short story “pelean klebun”. 3. research methods according to piliang (2004), the analysis of text is done with two stages of analysis. firstly, is the analysis of the sign literally. in this case, the sign will be seen and reviewed based on the type of sign, structure, and meaning of the sign literally. secondly, the analysis of the sign as a sign or a combination of signs that forms a text. in this case, the text is not only defined as a solid narrative about a theme. however, the text can also undergo a new interpretation (the extension of meaning) as a new overcoming meaning. the analysis of sign in a grouping of model can use the concept of sign by charles sander peirce, known as index, icon, and symbol. the index is a sign that the relationship between the signifier and the causal nature of signified (cause and effect). the icon is a sign that the relationship between the signifier and the signified undergoes the nature of similarity or sameness. meanwhile, the symbol is a sign which indicates the relationship between the signifier and signifiedisarbitrary or conventional (budiman, 2005:56-58 in salam & akmal, 2014). meanwhile, based on the rule of sign combination, the analysis of sign is the analysis related to a combination and rule of combination that connect the available signs with the scale of relation whose scope is larger. in the combination, clarifying a meaning is the main purpose in highlighting the combination among the available signs with the overall structure of the text. in this case, the clarification of meaning is categorized within two categories: paradigmatic and syntagmatic. however, if the result of meaning clarification of sign will be stated clearly and conventionally, a social convention as a code is needed to legalize a clarification and interpretation on a sign (hoed, 2011:3 in dewi, 2013). thus, the social convention on madurese typology and characteristics will be obtained from various research about positive madurese typology and characteristics taken from the real phenomenon. it is done to create and ameliorate keras and pedas on madurese as narrated in ahmad sapardi’s “pelean klebun”. naufal irsyadi, madurese typology 122 4. results and discussions 4.1. food: a culinary anthropology perspective it is said that culture covers all sorts of activities (actions), a way of thinking (concept), as well as what becomes the symbol of an ethnic group. the definition of culture does not stop at the practical level, but also at the cognitive level, where ways of thinking can also reflect a person's cultural background. on the other hand, the extension of the scope of culture does not only limit in three things: activity, ways of thinking, and symbol forfood can also be one of the elements that can reflect the culture of an ethnic group. nurti (2017) says that food and cuisine are regarded as forming an ethnic identity with a typical taste that is different from other ethnicities in other areas. for example, minahasa’s cuisine is characterized by a multitude of use of chili peppers (rica-rica) in meat processing, thus making the scent of meat fused into the scent of chili. the view of nurti about food and cuisine as a reflection of culture is inspired from the conception of goody stating that the hierarchy of class, caste, race, and gender are formed through the difference of control against food. in her writing, nurti also adds that food can also be referred to a symbol that has a particular meaning in any kind of human activity within ethnics. the study conducted by nurti has given scientific contribution for this article on how the lexicon “pedas” has reached the portion as culinary anthropology in madurese. 4.2. a semiotics analysis of “peleanklebun” regarding the analysis of the lexicon in the short story “pelean klebun”, the analysis of signifier will be conducted through the early stage of semiotics that is by describing the sign based on the study. in this case, the concept used to analyze signifier is peirce's concept of icon, index, and symbol. in the concept of icons, the word keras is a sign that will be analyzed. from its signifier, keras is a unit of phone that can be interpreted as an adjective consisting of alphabet k–e–r–a–s that creates the elements of sound and meaning (sense), as well as owned by humans and things. meanwhile, based on its signified, keras can mean (kamus besar bahasa indonesia, 2018): (1) solid, strong, and not easy to change its shape or not easily broken; (2) persistent; earnest heart; (3) very strong; very firm; (4) knows no mercy; (5) not gentle; (6) enforcing (pushy, assertive, and downright); (7) strong, tight, and earnest; (8) cruel, fast (wind blowing); (9) torrent (stream); (10) loud (voice); (11) dense (rainfall); (12) can be dizzying; weight (smoking, tobacco); (13) can be intoxicating (drinks); (14) overwhelming power the reaction (medicine); (15) very stimulating (smell); (16) difficult opened or pulled (bolts, screws, nails); (17) hard (meat); (18) does not want to obey orders; nobel: journal of literature and language teaching volume 9, no 2, september 2018 123 (19) all commands should be given with full of wisdom; (20) fast (increase and decrease of goods price); (21) endangering lives; crappy (sick). based on the context of the short story “pelean klebun”, madurese (mainly men) is called having a hard character and they have grown accustomed to a life that is likely hard for them, so they venture to wander for growing the ranks of their lives for the sake of their wellbeing. the following data may explain the evidence: (1) bagaimana mungkin pria madura tidak suka pedas? bukankah kehidupan itu sendiri hampir selalu pedas bagi kebanyakan pria madura? (2) bukankah kehidupan melemparkan mereka ke bedeng-bedeng penampungan rongsokan, bahkan sampah anekarupa di jakarta? bukankah kehidupan membuang mereka hingga hutan-hutan belantara di pinggiran sampit hingga palangkaraya? bukankah kehidupan memaksa mereka bergelimang karat di pusat-pusat besi tua di surabaya? bukankah kehidupan menancapkan mereka ke ruang-ruang sempit untuk merapikan rambut orang-orang yang tak mereka kenal di poso, kupang, dan sumbawa? from quote (1), we can see the descriptive conception about keras. the descriptive concept is a signifier of keras. achmad supardi (as) tries to bring up the reader's curiosity about keras on madurese personality and their lives. so, as gives a clarification on the meaning of keras in quotes (1), and the quote (2) can be the signified of quote (1). based on the concept of icons, between signifier and the signified of keras has a pattern of similarity and similitude (uniformity checked). besides, in the concept of index, the word keras has a causal relationship between the signifier and its signified. in this phase, we will question the cause of what influences the assumption that claims madurese as hard people, and how is the result of madurese’s typology. the following quotes may be beneficial to answer these previous questions: (1) “jek gik atanyah pole mun lok terro pegek le’errah (jangan bertanya lagi kalau tak ingin lehermu putus),” kudengar suara dari arah punggungku. (2) “patek! masih bicara juga kamu…” (3) aku hanya ingat klebun tuah dan klebun ngudeh sama-sama menyerangku. beberapa orang juga tampak menyerangku. aku bertahan dengan refleks yang diajarkan almarhum ayah dan the misdi. klebun ngudeh mati dengan celurit yang dipegangnya sendiri. quote (3) can be said as a result of the rigors of madurese that is described through the quote (1) and (2). quote (1) and (2) are a set of reasons that rise for a consequence as in quote (3). certainly, there is a reason that can also trigger the emergence of quotations (1) and (2) mutually. if it is reviewed on its narrative, klebun tuah and klebun ngudeh feel threatened and disturbed by the candidacy of arul (short story narrator) as the head of the village naufal irsyadi, madurese typology 124 (klebun) in the village. his family does not allow him to stand as a candidate for village chief, for several reasons: (1) he (arul) still belongs to the young and is recently assumed the title of his bachelor, therefore it would be better if he works or continueshis study; (2) if he (arul) still insists on running for village chief, then he could be facing his death. the defenders of klebun tuah and klebun ngudeh (including klebun) will use force and a hard act to defeat arul and not to run himself back into the election of the village chief. thus, it is clear that quotes (1) and (2) also has a narrative background about why the quotes appear, so the following quotes can explain and amplify the quote (1) and (2): (1) “sudahlah! kau pintar, jadi jangan pura-pura bodoh! kamu pasti tahu betul keluarga sana takkan mau ada penantang. itu artinya kamu akan mati kalau masih terus melanjutkan rencanamu. kalau kamu mati, kami semua akan mati karena kami takkan terima kamu dibunuh. jelas?!” teriak kak tofa. (2) ya, aku sudah tahu itu. mendaftar menjadi kepala desa berarti menantang keluarga itu. dan, itu artinya menjatuhkan hukuman mati untuk diri sendiri. in the stage of symbol analysis, the relationship between signifier and signified will be tested on those arbitrary and convention through the facts found in the short story “pelean klebun”. arbitrary is about a free interpretation that is conventionally described and acclaimed. therefore, during the reading of the short story “pelean klebun”, we can obtain two views about the rigors of madurese based on the level of its arbitrary through narrative descriptive characteristics. those two views are: (1) the hard typology of madurese occurs when they feel threatened; (2) the hard typology of madurese occurs because they often wander to fight for their lives to the areas that are peculiar to them (unusual for them). those two views are signifier identification based on peirce’s concept of symbol. thus, the conventional definition of keras on madurese in the short story will be discussed in the concept of its signified. in the definition of signifier and sign, the code is the most important aspect, because code contains a convention whose marks are combined so that the message can be communicated to others. thus, the lexicon keras in the short story “pelean klebun” is a code that will experience the process of conventionby referring to the script of the short story. the assumption is that keras refers to the typology of madurese that tends to be hard and temperament. however, in the process of its conventional meaning, the definition of keras can experience the process of seeding a new meaning that is certainly different with its descriptive nobel: journal of literature and language teaching volume 9, no 2, september 2018 125 meaning. thus, based on its signified, keras is a lexicon or code that contains positive meanings that can be seen as in the following quotes: (1) bagaimana mungkin pria madura tidak suka pedas? bukankah kehidupan itu sendiri hampir selalu pedas bagi kebanyakan pria madura? (2) bukankah kehidupan melemparkan mereka ke bedeng-bedeng penampungan rongsokan, bahkan sampah anekarupa di jakarta? bukankah kehidupan membuang mereka hingga hutan-hutan belantara di pinggiran sampit hingga palangkaraya? bukankah kehidupan memaksa mereka bergelimang karat di pusat-pusat besi tua di surabaya? bukankah kehidupan menancapkan mereka ke ruang-ruang sempit untuk merapikan rambut orang-orang yang tak mereka kenal di poso, kupang, dan sumbawa? (3) ya, aku sudah tahu itu. mendaftar menjadi kepala desa berarti menantang keluarga itu. dan, itu artinya menjatuhkan hukuman mati untuk diri sendiri. 4.3. a new perspective of keras as madurese typology and characteristics (scientific and theoretical convention) in a proceeding by nikmah suryandari (2016), there are at least four factors as causes of communication barrier among cultures: 1) stereotype; 2) presumption; 3) racism; and 4) ethnocentrism. madurese becomes one of the ethnic groups that undergoes many obstacles in their communication to other social groups and ethnic groups. it is caused by the assumption on madurese about their harsh and temperament typology and characteristics. therefore, it is necessary to form a new insight and thought about madurese by reconsidering some aspects in linguistics and cultural point of view. lantowa et al. (2017) say that stereotype is a judgment against someone with merely based on the personal perception of the group. the perception is influenced by the role of personal (private individuals) view within the group. someone looks and gives negative assumption towards others who come from different social groups based on its social group characteristics. of course, the assumption and ways of thinking produce an act of marginalization towards other social groups that are considered as lowly social groups. therefore, lantowa et al. (2017) also classify that stereotype is divided into two kinds: positive and negative stereotypes. the negative stereotype is the stereotype that often triggers the emergence of communicationbarrier and sometimes leads to a conflict between social groups, races, and ethnic groups. based on the fact in indonesia, an evidence of stereotype can be seen on how people perceive madurese as a society with a harsh and cruel typology clearly referred to their cultural activity carok. a stereotype against madurese with their typology cannot be truly justified by just looking at a single course based on the perception and opinion that they often hear about madurese. there are a few media and scientific works that reveal the nature of naufal irsyadi, madurese typology 126 madurese with a parameter keras. based on the opinion suryandari nikmah, it is said that there are some things that cause the emergence of madurese stereotype: 1) the high number of criminality in madura; 2) the limited information obtained by an outsider (non-madurese) perspective on the nature and original typology of madurese that are relevant to their daily life, so the judgment is just a speculative and subjective assessment; and 3) the mass media frequently displays and reports negative side of madurese by a provocative display that can trigger the public's conclusion which is a conventionally subjective justification. the portrait of the stereotype process can hinder the occurrence and existence of communication that is run by madurese ethnic to other race groups and social groups. for madurese, the granting of such stereotype certainly narrows the space and opportunity to communicate with others from different social groups, ethnics, and races because there isa lot of information saying that they are a social group whose nature is hard typology and often exhibits temperament. thus, it contributes to the existence of a doctrine of racism, which also contains elements of stereotyping to a social group, race, and ethnic. the effort of ameliorating is an attempt to create an ameliorative definition and a new outlook towards something. in this case, amelioration is seen as a transformation of view to a better universalism. the assessment against the lexicon keras and pedas in the short story “pelean klebun” by ahmad sapardi is two faces of madurese typology and characteristics. the skepticism and stereotype about the harsh character of madurese have become the veins of life among society in general so that it can be described as a social problem to overcome. therefore, the enrichment of study on every matter related to typology, characteristics, and madurese culture needs to be improved by looking at the positive sides and shades of madurese life. therefore, it is necessary to ameliorate public perception (non-madurese people) about madurese in resisting mutual social life without any cultural and communication barriers. as an attempt of amelioration for madurese typology and characteristics by reconsidering anthropological perspective, madurese still holds many cultural values related to the system of lives, such as taneyan lanjheng that has been researched and discussed in a. latief wiyata’s book (wiyata, 2002). one of the studies that analyzes taneyan lanjheng is hidayatillah (2017). in her article, she argues that taneyan lanjheng is a pattern of a linedresidential building built from west to east and facing each other between the north and south. from her research, she proves that taneyan lanjheng has become the strength of kinship values among madurese. it indirectly states that the madurese cultural values related to the system of lives are implicitly held by madurese people through taneyan lanjheng. nobel: journal of literature and language teaching volume 9, no 2, september 2018 127 the characteristics in the pattern of taneyan lanjheng settlement is the pattern of clusters and building that consists of a parent's house, the house of the relatives, kitchen, stables, and langgher and its well. the existence of the settlement pattern of taneyan lanjheng is a form of the symbol of kinship, fraternity, and solidarity strapped high between the family and relatives who are interwoven in a good lineage ties of blood relations or through the bonds of marriage. from the results of her research, it is found that taneyan lanjheng is a sign of strong values of family and kinship that binds a large family. in addition, taneyan lanjheng is still inhabited by families who still have blood relations or still have a line of descent from the ancestor of the same family. the description is about the nuances of local wisdom in madurese. the other things that characterize the typology and characteristics of madurese are its polite and courteous language (way of speaking). effendy (2014) proves that the madurese speech act still shows the existence of politeness principle in speaking, although not all families on madura island can maintain and use their language politeness based on the level of their linguistics rule. it certainly depends on the high awareness of education and traditions among the madurese. from the result of his observation on a family in jalmak village, parteker, and barurambat in the region of pamekasan, it is found that the society still holds the principle of language politeness in their local wisdom related to the use of ondhaggha bhasa in their speech act, like a communication between husband and wife, or between children to their parents. moreover, the use of ondhaggha bhasa is said to be appropriate according to the level of speakers within a social context. effendy (2014) adds that the use of language politeness is supported by the understanding on the use of andhep asor as in the statement ondhaggha bhasa sesaetor selerresakor sareng partengkan bhudhaja madhura. andhep asor is a cultural phenomenon within madurese to show their politeness act by bending over their bodies when they pass through the older people and kiss parent’s hands when they plan to go somewhere. this phenomenon shows that madurese is still viscous in holding and keeping its local wisdom in the linguistic and cultural point of view. 5. conclusion the study of semiotics (signified and signifier) is important in analyzing what is implied on the text. by the help of charles sanders peirce’s semiotics concept, the negative stereotype against madurese can approximately be overcome through internal exploration to the short story and external exploration to relevant topics about madurese local wisdom in linguistics naufal irsyadi, madurese typology 128 and cultural points of view. keras and pedas as referred to madurese’s typology and characteristics should undergo an amelioration to create a new meaning, a new perspective, and a new impression about madurese. hence, by this article, there is a practical expectation for further following research on madurese and on other ethnic groups, to identify as well as to speak for their kind of local wisdom. scientifically, this article is made of linguistics and cultural-anthropological perspective, and it is expected to be helpful for further research in studying ethnic groups within the scope of literary works and field phenomenon. 6. references dewi, m.c. (2013). representasi pakaian muslimah: analisis semiotika charles sanders peirce pada iklan kosmetik wardah di tabloid nova. jurnal komunikasi profetik, 6(2), 63-82. djakfar, m. (2012). tradisi toron etnis madura: memahami pertautan agama, budaya, dan etos bisnis. el harakah, 14(1), 34-50. hidayatillah, y. (2017). komparasi nilai kekerabatan taneyan lanjhang masyarakat madura. jippk, 2(2), 146-153. effendy, m.h. (2014). analisis kearifan dalam konteks tindak tutur bahasa madura. okara, 2(ix), 19-44. lantowa, j., marahayu, n.m. & khairussibyan, m. (2017). semiotika: teori, metode, dan penerapannya dalam penelitian sastra. yogyakarta: deepublish. nurti, y. (2017). kajian makanan dalam perspektif antropologi. jurnal antropologi, 19(1), 1-10. oktarina, y. & abdullah, y. (2017). komunikasi dalam perspektif teori dan praktik.yogyakarta: deepublish. piliang, y.a. (2003). hantu-hantu politik dan matinya sosial.solo: tiga serangkai. rochana, t. (2012). orang madura: suatu tinjauan antropologis. humanus, xi (1), 46-51. salam, a. & akmal, r. (2014). pahlawan dan pecundang: militer dalam novel-novel indonesia. yogyakarta: gadjahmada university press. suryandari, n. (2016). stereotipe tentang etnis madura sebagai “intercultural barrier” dalam komunikasi antar budaya. paper presented at seminar nasional gender & budaya madura iii; madura: perempuan, budaya & perubahan, universitas trunojoyo madura, madura. supardi, a. (2018). “pelean klebun”. retrieved 11 may 2018 from https://lakonhidup.com/2018/05/06/pelean-klebun/ taufiqurrahman. (2007). identitas budaya madura. karsa, xi(1), 1-11. wiyata, a. l. (2002). carok: konflik kekerasan dan harga diri orang madura. yogyakarta: lkis. kamus besar bahasa indonesia. (2018). keras. retrieved 17 may 2018 from https://kbbi.web.id/keras. nobel: journal of literature and language teaching volume 9, no 1, april 2018, p-issn 2087-0698 e-issn 2549-2470; 57-72 utilizing story mapping strategy to improve students’ reading comprehension in finding main idea roihatul millah politeknik negeri media kreatif roihatulmillah@gmail.com abstract: this research aims at (1) finding out whether story mapping strategy can improve students’ reading comprehension in finding main idea and (2) describing classroom climate when story mapping strategy is implemented. the preliminary research showed that the students had problems in determining the main idea and finding the supporting details of the main idea. the method of this research was car and it was conducted in three cycles. in collecting the data, the researcher used observation field note, interview, questionnaire, diary, and test. then, the researcher analyzed quantitative and qualitative data. the first were analyzed by using descriptive statistic (ds). it compared between the mean score of pre-test (before treatment) and post-test 1, 2, and 3 (after treatment). the later were analyzed by using constant comparative method (ccm). the result of the research showed that (1) story mapping strategy can improve the students’ reading comprehension in finding main idea.(2) story mapping strategy can improve the classroom climate in terms of: (a) students’ cooperation is maximal and alive because they are motivated, helped, and encouraged, (b) students were more enthusiastic, got custom in story mapping and main idea activity, and could participate well because they often get praise or appreciation in classroom activity. key words: story mapping strategy; reading comprehension; main idea; action research 1. introduction in teaching and learning english, there are four language skills to be mastered: listening, speaking, writing and reading. among those skills, reading is the skill that is commonly first taught or learnt when someone studies a foreign language in educational institution. reading becomes a significant skill considering the need of understanding the reading text information. richards and renandya (2002:288) say that reading is one of a number of skills courses that supplement a content. students may find a lot of information in written language. however, reading is a complex activity.according to dawson and bamman (1967:2): “reading is many-sided complex activity”. reading a foreign language is even more difficult, mainly because of the different language structure between the target language and the mother tongue. indonesian students often consider reading as a difficult language skill to roihatul millah, utilizing story mapping strategy 58 learn. they have difficulties in comprehending the reading text. they often fail in english test of reading comprehension. nevertheless, the comprehension must be taught in teaching reading because comprehension is the important part in reading process. besides, comprehension is the reason for reading. if readers can read the words, but not understand the meaning of what they are reading, they are not really reading. the purpose of reading comprehension is basically to look for information in the reading text, so the teacher must guide the students on how to do it. based on the preliminary observation in sma kemala bhayangkari 1 jakarta, the researcher realizes that the students have the problems in reading comprehension especially in finding main idea. in pre-test, there are five reading indicators that must be achieved by students, they are: finding main idea, determining the purpose of text, finding detail information, determining word meaning, and finding reference. after conducting the pre-test, the researcher finds that most of the students get difficulty in finding main idea. the mean of finding main idea indicator is the lowest. it is about 47.78 %. this problem occurs because of some problem indicators: they are: (1) the students are confused to determine the main idea of the text and each paragraph and (2) the students have difficulty in finding the supporting details of the main idea in each paragraph. therefore, the researcher focuses on students’ difficulty in finding the main idea. to know the students’ difficulty in finding main idea more detail, the researcher conducts the second pre-test consisting of two main idea indicators. details score can be seen in the table below. table 1. the mean score of each main idea indicator no indicators total items mean 1. determining main idea of the text and each paragraph 15 55.78 2. finding the clues or supporting details of the main idea in each paragraph 15 68.89 total 30 124.67 mean 62.33 the data above shows that the mean score in determining main idea of the text and each paragraph is 55.78, the mean score in finding supporting details of the main idea in each paragraph is 68.89, and the total means score of two main idea indicators is 62.33. it means that the students’ reading comprehension in finding main idea is below the minimum passing grade of kkm (kriteria ketuntasan minimum). nobel: journal of literature and language teaching volume 9, no 1, april 2018 59 meanwhile, classroom climate also impacts the students’ score. to know the classroom situation, the researcher observes the teaching learning process in reading class. the researcher finds that the cooperationamong students looked not alive because teacher rarely put the students in group discussion, so the atmosphere was not interactive and fun. besides, the teacher rarely gave motivation, help, support, and encouragement in order to get the students’ interest in teaching learning process, so some students did not give full attention to teacher’s explanation and felt uninterested to the lesson. the teaching learning process in teaching reading also used conventional method. the students were taught by using lks (lembarkerja siswa) then the students were asked to read the text and answer the following questions without knowing enough the content of the text. the reading class often started with reading text aloud and finding out the difficult word at dictionary. this situation made the students were not enthusiastic in doing the task in classroom activity. besides, some of the students did not participate well, they were busy with themselves, and did not focus on teaching and learning process. moreover, the students thought that teacher rarely gave them praise when they could answer the question and joined the teaching learning process actively. this situation is supported by the following interview: researcher: “does the teacher use various and unconventional methods in teaching reading?” student 1: “the teacher never uses it. she just uses lks”. student 2: “never, the teacher just speaks in front of the class and if we do not understand the vocabulary, the teacher asks us to open dictionary”. student 3: “the teacher asks us to read aloud the text in front of the class”. student 4: “ the teacher hasn’t used various methods and it is boring”. researcher: “does the teacher motivate the students in reading class?” student 2: “no, she doesn’t. the teacher cannot socialize well with us in the class." student 6: “the teacher rarely motivates us in reading the text”. student 7: “sometimes, the teacher motivates us in the class”. those problems arise because of some causes. they are divided into two sides: internal and external factors. the internal factors are: (1) the students tend to lose the focus in reading class; (2) the students have limited vocabulary in understanding the text; (3) some of the students are confused in understanding the elements of the text; and (4) the students rarely read english reading text outside the class. then, for the external factors are: (1) the materials are not interesting and monotonous; and (2) the teachers are not aware of the various media and techniques used in teaching and learning process. actually the teacher must find the solution for the problem above, so that the students’ achivement in reading comprehension is better. roihatul millah, utilizing story mapping strategy 60 considering the fact, the researcher decides to find out the solution by conducting the new method or strategy in teaching reading comprehension. the researcher proposes a research by utilizing story mapping strategy as a solution and an interesting strategy to improve students’ reading comprehension in finding main idea. the researcher will also use the narrative text during the research because based on the result of the students’ interview, some students state that narrative text is a difficult text to be understood. therefore, the researcher wants to solve the students’ difficulty in finding main idea of narrative text by using story mapping strategy. the result of the students’ interview: researcher:“ what is the difficult reading text to comprehend?” student 1: “narrative text” student 7: “narrative” researcher:“what do you think of narrative text?” student 9: “it’s not easy to understand narrative text” student 10: “confusing” story mapping is one of the strategies in teaching reading which can be applied to overcome the problem. story mapping is a teaching strategy that can improve the students’ reading comprehension. it will help students to comprehend text by finding information inside the text especially in narrative text. story mapping is based on the schema theory of reading comprehension,which proposes that adequate comprehension depends on the reader’s ability to link previous knowledge structures (schemata) with textual material (anderson, spiro, & anderson; singer & donlan in rathvon 2008: 212). in addition, according to duman quoted by isikdogan and kargin (2010: 4): “story map is a schema construction technique that involves teaching the relationships of parts of a story to the reader and giving basic elements of the story in a schema in order to draw the attention of the reader”. when the students are interested in this learning process, it can motivate them to comprehend the reading text. actually, it is not easy for students to comprehend reading text. therefore, they need a strategy to help them in comprehending it. blachowicz and ogle quoted by wodrich and schmitt (2006:79) convey that story mapping strategy is also suggested for children with reading comprehension difficulties. diminoet al in burke (2004) also state that story maps have been utilized to increase reading comprehension skills by prompting students to recognize story-grammar elements such as character, setting, and problem. story maps are often implemented in enhancing reading comprehension especially in narrative text. according to wright (2003): “story mapping is a procedure which trains students to recognize the basic framework of narrative story in order to enhance their comprehension”. story maps enhance reading comprehension by helping students to store nobel: journal of literature and language teaching volume 9, no 1, april 2018 61 and retrive information, make connection between previous experience and reading materials, identify relationship among concept and event, organize specific details and understand the message embedded in the text. considering the advantages above or how the story mapping works as one of the strategies to solve the reading comprehension’s problem that faced by the students, the researcher believes that story mapping strategy can improve the students’ reading comprehension in finding main idea at the eleventh grade students of sma kemala bhayangkari 1 jakarta in 2012-2013 academic year. from the description of the background above, the problems formulated in this research are: first, can story mapping strategy improve the students’ reading comprehension in finding main idea? if yes, to what extent is its improvement? second, how is the classroom situation when story mapping strategy is implemented in class? based on the formulation of the problem above, the objectives of the research are: first, to find out whether story mapping strategy can improve the students’ reading comprehension in finding main idea and to describe its improvement; second, to describe classroom situation when story mapping strategy is implemented in class. 2. literature review the discussion of reading cannot be separated from the definition of reading itself. urquhart and weir quoted by grabe (2008: 14) points out: “ reading is the process of receiving and interpreting information encoded in language form via the medium of print”. moreover mcginnis and smith (1982: 13) define reading as a purposeful process of identifying, interpreting, and evaluating ideas in terms of the mental content or the total awareness of the reader. the reason of reading is to comprehend the text or to get information inside the text. comprehension is the primary purpose of reading. grabe in richard and renandya (2002: 277) states that the primary purpose of reading is reading for comprehension, raising student awareness of main ideas in a text and exploring the organization of a text are essential for good comprehension.besides, mc shane (2005:71) defines that reading comprehension is to get understanding of meaning after reading. savage and mooney (1979:1) also state, “reading comprehension is a process of acquiring or deriving meaning and understanding of printed language; involves cognitive functioning related to what one reads.” furthermore, pamela et al. (2004:3) points out that reading comprehension is the process of understanding the message that the author is trying to convey. in a simple way, it is making meaning from roihatul millah, utilizing story mapping strategy 62 the text at hand. therefore, reading comprehension is a process to understand, acquire, derive, convey, and construct the meaning, message, and information in the written text involves cognitive functioning related to the reader. in line with the reading purpose, infer links and connections between events, deduce causes and effects, and detect such relations as main idea, supporting idea, new information, given information, generalization, and exemplification as the reading objective in senior high school (brown, 2003: 187-188). finding main idea is one of the reading indicators. it is also an essential part in comprehending the reading text. there are some definitions of main idea. chesla (2001: 12) says that main idea is the overall fact, feeling, or thought a writer wants to convey about his or her subject. besides, gunning (2010: 24) conveys that the main idea is a summary statement that includes the details or ideas in a selection. it is what all the other sentences are about. meanwhile, duffy (2009: 138) states that main idea refers to the big idea or the most important idea found in the text. besides, main idea can be found in every paragraph of the text. a sentence that expresses the main idea of a paragraph is called a topic sentence (chesla, 2000: 61). “learning assistance center” (2010) conveys that topic sentence is statement of the main idea. topic sentences are usually in the first sentence of the paragraph, but not always.they may also be located within the paragraph or at the end of the paragraph. therefore, a sentence that clearly expresses the main idea of a paragraph or passage is often called a topic sentence. actually, in understanding the main idea, the reader needs supporting details that provide specific facts and details. according to “learning assistance center” (2010): “ supporting detail is a sentence contains facts, statements, examples-specifics which guide us to a full understanding of the main idea”. it means that to clarify, illuminate, explain, describe, expand and illustrate the main idea, the reader need supporting details. it can be concluded that in comprehending the reading text, the reader should understand the main idea, topic sentence, and supporting details. the main idea must be in general information that covers all ideas in the passage. besides, the main idea can be found in every paragraph of the text. it often finds at the beginning of paragraph, may also find within the paragraph, and at the end of paragraph. a sentence that expresses the main idea of paragraph is called a topic sentence. besides, the reader needs supporting details that provides specific facts and details in understanding the main idea of the text. to make the students interested and to improve the students’ reading comprehension in finding main idea, the teacher should be able to provide various strategies that are appropriate with the students’ need, interest, and learning objectives. one of the strategies is story nobel: journal of literature and language teaching volume 9, no 1, april 2018 63 mapping strategy. antonnaci and o’callaghan (2012: 122) say that the story mapping strategy provides a visual display of story elements that will assist readers in remembering, comprehending, and retelling the story they listen to and read. story maps offer visual representations of the part of a story that help students navigate their way through the story, from the beginning to the end of the text. the diagram facilitates students in aqcuiring a story sense that assist them in comprehending the story through the map’s organized representation of the stucture of narrative text. clearly, reading with story maps support students in organizing their ideas around the elements of the text, thereby helping them comprehend stories at deeper levels. similar view is purposed by beck and mckeown as quoted by buehl (2008: 166): “story mapping helps students track their knowledge of narrative structure to analyze stories. educators agree that students’ use of story maps during reading will develop their comprehension or visualization strategies for narrative text (fience and mcmahon in antonacci and o’callaghan (2012: 122). moreover. reutzel in amer (2003: 66) found story maps to be a good alternative to the traditional question and discussion session following the reading of a story. they enhance reading comprehension by helping students to store and retrieve information, make connections between previous experience and reading materials, identify relationships among concepts and events, organize specific details, and understand the message embedded in the text. in conclusion, in teaching reading comprehension of narrative text, story mapping is a strategy that helps students to train their previous experience and knowledge to enhance their comprehension and analyze the elements of the story. cooper in amer (2003: 64) presents the elements of story mapping that consist of a setting, characters, a problem, action, event, resolution, and theme. 3. research methods the subject of the research is the eleventh grade students of science class sma kemala bhayangkari 1 jakarta, at the odd semester of 2012-2013 academic year. it consists of 30 students, 21 females and 9 males. the method used in this research is classroom action research (car). kemmis and mctaggart in jack c. richards (1996: 12) that action research refers to teacher-initiated classroom investigation which seeks to increase the teacher’s understanding of classroom teaching and learning, and to bring about change in classroom practices. action research roihatul millah, utilizing story mapping strategy 64 consists of a number of phases which often recur in cycle: planning, action /implementing, observing, and reflecting. the researcher works collaboratively with the teacher. the researcher has a role as a teacher and she asks the english teacher as a collaborator. an action is implemented in order to solve the problem and to improve students’ reading comprehension in finding main idea by implementing story mapping strategy. there are three cycles in implementing story mapping strategy. each cycle consists of four meetings. each cycle uses different media to support the strategy. the findings after implementing the strategy determine whether the researcher stops or move to the next cycle. it aimed to get the maximum result of the students’ improvement in mean score and classroom situation. there are two types of data collection of the research, namely, quantitative and qualitative. the quantitative data were collected by conducting pre-test and post-test in reading comprehension in finding main idea. meanwhile, the qualitative data were collected by observation, interview, questionnaire, and diary. having collected the data, the researcher analyzed quantitative and qualitative data. the quantitative data were analyzed by using descriptive statistic (ds). it compares between the mean score of pre-test (before treatment) and post-test 1, 2, and 3 (after treatment). the qualitative data are analyzed by using constant comparative method (ccm) which consists of comparing incidents applicable to each category, integrating categories and their properties, delimiting the theory, and writing the theory. 4. findings and discussion the result of utilizing story mapping strategy showed that the students’ reading comprehension in finding main idea improved. the improvement could be identified by comparing the mean score between pre-test, post-test 1, post-test 2, and post-test 3. the details result is described in the table below: table 2. the mean score between pre-test, post-test 1, post-test 2, and post-test 3 no indicators pre-test post-test 1 post-test 2 post-test 3 1. determining main idea of the text and main idea in each paragraph 55.78 62.89 69.56 75.11 2. finding the clues or nobel: journal of literature and language teaching volume 9, no 1, april 2018 65 supporting details of main idea in each paragraph 68.89 74 76 80.67 total mean 62.33 68.33 72.78 77.89 based on the table above, it can be concluded that there was improvement of the students’ reading comprehension in finding main idea from pre-test to post-test 1, post-test 2, and post-test 3. the total mean score improved from cycle to cycle. the total mean in pre-test was 62.33 improved into 68.33 (post-test 1). it also improved into 74.44 (post-test 2) and the last mean score was 79.33 (post-test 3). the level of students’ reading comprehension in finding main idea also improved. it could be seen in the following table: table 3. the level of the students’ reading comprehension in finding main idea percentage interpretation number of students (n: 30) pretest posttest 1 posttest 2 posttest 3 81 – 100 very good 5 66 – 80 good 14 20 27 25 56 – 65 fair 10 10 3 41 – 55 poor 6 0 – 40 very poor based on the table above, it describes that the level of the students’ reading comprehension in finding main idea improved. the number of students in poor and fair level decreased and the number of students in good and very good level increased after implementation the treatment. another point of the students’ improvement was about the percentage of the students who got the score above the minimum passing grade of kkm. there are 30 % students in preliminary, 50 % students in cycle 1, 80 % students in cycle 2, and100 % students in cycle 3. the improvement after implementing story mapping strategy also impacts to the classroom climate. before implementation this strategy, the students’ cooperation looked not alive, however after implementation this strategy the students’ cooperation looked maximal and alive. the silent students also became more active because in group work they could roihatul millah, utilizing story mapping strategy 66 share their ideas and there was any interaction between the members of the groups. besides, in pre-research also showed that the teacher rarely gave motivation, help support, and encouragement in order to get the students’ interest, however after implementing the strategy, the positive responses occurred from students because the researcher who worked as a teacher often gave them motivation, help, support, and encouragement. in addition, the students who felt bored and not interested in reading activity became active, after the teacher implemented this strategy supported by some media and positive encouragement. moreover, before implementation of this strategy, the students looked not enthusiastic in doing the task and did not participate well in classroom activity. however, after implementation this strategy, most of the students looked more enthusiastic in doing the task and could participate well in classroom activity. the teacher also gave them good appreciation when they are active in teaching and learning process. therefore, the researcher concluded that by utilizing story mapping strategy, most of the students could enjoy the reading text especially the narrative text and they could participate in all activities so that, it could help them to improve their score of reading comprehension in finding main idea especially in narrative text. the discussion of the theories is described in the following section. a. story mapping strategy can improve students reading comprehension in finding main idea especially in narrative text. the findings of the research showed that story mapping strategy can improve students’ reading comprehension. the students can comprehend the text if they know the elements of the text. diminoet al in burke (2004) state that story maps have been utilized to increase reading comprehension skills by prompting students to recognize story-grammar elements such as character, setting, and problem. moreover, the elements of the text help the students with learning difficulties to comprehend the text. bender and larkin (2009: 169) convey that story mapping can provide the much-needed stucture for students with learning difficulties to comprehend stories and passages that they read. the text structure is a part in reading texts especially in narrative text. carrasquillo, kucer, and abrams (2004: 74) state that narrative text is found in stories and has a structural organization that includes a beginning, a middle, and an end of the story. around this organizational structure may be built several story episodes comprising characters, setting, problem, goal, actions, and resolution/solution. these elements are called story grammar – a basic plan around which the story parts are interelated. the use of story maps will help students to understand the stucture of narrative text and the elements of story grammar. according to walpole and mckenna (2007: 116): “story mapping teaches students to focus nobel: journal of literature and language teaching volume 9, no 1, april 2018 67 attention on setting, characters, problem-solution-outcome, reaction, and theme to help them comprehend, remember, and retell narative”. educators agree that students’ use of story maps during reading will develop their comprehension or visualization strategies for narrative text (fience and mcmahon in antonacci and o’callaghan (2012:122). the purpose of the story map method is to have students construct the story about the elements of the story in their minds without using the given visual material as story map after a certain time and to improve thinking structures that provide text comprehension (sorrell in isikdogan & kargin, 2012: 4). furthermore, according to webster (2012): “story maps are used for teaching students to work with story structure for better comprehension. this technique uses visual representations to help students organize important elements of a story. students learn to summarize the main ideas, characters, setting, and plot of an assigned reading”. the story map method is accepted as an effective technique in distinguishing significant and insignificant information in the story, directing students (making them focus on important components), providing active participation, transferring information into long term memory, activating foreknowledge, and predicting (akyol in isikdogan & kargin, 2010: 4). in addition, according to webster (2009: 3): “students can use the list story map to get clarity on the setting(s) of a story; the main character(s); the primary conflict, problem, or situation and how it is resolved; and details relevant to the main idea of the story. therefore, story mapping can enhance reading comprehension in finding main idea by helping students to store and retrieve information, make connections between previous experience and reading materials, identify relationships among concepts and events, organize specific details, and understand the message embedded in the text. b. story mapping strategy can improve the classroom climate the classroom climate before the research described that the students’ cooperation looked not alive. it happened because they were rarely invited in group work or discussion. the teacher also rarely gave the students support, motivation, and encouragement during instructional process, so it makes the students pay little attention to the teacher’s explanation and were busy with themselves. the orientation of task that was given by the teacher was not effective, either. the students are not enthusiastic in doing the task. besides, the students’ involvement in teaching learning process was not alive. most of them only kept silent and sometimes the class became noisy. they felt lazy to participate in the classroom activity. moreover, the teacher rarely gave them praise when they did the task well. it makes them felt disappointed to the teacher’s response. roihatul millah, utilizing story mapping strategy 68 after conducting the research, the researcher found that the class climate looked different. the findings showed that story mapping strategy can improve the class climate. the students can cooperate with their friends well, positive response comes from the students. they can participate actively in the learning process. they paid attention to the teacher’s explanation, they looked interested to join the reading class, and the classroom atmosphere also became alive, interactive, and fun webster (2009: 3) explains that “making story maps and summarizing what we have read can be fun and interactive. these two skills help the reader get a bird's-eye view of a story and its events”. whereas, idol (1987: 197) states that story mapping brings the reader's attention to important and inter-related parts of a narrative story. these story parts can be thought of as a type of story schemata for organizing and categorizing important story components. moreover, idol (1987: 197) adds, when the reader is instructed about inter-related components or parts of a story, this provides a basic framework that draws the reader's attention to the common elements among narrative stories; thus enlarging the possibility of the reader searching his/her mind for possible information, searching the text for such information, and using the story map as a framework for drawing the two information sources together. based on the description above, it can be concluded that story mapping strategy can improve the classroom situation because it encourages the students to understand the text from learning the elements of the text, the students can be more creative to make their own maps, there is interaction between the students in reading activity, the students became active and enjoy the learning activity, and the classroom atmosphere became attractive, alive, fun, and interactive. 5. conclusion after conducting the research by utilizing story mapping strategy to improve reading comprehension in finding main idea among the eleventh grade students of sma kemala bhayangkari 1 jakarta, the researcher makes the conclusions as follows: (1) story mapping strategy can improve the students’ reading comprehension in finding main idea, (2) story mapping strategy can improve the classroom climate. the result of the research also shows that there is improvement in students’ reading comprehension in finding main idea significantly during teaching learning process. furthermore, the classroom climate also improves. this strategy can involve the students in learning process, so that they do not become passive learners in receiving the information. nobel: journal of literature and language teaching volume 9, no 1, april 2018 69 besides, it can activate the students’ prior knowledge of narrative text and create visual description about the story in their mind. the students can understand the content or information of the text easily because they know the elements of the text. besides teaching reading, teacher can also apply story mapping strategy in writing class. it helps the students to create outline of the new text, so that the writing activity will be interesting. with all strength of the implementation story mapping strategy, the teacher can take the benefit in utilizing this strategy and can reduce the students’ difficulty of reading comprehension in finding main idea. therefore, this research implies that utilizing story mapping strategy can improve students’ reading comprehension in finding main idea and classroom climate. it is a suitable way to solve the students’ difficulty in comprehending the reading text. having conducted this research, the researcher would like to give some suggestions. they are (1) for the english teacher, he should select the appropriate strategy or technique and media with the students’ need, level, and learning objectives. in order to improve the students reading comprehension in finding main idea especially in narrative text, the teacher can use story mapping strategy. it is suitable way to solve the students’ difficulties in reading class. (2) for other teachers, as a conductor of teaching learning process, teachers should be able to know the students’ interest and need. it aimed to choose the most suitable and interesting method, strategy, or technique to apply in reading class, so that the students can achieve the learning objective. (3) for the students, they should be aware that comprehending the reading text is not difficult if they have motivation to learn it and involved in teaching learning process well. the students also should develop their reading skill through forming reading habit and enrich their vocabulary consistently to understand the english reading text. moreover, the students have to pay attention to teacher’s explanation and consult when they have any problem. (4) for the principal,he/she should encourages teachers to apply various strategies in teaching learning process, for instance, utilizing story mapping strategy in teaching reading comprehension. the principal also should provide the facilities and training for the teacher to get the maximal result in teaching learning process. (5) for others researcher,hopefully it can be a starting point to the future research and it will be an inspiration to provide appropriate techniques to improve students’ reading comprehension in finding main idea. roihatul millah, utilizing story mapping strategy 70 6. references amer, a.a. (2003). teaching efl/esl literature. journal of the reading matrix, 3 (2), 6373. antonacci, p.a., & o’callaghan, c.m. (2012). promoting literacy development: 50 research-based strategies for k – 8 learners. los angles: sage publications, inc. bender, w.n., & larkin, m.j. (2009). reading strategies for elementary students with learning difficulties (2nd ed). new york: corwin a sage company beuhl, d. (2008). classroom strategies for interactive learning (3rd ed): the international reading association, inc. brown, h.d. (2003). language assessment: principles and classroom practices. san fransisco: longman. burke, m.d. (2004). use of story-mapping to increase the story-grammar text comprehension of elementary students with learning disabilities. retrievedfromhttp://www.thefreelibrary.com/use+of+storymapping+to+increase+the+st orygrammar+text+comprehension...-a0121279908 burns, a. (1999). collaborative action research for english language teachers. cambridge: cambridge university press carrasquillo, a., kucer, s.b., & abrams, r. (2004). beyond the beginnings: literacy intervention for upper elementary english language learners. clevedon: cromwell press ltd. chesla, e. (2000). read better, remember more (2nded).new york: learning express chesla, e. (2001). 8th grade reading comprehension success. new york:. learning express dawson, m.a.,&bamman, h.a. (1963). fundamental of basic readinginstruction. new york: david mckay duffy, g.g. (2009). explaining reading: a resource for teaching concepts, skills, and strategies ((2nded). new york: the guilford press farris, p.j., carol j.f., & maria p.w. (2004). teaching reading: a balanced approach for today’s classroom. new york: mac graw hill. hill companies, inc grabe, w. (2009). reading in a second language (moving from theory to practice). cambridge: cambridge university press. gunning, t.g .(2010). reading comprehension boosters. san francisco: josset bass idol, l. (1987). group story mapping: a comprehension strategy for both skilled and unskilled readers. journal of learning disabilities, 20, 196-205. doi: 10.1177/002221948702000401. nobel: journal of literature and language teaching volume 9, no 1, april 2018 71 isikdogan, n.,& kargin, t. (2010). investigation of the effectiveness of storymap method on reading comprehension skills among students with mental retardation.journal of educational science: theory & practice, 10 (3), 1509-1527. learning assistance center .(2010). main ideas and supporting details. retrieved from manoa.hawaii.edu. mcginnis, d. j., & smith, d. e. (1982). analysing and treating readingproblems.new york: macmillan publishing co., inc. mcshane, s. (2005). applying research in reading instruction for adults: first steps for teachers. washington d.c: the national center family literacy. ratvon, n. (2008). effective school interventions: evidence-based strategies for improving student outcomes (2nd ed). new york: the guilford press renandya, w.a.,& richards, j.c. (2002). methodology in language teaching. new york : cambridge university press. richards, j.c. (1996). reflective teaching in second languageclassrooms.new york: cambridge university press. savage, j.f., & jean, f.m. (1979). teaching reading to children with special needs. london: inc walpole, s., & mckenna, m.c. (2007). differentiated reading instruction strategies for primary grades. new york: guilford press webster’s classroom strategies story maps (2012). washington d.c: weta webster’s main idea and supporting details (2012). new york: comprehension publishing webster’s reading comprehension flip chart (2009). retrieved from page.reallygoodstuff.com/pdfs/303700.pdf wodrich, d.l.,& schmitt, a.j. (2006). patterns of learning disorders. new york: the guilford press wright,d.b. (2003). group story mapping. teaching and learning. retrieved fromhttp://pent.ca.gov/acc/groupstorymapping.pdf volume 10, number 2, september 2019, 149-162 available at http://jurnalfahum.uinsby.ac.id/index.php/nobel/article/view/nomorurut doi: 10.15642/nobel.2019.10.2.149-162 integrating islamic values into esp reading material pryla rochmahwati  iain ponorogo, jl. puspita jaya pintu, krajan, jenangan, ponorogo, east java 63492. article info abstract this present research is aiming at developing suitable instructional reading material for the students of islamic education department. the procedure employed in this study was r&d model proposed by dick and carey, namely, need analysis, developing reading materials, expert validation, revising the materials, trying out the materials, and revising the materials. the result shows that reading materials must be developed by incorporating major content subject, namely islamic studies, list of vocabulary, grammar review, and reading comprehension exercises. furthermore, after being tried-out, it shows the applicability of the developed materials in helping the students to accomplish the mastery of reading skills and improve their learning motivation. in spite of the strength of the material developed, it is still tried-out in the small scale; therefore, the materials were still possible to be revised. article history: received january 2019 accepted august 2019 published september 2019 keywords: islamic values, esp reading material © 2019 uin sunan ampel surabaya correspondence: p-issn 2087-0698 email: pryla@iainponorogo.ac.id e-issn 2549-2470 http://jurnalfahum.uinsby.ac.id/index.php/nobel/article/view/nomorurut integrating islamic values into esp reading material nobel: journal of literature and language teaching volume 10, number 02, september 2019, 149-162 150 introduction the main reason for students in university to learn english is to help them acquire information in their field of study through textbooks, articles, lecture notes, technical instructions, and others. many students want to be able to read texts in english either for their careers, for study purposes or simply for pleasures (harmer, 2002:45). learning materials are often the most significant and observable component of pedagogy. they determine the quality of language input and language practice during the learning process in the classroom. richards (2001) stated that materials in language teaching have roles as a resource for the presentation of materials either spoken or written and as a source of activities for learners’ practice. therefore, the lecturers are obliged to develop teaching materials which are suitable for the students’ need and always up-to-date. in the academic field, especially in higher education, reading plays an important role to learn a certain message contained in their textbooks, article, report, etc. since, reading is an interaction between the reader and the text requiring a rich background and adequate knowledge of language (grabe, 2002), selecting a reading text for student is essential in the learning of reading. furthermore, alderson (2000) regarded reading as a complex process affected by such variables as a reader (including knowledge, skills, abilities, motivation, affect, and other characteristics of the reader) and text (for example, topic and content, type and genre, text organization. therefore, a textbook in english for university students is one essential factor to help them learn english well, particularly reading skill. considering the important position of english in the curriculum of tarbiyah and teacher training faculty of iain ponorogo, the materials of reading comprehension for the students of will be chosen as the ones to be developed in this study. through reading the students are exposed to learn the aspects of language such as vocabulary, grammar, punctuation, the way sentences, and paragraph are constructed and texts. besides they are expected to be able to do a number of things with a reading text, like to scan the text for particular bits of information they are searching for or to skim a text to get a general idea. some research revealed the importance of developed materials for engaging students’ achievement and motivation during the teaching and learning process. usadiati (1999) developed a model of esp reading materials for the extension program at the faculty of agriculture, brawijaya university. the finding showed that the materials were developed based on the content-based approach and it was proven that students seemed to have higher motivation and interest in reading english textbooks and journals when the model of esp reading materials since the developed textbook was suitable to the students’ need. the similar pryla rochmahwati nobel: journal of literature and language teaching volume 10, number 02, september 2019, 149-162 151 research was conducted by hanifah and afidah (2018) which aims at developing reading textbook for sharia economy students which employed reading strategy based instruction. the result showed that students in sharia economy major were interested in learning english since the subject is related to their need and major. referring to the previous research above, the researcher can conclude that reading materials development has gained utmost attention in research. however, there was no researcher who integrates islamic values into the reading materials for islamic education major. harahap (2015), however, has developed reading material for junior high school students in the form of textbook containing precious islamic stories. the textbook is completed by reading technique, some exercises of reading skill and vocabulary in every chapter. the topics in the textbook are all about islamic stories. the national qualification framework (kkni) curriculum of iain ponorogo (2015) stated that foreign languages, especially arabic and english are very important for the students to prepare them communicating in those languages, even for non-english department. referring to those, english is one of the foreign languages offered to students so that they can communicate in english. the total credit for english subject is 4. the teaching of english in tarbiyah and teacher training faculty of iain ponorogo has a number of problems that need to be taken into account. the main problem is that an appropriate english subject material for students was not available. the materials used currently integrate a lesser amount of islamic values and do not match the needs and characteristics of the students. the researcher found in the preliminary observation that the materials for bahasa inggris course used today have not undergone any changes in terms of the material development for the last ten years and were only compiled by the lecturers at islamic education department of tarbiyah and teacher training faculty at iain ponorogo. the compilation of the materials is usually in the form of texts or passages taken from any sources which frequently integrate a lesser amount of islamic values that refer to their own content subject. the instruction process using the existing material has some weaknesses namely: (1) the instruction is not proceeded by an effort to attract the students’ interest; therefore, it does not quite encourage the students to learn, (2) the instruction does not begin with the instructional objective, (3) the instruction tends to be so monotonous and focused more on grammatical task that the students lose their interest to learn and, (4) the instruction cannot obtain a maximum result due to the limitations of the available material. regarding the problems mentioned, something has to be done to change the unfavorable situation into a better one by developing materials as a source of learning and an alternative to cope with the problems of learning english at iain ponorogo, by considering the needs and integrating islamic values into esp reading material nobel: journal of literature and language teaching volume 10, number 02, september 2019, 149-162 152 characteristics of the students. materials play a very important role that they determine the success of any teaching and learning process. for those aims, the students of islamic education department of tarbiyah and teacher training faculty of iain ponorogo need appropriate reading materials for bahasa inggris course that meet their needs. richard (2015) found that particularly the main problem encountered in the non-english department is the lack of suitable instructional materials relevant to the specific english needs. one way to resolve the problem is to develop a learning package which fulfills the students’ requirement in terms of quality and attractiveness of the teaching materials. the students need materials which integrate their content subject namely islamic studies with the language they are studying. the integration is intended to develop academic knowledge and skills of the students in their major content subject/islamic values while they acquire the academic language needed to succeed in the university level. the aim in conducting this study is to develop suitable reading comprehension materials in bahasa inggris course which integrate islamic values for the students of islamic education department of tarbiyah and teachers training faculty iain ponorogo. the development produced an english textbook that is relevant to the objective of the curriculum and the needs of the students. it is expected that the lecturers and the students can take advantages of the product of the development. review of literature cognitive psychologists regarded reading as an internal process that requires readers to build a conceptual model from the text and perceptible hints outside of the text (grabe 2009; kintsch 2004; zwaan and rapp 2006). it implied that reading consists of two related processes: word recognition and comprehension. word recognition refers to the process of perceiving how written symbols correspond to one’s spoken language. comprehension is the process of making sense of words, sentences and connected text. readers typically make use of background knowledge, vocabulary, grammatical knowledge, experience with text and other strategies to help them understand written text. reading every word of a text is not always necessary in the reading activity. spending too much time on individual words can distract one’s understanding of the text being read. in addition to the strategies, the reader uses to make sense out of point, successful readers also reading skills (gebhard, 2000). students need to be able to do a number of things with a reading text. so it is clear that skills of reading comprehension are a set of skills which the pryla rochmahwati nobel: journal of literature and language teaching volume 10, number 02, september 2019, 149-162 153 reader to deal with reading text. according to alexander (1998), skills of reading comprehension include (1) finding the main ideas, (2) remembering details, (3) recognizing sequence, (4) following direction, (5) summarizing and organizing information, (6) generalizing, and (6) predicting outcomes. english for specific purposes english for specific purposes (esp) is driven by the specific learning needs of the language learner. when designing an esp course, another issue to take into consideration is that grammatical functions, acquisition skills, terminology, specific functions of discipline content are crucial parts of the esp course. esp is language teaching given to the students who professional study and job-related reason in that english is used in common context or in the context of the students’ subject area. the aim of the esp program is to develop the linguistic potentialities of the students who need the language to update knowledge in their specialties (budianto, 2003). furthermore, hutchinson and waters (1987) stated that with esp, all decisions on content and method are based on the learners’ language needs, which according to johnson cited in jiajing (2017), refer to the language components that a group of learners from a certain discipline should know and the language skills they should be equipped with no function effectively in that discipline. in line with this, orr (2017) states that esp is driven by the specific learning needs of the language learner. material development borg and gall (1983) state that material development has its root in the strategy for developing the educational product of proven effectiveness which is called educational research and development or sometimes it is contracted into r&d. concerning the development of reading materials, it should consider the students’ need and background knowledge. moreover, the reading materials also should suit the level of the students and offer a variety of exercises (ellington, 1985). tomlinson and masuhara (2004) also state that materials should be developed in ways which provide flexibility of use as well as coherence of connection. furthermore, nunan (1988) states that reading materials should be graded from easy to more difficult materials. some models of developing instructional materials are proposed by experts of instructional design, namely tomlinson, richards, dick and carey, finney, and hyland. according to tomlinson (1998), there are seven steps in the process of materials writing. the steps are the identification of need for materials, exploration of need, the contextual realization of materials, pedagogical realization of materials, production of materials, student integrating islamic values into esp reading material nobel: journal of literature and language teaching volume 10, number 02, september 2019, 149-162 154 use of materials, evaluation of materials against agreed objectives. in addition, richards (2001) points out that curriculum development processes in language teaching comprise needs analysis, goal setting, syllabus design, methodology, testing, and evaluation. dick and carey (1990) propose a model of instructional design which is called a systematic instructional design. they offer ten steps i.e. identifying instructional goals, conducting instructional analysis, identifying characteristics of the students, writing performance objectives, developing test-items, developing instructional strategies, developing instructional materials, conducting formative evaluation, revising instructional materials and conducting summative evaluation. correspondingly, finney (2002) describes a framework of instructional materials development consisting of four stages of decision making. the stages are curriculum planning, ends/means specification, program implementation, and implementation in the classroom. she, however, believes that evaluation is not a stage in itself, but as necessary and integral part of each and all of the stages already mentioned. hyland (2003) suggests nine steps of materials development related to course materials, namely: consideration of the students (personal goals, proficiency levels, interest, etc.), consideration of learning context (duration, resources, relationship to other subjects), consideration of the target context (future roles of learners and the text and the tasks they need), establishment of course goals and objectives, planning the syllabus, devising units of work and lessons, creation or evaluation and selection of materials, teaching the course, evaluation of learners. all models might be applicable and well employed in developing language instructional materials. however, it is possible to make some modifications in the model of syllabus/materials development to suit particular instructional needs, purposes, and available resources. integrating islamic values into reading materials the integration of islamic values in all lessons, including foreign language, is essential due to the role of muslim in preserving the religious values through their classroom activities (rohmah, 2012). also, the linguistic reasons suggest the teachers accomplish these efforts in their classrooms as what johnston (2003) said that, like the essence of all teaching, the essence of language teaching lies in values. it means that, when foreign language instruction is blended with religious values, the pedagogic goal of teaching will keep being achieved. the english language curriculum, especially reading, can promote an appreciation for, and development of, islamic values by integrating islamic elements into the lessons. the first word of the holy qur’an that was revealed to prophet muhammad (peace be upon him) is pryla rochmahwati nobel: journal of literature and language teaching volume 10, number 02, september 2019, 149-162 155 “read” which is also a command of allah (swt). this condition indicates the importance of reading, a skill that is required in all disciplines. we should, therefore, instill in our students a love for reading, and provide them with meaningful and morally appropriate material. this can be achieved by incorporating islamic selections, like biographies of important muslims, both past and present. many of these biographies can be accessed via the internet. biographies of the prophets of allah, especially prophet muhammad (peace be upon him), muslim women, will demonstrate to students the high value placed on moral character, noble conduct, and hard work, and provide students with islamic role models. in conclusion, it can be said that the integration of the islamic values with the teaching of english will make muslim students have a more comprehensive understanding of their religious teaching, especially something related to seeking knowledge. method as this research deals with the development of reading comprehension materials, the design of this research is categorized into research and development (r&d). according to borg and gal (1983), r&d is a process used to develop and validate educational products. the products of r&d can be textbooks, audiovisual materials, training manual, equipment, and many others. concerning the aim to be reached in this study, the final product of this study is a textbook namely reading comprehension material in “bahasa inggris” course for the students of islamic education department of tarbiyah and teacher training faculty at iain ponorogo. the procedure being employed in this study was adopted by r&d model proposed by dick and carey (1990), namely, need analysis, developing reading materials, expert validation, revising the materials, trying out the materials, and revising the materials. to do the need analysis, the researcher distributed questionnaires to the students and interview to the colleague lecturer. some questionnaires are also given to expert in reading instruction, content, islamic values. some criteria are raised in the questionnaire in terms of the clarity of the instructions, relevance of the difficulty level, presence of islamic perspectives, the effectiveness of content to meet curriculum requirements, and the variety and purposefulness of learning activities. furthermore, the expert of the textbook layout was given questionnaire in terms of the consistency of layout with appropriate use of space and margin for ease reading and the suitability of print font size and type. integrating islamic values into esp reading material nobel: journal of literature and language teaching volume 10, number 02, september 2019, 149-162 156 results and discussions the result of need analysis based on the result of the questionnaire distributed to the students and the result of the interview conducted with the lecturers, the researcher found that most of the students agree (85.76%) to develop reading materials which are suitable with their major content subject namely islamic education. according to the result of an interview with the chief of islamic education department and lecturers, the reading materials for the students of tarbiyah and teachers’ training faculty, iain ponorogo department, ought to be focused on the texts which have relation to islamic studies. the statement is with the consideration that to make the materials more interested and the students become more motivated to learn them as well as to make the learning more effective. furthermore, the data indicated that the students agreed (78.5%) to include a list of vocabulary in the reading materials developed. these responses are in line with what the lectures stated in the interview. the lectures also suggested to provide the students with a list of vocabulary based on the text they are concerned with so that they can memorize and use the vocabulary, especially those that are related to technical terms in their major content subject, and finally they can understand the text easily. besides the findings above, the data on the questionnaire 77.9% students also demonstrated that the future reading materials should include grammar review. in the students’ opinion, the grammar review was necessary to include in the materials because they expect to be able to understand the rules of english language such as how to write good sentences, how to use particular tenses, how to make passive sentences, and so on. another data also indicated that the materials should be arranged according to the degree of their difficulty. 81.63% students stated their agreement about this. they had the reason that the materials need to be compiled based on the level of their difficulty so that they can learn the materials easier and more systematic. in line with the above findings, the result of the interview showed that the lecturers agreed with the students’ opinion. draft of material development taking the result of the needs analysis into consideration, the first draft of the material was developed. the materials were developed in the form of a textbook containing reading texts and tasks designed for the first semester students of islamic education department at iain ponorogo. the materials in the textbook were developed to provide the students with the knowledge of comprehending basic english to introduce them the english grammatical pryla rochmahwati nobel: journal of literature and language teaching volume 10, number 02, september 2019, 149-162 157 structures. besides, the materials were intended to enrich the student’s knowledge in their field of study. the materials are divided into 12 units based on the three main topics, namely, aqidah, syari’ah, and fiqh. the subtopics for 12 units are (1) the core religious practice of islam: the five "pillars" of islam, (2) the witness to faith, (3) shalah, (4) zakat (5) health benefit of fasting, (6) eid fitr and eid adha, (7) muslim culture & the style of hijab, (8) six articles of faith, (9) belief in allah: the first article of faith in islam, (10) believe in the angels of allah: the second article of faith , (11) belief in allah’s books: the third article of faith, (12) sharia: the path of allah. each section contains texts which involve items such as comprehension questions, vocabulary tasks, grammar reviews, and grammar tasks. the result of expert validation from the evaluation done by the reading instructional expert, it was found that the draft of the materials which had been developed had some good (strengths) and bad points (weaknesses). the good points related to the physical appearances of the materials, the organization of the materials and the instructional objectives on the materials and the suitability of the materials with the comprehension questions, the grammar reviews, and the tasks. besides the good points described above, there were some bad points the expert identified on the materials, which need to be revised. it deals with the formulation of the instructional objectives, the suitability of vocabulary list, the use of complex language and the existing of complicated structures in the text. the expert of the content of reading material suggested some aspects be revised such as the clarity of instructional objectives and the appropriate arrangement topics presented in the textbook. another important comment and suggestion given by the content expert were related to the content of the materials. he thought that the content of the materials was good in general especially the selection of the materials in which the students were expected to be able both to increase knowledge in their field of study and improve their english. the expert of islamic values identified some good points in terms of topics presented on the draft. they were interesting, various, up-to-date, appropriate to the needs and interest of the students, and relevant to the content subject of the students in which it has to integrate islamic values on the text, yet most of which need to be rearranged. according to the expert of layout design, the good points of the draft were related to the physical appearances of the materials: cover design, letters, typing, spacing, and layout of the materials. it is attractive, clear, neat, and consistent. however, the developer still needs to highlight important keywords in the text with different font and color. integrating islamic values into esp reading material nobel: journal of literature and language teaching volume 10, number 02, september 2019, 149-162 158 the result of try out the developed materials the result of questionnaires distributed to the students and the colleague lecturer is discovered in this section. dealing with the cover design, letters, typing, spacing, and layout of the materials, the students and the lecturer had the same opinion that they were attractive, clear, neat, consistent, and appropriate. in terms of the organization of the materials, both the students and the colleague lecturers agreed that it was attractive and the organization of the materials was logical in terms of tasks order. regarding the topics, list of vocabulary, and the texts presented on the draft, the students found that the topics were interesting, various and up-to-date since they were appropriate to their needs and interest and relevant to their content subject. concerning the comprehension questions, the grammar reviews, examples and the tasks, both the students and the lecturer stated that the comprehension questions were comprehensible, appropriate, and they provided support to the comprehension of the texts. concerning the instructional directions, the coverage of the materials, and the content of the materials, the students and the lecturer had the same opinion that the directions were clear, appropriate, and comprehensible. the clarity of the instruction that precedes each task helped the students follow and do the tasks on the material. the coverage of the materials according to the students was relevant and suitable to their needs and interest. besides, the lecturer considered that the coverage of the materials had represented the aspects which could help the students develop their reading skill. about the content of the materials, both the students and the lecturer considered that the content of the materials was clear, relevant, and suitable. finally, it can be said that the materials were quite applicable in terms of the level of difficulty, usefulness, effectiveness, and attractiveness for the students of islamic education department at iain ponorogo. furthermore, the materials were still possible to be revised if some weaknesses are found in its actual implementation. discussion of the findings this part presents the discussion of the findings of the research presented before. according to the observation that was done in the early stage of this research study, it was found that students of islamic education department needed english reading materials which focused islamic values content, vocabulary items, and grammar. the materials developed are expected to overcome the present problem at iain ponorogo namely lack of suitable materials which hopefully can improve the proficiency of the students in reading. pryla rochmahwati nobel: journal of literature and language teaching volume 10, number 02, september 2019, 149-162 159 the needs analysis was conducted to gather the information from the learners and the teacher in terms of learners’ profile (graves, 2008) goal and procedures (nunan, 1988). the data obtained from the need analysis then were used as the basis of designing the units in forms of english reading materials for students of islamic education department. due to the fact that the students required to learn english in order to help them acquire information in their field of study as principles of esp (hutchinson and walters, 1991) and material development (dick and carey, 1990) were applied to design the materials that were appropriate to the students’ needs. the developed english reading materials met one of the criteria of materials pointed by day (1994) in terms of interest, readability, exploitability, topic, and appearance. furthermore, the role is focusing on understandable, relevant, and interesting exchanges of information, rather than the presentation of grammatical form. the first draft of the developed materials then was consulted to the expert of reading instruction, content, islamic values, and layout design. it was found that there are some good and adverse points of the developed materials. the researcher had to revise the bad ones. to support the expert’s judgment on the developed materials, pre-test, try-out, and post-test were conducted. the data collected from observation shows that the students actively involved in the teaching and learning process during the try-out. one of the reasons is that the topics being discussed are interesting and it related to islamic values as the major content subjects of the students. the result of try-out of the developed materials shows the applicability of the developed materials in helping the students to achieve the mastery of reading skills and improve their learning motivation. after conducting the try-out, a form of empirical evaluation questionnaire which consisted of 10 statements related to the clarity of the instructions, relevance of the difficulty level, presence of islamic perspectives, the effectiveness of content to meet curriculum requirements, and the consistency of textbook layout was distributed to the students in order to measure the actual effect of the tried-out materials on the students. the result showed that87,52% and 79,25% students stated that the instruction is very clear and it was arranged following the level of difficulty respectively. then, it was found that most of the students agreed (86.78%) the reading materials are suitable for their major content subject. five components of the developed materials were evaluated by using theory proposed by tomlinson and masuhara (2004), and the designed materials were approved to be suitable for islamic education department. finally, the materials were still possible to be revised if some weaknesses are found in its real implementation. integrating islamic values into esp reading material nobel: journal of literature and language teaching volume 10, number 02, september 2019, 149-162 160 conclusion it is necessary to develop english reading materials which are suitable for students of islamic education department. therefore, this study aims at developing english reading materials for students of islamic education department of tarbiyah and teacher training faculty at iain ponorogo. by considering the objective of this study, the researcher made two deductions in terms of the process in developing the materials and on the specification of the product. regarding the process in developing the materials, there were several phases the material developer should follow, i.e; conducting need analysis, developing material blueprint, organizing the materials, judging the designed materials by employing expert judgment on reading instruction, content, islamic values and layout design, trying out the second draft, evaluating and revising the materials,and writing the final draft of the designed materials. in terms of the specification, the materials were divided into 12 units based on the three main topics, namely, aqidah, syari’ah and fiqh. the subtopics for 12 units are (1) the core religious practice of islam: the five "pillars" of islam, (2) the witness to faith, (3) shalah, (4) zakat (5) health benefit of fasting, (6) eidfitr and eidadha, (7) muslim culture & the style of hijab, (8) six articles of faith, (9) belief in allah: the first article of faith in islam, (10) believe in the angels of allah: the second article of faith , (11) belief in allah’s books: the third article of faith, (12) sharia: the path of allah. each section contains texts which involve items such as comprehension questions, vocabulary tasks, grammar reviews, and grammar tasks. in spite of the strength of the 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https://s3.amazonaws.com/academia.edu.documents/44551093/handbookpsycholinguistics.pdf?response-content-disposition=inline%3b%20filename%3dhandbook_psycho_linguistics.pdf&x-amz-algorithm=aws4-hmac-sha256&x-amz-credential=akiaiwowyygz2y53ul3a%2f20200205%2fus-east-1%2fs3%2faws4_request&x-amz-date=20200205t024253z&x-amz-expires=3600&x-amz-signedheaders=host&x-amz-signature=5806439bb6d5b870e70e33a813f52b5d80ca79fce018406857e39efdb673136f#page=738 volume 11, number 1, april 2020, 55-68 available at http://jurnalfahum.uinsby.ac.id/index.php/nobel/article/view/178 doi: 10.15642/nobel.2020.11.1.55-68 language and culture in multicultural society of english language course: a case study of sociolinguistics iin rachmawati stkip pgri bangkalan, jalan soekarno hatta no. 52, bangkalan, indonesia article info abstract this research tried to fulfill the gap in exploring how international tutors learn about the indonesian language as well as to examine their personal perspectives on the influence of indonesian culture towards its language. the qualitative descriptive method used as the research design since, in the analysis of the data, someone cannot truly learn about certain languages without learning about its culture and its society. learning, knowing, and understanding about the local culture means that someone can practically easier teach language to its society. overall, all international tutors feel fascinated by how indonesian people think, speak, and act, which influenced by the culture of its society. they also conclude that indonesian people are expressing and using their language based on their experience with their own culture. article history: received january 2019 accepted july 2019 published april 2020 keywords: sociolinguistics, language, culture, language and culture © 2020 uin sunan ampel surabaya correspondence: p-issn 2087-0698 email: iinrachma@stkippgri-bkl.ac.id e-issn 2549-2470 http://jurnalfahum.uinsby.ac.id/index.php/nobel/article/view/ mailto:iinrachma@stkippgri-bkl.ac.id language and culture in multicultural society nobel: journal of literature and language teaching 56 volume 11, number 1, april 2020, 55-68 introduction linguistics is considered to be one of the essential subjects in the english department, especially for students who are taking linguistics as their major. in terms of linguistics study, there are several sub majors to be chosen from syntax, semantics, morphology, phonology, psycholinguistics, and sociolinguistics. this research focused more on sociolinguistics study, especially in analyzing the influence of language and culture in the multicultural society of the english language course. the main focus of this research is about the personal perspectives of the international tutors who are working in ef language course plaza surabaya about learning indonesian grammar and about finding out how the indonesian language influences its culture from the perspective of those tutors. talking about sociolinguistics means that we are talking about the close relationship between the language and the society. the definition of sociolinguistics is varied lots. wijana (2006:7) stated that sociolinguistics is a branch of linguistics which tends to see the relationship between the language and the society who are using those languages. meanwhile, fasold (1993) stated that the core of sociolinguistics depends on two facts. the first is the variation of languages. it tends to have a relation with the choice of languages for those who are using languages. the second is the language that has been used as a media to send information, and someone’s point of view to other people out there. the writer conducts this research because of the unbreakable relationship between the language and the society. the relation also happens between the language and the culture of the society. moreover, it can also be said that it is clear to have such a phenomenon about how the language used in certain societies can influence the culture of its society, and the culture of a certain society can also influence the language they have used. this kind of phenomenon is considered to be quite suitable for theory from a famous sociolinguist, ronald wardhaugh. wardhaugh (2006), through his book entitled “an introduction to sociolinguistics” said that cultures from a group of people can be stated as a reflection from language they have used and on the other hand, it is also said that language can also be used as a media for the society to be able to interpret certain culture. at least, there are several variations of the relationship between words or language which tend to be uttered by someone or a group of people and the cultural background of those people when it comes to interacting with other people from different cultural backgrounds. in other words, it can be seen from the example where someone from eastern culture tends to be more polite and beware of the words spoken to other people than those who are coming from western culture. this kind of phenomenon is mostly influenced by the cultural background of iin rachmawati nobel: journal of literature and language teaching 57 volume 11, number 1, april 2020, 55-68 those people where western culture is generally associated with the tradition in speaking directly to other people. if they feel insecure or uncomfortable, they will say it directly. it means that in our everyday life, it is not unusual that we are all also living and growing with people with similar perspectives with us. at least, we have such experience to work or work together with some people who have the same training with us, such as those who come from similar schools or college. for instance, when we applied in the same english class, we have all been trained and taught by the same teacher in the same way. nevertheless, there are still so many things which seem so far away from us, such as from what culture they are all coming from, and how they see the whole world through their experience and culture. in other words, what we have learned might be similar, but we may produce a lot of different mental images, perspectives, and points of view. then, at last, they will end up with a certain conclusion about taking an idea, which is drastically different when it comes to an understanding of how to ‘be’ something or someone. it is also possible that something that looks natural and normal in perspective from someone who comes from certain culture might not look normal if it is being seen from the other perspectives of people from the different cultural backgrounds. so, when it comes to an understanding about other cultures, someone must become more flexible so that they do not only understand well about the cultures, but they also need to understand about its language, intrapersonal and interpersonal relationship, tradition, and any other things related to cultural understanding development. when someone meets other people from different cultural background, he or she needs to know and understand about how to understand other people personally and generally. knowing and understanding about oneself can also become important in order to know well about their own cultures and what is on their mind. the analysis of the close relationship between language, culture, and society is becoming the focus of this research. this research pays more attention to the society of the international tutors in english first (ef) language course in dealing with indonesian language and culture through their experiences in communicating with the local people as well as through their time in learning the indonesian language. all those international tutors come from different english-speaking countries like england, canada, america, and australia. furthermore, in order to be able to become a tutor in ef, they must master the indonesian language so that they will not have such big problems in communicating with other local tutors, students, and parents as well as in understanding more about the richness of the indonesian cultures. language and culture in multicultural society nobel: journal of literature and language teaching 58 volume 11, number 1, april 2020, 55-68 there are several problems that they need to solve concerning learn more about indonesian grammar, which is slightly different from english grammar. besides that, there is also a wide array of things the tutors need to know when it comes to an understanding of how the indonesian language can influence the way its people think and their attitude towards other people. based on that kind of phenomenon, the writer thus conducts this research. review of literature an american linguist, william labov (2005), stated that sociolinguistics could also be called secular linguistics, in reaction to the contention among many linguists working in such broadly chomskyan framework. the basic premise of sociolinguistics study is about the way people use language in different social situations. as a result, language is not constant because it is always changing in so many different ways. people will tend to adjust the way they talk, depending on certain social situations and interactions. for instance, someone will tend to speak very differently to a child than he or she will talk to their teacher or parents. this kind of socio-situational variation is often called register. a register does not only depend on the relationship between the participants and the occasion, but also their ethnicity, age, gender, socio-economic status, and region. moreover, the scientific study of language is generally called linguistics. ferdinand de saussure and noam chomsky are famously known as some major figures in linguistics study. from thousands of years ago, natural languages are those that are being spoken or signed, while any language can be encoded into secondary media through visual, auditory, or even stimuli such as signed language, whistling, and braille. human language has the properties of productivity and displacement as well as only relies entirely on such social learning and convention. language has also had such a complex structure with a wider range of expressions. it can be said that one language must have a different structure to another language, and there are no other language that is considered to be similar, whether in its structure, word choices, expressions, and many more aspects, including the culture. the center of advance research on language acquisition stated that culture is the characteristics and knowledge of a particular group of people. they tend to encompass the language, cuisine, social habits, religion, music, and arts. culture can also be defined as shared patterns of behaviors and interactions which are learned and understood by socialization. an anthropologist at barnet and southgate college in london, cristina de rossi (2013) told that culture encompasses food, religion, what we wear, how we wear it, iin rachmawati nobel: journal of literature and language teaching 59 volume 11, number 1, april 2020, 55-68 marriage, music, language, what we believe, how we greet the visitors, how we sit at the chair, how we behave, and a million other things. kramsch (2009) said that language socially creates shared cultures and realities. moreover, this statement can also be concluded that language is not only used as a tool for the exchange of information but also can be referred to as a symbolic system with the power to create and shape such symbolic realities, including perceptions, values, and identities through discourses. risager (2016) explored language and culture as a communicative event, which also refers to a cultural event. she made the new term “languaculture” becoming popular throughout the world. risager also stated that the relationship between language and culture could be seen through three different perspectives: psychological, sociological, and linguistics. psychological perspective needs language and culture to be inseparable because individual carries all the cultural experience within oneself. furthermore, for the sociological perspective, language and culture can be separable because a language can create or express different cultures. the last perspective is only valid and suitable in the practice of linguistics study, where the language is being analyzed outside its cultural context. several previous studies have been done in the field of sociolinguistics study, especially the ones which focused on language and culture. first, there is a study done by lanza and golden (2011). this research focused on the multiculturalism and multilingualism happened as the consequences of immigration to norway. lanza and golden analyzed more about the phenomenon of how those different cultural and linguistic groups can generally contribute to the development of symbolic expressions of identities. with the main objectives of analyzing how those groups and individual identities can be influenced by language (through metaphors, loan words, language use) and culture (ritual performances and material culture). the result of this research is proven to have usefulness and relevance to the entire society in norway during the migration process. then, the second study is conducted by mujib (2009) aiming to know more about the relationship between the language and the culture based on the sociolinguistics perspective. with the perspective theories, this relationship can be divided into two main categories: the subordinate relationship and the coordinate relationship. the subordinate relationship correlates with the perspective that culture is regarded to be the main system, while the language has become the subsystem. furthermore, the coordinate relationship is based on the understanding that language and culture are becoming two different systems which are adopted by a human being. language and culture in multicultural society nobel: journal of literature and language teaching 60 volume 11, number 1, april 2020, 55-68 moreover, the last research is conducted by saddhono and rohmadi (2014). this study focused on primary schools in grade 1, 2, and 3 in surakarta and belonged to descriptive qualitative research. the main result of the study stated that the use of the javanese language is still dominant in the learning process at primary schools in surakarta. some factors are detected on the dominant use of javanese language: the javanese language can make the learners easier to understand the material, teachers’ habits to speak javanese, as well as drawing learners’ attention. from all those previous studies, the first and the third ones are collecting the data from the informants, events, and documents. the second study is analyzing the relationship between language and culture in general and more focus on the categories on the relationship between language and culture. moreover, this study has tried to fulfill the gap in exploring how international tutors learn about indonesian language and grammar as well as to examine their perspectives on the influence of the indonesian language towards its culture. some studies above had shown that there is no study yet which focused on the way foreigners see about indonesian language and culture towards their language and culture. this is what makes this research is different from those previous researches and any other researches. methods this research used qualitative descriptive method as the research design since, in the analysis of the data, the researcher tends to use the narrative descriptive technique in order to explain more on how international tutors need to learn about the indonesian language as well as how the indonesian language can effect on the development of culture of its society. the data were collected through four steps. first, the writer prepares the questionnaires about the tutors’ opinions about the indonesian language related to the culture of its society. after that, the writer started to distribute the questionnaires at the beginning of the research. the writer also conducted some interviews to get more detailed data from the respondents. after collecting the data, the writer started to analyze these four steps: 1. calculating the scores of the answers on the questionnaires. 2. changing the data on the questionnaire into a more descriptive analysis. 3. analyzing the interviews by listening again and making some transcripts. 4. correlating the result of the questionnaires and the interviews’ transcription with the main theory. iin rachmawati nobel: journal of literature and language teaching 61 volume 11, number 1, april 2020, 55-68 results and discussions international tutors learning about the indonesian language two out of five international tutors in ef have stated that they felt easier to learn about the indonesian language, especially the grammar when they come to interact directly with some indonesian people, including their colleagues in ef. these two international tutors who are coming from england and canada found that it was beneficial for them to interact in such intimate conversations or personal communication with their colleagues as well as with some groups of the local people. in general, they consider that the indonesian language is quite simple and easier to understand than english. there is no present, past, and future tense in the indonesian language. indonesian people say the same thing, whether it is in the past, now, or in the future. the only difference they found is about when it comes to saying something happens in the future, indonesian people add the word ‘akan’ or ‘mau’ in front of the verb. for instance, indonesian people say: “aku mau pergi ke pasar besok” in order to state about “i will go to the market tomorrow.” this kind of tense is just like adding the word ‘will’ for such a future sentence. furthermore, based on the statement from these two tutors, they said that speaking is a kind of simple activity which can be helpful for them to understand quickly about what the local people are going to say. when they make mistakes or grammatical errors, the local people tend to correct their mistakes quickly and they will fix their mistakes directly by saying it again and pronouncing the word or phrase or sentences directly. thus, by speaking activity, they think that they are not only able to know about the correct grammar of the indonesian language but also about how to pronounce every single word correctly. this way, they do not need to do the lessons about practicing the correct pronunciation and correcting the grammatical error separately because they can learn about it altogether. the most important thing is that local people can understand what they said, and they can ensure that the meaning is accepted and understood. on the other hand, three of their international colleagues who are coming from america and australia tend to have such difficulties in learning directly through speaking and conversation. those three international tutors prefer learning about indonesian language and grammar through written text. for example, an american tutor said that he was easier to understand step by step on the lesson about indonesian grammar by reading and writing when he came to surabaya about four years ago. at first, he was routinely trying to understand indonesian by reading the dictionary and some other books. language and culture in multicultural society nobel: journal of literature and language teaching 62 volume 11, number 1, april 2020, 55-68 he had already had knowledge and experience of learning indonesian before he decided to teach english in indonesia. he learned the indonesian language while he was studying in the usa. he thought that he was ready for teaching english in indonesia, but he knew that he was wrong when he felt confused on what the local people said to him. at that time, he knew for sure that he needed to increase his knowledge of grammar and pronunciation. he learned indonesian on his own, and when he faced some difficulties with the grammar, and he does not know how to answer some questions in indonesian, he will go to his colleague, whom also a professional tutor in ef. he will ask her about the lessons and everything he needs to know until he can actively interact with the local people easily. however, these two australian tutors had the same feeling when it comes to communicating with the local people: confused and stressful. luckily, they made friends with a student in a college who lives in the same apartment. that student always teaches them to understand indonesian correctly, to listen to someone speaking indonesian, even mixing it with javanese, as well as about how to communicate with the local people by inviting them to meet his family and friends. one of those australian tutors even had one great experience when his local friend took him to the local market and forced him to speak in indonesian with the seller. even though it was awful at first, but he can make it since the seller can understand well about what he said and gave him what he needs. since then, they feel interested in learning more about the indonesian language, which is truly fascinating. at least, the tutors consider that the indonesian language is not that simple since there are also various dialects and accents in one similar country. sometimes, different local people pronounce some words differently, just because they come from different regions. now, they can even freely guess from the dialect of someone, from which region he or she comes. as wardhaugh said, that one can speak one language with some other dialects and/or accents. when it comes to dialects or accents, it does not mean that someone can only master in just one dialect or one accent. it is possible that he or she can speak more than one dialect or accent, depending on where is his/her culture. from what they have learned above, it is really useful to help them when they start teaching their students about english. the working language is still being delivered in english, but sometimes the tutors need to use the indonesian language in order to make their interaction with the students become more closely. at least for the introduction, the tutors will use the indonesian language in order to evoke their students’ spirit and willingness to learn. thus, it can be stated that generally, there are so many things that can be done by those international tutors in order to be able to master the indonesian language along with grammar iin rachmawati nobel: journal of literature and language teaching 63 volume 11, number 1, april 2020, 55-68 and pronunciation. they can learn about it through reading a dictionary or books, writing some phrases or sentences while practicing to spell and pronounce it, listening to the local people, as well as to learn to communicate with the local people through speaking. the most important thing is knowing that someone cannot truly learn about certain languages without learning about its culture and society. learning, knowing, and understanding about the local culture means that someone can get practically easier to teach about the language to its society. they can give new perspectives and horizon through the local identity which come from the culture itself. in the future, it helps them to be fully accepted easier by society. international tutors’ personal perspectives on the influence of indonesian culture towards its language overall, all of these international tutors have agreed that the indonesian language played a crucial role in affecting its culture as well as influencing the way indonesian people think, speak, and act. it is understandable that in every aspect of life, there will always be a big relation between language, culture, and society. as wardhaugh (2016) said, ‘there should be some relationship between the sounds, words, and syntax of a language and how speakers of that language experience the world and behave in it seems so obvious as to be a truism.’ language and culture cannot be separated from each other when it comes to discussing the role of society. the language will influence the culture of a certain society, and so will the culture, which will play a crucial role in affecting someone’s language. practically, language is formed by culture, while culture is impacted and influenced by the language. whorf’s idea stated that someone’s language controls their ‘world-view,’ speakers of different languages will, therefore, have different world-views. for example, one tutor who is coming from london (as downtown in england) sees almost everything in his life as discrete, countable, measurable, as well as recurrent. when he describes the waves, he will say it out loud for its countable thing, just like when he pronounces pens and pencils. this statement is in line with what whorf said before that he found the differences between speakers who are living close to rural areas in england tend to pronounce the ‘wave’ without ‘s’ instead of the ‘waves’ like the downtown people said. the different languages have different grammatical categories. in the whorfian perspective, it can be stated that language determines how the speakers perceive and organize the world around them, both for the natural world and for the social world. another example can be taken from the international tutors when they say about the word ‘mistletoe’ when some tutors in ef tend to discuss the christmas celebration. it is a tradition in ef that they tend to celebrate every single national day in indonesia, as well as some of language and culture in multicultural society nobel: journal of literature and language teaching 64 volume 11, number 1, april 2020, 55-68 the public holidays that happened in their countries such as thanksgiving, halloween, independence day of america, labor day, and many more celebrations. practically, some of the local tutors are hardly finding out about what indonesian called this ‘mistletoe.’ those local tutors know for sure what ‘mistletoe’ is when it comes to the christmas celebration. all they know is that people under the mistletoe should have the kissing scene, and it is like a tradition in some of those western cultures. indonesian people do not have the concept of that kind of leaves. thus, if someone does not have any knowledge or experience about the ‘mistletoe’ itself, he or she will face such difficulty in understanding the culture. wardhaugh (2015) said that if language a has a certain word for a particular concept, it would be pretty easier for speakers of language a to refer to that concept and understand it than speakers of language b who lack such a word. indonesian people might translate the word ‘mistletoe’ into such a leathery-leaved parasitic plant that grows on apple or oak, and that is true, but they still lack the ‘magical’ context of english connotations. the fact said that all those five international tutors in ef who are voluntarily offering to become respondents in this research stated that the indonesian language does influence the way its people interpret the local culture. they said that the indonesian language for expressing something plural tends to repeat the word itself, such as orang-orang, barangbarang, buku-buku, botol-botol, and many more expressions. they consider relating it with the habit of most indonesian people who tend to act and speak a little bit slowly and tend to be pleonastic if they were compared to the western people. sometimes some people tend to see this kind of pleonastic habit as good manners, but sometimes it can also become an attitude of having chit-chat for hours. most western people do not like it since they appreciate the time. western people consider that time is money, and they do not want to spend too much time on something like having chit-chat. they even said that having a chit-chat with friends or colleagues is something useless. it is truly explained about western culture on being on time as well as being practice on their use of language. moreover, all those international tutors in ef tend to teach their students by using some indonesian teaching style, which means that they often use the emphasis on using ‘verbs.’ for instance, a tutor from america is often simply using a sentence like “clarice, the bus is coming to you. what do you do next?” from that sentence, the tutor is emphasizing the verb of ‘coming’ in order to gain his student’s attention. sometimes, the tutor also gives a lesson to the students about the way they see something. what is done by the tutor from canada in the following conversation can be a good example. iin rachmawati nobel: journal of literature and language teaching 65 volume 11, number 1, april 2020, 55-68 tutor : “hey, sarah, can you please look at this picture?” sarah : “yes, of course.” tutor : “good. i want you to look closely at this picture, observe it, and tell me what things you see?” sarah : “ehm..em...i see a boy riding a horse. and i see there are many people playing in the livestock. and..and..that’s it.” tutor : “ok. good answer, sarah. you do great!” discussed in the conversation above is a picture of scenery from the livestock. there are many things there: horse, grass, mountain, fence, kids, parents, sun, clouds, rainbow, plants, flowers, ranch house, and the road. from that conversation, we can conclude that most eastern people see the ‘verb’ rather than the ‘noun.’ it emphasizes that those international tutors tend to explain the lessons by stressing on the verb in order to make sure that their students can understand more quickly and easily since the culture of those eastern people mostly sees the verb first. thus, it is very clear that western sees the ‘noun’ and eastern see the ‘verb’ as wardhaugh (2015) stated, ‘language can be seen as two different aspects for western and eastern where the ancient greek language often focuses on nouns, and some language varieties in china look the verbs.’ if those tutors insist on using the emphasis on the use of the ‘noun’ when they teach their students, they might have different results with their students’ ability. from the picture above, it can give different results when it is questioned to students with a western background. it is already proven when the picture is being sent to one of another international tutors. the result concluded that western see the livestock with a beautiful mountain view or he sees the flowers are shining as the sun goes down behind the mountain. there is also another example of the expression of taboo language in eastern countries like in indonesia. tutor from australia said that she felt embarrassed when her students consider her words as the taboo words in their culture. at that time, she uses the word ‘penis’ and ‘vagina’ to describe man and woman’s genital related to gender and sexualities. she did not know that saying those words mean something taboos in the indonesian culture. related to wardhaugh said that it is true about certain things are not said, not because they cannot be, but because ‘people do not talk about those things.’ in a certain society such as in indonesia, it is believed that using the taboo words would cause people embarrassment, anxiety, or shame. indonesian people seem to consider everything related to ‘sex’ and ‘bodily functions’ as taboo. in indonesian, someone or a group of people who are breaking linguistic taboo can language and culture in multicultural society nobel: journal of literature and language teaching 66 volume 11, number 1, april 2020, 55-68 take such severe penalty, just like what happened when someone was talking about religious matters and ended up in jail for the sake of blasphemy. besides the linguistic taboo, it is quite interesting to pay more attention to the tutors’ teaching style. their western culture in teaching influences most of the way they taught the asian students. sometimes, when it comes to discussing the teaching style, all of those international tutors are more likely to use a teaching method that focused on student-centered learning so that the students can be more active and participate well during the lessons. however, sometimes, with most of the students coming from chinese ethnic backgrounds in which they often refuse to accept this kind of informal discussion style of teaching due to their anxiety of making mistakes or their shame, the tutors need to be more innovative as well as creative. one great way that tutors often do is by allowing their students to talk and interact with them as much as they possibly can. tutors can help the students feel interested in the materials by raising the contact and interaction between students and teachers in the class and outside the class. gradually, when the students have already felt interested in the open interaction, then they will be easier to be taught by using the student-centered learning method. overall, this kind of teaching style is proved to be the most beneficial for the students with the increasing of their grade point average. so, it is quite crucial to understand first about their culture and language before the tutors can go deep on the implications for language teaching. in some cases above, it can be easily concluded that some concepts might be more labeled, which is easier to express in some languages than in others. wardhaugh (2015) stated that ‘a society’s culture consists of whatever it is someone has to know or believe in order to operate in such an acceptable manner to its members.’ thus, it can be clearly said though that in order to be able to be accepted in a certain society, then someone or a group of people need to know about its culture along with learning its language so that they can get through the task of daily living in that country. the tutors need to respect the culture in which they are located. even though they have a different point of view or perspective, they need to share it with its people where they live or teach, but they still need to adapt well with the new local culture. overall, all of the international tutors feel fascinated by how indonesian people think, speak, and act, which is influenced by the culture of its society. they also conclude that indonesian people are expressing and using their language based on their experience with their own culture. iin rachmawati nobel: journal of literature and language teaching 67 volume 11, number 1, april 2020, 55-68 conclusion sociolinguistics is considered to be a branch of linguistics study which explores more about the close relationship between language, culture, and society. it is clear to have such a phenomenon about how the language used in certain societies can influence the culture of its society, and the culture of a certain society can also influence the language they have used. the cultures from a group of people can be stated as a reflection from the language they have used, and on the other hand, it is also said that language can also be used as a media for the society to be able to interpret certain cultures. language can be viewed as a verbal expression of culture. it is used to maintain and convey culture and cultural ties. the language provides us with many categories used to express our thoughts. therefore, it is natural to assume that someone’s thoughts are influenced by the language we use. the values and customs in the country we grow up in shape how we think to a certain extent. cultures are hiding in languages, just like the link between the indonesian language and culture. this research is focused more on analyzing how international tutors in ef language course plaza surabaya dealing with the indonesian language. before they are allowed to teach english as a native speaker in indonesia, of course, they must master the indonesian language first. ef (english first) is widely known as one of the biggest english language courses throughout the world. thus, the management always tries to do their best in order to maintain the quality of its tutors, whether for the international tutors or for the local tutors. all those tutors need to have certain training in order to be able to teach english well as well as to be able to teach about some western (european) cultures related to the indonesian cultures to the students. through this research, it is hoped that other researchers can use this research as their references to do something more related to how foreign people look at indonesian language and culture or about how indonesian people look at those certain english-speaking countries following their culture and language. this way, the research in the area of sociolinguistics study can be better and more holistic than before. references de rossi, c. (2013). food, culture, and religion. barnet and southgate college: london. fasold. (1993). the study of sociolinguistics. new york: routledge. kramsch, c. (2009). discourse, the symbolic dimension of intercultural competence. in a. hu and m. byram (eds.) interkulturelle kompetenz und fremdsprachliches lernen (107-124). tubingen: gunter narr. https://orbilu.uni.lu/handle/10993/10214 https://orbilu.uni.lu/handle/10993/10214 https://orbilu.uni.lu/handle/10993/10214 language and culture in multicultural society nobel: journal of literature and language teaching 68 volume 11, number 1, april 2020, 55-68 labov, w. (2005). sociolinguistics study. new york: routledge. lanza, e., & golden, a. (2010). language, culture, and identity in migrant narratives. paper presented at nfr project on language, culture, and identity 2011, oslo, norway. mujib, a. (2009). hubungan bahasa dan kebudayaan: perspektif sosiolinguistik. adabiyyat journal, 8(1), 141-154. doi: https://doi.org/10.14421/ajbs.2009.08107. risager, k. (2016). language and culture: global flows and local complexity. clevedon: multilingual matters. saddhono, k., & rohmadi, m.. (2014). a sociolinguistics study on the use of javanese language in the learning process in primary schools in surakarta, central java, indonesia. international education studies: canadian center of science and education, 7(6), 25-30. doi: http://dx.doi.org/10.5539/ies.v7n6p25. wardhaugh, r., & fuller, j.m. (2006). an introduction to sociolinguistics. 5th edition. malden, ma: wiley blackwell. wardhaugh, r., & fuller, j.m. (2015). an introduction to sociolinguistics. 7th edition. malden, ma: wiley blackwell. wijana. (2006). studi sosiolinguistik. jakarta: gramedia pustaka utama. http://digilib.uin-suka.ac.id/22578/1/ahmad%20mujib-%20hubungan%20bahasa%20dan%20kebudayaan%20%28perspektif%20sosiolinguistik%29.pdf http://digilib.uin-suka.ac.id/22578/1/ahmad%20mujib-%20hubungan%20bahasa%20dan%20kebudayaan%20%28perspektif%20sosiolinguistik%29.pdf https://books.google.co.id/books?id=blxyp5boluyc&printsec=frontcover&dq=language+and+culture:+global+flows+and+local+complexity&hl=en&sa=x&ved=0ahukewjt1liy8phoahxp63mbhqq6docq6aeikdaa#v=onepage&q=language%20and%20culture%3a%20global%20flows%20and%20local%20complexity&f=false https://books.google.co.id/books?id=blxyp5boluyc&printsec=frontcover&dq=language+and+culture:+global+flows+and+local+complexity&hl=en&sa=x&ved=0ahukewjt1liy8phoahxp63mbhqq6docq6aeikdaa#v=onepage&q=language%20and%20culture%3a%20global%20flows%20and%20local%20complexity&f=false https://files.eric.ed.gov/fulltext/ej1070067.pdf https://files.eric.ed.gov/fulltext/ej1070067.pdf https://files.eric.ed.gov/fulltext/ej1070067.pdf https://books.google.co.id/books/about/an_introduction_to_sociolinguistics.html?id=0j2voznytkqc&redir_esc=y https://books.google.co.id/books/about/an_introduction_to_sociolinguistics.html?id=0j2voznytkqc&redir_esc=y https://www.wiley.com/en-us/an+introduction+to+sociolinguistics%2c+7th+edition-p-9781118732298 https://www.wiley.com/en-us/an+introduction+to+sociolinguistics%2c+7th+edition-p-9781118732298 https://books.google.co.id/books?id=lstcgqaacaaj&dq=studi+sosiolinguistik+wijana&hl=en&sa=x&ved=0ahukewihr9-w8fhoahvnlesfhb4sdbgq6aeikdaa nobel: journal of literature and language teaching volume 8, no 2, september 2017, p-issn 2087-0698 e-issn 2549-2470; 112-128 verbal disagreeing strategies in detective conan movie series himmatul maratis suroiya, novella dara adista, indra fuji rahayu, fadilla nuzulul romadhoni, nur azizah, zuliati rohmah uin sunan ampel surabaya oiyasoraiya@gmail.com abstract: this study is meant to investigate the ways of male and female criminals express types of verbal disagreeing strategies in detective conan movie series. to collect the data, 30 criminals (15 males, 15 females) were selected among hundreds of criminals appeared in the movie. the criminals were expected to disagree with 6 chosen interlocutors when they do debate over the accusation pointed to the criminals. the types of disagreeing strategies which help the researcher to analyze the disagreeing strategies in criminals are based on muntigl and turnbull taxonomy (in behnam&niroomand, 2011:208). qualitative content analysis is chosen to examine the criminals’ disagreeing strategies. the results show that male criminals performed more disagreeing strategies by applying 56 disagreements, and female criminals applied 48 disagreements. from those disagreements, it is found new types of disagreeing strategies in addition to the types from the taxonomy of muntigl and turnbull (in behnam & niroomand, 2011:208) keywords: disagreeing strategies; criminals; detective conan movie series 1. introduction disagreement is unavoidable in human interactions. it is so hard to deny that people have different thought towards issues in some social interactions (sofwan & suwignyo, 2011:42). they can disagree over a particular subject matter including objects or personal traits (hei et al., 2012:2). according to kozcogh (2013), disagreement is one of the most generally occurring speech events in everyday interactions. it can be seen through the factors drawn by kozcogh (2013) from the growing popularity of disagreement as a research subject among linguists. numerous researchers have been interested in doing study about disagreement such as studies in academic setting and studies in outside of academic setting. however, criminals’ utterances are not yet to be investigated by the previous researchers. the present study analyzes the types of disagreeing strategies applied by criminals. most of previous studies on disagreements have been done in academic setting. as stated by choyimah and latief (2014:113) disagreement is one of speech acts that commonly take place in academic settings. it is proven by the studies from sofwan and suwignyo (2011), nobel: journal of literature and language teaching volume 8, no 2, september 2017 113 behnam and niroomand (2011), rohmah (2012), kozcogh (2012), kozcogh (2013), faharani and molkizadeh (2013), pattrawut (2014), bavarsad et al. (2015), aisyah (2015), nourozi (2015), and heidari et al. (2015). all of the researchers analyzed disagreements in students’sor learners’ utterances, but some of them used different issues related to the disagreement such as power or status and gender. recently, the area of study about disagreeing strategies in movie or film outside the academic setting has received special attentions from various researchers in different movies and focuses. they are carolina (2001), panic-kavgic (2013), tifani (2015), and arofah (2015). most of those researchers studied american movie. none of those researchers analyzed disagreements in asian movie. detective conan analyzed in the present study is one of asian animation movie series that comes from japan. it is one of the famous movies and has been shown since 1996. it has more than eight hundred episodes with hundreds of criminals who are involved in murderer, arson, and kidnapping cases. the criminals always make debates in solving episodes with the chosen interlocutors. various verbal disagreeing strategies are applied by them to deny the accusation. detective conan actually has been analyzed by some previous researchers. they are anugramatur (2013) focusing on the types of speech functions uttered by conan edogawa, and rahman (2015) focusing on the types of illocutionary act performed by the characters. none of those researchersfocus on disagreementsor disagreeing strategies. this study analyzes verbal disagreeing strategies in criminals’ utterances when they argue with their interlocutors.the researcher only focuses on the disagreeing strategies when criminals debate over the accusation, not on a refusal. since, refusal has its own and different area from disagreement. chen in bella (2011:1719) stated that a refusal is a speech act that occurs when a speaker tries to deny to be involved in an action proposed by the interlocutor. the refusal can occur in criminals’ utterance when they refuse to be asked to go to jail, not when they debate with the detective over the accusation or detective’s deduction. since, in the debate, they only try to disagree with the truth of their crime explained or proposed by the detective. they try to make the detective’s deduction seen as an untrue fact, as rees-miller’s (2000) arguments that disagreement occurs when a speaker considers the proposition uttered by the prior speaker is untrue. hence, in the present study the researcher is interested in investigating various disagreeing strategies applied by the criminals. the finding from this study is expected to be himmatul maratis suroiya et.al, verbal disagreeing strategy 114 able to give pictures of how a criminal defends him/herself by uttering disagreements when someone gives an accusation and tries to reveal his/her criminal actions. 2. review of literature there are many ways which can be used in expressing feelings. one way to express the feeling of discontent with others is by expressing disagreement. disagreement is a speech activity that is used to express different opinion from his/her interlocutor. hence, it can be said that the speaker makes an expression of disagreement when she/he has different opinions from his/her interlocutor. the speaker tends to express it in order to achieve his/her purpose. it usually can be identified from its verbal structure which shows a different view from the preceding talk (sofwan & suwignyo, 2011:42). disagreements can be used for a culprit or criminal to deny the accusation pointed by the interlocutor toward him. he wants to keep their save position to cover their crimes. he does not want to lose from the debate over the accusation. as stated by sofwan and suwignyo (2011) that disagreement is expressed as speech act activity in which the speaker try to keep their own positions by opposing the interlocutors. disagreement can be expressed in some ways. muntigl and turnbull (in behnam&niroomand, 2011:208; sofwan&suwignyo, 2011:43-44) proposed some types of disagreeing strategies. there are 5 different types of disagreeing strategies identified. they are irrelevancy claim, challenge, contradiction, counterclaim, and contradiction followed by counterclaim. muntigl and turnbull identified the taxonomy of the types of disagreeing strategies in 1995, but there were only 4 types identified (behnam&niroomand, 2011:208). irrelevancy claim, challenge, contradiction, and counterclaim were firstly identified by them. irrelevancy claim is types of disagreeing strategies that the speaker seem to be questioning or undermining their interlocutors’ previous claim by stating the previous claim is not relevant to the discussion of the topic at hand (muntigl and turnbull in sofwan & suwignyo, 2011:43; behnam & niroomand, 2011:208). the speaker asserts that the previous claim is not relevant to the discussion because the hearer is not in a specific view of what is being argued about (e.g. what are you talking about?). challenge, as the second type, typically has syntactic form of interrogative with question particles such as when, what, who, why, where, and how; they implicate that the addressee cannot provide evidence for speaker’s claim (muntigl and turnbull in sofwan & suwignyo, 2011:43; behnam& niroomand, 2011:208). in expressing a challenge, the speaker questions an addressee’s prior claim, demands that the addressee provide evidence for his/her claim, and nobel: journal of literature and language teaching volume 8, no 2, september 2017 115 at the same time suggeststhat the addressee cannot do so (e.g. what is the evidence that prove me as the culprit?). in the third type that is contradiction strategy, a speaker contradicts the interlocutor by uttering the negated proposition expressed in the previous claim: that is, if a utters p, then b utters ~p (muntigl and turnbull in sofwan & suwignyo, 2011:43-44). as behnam and niroomand (2015:208) stated that contradictions often occur with a negative particle such as no or not, as in no, i don’t. it indicates that the prior claim is not true (e.g. i didn’t kill him). however, chen in aini (2015) stated that contradictions are not always preceded by a negation, but it also occasionally starts with contradictory statement, such as “i thought it was so boring.” in expressing disagreement by using counterclaim, the speaker’s emphasis is not on pure opposition such as irrelevancy claim, challenge, or contradiction strategy. the speaker provides an alternative claim and/or reason for why she/he disagrees, which invites negotiation of the previous claim by opening up the topic of discussion rather than closing it down (muntigl and turnbull in behnam & niroomand, 2011:208). sadrameli and haghverdi (2016) stated that counterclaims tend to be preceded by pauses, prefaces, and mitigating devices like “maybe you are right, but…” it is used to indicate indirectness and being polite in the speech act of disagreement (e.g. yes, i got it. but we should go to the murder scene first). in 1998, muntigl and turnbull proposed that there is a fifth type existing in disagreeing strategies. it is formed from the combination of contradiction and counterclaim (behnam & nirooman, 2011:208). it is named as contradiction followed by counterclaim. the taxonomy is completed with 5 types of disagreeing strategies.in this type, the speaker begins the disagreement by contradiction then she/he continuous with a counterclaim that provides a reason for why she/he disagrees to the interlocutor (e.g. i don’t think so, because everyone who is here can do it). some previous studies about disagreements were done by usingmuntigl and turnbull taxonomy to analyze the disagreeing strategies. most of those studies were conducted in academic setting. the researchers related some issues toward disagreeing strategies performed by the students. behnam and niroomand’s study (2011) investigated the ways power relations influence politeness strategies in disagreement. in order to find out whether and to what extent the realization of the speech act of disagreeing and the of appropriate politeness strategies by iranian efl learners, in a university setting, across different proficiency levels (intermediate and upper-intermediate) differ in relation to people with different power status, a discourse completion test (dct) was completed by 40 iranian efl learners. the learners were placed himmatul maratis suroiya et.al, verbal disagreeing strategy 116 at two different levels based on their scores on a proficiency test. the findings of the study provide some evidences for the relation between the learners' level of language proficiency and type and frequency of disagreement and choice of politeness strategies associated with people with different power status. a study from nourozi (2015) investigated the influence of politeness strategies in different disagreement situationsby iranian learners of english as a foreign language. the sample involved 50 iranian studentsinstitute. they were divided equally into intermediate and advance group. the findings of the study revealed that disagreement strategies are related to skills of language, efl learners acquire pragmatic and linguistic knowledge. the major findings of this research that, intermediate and advance learners use the same type of strategies, however, they differ in the type and frequency of use of these strategies. bavarsad et al. (2015) analyzed the ways in which the speech act of disagreement is expressed by young male and female persian speakers. the focus of the study was on the role that gender and power might play in the employment of strategies to mitigate the threat of disagreement. the results revealed that although both males and females were concerned about the power status of interlocutors and try to apply the appropriate strategies while expressing their disagreements, females were more cautious and used different strategies from those of males. those 3 previous studies have different focuses. yet, there is one similar point which they have in their findings. the studies found all 5 types of disagreeing strategies from muntigl and turnbull taxonomy. irrelevancy claim is also the fewest type used by the students/speakers in their studies. favored types are taken by contradiction and counterclaim with the highest percentage among the 5 types of disagreeing strategies. 3. research methods the current research is a qualitative content analysis. cole (1998) stated that content analysis is a method of analyzing written, verbal or visual communication messages. content analysis allows the researcher to test theoretical issues to enhance understanding of the data. through content analysis, it is possible to distil words into fewer content-related categories. cavanagh (1997) also mentions that when classified into the same categories, words, phrases and the like share the same meaning. the key instrument of the present study was the researcher herself. therefore, the researcher spent a great deal of her time to read and understand the related theories and concepts before collecting and analyzing the data. the data in this analysis were in the form nobel: journal of literature and language teaching volume 8, no 2, september 2017 117 of the transcripts of movie series from detective conan movie. 30 criminals (15 males and 15 females) were selected based on good and long debate they have with the 6 chosen interlocutors. there are 4 male interlocutors, and 2 female interlocutors. the criminals’ disagreement utterances were analyzed to find kinds of disagreeing strategies applied by male and female criminals. percentages of each kind of the strategies were then counted. 4. results and discussions based on the analysis, it is found 11 types of disagreeing strategies used by male criminals with the total of 56 times of occurrence. meanwhile there are 9 types of disagreeing strategies used by female criminals with the total of 48 times of occurrence. the complete findings are shown in figure 1 and 2 as follows. figure 1: male criminals’ disagreeing strategies himmatul maratis suroiya et.al, verbal disagreeing strategy 118 figure 2: female criminals’ disagreeing strategies figure 1 presents the findings of types of disagreeing strategies from male criminals and figure 2 presents female criminals’ strategies. it was found 56 utterances containing disagreements and 11 types of disagreeing strategies in male criminals. besides, in female criminals, it was found 48 utterances containing disagreements and 9 types of disagreeing strategies. most of the disagreeing strategies have different percentages in both male and female criminals. ‘counterclaim’ and ‘contradiction’ are favored type or have the highest percentage among male criminals’ types of disagreeing strategies. the lowest percentage in male criminals is ‘challenge followed by counterclaim’. female criminals favor more on ‘counterclaim’ and ‘contradiction followed by counterclaim’. they rarely used ‘irrelevancy claim followed by counterclaim’ in their disagreements. each type of the disagreeing strategies from male and female criminals are elaborated below along with the example. 4.1 irrelevancy claim irrelevancy claim is the type that will be chosen when the hearer is not in specific view of what is being argued in the discussion. he/she is questioning or undermining the previous utterance of the interlocutor. it seems that the interlocutor is straying off the topic. male criminals use ‘irrelevancy claim’ in two utterances or 3.6%. it can be seen inone of the data below. nobel: journal of literature and language teaching volume 8, no 2, september 2017 119 excerpt 1 officer : there is no doubt that this was merely an accident. kurumatani-san, i’m going to take your statement regarding the accident. mourikogoro : hold on. this is no ordinary accident, i think it’s a premeditated murder case done by kurumatani-san. kurumatani seiji: what are you saying all of a sudden?! [eps.556/p.7] kurumatani seiji, a male criminal, uses ‘irrelevancy claim’ to disagree withmouri’s utterance which states that the case is a premeditated murder case. seiji seems shocked and he then questions mouri’s utterance, “what are you saying all of a sudden?!” since, actually, the discussion about the case has almost drawn a conclusion that the case is an accident, and seiji is also a victim. his statement is strengthened by the officer’s statement. he also knows that the victim’s car does not hit the brake indicating that the vicim does not notice the incoming car which makes the collison course phenomena as the reason of the accident. but mouri suddenly states that it is not. seiji does not agree directly and states the utterance containing ‘irrelevancy claim’ because he thinks that mouri is straying off the topic all of a sudden by accusing him and stating that the case is a premeditated murder case. especially, there is an evidence from the surveilance camera that there is no anything out of ordinary. the discussion is about the evidence of whether the accident is merely accident or not. when the proofs already show that the case is accident, even mouri seems agree with it beforehand and the officer concludes that it is an accident. yet, he suddenly states that it is a murder case where there is no possibility that it is. 4.2 challenge this second type of disagreeing strategies is found in both of male and female criminals’ utterances. in fact, femalecriminals use it more than male criminals do. female criminals’ challenge reaches 12.5% or 6 times of the total amount of the data. besides, male criminals’ challenge reaches only 5.3% or 3 times of the total amount of the data. as the name of the type shows,‘challenge’ presents disagreeing strategies in a thoughtprovoking way. it represents the criminal’s desire to unable the interlocutor to provide an evidence of his/her utterance or accusation towards the criminal. it shows that the criminals want to prove that they are innocent, since they are brave enough to give a challenge to the interlocutorbygiving a question. therefore, it typically has syntactic form of interrogative with question particles such as when, what, who, why, where, and how. excerpt 2 ueda jouji : please, wait a minute! when yoshimura fell, i was right there with you mouri-san, wasn’t i? himmatul maratis suroiya et.al, verbal disagreeing strategy 120 mourikogoro: that’s true. you used me to create an alibi. ueda jouji : but how would it be possible for me to make yoshimura fall if i was with you? [eps.232/p.3] ueda states a challenge by asking how he can kill the victim when he has an alibi. he expects that the interlocutor will not be able to answer that question to prove that he is innocent. he is brave to ask because he has his alibi. 4.3 contradiction with 21.4%, contradiction has the second highest frequency among male criminals’ disagreeing strategies. the exact amount is 12 utterances. while femalecriminals’ contradiction only reaches a half of male criminals’ percentage that is 10.4% with the exact amount is 5 utterances. contradiction occurs with a negative particle such as no or not. excerpt 3 mouri kogoro: no. in order to prevent the hole from being found, you had to break the glass. katsugi kensuke: that’s not true. [eps.512/p.6] in excerpt 3, there is particle “not” in the utterance of the criminal named katsugi kensuke. he disagrees with mouri’s claim by saying “that’s not true” as he contradictsmouri’s accusation. he makesmouri’s claim appear to be wrong or misguided by uttering that mouri’s thought is not true. 4.4 counterclaim this type reaches the highest frequency not only among male criminals but also among femalecriminals. both male and femalecriminals reach the same amount of frequency, but different in the amount of percentage. that is 14 times or 25% for male criminals, and 14 times or 29.2% for femalecriminals. excerpt 4 mouri kogoro : something as trivial as this can be done by anybody. saneto shishido: all right, even if what you said was true, but i have an alibi, and it’s a perfect alibi. mouri kogoro: yes. besides the 3 minutes these children didn’t see you. saneto shishido:you can say that, but you can’t do anything in 3 minutes.[eps.109/p.2] counterclaim used by saneto is presented with a preface to mitigate the disagreements. “all right, even what you said was true” and “you can say that” are partial agreement. he seems to agree at the first time, but then he continues by stating the statement started by “but” nobel: journal of literature and language teaching volume 8, no 2, september 2017 121 to imply his actual disagreements. therefore, counterclaim is the type which can be considered as implied disagreement. 4.5 contradiction followed by counterclaim this first combination type of disagreement that is between ‘contradiction’ and ‘counterclaim’is produced 11 times by male criminals or 19.6%. meanwhile, female criminals use it in 7 times or 14.6%. even though it is a combination of 2 types, but the function of each types does not change. ‘contradiction’ is to contradict the previous utterance, and ‘counterclaim’ is to give a reason or explanation of a fact to the interlocutor. but it is used in one time as a combination to be 1 type. and counterclaim here tends to appear without a preface, because there is a contradiction that is to start the disagreement. excerpt 5 kudo shinichi: the person who killed tatsuya-san is you, his manager, tarehara marisan! terahara mari :that’s nonsense. since when tatsuya collapsed in this room, i was on the phone that’s outside of this room.[eps.42/p.19] terahara, a female criminal in excerpt 5, directly disagrees by using ‘contradiction’ when she is accused as the culprit of the case. there is word “nonsense” to contradict mouri’s accusation. then, her utterance is followed by ‘counterclaim’. she presents a reason why she contradicts or disagrees and saying that mouri’s utterances are nonsense, that is she has an alibi when the crime happens. 4.6 counterclaim followed by contradiction as its name implies, this type is the opposite of the previous type ‘contradiction followed by counterclaim’. this 6th type is ‘counterclaim followed by contradiction’. in the previous type, the criminals contradict first and then give their reason, while in this type, the criminals present their reason or explain their argument by saying ‘counterclaim’ to perceive the interlocutor’s claim and then continued by ‘contradiction’. considering the percentage, for male criminals, it is only 1.8% and the exact amount of it is 1 utterance. for femalecriminals, it is 6.2% with the exact amount of the frequency is 3 utterances. excerpt 6 mouri kogoro: the president loved being showy and would do things such as magic tricks or skits, and he couldn’t stand sour things. so you proposed this to the president beforehand, right? saying, “everyone would be surprised if you ate the sour spy choco white without making a face!” or something like that. himmatul maratis suroiya et.al, verbal disagreeing strategy 122 urai hosie : just a few days ago, my husband ate a sour-flavored cake and bedridden as a result. there is no way he’d eat that chocolate.[eps.609/p.16] ueda chooses to explain by telling a real fact of his husband who bedridden after eating a sour-flavored cake. she wants to tell the truth that proves his husband cannot eat the sour spy choco white. she, then, utters her ‘contradiction’ of mouri’s claim. she wants to make mouri’s claim appear to be wrong. 4.7 irrelevancy claim followed by counterclaim this 4th combination type is produced in few numbers by the criminals. considering the percentage, it is 3.6% and the exact amount of the frequency is 2 utterances produced by male criminals. for femalecriminals, it is only 2.1% and the exact amount of the frequency is just 1 utterance. irrelevancy claim that is used to represent the questioning speaker about the sudden and irrelevant utterance uttered by the interlocutor is supported by counterclaim in this type. counterclaim has function to emphasize that the interlocutor’s statement is indeed irrelevant from his/her previous statement in the discussion. excerpt 7 mouri kogoro : the culprit was you, maekawa-san! you actually didn’t go to catch octopuses, did you? you quickly hid yourself near the private spa, and without him suspecting anything, you brained umezu-san with the rock. then, you forced his head under the water and drowned him. maekawa kouichi :what are you talking about?! you and i heard the noise at 8:00 as well. you also said it before.[eps.567/p.7] what are you talking about?” is regarded as the way of maekawa, a male criminal, to express that he is questioning over mouri’s statement which accuses him as the culprit. moreover, the criminal already have a perfect alibi, and the interlocutor have accepted it beforehand. as maekawa states in his ‘counterclaim’, he has his alibi since the noise is heard at 8:00. he presents his reason to disagree that he is accused as being the culprit. the counterclaim used for emphasizing his ‘irrelevancy claim’ towards mouri’s irrelevant claim. 4.8 contradiction followed by challenge this type can be considered as a strong disagreement, since when a criminal already gives a‘contradiction’ to deny, he/she still continues by giving a ‘challenge’ to challenge the interlocutor’s claim. for this type, male criminals tend to favor it more by producing 6 utterances or 10.7%. meanwhile, femalecriminals only produce a half of male’s percentage that is 3 utterances or 6.2%. nobel: journal of literature and language teaching volume 8, no 2, september 2017 123 excerpt 8 mouri kogoro: the reason you held yoshimura-san’s corpse was to create an excuse to return here to change the furniture back. the reason conan saw you sweating in your apartment was because you had just finished moving the furniture back. ueda jouji : that’s nonsense! do you have any proof?![eps.232/p.2] in the excerpt above, ueda gives a contradiction by stating a negative evaluation only. he states that mouri’s deduction is nonsense. the word ‘nonsense’ can be used to contradict. since the criminal wants to make the interlocutor’s statement appear to be nonsense story to be believed. contradiction can start with contradictory statement such as a negative evaluation for the interlocutor’s utterance, even though it appears without a negated proposition. ueda continues his disagreement by challenging to ask whether mouri has any proof. he challengesmouri whether he could show that his statement is true by showing the proof. 4.9 counterclaim followed by challenge counterclaim followed by challenge found in a big number in femalecriminals’ utterances. there are 7 femalecriminals’ disagreements which contain this 9th type. it is equal to 14.6% from the entire data of female criminals’ disagreeing strategies. meanwhile, for male criminals, it is only found in few numbers that is 2 utterances or 3.6%.in this type, counterclaim is used as opening of their disagreement to answer back or to be a preface of what they will say to disagree. in other words, it is like they disagree impliedly at first and then they disagree explicitly through ask a question to challenge the interlocutor. excerpt 9 mouri kogoro : knowing that soejima-san was an alcoholic, you created numerous situations where he might get himself accidentally killed. then, all you had to do is wait, like sitting in a café terrace, drinking tea. takahata kyouko: that’s interesting!your deduction is great, but there is a missing point. do you have evidence that i am the culprit?[eps.570/p.13] takahatakyouko, a female criminal, uses‘counterclaim’ with a preface. as she uttered in her first utterance, “that’s interesting” is to give a positive evaluation over mouri’s deduction. it makes mouri’s deuction appears to be an interesting deduction. she even continues her sentence which states that mouri’s deduction is great. she seems like she acknowledges a possibility that mouri’s deduction is true. but, for sure, she then starts to show a disagreement by saying “there is a missing point”. she continues by disagreeing explicitly. she asks a question that indicates the missing point she states before. she asks himmatul maratis suroiya et.al, verbal disagreeing strategy 124 about the proof of mouri’s accusation which states that she is the culprit. she challenges whether mouri has evidence. 4.10 challenge followed by counterclaim challenge followed by counterclaim is the opposite combination of the previous type. the criminals give ‘challenge’ at first, and then they give ‘counterclaim’ to strengthen their ‘challenge’. they use ‘counterclaim’ to continue their ‘challenge’. they present a reason to indicate that their question asked through ‘challenge’ cannot be answer easily. only a few of the criminals’ utterances consist of this type. for male criminals, there is only 1 utterance or 1.8%. for femalecriminals, it is 2 utterances or 4.2%. the only data of this type from a male criminal is presented below. excerpt 10 mouri kogoro : well then, shall we experiment? imaoka kuishirou: wait a minute. then when did i take out a boat? large waves started coming in, so it was a stormy sea. a boat would just capsize, and there were no marks of a boat being draaged on the beach.[eps.677/p.9] when debating about evidence, imaoka denies mouri’s idea through asking a question. he expectsmouri cannot answer it, since he continues his disagreement by proposing a counterclaim to strengthen his disagreement. he states that yesterday is stormy sea that makes a boat will capsize. he also proposes a fact that there is no a mark of a boat being dragged. it implies that he cannot bring a boat to the sea, as he states in his counterclaim. it makes his ‘challenge’ cannot be answered easily. 4.11 contradiction + counterclaim followed by challenge this last type is formed from a combination type and one type that are from the 5th type and the 2nd type. it is only found in male criminals’ utterances. none of female criminals use it. only a few of male criminals’ utterances consist of this type. 2 utterances represent the use of this type. this is equal to 3.6%. the criminals use it to disagree explicitly first by ‘contradiction’, and then they propose ‘counterclaim’ to show their reason or facts to support the ‘contradiction’. they continue by making a ‘challenge’ to ask a question towards the interlocutor. excerpt 11 prof. agasa : exactly, i did see it. at that time a strange food delivery person running without a delivery box, and what’s more, the bottom part of his head that i was able to see under the cap was exactly the same inverted-v style as satan-san’s. nobel: journal of literature and language teaching volume 8, no 2, september 2017 125 satan onizuka: but there’s no evidence there was that delivery person you talked about. and there are other people who have the same haircut as me. they could even have been one of my fans. plus, if i murdered the president like that, how did i reapply this makeup after i came back here?[eps.488/p.5-6] a long disagreement expressed by satan onizuka as a male criminal in excerpt 11. satan directly disagrees with prof. agasa’s accusation through his contradiction that there is no evidence about the delivery person prof. agasa talks about. he wants to make prof. agasa appears to be wrong in seeing the delivery person. he continues his disagreement by stating ‘counterclaim’. he explains a reason and a fact through it. he explains that there are other persons who have the same hair style as him, and the delivery person can be one of his fans. it implies that he cannot be the culprit if it is due to the hair style, since other people have the same hair as him. it also implies that it is not a strong evidence to accuse satan as that delivery person. he does not stop there. he continues his disagreement again by stating ‘challenge’. he asks if he is the culprit then how he will reapply his makeup. all in all, from those 11 types of disagreeing strategies, there are 6 new types of disagreeing strategies found in this study beside 5 types from the taxonomy of muntigl and turnbull (in behnam & niroomand, 2011:208). the new types can be seen clearly in figure 1 and 2. as stated in the review of literature, muntigl and turnbull completed the 5 types of strategies by proposing the 5th type that is contradiction followed by counterclaim (behnam & niroomand, 2011:208). it is the result from combining two previous types, contradiction and counterclaim which were identified before in 1995. these 6 new types in this study also come from the previous 5 types of disagreeing strategies in muntigl and turnbull taxonomy (in behnam & niroomand, 2011:208). the results of the present study show that the combining types can be formed from other types such between challenge and counterclaim, or challenge and irrelevancy claim. the criminals in this study tend to combine the types. they want to make strong disagreement which cannot be denied easily by the interlocutor, since they really do not want their crime to be uncovered. suryanto stated in destiyani’s study (2011:4) that criminals have different characteristics and thought than other people. they tend to be brave, expert in manipulating, and have more power. they are also weak in controlling emotion (destiyani, 2011). in this study, the criminals are brave to always state their disagreements. it is proven by the new types which occur in this study. they are in dangerous situations which push them to state strong disagreement in order to keep their crime. if they state a weak disagreement which can be denied, their crime can be revealed by the detective. therefore, they state a strong disagreement by combining 2 types of disagreeing strategies. himmatul maratis suroiya et.al, verbal disagreeing strategy 126 the new types are also not found yet in previous studies. some previous studies which used muntigl and turnbull taxonomy to analyze the disagreement did not show new types as in this study. the studies by behnam and niroomand (2011), sofwan and suwignyo (2011), faharani and molkizadeh (2013), bavarsadet al. (2015), heidariet al. (2015), nourozi (2015), and sadrameli and haghverdi (2016) found all the 5 types in their study. the results of those previous studies only show the existence of the 5 types of disagreeing strategies. hence, the 6 new types can be considered as the new result that can enrich the previous taxonomy. 5. conclusion in summary, there are 11 types of disagreeing strategies applied by male criminals, and 9 types applied by female criminals. from both male and female criminals’ types of disagreeing strategies, it can be drawn a result that there are 6 new types found in totally. the new types can occur because the criminals tend to combine 2 types into 1 type. they tend to be brave to express their disagreements because they do not want their crimes to be revealed by the interlocutor. hence, the new types appear in the present study. since this study only focuses on types of disagreeing strategies applied by male and female criminals, future studies can focus on disagreement in criminals by relating it to some issues, such as, power and gender. it can focus on the differences between male and female criminals in expressing the disagreements. male and female interlocutors also existed in the detective conan movie series. it could be compared between male criminal and male interlocutor, male criminal and female interlocutor and so on. 6. references aini, w. n. (2015). realization of disagreement strategies by indonesian speakers. english review: journal of english education, 3(2), 239-246. aisyah, a. s. (2015). interlanguage pragmatics of disagreement by indonesian efl learners. publication article, muhammadiyah university of surakarta. anugramatur, d. sp. (2013). speech function in the comic entitled “detective conan”. (thesis, diannuswantoro university, semarang). arofah, s. (2015). verbal disagreeent strategies used by greg towards his father and his future father-in-law in “meet the fockers” movie. (thesis, uin sunanampel surabaya). bavarsad, s. s., eslami-rasekh, a. &simin, s. (2015). the study of disagreement strategies to suggestion used by iranian male and female learners. journal of pragmatics,49, 3042. retrieved march 3, 2016 fromhttp://dx.doi:10.18052/www.scipress.com/ilshs.49.30 nobel: journal of literature and language teaching volume 8, no 2, september 2017 127 behnam, b. &niroomand, m. (2011). an investigation of iranian efl learners’ use of politeness strategies and power relations in disagreement across different proficiency. english language teaching, 4, 204-220. retrieved march 3, 2016 from http://dx.doi.org/10.5539/elt.v4n4p204 bella, s. (2011). mitigation and politeness in greek invitation refusals: effects of length of residence in the target community and intensity of interaction on non-native speakers’ performance. journal of pragmatics, 43, 1718-1740. carolina. (2011). the study of disagreement between characters in the film ten things i hate about you. (thesis, petra university, surabaya) cavanagh s. (1997). content analysis: concepts, methods and applications.nurse researcher, 4, 5–16. cole f.l. (1988). content analysis: process and application. clinical nurse specialist, 2(1), 53–57. choyimah, n. & latief, m. a. 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(thesis, uin sunan ampel surabaya). nobel: journal of literature and language teaching volume 9, no 2, september 2018, p-issn 2087-0698 e-issn 2549-2470; 73-87 magical realism in leslye walton’sthe strange and beautiful sorrows of ava lavender hadiyatul ishlahiyah, mariyatul hibtiyah, ikhtiar fadila, anis zulfi amalia, sufi ikrima sa’adah uin sunan ampel surabaya hadiyatulishlahiyah@gmail.com abstract: this article focuses on the description of magical realism in leslye walton’s debut novel the strange and beautiful sorrows of ava lavender. this study applies wendy b. faris’ characteristic of magical realism in order to uncover the magical realism within the novel. the result of this study confirms that this novel portrays all of faris’ characteristics of magical realism. they are: the irreducible elements represented by ava’s wings as well as viviane and emilienne’s magical talents, the phenomenal world seen through the three women’s normal life, the unsettling doubt coming from the doubts on ava’s wings and emilienne’s strangeness, the merging realms portrayed by the transformation and apparition, the disruptions of time and space through the existence of odd plant and seasons. keywords: irreducible elements; phenomenal world; unsettling doubts; merging realms; disruption of time. 1. introduction in literature, magical realism is a term used to describe a situation or an event that is a combination between everyday realities and supernatural elements that are woven seamlessly into one single story (barton & hudson, 1999:31). the term ‘magic’ in magical realism itself refers to the sense of newness in which the reality is exaggerated as well as endowed with something rather entirely different from what it usually is. thus it made something entirely new from the different basic concept of this reality because of the clarity and clinical details enticed to it. franz roh (in hegerfeldt, 2005:13) further gives addition to his explanation that this concept of magic which is designated to oppose ‘realistic’. the key to interweave the magical elements that are used to be the opposite of realistic into the reality itself lies on the scheming of the narrative on how the author represents the life of his or her characters when they experience the magic in their lives, treat it like any other events that happen to them. just like normal people dealing with their everyday matters, characters in magical realism story deal with magical events and situation as if it is what the creator of the world will it to be. they demonstrate that those magical elements mailto:hadiyatulishlahiyah@gmail.com 74 hadiyatul ishlahiyah et.al, magical realism are just part of their reality (hegerfeldt, 2005:14). therefore, magical realist stories seem so normal yet so strange, but the readers can still relate to them due to the realities that are still being the prominent aspect of the story itself. the strange and beautiful sorrows of ava lavender, penned by an american debut author leslye walton, tells a story of titular character ava lavender who was born with a pair of white and brown speckled wings sprouting out of her shoulder blades. ava lives with her mother and grandmother, both are single mothers, in a fictional neighborhood called pinnacle lane in modern day seattle, washington. this novel is written in a unique narrative style, in which the narrator, ava lavender has not even born during the first half of the novel. ava narrates the life of her grandmother and her considered strange family as well as the life of her mother by using third person point of view. until the moment ava lavender was born, she starts narrating the story using the first person point of view. she narrates her own upbringings along with the continuity of the lives of the other main characters of this novel which are full of magical events. 2. review of literature 2.1 characteristics of magical realism wendy b. faris in her book ordinary enchantments: magical realism and remystification of narrative, proposes that magical realist fiction has five characteristics in it. those are “the irreducible elements”, the phenomenal world, the unsettling doubts, merging realms, and also disruptions of time, space and identity (faris, 2004:7). a. the irreducible elements the irreducible element is an occurrence that is unexplainable by “logic, familiar knowledge, or received belief,” which has been formulated in western empirically based discourse (young & hollaman quoted in faris, 2004:7). being that the extraordinary and magical events are recounted just as casually as the ordinary ones, the readers sometimes finding difficulties in straightening them out. adding it that they are written in such a vivid description unlike the mysteriously transmitted traditional narratives such as myth and folklore. tzvetan todorov explains that this irreducible element "goes beyond the uncanny as is it exists as an incidental element in various kinds of narrative" (in faris, 2004:7). readers find themselves accepting the story to be the narrators or characters' projections due to the fact that these irreducible elements are seamlessly assimilated into the realistic textual environment of the story. the outrageousness of the reality is often underrated by the ordinary people's casual reaction over it. the magic grows almost nobel: journal of literature and language teaching volume 9, no 2, september 2018 75 unnoticeably out of the real, and the narrator registers no surprise, with the result that the element of surprise is redirected onto the history we are about to witness within the story (faris, 2004:8-14). b. the phenomenal world the second characteristic of magical realism is the phenomenal world. this is the realistic side of the oxymoron. magical events are usually grounded textually in a traditionally realistic, even an explicitly factual manner. as cooper has stated that “the mysterious, sensuous, unknown, and unknowable are not in the subtext, as in realist writing, but rather share the fictional space with history” (cooper, 1998:36). within the fiction, the author will often do a historical anchoring in which they put some elements from history that will persist even when the fantastical element shows its colors ever so slightly (faris, 2004:15-16). c. the unsettling doubts while reading the magical realist fiction, the readers may experience hesitation before acknowledging the irreducible element. hence, they experience some unsettling doubts. it frequently stems from the implicit clash of cultural systems within the narrative. because belief systems differ, some readers in some cultures will hesitate less than others, depending on their beliefs and narrative traditions. hesitation may obscure the irreducible element, which consequently is not always so easily perceived as such. the contemporary western reader’s primary doubt is most often between understanding an event as a character’s dream or hallucination and, alternatively, understanding it as a miracle (todorov in faris, 2004:1718). d. merging realms this particular characteristic enables the reader to feel the closeness or near merging of two realms or two worlds. in terms of cultural history, magical realism often merges ancient or traditional and modern worlds. it combines realism and the fantastic element in literature. perhaps the magical realist narrative line is analogous to the axis of the world that in many systems of thought is imagined to join the realms of the underworld, the earth, and the heavens. the magical realist vision thus exists at the intersection of two worlds, at an imaginary point inside a double-sided mirror that reflects in both directions. ghosts and texts, or people and words that seem ghostly, inhabit these two-sided mirrors, many times situated between the two worlds of life and death; they enlarge that space of intersection where a number of magically real fictions exist (faris, 2004:21-22). 76 hadiyatul ishlahiyah et.al, magical realism e. disruption of time and space in addition to merging different worlds, magical realist fictions disturb common ideas about time and space. with the example of year-long occurrences, our usual sense of time is shaken. and later our sense of space is disrupted when tropical plants grow over a strange place (faris, 2004:23). 3. discussion of the main themes 3.1 characteristics of magical realism found in the novel a. the irreducible elements the “irreducible element” in this novel can be seen in ava lavender’s very own pair of wings. it is perhaps the only one that is widely accepted as the irreducible element since it is physically visible. its status as being something logically unbelievable is even textually described as the only case science failed medical field (walton, 2014:5). the confusion of logically unbelievable winged girl is further expressed through various exchanges of the medical people who discuss about the devout religious masses as being jealous rather than pity and disdain because the religious belief that perceives winged creature as divine is questioned here because the wings are possessed by a girl, not an angel (p. 5-6). the next irreducible element is viviane’s magical talent to smell things such as body odor. she is even able to distinguish her lover scent as soap and turtle wax (p. 42). viviane, self-raised in a bakery shop, can whip up a batch of profiteroles and even calmly fill each choux with cream all by herself when she was still a toddler. at that very young age, her uncanny smelling ability is even capable to distinguish slight variation of any bakery recipes (p. 37). this extraordinary talent is pretty much illogical to be performed by an experienced baker just by a slight smelling, let alone a toddler. even so, viviane’s ability stretches further to an ability to smell feeling such as happiness, which according to her, smells like the sourest lime or lemon, also surprisingly sweet smelled broken hearts, and salty, sea-like redolence of sadness and death (p. 43). she also has the ability to find out the pregnancy of woman just by smelling a combination of brown sugar and stargazer lilies (p. 42-43). viviane’s magical talents will later come to the point where she is able to differ seasons according to its rain smell (p. 90), except in that one rain when her daughter’s attack took place. this particular rain smells differently, like what she describes as “bad omen and fear” (p. 137). emilienne, being the strangest of the roux, also happens to have odd talent that nobel: journal of literature and language teaching volume 9, no 2, september 2018 77 granted her a nickname ‘witch’ by her fearful neighbor. it was all started by simply helping her insomniac neighbor with peonies garland to wear (faris, 2004:27). the talent later developed into the strange-messages-filled dreams and reading birdcall according to the direction they are chirping, and not to forget what younger viviane theorize as “communicate with the dead” despite being dismissed with mere “ghosts don’t exist” answer (65). it was not without proof that viviane said so. from the moment she sets her footstep on seattle soil, the ghost of fatima inês who has been plaguing her former house for years prior to lavender family’s purchase was showing herself ever so slightly. and not to forget her deceased siblings who seem to never cease from existence following her around when she was pregnant and alone in the house (p. 29). her siblings’ unfading into the afterlife is not exactly without purpose. later in the novel, rené, the only spirit capable to communicate despite his face being destroyed in his former life, was determinedly sending her a warning through her grandson henry who apparently is the only one beside her that is capable to communicate with the deceased about the attack that is going to happen after the rain falls (p. 101). that being said, those magical talents and oddness are recounted as simple as to how she would possess a mole in her skin. viviane's exceptional talent is just as common as someone who has the gene of bakers running through her veins. emilienne’ s ability to communicate with the dead made their appearances quite normal to a woman who is still mourning since she has been through all of the loss and tragedies that her heart could not let go of her dead siblings. this casual depiction will eventually lead to the difficulties for the readers, just as faris predicted, regarding the status of the events (p. 7) whether they are true to their irreducible element characteristic or not. even so, it can be seen when ava lavender first goes out with her best friend cardigan cooper and her brother to the reservoir, ava has to face all of the suspicious teenagers whether she really possesses wings thus forcing her to show off her cloaked wings to them. and not to forget the ‘witch’ whisper that has been following emilienne around and literally floating through the window also creates a description to the culture within the society inside the novel on how they regard supernatural phenomenon just as much as reservoir kids with their signature teenagers inquisitive uncertainties over ava’s wings. by bringing out the doubts and regards as such, the author creates the illusion that those are just the reality of the story. and it truly is happened, because if it is not, they will not get a reaction from other characters in the novel. with ava still living her teenage life normally a strict parented teenager would 78 hadiyatul ishlahiyah et.al, magical realism (walton, 2014:123) and still getting through pregnancy without her capable of smelling it herself (p. 65-67) and not to forget emilienne’s desperation that brings her to perform wilhelmina dovewolf’s air cleaning ritual despite being called ‘witch’ herself all the time (p. 35-36), the irreducible elements are seamlessly assimilated within the novel that the readers find themselves accepting the story to be as ava projects. as the magic grows almost unnoticeably out of real (faris, 2004:8), ava registers no surprise when she recounted the story of her ancestors’ lives before her. even when her great aunt was suspiciously turning herself into an avian being just as much as her having to be born with its body parts. b. the phenomenal world faris’ second characteristic that she defines as “the realism of magical realism” (2004: 14) can be seen from ava’s education that viviane modeled after their neighbor cardigan cooper’s school books. ava, with wings and all, worries viviane so much that she cannot let ava goes out the house, not even for school, so viviane had to give her home-school lessons herself with cardigan’s “messy composition books” (walton 98). this concern for education is a genuine depiction of real life in which sometimes with some reasons from the children themselves or the circumstances that force parents to home-school their kids, even though in this case, ava’s wing plays the role of the drawback. being not allowed to go outside, ava’s nighttime wandering to the reservoir with cardigan that stretched to the point where she went out on the night of her attack that took place after the solstice celebration she attended with her newly bleached blonde hair matched with cardigan (p. 136) is another depiction of authentic teenage life that the stricter the parent’s rules are, the more they are trying to break it. another genuine depiction of real life is the story of the inseparable viviane and jack. neighboring kids first met at the lawn, they both quickly become best friends that later grow into a romantic relationship. viviane, being a curious little girl that she always is, was curious with jack's digging works at his father's lawn that somehow showed jack something he never gets from his father: attention and approval. being bullied by the neighborhood boys for befriending viviane, she once again proves to be someone he can be with to get those boys approval by being able to “outrun and outspit any of them” (walton 39). in return, viviane, whose childhood is basically raised herself at the bakery shop was somehow finding jack to be the one that gives her ‘her life’ that after the time jack enrolls at whitman college in walla walla, she became lifeless that “she spent her days trying to forget the sound of his voice, and her nights trying to remember. she spent nobel: journal of literature and language teaching volume 9, no 2, september 2018 79 hours standing by the mailbox waiting for letters that did not come, sitting by a telephone that would not ring.” (51) the realistic tale of the roux family is another one. when we see the family at first when they are still living in the small village of trouville-sur-mer, we see a family with four children, which can be considered a lot, desire to move somewhere grander or in this case the patriarch dream city manhatine new york. the immigrants who move into the united states along with their american dreams often find themselves to be not in their what the so-called dream city due to the fact that the skill they acquire from the previous job at their homeland could not afford those u.s. cities. in this case, beauregard’s skilled phrenologist talent that became his only job in france could not afford the city known as the most expensive in the world. in manhattan, an expensive city where they can barely afford low-quality meat and limp carrots to eat, they live in a small tenement that according to maman smells "distinctly of cat urine" with only two rooms wherein beauregard and maman sleep in one and the elder girls, emilienne and margaux, in the other one. the only boy in the family rené sleeps under the kitchen table and the youngest pierette is in a bureau drawer (p. 12). their misery of living in the big city as an immigrant family does not end there because surely as it has been explained in the previous section that tragedies keep happening to the roux family that at the end of the first chapter, what’s left of the family were maman’s blue ashes, yellow canary formed pierette and the brokenhearted emilienne (p. 23). those vividly detailed representations of the world as real people live in is definitely what set the distinction of magical realism from fantasy literature (faris, 2004:14). in fantasy, the world is built entirely different from what we live in along with magical creatures and all. in magical realism, or in this case, the strange and beautiful sorrows of ava lavender, we see all of the main characters are living the life as we do. the details of magical events that are endowed within those realistic life depictions such as ava’s wings as the drawback of her restricted social life, viviane’s odd talent to distinguish jack from others by his turtle wax and soap scent, and also magically strange tragedies happened to emilienne’s whole family are what makes this particular literary work as magical realism instead of just realism (p. 14-15). in magical realist fiction, readers often found the historical anchoring done by the author to enforce the realistic elements when the fantastic ever so slightly push through (faris, 2004: 15-16). here, walton also did this particular technique on her work that can be seen when she puts the story of the ss france in which the roux family was aboard, 80 hadiyatul ishlahiyah et.al, magical realism was on its maiden voyage a week after the sinking of the titanic (walton, 2014:9) which was accurately in real life happened at april 14, 1912 and ss france maiden voyage itself at april 20, 1912. another one is the second great war that jack was so eagerly trying to enlist, but to viviane’s delight, he was rejected due to his flat feet and poor eyesight (p. 48). aside from those histories, following faris’ statement (2004) that said sometimes magical realist author made “a distinctive recreation of historical events, often alternate versions of widely known historical events” (p. 15), walton also includes it in her book. that is the summer solstice celebration that somehow written as a celebration for magical child inhabiting the house at the end of pinnacle lane, fatima inês de dores per her own brother, the captain’s only request for his pioneered patronage to continue (walton, 2014: 22). this alternate version of the history of the pagan holiday once pointed out by a character, a strict catholic parishioner with such disgust saying "that they would put such effort into celebrating a pagan holiday seems only appropriate! monsters" (p. 140). even so, walton still provides a lengthy explanation of the origin of the solstice celebration from the mythology as well as different ways people around the world celebrate the summer solstice, and of course the essence of the celebration at pinnacle lane itself. in ancient gaul, the midsummer celebration was called the feast of epona, named after the goddess of abundance, sovereignty, and the harvest. she was portrayed as a woman riding a mare. the pagans celebrated the solstice with bonfires believed to possess a form of earthly magic, granting maidens insight on their future husbands and banishing spirits and demons. the men of the hopi tribe dressed in traditional masks to honor the kachinas, the dancing spirits of rain and fertility who were believed to leave the villages at midsummer to visit the dead underground and hold ceremonies on their behalf. in russia young girls floated their flower garlands down rivers, reading one another's fortunes by the movement of the flowers on the water. in sweden, neighbors gathered to raise and dance around a huge maypole draped in greenery and flowers. they call it litha or vestalia in rome, gathering day in wales, all couples' day in greece. it's sonnwend, feillsheathain, thing-tide, the feast day of john the baptist. for the people of pinnacle lane, the solstice celebration was a chance to shed their cloaks of modesty and decorum and replace them with wildflowers woven in their hair. only during the summer solstice did the old moss sisters remove their crosses from between their low-hanging breasts and drink themselves silly on great pints of malt liquor. only during solstice could pastor graves forgive himself for his favorite sweet, the nipples of venus, feasting on white chocolate from the truffle's teat. and only during solstice could rowe cooper arrive at the festival to find two identical winged girls waiting for him. (walton, 2014:136-137) nobel: journal of literature and language teaching volume 9, no 2, september 2018 81 this combination done by walton about the historical events of and myths of this particular pagan holiday of summer solstice celebration implies that those are both essential aspects of our collective memory (faris, 2004:16). it is further giving us the impression that the novel is, in fact, is in a realism side, since the characters within are celebrating the same thing as other people around the world, i.e. us the readers that can relate to. c. the unsettling doubts this particular characteristic that faris describes as the hesitation of categorizing the irreducible elements as it is due to our background culture (2004:17) can be seen from how other characters perceive ava’s pair of white and brown speckled wings. it starts from those medical people who cannot place if the wings are something grander than merely “a slight physical abnormality” (walton, 2014:5). next is cardigan cooper’s inquisitively asking ava to fly despite her insistence that she is not an angel because angels have white wings and that eventually, she cannot prove that the wings are useful for her (81). here the readers are subtly made to think that ava's wings are somehow not some body parts that made her possess magical ability showcasing through physical wings thus doubting the wings itself are magical. in the previous section, it has been explained that emilienne is able to communicate with the dead, which throughout the novel has been seen numerous times when her siblings are trying to communicate with her. even though she is able to block them from trying to communicate with her, she realized that "the more she ignored him, the louder the ghost of rené tried to speak." (walton, 2014:100). from this depiction of the sibling communication, it somehow crosses our minds as the readers that perhaps it was just emilienne’s hallucination when she is alone at the house that presumably is haunted by the previous inhabitant that she herself is described as “the young girl restless spirit” (p. 29). being sensitive and all, viviane also theorizes around her mother’s ability to communicate with the dead, for which it was being dismissed by emilienne’s mere “ghosts don’t exist” answer (walton, 2014:65). this further indicates that we, as the readers are being instructed to hesitate (faris, 2004:20). perhaps with those siblings of emilienne’s still following her around even when she has already moved on with her life to a different city is somewhat an allegorical metaphor ofthe ghost of the pastthat is following her no matter how much she tries to ignore it and let go of it. this perception is somehow obscuring the element of ghost that exists within the magical realist fiction. because as the 82 hadiyatul ishlahiyah et.al, magical realism readers move on to the next pages later on, the readers see that henry, emilienne’s grandson, is finally the one that the ghost of rené succeeds in communicating with (p. 101), and as the narrator of the story, ava is narrating the exchange as if the sad man, or rené, is a warning from beyond to warn them about the attack that is going to happen to ava that ironically, is unexpected by those henry tries to warn. another one the readers see from emilienne is that when she is being called ‘witch’ by the neighborhood. at the first time the lavender family set foot in pinnacle lane, or a particular time when connor first opens his bakery in pinnacle lane, the author makes her seen as if it is one of her what so-called ‘natural’ talent to be able to decorate the bakery when her “choosing the butter-yellow paint for the bakery walls and the white lace valances for the windows” and the way she “arranged wrought-iron tables and chairs across the black-whitetiled floor” somehow make the customers feel this is the perfect place to enjoy their breakfast, in which further give a huge impact of the success of the bakery (walton, 2014:27-28). by way of saying that it is her ‘natural’ talent just as much as peony garland for insomnia, hearing birdcall as an omen, is an implication that yet again it is somehow a magical talent of hers that somehow helps the success of the bakery. still, the author once again makes us doubting it is her magical talent by saying that her having impeccable taste is, of course simply because “she was french” (p. 28). this commentary about her background culture as a french woman leads to other talents of hers being doubted. it is because emilienne’s father, beauregard, was a skillful phrenologist in his lifetime, someone who read the future by reading people’s head and made money out of it. perhaps all emilienne’s supernatural talents that give her nickname ‘witch’ by the neighborhood in the first place is just her being the daughter of phrenologist and get the sensitivity to read things (other than skulls of course) just like her father before her. yet again, this is a solid proof that unsettling doubt is no doubt found in the novel by e m i l i e n n e r o u x ’ s ‘ n a t u r a l ’ t a l e n t s . d. merging realms dealing with merging realms as one of the characteristics of magical realist fiction, this particular novel has provided us with what catherine rogers calls a space of uncertainty with the intermittent and uncertain nature of the metamorphosis of pierette roux, emilienne's sister, and ava's great aunt, into a bird, or a yellow canary to be exact (walton, 2014:15). here, pierette is a captive between two worlds, which are, according to rogers, “captive between two worlds, the human and the animal, not belonging really to one or the other.” (faris, 2004:21). it can be seen from the beginning of the transformation nobel: journal of literature and language teaching volume 9, no 2, september 2018 83 itself. when pierette was attempting to turn herself into that particular yellow canary, her intention was to get the attention of “an older gentleman with a fondness for bird watching.” so when she was finally in her bird form, she was not exactly being a bird with its free life and wings to bring it everywhere it wants. pierette was still burdened by her desire to get the ornithologist’s attention, despite the end result being that “the bird-watcher never noticed pierette’s drastic at gaining his affection and instead moved to louisiana, drawn by its large population of pelecanus occidentalis” (walton, 2014:15) thus failing her humanly feeling while still trapped in animal world. being still in the bird form, pierette does not belong to the human world either, since her transformation can only make her communicate with her family by chirping, which can be seen the day margaux giving birth to emilienne’s fiancée, satin lush’s yet another son with mismatched blue and green eyes (walton, 2014:19). at this particular time, emilenne is just arriving at the family apartment when pierette is waiting for her outside with “such a twitter that emilienne has to stuff her poor sister-bird into the pocket of her jacket” (p. 15). it indicates that pierette is in humanly excitement or panic that she cannot show it as how a human (in a human form) will do. eventually, her family "became accustomed to pierette's cheery morning songs and to the tiny yellow feathers that gathered in the corners of the rooms and stuck to their clothes" (p. 15). upon emilienne's moving from manhattan to seattle with her newlywed husband, pierette, still in her yellow canary form, is one of the only remains of the family along with maman’s blue ashes. so when emilienne decides to move, she has to bring pierette along with her (walton, 2014:25), although as it turns out that “pierette, who’d never been emotionally stable even in human form, hadn’t survived the weary cross-country train ride” from new york state to washington state. pierette, who is brought to seattle inside a shoe box, at last, is buried along with their mother’s blue ashes “in the empty garden bed behind the new house marked only by a large river stone” (p. 26). the burial marks the end of her captivity in both animal and human worlds because after she becomes a ghost she is eventually able to transform herself once again from her canary form to the girl she was even as a ghost (p. 161). the ghost of pierette, along with both of her deceased siblings margaux and rené, in which they are playing pivotal role in the development of emilienne supernatural talent, also provides us a vivid representation of the magical realist vision that particularly exists at the intersection of two worlds, or as faris defined as the “double-sided mirror that reflects in both direction” in which she said is inhabited by “ghosts and texts, or people and 84 hadiyatul ishlahiyah et.al, magical realism words that seem ghostly” (p. 21-22). emilienne, with her strange talents and all, sometimes finds herself in a daydream that she is “back in that dilapidated tenement in beauregard’s manhatine — when the high notes of pierette’s effervescent laugh still echoed through the hallways, when rené’s beauty still rivaled her own, before margaux had betrayed her” (p. 29). this daydreaming somehow gets more intense when she grows older that she was within her contemplation of whether she never married connor and never leftmanhatine. she reached up and touched the belled lip of her old cloche hat — the one painted with red poppies — and the house on pinnacle lane fell away, replaced by the crumbling plaster walls of that derelict apartment: the kitchen sink, with its cracked porcelain and lines of rust circling the drain; the old-fashioned icebox, with its metal hinges and the square block of ice that made them feel rich even when the cupboards were bare; the bureau with the drawer where pierette slept and the corners where her feathers gathered; the sofa rené balanced on his forearms. and though she still wouldn’t converse with her ghostly siblings, emilienne could, in a fashion, communicate with them as they might have been. she started with an inquiry after margaux’s child. when margaux showed off her infant, emilienne at first smiled, then turned away when she saw his eyes — one green, the other blue. margaux held her son protectively against the hole where her heart used to be. she was exceedingly proud of her offspring; he was the greatest thing she’d accomplished in her life. and in her death. where was maman? beauregard? they didn’t know. there was only ever the three of them and the baby — and sometimes a young black-eyed girl. what was death like? she wondered. they did not seem able to answer, nor could they tell her why, in the afterlife, they would continue to carry the evidence of their sins in such a gruesome way. “maybe you are in purgatory,” emilienne offered. rené shrugged. maybe. sometimes margaux would motion to the harpsichord in the corner of the parlor, a request for emilienne to play. that’s when the walls of the manhatine apartment would melt away — along with the warbling voices of her siblings — and the walls of the house at the end of pinnacle lane would spring back up around her, the harpsichord unused, yellowing in the corner. (walton, 2014:127-128) this is the double-sided mirror that faris described before. emilienne is temporarily inhabiting that of ghost and human worlds intersection in which she was able to feel the way she felt back in manhatine but with everything in their state of being at the time, margaux with her infant son and heartless hollow chest, rené with his face in a gruesome shape, and of course the canary pierette. according to faris, fluid boundaries between the worlds of the living and the dead are traced only to be crossed (2004:22) which also happens in the strange and beautiful sorrows when emilienne’s siblings are trying to communicate with her. earlier of emilienne’s settlement in pinnacle lane, the ghost of her siblings are described as “always nobel: journal of literature and language teaching volume 9, no 2, september 2018 85 there” even on the day she married connor lavender and those spent in a cramped sleeper car while traveling cross-country, “him with his urge to speak despite his face having been shot off, and her with a cavern in the place where her heart once beat, sometimes with that child on her hip — that phantom child with mismatched eyes” always following her around and later were joined by the ghost of pierette, or in this case she was still the “canary” (walton, 2014:28). somehow their presence in emilienne's life after their respective deaths were the resemblance of faris description of contiguous one that continues life beyond the grave (p. 22). their behavior as ghosts where they determinedly trying to make emilienne listen to them that goes as far as making “frantic gestures” that unfortunately, emilienne, who was trying so hard to move on from her past life was “never stopped long enough to make sense of the silent words that poured from their lips.” and “no matter how desperately they tried, she was determined not to listen.” (walton, 2014:28-29). this particular manner of them implies that they are still feeling the need to live along with emilienne that as long as she was still being the only surviving roux in the world, the rest will stick together with her even in the ghost forms. e. disruption of time and space the example of disruption of time within magical realist fictions is some kind of year long occurrences that make our usual sense of time is shaken (faris, 2004:23). for this particular example in walton’sthe strange and beautiful sorrows of ava lavendercan be seen when the spring came early at the time of viviane’s pregnancy, in which she would only eat cherries all the time, which oddly enough was picked from their cherry tree along the side of their house that “had bloomed a season earlier than any other on the block.” these strange cherry trees at the end of pinnacle lane started to spring their blossoms at winter that caused “the pink blooms scatter across the snow-covered lawn.” and by the time of that aforementioned early-coming spring, those cherry trees were literally “bursting with cherries so red they were purple, and so large and ripe their skins were cracked, the juice leaking down the tree’s branches and soaking into the ground.” those seemingly magical fruits were surely growing out of hand that “all the jars of cherry jam emilienne made, all the cherry pie they sold at the bakery, barely made a dent in the amount of fruit falling from the tree.” (walton, 2014: 68) this particular example can also serve as the example of the disruption of space, because as it has been known, the soil of winter season would not be suitable for a tree to continue growing orlivingwith their leaves still intact on their branches, they will hibernate 86 hadiyatul ishlahiyah et.al, magical realism and shed every single leave at the fall and keep their bald form through the winter season. thus here, our sense of space is also shaken by the impossibility of tree growing their leaves, let alone blossoming in january. disruption of space is also presented at the very end of the rain disappearance that led to the infamous ava’s attack once again. at that time, viviane was able to smell the rain hours before the water began to fall as if the rain was somehow in mere distant of the sky even though that particular day had been “a beautiful day, all clear blue skies and warm sunshine” and that “there had been no indication that it would be anything but a picturesque midsummer’s night, except for the smell” (p. 138) indicating that the cumulonimbus responsible for that night’s rain was not near enough that is able to be seen hours before. 4. conclusion the researcher found that this novel lives up to wendy b. faris’ (2004) characterization of magical realism. in fact, all of the characteristics can be found in the novel. the first characteristic is the irreducible elements, those are ava's wings, viviane's magical talent to smell things, and also emilienne's strangeness. the second one is the phenomenal world, that is, ava's teenage struggle for having a strict parent, viviane's earlier years spent with jack, and also the depiction of the roux family, including emilienne, while they were immigrants in manhattan. the phenomenal world that often uses historical anchoring can also be found in this novel by the story of ss france and the pagan holiday, summer solstice. the third one, the unsettling doubts are apparent at how other character perceives and questions ava's wings and emilienne's ability to communicate with her deceased siblings and her other natural talents. these doubts shape the readers' thinking and categorization of the irreducible elements. the fourth one is merging realms. it can be clearly seen in pierette roux's transformation into a yellow canary that merges the realms of human and animal. other than that, the apparition of emilienne's deceased siblings is somehow invading the realm as if in a double-sided mirror that can also be accessed by emilienne through her daydreams. the fifth characteristic is the disruption of time and space. the disruption of time can be seen by the early coming seasons. the disruption of space can be seen in the growing of the strange cherry tree that started blossoming in winter. also, pierette's drawer bedroom is also an example of that. another one can be seen from the seemingly nonexistent distance nobel: journal of literature and language teaching volume 9, no 2, september 2018 87 of the cumulonimbus cloud and the smell of the upcoming rain. 5. references barton, e. j., & hudson, g. a. (1999).a contemporary guide to literary terms: with strategies for writing essay about literature(2nd ed). boston: houghton mifflin harcourt publishing company. cooper, b. (1998).magical realism in west african fiction: seeing with a third eye. london: routledge. faris, w. b. (2004).ordinary enchantments: magical realism and the remystification of narrative. nashville: vanderbilt university press. hegerfeldt, a. c. (2005).lies that tell the truth: magical realism seen through contemporary fiction from britain.amsterdam-new york: rodopi. todorov, t. (1975).the fantastic: a structural approach to a literary genre. translated by richard howard.ithaca: cornell university press. walton, l. (2014).the strange and beautiful sorrows of ava lavender. somerville, massachusetts: candlewick press. young, r., & hollaman, k. (1984).magical realist fiction: an anthology. new york: longman. nobel: journal of literature and language teaching volume 8, no 2, september 2017, p-issn 2087-0698 e-issn 2549-2470; 94-111 katniss everdeen’s linguistic features in suzanne collins’ the hunger games nafilaturif’ah, nur fazlina, tri prayogo, ikhda mardhia, frisca candra safitri, murni fidiyanti uin sunan ampel surabaya nafila.turifah@gmail.com abstract: linguistic features become the main issue analyzed in this study since it gets much attention from numerous academics. to focus the analysis, lakoff’s theory of women’s linguistic features is adopted. in addition, holmes (1992), sandriani (2012) and wright (2002)’s features of male’s language are also utilized. in the matter of collecting and analyzing the data, the researcher selects qualitative content analysis and descriptive research designs to deeply investigate katniss’ utterances and the author’s description. the researcher herself becomes the only instrument – human instrument. reading and selecting the data from the entire text of the hunger games is a part of data collection steps. then, the procedures of data analysis contain identifying, classifying and elaborating the data. drawing the conclusion is also the last step required. 23 utterances of women’s linguistic features and 45 utterances of men’s linguistic features eventually become the result of this study. to conclude, katniss is linguistically portrayed as following men’s linguistic features more frequently than women’s linguistic features. keywords: linguistic features; fillers; progressive forms; less filler 1. introduction numbers of researchers are commonly interested in investigating linguistic features in assorted settings: academic (schleppegrell, 2001; kuo et al., 2010; russell, 2014; sallinen and braidwood, 2014), and politic (mothe and tanguy, 2005). the examination of general linguistic features of female language was ever done before (pan, 2011). meanwhile, this present study tries to inspect more specifically into women’s linguistic features, which were firstly pioneered by lakoff (holmes, 1992). several studies of women’s linguistic features have been done before, such as tag questionstudied by cameron et al (1988); rasekh and saeb (2015) investigated the use of intensifiers in comparison between male and female speech. furthermore, ten points of lakoff's linguistic features were also examined in various objects: casual conversation (white, 2003); movie scripts (nemati and bayer, 2007); conversation of teacher candidates (jakobsson, 2010); websites (pebrianti, 2013). they found that intensifiers, hedges and tag questions were commonly used. mailto:nafila.turifah@gmail.com nobel: journal of literature and language teaching volume 8, no 2, september 2017 95 to make an unbiased research, the researcher analyzes the data by comparing women’s linguistic features and men’s linguistic features. unlike women’s linguistic features which are explicitly stated by a linguist, robin lakoff, men do not have certain linguistic features. few researches tend to compare women’s language and men’s language. nevertheless, those studies still use ten features of women language as the standard to compare languages produced by female and male. one of them was done by sandriani (2012) who compared male and female students. related to women’s linguistic features, male tends to produce less fillers and to disregard hypercorrect grammar. moreover, men also tend to be more confident than women, to do interruptions, to challenge norms of language communication. other researcher whose analysis is out of women’s linguistic features are done in several cases: conversation (wright, 2002) and magazines (arvidsson, 2009). according to wright, men are characterized as speaking sufficiently, interrupting more than women, being failed in bids. meanwhile, arvidsson (2009) inferred that male has more predicative function in their speech than female. unlike those previous studies, the researcher does not repeatedly compare women’s and men’s utterances. this present study only takes woman’s utterances. hence, the researcher summarizes some male’s linguistic features in order to be suited to the data. the majority of studies tend to answer overused question, such as “what is the women’s linguistic feature most frequently used?” or “what is the men’s linguistic feature most frequently used?” in sum, the comparison of women’s and men’s linguistic features for someone’s utterances in novel is an innovative analysis to be investigated. a science fiction novel entitled the hunger games by suzanne collins is the data source which is investigated in this study. few scholars pay attention in this american novel. in term of language, septiani (2013) compared the original novel in english with its indonesian translation. she investigated the linguistic forms of equivalence strategy among addition, deletion, and shift strategy in the translated version of the novel. besides, the equivalency and non-equivalency are also considered. on the other hand, several studies are done in term of literature. the most popular issue analyzed is political dystopian country (sar and murni, 2013). therefore, to enrich the existing studies on suzanne collins’ the hunger games, this present study analyzes the same novel with different focus, that is, linguistic features. this becomes the new topic in examining suzanne collins’ the hunger games. the aim of this present study is to know whether katniss everdeen more frequently follows women’s linguistic features or not in her utterances. it is expected that this study could be beneficial in both of practical and theoretical terms. as it is in the field of sociolinguistics, it might be useful to expand readers’ knowledge about sociolinguistics. in nafilaturif’ah et.al, katnis everdeen’s linguistic features 96 addition, it can also enlarge their knowledge about humans’ stereotype characteristics which are linguistically grouped based on gender. moreover, this present study can be practically valuable for the readers of suzanne collins’ the hunger games. it will be then helpful as the overview about who katniss everdeen is. likewise, they can adopt the analysis of linguistic features in their real life since thismajor analysis can also be applied in the daily life. this idea is therefore a novel concept in every aspect – linguistic features and the hunger games itself. to summarize, this study was conducted to analyze the nine linguistic features of women’s language consisting of lexical hedges or fillers, tag questions, ‘empty’ adjectives, precise color terms, intensifiers, ‘hypercorrect’ grammar, ‘superpolite’ forms, avoidance of strong swear words and emphatic stress. raising intonation on declaratives is not analyzed since this feature is available only in spoken interaction. 2. review of literature lakoff in holmes (1992:315) proposed some features of women’s language. one of them is lexical hedges or fillers. lakoff clarified that lexical hedges and fillers are generally the evidence of the speakers’ timidity. in line with lakoff’s idea, pebrianti (2013:115) strengthened that lexical hedges are generally used for expressing uncertainty and lack of confidence in a conversation. in addition to it, it also can be used to differentiate from or change one topic to another topic in the conversation, to give the speakers sequence time to think what they will say later. to greet the addressee and to lead or keep the conversation on the track are also the objectives of lexical hedges in women’s language. for examples the use of these following phrases: you know, sort of, well, you see, etc. the second feature proposed by lakoff is tag question, thatis a question added in the end of a sentence. it is commonly used to make sure that speaker’s information is correct or to seek agreement. lakoff in holmes (1992:316) also implied that tag question explicitly signifies lack of confidence. moreover, pebrianti (2013:115) confirmed this statement by saying that tag questions are to emphasize what the speakers are talking about. it also makes the readers have more belief of what the speaker sayse.g. she is very nice, isn’t she? another feature proposed by lakoff is raising intonation on declaratives. according to lakoff in holmes (1992:316), declarative sentences are intended by everyone to declare something e.g. it’s really good. lakoff also mentioned ‘empty’ adjectives as one of the characteristics of women’s language. pebrianti (2013:115) inferred that the use of empty adjectives is to give more emphasize of what the speaker says. in addition, it also tends to nobel: journal of literature and language teaching volume 8, no 2, september 2017 97 reveal the emotional reaction rather than to give specific information about the speaker’s idea e.g. divine, charming, cute, adorable, lovely, sweet. the fifth women’s linguistic featureis precise color terms. pebrianti (2013: 115) stated that the goals of precise color terms are to give more emphasizing on the speaker’s utterance and to utter the emotional reaction rather than to give specific information about the speaker’s opinion.e.g. magenta, aquamarine. the sixth linguistic feature which is preferably used by women is intensifiers. lakoff in holmes (1992:316) stated that intensifiers are purposed to show the anticipation. besides, it is also regarded as specialty to be expressed or hyperbole. to attract the addressee’s attention is also the idea of intensifiers. for examples the use of so, really, just, etc. e.g. i like him so much. the seventh characteristic of women’s linguistic features is hypercorrect grammar. pebrianti (2013:115) claimed in her study that hypercorrect grammar has certain intention. in terms of utterance, the use of such feature is commonly to prevent the misunderstanding or miscommunication between the speaker or writer and the interlocutor. e.g. the consistent use of standard verb forms. the eighth characteristic of women language suggested by lakoff is ‘superpolite’ forms. pebrianti (2013:115) affirmed that to ask something to the addressee or interlocutor, the speaker tries to be polite. one of the ways to lead him to be polite is by using ‘superpolite’ forms in his speech. e.g. indirect request, euphemisms. the avoidance of strong swear words is also the feature which is likely possessed by women. pebrianti (2013:115) added that this condition is likely intended to emphasize or strengthen the expression of the speaker’s thought. e.g. fudge, my goodness. meanwhile, according to lakoff in holmes (1992:314), women also tend to emphasize some words in the form of emphatic stress. this feature is eventually capitalized in writing. e.g. it was a brilliant performance. 3. research method the researcher adopted qualitative content analysis in this study. hsieh and shannon (2005:2) define qualitative content analysis as interpretation of meaning from the content of the text. it mostly uses coding categories which are directly derived from the text data. specifically, mayring (2000:4) also names the analysis which gives explicit definitions and examples as deductive category in qualitative content analysis. it is also firstly derived from theoretical aspects of analysis which are brought to the connection with the text. qualitative content analysis was the most proper design to be applied in this research since it aims to deeply investigate the data from the novel. the researcher intensely analyzed the data in order nafilaturif’ah et.al, katnis everdeen’s linguistic features 98 to produce the main fact whether katniss uses and follows women’s or men’s linguistic features in her utterances. since explicit definitions and examples were also the vital necessary in this study, it was concluded that this study applied deductive category of qualitative content analysis. likewise, the researcher also utilized descriptive research design in analyzing the data. according to klopper (2008:66), descriptive research tends to depict the precise illustration of what the matter is. as the name implies, descriptive research deals with describing variables. it is not precisely used to examine the hypothesis between the related variables. in addition, data and theoretical triangulation were also applied. the data for this study was taken from the hunger games novel by suzanne collins. this novel mostly tells about a dystopian country wherethe life of its citizenis pretty ironic. panem is a country which has 12 districts and one capital city. the condition of 12 districts is really miserable, especially for district 12 where katniss everdeen lives. district 12 is isolated from any prosperous and sophisticated things. people mostly work in coal-mine. katniss, a 16 years old girl tries to fulfill her family needs by hunting in the forest – an illegal activity. after the death of his father, katniss decided to hunt in the forest with her best friend – gale. on the contrary, the capital city of panem, capitol, has great quantities of sophisticated things. people’s life is extremely wealthy. moreover, capitol’s despotism also occurs every year because they require each district to give two representatives for joining the hunger games program. this program requires every participant to murder each other. there is a winner who stays alive in the end of the program. he/she will get many rewards and his/her district will be given many meals. the representatives of each district are chosen based on the lottery. they must be a boy and a girl. in that year, prim everdeen, katniss’ younger sister, is unexpectedly chosen. katniss finally offers herself as the volunteer of her sister. katniss then follows every rule in the hunger games. she struggles during the competition. at last, she ultimately becomes the winner of the hunger games. yet, she is not the only winner because there is also peetamellark who wins the program. peeta and katniss regularly show their love during the competition. it becomes the main reason which makes the committee changes the rule of the winner. nobel: journal of literature and language teaching volume 8, no 2, september 2017 99 4. results and discussions 4.1 results: linguistic features to yield the results, the researcher collected all katniss everdeen’s utterances and the author’s description required. there were 67 katniss’ utterances and 1 author’s description containing her linguistic features. this chart presents women’s and men’s linguistic features used by katniss everdeen in suzanne collins’ the hunger games. figure 1: katniss’ linguistic features the figure 1 above portrays katniss’ linguistic features in general. women’s linguistic features are produced for 23 times or 34%. they are fillers, tag question, ‘empty’ adjectives and intensifiers. meanwhile, there are 45 utterances or 66% men’s linguistic features illustrated. there are considering progressive forms, avoiding personal experience, having less filler and speaking less. the frequency and the percentage of each feature are charted in figure 4.2 below. in figure 2 above, each katniss’ linguistic feature is drawn. the red bars depict women’s linguistic features while the blue bars signify men’s linguistic features. ‘less filler’ reaches the biggest frequency among all features. it is portrayed for 22 times or 32%. on the contrary, ‘empty’ adjectives and ‘speaking less’ become the lowest items which are only once or 1%. ‘fillers’ reaches the highest frequency among women’s linguistic features. it is used for 16 times or 23%. ‘tag question’ is subsequently in the second level which is used for 4 times or 6%. ‘intensifiers’ then follows as the third item which is used for twice or 3%. ‘empty’ adjectives reach the lowest frequency. it is produced only for once or 1%. nafilaturif’ah et.al, katnis everdeen’s linguistic features 100 16 23% 4 6% 1 1% 2 3% 20 29% 2 3% 22 32% 1 1% 0 5 10 15 20 25 katniss’ linguistic features figure 2: the frequency and percentage of katniss’ linguistic features besides, among men’s linguistic features, ‘less filler’ is the highest feature which exists for 22 times or 32%. it is followed by ‘considering progressive forms’ which stands for 20 times or 29%. ‘avoiding personal experiences and feelings’ is in the third level among men’s linguistic features. it is utilized for twice or 3%. the lowest item, ‘speaking less’, is adopted for once or 1%. women’s linguistic features based on the data presented in the figure 1, women’s linguistic features become the minority in the data. it can be seen by the amount of katniss’ utterances which contain women’s linguistic features. among ten women’s linguistic features adopted from lakoff’s theory, this present study takes nine of them to be analyzed. furthermore, some linguistic features found in the data are fillers, tag question, ‘empty’ adjectives and intensifiers. besides, the others are not found in the data. they are evidently elaborated below. 1) lexical hedges or fillers fillers are found in a big number of katniss’ utterances. there are 16 katniss’ utterances which contain this feature. it is equal to 23% from the entire data of katniss’ linguistic features. based on the data analyzed, the researcher does not find any ‘hedges’ in katniss utterances. one of them is illustrated in the excerpt below. nobel: journal of literature and language teaching volume 8, no 2, september 2017 101 data 1 besides, i have this.” she pulls a necklace woven out of some kind of grass from her shirt. on it, hangs a roughly carved wooden star. or maybe it’s a flower. “it’s a good luck charm.” “well, it’s worked so far,” i say, pinning the mockingjay back on my shirt. “maybe you should just stick with that.” (p.210/l.23) the word ‘well’ which is highlighted in data 1is classified as one of the features of women’s language, calledfiller. it tends to fill in the blank before katniss eventually states her utterance. according to lakoff in holmes (1992:315), lexical hedges and fillers aims at showing that the speaker is not confident. it is also used to express uncertainty. the existence of fillers in katniss’ utterances in suzanne collins’ the hunger games also implicitly presents that katniss was unconfident at that time. it was due to the fact that rue previously asked about how far the mockingjay pin worked for katniss during the hunger games. katniss was not confident enough to declare that the mockingjay pin helped her because in fact, the mockingjay pin never showed any fortunate event to katniss. in addition, katniss everdeen also deliberately expressed her uncertainty through her utterances. she got confused on describing the pin in case of its luck. the followed statement “maybe you should just stick with that” also strengthened her uncertainty at that time. it could be concluded that data 1 generally represents the 16 utterances found for this feature. it is due to the fact that those all 16 utterances contain fillers. there is not any utterance about hedges. the use of fillers is generally the same. it fulfills the blank of katniss’ utterance. specifically, it presents that katniss everdeen is unconfident and uncertain of what she says at that time. 2) tag questions few numbers of tag questions are found through katniss’ utterances in suzanne collins’ the hunger games. among 68 katniss’ utterances, there were 4 utterances which contained tag questions. it is 6% of the data. according to azar (1999:a15), the main purpose of tag question is to make sure that the speaker’s statement is correct. this case also occured in katniss’ utterances. the following utterance is one of the data. data 2 i had expected someone flamboyant, someone older trying desperately to look young, someone who viewed me as a piece of meat to be prepared for a platter. cinna has met none of these expectations. “you’re new, aren’t you? i don’t think i’ve seen you before,” i say. most of the stylists are familiar, constants in the everchanging pool of tributes. some have been around my whole life. “yes, this is my first year in the games,” says cinna. (p.64/l.12) nafilaturif’ah et.al, katnis everdeen’s linguistic features 102 katniss’ utterance in data 2 is categorized as tag question. azar (1999:a15) clarifies that tag question or question tag as the question attached in the end of a sentence. in this case, katniss attaches “aren’t you” to her original utterance “you’re new” with the question mark in the end. this kind of utterance is linguistically classified as tag question because katniss deliberately attached the tag question after her original statement. related to the content of the tag question, katniss actually tried to make sure that she was correct in considering cinna as the new stylist in the hunger games event. in addition, she also added her utterances in order to support her tag question. she said “i don’t think i’ve seen you before,” this statement exactly showed that katniss said her utterances based on the fact that it was likely to be correct. she only wanted to make sure her idea about cinna as the new stylist in the hunger games event. all in all, there are actually 4 frequencies or 6% of katniss’ tag questions. from those all data, they intend to give the similar influence. katniss’ tag question is purposed to seek agreement to the interlocutor. in addition, she also used tag question to make sure that the information was correct. 3) ‘empty’ adjectives as the real name of this kind of adjective, it does not really express specific purpose. the word ‘empty’ exactly presents the existence of this adjective. there is not any specific purpose for the use of this feature. this feature was used by katniss only for once. from the data taken, 1 utterance of ‘empty’ adjective is equal to 1% of the whole katniss utterance. in fact, this percentage does not really influence the existence of katniss’ women’s linguistic features. the only data of ‘empty’ adjective is presented below. data 3 i look more critically at the design on peeta’s arm. the alternating pattern of light and dark suggests sunlight falling through the leaves in the woods. i wonder how he knows this, since i doubt he’s ever been beyond the fence. has he been able to pick this up from just that scraggly old apple tree in his backyard? somehow the whole thing — his skill, those inaccessible cakes, the praise of the camouflage expert — annoys me. “it’s lovely. if only you could frost someone to death,” i say. “don’t be so superior. you can never tell what you’ll find in the arena. say it’s actually a gigantic cake —” begins peeta. (p.96/l.15) data 3 above signifies the use of ‘empty’ adjective. specifically, the word ‘lovely’ is considered as one of the kinds of ‘empty’ adjectives. in this case, when katniss said the word ‘lovely’, it was not really meaningful. it also did not express new or important information of the utterance. as stated by pebrianti (2013:115) that ‘empty’ adjectives were used to nobel: journal of literature and language teaching volume 8, no 2, september 2017 103 emphasize what the speaker says. indeed, katniss did not intend to state new information through her utterances. she only desired to emphasize her statement by adding the word ‘lovely’. katniss tended to make an ‘if clause’ when she talked to peeta (the interlocutor) at that time. she strengthened that if peeta could make someone frost in order to be passed away by using his skill, he would be lovely. katniss emphasized her assumption by adding the word ‘lovely’. she did not intend to give any specific information by the use of ‘empty’ adjective itself. to conclude, ‘empty’ adjective is not a specific linguistic feature to stand for new or important information. this feature tends to deal with katniss’ emotional reaction. moreover, this matter is also used to strengthen katniss’ idea because it emphasized her statement. 4) intensifiers only a few of katniss’ utterances consist of intensifiers. 2 utterances represent the use of intensifiers by katniss. this is equal to 3%. unlike the previous features which tend to show the uncertainty or to strengthen katniss’ ideas, intensifiers seem to express different matter. on the contrary, this feature tends to emphasize the different point of view through the utterances. one of the examples occured when gale and katniss expressed their different ideas about the hunger games event. katniss exactly stated this utterance: data 4 “they don’t always have bows,” i say, thinking of the year there were only horrible spiked maces that the tributes had to bludge on one another to death with. “then make one,” says gale. “even a weak bow is better than no bow at all.” i have tried copying my father’s bows with poor results. it’s not that easy. even he had to scrap his own work sometimes. “i don’t even know if there’ll be wood,” i say. another year, they tossed everybody into a landscape of nothing but boulders and sand and scruffy bushes. i particularly hated that year. many contestants were bitten by venomous snakes or went insane from thirst. (p.40/l.11) the word ‘even’ is one of the examples of intensifiers. intensifiers are used to strengthen the different point of view. ‘even’ in data 4 represents the different idea of katniss. she did not really agree with what her interlocutor’s statement. katniss’ utterance showed that she had different idea from the interlocutor (gale). unlike gale, katniss believed that the arena in the hunger games event would not be forest. she did not really know how the arena would be but she believed that it would not be in the forest. therefore, she emphasized her different idea by adding the word ‘even’. the case started at gale’s utterances. he previously asked katniss to use her bow as her main weapon during the hunger games event. katniss tried to disagree by declaring that the committee did not nafilaturif’ah et.al, katnis everdeen’s linguistic features 104 always provide bows. gale was still in his idea. he tried to give another similar idea. that was by asking katniss to make her own bow during the hunger games event. then, katniss obviously stated her different point of view in the statement “they don’t always have bows,” this indicates that katniss actually had another thought. she therefore expressed it by adding the word ‘even’ in her utterance. furthermore, katniss also tended to express her hyperbole through the intensifiers. the word ‘even’ makes her utterance sound more realistic. it never came on her mind that there would be wood in the arena of the hunger games event. by producing hyperbole utterance, katniss seemed to have another intension, that was to attract gale’s attention as the interlocutor. this case also occurred in the story. gale straightforwardly answered katniss’ doubt about the arena. he also exactly expressed his attention by making katniss to be calm through his utterance “there’s almost always some wood.” male’s linguistic features male’s linguistic features become really significant in this present study due to the fact that even though katnis is a woman based on her sex, her linguistic features indeed follow men’s linguistic features. from the data taken in figure 1, katniss’s utterances truly represent men’s linguistic features rather than her own sex as a woman. the amount of her male’s linguistic features are much higher than women’s linguistic features. it reaches 66% or 45 times of the total amount of the data. several men’s linguistic features used by katniss are obviously elaborated below. 1) considering progressive forms with 29% of the percentage, this feature is the second highest frequency among men’s linguistic features. this case also influences the amount of men’s linguistic features used by katniss a lot.one of the examples of this feature is presented below. nobel: journal of literature and language teaching volume 8, no 2, september 2017 105 data 5 “not if you glare at them the entire time. why don’t you save that for the arena? instead, think of yourself among friends,” says effie. “they’re betting on how long i’ll live!” i burst out. “they’re not my friends!” (p.115/l.25) progressive forms occur when ‘be’ meets ‘v-ing’ form. this case linguistically happens when the speaker tells about what is happening at that time. the utterance “they’re betting” is classified as the progressive form because the event told is happening at that time. this case really occurred at that time. some people in capitol bet on how long katniss would survive in the arena of the hunger games. hence, katniss was aware of this condition. she then depicted it on her utterance in the ‘progressive’ form. generally, men tend to use ‘progressive forms’ feature more frequently than women (holmes, 1992:315). it means that men tend to be truly aware of the use of progressive forms in the utterances. on the contrary, women do not. meanwhile, based on the data, katniss is truly aware of the use of progressive form in her utterance. 2) avoiding personal experiences and feelings this men’s linguistic feature is produced in the few numbers of katniss’ utterances. considering the percentage, it is only 3% while the exact amount of this feature is just 2 utterances. katniss’ avoidance of personal experiences and feelings can be seen in one of the examples below. data 6 “don’t be. we’re going to have a fabulous time,” he says, giving my cheek a reassuring pat. “i’m not good at talking about myself,” i say. “nothing you say will be wrong,” he says. (p.359/l.23) data 6 is regarded as katniss’ way to avoid talking about personal experiences and feelings. “i’m not good at talking about myself” becomes one of katniss’ refusals to talk about her personal life. she intended to avoid this matter by saying that utterance. katniss explained that she was not good at talking about herself. it implicitly means that she did not like to talk about her personal experience. this probably relates to her personal feelings. as a woman, katniss likely applies this men’s linguistic feature because of several reasons, such as her family condition, her physical appearance, the condition of her district. 3) having less filler this feature reaches the highest frequency not only among men’s linguistic features but also among women’s linguistic features. this feature is almost the same number as the nafilaturif’ah et.al, katnis everdeen’s linguistic features 106 amount of the entire katniss’ women’s linguistic features. that is 22 times or 32%. unlike women’s linguistic features, fillers in men’s linguistic features do not fulfill of any words. men tend to let it be empty while they are thinking of something. therefore, it sounds like the utterance already stops but the speaker seems to continue the utterance as portrayed in the example below. data 7 it’s not much of a deal but still a giant step forward from ten minutes ago when we had no guide at all. “fine,” says peeta. “so help us,” i say. “when we get to the arena, what’s the best strategy at the cornucopia for someone —” “one thing at a time. in a few minutes, we’ll be pulling into the station. you’ll be put in the hands of your stylists. you’re not going to like what they do to you. but no matter what it is, don’t resist,” says haymitch. (p.58/l.17-18) fillers tend to be fulfilled of several words which are actually meaningless. in this case, fillers are left to be blank. data 7 shows how katniss let the end of her utterance be empty. this case is linguistically categorized as less filler. it is due to the fact that there was not any word to complete katnisss utterance. related to the story, the utterance was uttered when katniss talkedwith haymitch. when katniss asked question to haymitch, she had not finished saying the question, she was still thinking to continue her utterance. but because she let her thinking time be empty, the interlocutor (haymitch) thought that she had done with her utterance. therefore, haymitch directly answered katniss’ utterance. in this case, the interlocutor (haymitch) answered the question because of several reasons. one of them was due to the fact that haymitch could easily guess what katniss means after the word “someone”. he then did not need to wait for katniss continue her utterance till the end. another reason was due to the fact that haymitch probably thought that katniss already finished her utterance. he then gave feedback as what the interlocutor did after the speaker said her utterance. in conclusion, less filler feature signified that katniss still had not finished her speaking. the interlocutor might think that katniss already finished her speaking. besides, the interlocutor probably also could directly guess what katniss was talking about without waiting for her to finish the talking. 4) speaking less there are only few numbers of this feature. ‘less of speaking’ is only produced for once by katniss. this means 1% of the percentage. the only utterance is exemplified below. nobel: journal of literature and language teaching volume 8, no 2, september 2017 107 data 8 like me. since neither of us really has a group of friends, we seem to end up together a lot at school. eating lunch, sitting next to each other at assemblies, partnering for sports activeties. we rarely talk, which suits us both just fine. (p.13/l.2) the above utterance implicitly illustrated that katniss everdeen liked to speak less. the utterance shows that katniss speaks less to others. furthermore, it also strengthened that she feltsuitable to have friends who were similar to her. madge, katniss friend, was also less in speaking. they were just speaking or talking to each other when it was needed. this example portrays that katniss is actually rarely talks. even though the utterance describes the close relation between katniss and madge, they were both are actually less in speaking. they did not like to talk much. katnisswas portrayed as an individual who did not like to talk. her utterance ‘which suits us both just fine’ represented that katniss and madge were the same; they did not like to talk too much. this behavior then suits both of them as friend. all in all, data 8 shows that katniss likes to speak a little. she just speaks when it is necessary. in addition, this case makes her be suitable to her friend who is similar to katniss in the matter of speaking. 4.2 discussions the results of this present study imply that katniss everdeen more frequently follows men’s stereotype characteristics rather than women’s stereotype characteristics. katniss’ linguistic features indicate the various ways of how she produced her utterances. generally, ‘filler’ plays substantial role in katniss’ utterances. among some linguistic features obtained, katniss forms her less filler more often than other linguistic features. applying ‘less filler’ is one of linguistic features, which are more frequently used by man (sandriani, 2012:81). in addition, the use of ‘filler’ is also found frequently in katniss’ utterances which is regarded as women’s linguistic features. it can be deduced that katniss’s utterances seem to be partially unfinished. she has a preference to let her utterances be blank. besides, she also inclines toward filling in the blank remarks with fillers. katniss rarely produced women’s linguistic features. it is even fewer than her men’s linguistic features. among the ninelakoff’s linguistic features proposed, there are 4 features found whereas the other 5 features are not found at all. moreover, those 4 features gained do not play big role in constructing katniss’ general linguistic features. for instance, ‘precise color terms’, ‘hypercorrect grammar’, ‘superpolite forms’ and ‘avoidance of strong swear words’ are not gained at all among katniss’ utterances because katniss does not needed to talk about those cases. meanwhile, katniss is not at some cases in the entire story of suzanne nafilaturif’ah et.al, katnis everdeen’s linguistic features 108 collins’ the hunger games. thus, she does not apply those features at all. another linguistic feature, ‘emphatic stress’ is also not found in katniss’ utterances or the description of the author about katniss. katniss does not need to emphasize her utterances anymore because she already implies the emphasis by using the other linguistic features whose function is similar, such as intensifiers and ‘empty’ adjectives. it can be implied that katniss as a woman tends to break lakoff’s theory of women’s linguistic features. this case occurs because katniss does not need to apply some features. hence, lakoff’s theory is applied as long as katniss requires it. 5. conclusion pan (2011:1) noted linguistic features as the features in language whichare mostly based on phonology, vocabulary, grammar and conversational topics and styles.lakoff in holmes (1992:314) implied that women tend to have some features lexical hedges or fillers, tag questions, raising intonation on declaratives, ‘empty’ adjectives, precise color terms, intensifiers, ‘hypercorrect’ grammar, ‘superpolite’ forms, avoidance of strong swear words, and emphatic stress.besides, there are also several male’s linguistic forms considering progressive forms, disregarding politeness form, producing many interruptions, discussing activities and things, avoiding personal experiences and feelings, having less filler, disregarding of hypercorrect grammar, being really confident in public, challenging norms of communication and speaking less. the total amount of the entire data is 68 utterances. 23 utterances are regarded as women’s linguistic features. it means 34%. ‘fillers’ is adopted in 16 utterances or equal to 23%. tag question is used for 4 times or 6%. then, intensifiers are in the third level with 2 frequencies or equal to 3%. besides, ‘empty’ adjectives are applied for once or 1%.meanwhile, men’s linguistic features are constructed for 45 times or 66%. ‘having less filler’ is utilized for 22 times or equal to 32%. ‘considering progressive forms’ is adopted in 20 utterances or equivalent with 29%. ‘avoiding personal experiences and fillers’ is used for 2 frequencies or 3%. ‘speaking less’ is only 1 utterance or 1%. because this present study concentrates the analysis on both of women’s and men’s linguistic features, the future 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(college paper, university of birmingham, england). retrieved october 8, 2016 from http://users.auth.gr/~tsokalid/files/gender%20stereotypes.pdf http://www.kkoworld.com/kitablar/suzanna-kollinz-acliq-oyunlari-1-hisse-eng.pdf http://www.birmingham.ac.uk/documents/college-artslaw/cels/essays/sociolinguistics/white5.pdf http://www.birmingham.ac.uk/documents/college-artslaw/cels/essays/sociolinguistics/white5.pdf http://users.auth.gr/~tsokalid/files/gender%20stereotypes.pdf technology-based teaching material development training for pre-service teachers to improve students’ learning outcomes zulfah fakhruddin1, amzah2, nur fadillah nurchalis3 iain parepare, jl. amal bhakti no.8, bukit harapan, soreang, parepare, sulawesi selatan 91131 fakhruddin.zulfah@yahoo.com1, selle.amzah@gmail.com2, nurfadillahnurchalis@yahoo.com3 abstract: this research aimed to examine the effectiveness of technology-based english teaching material development training to improve students’ learning outcomes. this research used quasi-experimental design. the instrument of this research was a multiple-choice test. in collecting data, the writers applied pre-test, treatment, and post-test to students. there were four pre-service teachers who involved in the treatment of this research. two of them taught in experimental classes and the other two taught in control classes. pre-service teachers who taught in experimental classes had been trained for ten meetings, while those who taught in control classes had not been trained. this research used spss 17 to analyze the data. the result of this research found that there was significant difference of students’ learning outcomes between experimental and control classes after having the treatment. students’ learning outcomes in experimental classes was higher than in control classes. the effect size of significant level after calculated by eta squared was 0,042. event though it had small effect, the technology-based english teaching material training given to the pre-service teachers was quite effective to improve students’ learning outcome in mts negeri parepare keywords: training; technology; material development doi: 10.15642/nobel.2019.10.1.87-102 teaching materials are the resources used by teachers to perform pedagogical activities. the resources include printed and non-printed versions like digital textbooks, cds, maps, and videos. to meet students’ needs and wants, teachers should evaluate the teaching materials, and then develop them. tomlison (2010) states that no single textbook can accommodate students’ needs and wants perfectly. therefore, teachers are in charge persons to evaluate, adapt, replace, and revise the materials. in other word, teachers are teaching material developers, they can modify printed to online materials and vice versa. teachers have power and freedom to develop their teaching materials as long as they do not deviate from the designated curriculum. modern technology is inevitable in the current situation of education. it has great possibilities to cover variety of students’ learning styles. the more modern a nobel: journal of literature and language teaching volume 10, number 01, april 2019, 87-102 mailto:fakhruddin.zulfah@yahoo.com mailto:nurfadillahnurchalis@yahoo.com mailto:selle.amzah@gmail.com zulfah fakhruddin, amzah, nur fadillah nurchalis technology, the more helpful it is for supporting the teaching and learning process. with regards to material development, teachers are expected to be able to apply or integrate technology for their teaching materials development. during instructional process in the classroom, kitao (1997) finds how teachers only rely on textbook heavily. solihin in wurinanda (2018) also states that teachers generally still use conservative ways in teaching, even though educational technology in this digital era has greatly developed. results from a survey revealed that only a few of 151 science teachers from java, bali, sulawesi, maluku and papua had access to learning websites regularly. suminto (2012) finds that most of them rely only on the searching machine like google and the use of other advanced technology to support and develop their teaching materials is still poorly explored. as a matter of fact, it is undeniable that students are now truly engaged with their smart phones not only to access information but also to involve themselves in virtual activities. students use their electronic devices in almost all their daily activities, not to mention in their own learning situation. that said, teachers should initiate to integrate technology in their classroom activities in order to accelerate their teaching and meet the needs of their students to use their gadgets to support the learning process. teachers should develop materials through various technologybased innovations, so that it will reduce monotonous activities in the classroom. however, several teachers face problems in developing their teaching materials. mirizon and yunus (2008) find that there are five causes of difficulties faced by english teachers in developing their teaching materials. some of the problems are: minimum training or socialization for the teachers about the applied curriculum, lack of insightful knowledge of how to develop appropriate teaching materials, and minimum support from their schools, either financial or non-financial. another research (sikki et al., 2013) suggests that professional development for english teachers in primary schools is necessarily needed to create a better education. in so doing, teachers should be encouraged and boost themselves to participate in seminars, workshops, and trainings in order to broaden their knowledge and improve their competence as professional language teachers. by participating in such activities, teachers not only get improved knowledge but also raise their confidence as professional english teachers. knowing proper and better instructions for language teaching is also mandatory for new teachers. they need to gain enough knowledge and real experience through 88 technology-based teaching material trainings, seminars, or conferences on how to handle their classes properly. nevertheless, such trainings are barely held by schools or other educational institutions for pre-service teachers. the trainings are more often designed and dedicated for in-service teachers rather than for pre-service teachers. this is due to false assumption that in-service teachers’ trainings are compulsory, while those for pre-service teachers are not compulsory. streven (1977) argues that excellent and valuable language teaching trainings followed by pre-service teachers could be wonderful experiences and a good starting point for the new teachers before getting into their real profession as language teachers. teachers’ training should be done earlier for pre-service teachers before they step into their real classrooms. this is significant to prepare the future teachers so that they are ready and have adequate knowledge and motivation to run and keep going on with their own classes in the near future. lingam et al. (2014: 2134) states “teachers’ ability to meet the complex and challenging demands of work successfully depends on their professional preparation.” this is to imply that preservice teachers’ training is a part of essential preparation for new teachers to get ready into their career as professional teachers. to cope with such challenge, this research focuses on technology-based training for pre-service teachers. new experiences through training will inspire preservice teachers to expand themselves, especially for the sake of meeting with the millennial students’ behaviors. this is in line with the result of a survey conducted by an educational technology company stating that technology has indeed played a significant role in education. schramm (2015) states that 78% of students frequently read their course materials with a device. this percentage is up from 48% of students who read their course materials from digital devices in 2011. pre-service teachers here are students in the final year of bachelor degree of english education department at iain parepare. the training prepared for them was focused on exploring the use of technology to develop english teaching materials. the training concerned with some topics like publishing sites, presentation software, exercise-creating tools, moviemaker and podcasting. pre-service teachers were required to design one material that they were going to use to teach. and for the effectiveness of pre-service teachers’ material development was measured through students’ outcome. substantially, this research explored the effectiveness of nobel: journal of literature and language teaching volume 10, number 01, april 2019 89 http://www.prnewswire.com/news-releases/fifth-annual-vitalsourcewakefield-survey-finds-college-students-want-more--and-better--classroom-technology-300121015.html zulfah fakhruddin, amzah, nur fadillah nurchalis technology-based training for pre-service teachers to develop english teaching materials. review of literature some researchers have studied the use of technology in education and its roles in developing teaching materials. achmad (2017) finds that there is a positive and significant relationship between the development of teaching materials and the use of media. the result shows that students’ learning outcome in islamic religious education in public elementary school sungai kunjang has improved significantly. in developing english teaching materials, media play an important role to support the implementation of teaching materials development. rondon and vera (2016) discuss that teachers need to implement a pedagogical intervention in their classroom. this can be done by integrating the four language skills through different forms of teaching materials, promoting interactive learning through online resources, and using course books to have natural and global english exposure. similar research about teaching materials development was also conducted by mujiono (2012). he reveals that after developing multisensory-based teaching materials, the effectiveness of learning english for elementary school students is getting better than using previous normal or conventional materials. integrating various forms of teaching materials and different kinds of media create multisensory materials, and it makes the learning more effective. with regard to pre-service teachers’ training, amalia (2014) studied about the perspective of pre-service teachers toward genre based approach for english language teaching find something. she reveals that genre based approach has not been explored yet in terms of giving adequate preparation for pre-service teachers to have better performance in language skills. hence, she recommends that preservice teachers’ trainings on english language teaching and material development are needed to be done. she deliberately states that such trainings are important to help new teachers preparing and planning their lessons for their students. amalia’s research encourages the writers to conduct a research related to pre-service teachers’ preparation in developing their english teaching materials. this current research is therefore inspired by the previous research on how the use of teaching media play significant role in developing english teaching materials. the focus of this research is on technology-based training, especially the use of 90 technology-based teaching material teaching media for the new teachers to develop their teaching materials. technology-based training in this research is intended to develop teaching materials by integrating different forms of teaching materials to create interactive learning in the classroom. according to brown (1995), material is any systematic description of the techniques and exercises to be used in classroom teaching. materials have wellordered procedures to ease teachers to teach and evaluate. teaching materials aim to help students learn something, provide various types of teaching material choices, facilitate teachers in carrying out learning, so that learning activities become more interesting. in terms of language learning, tomlison (1998) defines that material denotes anything used by teachers and learners to facilitate language learning. it can be concluded that teaching materials in language classroom are the resources which assist language teachers to deliver instruction such as course books. woodward (2001) mentions that course books include not only textbook and workbook, but also recording and other materials offered in a package from publishers. the course book aims to point out the lesson and to assess students’ achievement to the lesson. cakir (2015) classifies instructional materials into three groups. the first is traditional materials, such as course book, workbook, teachers’ guidance, chart, flashcard, teacher-made materials etc. the second is audio and visual materials, such as video player, audio player, projection device, computer, etc. the third is information communication technologies (ict) based materials, such as interactive white boards (iwb), materials providing mobile assisted language learning (mall), tablets, computers, podcasts, smart phone, and the internet. there are many commercial teaching materials available in the bookstores, yet this does not necessarily mean that teachers must rely on them the whole time during their teaching. to meet with students’ needs, teachers should develop their own materials; they can function as the innovators and developers in their own classroom. they are allowed to design what is needed in their classroom by firstly conducting the need analysis for their students. it is not recommended for the teachers to merely follow and use the accessible teaching materials without considering their students’ need. the instructional process in the classroom could be meaningless and pointless as some students may understand the materials, and some may not. nobel: journal of literature and language teaching volume 10, number 01, april 2019 91 zulfah fakhruddin, amzah, nur fadillah nurchalis grant (1987) defines that material development is anything done by material developers or teachers to help language learning. to develop a teaching material, teachers play essential roles and have to do some sequence of activities, such as sorting and evaluating the teaching material whether it is suitable or not, finding and knowing students’ learning styles, and identifying students’ strengths and weaknesses in learning. afterwards, teachers can choose what materials are in line and applicable with the syllabus in their schools. teachers, then, decide whether they will adapt, replace, omit, or add materials used from the chosen textbooks. in terms of technological literacy, hyland (2003) argues that even though teachers are quite familiar with the use of social media such as facebook, friendster, and the like, this does not necessarily mean that they are techno literate. teachers may not be able to operate or use other advanced technology, tools or applications specifically designed for language learning and teaching. therefore technology-based training for language teachers is indispensable to help teachers get ready and familiar with existing technology for their teaching. sharma (2009) says that the role of teacher together with the role of technology can lead to advance learning results. technology contributes greatly to the world of education. however, teachers are not all ready and familiar with the use of advanced technology to support their teaching process. some teachers still however face serious barriers and difficulties when it comes to applying and implementing technology in their classroom. johnson, jacovina et al. (2016) claim that there are at least two factors that hamper teachers to incorporate technologies in the classroom, that is external and internal factors. the external factors are access, resources, training, and support, while the internal factors are teachers’ attitudes and beliefs, resistance toward technology in the classroom, and their lack of knowledge and skills in language teaching and learning. when a school has high-tech computing devices, but it does not have capable human resources to operate them properly, the implementation of computer use in learning is not feasible. computers only become accessories. ertmer et al. (1999:61) says, “the most commonly cited reason for lack of technology implementation in the classroom is inadequate professional development and training”. every year technology always develops, and changes constantly. if a teacher in the school is not updated with the development of technology for language teaching and learning, then the teaching and learning process stay the same as that in the old age, nothing 92 technology-based teaching material changes. teachers be it new or old teachers are hence demanded to develop their professionalism through technology-based training. in language teaching, erben et al. (2009) uses a specific term e-creation tools for technology applied in teaching. e-creation tools are software or application of software that provide a free forum for students to publish their original work. they can function as media to help language learning more interactive, efficient and effective. they are purposefully designed to construct activities that maximize opportunities for english language learners to interact with each other in english. there are five kinds of e-creation tools. they are web publishing sites, presentation software, and exercise creating tools, movie maker and podcasting. these tool are all applicable for english teaching and learning. pre-service teachers as future teachers have to prepare their readiness to face real challenges of teaching environment at schools. pre-service teachers have a key role in preparing future teachers to deliver effective education. to achieve good education, it requires good teachers. good teachers are experienced teachers. to produce good teachers, there should be careful preparation in which provides high quality pre-service teacher training or education. the training is offered for them to upgrade their knowledge, skills, and experiences throughout their career ahead. hoseanto et al. (2014) findthat training for pre-service teachers has good impact. pre-service teachers felt more prepared as teachers upon completion of their training. they also become more confident to face the class. the theoretical framework underlying in this research is shown in the following diagram: nobel: journal of literature and language teaching volume 10, number 01, april 2019 93 zulfah fakhruddin, amzah, nur fadillah nurchalis figure 1: theoretical framework input : pre-service teachers are divided into two groups. trained and non-trained pre-service teachers. both groups have known theories about english material development as they learnt it in their regular class at campus. process : treatment means training for pre-service teachers who will teach at experimental classes about how to integrate technology in developing english teaching materials. the technology training covers e-creation tools, namely publishing websites, presentation software, exercise-creating tool, moviemaker, and podcasting. they add, replace, omit, or adapt the material based on students’ needs and wants. for non-trained pre-service teachers, they develop their teaching materials based on their previous knowledge and experiences gained at their campus. output : after having the process, the effectiveness of training is measured by looking at the students’ learning outcome 94 technology-based teaching material methods this research used quasi-experimental design. the population of this research was 180 students of mts negeri parepare classified into six classes (vii.1 to vii.6). the samples were taken by using cluster random technique from four classes with total number of the students is 120. they were put in four different classes: vii.2, vii.3, vii.4, and vii.5. two of them (vii.2 and vii.3) were experimental classes and the rest (vii.4 and vii.5) of them were control classes. data collection was taken from pretest, treatment, and post-test.pre-test was administered to find students’ prior learning outcome. the researchers gave a multiple choice test consists of fifty items. after that there were different treatment for both experimental group and control group given by the preservice teachers. there were four pre-service teachers involved in this research. two of them taught in experimental classes and the other two taught in control classes. the preservice teachers who taught in experimental classes had been trained for ten meetings. the training materials given to them were publishing sites, presentation software, exercising tools, moviemaker, and podcasting. in experimental group, treatments were given by trained pre-service teachers. each of the pre-service teachers was allowed to decide and develop their own english teaching materials that appropriate for their students. they were also permitted to consider which media were suitable to be used and employed in developing their teaching materials. they should considerably take into account what they had learned and gained during the training. meanwhile, treatments were given by non-trained pre-service teachers to their students. each of the pre-service teachers were also allowed to develop their english teaching materials based on their previous experiences during their studies. in this phase, the researchers did not give any intervention into what and how the non-trained pre-service teachers had to do with their class. both experimental group and controlled group had four meetings for the treatments. in the first and the second meeting, pre-service teachers taught listening skill in the level of literal listening and pre-listening comprehension. in the third and the fourth meeting, preservice teachers taught literal reading and pre-reading comprehension. post-test was administered to find out students’ achievement in their learning outcome. this test aimed to observe and measure any changes of the students listening comprehension after being taught by both trained and non-trained pre-service teachers. the test given in the post-test was similar to what the students had in the pre-test. the instrument of this nobel: journal of literature and language teaching volume 10, number 01, april 2019 95 zulfah fakhruddin, amzah, nur fadillah nurchalis research was a multiple-choice test consisted of 50 item questions. the data were analyzed using spss 17 and eta squared formula was employed to classify the effect size of significant differences. results and discussions before going further into data analysis, the researchers did normality test using statistic analysis as a requirement to conduct parametric analysis. it aimed to know whether the data of this research were normally distributed or not. here is the result of the normality test. table 1. normality test variables skewness kurtosis pre-test experiment & control class 0,111 -0,817 post-test experiment & control class 0,064 -0,717 based on the skewness (pre-test= 0,111; post-test=0,064) and kurtosis (pretest= 0,017; post-test= 0,717) analysis, the data is between intervals -2.00 to 2.00. it means that the data of this research are normally distributed, so parametric analysis can be used. parametric analysis used in this research is independent and dependent t-test. another requirement of a parametric analysis is homogeneity test. here is the result of homogeneity test. table 2. homogeneity test independent samples test levene's test for equality of variances f sig. pre_basing equal variances assumed 4.993 .027 equal variances not assumed post_basin g equal variances assumed .962 .329 equal variances not assumed based on the data from the table, the obtained value of f= 4.993 and sig= 0.027. it shows that the pre-test data in the experimental and control classes are not homogeneous (in which sig <0.05). although it is not homogeneous, the determination of t-test can use equal variances not assumed. for the post-test data in the experimental class and the control are homogeneous (in which sig> 0.05), the determination of the value of t uses equal variances not assumed. normality test and 96 technology-based teaching material homogeneity test aims to fulfill the requirements to use parametric analysis test, that is dependent and independent t-test. before analyzing the significant difference of pre-test between experimental class and control class, we should know the mean score of the two classes as shown in the following table: nobel: journal of literature and language teaching volume 10, number 01, april 2019 97 zulfah fakhruddin, amzah, nur fadillah nurchalis table 3. mean score of pre-test between experiment and control class group mean sd pre-test experiment 40.5161 16.27201 control 41.8966 13.16786 table 3 shows that in the pre-test, control class has higher mean score= 41.89; sd= 13.16 than experiment class (mean = 40.51; sd= 16.27). the difference is only very slight, so it can be concluded that the ability of students in the beginning of this research is almost the same. to see the significance level of difference of pre-test between experiment and control class, we can look at the following table. table 4. significance of pre-test between experiment and control class levene's test (homogenity test) test of significant difference f sig. t df sig pre-test of experiment and controlled class equal variances assumed 4.993 .027 -.509 118 .612 equal variances not assumed -.512 115.647 .609 table 4 indicates that the data of pre-test between experimental and control class are not homogenous (f=4.993; sig<0.05). therefore, to conduct test of significant difference, it uses equal variance not assumed. it shows that there is no significant difference of students’ learning outcome in pre-test between experimental and control classes (t=0. 512; sig>0.05). it means that students’ ability both experimental and control classes before given treatment are same. after having treatments to both experimental and control classes, here is the result of students’ learning outcome in post-test. table 5. description of mean score of post-test between experimental and control classes group_post mean sd post-test experiment 54.064 5 12.6541 3 control 49.034 5 11.3647 1 table 5 shows that in the post-test, experimental class has higher mean score= 54.06; sd= 12.65 than control class (mean = 49.03; sd= 11.36). the difference is 98 technology-based teaching material significant, so it can be concluded that the students’ learning outcome in experimental class is higher than in control class. it indicates that treatment given by trained pre-service teachers was effective to improve students’ learning outcome than treatment given by non trained pre-service teachers. it proves that technologybased english material development training given to pre-service teachers contributes positive effects to students’ learning outcome. to know the significance level of difference of post-test between experiment and control class, have look at the following table. table 6. significance of student’ learning outcome in post-test between experimental and control classes levene's test for equality of variances test of significant difference f sig. t df sig. (2-tailed) post_basin g equal variances assumed .962 .329 2.285 118 .024 equal variances not assumed 2.294 117.810 .024 based on the table 6, it can be stated that the data are homogenous (f= .0962; sig>0.05). therefore, to conduct test of significant difference, it uses equal variances assumed. it shows that there is a significant different of students’ learning outcome in post-test between experimental and control classes (t=2.285; sig<0.05). it indicates that students’ learning outcome between experiment and control classes after having treatment is different. to know the effect size of significant level, the researchers calculate the data using eta squared formula as follow: etasquared= t 2 t 2+¿¿ ¿ in which: 1.1 = small effect 0.06 = moderate effect 0.16 = large effect (cohen, 1998) the result of the calculation is 0.042, means that the effect size of significance is small. this can be said that the difference of students’ learning outcome between students in experimental and control class was not significant. it means that there were no any differences among 120 students who had been as samples in this research. in the beginning of this research, all students had almost similar ability in nobel: journal of literature and language teaching volume 10, number 01, april 2019 99 zulfah fakhruddin, amzah, nur fadillah nurchalis english. therefore, treatments from pre-service teachers in both classes truly influenced their final outcome. the participants of this research were students who had been classified properly by the school into four classes based on their abilities. there were two classes that researchers did not take as samples in this research: class vii.1 and vii.6. in the preliminary observation before conducting this research, the researchers identified the students by interviewing the english teachers at that school. based on their statements, they said that the two classes were different from the four classes. students in class vii.1 were skillful students, while students in class vii.6 were unskillful students. the decision to choose those four classes was considerably appropriate. it supported a pure quasi-experimental design of this research. this also indicates that both the students and the teachers can learn and keep their english skills balance during the learning and teaching process at that school. a research conducted by price (1998) suggests that pre-service teachers could do better after they have given a chance to practice educational theories. in a similar opportunity, pre-service teachers can practice and employ educational theories that they have for their students at schools. the trained pre-service teachers developed materials based on what they had during the training, while the non-trained preservice teachers developed materials based on what they gained during studying at campus. the trained and non trained pre-service teachers had different performances in the classroom. the performances of trained pre-service teachers granted different impact to students’ learning outcome. it shows the positive power of technologybased training for pre-service teacher as it could upgrade their ability to develop english teaching materials. it also contributes to the improvement of students’ learning outcome. when teaching listening skills in experimental classes, pre-service teachers taught their students by adding some audiovisual materials, such as videos. they made the audio by themselves. in contrast, pre-service teachers in control classes only taught by pronouncing some words manually. when teaching reading skills in experimental class, pre-service teachers taught by adapting a new reading text in several slides, while in control classes, pre-service teachers taught only by using available reading text in the course book. in administering a test, pre-service 100 technology-based teaching material teachers in experimental classes used quiz creator, while in control class, preservice teachers only relied on the exercises available on the course book. when the pre-service teachers integrated technology to develop their english teaching materials, students’ learning outcome was getting better. sudjana (2002) found that 76.6% of student learning outcomes were affected by teacher performance. teachers as the main actors of the class deserve to determine their own plans. therefore, a decision taken by pre-service teachers to integrate technology in their english material development is a good choice. technology integration by pre-service teachers played roles in significant difference of the two classes. thieman (2016) states that for few years, leaders and researchers in technology use have been criticizing teacher education programs for inadequately preparing pre-service teachers to integrate technology into their instructional materials with their students. this statement is relevant to what happened in this research. non-trained pre-service teachers in control class did not integrate technology in developing their english teaching material. it happened because they are lack of knowledge and experience of how to use and integrate technology for developing english teaching materials. it is different from what have obtained by the pre-service teachers who had been trained to use technology to enhance and support their teaching. it is obvious that technology-based training can elevate the quality of pre-service teachers to help and guide them in developing english teaching materials for their students. however, the effect size of significance level in this research shows that technology-based training is not really influential to improve students’ learning outcome since the effect size was considered low. the training which covered five topics include publishing site, presentation technique, exercising tools, moviemaker, and podcasting was not enough as it was conducted and run in short and limited time. it would be better if the training itself could be done in a longer time with intensive meeting for each topic to gain best results. the sufficient time devoted to the technology-based training is expected to have big influence to pre-service teachers’ readiness in modifying, mixing, substituting, omitting, and adding english teaching materials. conclusion nobel: journal of literature and language teaching volume 10, number 01, april 2019 101 zulfah fakhruddin, amzah, nur fadillah nurchalis both trained and non-trained pre-service teachers could develop their english teaching materials for their classes. the trained pre-service teachers developed their teaching materials by integrating technology, while the non trained pre-service teachers developed their teaching materials in conventional ways. results of this study reveal that students’ learning outcome in both experimental and control class increased significantly. the results also show that there was a substantial difference between students’ learning outcome in experimental and control class. students’ learning outcome in experimental class was higher than students’ learning outcome in control class. it indicates that technology-based training helps pre-service teachers to develop their english teaching material. it is apparent that teaching materials developed by integrating appropriate technology for language learning are effective to improve students’ learning outcomes. regarding to the effectiveness of technology-based training for new teachers, the researchers finally come up with the following suggestions to support this results of the study. the first is addressed to the policy makers at the faculty level; they should allocate adequate budget to provide and facilitate pre-service teachers with technology-based training. such training is required for the new teachers so that they are ready and have high confidence to face their professional career as english teachers. the second suggestion is for the pre-service teachers themselves. even though the faculty might not be able to provide them with technology-based training, they should have an initiative to upgrade their knowledge and competence of technology-based language learning to support their professional development. they may join similar workshop or training on technology-based language teaching and learning out of their faculty or campus. references andi, a. 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(2015). empat masalah utama pendidikan indonesia. retrieved in march 14, 2018 fromhttp://news.okezone.com/read/2015/11/30/65/1258030/empat-masalahutama-pendidikan-indonesia/html. 104 https://www.citejournal.org/volume-8/issue-4-08/social-studies/using-technology-as-a-tool-for-learning-and-developing-21st-century-citizenship-skills-an-examination-of-the-nets-and-technology-use-by-preservice-teachers-with-their-k-12-students/ https://www.citejournal.org/volume-8/issue-4-08/social-studies/using-technology-as-a-tool-for-learning-and-developing-21st-century-citizenship-skills-an-examination-of-the-nets-and-technology-use-by-preservice-teachers-with-their-k-12-students/ https://www.citejournal.org/volume-8/issue-4-08/social-studies/using-technology-as-a-tool-for-learning-and-developing-21st-century-citizenship-skills-an-examination-of-the-nets-and-technology-use-by-preservice-teachers-with-their-k-12-students/ http://news.okezone.com/read/2015/11/30/65/1258030/empat-masalah-utama-pendidikan-indonesia/html http://news.okezone.com/read/2015/11/30/65/1258030/empat-masalah-utama-pendidikan-indonesia/html http://www.teachingenglish.org.uk/articles/controversies-using-technology-language-teaching http://www.teachingenglish.org.uk/articles/controversies-using-technology-language-teaching http://www.teachingenglish.org.uk/articles/controversies-using-technology-language-teaching http://www.teachingenglish.org.uk/articles/controversies-using-technology-language-teaching thieman, y.g. (2016) using technology as a tool for learning and developing 21st century citizenship skills: an examination of the nets and technology use by preservice teachers with their k-12 students. cite journal. retrieved in march 28, 2018 fromhttps://www.citejournal.org/volume-8/issue-4-08/social-studies/using-technology-as-a-tool-for-learning-and-developing-21st-century-citizenship-skills-an-examination-of-the-nets-and-technology-use-by-preservice-teachers-with-their-k-12-students/. nobel: journal of literature and language teaching volume 9, no 2, september 2018, p-issn 2087-0698 e-issn 2549-2470; 129-147 the identity of the main character in nathaniel hawthorne’s dr. heidegger’s experiment: a linguistic analysis kay tepait juanillo department of liberal arts and behavioral sciences, visayas state university, philippine kayjuanillo@gmail.com abstract: this study analyzes the language used in the construction of the personal identity of dr. heidegger through the labels attached to him, both given by self and by others, and his stance-taking. the researcher applies discourse analysis to analyze the main character’s utterances. the researcher also uses indexicality principle by bucholtz and hall (2005) as a mechanism to analyze identity. the qualitative content analysis is used to analyze thoroughly and interpret text data to draw inference towards the utterances on the short story. the result of the study shows that dr. heidegger is labeled mostly with negative words by others, however, he responded to combat these labels by using reappropriation or by revaluing the existing labels. moreover, the stances taken by dr. heidegger are found to position himself among others. together with the labels given by self and others, and his interlocutor(s) in his talk-in-interactions the findings reveal that he is a strange old man, who is very curious and knowledgeable. lastly, the conclusion can also be drawn that language and discourse are central to the construction of identities that are not always determined by a person himself, but also bound up with how others perceive him. keywords: discourse analysis; identity construction; indexicality principle 1. introduction language is not only a tool for communication but also a means of identification. it plays a significant role in shaping a person’s identity and in distinguishing how he/she may be different from another person. khokhar, et al. (2016) asserted that although individuals may distinguish themselves by their racial features, the type of dress they wear, the food they eat, and the house they build, it is the language that distinguishes individuals most precisely. they argued that people tend to construct their identities in powerful languages. according to de fina, bamberg, and schriffin (2006), while individuals use language to convey images of themselves, they also use it to identify others, to classify and judge people, to align themselves with others signaling their similarities, or to distance themselves from others underlining their differences. apparently, in these and many other ways, language and discourse are central to the construction and negotiations of identities. kay tepait juanillo, the identity of the main character 130 de fina, schriffin and bamberg (2006) averred that the closeness of this connection has often been recognized in the past, but it is only in relatively recent times that identity has become a well-accepted and independent field of inquiry in discourse analysis as well as in many other disciplines in social sciences. they added that recent trends in the study of identity within discourse bring together theorizations on the self, the role of interaction in the creation of personal and social worlds and the contribution of language to socio-cultural processes. the incorporation of these different trends speaks of the interdisciplinary nature of this recent effort at redefining the field. the twenty years of reflection and debate about identity and language resulted in the emergence of a new paradigm. traditionally, some scholars view identity as housed primarily within an individual mind, so that the only possible relationship between identity and language use is for language to reflect an individual’s internal mental state. although the sense of self is certainly an important element of identity, researchers of individuals’ language use have shown that the only way that such self-conceptions enter the social world is via some form of discourse, hence the analysis of labels and stances. this study is a linguistic analysis of the construction of identity through the use of labels and stance-taking. this will be useful in understanding the identity of the main character in nathaniel hawthorn’s dr. heidegger’s experiment which college students and english majors study in the classroom. classroom discussion in literature subjects can become highly interactive and participatory as students become more aware of how one’s language, society, and culture can influence the construction of a person’s identity. likewise, this study can be used by english teachers as a springboard in the discussion of grammar lessons, especially with word classes like adjective, adverb, noun, pronoun, verb, preposition, and conjunction. generally, this study also aims at analyzing the language used in the construction of the personal identity of the main character in nathaniel hawthorne’s dr. heidegger’s experiment. specifically, it seeks to (1) identify the labels used to describe the main character; (2) analyze the stances used by the main character in the talk-in-interaction, and (3) come up with a composite identity for the main character based on the labels and stances identified. 2. review of literature a study on discourse analysis by bamberg, de fina, and schriffin (2011) about discourse and identity construction examined the construction of identity from a discursive point of departure which requires two lenses: the lens of discourse and the lens of nobel: journal of literature and language teaching volume 9, no 2, september 2018 131 construction, and bringing them to focus on identity. they decided to approach the task by starting with a thorough overview on the topic of discourse, the way discourse theory and discourse analysis have developed in the field of language studies and emerged as a new domain for theory and research over the last 60 years. alongside some discussions, they provided a sharper understanding of how construction is deeply embedded in discourse and how and why discourse becomes relevant for what is called ‘identity practices’. petar kurečić (2012) wrote a paper entitled identity and discourse in critical geopolitics: a framework for analysis. in his paper, the relationship between discourse and identity was studied through a critical discourse analysis, which focuses on the political and social context in which identities arise and develop. he revealed that identity as a dynamic phenomenon is inseparable from the social and historical context. it is the result of continuous interaction between a community and the space occupied by that community. in 2012, veronica koller also wrote an article entitled critical approaches to discourse analysis across disciplines that presents an approach to analyzing collective identity in discourse that distinguishes the linguistic and semiotic description of textual features from their socio-cognitive interpretation. she argued that collective identities are theorized as conceptual structures comprising beliefs and knowledge, norms and values, attitudes and expectations as well as emotions, and as being reinforced and negotiated in discourse. her study suggested a number of linguistic and semiotic features to ascertain what collective identities are constructed in texts and how, such as social actor representation, process types, evaluation, modality, metaphoric expressions, and intertextuality. another study by fatmawati (2015) entitled mikhail’s personal identity construction in paulo coelho’s the zahir applied discourse analysis to analyze mikhail’s utterances. descriptive research was used in order to identify, classify, and describe mikhail’s utterance which contains the use of label and stance-taking. based on the data collected, mikhail labels himself mostly with positive labels, whereas other people did the opposite. the findings reveal that mikhail is a kind of arrogant person based on the labels given by self. furthermore, the more he puts a label on himself in a society, the less he gets labels from others. lastly, his tendency to position himself along epistemic scale “certainty” and misaligned with his interlocutors in talk-in-interaction has successfully transformed him into a spiritual leader. veva desi nalalia (2017) in her recent study about “identity construction among facebook users” stated that identity is something unique of someone that can make a person different from others. this study is aimed at examining the stance and style of facebook kay tepait juanillo, the identity of the main character 132 users’ personal identity construction through language use. she concluded that facebook users perform affective positioning stance in order to express his feeling and position themselves along the affective scale. facebook users also perform epistemic positioning stance in the order of degree or certainty to object discussion and positioning themselves along the epistemic scale. lastly, facebook users take alignment stance via imitation, feedback, and agreement. moreover, facebook users also construct their identity by using some styles that occur in their utterances. the dominant type of language style in facebook users’ utterances in their status updates was casual style. 3. research methods this study examined how the main character in nathaniel hawthorne’s dr. heidegger’s experiment identifies his social interaction through his language use. the researcher analyzed the text of the short story focusing to the identity of the main character using ‘indexicality principle’, one of the frameworks presented by bucholtz and hall (2005) as a mechanism to analyze identity. in conducting the study, the researcher used qualitative content analysis design. the qualitative content analysis was the most appropriate research design to be applied in this study since it aims at analyzing thoroughly and interpreting text data to draw inference towards the utterances on the short stories. moreover, the researcher also utilized descriptive research design in analyzing the data. using descriptive approach was particularly appropriate because an accurate and authentic description was required. the data source of this research was taken from dr. heidegger’s experiment, a short story written by nathaniel hawthorne. dr. heidegger’s experiment was first published anonymously as the fountain of youth in the january of 1837 issue of lewis gaylord clark’s the knickerbocker magazine. it was included later that year in the collection of twice-told tales. dr. heidegger’s experiment is hawthorne’s first treatment of the elixir of immortality theme, which haunted him throughout his life. it was chosen by the researcher as the subject of the study because the story is one of the most famous short stories of nathaniel hawthorne. also, the researcher analyzed how nathaniel hawthorne created the identity of dr. heidegger through analyzing his utterances talking into consideration the two of hawthorne’s favorite themes which he used in the story: the consequences of tampering with nature and the rejection of conventional morality. the instrument that the researcher used was the short story dr. heidegger’s experiment by nathaniel hawthorne and the words that describe the labels and stances of the main nobel: journal of literature and language teaching volume 9, no 2, september 2018 133 character. as the only instrument for this research, the researcher needs to consider the pertinent features of the research in order to avoid biases. moreover, this research regarded the role of the researcher as the outside viewer, also called as etic – wherein the researcher did not participate on any certain activity, phenomenon, or program related to the data. 4. results and discussions based on the data analysis, the researcher identified the linguistic devices, labels, and stances which construct dr. heidegger’s identity. label is divided into two categories, namely: label by self and label by others. on the other hand, stance can be divided into three types such as evaluation, positioning (affective and epistemic), and alignment. 4.1 label bucholtz and hall (2005) argued that identity may be linguistically indexed through the use of labels. thus, labeling refers to how a person uses words to describe the identity of self and others. plangger et al. (2013) described label as a metaphoric word or phrase that defines the labeled person’s identity and constructs the relationship between the labeled and the labeler. a label attached to a person can be analyzed in order to find out his/her identity construction. label possesses both positive and negative values. its effect varies depending on the response of each person and society toward that label. however, not all labels attached to a person can truly describe his/her identity. in reality, labeled persons have little or no choice or opportunity at all to oppose the labels attached to them, compelling them to accept these labels. therefore, a label gradually influences a person’s behavior and changes his/her identity. the analysis of dr. heidegger’s and his friends’ utterances reveals 16 labels attached to the main character. these labels are categorized based on the labels put by self (dr. heidegger) and by others (the author and his friends). kay tepait juanillo, the identity of the main character 134 as shown from the data in figure 1, there are 8 (eight) or 50% labels used by dr. heidegger to describe himself. these are rheumatic, desirous, watchful, cautious, old, curious, discerning, and concerned. on the other hand, there are also 8 (eight) or 50% labels that are used by others to describe dr. heidegger, namely: complaisant, bothersome, unusual, old, dignified, eccentric, old soul, and cool. the frequency of use of each label is presented in figure 1: dr. heidegger’s labels figure 2: frequency and percentage of dr. heidegger’s labels nobel: journal of literature and language teaching volume 9, no 2, september 2018 135 in figure 2, the blue bars indicate the self labels used by dr. heidegger to describe himself, whereas the green bars indicate the labels used by others to describe the main character. among all the labels attached to him, old has the highest frequency (6 times or 20.69%), followed by the dignified and old soul (4 times or 6.89%). meanwhile, unusual, bothersome, eccentric, complaisant, and cool have an equal frequency of 3.45% or used only once. on the labels used by dr. heidegger for himself, the highest frequency is the word concerned with four occurrences (4) or 13.79%, followed by desirous, watchful, and discerning with an equal frequency of 6.89% or used only twice. meanwhile, old, rheumatic, curious, and patient have an equal frequency of one (1) or 3.45%. below are some examples and explanation of the labels used to construct dr. heidegger’s identity. dr. heidegger’s labels given by self there are eight labels used by dr. heidegger to identify his identity, namely: desirous, old, rheumatic, curious, cautious, watchful, concerned, and discerning. on the next page are three examples of dr. heidegger’s labels given by self. 1. desirous the first label that the main character used to describe his identity is the adjective desirous. this label is used to indicate the main character’s strong intention to find out if his experiment really works. as a doctor, heidegger was compelled to prove the efficacy of the elixir of youth that he discovered. however, he needed people for his experiment. he needed volunteers who would be willing to help him. he needs their assistance. so, he invited to his house four of his old friends whom he knew would be willing to be the subjects of his experiment. this desire for help is explicitly stated in the following: excerpt 1: “my dear old friends, said dr. heidegger, motioning them to be seated, “i am desirous of your assistance in one of those little experiments with which i amuse myself here in my study.” the foregoing lines obviously reveal the main character’s label that he himself used. this label given by “self” to his identity as the main character in the story carries a positive value which he attributes to himself. as a human being, he wanted to have a better understanding of how things work. as a doctor, he was constantly seeking more knowledge, and, in this story, it was knowledge on how to reverse the aging process. thus, he invited his old friends in the experiment because he knew that they would gladly comply with his request for help. furthermore, this label gives the main character a positive or a valuable trait in his role as a kay tepait juanillo, the identity of the main character 136 doctor. it suggests that those in the medical field must continually search for knowledge in order to alleviate or cure the ailments that have affected those who are sick, especially those who are aging. 2. concerned as he had been filling the glasses with the water, he noticed the excitement of his friends. thus, he gave them words of advice contained in the following: excerpt 2: "before you drink, my respectable old friends," said he, "it would be well that, with the experience of a lifetime to direct you, you should draw up a few general rules for your guidance, in passing a second time through the perils of youth.” in dr. heidegger’s utterance above, it can be implied that he was concerned. when his friends finally decided to agree and drink the elixir, he never failed to warn and gave them advice. it could be surmised that he was worried about the safety of his friends. being young again could expose them to potential risks, or they could be involved in the same mistakes they did before. he wanted to guide and remind them about the experience that they went through when they were young once. he wanted to make sure that his friends would not commit the same mistakes again the second time. this label ascribes a positive value for dr. heidegger. this suggests how mindful he is with his friends’ behavior, and how he wanted them to gain wisdom now that they would pass the perils of youth again. however, despite dr. heidegger’s warning, his friends still did not learn anything and committed the same mistakes they had in the past. 3. discerning this label by self is pointed out indirectly from dr. heidegger’s reaction when he saw his friends drinking the elixir. he implicitly labeled himself as discerning upon seeing his friends’ enthusiasm over the experiment, their eagerness was overwhelming. excerpt 3: "drink, then," said the doctor, bowing. "i rejoice that i have so well selected the subjects of my experiment." in dr. heidegger’s utterance above, he describes how happy he was that he was able to select well the subjects for his experiment. this utterance also reveals the doctor’s good judgment. he could have chosen other subjects for his experiment, but he chose his four old friends instead. dr. heidegger knew their backgrounds such as how they were when they were young, and how different their lives were now that they were old. in his pursuit to gain more knowledge, he did not just stop on the medical aspect but decided to combine his nobel: journal of literature and language teaching volume 9, no 2, september 2018 137 knowledge about the elixir and his goal of understanding human behavior. he knew that his friends were the perfect subjects for his experiment. he did not just achieve his goals in conducting the experiment, he also gained more knowledge about human frailty. dr. heidegger’s labels given by others there are eight labels used by others to describe the character of dr. heidegger in the story, namely: old, old soul, unusual, eccentric, bothersome, complaisant, cool, and dignified. some are explained below. 1. old the word old comes from the phrase old doctor which was uttered by the widow who wanted to have another glass of the water of youth. literally, the label describes the main character as an old doctor, a skillful person who specialized in the science of healing. excerpt 4: "my dear old doctor," cried she, "pray favor me with another glass!" the excerpt indicates that dr. heidegger was as old as his friends. he was their contemporaries. they belonged to the same age bracket that is why they were the subjects of his experiment. dr. heidegger did not take this as a negative label; he accepted the label and even used it to label himself as can be seen in his own dialogues. thus, this label can indicate a person having lived for a long time. it can also connote a person who had become wise. 2. old soul this phrase old soul is the label used by widow wycherly to describe dr. heidegger several times in the story. in this particular instance, she asked dr. heidegger to dance with her because she wanted to celebrate her regained youthfulness with the doctor. excerpt 5: "doctor, you dear old soul," cried she, "get up and dance with me!" and then the four young people laughed louder than ever, to think what a queer figure the poor old doctor would cut. obviously pointed out in this label is the widow’s reference of an old soul to the doctor as someone dear to her or a special friend who had given her another chance at life. the label carries a positive value thus the doctor did not take offense in being called an old soul. he might have remained old, but he was already satisfied with what he had. he was uninterested in the things that his young friends found exciting. 3. dignified the label dignified was ascribed to dr. heidegger to describe his reaction towards the result of his experiment. this trait is embedded in the following lines. kay tepait juanillo, the identity of the main character 138 excerpt 6: one limped across the floor, like a gouty grandfather; one set a pair of spectacles astride of his nose, and pretended to pore over the black-letter pages of the book of magic; a third seated himself in an arm-chair, and strove to imitate the venerable dignity of dr. heidegger. the dignified persona of dr. heidegger was shown after all his friends became young again, and they were all celebrating mirthfully. amidst the loud laughter and unruly behavior of his friends, dr. heidegger remained calm and prim. these characteristics almost awed his friends. despite their merrymaking, dr. heidegger was still able to keep his mysterious visage. this label implies a positive label for dr. heidegger. this shows his composure amidst the exulted reaction of his subjects toward their regained youthfulness. overall, most of the labels attached by others were taken with positive value by dr. heidegger. although the labels like, old, bothersome, and eccentric may carry a negative stigma, dr. heidegger responded to combat these labels by using re-appropriation or by revaluing the existing labels. according to galinsky et al. (2003), re-appropriation or revaluing is an alternative route to an increased intergroup status that does not have pitfalls of ignoring a stigmatizing label. this kind of self-labeling has several potentially positive consequences. the historically negative connotations of the labels are challenged by the proud, positive connotations implied by a person’s use of the term as a self-label. for example, when dr. heidegger was labeled as old, he also labeled himself as old to revalue the meaning of the word old. this example, emphasizes that implicit in the concept of reappropriation is the idea that language is an ongoing process of negotiation, a power struggle over the connotative meaning of symbolic referents. as such, self-labeling can serve to diffuse the negative connotation of the word (galinsky et al., 2003). moreover, by revaluing the meaning of the labels given to him, dr. heidegger, even if he was considered as an eccentric man by some people, the people around him still thinks of him as a wise man. galinsky et al. (2003) further argue that in successful re-appropriation, an alternative vision is presented that does not necessarily change the underlying denotative meaning of a concept but transforms the connotative evaluative implications. 4.2 stance acts of dr. heidegger in this part, the researcher presents the analyzed data of dr. heidegger’s utterances based on du bois’ theory of stances. according to du bois (2007), stance can be approached as a linguistically articulated form of social action whose meaning is to be constructed within the nobel: journal of literature and language teaching volume 9, no 2, september 2018 139 [percenta ge] [percenta ge] 18% 26% 44% total: 39 alignment 9 evaluation 13 positioning 17 epistemic 10 broader scope of language, interaction, and socio-cultural value. setting the problem in this way brings into play several aspects of language in interaction. moreover, he also averred that stance can be achieved dialogically by social actors through overt communicative means, of simultaneously evaluating objects, positioning subjects (self and others), and aligning with other subjects, with respect to any salient dimension of the socio-cultural field. there are three types of stance acts, these are evaluation, positioning (epistemic and affective), and alignment. figure 3illustrates the findings in terms of dr. heidegger’s stancetakings. figure 3 shows that positioning is the most frequently used stance by dr. heidegger which constitutes 17 or 44% of the total stances. positioning stance consists of two types: affective and epistemic. the affective stance has seven (18%) while epistemic has ten (26%). meanwhile, the least frequently used stance is the alignment, which constitutes 9 or 23% of the total stances taken by dr. heidegger. evaluation stance is in the middle frequency which constitutes 13 or 33% of the total stances. the results are analyzed in order of evaluation, positioning (epistemic and affective), and alignment. evaluation evaluation is the process whereby a stance-taker orients to an object of stance and characterizes it as having some specific quality or value (du bois, 2007). there is a total of affective 7 figure 3: dr. heidegger’s stance takings evaluation: 13 33% alignment: 9 23% affective: 7 18% epistemic: 10 26% positioning: 17 44% total: 39 kay tepait juanillo, the identity of the main character 140 13 (33%) utterances of dr. heidegger that contain evaluative stance. on the next page are some of the instances of dr. heidegger’s evaluative stance: excerpt 7: "my dear old friends," repeated dr. heidegger, "may i reckon on your aid in performing an exceedingly curious experiment?" while talking with his friends, dr. heidegger evaluated the physical condition of his four friends and the kind of experiment he wanted to perform. the object of his stance or the person evaluated is the noun friends, which refers to mr. medbourne, col. killigrew, mr. gascoigne, and widow wycherly. the stance predicate old is used to evaluate his four friends’ physical characteristic negatively. still, in excerpt 7, dr. heidegger also evaluated the experiment he wanted to perform on his friends. he used the stance predicate curious to evaluate the object of the stance which is an experiment since he was also not sure of the effect of the experiment on his four friends. the stance implies neither positive nor negative judgment towards the experiment. excerpt 8: "this rose," said dr. heidegger, with a sigh, "this same withered and crumbling flower, blossomed five-and-fifty years ago. it was given me by sylvia ward, whose portrait hangs yonder…” here the subject of the stance that dr. heidegger evaluated is the rose. dr. heidegger used the evaluative predicate withered and crumbling flower to it. the stance implies a negative judgment regarding the flower’s condition when he showed it to his friends. this was done to convince his friends that if a withered flower could bloom again with the use of the water, then there is also the possibility for their youth to be restored. positioning according to du bois (2007), positioning is the act of situating a social actor with respect to responsibility for stance and for invoking socio-cultural value. positioning as a stance is registered overtly through several discrete linguistic elements, including pronoun, verb, adjective, modal, and adverb. there are a total of 17 (44%) positioning stances taken by dr. heidegger. the data are further divided into two types: those utterances that contain affective positioning and those that contain epistemic positioning. 1. affective positioning affective stance is the speaker’s feeling about a proposition, an utterance, or a text (irvine, 2009). there is a total of 7 or 18% positioning stances taken by dr. heidegger. there are two kinds of lexical features in dr. heidegger’s affective stance predicate, namely: verb nobel: journal of literature and language teaching volume 9, no 2, september 2018 141 and adjective. the affective stance predicate indexes specific aspects of the subject’s feelings, positioning the speaker subjectively along some scale of affective value. the lexical features found in dr. heidegger’s stances are categorized as follows:  adjective: desirous  verb: amuse, rejoice, selected, bemoan, protest, love on the next pages are illustrations of dr. heidegger’s affective stances controlled by adjective and verb. excerpt 9: "my dear old friends," said dr. heidegger, motioning them to be seated, "i am desirous of your assistance in one of those little experiments with which i amuse myself here in my study." in excerpt 9, there are two affective stances taken by dr. heidegger such as i am desirous of your assistance and i amuse myself here in my study. both stances index personal pronoun i as the stance-taker, which is then followed by the affective adjective desirous and affective verb amuse, indexing the affective predicate. the first affective predicate expresses dr. heidegger’s desire for the assistance of his friends for his experiment. he positions himself affectively by choosing a position along an affective adjective desirous. dr. heidegger performs as the stancetaker, while your assistance in one of those little experiments becomes the stance object, and desirous becomes the affective predicate. meanwhile, the second stance expresses his feeling of being amused. the object of stance is my study and the stance predicate is amuse, which positions dr. heidegger along an affective scale of being amused by something. 2. epistemic positioning epistemic stance is the speaker’s degree of commitment to a proposition (irvine, 2009). it concerns with the truth-value of a proposition and the speaker’s degree of commitment to it. there is a total of 10 or 26% positioning stances taken by dr. heidegger. the lexical features of dr. heidegger’s epistemic stance consist of adverb, adjective, verb, conjunction, and modal.  adverb: no, surely, not, never, rightly (expressing certainty)  adjective: possible, informed  verb: meant (expressing intention); treasured (expressing certainty)  modal: would, could, might, should,  conjunction: for, if, though below are dr. heidegger’s utterances that contain epistemic stances. kay tepait juanillo, the identity of the main character 142 excerpt 10: “…now, would you deem it possible that this rose of half a century could ever bloom again?" "nonsense!" said the widow wycherly, with a peevish toss of her head. "you might as well ask whether an old woman's wrinkled face could ever bloom again." based on dr. heidegger’s utterance in excerpt 10, he performs epistemic stance by uttering would you deem it possible and could ever bloom again. the object of the stance is the rose, and the stance predicates are: would, possible, and could. since dr. heidegger uses the yes or no question by asking his four friends if they thought that the rose could bloom even if it was already half a century old, he expresses a conditional mood and doubts if they do believe him or not. dr. heidegger’s question also implies his request for confirmation from the people he was talking to, therefore, it indexed a certain degree of epistemic scale which expresses likelihood or doubt. excerpt 11: “…the famous fountain of youth, if i am rightly informed, is situated in the southern part of the floridian peninsula, not far from lake macaco.” in the above utterance, rightly informed is the stance predicate which expresses dr. heidegger’s knowledge about the stance subject which is the fountain of youth. this utterance can position dr. heidegger along the strong epistemic scale as knowledgeable. however, because of the conjunction if, it can be analyzed that dr. heidegger is not sure if the fountain of youth is really situated in the southern part of floridian peninsula or not; therefore, dr. heidegger is along the epistemic scale of being uncertain. alignment alignment can be defined provisionally as the act of calibrating the relationship between two stances, and by implication between two stancetakers (du bois, 2007). it implies agreement and disagreement with someone, which in conversation, is usually the person being addressed. alignment as a stance has two types namely: alignment, which consists of imitation, feedback, and agreement; and disalignment which consists of changing the topic, disagreement, and refusal (fatmawati, 2015). there is a total of 9 (23%) utterances of dr. heidegger that contain alignment stance. dr. heidegger’s stances consist of agreement, feedback, changing topic, and refusal. below are examples of dr. heidegger’s alignment stances, both alignment, and disalignment. nobel: journal of literature and language teaching volume 9, no 2, september 2018 143 excerpt 12: alignment via feedback "ahem!" said colonel killigrew, who believed not a word of the doctor's story; "and what may be the effect of this fluid on the human frame?" "you shall judge for yourself, my dear colonel," replied dr. heidegger; "and all of you, my respected friends, are welcome to so much of this admirable fluid as may restore to you the bloom of youth.” the stance of dr. heidegger shows that he aligns himself with col. killegrew. by uttering you shall judge for yourself, he indicated that he understood the colonel’s doubt, therefore, he wanted col. killegrew to see for himself if what he said was true or not. excerpt 13: alignment via agreement "my dear old doctor," cried she, "pray favor me with another glass!" "certainly, my dear madam, certainly!" replied the complaisant doctor; "see! i have already filled the glasses." in the conversation found in excerpt 13, dr. heidegger takes his stance in relation to widow wnycherly’s utterance. dr. heidegger expresses his agreement when she asked him to give him another glass of water from the fountain of youth. in this stance, dr. heidegger takes a positive pole in the alignment stance. except 14: disalignment via changing topic "that is certainly a very pretty deception," said the doctor's friends; carelessly, however, for they had witnessed greater miracles at a conjurer's show; "pray how was it effected?" "did you never hear of the 'fountain of youth,'" asked dr. heidegger, "which ponce de leon, the spanish adventurer, went in search of, two or three centuries ago?" in this utterance, dr. heidegger asked a question instead of answering the query thrown at him. this indicates that he prefers to change the topic rather than to give them a direct answer. dr. heidegger takes either the negative or positive pole. he did change the topic because he wanted them to have a better grasp of the experiment that they would undertake. excerpt 15: disalignment via refusal "doctor, you dear old soul," cried she, "get up and dance with me!" and then the four young people laughed louder than ever, to think what a queer figure the poor old doctor would cut. "pray excuse me," answered the doctor, quietly. "i am old and rheumatic, and my dancing days were over long ago. but either of these gay young gentlemen will be glad of so pretty a partner." in the excerpt above, dr. heidegger refuses widow wycherly’s request to dance with him. his refusal indicates his disalignment with widow wycherly, however, this utterance kay tepait juanillo, the identity of the main character 144 either takes him towards the negative or positive pole, because he gave another stance, i am old and rheumatic, and my dancing days were over long ago. this stance was done to let her understand his refusal to her request. overall the analysis shows that dr. heidegger’s alignment has higher frequency constituting a total of six (6) utterances and only three (3) stances for disalignment. since alignment is the act of calibrating the relationship between two stances, the high frequency of alignment indicates dr. heidegger’s tendency to take the positive pole towards his interlocutor. dr. heidegger, therefore, has the personality to align himself not by forcing or giving all the information he knew, but rather by allowing his friends to explore and to learn by themselves the consequences of their actions. 4.3 the composite identity of dr. heidegger the findings reveal that the labels attached to dr. heidegger and his stancetaking have created his identity. the labels attached to him, both by self and others can define and make him very different from other people. meanwhile, he takes the stances in order to evaluate, position, and align himself with others. moreover, the labels are given by others to dr. heidegger, namely: complaisant, troublesome, unusual, cool, old, dignified, eccentric, and old soul would point to the conclusion that the society regards him as a strange but respected man. in contrast, the selflabels that dr. heidegger ascribes to himself, namely: watchful, discerning, curious, old, cautious, concerned, desirous, and rheumatic would clearly lead to the conclusion that he is a sensible and curious person. therefore, by analyzing the labels that others attach to the character, it can be deduced how they view or regard him in society. meanwhile, by analyzing the labels given by dr. heidegger to himself helps determine how he defines himself among people in his milieu. the labels are given by self and others to dr. heidegger also have other functions besides to construct his identity as the main character in the story. these labels likewise describe his condition as old and rheumatic, and his personality as an old soul, curious, and cautious. being labeled by others as old, and labeling himself as old is considered by galinsky et al. (2003) as a response to stigmatizing label. galinsky et al. (2003) have suggested that reappropriation or revaluing the existing label is the third way for combating the negative implication of derogatory labels. this example emphasizes that implicit in the concept of reappropriation is the idea that language is an ongoing process of negotiation, a power struggle over the connotative meaning of symbolic referents. as such, self-labeling can serve to nobel: journal of literature and language teaching volume 9, no 2, september 2018 145 diffuse the negative connotation of the word (galinsky et al., 2003). it can also further be argued that in successful re-appropriation, an alternative vision is presented that does not necessarily change the underlying denotative meaning of a concept, but transforms the connotative evaluative implications. meanwhile, among the three kinds of stances in the story, positioning is the one frequently used, consisting a total of 17 (44%). it is followed by an evaluation with a total of 13 (33%), and alignment with a total of 9 (23%). the relationship between stance and identity construction relies on its function in displaying subjectivity, which du bois (2007) defines as the relation between the stancetaker and the object of stance, and inter-subjectivity which he defines as the relationship between one speaker’s subjectivity and other person’s utterance. dr. heidegger constructs his identity through stancetaking by evaluating an object, positioning himself along the affective or epistemic scale, and aligning or disaligning with his interlocutor(s). the findings on dr. heidegger’s stances show that he evaluated people, things, and situations. his evaluations consist of positive and negative values, depending on his view towards the subject of stance. moreover, dr. heidegger performs affective positioning stances in order to express his feelings and to position himself along the affective scale. as the main character, he uses verbs and adjectives as stance predicate. the object of his stance includes people, things, situation, and emotion. in order to express his degree of commitment towards the object of stance, dr. heidegger performs epistemic stances. the lexical features or the stance predicate in dr. heidegger’s epistemic stance consists of adverbs, adjectives, verbs, conjunctions, and modals. on the other hand, dr. heidegger assorts himself towards his interlocutor by taking alignment and disalignment. dr. heidegger takes alignment stances via agreement and feedback, while for disalignment; he takes the stances via refusal and changing topic. moreover, it is undeniable that an utterance can contain two or all three kinds of stances. the utterances of dr. heidegger show the ways he evaluated objects, positioned himself in an utterance, and aligned himself with his interlocutors. this clearly points to the conclusion that he was observant and wise, he knew how to interact well with people in his surroundings. he knew very well how to handle a situation and deal with persons with a different personality. by knowing what they wanted and giving it to them without forgetting to remind them what could possibly happen to them afterward, makes him a character infused with a discerning quality. his utterances show that he wanted more than just knowing the effect of the water from the fountain of youth. more than that, he also wanted to figure out kay tepait juanillo, the identity of the main character 146 its effect on the outlook or mindset of human beings. through his stances, by evaluating his surroundings, positioning himself, and aligning himself with other people, dr. heidegger successfully achieved what he really wanted in his experiment, and he gained not just scientific knowledge but moral knowledge as well. 5. conclusion based on the result of the study, it can be concluded that language is not just used for communication. it is also a great tool to create an identity of an individual. based on the labels (self and others) and stances analyzed, the researcher was able to conclude that the composite identity of dr. heidegger is an extraordinary combination of varied attributes. he was a strange man who lived by his own set of rules that were very different from the society where he belonged; however, despite being a strange man, he was a knowledgeable man, and his curiosity led him to conduct an inexplicable experiment. he was not interested in growing young again, nor in figuring out how the fountain of youth would work. he seemed content with his old age and experiences. he already learned his mistakes in the past, and growing young again would not change these. this also makes dr. heidegger a wise man. from his experiment, he was able to establish that humans would only make the same mistakes over and over. despite some negative traits ascribed to him, he was still well-respected by society. 6. references bamberg, m., de fina, a. & schriffin, d. (2011). language and identity construction. in. s.j. schwartz, k. luyckx, v.l. vignoles (eds.), handbook of identity theory and research, (pp. 177-199). new york: springer. springer doi: 10.1007/978-1-4419-79889_8. bucholtz, m. & hall, k. (2005). identity and interaction: a sociocultural linguistic approach. discourse studies, 7(4-5), 585-614. de fina, a., schriffin, d. & bamberg, m. (2006). discourse and identity. cambridge: cambridge university press. du bois, j. (2007). the stance triangle in r. englebertson (ed.), stancetaking in discourse: subjectivity, evaluation, interaction. amsterdam/philadelphia: john benjamins publishing company. fatmawati (2015). mikhail’s personal identity construction in paulo coelho’s the zahir. nobel: journal of literature and language teaching, 6(2), 97-120. galinsky, a.d., wang, c.s., whitson, j.a., anicich, e.m., hugenberg, k. & bodenhausen, g.v. (2003). the reappropriation of stigmatizing labels: implications for social identity. identity issues in groups research on managing groups and teams, 5, 221– 256. nobel: journal of literature and language teaching volume 9, no 2, september 2018 147 irvine, j.t. (2009). how mr. taylor lost his footing: stance in a colonial encounter. in a.m. jaffe (ed.), stance: sociolinguistic perspective, (pp. 53-71). oxford: oxford university press. khokhar, s., memon, s., & siddique, k. (2016). “exploring role of language in constructing individual identities: a case study of sindh, pakistan. international journal of humanities and social sciences, 6(3), 234-241. koller, v. (2012). how to analyse collective identity in discourse-textual and contextual parameters. critical approaches to discourse analysis across disciplines, 5(2), 19-38. kurečić, p. (2012). identity and discourse in critical geopolitics: a framework for analysis. retrieved from: https://bib.irb.hr/datoteka/794654.identity_and_discourse_in_ critical_geopolitics__paper_kurecic_final.pdf on january 12, 2018. nalalia, v. d. (2017). identity construction among facebook users. thesis. state islamic university of sunan ampel surabaya. retrieved from http://digilib.uinsby.ac.id/18086/ on january 9, 2018. plangger, k., pitt, l., hannah, d. & berthon, p. (2013). nomen est omen: formalizing customer labeling theory. academy of marketing science review, 3(7), 193-204. nobel: journal of literature and language teaching volume 9, no 1, april 2018, p-issn 2087-0698 e-issn 2549-2470; 26-44 transitivity process and ideological construction of donald trump’s speeches nova anggraini, alyssa sahnaz, elsa lisanul fathonah, m. rizal al farisi, murni fidiyanti uin sunan ampel surabaya novaanggrn14@gmail.com abstract: this research is the collaborative study of critical discourse analysis with the new grammar perspective of halliday’s systemic functional linguistics theory focusing on transitivity system. it investigates the pattern of transitivity process that reveals the linguistic strategies as well as its ideological construction of donald trump’s speeches in the 45th united states presidential election. the writer mainly utilizes fairclough’s framework for cda which consists of three stages of analysis consisting of description, interpretation, and explanation. under descriptive-qualitative method, this research significantly gives an understanding about how transitivity processes can be used to reveal the ideology. as the result, donald trump uses variety language during his speeches. it is because he applies all the types of transitivity process proposed by m.a.k. halliday which consists of six types: material, mental, relational, behavioral, verbal, and existential. the transitivity processes eventually reveal that donald trump attempts to construct democratic view during his speeches. keywords: critical discourse analysis; systemic functional linguistics; transitivity process; ideology 1. introduction in recent years, the discussions of grammar have moved from sentence-based perspective to more of a discourse-based perspective. the discussion of grammar from discourse-based perspective goes along with the theory of m.a.k. halliday, the systemic functional grammar which is also known as systemic functional linguistics theory (sflt). considering sflt as a new perspective in grammar, it has attracted many researchers to conduct the research in this field. a number of researchers have explored sflt in various data sources, such as, news (zhang, 2013; viscido, 2014), advertisement (patpong, 2008), movie script (fikmawati, 2012; viana, 2013; setiawan, 2015), student’s writing (kurdali, 2012; nurohmah, 2013; oliveira, 2015) and essay (rollins, 2012). as a part of sflt, transitivity system is applied as the concern of this research. several researchers have focused on investigating transitivity system in some settings with different forms of analysis, for instance: in academic setting which includes student’s text book (salsabil, 2014; anggun, 2016; and oriza, 2017); politic setting which news (sidabutar, 2014; mailto:novaanggrn14@gmail.com nobel: journal of literature and language teaching volume 9, no 1, april 2018 27 ong’onda, 2016), and debate (zhang, 2017). those previous studies had captured all aspects in transitivity system. in the meantime, to create new findings of the current study the writer not only presents the analysis of transitivity process but also connects it with another subject, that is, critical discourse analysis (cda). the term cda is used to refer more specifically to the critical linguistic approach of scholars who find the larger discursive unit of text to be the basic unit of communication. this research specifically considers institutional, political, gender and media discourses (in the broadest sense) which testify to more or less overt relations of struggle and conflict (wodak & meyer, 2001: 2). as the study of cda, the writer intends to examine the ideological construction since ideology becomes one of the main terms in cda. ideology became an interesting topic for many previous critical discourse studies. it had been widely used by many researchers in different cases of analysis. kaur, arumugam, & yunus (2013), khoiriyah (2016), and nugrawidhanti (2016) analyzed the ideology in advertisement; sipra & rashid (2013), al-haq & al-sleibi (2015), and mohammadi (2017) reveal the implied ideology behind the speech; fauzan (2014) and aslani (2016) examined the ideology that underlie the news. all of these studies employ three-dimensional model by fairclough as their framework for the analysis. they carried out three stages of analysis consisting of textual analysis, processing analysis, and social analysis to investigate the ideology. from the explanation above, the previous studies about ideological construction had tended to focus on using fairclough’s framework in usual way since they generally followed the stages of analysis. therefore, in present analysis the researcher tries to analyze the ideology from an interesting way by inserting transitivity system in description stage. transitivity system works for examining the linguistics feature of the text. in this case, description stage is limited on experiential values on type of process and participant since it is based on transitivity system. later, the researcher chooses donald trump’s speeches as data sources. there are three speeches to be analyzed, they are: trump’s campaign speech in charlotte, inauguration speech, and victory speech. this study aims to explore critical discourse analysis study with the new grammar perspective of halliday’s systemic functional linguistics theory focusing on the transitivity processes. this research significantly gives an understanding about how transitivity processes can be used to reveal the ideology as critical discourse analysis study. because this research combines cda with transitivity processes, it means that this research explores more cda as multidisciplinary which means that cda can be combined with any sub-discipline theory (wodak & meyer, 2001: 96). moreover, transitivity process is the new theory because it is the nova anggraini et.al, transitivity process 28 development from sentence-based perspective (the traditional one) to more discourse-based perspective (sflt). 2. review of literature 2.1 halliday’s systemic functional linguistics theory systemic functional linguistics theory is the development of grammar study from sentence-based perspective to more discourse-based perspective. some of linguists have argued that the development of this theory is needed because the traditional explanations of grammar do not adequately capture grammatical selection in longer, real-world text (paltridge, 2006: 127). nazlia (2016: 12) explains that sfl is a theory which is introduced by m. a. k. halliday, a professor of linguistics from university of sydney, australia. halliday adopted this theory from his teacher named j.r. firth. firth developed malinowski’s concept about context of situation and context of culture which is known as system structure theory. then, halliday developed this theory to be the theory of language in context which is known as systemic functional grammar. halliday’s systemic functional linguistic theory (sflt) is a theory which talks about language and functional grammar. it maintains a perspective on language that is grounded in how we actually use language to construct reality and enact social relationships. this theory claims that language is functional. functional means that language, like other semiotic systems, is a systemic resource for making and exchanging meaning. a semantic system is organized into three main functional components, or “metafunctions”. the three components are: ideational, interpersonal, and textual (halliday & webster, 2009: 5). ideational function is a function of language that is used to represent human experiences. ideational function is divided into two sub-functions, logical and experiential. logical function views language as natural logic and it is realized by the clause complexity system, while experiential function views language as representation of human experiences and it is realized by the transitivity system. interpersonal function is a function used to maintain human relationship, it is realized through system of mood. textual function is used to organize human experiences in the text (message), it is realized through theme system. 2.2 transitivity system transitivity system belongs to experiential metafunction. the experiential metafunction focuses on the clause level in which the clause is viewed as the representation of human experience in reality through some processes. the processes can represent about what is going on in reality: of doing, happening, feeling, or being. thus, clause is the most significant unit nobel: journal of literature and language teaching volume 9, no 1, april 2018 29 in this case (halliday, 1985: 101). in transitivity process there are three major components, they are participant (attend the circumstances and do the process), process (regarded as various actions), and circumtances (represent time, place, manner, cause, accompaniment, matter and role). here, these three components always appear in each type of transitivity process. 2.2.1 types of transitivity process according to halliday in his book an introduction to functional grammar, there are six types of transitivity process (1985: 101-131). a.) material process: process of doing material process is the process of ‘doing’. it expresses the notion that some entity ‘does’ something which may be done ‘to’ some other entity. in the material process, there are two participants role, namely: actor (the entity which ‘does’ something) and goal (the entity which ‘undergoes’ the process). in this case, an actor is obligatory while a goal is optional in the clause. for example: the lion caught the tourist actor process goal b.) mental process: process of sensing mental process is the process which constitutes the three principal sub-types, they are: perception (seeing, hearing, etc.), affection (liking, fearing, etc.), and cognition (thinking, knowing, understanding, etc.). in the mental process, there are two participants, namely: senser (the conscious being that is feeling, thinking, or seeing ) and phenomenon (the entity which is ‘sensed’felt, thought or seen). let’s see the example below: i believe you senser process: cognition phenomenon c.) relational process: process of being relational process is the process of being. this process describes the relationship of one entity and another entity which is encoded through three types, namely: 1. intensive ‘x is a’ (establishes a relationship of sameness between two entities) 2. circumstantial ‘x is at a’ (defines the entity in terms of location, time,manner) 3. possessive ‘x has a’ (indicates that one entity owns another) each of those comes in two modes, they are attributive and identifying. attributive mode occurs when one entity is used to assign another. it has two participants named as carrier and nova anggraini et.al, transitivity process 30 attribute. then, identifying mode occurs when one entity is used to identify another. it has two participants named as identified (token) and identifier (value). the three types and two modes create six possible classifications of relational processes that are set out in the following table: mode type (i) attributive (ii) indentifying (1) intensive sarah is wise tom is the leader the leader is tom (2) circumstantial the fair is on a tuesday tomorrow is the 10th the 10th is tomorrow (3) possesive peter has a piano the piano is peter’s peter’s is the piano d.) behavioral process: process of behaving behavioral process is the process of physiological and psychological behavior. grammatically they are intermediate between material and mental process. this means that behavioral process includes the action process but the action is done with consciousness, for example: breathing, dreaming, smiling, waving, laughing, coughing, watching, listening etc. the majority of behavioral process clauses have one participant that is called as behaver (the agent who behaves). the example is as follows: buff neither laughs nor smiles behaver process e.) verbal process: process of saying verbal process is the process of saying. the participants of this process are: sayer (participant who speaks), receiver (the one to whom the verbalization is addressed), and verbiage (a name for the verbalization itself). there is also one other type of verbal process, in which the sayer is in sense acting verbally on another direct participant, with verbs such as: insult, praise, slander, abuse, and flatter. this other participant will be referred to as the target. for example: she asked him a lot of questions sayer process: vebal receiver verbiage and also the example of target: i ‘m always praising you to my friends sayer process: verbal target recipient nobel: journal of literature and language teaching volume 9, no 1, april 2018 31 f.) existential process: process of existing existential process represents that something exists or happens. the clauses of this process typically have the verb be, or some other verb expressing existence, such as exist, arise, followed by a nominal group functioning as existent. existent is a thing which exists in the process, it is the only participant of this process. the existent may be a phenomenon of any kind, and is often, in fact, an event. for example: there was an old woman process existent: entity 2.3 critical discourse analysis critical linguistics (cl) or also known as critical discourse analysis (cda) is one of the approaches to discourse analysis which adopts a macroanalytical view of language. it means that the analysis of this study not only concern on the text itself (micro-analysis) but also involves the relation of the text with the context (macro-analysis). cda research specifically considers how language works within institutional and political discourses (e.g. in education, organization, media, government), as well as specific discourses (around gender and class), in order to uncover overt or more often covert inequalities in social relationships (litosseliti, 2010: 126). according to fairclough (1989: 26) in seeing language as discourse and social practice, one is committing oneself not just to analyzing texts, nor just to analyzing processes of production and interpretation, but to analyzing the relationship between texts, processes, and their social conditions. this notion produces what we call as the dimensions of discourse, contained of texts, interactions, and contexts. corresponding to these dimensions of discourse, fairlough relates them to the three stages analysis of critical discourse analysis, namely: description (textual analysis), interpretation (processing analysis), and explanation (social analysis). the relation of three dimensions of discourse with the stages analysis of cda can be seen clearly through the diagram below: nova anggraini et.al, transitivity process 32 description (text analysis) interpretation (processing analysis) explanation (social analysis) 2.4 ideology sargent (1981: 3) asserts that an ideology is a value or belief system that is accepted as fact or truth by some group. it is called as a ‘system’ because ideology refers to a belief that is organized. he adds that ideology is composed of sets of attitudes toward the various institutions and process of society. it provides the believer with a picture of the world both as it is and as it should be, and, in so doing. here, the ideology which is shared by a group of people can emotionally affect people’s attitude, it influences an individual or other groups of people to choose, act or do something. 3. research methods in this study, descriptive-qualitative method was considered as the most appropriate research design to be adopted. ary (2010: 474) noted that descriptive qualitative inquiry dealt with data that were in the form of words or pictures rather than numbers and statistics, in this case the data itself were the text of speeches. the data source for this study was the textual script of donald trump’s speeches. the researcher specifically chose three speeches, they were: campaign speech in charlotte (26/10/2016), victory speech (9/11/2016), and inaugural speech (20/1/2017). additionally, the data analysis for the present study were in the form of clauses taken from the textual script of donald trump’s speeches. the key instrument of this research was human. it referred to the researcher herself who had the role to collect and analyze the data. moreover, there was also supporting instrument that helped the writer to conduct the research, such as, laptop and books. those tools were used for searching and gathering the information, and also doing the analysis of the research. in order to collect the data the researcher did some steps such as searching the video and its script, downloading the video and its script, reading the script and watching the video, and social condition of production social condition of interpretation context process of production process of interpretation interaction text nobel: journal of literature and language teaching volume 9, no 1, april 2018 33 collecting the data in the form of clauses. after the data had been collected, the researcher analyzed the data by identifying the data, classifying the data into six types of transitivity process, analyzing the data, and drawing the conclusion. 4. results and discussions 4.1 types of transitivity process used in donald trump’s speeches from the three speeches used in present research, it is found that there are 708 clauses which contain transitivity processes. those total numbers come from various types of transitivity process. the findings of transitivity process types appeared in all speeches are generally illustrated in the following chart. figure 4.1: the emergence of transitivity process types in donald trump’s speeches meanwhile, the emergence of transitivity process types used in each speech is charted as follows. 202 58% 32 9% 72 20% 14 4% 27 8% 4 1% 62 33% 24 13% 73 39% 3 2% 23 12% 2 1% 104 60% 9 5% 34 20% 12 8% 6 4% 5 3% 0 50 100 150 200 250 material process mental process relational process behavioral process verbal process existential process types of transitivity process in each speech campaign speech in charlotte victory speech inauguration speech figure 4.2: the emergence of transitivity process types in each donald trump’s speech nova anggraini et.al, transitivity process 34 4.2 ideology of donald trump’s speeches this part presents fairclough’s framework for critical discourse analysis that is used to reveal the implied ideology of donald trump’s speeches. the framework itself follows three stages of analysis consisting of description, interpretation, and explanation. 4.2.1 description stage in description stage, transitivity analysis is employed to serve the linguistics feature of the speeches. a.) material process material process as the process of doing is mainly used for indicating donald trump’s words for actions such as protect, determine, restore, make, put, unify, work, reform, rebuild, etc. his material clauses signal the actions that will be done for the future government. it is indicated by the use of modal will that is frequently uttered along with his action words. material process becomes the most significant process in his campaign speech and inauguration speech. it reaches the highest percentage among the other processes that appear in these two speeches. this reflects that campaign and inauguration speeches are mainly delivered to state the actions. meanwhile, in victory speech material process is regarded as one of the significant processes since it places the second level of emergence. material clauses in the victory speech strengthen donald trump’s statements about his future actions that have been delivered in the campaign speeches. donald trump did not merely use material clauses to indicate his own actions. he also uttered material clauses to refer to hillary clinton as his opponent in the campaign. in this case, material processes were used to indicate trump’s inconsistency. it considers whether the speech occured before or after donald trump was elected as the president. in the campaign speech, delivered by donald trump before being elected as the president, material processes appeared tend to portray negative implication when it was directed to hillary. as the evidence, the process indicating hillary clinton’s actions were described as bad actions such as destroy, betray, sacrifice, and doesn’t care. while, in the inauguration speech, delivered after being elected as the president, material processes used to describe hillary clinton’s actions seem to have positive implication such as fought and has worked. such inconsistency is regarded as his speech strategy to persuade the public. by presenting the bad actions of his opponent in his campaign speech, trump tried to compare his actions and showed the betterment of his future actions so that he could attract people attention to support him. b.) mental process nobel: journal of literature and language teaching volume 9, no 1, april 2018 35 mental process as the process of sensing is used by donald trump to express and also ask the people to see, hear, feel, and even think about what is going on in america. mental process describes psychological actions which involve the process of perception such as see and hear; affection such as hurt, love, regret, and want; cognition such as learn, think, understand, remember, imagine, and know. the use of mental process in trump’s campaign and inauguration speeches varied since all the types of mental process were used by the speaker. thus, mental process in those speeches represent donald trump’s process of percieving, feeling, and thinking. on the other hand, in the victory speech not all types of mental process were used by trump. they contained affection and cognition, while perception does not exist. thus, mental process in the victory speech is used to represent donald trump’s process of feeling and thinking. c.) relational process relational processes as the process of being are applied to describe, define, identify, and even symbolize something related to america’s circumstances. through this process, trump is able to portray america and its people’s condition and also show how he unites himself with the amerian people. this process is indicated by either to be such as is, are, was, were, have been or possession words such as has/have. in the data found, the types of relational process that appear in the three speeches are intensive and possessive. this implies that relational clauses in all of the speeches are mainly used by the speaker to assign or identify the sameness of two entities and ownership of something. in addition, donald trump also used relational process to describe hillary clinton as his opponent in the election and barack obama as the previous president of united states. in his campaign speech, by using relational process hillary clinton was identified as a bad person such as the greatest liars and disaster. these processes have negative implication. while, in his inauguration speech the process tends to have positive implication since it is used to identify a positive characteristic of magnificent which belongs to obama. this case infers that there is inconsistency in using transitivity process before and after he becomes a president. as in material process, this inconsistency is also considered as trump’s speech strategy. trump describes his opponent as a bad person because he wanted to show that he was the best one to be the leader of the united states. meanwhile, after winning the election he no longer uttered bad impression, he just needed to express his grateful feeling. d.) behavioral process behavioral process as the process of behaving was encoded by donald trump to express and ask the people to act with their consciousness. in his campaign speech, behavioral clauses nova anggraini et.al, transitivity process 36 were mostly used by donald trump in imperative form. he used behavioral process to ask the people to do some actions dealing with the consciousness such as look and listen. on the other hand, in his victory and inauguration speeches, behavioral clauses were only occured to indicate donald trump’s actions as the speaker. he used behavioral process to state his physical actions dealing with the consciousness such as look, listen, watch, wave, enjoy, ignore, etc. e.) verbal process verbal process as the process of saying conveys donald trump’s verbal actions which were directed to the american people. in his campaign speech, verbal clauses were not only used to indicate donald trump himself, but also used to indicate hillary clinton as his opponent in the campaign and president obama as the incumbent president of the united states. then in his victory speech, as the first speech conducted after being elected as the new president, verbal processes were mostly used by donald trump to thank to his family, friends, and the american people who supported him during the president election. they were not only used to indicate donald trump himself, but also used to indicate hillary clinton. in the inauguration speech, donald trump also used verbal process to thank to the people as the audiences in the speech. different from his two previous speeches, verbal processes in this speech were only used to indicate donald trump himself. f.) existential process existential process as the process of existing reflects america’s condition related to the existence and absence of something. the data found shows that the emergence of existential process reaches the lowest percentage in all of the speeches. it is because this process becomes the most infrequent process produced in the three speeches. this means that the three speeches are rarely used to describe the existence or absence of something. 4.2.2. interpretation stage in this section, the interpretation stage was made by relating the linguistics features of the text found from transitivity analysis to the interaction which produces the themes reflected from the speeches. here are the themes found: a.) national unity the unity of nation refers to the effort of unifying all the citizens to become one single unity, so that they feel the same feeling and also fight for the same vision and mission. dealing with political speech, national unity usually becomes one of the main concepts that underlie the idea of the speaker. this also occurs in this study in which the unity of nation becomes the crucial theme of donald trump’s speeches. it can be seen from all of the nobel: journal of literature and language teaching volume 9, no 1, april 2018 37 speeches used in the study. the concepts of national unity frequently appear in the speeches and are encoded through various types of transitivity process. here are the examples: we are one nation (data 38) when one state hurts, we all hurt (data 25) we are one country, one people and we will have together one great future (data 39) to be one united nation (data 41), we must protect all of our people (data 1) the examples above are donald trump’s utterances in his campaign speech in charlotte. his utterances reflect the idea of national unity. by using relational process, trump identifies himself with the citizen of american as one nation, one country, and one people which have the same one great future. he also used mental process of affection to express the feeling of “hurt” that should be felt together by the citizen as one nation. moreover, trump also strengthened his idea by giving material process for defining the action as one nation that is to protect all of the people. the concept of national unity also exists in his two other speeches below. to all republicans and democrats and independents across this nation, i say it is time for us to come together as one united people (data 69) the quotation above is the utterance of donald trump in victory speech. in this case, he tried to establish national unity by using verbal process in which he pointed all republicans and democrats and independents across the nation and said to them that it was time to come together as one united people. later on, donald trump once again stated the concepts of national unity in his inauguration speech as it is quoted below. we are one nation and their pain is our pain (data 51). their dreams are our dreams and their success will be our success (data 52). we share one heart, one home, and one glorious destiny (data 20). these quotations show that donald trump mentioned several times the concept of national unity by using relational processes. the use of relational process indicates that trump and the american people are identified as one nation who have the same pain, dreams, and also success. then, it is supported by material process that because they are one nation so they share one heart, one home, and one glorious destiny. in addition, the most apparent feature in reflecting national unity is the use of pronoun “we” in almost all of utterances in the three speeches. the use of first person plural “we” reflects togetherness as one unity. this means that donald trump’s as the speaker unites himself with the american people and reflects no distance between the leader and his people during his speeches. finally, it can be inferred that there is a consistency in constructing national unity since these concepts can be easily found in the three speeches of donald trump. nova anggraini et.al, transitivity process 38 b.) equality equality is the state of being equal in status, right, and also opportunity. it considers no separations regarding different races, religions, backgrounds, and another social aspect. the concepts of equality spread in all of donald trump speeches. this means that he wanted to maintain a strong view toward his leadership that he would fight for the principle of equality for all the citizens of america. the term of equality are reflected through some types of transitivity process in his speeches. here are the examples: every single citizen in our land has a right to live in safety (data 40) i will not rest until children of every color in this country are fully included in the american dream (data 2). this is what i promise to african-americans, hispanic-americans, and all americans (data 42). in my administration, every american will be treated equally, protected equally, and honored equally (data 11) the quotations above were uttered by donald trump in his campaign speech in charlotte. those utterances implied the ideas of equality that were encoded through relational and material processes. in the case of relational processes, the words “has a right” and “this is what i promise” were used to describe the equality which belongs to “every single citizen” and “african-americans”. there are also material processes such as “will not rest” and” “will be treated” which were directed at the goals “children of every color” and “every americans”. the use of word “every” in many cases shows that trump tried to signal the equality for all american people without any exception, especially in race. the topic of equality in race emerges since he used the words “every color” and “african-americans” which implied that there was no different treatment between white people and black people who live in america. then, the concepts of equality also appeared in two speeches after being elected as a president as in the data below. it is a movement comprised of americans from all races, religions, backgrounds, and beliefs (data 47) that whether we are black or brown or white (data 54) we all bleed the same red blood of patriots (data 61) we all enjoy the same glorious freedoms (data 62) and we all salute the same great american flag (data 63) the utterances above appeared in donald trump’s victory and inauguration speeches. those utterances represent the idea of equality delivered by using relational and material process. as in the victory speech, trump used relational process to assign that a movement was for all american people without any exceptional races, religions, backgrounds, and beliefs. as in the inauguration speech he described that although they came from black or brown or white, they were equal to bleed the same red blood of patriots, enjoy the same nobel: journal of literature and language teaching volume 9, no 1, april 2018 39 glorious freedoms, and salute the same great american flag. from that explanation, we know that all of the concepts of equality were encoded by using relational process and was supported by material process. this means that trump was not only talking about equality, but he also planned some actions to apply the equality for american people. moreover, the concepts of equality existed in all of his speeches, both before and after being elected as a president, showed his consistency and strong intention in constructing this concept. c.) citizen involvement citizens are the determinant of a nation. every decision is made based on them. they also have full right to participate in governing a nation. as a good national leader, donald trump tries to bring the american people to take a part in every decision and action regarding national establishment. trump believes that by involving the citizen of america, they will support the vision and mission which are going to be realized for his future government. this way is also used to create a condition in which the government and its society engage national affairs jointly. the concepts of citizen involvement were implicitly stated in his campaign speech in charlotte. the quotations are as follows: tonight, i’d like to talk about the new american future we are going to create together (data 64) together, we will make america strong again (data 9) in the quotations above, trump used material processes to show the actions of creating new american future and making america strong again. the involvement of the citizens is reflected through adverb “together” that follows his material clauses. the word “together” implies that the actions are not only done by trump himself, but he also invited american people to do the action with him. this is used by trump to create more power in establishing america since the mission will be done together. another concept of citizen involvement was also constructed in his inauguration speech after being elected as a president. the utterances are as follows: together, we will determine the course of america and the world for many, many years to come (data 17) january 20, 2017, will be remembered as the day the people became the rulers of this nation again (data 34) together, we will make america strong again (data 23) and yes, together, we will make america great again (data 24) those utterances contain the concepts of citizen involvement which are delivered through various kinds of transitivity processes. as in material clauses, by stating the word “together” trump represents his future actions which involve the american people. he also used mental clauses to instill public mindset that the citizens would be involved in governing the country nova anggraini et.al, transitivity process 40 since he defined that american people were the rulers of the nation. in this case, the concepts of citizen involvement are mostly reflected through the word “together”. the word “together” indicates that any kinds of national establishment are not only done by trump himself, but there is also an engagement of the citizens. he continuously uttered the word “together” in his speeches. it is viewed as the unique technique used by trump as the speaker that he implicitly constructs the concept of citizen involvement through simple code. futhermore, it is the evidence that donald trump is consistent about his concept of equality because this concept is not only delivered in the campaign speech or before becoming a president but also after becoming a president. d.) national priority the country actually exists to serve its citizen. therefore, the citizens should be the first priority in every national development. this is the concept which donald trump was trying to build in his future government. he shared an overview to the public that he would lead the country based on american needs instead of certain people or even his own business. this idea was signaled through transitivity processes which appeared in some utterances during his speeches. as the first example, this idea was delivered in his campaign speech as in the following quotations: we are going to put the american people first again (data 4) i will never put anyone’s interests ahead of yours (data 5) i will never put personal profit before national security (data 7) i will never put the special interests before the national interest (data 8) those statements imply that donald trump tries to establish the idea of national priority in his speech. he used material processes to encode his ideas. by using material process, he showed that he would give priority to american people regarding his future actions. as he said that he would put american people first again, the word “first” in his utterance indicates that american people are placed on the top as priority. in addition, he also uttered some statements which imply that he would always place national interests as the prime importance. the purpose of giving this concept in the campaign speech is as persuasive technique to attract people attention so that the american people choose and support him in president election. then, he also delivered his concepts in some of his speeches after being elected as the president. the utterances are given below: that while we will always put america's interests first, we will deal fairly with everyone (data 16) from this day forward, it's going to be only america first, america first (data 53) every decision on trade, on taxes, on immigration, on foreign affairs will be made to benefit american workers and american families (data 22) nobel: journal of literature and language teaching volume 9, no 1, april 2018 41 the utterances above are delivered in victory and inauguration speeches. trump once again applied material process to indicate his future actions intended to establish national priority. he also used relational process to identify that for the day forward there would be american priority. it is indicated by his slogan stated “america first, america first”. the use of slogan “america first” in the inauguration speech becomes his strategy to strengthen the concepts of national priority which had been constructed in his two previous speeches. from the three speeches, it can be seen that the word “first” always appears in his utterances which is associated with the concept of national priority. thus, the word “first” is the signal for national priority. 4.2.3. explanation stage explanation stage is conducted to explain the ideology as the final result of this research. the concepts that have been found from interpretation are considered as the components which reveal the ideology of donald trump’s speeches. by considering these various concepts, it can be revealed that donald trump tends to construct democracy view during his speeches. this is derived from what sargent (1981: 30-31) states that democracy is an ideology which considers some principles such as citizen involvement in political decision making, some degree of equality among citizens, some degree of freedom and liberty, a system of representation, and an electoral system. regarding this definition, two of democracy principles linguistically contain in the speeches, they are citizen involvement and equality. whereas the other democracy principles implicitly work within these two principles. then, the themes of national unity and national priority which do not contain in the principles are used to support and strengthen the other themes contained in the principles. in other words, the themes of national unity and national priority were also counted in the democracy principles. 5. conclusion in the beginning of 2017, donald trump was the most central world discussion since he won the 45th presidential election in the united states. in this case, he replaced barack obama as the previous president of america. barack obama had successfully reigned america for two periods of government and had so many supporters during his leadership. as the next elected president, donald trump certaintly has something interesting in his speeches to attract american people to choose him to be the next national leader of america. this present research has discussed the linguistics features of donald trump’s speeches, which eventually reveal the linguistic strategies as well as its ideological construction. by using an interesting nova anggraini et.al, transitivity process 42 combination of critical disourse study with the new perspective of grammar theory, the writer has proven that transitivity system is truly capable to reveal the ideology from the speeches. moreover, this study shows how donald trump as the 45th president of united states uses his languange to share his political ideology during his speeches. the use of variety language and a strong consistency in maintaining the concepts for his future actions are considered as the persuasive strategy to convince the public so that the american people support him in the future government. 6. references al-haq, f.a. & al-sleibi, n.m. 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(2017). transitivity analysis of hillary clinton’s and donald trump’s first television debate. international journal of applied linguistics & english literature, 6(7), 65-72. https://www.politico.com/story/2016/08/donald-trump-never-lie-227183 https://edition.cnn.com/2016/11/09/politics/donald-trump-victory-speech/index.html https://edition.cnn.com/2017/01/20/politics/trump-inaugural-address/index.html https://www.politico.com/story/2016/08/donald-trump-never-lie-227183 https://edition.cnn.com/2016/11/09/politics/donald-trump-victory-speech/index.html https://edition.cnn.com/2017/01/20/politics/trump-inaugural-address/index.html nobel: journal of literature and language teaching volume 10, number 01, april 2019, 52-70 a language appraisal of hotel web pages in indonesia five starred hotel: interpersonal meaning suyik binarkaheni linguistics program, faculty of humanities, university of jember, indonesia sbinarkaheni@gmail.com abstract: this article aims to examine the interpersonal meaning of hotel web pages using the appraisal framework in the view of assessing the frequent occurrence of the appraisal subsystem in the text. the employment of attitudinal, graduation and engagement of text construe the alignment. they explain how the hotel introductory text construction does align the reader. martin & white (2005) argued that appreciation reaction framework determines interpersonal significancies. the emotive prosody of this appreciation reaction is “it grabs me”, decorative, and then “i want it” (martin & white, 57:2005). the dominant result of appreciation resources of reaction is shown in this research than other appreciation resources. we can replace the word “it” with the prosody of appreciation. as a result, the appreciation reaction of quality appears dominantly (44%). it means that the hotel talked much about the things: facilities and services. finally, the interpersonal meaning of the hotel webpages is ‘i am the most / i am the best’. it implies that the hotel is the best in quality and services in order to attract the reader. it proves that the web pages authentically in constructing the text in order to persuade the potential customer to purchase the hotel product. keywords: hotel webpages; appraisal; interpersonal meaning doi: 10.15642/nobel.2019.10.1.52-70 language enables human to express thoughts, ideas, and feeling. they share it for communication. effective communication will be obtained when the speaker/writer and the listener/reader in the encoding and decoding process have the same sense and interpretation. however, people have different personal own life, such as the way they have personally experienced things and personal emotional responses. it leads the differences ways of communication to be encoded, transmitted and decoded. the function of language is purposeful, that it is to engage the participant in communication. however, some people find difficulty in saying what they mean. it is because of the way they present their ideas is really hard to evaluate. evaluation defines as a means to ascertain the value of a certain idea in order to make ongoing communication. the values concern about the terms or the lexis that is showed through a judgment of people behavior or thing and showing emotion. it is used to show the speaker/writer attitude, stance, point of view and feeling about the entities or proposition of their opinion. it requires language evaluation of something positive or negative, good or bad, approval or critical entities, proposition and process. meanwhile, the intended a language appraisal of hotel webpages nobel: journal of literature and language teaching volume 10, number 01, april 2019 53 evaluation of written text is to identify the writer’s opinion/belief/idea through the information in supporting reason and the evidence provided in the text. houston and thompson (2001) identified the functions of evaluation discourse in three performances: (1) it expressed the writer’s values opinion, means that the value of his opinions was representing his community, (2) it constructed the relation of writer and reader, and (3) it told the point of the discourse. martin and white (2005) promoted an appraisal theory. it examines the variety of speaker/ writer’s language used in delivering an opinion, in the term of lexical choice and phenomenon. this theory is developed within the framework of interpersonal metafunction in systemic functional linguistics (sfl). halliday (1994) defines sfl as an approach to the study of the meaning-making language in use in the textual processes in social life. in sfl, the meaning of language can be seen to occur on three different levels simultaneously. one of them is an interpersonal metafunction. it deals with the what relational and positional function of language being used by the participant of the context they are involved in. it based on the role of negotiation that plays by participant’s utterance involve in the process of communication. the function of language is asking or giving information, services and goods, on the other hand, negotiation has language (speech) roles in human communication: giving some strangers directions, asking someone to close the door (service), expressing opinions. while appraisal analysis concerns with the classification of evaluative language lexis. the term of lexis is not intended as an appraisal as a mechanical action but it is more than its ability to construct speaker identity, to align people in ongoing negotiations of communal life. from the participant’s utterance performance, appraisal enables us to explain and describe the feeling and attitude, thus it describes the position and relationship of the participant in the context. this research examines the interpersonal meaning of the language (evaluation) in the introductory of bali and yogya hotel homepage text. the resource of the interpersonal meaning will be explored lexically by the appraisal framework. the appraisal framework classifies the hotel homepage lexis (writer) into positive feeling or negative emotion (affective), giving aesthetic assessment toward things (the hotel product) and identify the judgment of writer’s behavior (character) in promoting the hotel product. the three interpersonal values above are included in the first subsystem of attitude. the second subsystem is graduation. it assesses the enhancement of the quantity and intensity of lexical features on the hotel homepage in promoting their product. the last subsystem is engagement, which assesses the degree of lexical features commitment in promoting the hotel product. all suyik binarkaheni 54 those appraisal tools are concerned with the assessment of the writers to align or dis-align themselves with the customer and how the writers construct their text for the intended customer. the interpersonal meaning is identified by exploring the homepages texts through the writer/speaker’s evaluative language in promoting online hotel booking. it is important for linguistics genre analysis for many reasons. first, it contributes to esp‘s learner to know the vocabulary (lexis and phrase) appearance in the context of advertising the hotel online. second, it gives deeper meaning in information of the terminology or lexis in text, dealing with question of the language function represented by text (do the text do what is set out to do?) and the presentation of the interesting values written in the text (do the writer present the reader with something interesting and engaging?). the problems arouse whenever the hotel engages the reader through the homepage of hotel implied in the using of an evaluative language in the text in order to convince the reader (how can the appraisal analysis describe the entities and proportion of homepage text in positively in the product?). in a brief, it continues to the next question, how can a text-align or disalign the reader?. the attitudinal meaning of hotel to construct the interpersonal relationship between the reader will answer the last question. review of literature the appraisal system is a system that describes the choices of evaluative lexis ( the area of meaning potential) that is expressed in speaker’s and writer’s opinion in performing speech function. martin and white in hunston (2011:24) called this area of meaning potential by appraisal. the mechanism of evaluative meaning within appraisal will construe the revealing speaker’s feeling and opinion by approving and disapproving, enthusing and abhorring, applauding and criticizing and they posit their reader to have the same feeling through the construction of their text. it is concerned with the mechanism of linguistic, how speaker/writer sharing emotion, taste and normative assessment to build an identity to align or dis-align their reader (martin and white, 2005:2). here, when the speaker/writer performs the speech function and does a role of exchange, the evaluative lexis will operate the degrees of greater and lesser the involvement of speaker which those they intended. martin and white (2005:56) have a classification of evaluative lexis that it is used to manage the social intimacy (involvement) of the speaker and negotiate. social intimacy reflected the identity, social role and human relation in interpersonal meaning. the appraisal system is divided into 3 domains, they are attitude, graduation, and engagement (martin and white, 2005:34) a language appraisal of hotel webpages nobel: journal of literature and language teaching volume 10, number 01, april 2019 55 attitude the terminology of attitude within appraisal analysis in which it is positioned the addressee to adopt the positive or negative feelings of phenomena, people or entities. there are three subtypes in assessing the attitudinal meaning, they are affect, appreciation and judgment. they will be explained in detail: affect the resource that it is used in assessing positive or negative emotional reaction. there are two kinds of affective types based on the voice of the personae. martin and white (2005: 46) divided three resonancies of affect resources. they are: expressing quality, process, and comment. expressing quality  describing participant a happy couple guest  attributed to participant the couple guest is happy  manner of process the couple stay happily in hotel expressing process  affective mental your coming pleased us  affective behavioral the couple guest is laughing expressing comment  desiderative happily, they go for dinner appreciation the resource that is used in assessing positive or negative entities. they could be things, person, and phenomena. it is divided into 3 resources. they are: reaction (related to affection/emotive)  impact. it triggers the reader’s feeling to things related to emotion(did it grab me?). example: you're sure to have an unforgettable vacation in bali  quality. it gives a quality of things (did i like it?). example: ....with all the benefits of a resort. composition (related to our perception of view of order)  balance. it relates to the harmony between hotel product and services (did it hangs together?) example: our spacious hotel rooms and suites all feature an outdoor balcony with spectacular views of the lagoon or lush gardens, comfortable bedding and elegant marble bathrooms. suyik binarkaheni 56  complexity (is it hard to follow?) example: nestled deep in heart of ubud rain forest preserve, surrounded with the historical petanu river and stunning jungle landscape, the kayon has a healing atmosphere and romantic ambiance. valuation (related to a status and a social significancee; was it worthwhile?) example: well known for its friendly staff and the warm balinese hospitality. judgment the resource that is used in assessing positive or negative behavior according to various normative principle. to social esteem  to normality principle (how unusual someone is) example: our legendary staff.  to tenacity (how independent someone is) example: through careful consideration of the effects that operating systems, materials, and purchasing policies have on the environment.  to capacity (how someone is dependable) example: our staffs are experienced hoteliers in the industry to social sanction  to veracity (how truthful some is) example: he was a truthful waiter  to prosperity (how ethical some is) example: she is a caring housekeeper graduation it is to examine attitudinal meaning. it deals with the greater or lesser of positivity and negativity of affect, appreciation and judgment. they are focus and force. force is the grammar of appraisal by which gradable resource are scaled by size, vigor, extent, and proximity (martin and white, 2005). force operates intensification and quantification of the gradable resource. intensification is divided into two kinds of lexical classes, they are isolating and infusing. the differences of both of them are on the way they perform the scale of up/down. the isolated resource force is concerned with the scale up/down phenomena in which the function performance of intensity is construed by some other lexis in semantic function. the examples of the isolated force resource are: less miserable, least miserable, more miserable. meanwhile, the infused resource force is concerned with the scale up/down a language appraisal of hotel webpages nobel: journal of literature and language teaching volume 10, number 01, april 2019 57 phenomena in which the function performance of intensity is construed by single lexis. the examples of the infused force resource are: happy, joyous, possible, probably, certain. besides, quantification concerned with the scale of number, such as size, weight, strength & amount, time & space (how widely/how long distributed) and proximity of time & space (how time/often, how close) (martin and white, 2005). focus is the grammar of appraisal by which proposition is scaled to the degree to which they match some phenomena cores of semantic view (sharpen) and or vice versa (softened). the distinction is under the sharpen focus the meaning of real and true. the intended is in order to maximize the investment of speaker/writer in the value position (negative/positive) being advance and align strongly the reader/listener to come into that value position being advanced (martin and white, 2005). the examples are:  sharpen 1. a real father (biology father) 2. a true friend (really friendship)  soften 1. they play sort of jazz (they dont play a real jazz) 2. he is rather crazy (he is not a crazy man) martin and white (2005:138) engagement it is to identify the hotel homepage texts whether they are monoglossic or heteroglossic. if there is no reference to other voices in the context it will be monogloss utterances. on another side, if it invokes or allows dialogistic phenomenon there will be heterogloss utterances. engagement could be analyzed from the monoglossic utterance, e.g., the bank have been greedy and heteroglossic utterance, e.g., there can be no denying the banks have been greedy (martin and white, 2005: 100). methods this research aimed to examine the interpersonal meaning of the hotel homepage texts by applying martin and white appraisal theory (2005). it started by (1) classifying the evaluative lexis, phrase and clause of the text, then (2) assessing the evaluative language using three parameters of appraisal, they are (a) attitude, that it consists of affective, appreciation and judgment, (b) graduation that it consists of focus & force and (c) engagement that it consists of monogloss and heterogloss. the data are classified and presented in the form of tables. after conducting the two steps, the third step is analyzing the element of appraisal to figure out how they contribute to the conveyance of attitudinal position in the text. suyik binarkaheni 58 results and discussions results of the study because the interpersonal meaning is concerned with the text constructions by sharing feelings and value via language, so it is necessary to show the total amount of words and identification words by counting and classifying the parts of speech. based on the word analysis of this research, the words were categorized into a noun, adjective, adverb, conjunction, determiner, number, preposition, pronoun, and verb. the result could be seen in table 4.1 table 4.1 part of speech and frequency of words hotel home pages in bali and yogyakarta bhatia (1997) in yi (2013) argued that adjectives are the basis of selling power in most promotional text and advertising genres. it is because the adjectives are used to describe and explain the product in detailed. and it has impacted positively in evaluating the product. furthermore, evaluating hotel positively is crucial because it could align potential readers’ attitude toward the hotel positively. based on table 4.1, the frequency of adjectives come to the second dominantly in the text, which reaches 26%. it implies that the hotels evaluate the products (noun) positively. so, the text construction of hotel homepages aligns the reader. how the ten hotel homepages employ a particular evaluative strategy, the result of attitudinal appraisal classification based on the attitudinal appraisal theory is described in table 4.2. the attitude is concerned with the hotel’s feeling, emotional reactions, judgment of behavior and evaluating the things. the clauses were classified into the three parameters of attitudinal appraisal. the appreciation was concerned with the hotel’s evaluative language in describing things in details to the reader. things mean the facilities and services. the affective was concerned with the hotel’s evaluative language which triggers the positive emotion of the reader. the judgment is concerned with staff behavior in giving services. all no hotel percentages of word word 1 noun 78 % 317 2 adjective 26 % 203 3 verb 24% 192 4 preposition 22% 176 5 number 3% 17 6 determiner 14% 186 7 adverb 7% 54 8 pronoun 6% 48 9 conjunction 12% 102 total 1.606 a language appraisal of hotel webpages nobel: journal of literature and language teaching volume 10, number 01, april 2019 59 the evaluative language means to do promotion in order to persuade the reader to stay in that hotel. table 4.2 the detailed calculation of attitudinal tools hotel homepages in bali and yogyakarta no hotel bali attitudinal term appreciation affective judgment 1 hotel ardhana bali 18 0 0 2 furamaxclusive villas & spa ubud 25 2 0 3 swiss-bel resort watu imbar 46 1 0 4 fairmont sanur beach bali 18 1 0 5 inaya putri bali 14 0 0 6 hyatt regency 19 0 2 7 sheraton mustika yogyakarta resort & spa 12 1 1 8 the meliá purosani 27 1 0 9 grand aston yogyakarta 23 1 0 10 yogyakarta marriot hotel 27 2 0 total 229 9 3 figure 4.2 is the pattern summarizes the attitude of the ten hotel homepages. the most attitudinal frequency comes from the appreciation of 95 % among the two parameters, affective (4%) and judgment (1%). it implies that the text construction of 10 (ten) hotel homepages much emphasis on presenting the value of things. it means that the hotel homepages focus on promoting the hotel product: facilities and services figure 4.2 pattern of attitude of hotel homepages in bali and yogyakarta discussion the interpretation appraisal analysis is used to evaluate language used and examine how language construct the interpersonal relationship in different communication purposes (martin, 2005). the system of appraisal analysis explains the three domains in meaningmaking. they are attitude, graduation and engagement. there are 95% of appreciation, 1% for a language appraisal of hotel webpages nobel: journal of literature and language teaching volume 10, number 01, april 2019 59 the evaluative language means to do promotion in order to persuade the reader to stay in that hotel. table 4.2 the detailed calculation of attitudinal tools hotel homepages in bali and yogyakarta no hotel bali attitudinal term appreciation affective judgment 1 hotel ardhana bali 18 0 0 2 furamaxclusive villas & spa ubud 25 2 0 3 swiss-bel resort watu imbar 46 1 0 4 fairmont sanur beach bali 18 1 0 5 inaya putri bali 14 0 0 6 hyatt regency 19 0 2 7 sheraton mustika yogyakarta resort & spa 12 1 1 8 the meliá purosani 27 1 0 9 grand aston yogyakarta 23 1 0 10 yogyakarta marriot hotel 27 2 0 total 229 9 3 figure 4.2 is the pattern summarizes the attitude of the ten hotel homepages. the most attitudinal frequency comes from the appreciation of 95 % among the two parameters, affective (4%) and judgment (1%). it implies that the text construction of 10 (ten) hotel homepages much emphasis on presenting the value of things. it means that the hotel homepages focus on promoting the hotel product: facilities and services figure 4.2 pattern of attitude of hotel homepages in bali and yogyakarta discussion the interpretation appraisal analysis is used to evaluate language used and examine how language construct the interpersonal relationship in different communication purposes (martin, 2005). the system of appraisal analysis explains the three domains in meaningmaking. they are attitude, graduation and engagement. there are 95% of appreciation, 1% for a language appraisal of hotel webpages nobel: journal of literature and language teaching volume 10, number 01, april 2019 59 the evaluative language means to do promotion in order to persuade the reader to stay in that hotel. table 4.2 the detailed calculation of attitudinal tools hotel homepages in bali and yogyakarta no hotel bali attitudinal term appreciation affective judgment 1 hotel ardhana bali 18 0 0 2 furamaxclusive villas & spa ubud 25 2 0 3 swiss-bel resort watu imbar 46 1 0 4 fairmont sanur beach bali 18 1 0 5 inaya putri bali 14 0 0 6 hyatt regency 19 0 2 7 sheraton mustika yogyakarta resort & spa 12 1 1 8 the meliá purosani 27 1 0 9 grand aston yogyakarta 23 1 0 10 yogyakarta marriot hotel 27 2 0 total 229 9 3 figure 4.2 is the pattern summarizes the attitude of the ten hotel homepages. the most attitudinal frequency comes from the appreciation of 95 % among the two parameters, affective (4%) and judgment (1%). it implies that the text construction of 10 (ten) hotel homepages much emphasis on presenting the value of things. it means that the hotel homepages focus on promoting the hotel product: facilities and services figure 4.2 pattern of attitude of hotel homepages in bali and yogyakarta discussion the interpretation appraisal analysis is used to evaluate language used and examine how language construct the interpersonal relationship in different communication purposes (martin, 2005). the system of appraisal analysis explains the three domains in meaningmaking. they are attitude, graduation and engagement. there are 95% of appreciation, 1% for suyik binarkaheni 60 judgment and 4% for affection. all the results represent the attitudinal meaning of the text. the attitudinal construes the feeling of the writer. the feeling implied in the homepages text construction is used to align or disalign the reader. graduation concerned with how the hotel homepages text amplified themselves to align the reader. while engagement deal with the engagement language to align the reader positively or negatively. appreciation how the hotel homepages texts-align the reader positively in order to buy the hotel product?. figure 4.2 shows that appreciation reaction of quality (44 %) frequent dominantly. appreciation evaluates things (entities) and phenomena. the appreciation reaction of quality is concerned with evaluating things. it implies that the text construction of 10 (ten) hotel homepages much focus on presenting the hotel products in detail, so it triggers the reader to have the feeling of “did i like it “ ?. figure 4.2 pattern of appreciation of hotel homepages in bali and yogyakarta positive reaction of quality the term reaction tends to mean construing writer’s opinion about quality (thing or phenomena). the words are found in the following : (29) contemporary tropical living can be experienced across the 120 luxurious suites and villas, where each unit offers expansive space, peace and round-the-clock on-call butler service. (18) our guestrooms are inspired by tropical living in south-east bali, designed in a postmodern, contemporary style with soothing earth tones and wood interiors. (19) all rooms feature complimentary wireless internet access, a private safe, a large flatscreen television and a day bed. (70) business travelers value our free wi-fi and ample work desks. a language appraisal of hotel webpages nobel: journal of literature and language teaching volume 10, number 01, april 2019 61 (52) all our rooms are designed to offer comfort and grandeur with gorgeous views of the lush tropical garden or city. the hotel so features an outstanding range of cuisine, our restaurants and bars offer delightful dining options that will satiate any appetite. (35) throughout, the resort’s seven themed buildings are resound with the spirit of bali and inspired by the unique penglipuran village, each with its own characteristic that distinguished by impressive indonesian stone work (69) every room features marble bathrooms, mini-refrigerators, flat-screen tvs and 24-hour room service. (45) sheraton mustika yogyakarta resort and spa is suitable for a family vacation or romantic gateway in tropical splendor, we offer you 3 pools the examples above show the detail description of the accommodation with the result of the positive reaction of quality. it is used to evaluate the quality of facilities and the environment of the hotel room and villa. as we can see in the examples of (52) and (45) the hotel evaluates itself in an interpersonal way by using the positive reaction of quality lexically, e.g., contemporary tropical experience, luxurious, expansive, peace, comfort, grandeur, gorgeous and lush tropical garden. they show the reader that the hotel has tropically situated, equipped and well furnished. meanwhile, the hotel evaluates the room in the same way such as our guest room, a post-modern, contemporary style with soothing earth tones and wood interiors, for example in the clause (18) and (19): all rooms feature television and a day bed and in the clause (69): every room features marble bathrooms. they describe the typical room in indonesian as a tropical and multi-cultural country. it provides back to nature room, but outstanding in services. it can be seen in marble bathrooms, wood interiors, a day bed, an outstanding range of cuisine, and on-call butler service. the term oncall butler service shows availability of highest level of five starred hotel services in this hotel. positive reaction of impact figure 4.2 shows the result of a positive reaction of impact which reaches 11%. the text is using the positive reaction of impact to attract the reader’s feeling to things emotionally. it implies that the way hotel persuades the reader through arousing the feeling of positive reader's emotions. the 11% of narration of the text use that method. they are explained below: (13) swiss-belresort watu jimbar features an amazing free-shaped (17) most rooms overlook our wonderful lagoon (51) for business, the meliá purosani features impressive venues suyik binarkaheni 62 (50) the meliá purosani is a cozy hotel that is conveniently nestled in the center of yogyakarta. (56) in addition to an outdoor pool, it has a fitness center and pampering and relax, (23) for the ultimate in relaxation, our guests (45) sheraton mustika yogyakarta resort and spa is suitable for family vacation or romantic gateway in tropical splendor the result shows that the positive reaction of impact tends to be used to highlight the features of hotel product in detail. it is used to arise the reader’s same positive feeling if the readers stay at the hotel. positive reaction of composition balance it related to the writer’s perception and order. it tends to answer the question “did it hang together ?” the examples are: (22) our international restaurant offers a menu featuring asian and indonesian cuisines with seasonal dishes to suit every taste, mornings, and bar offer a selection of snacks, cocktails, noon and night, and the lobby lounge and bar offer a selection of snacks, cocktails (and mocktails) throughout the day (35) throughout, the resort’s seven themed buildings are resound with the spirit of bali and inspired by the unique penglipuran village, each with its own characteristic that distinguished by impressive indonesian stonework. (41 ) along with its deluxe suites and rooms, hyatt regency yogyakarta hotel also offers a multi level swimming pool, golf course, tennis courts, spa, and fitness the examples imply the description of the combining facilities and services such as dining types, the unique hotel view, hotel facilities experience. the hotel offers the experience of tasting indonesian culinary in clause (22), and to gain experience of balinese customs spiritually and tradition (35). however, the hotel offers modern design in clause (41). positive composistion complexity the result of the composition complexity is in 35%. this kind of appreciation attitudinal tends to answer the question of “was it hard to follow?”. the example clauses below imply the meaning of composition complexity. (38) hyatt regency yogyakarta is a 5 star hotel in yogyakarta, the cultural heart of java (54) in the heartland of javanese culture, the meliá purosani marks the pinnacle of hospitality. (6) the luxurious villa resort is located at banjar bindu, southwest from the heart of ubud where the scenic drive along .... a language appraisal of hotel webpages nobel: journal of literature and language teaching volume 10, number 01, april 2019 63 (15) located in the heart of sanur, everything is nice and close. the interpersonal meaning of composition complexity founded in this research implies centralization in the feature of hotel location. they stated in the word such as heart of java and the heartland of. so it could not hard to follow the hotel location if it is located in the heart of the city. positive reaction of valuation the reaction of valuation is to evaluate the value and the worth of the hotel. it the result is 35%,which means that the reaction of valuation dominated the appreciation framework in this research. the examples are: (3) simply created for you to completely sit back and relax, aradhana villas located steps away to berawa beach, close to a world-renowned haven for all the surfers “echo beach” and mere minutes from seminyak, the most sought-after destination on the island to dine, shop and party. (8) whether you select our lagoon pool villa or our spa pool villa, be ready for a placid experience in ubud, bali’s major artistic and cultural centre. (71) club-level rooms and suites have exclusive access to m club perks like free snacks, beverages and hors d'oeuvres, while suites also offer generous living areas. (75) the hotel is near the shops, artists and restaurants of jalan malioboro, depok and unesco world heritage sites like borobudur temple and prambanan temple. (53) for a relaxing experience, the exclusive yhi wellness spa delivers a full rejuvenation experience with the expert hands of our professionally trained therapists and java’s famed herbal treatments the word and noun phrase as java’s famed herbal, expert renowned haven, most sought, major artistic, m club perks and unesco world heritage are the reaction of valuation resources. they are used to enhance the credential and credibility of the hotel from the society. it important in order to convince the guest has felt confident and secure to stay in a hotel. judgement figure 4.1 indicates that the indonesian ten hotels give more focus on promoting the quality of facilities and services rather than showing the hospitality of the staff hotel. it is because judgment is related to people behavior. these evaluations are implied in the clauses below: (49)... our professional team is happy to accommodate you in our stunning grand ballroom (53) ... experience with the expert hands of our professionally trained therapists our and java’s famed herbal treatments suyik binarkaheni 64 the results show the positive judgment of staff hotel behavior. the adjective of professional, happy and verb of accommodating can be classified in the judgment of esteem capability. they imply the capability and professionality of their staff hotel teamwork in offering happiness and caring service to make sure the guest would be taken care while hosting the wedding or social gathering. the professionality related to the capability of staff hotel in giving the customized appreciation dinner while the guest host the social gathering in the hotel. while the behavior of happiness will be delivered in serving the guest. the same prosody is delivered on clause 53. affect the evaluative language of affective implies to how people feel. figure 4.1 indicates that the hotel more focuses on offering the facilities and service rather than arising the guest’s feeling toward the hotel. the implication of these is explained by the examples below: (25) welcome to fairmont sanur beach bali (23) for the ultimate in relaxation, our guests enjoy a cooling dip in the glorious pool or a refreshing spa and massage treatment to rejuvenate body and mind. (45) sheraton mustika yogyakarta resort and spa is suitable for a family vacation or romantic gateway in tropical ... (72) work out in the 24-hour gym, take a dip in the indoor/outdoor connecting pool or pamper yourself in the spa. (67) whether you are visiting yogyakarta, indonesia for business or leisure, yogyakarta marriott hotel welcomes you with superb service, spacious rooms and 5-star amenities. the result of the data analysis shows the use of positive verb in clause (25) and (67). they evaluate the word welcome, which means to welcome guest while they are entering the hotel physically. it indicates the attentive service and the caring offered by the hotel in establish a positive relationship with the potential guest. the examples in clause (72) and (23) imply the feeling of indulging with every attention, comfort, enjoyment and refreshment offered to the guest during treatment in spa. it arouses the guest feeling of comfort and spoiled. the hotel evaluates the word romantic (45) which means the hotel offers the romantic situation such as for lovers to stroll hand-in-hand. graduation it construes the greater or lesser the positivity or negativity of attitudinal meaning. these meaning will be explained in the sub-discussion suitable with the type of graduation. intensification: quality maximisation the hotel uses the intensification: quality to weight the product and services that the hotel a language appraisal of hotel webpages nobel: journal of literature and language teaching volume 10, number 01, april 2019 65 offers. the resource of pre and post modification of adjective and nominalized quality will intensify the further weight of hotel product and hotel services. the intensification: quality maximization tends to shows that the hotel is not only good but also superior in their identity. the examples of quality maximition resources are: (2 ) all villas come with private swimming pool, ... (41) ...yogyakarta hotel also offers a multi level swimming pool, (51) the hotel stands a short distance from the airport and is moments from many popular attractions, including the souvenir paradise of malioboro shopping district, the ancient hindu relics of prambanan temples, and the sultan’s palace. (52) ... an outstanding range of cuisine, (53) for a relaxing experience, the exclusive yhi wellness spa delivers a full rejuvenation experience with the expert hands of our professionally trained therapists and java’s famed herbal treatments (54)... make it ideal for hosting first-class meetings and events (55) in the heartland of javanese culture, the meliá purosani marks the pinnacle of hospitality the lexical of private (2), a multi-level (41), outstanding (52), exclusive (53), our professionally trained therapists (53), java’s famed (53) and first class meeting (54) show that the hotels provide the higher grading of hotel facilities. the interpersonal meaning of the hotels is good in serving the guest better than the others are shown in the example clauses (54) in the words of first class, ideal for hosting and the pinnacle of hospitality (55). especially in doing treatment for the guest, the yhi wellness spa is better than other (53). while clause 51convinces the reader that the hotel location is the closer to the worth others tourism accommodation and destination. intensification: quality superlative intensification: quality superlative construes the interpersonal meaning of “ i am the best”, there is no comparative thing. the hotel evaluates its product using the intensification: quality superlative in order to persuade and ensure the reader to stay in the best hotel service, the best hotel facilities and the best hospitality in the world. the intensification: quality superlative resources work in the examples below: (1) ... designed to make the most out of each stay (2 ) ...unique balinese inspired artistry and most everything you could possibly imagine from a luxury boutique pool villa experience suyik binarkaheni 66 (3 ) ...from seminyak, the most sought-after destination on the island to dine, shop and party. (31)...fairmont sanur beach bali promises to be the best that bali has to offer, and a haven for guests to revitalize and rejuvenate (74) meeting planners appreciate the sophisticated venues, including yogyakarta's largest ballroom (75) the hotel is near the shops, artists and restaurants of jalan malioboro, depok and unesco world heritage sites like borobudur temple and prambanan temple. the interpersonal of i am the best in providing hotel facilities could be seen from the example clause (74): the largest ballroom, and (2): the best swimming pool. the hotel evaluates the view hotel in the meaning of i am the best hotel view in the world, it could be seen from (1) the most out, (3) the most sought, and ( 31) the best hotel that bali has to offer, especially, no (75) the lexical of world heritage sites describes that the hotel location is not too far from the most important heritage site in the world. intensification: metaphor intensification: metaphor related to the figurative language used in the hotel text. the interpersonal meaning of this evaluative resources is not to forget the image idea of the hotel, because the function of figurative language is to build the mental process of hotel identity with words. the examples are: (29) ..., peace and round-the-clock on-call butler (14) ...it’s all just a stone’s throw away from magnificent swiss belresort (15) if you’re looking for a little retail therapy, or want to let your hair down in the evenings, there is an abundance of shopping and nightlife options right at your doorstep. the lexical of round-the-clock (29) implies that the hotel offers twenty-four hours service to the guest. clause (14) exaggerates the distance nearest of hotel location to the beach,while clause (15) shows that the hotel location is near to the other local leisure place. the interpersonal meaning of evaluative figurative language in the persuasive text is to memorize brand image of the identity of the hotel. under the circumstance of politeness the opinion may deliver in figurative language. intensification: quality comparative the used of intensification: quality comparative is the same meaning with the intensification: quality superlative and intensification: maximisation. in the example clause (4) the evaluative a language appraisal of hotel webpages nobel: journal of literature and language teaching volume 10, number 01, april 2019 67 language of the word easier shows that the hotel provide better accommodation especially transportation than others. (4) our complimentary transportation services make it even easier. intensification: process attitudinally the intensification process attitudinally is used to intense the process of increasing vigor by infusing the word even it is using pre-modification. (39) the hotel is situated in the scenic outskirts of north-western yogyakarta, elegantly set in 22 hectares of beautifully landscaped hotel garden (51) the hotel stands a short distance from the airport and is moments from many popular attractions, including the souvenir paradise of malioboro shopping district, the ancient hindu relics of prambanan temples, and the sultan’s palace. the examples in clause (39) “coloring by a pre and post-modifier noun to greater intensity the process of situated of the hotel garden” and (51) “the process of a stand” explore the infusion manner that invokes increased vigor. the description of situation of hotel is intensified by post modifier scenic outskirts. it implies the green, fresh and tranquility. the manner of elegantly and beautifully strengthened the environment of the hotel as a landscaped hotel garden. the same prosody is in the example clause (51). the process of stand implies the location of the hotel near the beach. the post modifier: short distance to the airport, the most popular attraction, ancient hindu relic and sultan’s palace are the extensions of near location to that hotel. quantification of experiential meaning quantification of experiential meaning related to how do experiential meanings are intensified by quantification. this quantification is used to intensify the extent of the hotel product offered in order to claim that hotel facility and hotel service are more credible and trustworthy to the reader. for example: (29) ...the 120 luxurious suites and villas, (45) ... in tropical splendor, we serve 3 pools,1 main restaurant, 1 india’s restaurant, (39) ...elegantly set in 22 hectares of beautifully landscaped hotel gardens (7) ...18 stylish modern villas on a magnificent 70-metre lagoon. the examples of (29) and (45) show the quantification number used to invoke attitude. the quantification number of 120 belong to a positive evaluation of the co-text luxurious (29) and the figure of 3 pools, 1 main restaurant, 1 india’s restaurant, intensify the appreciation of splendor. 18 stylish figure (7) has a positive evaluation of appreciation quality of modern. suyik binarkaheni 68 the listing number of hotel facilities is shown in all the clauses construes the amplification of positive value quality on the hotel homepage. so it explains the interpersonal meaning of the hotel is credible and trustworthy. graduation of focus there are two terms to explore the graduation of focus, the valuer of authenticity and valuer of specificity. they imply the authentic it has the function of amplifying in grading authentic and specific of a hotel in distinguishing the hotel product from others, that it could offer to the guest. (30) ...which specializes in authentic indonesian cuisine; nyala beach (33) nevertheless, your holidays are made of memories and experience an authentically balinese-modern luxury resort, nestled right in front of the indian ocean. the valuer of specificity resources implies the specializes indonesian cuisine, in the example (30) and the authenticity of modern balinese custome in the example (33). the hotel employs force of maximization and appreciation of authentic to intensify the quality. the hotel claims a high degree prototypicality of indonesian cuisine (30) and offers prototypicality of balinese culture for the guest. engagement the expression of completely and renowned in the example (3) can be classified into proclaim through concur. it has function to affirm the quality that the hotel is tranquil and famous for surfers to stay in. similar to the clause 42, the proposition the word enjoy implies to entertain the guest through the availability of the camp hyatt programme for kids as a hotel facility. for both hotel, the proposition serves as warrant so they can engage the guest positively to hotel. (3)....you to completely sit back and relax, aradhana villas located steps away to berawa beach, close to world renowned haven for all the surfers “ (42) kids will enjoy the camp hyatt programme. the pronouncing of the example (31) implies that the hotel proclaims its promise to give the best services. the hotel proclaims that the wonderful facilities and services await the customer. it is as engage positively to that hotel. the expression getting you straight into holiday mode . it implies the alligment to the reader. (31) fairmont sanur bali promises to be the best that bali has to offer, a language appraisal of hotel webpages nobel: journal of literature and language teaching volume 10, number 01, april 2019 69 vision mission of the hotels vision and mission of the hotels mean their identity. most of hotels vision is attempting to become the best provider for the comfortable hospitality industry by introducing the unique indonesian culture as a tropical country and offering hospitality with international standards. meanwhile, most of the hotel mission is attempting to deliver truly memorable experiences for the customers to taste indonesian culture and serving them with the innovative product in international standard. all then imply that the result of this research that the interpersonal meaning of the ten hotels in indonesia ‘i want it” is in line with the vision-mission of the ten hotels that always upgrade their facilities and services to attract the customer to stay in. conclusion the result of this research shows that 44 % are dominant on the appreciation of quality. it implies that the interpersonal meaning of many indonesian hotels focused on promoting the quality of facilities and services. besides, the hotel vision missions stated that they always upgrade their hotel products. it has an impact to arouse the desire of the customer to have a feeling of “i want it“. the word "it" could be replaced by an object (object or things) in detail. the examples are (1) i want to stay in javanese style rooms and suite rooms, each with magnificent balcony and surrounded by a tropical garden, (2) i want to taste indonesian culture of living etc. the detail explanation of things in the text could align the reader which means in order to persuade the reader to purchase hotel products. the comparative research in the appraisal at an indonesian hotel will be recommended for the next research. it will compare the result of this research with the next research to know the upgrading product of the hotel in promoting through their webpages. references bhatia, k. v. (2013). analysing genre: language use in professional settings. usa routledge. geoff t., laura a.j. (2014). evaluation in context. retrieved on february, 12th 2018 .from https://books.google.co.id/ halliday, m.a.k. 1994. an introduction to functional grammar : second edition. london. edward arnold. martin, j. r & white. (2005). the language of evaluation: appraisal in english. palgrave. britain. hunston, s. & thompson, g. (eds). (2001). evaluation in text: authorial stance and the construction of discourse. oxford: oxford university press. suyik binarkaheni 70 yi, soen on. (2013). hotel websites as corporate communication. hongkong polytechnic university department of english. nobel: journal of literature and language teaching volume 10, number 01, april 2019, 15-31 the reflected mythological patterns on researchers’ journey through literacy narratives mohammad sugeng rahman hakim1, pratiwi retnaningdyah2, ali mustofa3 postgraduate program, universitas negeri surabaya, jl. ketintang no.30, ketintang, gayungan, surabaya, east java 60231 moch.17070835063@mhs.unesa.ac.id1, pratiwiretnaningdyah@unesa.ac.id2, alimustofa@unesa.ac.id3 abstract: this paper aims to provide a heroism mythological reflection on the journey of researchers. this study uses the qualitative case study to obtain the comprehension of researchers' metaphor journeys through monomyth on their research experiences. the documentary analysis is used in this qualitative study with the reflexive narrative because the reflection on experience can help the reader to gain insight into the researcher and their approach during the journey. 15 researcher’s literacy narratives chosen in this study which consists of 8 published literacy narratives and 7 literacy narratives task from participants. research itself often considered as a journey that extends the existing knowledge and also develops new knowledge of the researcher while wandering in the wilderness of knowledge. along the way, the researchers with their literacy narratives in this study unconsciously have a similar mythical pattern story as like as the mythical heroes which campbell (1949) term it as ‘monomyth’ pattern. the result presented in this paper may facilitate the literate improvements in which to motivate, to help the novice researcher to understand their own hero’s journey and to educate them about the stages that they will experience such as their new transition of conducting their new research. keywords: monomyth; mythology; heroism; research journey; literacy narrative doi: 10.15642/nobel.2019.10.1.15-31 literature is commonly represented 'heroism which inseparable from human being’s lives through stories or literary works. in heroism, each hero has a journey. campbell (1949) explains that each journey has its own transition process where the main characters change from their status quo or save zone and jump into unfamiliar special word, then return to their ordinary world. since literary works are the mirror of human life, the process of the hero’s transition during the journey also reflects humankind. as a human, researchers also have a journey while wandering in the wilderness of research jungle. the research itself often considered as a journey (mcculloch, 2013), a journey that extends existing knowledge and also develops new knowledge (trafford & leshem, 2009; wellington, 2010). along the way, they unconsciously have a similar mythical pattern story as like as the mythical and modern heroes have which campbell (1949) term it as ‘monomyth’ or ‘the hero’s journey’ pattern. many studies explore the changes or metaphors of the hero’s journey reflected through humans’ life in narratives whether visual or textual. but, reflecting someone’s academic experiences to the hero’s journey consume a lot of times and such a largely novel. so, it is m. sugeng r.h., pratiwi retnaningdyah, and ali mustofa 16 essential to limit the transition of the subjects’ experience in a specific story of their life. harwell, comstedt, & roberts, 1997; follo, 2002; goldstein, 2005; randles, 2012; seary & willans, 2004; georgas, regalado, & burge, 2017 presented a comprehensive review of how the monomyth concept and analyzed their students’ experiences while encountered problems during the process of their study and proceeding stage. their articles summarize that this scope of studies has been previously accepted that the hero’s journey also reflects on the educational range experiences. based on the previous studies, the writer wants to reflect and compare the researchers journey specifically to the young and junior researchers’ experiences with the heroes’ journey of literary works or stories represented in monomyth theory. since the data must have a plot, a theme, character and also must share the subjects' experience, literacy narrative in the form of written experience is an appropriate approach which supports this research. literacy narrative nowadays is a popular way or term for people to share their connection with the literary world such as speaking, reading, and writing or sharing their experience about specific competence they learn. it gives people a chance to write it as a personal story. they can develop a reflective understanding of their first experience when they are forged to be literate while conducting research on their life. review of literature hero’s journey through literature and education campbell as the one who coined the theory of hero’s journey (1949) explores a series of the interconnected stage in the universe of legends, folktales, myths, literature and found that they have a similar pattern where their heroes or the main characters always begin their stories in a stage of unknowing or status quo. this stage is disrupted by some events and leads the hero into the decision or call to adventure on a journey where the main characters encounter their trials and test. if those heroes can conquer their problems and fears, they come back to their ordinary world with “the power to bestow boons”. the monomyth is also a study about universal patterns, symbols or archetypal images which reveal themselves in our dreams and are capable of giving us knowledge and awareness when interpreted in light of their meaning to the individual. “the function of myth is to put a man in accord with nature.” (campbell, 1949). since this research explores and compares the mythology phenomenon patterns on the research journey of graduate students or researchers, there are three acts of the hero's journey based on what campbell said; separation, initiation, and return will provide the paradigm in which to view a contemporary case study. mythological patterns on researchers’ journey nobel: journal of literature and language teaching volume 10, number 01, april 2019 17 the renowned screenwriter christopher vogler (2007) praises the hero’s journey theory as “nothing less than a handbook for life, a complete instruction manual in the art of being human”. it means that if we posit that literary works such as myths, folklore, and legends explained in campbell’s concepts as the reflection of human life, we also can reflect the concept of hero’s journey to arm our new researcher with a map of their own ‘hero’s journey’ such as like what bloom, hutson & he (2008) suggests in their article. they charged as the advisor by helping their students become more aware of their lifelong journey of learning and personal development. they compare their experiences as like as their own ‘heroic’ literary story which mirrors their first transition experiences as college students into a researcher or from someone who knows nothing to someone who knows things based on campbell’s “separation, initiation, and returns” in hero’s journey stages. this study intends to explore the researchers’journey phenomenon that unconsciously follows the concepts of campbell's monomyth. the writer uses the qualitative case study to obtain the comprehension of researchers' metaphor journeys and literacy sponsors through monomyth on their research experiences. the documentary analysis is used with the reflexive narrative because the reflection on experience can help the reader to gain insight into the researcher and their approach (creswell, 2010). this research affords the writer the opportunity to understand how individuals interpret their research experiences through their written stories, construct their worlds on it, and apply to mean to their experiences in a naturalistic setting (creswell, 2007; merriam, 2009). to maintain the naturalistic setting of the data, the writer chose the existed or published online literacy narratives data without any control of the subjects’ experience. the data were also supported by literacy narrative tasks given to 10 graduate students who are acquaintances to the writer of this study. the data were collected through an online search engine with the keyword “my research journey”. through the keywords there found the researchers who already shared and published the reflection about their research journey in the form of a journal article, and blog. different from the author of published literacy narratives, the names of participants who willingly write the research journey task are given pseudonym name to the participant's code ethics. since the data overflowed through the google search engine, i set purposeful selection and criteria to reveal the required data in the research. firstly, the subjects of this study are researchers which are limited only for young to the junior researcher. based on eurodoc (2017), young researcher in this study is a term which defines researchers in the first 10 years of their research activity or researcher who is still training to conduct research whether m. sugeng r.h., pratiwi retnaningdyah, and ali mustofa 18 in university or equivalent of higher education who has not yet obtained a doctoral degree. junior researcher is a term which refers to researchers who have been graduated or awarded a doctoral degree and not yet fully engaged conduct independent research whether in academia, private or in the public sector. secondly, the literacy narratives collected through the search engine must have plot, theme, character, setting or even moral value. a literacy narratives essay is not just an interesting story about an experience. it also guides the reader towards an insight by showing what they learned from their research experience. discussions of main themes reflected monomyth on researchers’ research journey based on campbell (1949), a hero is someone who has given his or her life to something bigger than oneself. this chapter analyzes the growth and passage of the researchers during the process of their research journey based on their written experiences. the reflected hero’s journey requires a separation from the comfortable zone, known world, and an initiation into a new level of awareness, skill, and responsibility, and then a return home. the writer will provide analysis of each act of the researcher’s journey based on their literacy narratives data. the following analysis is presented through reflective narratives based on vogler’s table of monomyth as follows; the first act is separation which includes stages “the ordinary world, call to adventure, refusal of the call, meeting with the mentor, crossing the first threshold”, the second act is initiation which includes “tests, allies, and enemies, approach the inmost cave (crossing the second threshold), the ordeal, reward,” and the last act is return which includes “the road back, resurrection, return with the elixir” (vogler, 2007, p. 9) the ordinary world in literary works, many stories, myths, legends are journeys which take their protagonists or heroes to special worlds. the authors mostly begin by establishing the main characters who live in ordinary worlds as a baseline of comparison to the new inexperience or the special world. this world is only special if we can see it in contrast to the comparison of the hero’s everyday world. the ordinary world has a meaning of home base or the background of the hero. in this context, the ordinary world means the world which the researchers who become the subject of this research are familiar with. the difference between the two worlds is not represented by the terms ‘muggle and magical’, ‘earth and space’, ‘village and city’ or even ‘dark and light’, but by the life around the characters and the transformation or metaphor that happen inside mythological patterns on researchers’ journey nobel: journal of literature and language teaching volume 10, number 01, april 2019 19 the characters, like from no one to someone, zero to the hero or from the man who knows nothing become the knowledgeable man. some researchers are found to start their ordinary literacy narratives journey from their childhood background, for instance, a literacy narrative from a ph.d. dissertation written by carrim (2012). she writes a reflective research journey in chapter 9. she begins her reflective story from her childhood on how she lives with her family “i was raised in a small segregated indian township called primedia in brits during the apartheid era…most of my childhood was spent studying, and during the holidays we would assist my mother in spring cleaning the house” (p.296). carrim writes her childhood story to reveal what motivated her to board on her research topic which later will become her call to research. in her ordinary world, specifically in her childhood community, she writes her traditional-minded “feminine” society like how a girl should not have a high academic profile like what her mother thought that “indian parents aimed to marry their daughters at an early age and did not pay heed to educate their daughters” (297). luckily, her father has a different opinion with their traditional society. he allowed and encouraged his little girl to continued her studies. later on, when she graduated and started working as a lecturer at a university, she already got used to the “feminine” norms of her society, even state that “for me, this cultural norm is a blessing, as i would have been very lonely living away from my family”. the “blessing” word in her statement shows how she admits and takes a positive value of her traditional-minded norms. another literacy narrative is taken from the task which the writer gives to his acquaintances who are willing to be participants in writing the literacy narrative about their research journey. one of the participants is named jacklyn (pseudonym). during his college years, jacklyn is an active scholar in his campus organization. in his literacy narratives, he writes that: the fourth year was a pretty hard time i faced and makes me stressful. it happens because of the issue of my final research that never ends. the waiting process of my supervisor news about my revision makes me even more stressed since my body get used to doing a lot of productive things. the terms of waiting and patience is not my habit. jacklyn spends almost three years of his college time in a student organization. when doing his research, his ‘the ordinary world’, in this case, his organization activity, must collide and force him to learn about patience. m. sugeng r.h., pratiwi retnaningdyah, and ali mustofa 20 not all the literacy narratives examined in this study write the ordinary world in their writing experiences. however, this stage unconsciously occurred in their lives before. in this case, the ordinary world in one sense is the specifically last place or state of the researchers (students, young researcher or junior researcher) before the adventure of researches begins. previously, they pass through a succession of special worlds which slowly become ordinary as we get used to them (vogler, 2007), like how carrim get used for her traditional-minded family and jacklyn with his common productive ‘world’. they evolve from strange, foreign territory into familiar bases from which to launch a drive into the next ‘call of the adventure’ to new special world. call of the adventure vogler theory of screenwriting mythological patterns acknowledges the call to adventure of monomyth as the initiating event, or incident which become the catalyst or the trigger of the main characters’ story. some events are important to roll the story forward once the protagonist finished introducing his or her ordinary world. previously, carrim (2012) introduces herself in her reflective journey that she already gets used to her daily life with the feminine norm of her society. as the symbolical of the call, she writes that “my research interest was driven by my own career as a manager” (p.300). she wonders whether the other indian women manager in south african have similar problems in the term of their feminine mobility in their family and office, she writes “i was very curious to find out about the role of the indian community and family in the lives of other indian women managers and how this influenced their upward mobility.”(p.301). this statement expresses that carrim’s interest provokes her curiosity which represents the ‘call’ of her research journey. another analyzed literacy narrative of a research journey is taken from a ph.d. dissertation written by retnaningdyah (2015). on her research, she examines how and why digital literacy in this modern era is important to the activism of indonesian migrant domestic workers (idw) in hong kong. her research study is chosen as one of the literacy narratives in this study since she uniquely starts her research in the narrative style of writing. her research topic starts with her personal experience around 2005 when she first encountered and realized how hard the world of foreign domestic workers are. with all strict regulations, they seem afraid to express their opinions and rights. following this experience, the curiosity and the ‘call’ to write this topic happens when later on she learned that many other idws in hong kong embrace the digital literacy world to speak out their personal experience. mythological patterns on researchers’ journey nobel: journal of literature and language teaching volume 10, number 01, april 2019 21 the author of the story commonly makes the stage of ‘the call to adventure’ by introducing a message or a messenger to the hero represented as mythological archetype character of herald (vogler, 2007). the symbolization of the mythological herald character in the story can be physically or spiritually. physically, the herald itself can symbolize in anything inside the story such as an actual person or event like a declaration of war, or the arrival of a letter to attend hogwarts magical school in harry potter and the sorcerer’s stone. spiritually, the herald call that offers the adventure to the hero may simply be a messenger from the unconscious mind, like dreams, visions, fantasies, prophecy or a conscious stirring will of the hero’s messenger like ideas, past experience, wisdom or even question like what most young and junior researcher in this study look for as their research question. the symbolical ‘messenger’ or ‘herald’ mostly found in this study are in the form of curiosity of the researchers. however, few of the researchers’ literacy narratives taken from the task write that their journeys are ‘called’ by conducting and assisting their mentor’s research. the force of coincidental occurrences of events, ideas, or someone else word can also symbolize the herald who gives the message to the hero. this force can draw the researcher’s attention to act, wonder, and answer the ‘call of the adventure’ (vogler, 2007). the call to adventure in some stories may come when their heroes are simply running out of options. the hero option is limited through this call whether he dies or challenges the call immediately. he or she needs to commit to the adventure whether they like it or not. some researchers have this kind of experiences when they are still in scholar progress to achieve a graduate degree. they are forced to take the adventure of research jungle because of the lack of time and money to extend their study or even their learning period is in the edge of time. refusal of the call it is natural as human or heroes to have refusal act for the first time the call comes. they refuse to the call by stating a series of weak excuses to elude or delay their inevitable call which may shake their ordinary comfortable zone. even though the hero’s life is not actually comfortable, they already used to live such a life before and are afraid to make it worse. in popular culture story, we can find in the early story that harry potter doesn’t believe that he can be a real wizard. in star wars, luke skywalker is reluctant to accept obi-wan’s offer. frodo in lord of the ring is reluctant to leave the ordinary life he knows. while many heroes express a refusal at this stage, the others don’t hesitate to jump at the chance and answer the call. some of them are the heroes that are forced to jump without m. sugeng r.h., pratiwi retnaningdyah, and ali mustofa 22 any option or choice left. it is either to jump or to die (vogler, 2007). this kind of situation might happen in a research journey when the young researchers specifically final-year students are already at the edge of their studies terms. some others, like most of the researchers found in this study, are classified as what vogler terms as ‘willing heroes’ who have accepted willingly or sought the call of the adventure, although it does cover out the possibility of researcher’s journey data out there who reject the ‘call’ of research because of the fear of failure or other reasons. most of the researchers collected through the literacy narratives analyzed in this study are pushed and called by their interest and curiosity about certain problem and topic. however, even though the heroes didn’t refuse for the call, the doubt and fear which symbolizes the refusal of the call will come to a hero anywhere in the story. the refusal can come from other characters as well as events. they will express the fear and give the warning to the protagonist about what may happen on the road of the journey ahead. the fear and warning in this researchers’ journey can be represented by their ignorance, unpreparedness, lack of knowledge about the tools to challenge and conquer their research topic like what debbie (2017) writes “one of the most difficult aspects of social research is choosing an appropriate methodology” (p.2). while the hero needs a sword, shield, and bow to slain the dragon, the researchers need specific methodology, theory, and literature review to support them and finish the quest of their research topic. shawn wilson (2008) argues that methodology is “part of the paradigm that guides the research process”. and theory provides a vocabulary and discourse to describe what the researchers think (mccotter, 2001). methodology and theory for the researchers are perhaps best described as the map of where knowledge or treasures are hidden. it is of little or no use if the researchers do not know how to use the map wisely. refusal of the call can also be a chance or the opportunity to redirect the main characters’ focus of their journey. in a literacy narrative task written by the participants named natalia (pseudonym), she told that in her researcher’s journey, her supervisor refuses her submitted topic because of the difficulties of data and the lack of knowledge. this kind of refusal gives some kinds of advice or redirection to the young researchers to change or shift their research topic, research question or theory and make them more focus on their goal. as the beginners in the jungle of research, many young researchers might hesitate at the threshold of their ordinary common world and special world. they need someone who helps them from the journey ahead, like a wise man who gives them a protective shield, the sword of knowledge like methodology, theory, map of information of the literature review to prepare mythological patterns on researchers’ journey nobel: journal of literature and language teaching volume 10, number 01, april 2019 23 them before they jump to the special world. this archetype wise man is representing the energy or the symbol of the next phase, “meeting with the mentor” meeting with the mentor refusal of the call is not always bad at certain meaning. the heroes sometimes refuse the call when they are still not ready until they had time to prepare the challenge of the unknown zone that lies in special world. during the set-up process of the hero, vogler (2007) stated that “preparation might be done with the help of the wise, protective figure of the mentor, who provides many services to the hero include protecting, guiding, teaching, testing, training and providing magical gift” to overcome the fear and start the adventure. in research journey, the undebatable and proper character that can be easily found to symbolize the ‘mentor’ is the supervisor. in academic research, either thesis or dissertation, we can commonly find a short literacy narrative of the researchers who express their gratitude for their supervisor in the ‘acknowledgements’ section, for instance: first and foremost, i would like to express my sincerest gratitude to my primary supervisor, associate professor francesca martin, who has tremendously provided me with the greatest assistance and support possible… i owe her my deepest gratitude for shaping this thesis to this current direction (retnaningdyah, 2015: 5). similar to retnaningdyah (2015), although not in acknowledgment form, almost all of researchers in their literacy narratives tell about how they were helped and aided by their supervisor. mackenzie and lorraine (2009), whose research is one of the published literacy narratives in form of journal, writes their experienced journey as they worked as supervisee and supervisor through the several stages of the supervisee’s doctoral research and thesis writing. mackenzie writes that his “supervisor advised that the journey should begin with a thorough review of all the literature about the proposed destination based upon the experiences of previous travelers (researchers)” (p. 51). searching the literature reviews takes a long consuming, boring, and sometimes frustrating time. but, when they reaches their limits “my frustrations were taken to my supervisor, who patiently listened and advised and eventually my journey began in earnest.” this statement proves that this archetype character of mentor only provides aid, suggestion, advice, and supply for the hero when the hero needs and does not accompany the hero during the quest (propp, 1979). ‘meeting with the mentor’ stage can symbolize anything inside the story even though there is no actual character that is specifically showed as mentor character. the young m. sugeng r.h., pratiwi retnaningdyah, and ali mustofa 24 researcher which becomes the protagonist in the research jungle always needs to make contacts with some sources of knowledge or wisdom before jumping to their quest. when they cannot find the physical ‘mentor’, they will try to find a former adventurer who has the similar experienced problem or former records of previous research, literature reviews, and artifact of knowledge or simply look inside themselves for wisdom experienced they have in their previous adventure. mccotter (2001), who writes one of published literacy narratives analyzed in this study, argues that “one of the first struggles on my journey was deciding how to use theory in my research”. even with class discussion and reading a lot of literature review the theory is still enigmatic for him. later on, “after reading a piece by laurel richardson about the metaphors commonly used in discussing theory”, he began to consider the theory as a map that guides her decisions and gives direction as he tries to find his way during the research journey. crossing the first threshold the call of adventure has been heard. now the researchers have already well prepared to take a challenge and conduct their research. however, the most critical moment of act one still remains. as the researchers approach the threshold of the two world, they commonly encounter a ‘threshold guardian’ who blocks or hinders their way to the special world. this mythological character function like the gate keeper of the special world. the keeper won’t allow anyone who is not worthy enough to pass the gate. the hero needs to be tested to pass the keeper of the special world in act two. this archetype does not only pop up to block or test the hero in the early story. the keeper may appear at any point in a story, but mostly they “cluster around the doorways, gates, and narrow passages of threshold crossings” (vogler, p129). the purpose of the test or the symbolical keeper at crossing the first threshold is to prove that the hero is willing to commits wholeheartedly to the adventure. murphy and wibberley (2016), in their published literacy narratives, give a good example where the researchers are tested by their ‘mentor’ or supervisor which also symbolizes the threshold guardian archetype character. here, at times, conflicts happened, with debates and discussions related to the best way forward in relation to the style and manner of research approach. my supervisors would adopt differing viewpoints, perhaps playing devil’s advocate, but presenting me with the decision on how to proceed.”(murphy & wibberley, 2016: 3) it’s unfortunate that the other published literacy narratives besides murphy and wibberley (2016) did not state specifically about this stage where their research topic and knowledge was tested, measured, and assured by the threshold guardian. this might happen mythological patterns on researchers’ journey nobel: journal of literature and language teaching volume 10, number 01, april 2019 25 because the author of published literacy narratives is not bounded or tasked to tell a specific story of their research journey. however, the other participants’ literacy narratives tasked by the writer were asked to write this specific experience of their research journey. previously, natalia (pseudonym) had a debate and got a refusal from her supervisor about her research topic. similar to her, because of the lack of knowledge, the other participants which in this study represented by afandi (pseudonym) also need to redirect or shift their research topic, research question or theory, “in my proposal seminar, the examiner and supervisor ask me a lot of question that make me confused and finally, it ends with many revisions for my proposal”. this statement represents most of the young researcher which in other words are still in students. they need to pass the seminar proposal or comprehension examination before continuing their researches. tests, allies, and enemies in this new special world, the test, challenges, and trials are the tools of adjustment for heroes meant to prepare them for their greatest ordeal ahead. the tests and challenges in this phase are sometimes difficult for the heroes, but still are in reasonable limits. however, as all young and junior researchers inevitably find out later on, no matter how prepared and adjusted they are to this new inexperience special world, even when they think they have covered everything in their theoretical understandings and data gathering instruments, “nothing can quite prepare you for the reality of the research experience” said debbie in her literacy narrative (2017). if in the act one or ‘separation’ phase the researchers faced a series of entrance exams, in act two or ‘initiation’ phase the researchers will be faced with a series of quizzes, questions, and trials which aims to sharpen the researchers’ skills. the trials can be any things during the research journey with unlimited internal and external reasons or factors, for example, the difficulties to trust and get the valid data from the interviewed participants (hohaia, 2017; carrim, 2012), once again feeling doubt, getting lost in the wilderness of data analysis, theory, and literature review (mackenzie & lorraine, 2009; mccotter, 2001), dissent with supervisee (murphy & wibberley, 2016) the freedom of conducting research weakens and slows down due to illness (retnaningdyah, 2015), or even losing four close family member in a year while conducting research (carrim, 2012). during the hard times of the journey to the special word, it is natural for a human to spend his time to seek and share his or her problems to someone who can be trusted and relied on as his ‘allies’. vogler (2007) argues in his book that the act of choosing the ‘allies’ and ‘enemies’ symbolizes as one of the tests and trials for the hero “examining if the hero is a m. sugeng r.h., pratiwi retnaningdyah, and ali mustofa 26 good judge of character.” (p.137). in other terms, this can be explained as the tests and trials to train the researchers’ ability and wisdom in deciding which one is good and bad for them. spiritually, the ‘allies’ and ‘enemies’ archetype characters give the hero's thought that he is not alone on his journey. in carrim literacy narratives (2012), the participants can act as ‘allies’ who are good, understanding and willingly help the researcher or even rude as ‘enemies’ who like to act as they please during the process of interview to collect the data. a mentor can also become the researchers’ ‘allies’ or ‘enemies’ depend on their contribution, whether they act as helper every time the hero needs (mackenzie &lorraine , 2009) or act as hinder who test the readiness and knowledge of the researcher (mcculloch, 2013). but, these two mythical archetypes depend on the good or bad perception of the researchers themselves and how they deal with it. books, theory, literary reviews written by the former researcher are also things that help researchers represent symbolical allies (mccotter, 2001). approach the inmost cave previously, the heroes are having an adjustment in their new special world. now it is time for the protagonist to seek deeper to the research jungle. vogler (2007) illustrated this stage in a line; the researchers have already passed the intermediate zone “between the border and the very center of the hero’s journey” (p.222). along the way in approaching the center of the jungle (ordeal stage), this stage can represent many things like an actual danger, terrible place or hero’s inner conflict which has not been faced until now. this stage is similar to the stage of ‘crossing the threshold guardian’. in this study, because of the nature of the published literacy narratives, many researchers did not state specifically about the stage or story when they are preparing or ‘approaching’ their greatest fear. in approaching the inmost cave, based on jacklyn’s and others’ literacy narratives, they take their times to make plans, study, reorganize, reconnaissance, relearn, reread, and fortify their minds with more books and knowledge, or even have a last laugh and party before they jump to the main scene called ‘the ordeal’. the ordeal this time the heroes stand in the inmost cave at the deepest jungle, facing their greatest fearsome enemies and challenge. in myths, campbell’s so-called ‘ordeal’ intrinsically is a stage of an “expansion of consciousness for the hero” (1949, p. 228). similar to the approach, this stage may be a symbolical, mental or physical dangerous crisis that the main character needs to conquer to continue the journey. the ordeal can be interpreted as the stage where the heroes or the researchers face their greatest fear (vogler, 2007). for most people, the greatest fear might be symbolized as death. mythological patterns on researchers’ journey nobel: journal of literature and language teaching volume 10, number 01, april 2019 27 however, it can also represent many things in the story such as the failure of the test, the end of a relationship, losing an important match, witnessing and bereaving for the loved one. based on the literacy narratives written by jacklyn et.al., as novice researchers who are in college, their first goal in conducting the research is to graduate and get a diploma or special acknowledgment besides their curiosity for the research topic. thesis or dissertation is a 'high wall' they need to pass to get that treasure. to pass the ‘wall’, they need to be tested again in their final examination. vogler explains campbell’s terms that the ‘ordeal’ is “the metaphor process of consciousness for the hero. the hero gains their enlightenment through his decision and actions” (2007, p. 228). reward after surviving the final exam and encounter the ‘ordeal’, it is a triumph time for the researchers to seize the sword of victory, celebrate and take the hidden treasure. symbolically, the researchers are reborn into the new realm. the aftermath of the ordeal has many shapes and purposes. the heroes gained ‘reward’ or the ‘ultimate boon’. the boon, in this case, can be the hero’s blessing in the form of wisdom, magical elixir, knowledge, treasure, power, or even special recognition after surviving the great ordeal or symbolical death. natalia writes in her literacy task that “i feel really really happy when my examiners and supervisors said congratulation for my new m.ed. title” since all the problems or ‘ordeal’ phase has passed, murphy (2016) tells that when he looked back at the beginning his ordinary world, and compared his thoughts to now, “i am a different person with a developing new academic identity.” this self-realization may stay only for a while, but for that moment they see themselves clearly about how foolish and stubborn they are all this time. in this stage, the heroes’ insight might be of a deeper and wiser than before. vogler argues that they sometimes experience “profound self-realization after tricking death” (p.181). the researchers see their self-potential, spiritually, and fully about who they are and how they got to this point. the road back once the ‘reward’ and the lessons of the quest or great ‘ordeal’ have been succeeded and celebrated, officially the hero moves to the act three of the hero’s journey. in this stage of ‘the road back’, vogler (2007) explains that the heroes “must decide whether to stay in the special world or go back to the ordinary world” (p.190). the term ‘the road back’ represents the resolve of the heroes to return to the ‘ordinary world’ and implement the lessons that they learned in the ‘special world’. as this research journey began to come to an inevitable end, the young and junior researchers who m. sugeng r.h., pratiwi retnaningdyah, and ali mustofa 28 have completed their studies must come back to their community to apply the knowledge that they learn from the college. however, to leave the special word, this can be far from easy to some researchers. based on the literacy narrative task, retno (pseudonym) writes her unpreparedness feeling that “i feel afraid to leave my college life, since i’m not ready to join the unemployment of the society”. in another literacy narrative written by mackenzie (2009), he shared that during that time, he felt excited about the opportunity to share the treasure that he got from his studies to the society, but he also felt sad that the journey had ended because of the unexplored jungle of knowledge which will be left behind (p.54). but no matter how heroes determine to try to stay in the special world, “the special world somehow will push the heroes back to the ordinary world” (vogler, 2007: 187) to tell others about the boon, knowledge and share the treasure or their magical elixir they have won. resurrection the next stage before the researchers officially return to their ordinary world is ‘resurrection’ stage. vogler (2007) describes that the objective of resurrection is to create “the feeling of resurrection with a corresponding lift of relief" (p.198). when researchers come to the special world, they need to adjust their old self to the new research world. in the process of return, they need to readjust and resurrect their new self to the ordinary world. simply, the resurrection stage is another additional phase of death and rebirth, similar to the supreme ordeal but subtly different. vogler also states that the hero must use all knowledge and skills he got during the journey and transformed it into a “new being with new insights”. unfortunately, since the ‘resurrection’ is the stage when the researchers already return to their community, most researchers in their literacy narratives did not state specifically about the transition struggle when they come back to their old community. however, the outline of ‘resurrection’ pattern of the research journey and ‘monomyth’ can be illustrated when the researchers ‘return’ from their research journey. they need to shed the personality or readjust and build a new one that is suitable for their community in the ordinary world. they cannot impose their elixir of knowledge to people who know nothing about it. they should sacrifice their ego and “be passionate, positive, and persevere”. “this is what i have learned through my research journey,” wrote hohaia (2017), to accept the lack of knowledge of the community and search the best way to approach and teach them. the resurrection should reflect the best parts of the old selves and the lessons learned along the way. return with the elixir mythological patterns on researchers’ journey nobel: journal of literature and language teaching volume 10, number 01, april 2019 29 having survived through the greatest fear and all the ordeals, the researchers return to their common world, go home, or continue their journey to the advanced level. they always proceed with a sense that they are beginning a new life. this new ordinary world will be forever different from their previous one because of the journey they just traveled. retnaningdyah (2015), in returning to her new common world in indonesia, thought how she could apply, share and teach her symbolic elixir of knowledge and theory she learned from the previous journey to the society as she writes “i am beginning to immerse myself in a number of community-based literacy activism” (p.234). from the literacy narratives of the research journey, the writer can find easily ‘return with the elixir’ stage in the conclusion section. in debbie’s conclusion, she hoped that after sharing her struggle in her research journey “this will assist other researchers to reflect on some of the relationships and experiences they have encountered during the conduct of their work” (2017: 45). similar to debbie’s writing some of the analyzed researchers write and give some advices, hoping for the reader who will be or has already interested in the similar path of the journey. the enlightenment from the rebirth and resurrection stage makes the hero understands more about the two ‘worlds’. the first world is where the magical and temptation of knowledge rest. this is their previous special world where students, researchers, and scholars gather, share and debate their opinion freely. the second world is the researchers’ new ‘ordinary world’ where the common people do not know and care about the struggle, effort, and suffering of the researchers to get the specific knowledge that later will be used by them in society. sometimes the old world or ‘new ordinary world’ community do not want the elixir carried by the researcher because of the difficulty of the elixir to understand. apart from difficulties of sharing their elixir, the desire to share and teach knowledge they had learned before made the researcher transformed into a what campbell term as ‘master of the two world’ or simply from the hero of their own journey become the mentor of other’s journey. conclusion the writer found that young and junior researchers in their research journey unconsciously followed the campbell’s mythological ‘separation, initiation, and return’ pattern of ‘monomyth’ through their literacy narratives. however, it does not fully follow the exact stages or phases of the three acts because of the nature of the data which are not bound the author to write specific stories in their research journeys. based on the result, although with m. sugeng r.h., pratiwi retnaningdyah, and ali mustofa 30 all the differences of background, topic, the internal and external problems during the research journey, the researchers have similar pattern as like as heroes in a literary work. comparable to the unknowing special world monomyth concept about the heroism pattern, the researchers also undergo their own transition process from a scholar into a researcher or from a researcher into a mentor. heroes take journeys, encounter dragons and uncover treasures. similarly, in new researchers’ symbolical journey, the dragons are the research problems or questions, and their treasure is new insights and knowledge. they transferred into a new, inexperienced world when they start the research journey, by jumping into and analyzing unanswered question research. when their research journeys end, they return to teach and share their elixir of knowledge to their community. the result presented in this research may also facilitate the literate improvements in which to motivate, to help new or novice researcher to understand their own hero’s journey and even to mentor the others about the stages or the transition process while conducting their new research.this result provides a good starting point for discussion and further research about the effectiveness of writing literacy narratives for researchers as their self-reflection and sharing medium of their research journey. references bloom, j. k., hutson, b. l., & he, y. (2008). the appreciative advising revolution. champaign. campbell, j. (1949). the hero with a thousand faces. chicago: new world library. carrim, n. m. (2012). “who am i?”south african indian women managers’ struggle for identity: escaping the ubiquitous cage. pretoria: university of pretoria. creswell, j. w. (2010). mapping the developing landscape of mixed methods research. sage handbook of mixed methods in social & behavioral research, 2, 45-68. follo, g. (2002). a hero’s journey: young women among males in forestry education. journal of rural studies , 18, 293-306. georgas, h., regalado, m., & burge, m. (2017). choose your own adventure: the hero’s journey and the research process. journal of leading transformation , 121-131. goldstein, l. s. (2005). becoming a teacher as a hero’s journey: using metaphor in preservice teacher education. teacher education quarterly 32 , 7–24. harwell, r., comstedt, t., & roberts , n. (1997). a hero’s journey: a freshman orientation challenge course program, in deeply rooted, branching out. 25th annual aee international conference (pp. 81-88). new york: l-jay fine. mythological patterns on researchers’ journey nobel: journal of literature and language teaching volume 10, number 01, april 2019 31 hohaia, d. (2017). opening the dialogue: reflections of my phd journey 2010-16. learning communities: international journal of learning in social contexts [special issue: decolonising research practices] , 22, 38-47. mackenzie, n. m., & lorraine , m. l. (2009). the research journey: a lonely planet approach. issues in educational research , 19(1). mccotter, s. s. (2001). the journey of a beginning researcher. the qualitative report. mcculloch, a. (2013). the quest for the phd: a better metaphor for doctoral education. international journal for researcher development, 4, 55-66. merriam, s. b. (2009). qualitative research in practice: examples for discussion and analysis. jossey-bass. murphy, n. a., & wibberley, c. (2016). development of an academic identity through phd supervisionan issue for debate. nurse education in practice . propp, v. (1979). morfology of the folktale. seventh paperback printing. randles, c. (2012). the “hero's journey”: a way of viewing music teacher socialization. journal of music teacher education, , 22(1), 11-19. retnaningdyah, p. (2015). ‘we have voices, too’: literacy, alternative modernities and indonesian domestic workers in hong kong. melbourne: the university of melbourne. seary, k., & willans, j. (2004). it's more than just academic essays and rules of mathematics: travelling the road with heroes on the steps journey as they convert the milestones of their learning journey into signposts for their future . australian journal of adult learning , 44(3), 306-326. trafford, v., & leshem, s. (2009). doctorateness as a threshold concept. innovations in education and teaching international , 46 (3), 305–316. vogler, c. (2007). the writers journey: mythic structure for writers, 3rd edition. studio city,: ca: michael wiese productions. wellington, j. j. (2010). making supervision work for you: a student guide. london: sage. wilson, s. (2008). research is ceremony: indigenous research methods. black point, n.s.: fernwood. nobel: journal of literature and language teaching volume 9, no 2, september 2018, p-issn 2087-0698 e-issn 2549-2470; 96-116 linguistic landscape of sidoarjo city zakiyatul fakhiroh1& zuliati rohmah2 uin sunan ampel surabaya zakiyatulfa@gmail.com1, zettira@gmail.com2 abstract: linguistic landscape research has been administered in different parts of the world by several researchers. however, linguistic landscape research in indonesia is still limited in number. to respond to the scarcity of linguistic landscape study in indonesia, the present research discusses the visible languages and the proportions of top-down and bottom-up signs in sidoarjo city. the functions of the signs are also identified. data were collected from signs in some public places and along the main roads of sidoarjo city. the results of the study show that the linguistic landscape is dominated by indonesian. english is used more frequently than arabic. surprisingly, javanese as the mother tongue for the majority of the society of sidoarjo is rarely used. some other asian languages are also apparent in the shopping centers. description and explanation of the functions of the signs are also presented. keywords: linguistic landscape; bilingualism; multilingualism; function; sidoarjo city 1. introduction linguistic landscape, (henceforth, ll), as a relatively new approach in linguistics, describes the choice of language in public signs in urban spaces; and it portrays signage that represents natural scenery (backhaus, 2007; gorter, 2006). ll is a written form that is visible in public areas. the term linguistic landscape was firstly introduced by landry and bourhis (1997) stating as follows: “the language of public road signs, advertising billboards, street names, place names, commercial shop signs, and public signs on government buildings combines to form the linguistic landscape of a given territory, region, or urban agglomeration” (p. 25). ll research has attracted the interest of several researchers, for example, haynes (2012), akindele (2011), bogatto and hélot (2010), takhtarova, kalegina and yarullina (2015), thongtong (2016), sutthinaraphan (2016), koskinen (2012), and chesnut and schulte (2013). ll research has also been carried out in universities (yavari, 2014; haynes, 2012), neighbourhood city (dixson, 2015; gaiser & matras, 2016; gorter, 2007; tan, 2012), and tourist places (thongtong, 2016; moriarty, 2013). studies on ll have also been conducted in nobel: journal of literature and language teaching volume 9, no 2, september 2018 97 different parts of the world (see, for example, landry & bourhis, 1997; gorter, 2007; lawrence, 2012; mahajneh & shohamy, 2012; said & rohmah, in press). landry & bourhis (1997) conducted a study among french canadian minorities across canada. they introduced the concept of ll through the investigation of sociolinguistics aspects of the embryonic concept in the area of language planning. this study also relates the discussion to the idea of ethnolinguistic vitality and a model of bilingual development. the results of the study suggest the importance of considering ll as one of sociolinguistic factors contributing to the vitality of competing ethnolinguistic groups in a multilingual society. gorter (2007) focused his linguistic landscape research on four different neighborhoods (with 12 different streets) in rome. he tried to find major diversities in the districts and compared the top-down and bottom up signs. his ll research also aimed at describing the characteristics of bilingual and multilingual signs to better understand the multi-ethnic and multi-cultural city of rome. the descriptive approach to the ll as used in this study is an additional tool to measure the diversity of languages in the sociolinguistic context. gorter argues that ll has an added value because of the impact it can have on the people; therefore, he suggests for other researchers to interview those who see the signs and those who write the private signs to know their intentions. an ll study has been done through a longitudinal ethnography by peck and banda (2014) in cape town, south africa. the research was executed for about three years. they did not only analyse the visible signs but also the architecture of the buildings. the findings show that linguistic landscape changes overtime. linguistic landscape may not only reveal appropriation and ownership of space, but may also function to conceal ownership, in what they term as brand concealment (peck & banda, 2014:321). an ll research project was also done in tokyo by backhaus (2007). he focuses on urban language contact in the written medium, that is, the languages of tokyo’s signs. although tokyo is a largely monolingual society with only 3.6% registered foreign residents, the city presents a surprisingly multilingual landscape: english, japanese, chinese, korean and latin are present in tokyo’s signs. he found out three key features developing the multilingual landscape. the first is top-down changes encouraging the internationalization of the city. the second is the growth of non-japanese population within the areas of the city, and the last is the openness and acceptance of the japanese population to foreign languages and particularly english. he also draws some general conclusions about ll as it applies to the analysis of visual signs in urban areas. the findings show that a considerable number of signs zakiyatul fakhiroh & zuliati rohmah, linguistic landscape 98 containing languages other than japanese address a predominantly japanese readership. the use of multilingualism on signs, however, is highly appreciated. unlike backhaus who studies tokyo’s signs in all available languages, lawrence (2012) focused his study mainly on korean english linguistic landscape in different regions of seoul and korea in general by utilizing sociolinguistic theories of social stratification, gravity and cascade models. public signs in different regions of seoul, gangnam, sadang, ttukseom, itaewon, insadong, namdemun market, dongdaemun market, bundang, suwon, shinduri, busan, everland, public transportation and bridges were photographed and analyzed in terms of the percentage of english, korean, konglish, and chinese. english is found in the physical domains of main streets, amusement parks and foreign districts, in the product domains of beer, wine and clothing, and in the sociolinguistic domains of modernity, luxury and youth. ll research concerning to the use of arabic is also administered by said and rohmah (in press). they are interested in knowing whether arabic is still used in spain where arabic was used for about seven centuries during the muslim era and was banned by the government since the christian rulers governed the spanish peninsula in the fifteen centuries. the results show that arabic is not totally erased from the peninsula. in the state discource circle where spanish should be used because it is the official language, arabic language is not visible in the signs, but it is contained in the toponyms apparent in the road signs as many of the place names were borrowed from the arabic in the past and the government just could not erase that. arabic is maintained in commercial discourse circle to attract more customers to come. arabac is also used in collective identity circle to show attachment among the muslim society in spite of the abundance research on ll in different parts of the world, ll research in indonesia is very limited. among the small number of the indonesian ll research are done by oktavianus, anwar and revita (2017) and yannuar and tabiati (2016). oktavianus, anwar and revita’s (2017) ll study focused on names and cultural values of rumah makan minang existing in sumatra, java, bali and lombok. while the names are derived from names of minang people, parts of body connected to eating activity, organism, sensation, provenance, hope and prayers from family; the values are undiversified, faithfulness and friendliness. in addition, yannuar and tabiati (2016) who focused their study on two different parts of malang found out that indonesian has a strong position in ll of malang while javanese as the local language seems to have no place in malang ll and english as an international language is connected to lifestyle and modernity. to respond to the scarcity of ll research in indonesia, the current study tries to identify visible languages in the ll of sidoarjo--both top-down and bottom-up signs--and the nobel: journal of literature and language teaching volume 9, no 2, september 2018 99 functions of the different languages in the signs. the present research is aimed to see whether similar trends found out by yannuar and tabiati (2016) also occur in sidoarjo, another city about 71 kilometers north from malang. both malang and sidoarjo are located in east java; however, they have some differences. malang has a strong reputation in education and tourism, while sidoarjo is well-known as industrial and trade area. malang is the second biggest city in east java after the capital surabaya, while sidoarjo is a smaller city adjacent to surabaya. 2. research method the current research was done in sidoarjo city which is one part of the urban areas surrounding surabaya, the second biggest city in indonesia after the capital city of jakarta. the data were collected from some public places in sidoarjo city: train station, larangan market, central park, shopping centers (lippo plaza mall, and sun city mall) and the neighborhood of some main roads in the city, along jalan diponegoro, jalan gajah mada and jalan pahlawan. these areas were chosen for photographing the data since these places are the center of the city attracting many people to visit. most ll studies have been conducted using quantitative analysis (lanza & woldermariam, 2014:497) and the analysis relies on photography and visual analysis (akindele, 2011:5). from the total of 311 signs that have been photographed from public spaces in sidoarjo, only 200 signs were analyzed. this is because many of the data have similarities with the other data. for example, the ninety nine asmaul khusna signs are written with the same pattern and design; therefore, they are counted as one. the signs included advertising billboards, place names, commercial shop signs and public signs. visible public signs in the areas that were chosen were photographed using a digital camera. the collected data were divided into top-down and bottom-up. ‘top-down’ or government signs included those issued by national and public bureaucracy and public institutions, for instance, signs on public sites, public announcement, public building names, and street names. ‘bottom-up’ or commercial private items, on the other hand, included those which were issued by individuals, social actors, shop owners and companies, such as, names of shops, signs on businesses and personal announcements (gorter, 2006: 14). in addition to identify the kinds of languages displayed in sidoarjo ll, the functions of the signs are then analyzed. zakiyatul fakhiroh & zuliati rohmah, linguistic landscape 100 3. results and discussions this part presents kinds of languages visible in sidoarjo, proportions of top-down and bottom up signs, and functions of the signs. 3.1 languages in sidoarjo ll the results of this research show that there are some languages that exist in public places in sidoarjo: indonesian, english, thai, chinese, javanese, arabic, japanese and korean. the use of monolingual, bilingual and trilingual signs are observable in the area. figure 1. visible languages in sidoarjo ll the pie chart above indicates that indonesian language constitutes the biggest element of ll in sidoarjo city. it is not surprising since indonesian is the national language in the republic of indonesia. as an international language, english is the second biggest language (20%) apparent in the signage. however, the combination of indonesian and english in a sign has a bigger amount (22%) than the use of english alone. javanese, the mother tongue of most people in sidoarjo, only has 1% in the usage in sidoarjo ll. in terms of the occurrence of bilingual signs, indonesian-english are the highest (22%) followed by indonesian-arabic (5%), english-other languages (5%), and indonesian-javanese (1%). english-other languages includes english-japanese, english-chinese, english-arabic and english-thai. the occurrence of trilingual signs--indonesian, english, and chinese--is only 3%. other monolingual signs of japanese and korean are included as others which are only 2%. indonesianarabic 5% indonesianjavanese 1% english-other languages 5% zakiyatul fakhiroh & zuliati rohmah, linguistic landscape 100 3. results and discussions this part presents kinds of languages visible in sidoarjo, proportions of top-down and bottom up signs, and functions of the signs. 3.1 languages in sidoarjo ll the results of this research show that there are some languages that exist in public places in sidoarjo: indonesian, english, thai, chinese, javanese, arabic, japanese and korean. the use of monolingual, bilingual and trilingual signs are observable in the area. figure 1. visible languages in sidoarjo ll the pie chart above indicates that indonesian language constitutes the biggest element of ll in sidoarjo city. it is not surprising since indonesian is the national language in the republic of indonesia. as an international language, english is the second biggest language (20%) apparent in the signage. however, the combination of indonesian and english in a sign has a bigger amount (22%) than the use of english alone. javanese, the mother tongue of most people in sidoarjo, only has 1% in the usage in sidoarjo ll. in terms of the occurrence of bilingual signs, indonesian-english are the highest (22%) followed by indonesian-arabic (5%), english-other languages (5%), and indonesian-javanese (1%). english-other languages includes english-japanese, english-chinese, english-arabic and english-thai. the occurrence of trilingual signs--indonesian, english, and chinese--is only 3%. other monolingual signs of japanese and korean are included as others which are only 2%. indonesian 41% javanese 1% english 20% indonesianenglish 22% indonesianjavanese 1% english-other languages 5% trilingual 3% others 2% zakiyatul fakhiroh & zuliati rohmah, linguistic landscape 100 3. results and discussions this part presents kinds of languages visible in sidoarjo, proportions of top-down and bottom up signs, and functions of the signs. 3.1 languages in sidoarjo ll the results of this research show that there are some languages that exist in public places in sidoarjo: indonesian, english, thai, chinese, javanese, arabic, japanese and korean. the use of monolingual, bilingual and trilingual signs are observable in the area. figure 1. visible languages in sidoarjo ll the pie chart above indicates that indonesian language constitutes the biggest element of ll in sidoarjo city. it is not surprising since indonesian is the national language in the republic of indonesia. as an international language, english is the second biggest language (20%) apparent in the signage. however, the combination of indonesian and english in a sign has a bigger amount (22%) than the use of english alone. javanese, the mother tongue of most people in sidoarjo, only has 1% in the usage in sidoarjo ll. in terms of the occurrence of bilingual signs, indonesian-english are the highest (22%) followed by indonesian-arabic (5%), english-other languages (5%), and indonesian-javanese (1%). english-other languages includes english-japanese, english-chinese, english-arabic and english-thai. the occurrence of trilingual signs--indonesian, english, and chinese--is only 3%. other monolingual signs of japanese and korean are included as others which are only 2%. nobel: journal of literature and language teaching volume 9, no 2, september 2018 101 figure 2. monolingual signs in sidoarjo ll with regard to monolingual signs, the pie chart above shows the total of monolingual signs displayed in sidoarjo. 128 monolingual signs are found out from the total of 200 signs which include indonesian, javanese, japanese, english and korean. the highest number is indonesian (64%) and followed by english for about 31%. japanese and javanese languages have the same number in the use of linguistic landscape in sidoarjo (2%). korean language has the smallest number which is only 1%. figure 3. bilingual and trilingual signs in the ll of sidoarjo from the total of 200 signs, for about 72 signs include bilingual and trilingual signs. bilingual signs of indonesian-english is dominant (61%) followed by bilingual signboards of indonesian-arabic (14%). english as a global language has an important role for sidoarjo people in conveying their messages and meaning. arabic language is also known by sidoarjo inhabitants since the majority of sidoarjo population are muslims. arabic language exists in the public place, especially, in the form of asmaul husna along the main streets of jalan pahlawan. the trilingual signboards appear within the combination of the bilingual signs of javanese 2% english 31% japanese 2% indonesianjavanese 3% indonesinchinese 1% arabicindonesian 14% english-arabic 1% englishjapanese 6% english-chinese 3% nobel: journal of literature and language teaching volume 9, no 2, september 2018 101 figure 2. monolingual signs in sidoarjo ll with regard to monolingual signs, the pie chart above shows the total of monolingual signs displayed in sidoarjo. 128 monolingual signs are found out from the total of 200 signs which include indonesian, javanese, japanese, english and korean. the highest number is indonesian (64%) and followed by english for about 31%. japanese and javanese languages have the same number in the use of linguistic landscape in sidoarjo (2%). korean language has the smallest number which is only 1%. figure 3. bilingual and trilingual signs in the ll of sidoarjo from the total of 200 signs, for about 72 signs include bilingual and trilingual signs. bilingual signs of indonesian-english is dominant (61%) followed by bilingual signboards of indonesian-arabic (14%). english as a global language has an important role for sidoarjo people in conveying their messages and meaning. arabic language is also known by sidoarjo inhabitants since the majority of sidoarjo population are muslims. arabic language exists in the public place, especially, in the form of asmaul husna along the main streets of jalan pahlawan. the trilingual signboards appear within the combination of the bilingual signs of indonesian 64% javanese 2% english 31% japanese 2% korean 1% indonesianenglish 61% indonesianjavanese 3% arabicindonesian 14% english-chinese 3% english-thai 4% trilingual 7% nobel: journal of literature and language teaching volume 9, no 2, september 2018 101 figure 2. monolingual signs in sidoarjo ll with regard to monolingual signs, the pie chart above shows the total of monolingual signs displayed in sidoarjo. 128 monolingual signs are found out from the total of 200 signs which include indonesian, javanese, japanese, english and korean. the highest number is indonesian (64%) and followed by english for about 31%. japanese and javanese languages have the same number in the use of linguistic landscape in sidoarjo (2%). korean language has the smallest number which is only 1%. figure 3. bilingual and trilingual signs in the ll of sidoarjo from the total of 200 signs, for about 72 signs include bilingual and trilingual signs. bilingual signs of indonesian-english is dominant (61%) followed by bilingual signboards of indonesian-arabic (14%). english as a global language has an important role for sidoarjo people in conveying their messages and meaning. arabic language is also known by sidoarjo inhabitants since the majority of sidoarjo population are muslims. arabic language exists in the public place, especially, in the form of asmaul husna along the main streets of jalan pahlawan. the trilingual signboards appear within the combination of the bilingual signs of indonesianenglish 61% zakiyatul fakhiroh & zuliati rohmah, linguistic landscape 102 english-indonesian accompanied by the use of other languages, such as, arabic, chinese, japanese and thai since those languages are unfamiliar for some people in sidoarjo. 3.2. top-down and bottom-up signs with regard to top-down or public signs and bottom-up or private signs, it was found out that 35% of the signs are public signs and the rest are private signs. figure 4. public and private signs in sidoarjo figure 4 shows that indonesian language dominates both public and private signs (30 and 52 signs) and followed by the bilingual of indonesian-english and indonesian-arabic. since the national language of indonesia is indonesian, it is not surprising if the number of indonesian language is more than any other languages in the public signs. the fact that indonesian also appears most of the time in the private signs shows that people in sidoarjo follows the government policy related to the use of indonesian language as the official language and lingua franca in indonesia. the bilingual signs of indonesian and english can be found in public spaces, such as, train station and central park of sidoarjo. meanwhile, the bilingual signboards of arabic and indonesian are used in the middle of the roads in sidoarjo in the form of asmaul husna (99 names of allah). in this case, the indonesian language is used to convey the meaning of the arabic script so that all people will understand it more easily. 30 1 1 11 1 8 1 52 39 2 2 1 33 1 1 2 2 3 4 5 top-down and bottom-up signs top-down bottom-up nobel: journal of literature and language teaching volume 9, no 2, september 2018 103 in line with gorter’s (2006:14) statement that bottom up signs include names of shops, advertisements, private business signs, private announcements, and akindele’s(2011) explanation that shopping centers and traditional market are places where bottom-up signs are located, this study found out that foreign languages are easily prevalent in shopping centers in sidoarjo. owners of outlets or shops use foreign languages to attract the customers. however, although foreign languages are easily found there, indonesian language still dominates the private signs in sidoarjo. 3.3. functions of signs in sidoarjo ll there are six functions of signs available in public places in sidoarjo. the first function is to provide information and regulation. as apparent in a public sign (figure 5), the sign gives information to the pedestrian to ‘cross the street in a group as long as the traffic light shows the red light’. indonesian language is inscribed in the sign to make people understand the meaning more easily since the sign is intended for sidoarjo community. figure 5. a public sign in indonesian language other signs written in indonesian language can be easily found in sidoarjo city. most indonesian language signs can be found in the public places managed by the government, such as, market, train station and along the streets. the second function of the signs is to symbolize something. indonesian language is not only applied for informative signs but also used to represent certain symbols. the use of indonesian in the advertisement can identify the owner of the shops. scollon and scollon (2003) distinguish between symbolic and indexical functions of bilingual signs. they claim that languages on signs either index the community to which they belong or “symbolise something about the product or business which has nothing to do with the place in which it is located” (p. 119). zakiyatul fakhiroh & zuliati rohmah, linguistic landscape 104 figure 6. toko “jadi hasil” the sign above may indicate that the owner of the shop is an indonesian since the name of the shop is taken from indonesian language. the name of the shop which is uncommon consists of two words “jadi hasil.” names of shops are usually only one word of a noun or an adjective. the picture above shows that the owner prefers to use two-word formation of verb phrase. the use of the apostrophes “…” mitigates the uncommonness of the shop name. the name board apparent in jalan gajah mada symbolizes the owner’s hope that the shop will generate income for him/her. the third function of signs is to conserve local language. javanese is the mother tongue of most inhabitants of sidoarjo city. however, javanese language and inscription are rarely discovered; only six signs are found using javanese. the signs are located in central park, shopping center and jalan diponegoro. two signs of javanese are public signs created by the government, while the other signs belong to individuals or private signs. one of the public signs in the central park is written in javanese script (see figure 7). the inscription of the javanese alphabet by sidoarjo government is to conserve the javanese language. figure 7. monumen jayandaru nobel: journal of literature and language teaching volume 9, no 2, september 2018 105 the javanese script ‘jayandaru’ is inscribed to represent the monument named jayandaru. javanese script is rarely used in this modern era. the usage of javanese script has important role in the societies to conserve the language. in addition to that, signs also have the fourth function, which is, to show and introduce the identity. the usage of the javanese script is to show the identity of the monument as a place located in java and to introduce the javanese script to the strangers. the sign also contains indonesian, since the sign has been created by the government. the indonesian language in the sign above has the function to give the information of jayandaru monument, while the javanese is used to show the identity as a monument built in java. similar to the use of javanese, arabic is also used to show identity as muslims. arabic language spreads widely in the sidoarjo communities since the majority of the community members are muslims. this case influences the written form of ll in sidoarjo. arabic signs spread across the street in sidoarjo including the written signs of asmaul husna (99 names of allah). while in other public spaces, the arabic language is displayed in the name of masjid. there are nine visible signs and ninety nine signs of asmaul husna created by the government. some of the arabic signs across the street are broken, so that there are only limited numbers of arabic signs that are observable at the time of observation. the appearance of asmaul husna and other arabic signs show that the city wants to be recognized as a city with muslim inhabitants. they want to show the identity openly to the public. figure 8. asmaul husna sign zakiyatul fakhiroh & zuliati rohmah, linguistic landscape 106 arabic signs under the government are mostly written in green sphere, while under the private ownership it is written freely. this is in line with ben-rafael et.al’s (2009:49) statement that bottom-up signs are said to be “designed much freely.” figure 9. masjid jami’ al-abror a sign in jalan gajah mada (figure 9) is also written in bilingual form of arabic and indonesian language. the arabic script is used for the name of the masjid. under the arabic script, indonesian is used for the transcription of the arabic script. the sign above introduces the religion of the societies who lived around the sign. the indonesian script of kawasan religi gives the information of the masjid and the kind of environment the sign shows. moreover, the fifth function of sidoarjo signs is to show readiness to welcome international visitors.this is apparent in bilingual signs of indonesian and english located in central park (town square) and train station in sidoarjo. figure 10. map of town square sidoarjo figure 10 contains map of town square of sidoarjo written both in indonesian and english. central park or town square is a public park where many people may come to enjoy their time nobel: journal of literature and language teaching volume 9, no 2, september 2018 107 and it is possible for foreign people to come to the park, too. the government provides the map to facilitate people to stroll in the park more easily. in the left side the government adds some pictures of the central park in different occasions. in the middle, the title of the map is written in both indonesian ‘peta lokasi alun-alun sidoarjo’ and english ‘map of alun-alun sidoarjo’. underneath, the explanation is also written both in indonesian and english. the use of english in the sign, in addition to the indonesian language, shows that the government is aware of the possible presence of international communities in the central park. the government welcomes them by putting english in the map. this helps the international visitors who understand english to better enjoy the park and feel at home and welcome. the last function of the signs, especially, the ones using foreign languages, is for economic purposes, that is, to elevate the position of the products and to attract more customers. economic purposes are more for private signs. english can also represent prestige and social status, since not all of the society can speak english and know the language. the use of english also raises issues of identity and power and thus can have consequences for the balance between the different languages in multilingual situations (pennycook, 1994; phillipson, 2003). english signs for economic purposes can be easily found in the shopping centers. most shop names in the shopping center use english. figure 11. shop name using english the picture above as a private sign includes english. the sign tells customers that the shop only sells children’s equipment. the sign using english symbolizes the prestige of the shop. the adjective word of cool in the sign can represent expensive stuff because of the meaning of the word itself and the ‘englishness’ of the word. the use of english is often associated with values such as “international orientation, modernity, success, sophistication or fun” (piller, 2001). the cool kids attracts parents who are looking for clothes for children both zakiyatul fakhiroh & zuliati rohmah, linguistic landscape 108 boys and girls. the use of the light in the sign adds the attractiveness of the sign; hence, invites more people to come. in addition to english, japanese, chinese, thai and korean are also used to attract more customers. japan as a modern country in asia has a role in the development of multilingualism in indonesia. japanese signs also exist in sidoarjo city but the signs are commonly discovered in the shopping center as private signs--none has been found in government signs. japanese language is mostly used for the names of restaurant. four kinds of japanese signs are found in the shopping centers (lippo plaza and sun city). one sign located in lippo plaza and the three more are located in sun city. all of the signs are restaurant names and menus of the restaurants. the restaurant name is written in japanese only, while other signs are written in bilingual english-japanese. there is no bilingual indonesian and japanese in sidoarjo linguistic landscape. figure 12. tomoko the sign above is the restaurant name, tomoko. the sign is written in both latin alphabet and japanese script. the japanese script is in the left side, while the center has the latin transcription of the japanese script and followed by the menus of the restaurant such as bento, ramen and sushi. the written sign enhanced with the light is aimed to attract more people to see and come, especially, those who would like to taste the japanese food. figure 13. chicken teriyaki bento set nobel: journal of literature and language teaching volume 9, no 2, september 2018 109 figure 13 shows one of the menus in a japanese restaurant written in bilingual japaneseenglish. the menu is written in japanese script below the latin inscription of the menu. the owner also provides the picture of the menu above the script. the sign gives the information of the chicken teriyaki bento set to the customers who would like to order the japanese food. the sign above also symbolizes the fancy restaurant. it can be seen from the picture of the menu that the chicken teriyaki bento set is served with fresh meat, chicken and fish. five chinese signs are also discovered in sidoarjo ll. all of the signs are private signs. chinese language never stands alone in any sign; it is always used in bilingual form of chinese-english and chinese-indonesian. chinese signs are found in the restaurant name, beverage stall name and advertising banner. figure 14.shaolin moxibusion plaster the chinese sign above is discovered in the shopping center. the sign contains advertisement of a chinese product. the chinese script is used to name the product and it is written in red colour and the translation in english shaolin moxibustion plaster is given below. the owner also puts the picture of the product. the chinese sign above provides information to the customers about the plaster that is used by shaolin masters in chinese. beside giving information of the product, the sign also symbolizes the product. from the advertisement above, the customers know that the product is made in china. zakiyatul fakhiroh & zuliati rohmah, linguistic landscape 110 figure 15. dimsum & mie mbledos another chinese sign using red color background and white inscription is apparent in front of a restaurant offering chinese foods, that is, dimsum and mie. the use of the red color represents chinese ethnic group. red also relates to the flag color of china which also symbolizes power and bravery. multilinguals of javanese, chinese, indonesian, and arabic are applied in the sign. javanese language is used to mention the name of the restaurant mbledos, while chinese language is used to symbolize the restaurant that is owned by chinese person and the food which is served; chinese food. from the sign the readers get information of the menus, the branches and the indication of halal food. the halal word is written in arabic and indonesian in the beneath; the words are located in the right-above corner. the word halal symbolizes that the food can be consumed by muslims and other people wanting good quality food. figure 16. nazir arabic is also used as a name of a shop selling clothes as apparent in the picture above. the sign above belongs to an individual, so that the sign was freely designed and more colorful. the sign is written in an uncommon way for arabic transcription, it is written in vertical line instead of horizontal line. each of the letters stands alone, not connected one another as it should be. the name of the shop is written in red for the indonesian and orange for the arabic script with blue color background. the name nazir and the arabic script of the nobel: journal of literature and language teaching volume 9, no 2, september 2018 111 same word tell customers that the shop sells varieties of muslim equipment and gifts brought back from pilgrim trip from mecca. the sign may also symbolize the owner of the shop that might be a muslim or an arab person. thai and korean languages as part of the asian languages are also displayed in the signs of shops and beverage stall in sidoarjo. two signs of beverage stall using thai language are apparent in the shopping centers. two signs using korean are also discovered in different places, that is, larangan market and the shopping centre. figure 17. thai station the sign above uses thai language inscribed in thai alphabet. as a sign belongs to a private ownership, the sign above is colorful. in addition to the thai name and inscription, the restaurant also puts its name in english‘thai station.’ the inscription of the name thai station is made in such a way that it resembles thai inscription. the english word written in the latin alphabet has a role to help customers understand the meaning of the thai script on top of the name-board. while the thai inscription tells customers that the stall serves beverages of thailand product, the elephant picture strengthens the symbol of thailand. the function of the private sign above is to attract prospective customers who might want food of different country that is considered as more prestigious; hence, it is used for business purposes. figure 18. manse zakiyatul fakhiroh & zuliati rohmah, linguistic landscape 112 the use of korean in sidoarjo ll is less than other languages, eventhoughthe use of korean language spreads widely in indonesia, especially,among the teenagers. the sign above is intended to address the teenage customers who love korean culture and want to taste korean food. the sign is written in two forms:korean script and latin alphabet. the korean script reads mansewhich means ‘long live’. the function of the sign is for economic purposes. the use of korean script in the name of the sign will make customers eager to buy the products. in addition to foreign languages, javanese is also used to attract more customers; hence, it is used for economic purposes. another sign using javanese language is found in the shopping center ‘sun city of sidoarjo’ as apparent in figure 19. figure 19 . sego njamoer the sign above is of individual ownership. the usage of javanese language, in addition to show the identity of the owner, is also aimed for business purpose to attract the customers. javanese language is rarely used for name of shops or food stall in sidoarjo. the unique name sometimes can invite more customers to come, at least, it is likely to be easily imprinted in mind. the stall name reads sego njamoer that means ‘moldy mushroom’ in english. the owner also adds with an illustration of a mushroom cartoon holding rice on the right hand. the results show that indonesian is the most prominent language in ll of sidoarjo city. it is not surprising since indonesian is the official language in indonesia. this finding shows similarity with that of yannuar and tabiati (2016:132-133) reporting that the indonesian language has the strong and secured position in the ll of malang city. while javanese seems to disappear in the above research in malang, javanese as the mother tongue of the majority of the people in sidoarjo is displayed in less number of signs in sidoarjo ll. javanese is conserved in the sign to show javanese identity in certain places. ironically, english in sidoarjo ll has bigger number of use than that of javanese. this is because english represents prestige and social status, hence, the use of english in the signs nobel: journal of literature and language teaching volume 9, no 2, september 2018 113 may elevate the power of the product offered by the owner of the signs. this is in line with yannuar and tabiati’s (2016) study that the use of english in malang is associated with lifestyle and modernity and lawrence’s (2012) study that english served as a marker of modernity, luxury and youth (p. 21). all these aspects are likely to attract more customers to see and buy the products. with regard to bilingual signs of indonesian-english, they appear the most often in sidoarjo ll. this seems to support schlick’s (2003) observation that “signs which are multilingual tend to include english as one of the languages, not just in the capital cities but also provincial towns and villages.” moreover, the dominance of english over arabic in the sidoarjo ll is apparent from the absence of monolingual arabic in the signs while monolingual english is apparent as many as 31%. bilingual indonesian-english (22%) is also bigger in number compared to indonesianarabic (5%). this shows that the desire to be associated with prestige, social status, and modernity among sidoarjo inhabitants is much higher than the want to show their identity as muslims. this is because signs within the linguistic landscape serve both informational and symbolic functions (landry & bourhis, 1997). informative language indicates the borders of the territory of a linguistic group. the signs of the territory show that a specific language or languages are available for communication, e.g., to sell products, to show directions, and to name buildings. private signs often display more linguistic diversity than government signs, as private signs are often less regulated and included in a territory’s freedom of speech rights. the linguistic landscape constitutes the very scene made of streets, corners, circuses, parks, and buildings where society’s public life takes place. as such, this carries a crucial sociosymbolic importance as it actually identifies and thus serves as the emblem of societies, communities, and regions (hult, 2009: 90). the number of top-down signs in the ll of sidoarjo city is less than the bottom-up ones. indonesian is the most prominent language both in public and private signs, while english and other foreign languages are displayed more frequently in signs of private ownership. it can be seen from the names of the shops in the shopping mall, most of which use english rather than indonesian; meanwhile, for other foreign languages are used for the name of food stalls or beverages or restaurants. the bilinguals of indonesian-arabic are used by the government for the 99 names of allah (asmaul husna) along the middle of the main street and the name of masjid or areas surrounding it. the use of javanese and english in the government signs is very small in number. landry and bourhis (1997) distinguish between the informative and symbolic functions of language signs. informative function in the signs is mostly used on indonesian signs under zakiyatul fakhiroh & zuliati rohmah, linguistic landscape 114 the government. it is mostly located in the streets for giving direction and giving information on the repair of the streets. informative function can also be used under the private ownership. it is mostly used on the menus of restaurant sign. furthermore, symbolic function can be found in the language of the private signs; mostly, the languages symbolize the identity of the shop’s owner. hult (2009) says signs in specific places can symbolize the socio-symbolic: the communities, societies, and regions. it can be seen from the bilingual signs of arabic and indonesian which symbolize that the majority of the people in sidoarjo are muslim. another function of linguistic landscape besides informative and symbolic is to communicate or it has business purposes, e.g. to sell the product. foreign languages are mostly used for business purposes to attract the customers. 4. conclusion this study shows the varieties of languages that exist in sidoarjo ll. it reports that indonesian is the most conspicuouslanguage in signs. javanese as the mother tongue of sidoarjo communities has a small number of usage in the signage compared to english. english is even used more frequently compared to arabic. other foreign languages apparent in sidoarjo ll are asian languages, such as, japanese, chinese, korean and thai which are mostly displayed in restaurants. the research also reports on six functions of signs in sidoarjo ll. the first is to provide information and regulation, then, to symbolize something. the third is to conserve the local language and the fourth is to show and introduce identities. next is to show readiness to welcome international visitors and the last is to attract more customers in business. to get more comprehensive understanding as to why english is used more frequently than arabic and javanese, and how the passers-by respond to the signs, future research may use interview or questionnaire as the instrument to gather more qualitative data that will enrich ll research. 5. references akindele, d. o. 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(pp. 119-134). malang: uin maliki press. volume 10, number 2, september 2019, 163-173 available at http://jurnalfahum.uinsby.ac.id/index.php/nobel/article/view/nomorurut doi: 10.15642/nobel.2019.10.2.163-173 the building of main character’s selfactualization through religion in hermann hesse’s siddhartha ellychristina d.hutubessy  universitas negeri jakarta, jl. rawamangun muka,pulo gadung, east jakarta, 13220 article info abstract the purpose of this study is to find out the role of religion in siddhartha’s self-actualization process in hesse’s siddhartha. the analysis applies rogers’ humanistic psychology focusing on selfactualization. the method used was qualitative with content analysis. the data were taken from the texts contained in the novel. data analysis used triangulation techniques. the results showed that buddhism and hinduism had taught various things through religious activities conducted by siddhartha to find out his actualization. article history: received february 2019 accepted august 2019 published september 2019 keywords: religion, self-actualization, humanistic psychology, bhuddism, hinduism, siddhartha. © 2019 uin sunan ampel surabaya correspondence: p-issn 2087-0698 email: ellychristina@unj.ac.id e-issn 2549-2470 http://jurnalfahum.uinsby.ac.id/index.php/nobel/article/view/nomorurut mailto:ellychristina@unj.ac.id ellychristina d.hutubessy nobel: journal of literature and language teaching volume 10, number 02, september 2019, 174-184 175 introduction everyone has the highest need for self-actualization. to achieve self-actualization, every human must go through several phases. however, a different opinion arises from rogers that self-actualization is not a hierarchy of needs, but a positive process (beitela, a.l, 2015: 147). for this reason, humans must be able to act without being overshadowed by the past good conditions or the circumstances that will occur in the future. to be able to deal with these things, humans need to behave to accept the truth about the circumstances that have happened to him (schultz, 1991: 46). one way that can be used to find self-actualization is through religious teachings. one of the literary works that convey such teachings is hesse’s siddhartha. through literary works, many life values can be shared, so that by reading and understanding literary works, both students and teachers can add insight into the values of life. siddhartha is one of hermann hesse's works. hesse is a german-born author (1877), who won a nobel in literature in 1946 (böttger, 1990: 490). his famous works are steppenwolf, siddhartha, and the glass bead game (tempo). siddhartha has been translated into various languages, including indonesian. also, it has been produced as a feature film in india (conrad rooks; 1972_film). siddhartha describes the life journey of a young man from the brahmin family who has the same name as gotama, siddhartha. in this novel, siddhartha tries to achieve happiness in life through various realities which he naturally experiences. with his ability, siddhartha tries to fulfill his desires (linh 2015: 1). siddhartha gives a clear picture of a spiritual search for one's self-awareness. the novel has aroused readers' interest in eastern religions since it was first published in europe in 1922. throughout the 1950s, siddhartha caused euphoria among young people in america, so that those who experienced disappointment in their lives began to form a religious association that was by their personalities. based on events in india, during buddha's life, siddhartha contains quite a lot of similarities with the experience of buddha, even though it has fictional events. the character siddhartha is told as the son of a brahman, or hindu priest, who refuses to accept the privilege of his family status. to seek knowledge and salvation, siddhartha leaves all the pleasures of the world. he is very eager to empty himself of his desires, dreams, and pleasures so that he can understand the essence of peace of mind and soul. the building of main character’s self-actualization nobel: journal of literature and language teaching volume 10, number 02, september 2019, 174-184 176 failing to achieve his wishes, he finally went to find gautama buddha, a saint who always wandered. after meeting, siddhartha refused to accept buddha's doctrine of salvation. he insisted on finding salvation in his own way, but he failed. what he found was just nothing, until finally, he thought of ending his life. in desperation, siddhartha met a boat puller, who told the wisdom of a river to siddhartha. instantly, siddhartha's pain vanished as he found his place in the universe. as he watched the flow of water, he heard voices in a unified universe. siddhartha finally found himself in perfection. he has found the concept of self-actualization in religion that teaches various kinds of good values in life. one of the humanistic psychology figures, carl rogers, based his theory on a life force of an organism called an actualizing tendency. pescitelli (1996: 1) explains the tendency to selfactualize is a motivation that is united in every living creature and aims to develop all the potential as much as possible. the main concept of rogers' theory of personality is self. rogers’ approach emphasizes that one must rely on his own experience of the world. the concept of self describes the individual's concept of himself, the characteristics that are considered to be a part of himself (mcleod, 2014: 1). many studies have shown the importance of self-actualization as a form of kindness. the results of this study are in line with those of other studies. rani (2017) in her research on self-actualization in anita nair ’s mistress found that the individual wants mental strength to claim personal autonomy within the facts of social pressures and restrictive forces. her study emphasized on revealing that anita nair accepts the validity of the individual wants for rebellion and rejection of stereotyped roles. her novel has conjointly been explored as a journey to find the authorization of girl’s point of view on the conception and position of womanhood within the fashionable context. sawwa & neimneh (2017) wrote an article on exile and self-actualization in pauline kaldas’ “he had dreamed of returning” and “airport.” the article has utilized the notion of self-actualization that argues for people’s want to accomplish everything they're capable of. the article also illustrated that self-actualization keeps the immigrants from experiencing exile and dislocation within the two stories by kaldas. du (2017) wrote about amir’s journey for self-actualization in khaled hosseini’s the kite runner. the paper attempts to reveal amir’s way to redemption for what he did to hassan. through his journey, amir has obtained the power of love, loyalty, responsibility, dignity and courage. his cowardice and selfishness as well as suffering from conscience and condemnation and torture, transform gradually into strong qualities. ellychristina d.hutubessy nobel: journal of literature and language teaching volume 10, number 02, september 2019, 174-184 177 to the best of the researcher’s knowledge, there are not any of the previous studies that discuss the role of religion in achieving self-actualization. therefore, the main problem in this study focuses on the building of the main character’s self-actualization through religion in hermann hesse’s siddhartha. it focuses on various religious activities in hinduism and buddhism that have been carried out by siddhartha in showing self-actualization. review of literature self-actualization self-actualization has a different concept. in research conducted by rawat (2015) concluded that self-actualization is a part of psychological theory that is more concerned with the growth of the human. self-actualization emphasizes the process of one's personal growth and development towards the best level possible to realize uniqueness, and potential in him. rogers also said in poduska and turman that humans are basically good or healthy. according to him, every human being has a "self-actualization tendency" that is the desire or motivation to develop all the potential that exists in him. in contrast to freud's psychoanalytic theory which prioritizes attention to the causes of failure of a person or the obstruction of achieving the realization of self-potential. self-actualization, according to rogers prioritizes self-growth "self" to the development and improvement of self-potential continuously (alwisol 2004). maslow (in schultz 1991) explained that a strong effort for people who are selfactualizing is not still needed in the form of encouragement as the usual term deficiency motivation means, but they are given more encouragement called "meta-motivated" to become fully human in their potential. this encouragement can be displayed through the growth and expression of character, maturation, and development called self-actualization. self-actualization is not just the fulfillment of ordinary needs because someone who is actualizing requires the fulfillment of extraordinary needs. as an effort to achieve needs in general, one cannot avoid failure, so when reaching this extraordinary need, failure can be experienced by every human being. the actions and attitudes shown when a person experiences failure in achieving meta-chases in psychological terms are called metapatology. perls (1969), as the originator of the gestalt theory, also talked about self-actualization in a person as an innate goal for all humans. a person can actualize himself if he is in a relationship with other people and the world. perls allows humans to use their potential to act and be responsible for their behavior. even this is explained again by erekson and lambert the building of main character’s self-actualization nobel: journal of literature and language teaching volume 10, number 02, september 2019, 174-184 178 (2015) in an article about therapeutic methods according to rogers' theory. thus it can be concluded that self-actualization is as a desire or motivation to develop all the potential that exists in him to achieve perfection of life according to the environment around him. in this study, the character in the novel will not be studied through freud's psychoanalysis or maslow's humanistic psychology but through rogers' humanistic psychology to explore the religion value that exists from self-actualization. the characteristics of human beings who actualize themselves according to rogers' opinion are considered appropriate to be used to trace siddhartha's life journey through religion in the process of finding himself until he reaches self-actualization. the religion value a value is defined as a principle that promotes well-being or prevents harm. another definition is that values are our guidelines for our success and our paradigm about what is acceptable. naagarazan (2006) sees spirituality as a way of living that emphasizes the constant awareness and recognition of the spiritual dimension (mind and its development) of nature and people, with a dynamic balance between the material development and the spiritual development. wodak (2011) defines religion as a set of shared beliefs and values which carry specific ideological orientations. these beliefs and values are part of the culture of each individual; hence, byram (2006) conclude that culture and religion are interrelated and should go hand in hand. religious value, thus, is attitude and behavior in obeying the role of religion. in religious teachings, humans are taught to live helping each other to implement the role of human beings as individuals and social beings. results and discussions there are twelve stories in the novel. the first story is about the early life of siddhartha. he is described as “the handsome son of the brahmin” with “the sun tanned his light shoulders…” (hesse, 1951: 1). as a brahmin child, siddhartha was taught to know all religious rules and rituals and how to worship. siddhartha was an intelligent child that he learned everything about religion in a short time. his father and mother were very proud of him. siddhartha would become his father's successor to become a brahmin. as a brahmin child, he had a special role in society. he had to become a leader in the social environment. however, all the love siddhartha got from his father, mother, and his friend, govinda, did not bring any “delight in himself”. siddhartha still felt “lack all joy in his heart” and “dreams ellychristina d.hutubessy nobel: journal of literature and language teaching volume 10, number 02, september 2019, 174-184 179 restless thoughts came in his mind…” (hesse, 1951: 2). siddhartha started questioning all the teachings he learnt from his father and other bahmans. thus, this was the start of siddhartha’s search of self-actualization. he learned a lot about religious teachings to find his actualized self. the following are the religious teachings that shape siddhartha's self-actualization: hindu almost all of the stories in siddhartha set in indian country place religion as a background story. hinduism is described as very prominent through influential aspects of the kinship system in india, namely caste. in the life of indian society there are brahmin caste, knighthood, vaishya, sudra and the fifth is not grouped in the caste-class, namely pariah. brahmin caste is a caste whose members are clergy. the knight's caste consists all nobles from the region. the third caste is vaishya that is the class of traders. while the fourth is sudra, which is the ordinary community. the last is the pariah caste which is classified as a beggar and homeless society. in this novel, the most important religion is hinduism which is reflected through the life forms of two classes of society, namely brahmana and samana. the samana group is included in the pariah caste. the story that depicts religious life is the story of brahmin and samana children (hesse 2004). as a brahmin child, the role of siddhartha as a potential leader requires in-depth knowledge of life. in this story, it is found that siddhartha meditated, washed and made sacrificial offerings. all these rituals were studied by siddhartha diligently from intelligent people around his house. siddhartha joined the samana group, which is a group that practiced spiritual religion by breaking away from the body and manifesting into various forms. siddhartha carried out various activities that were in accordance with the culture in this caste, namely fasting, selfdenying and self-emptying as a form of physical training, and also practicing meditation as a mental exercise. the activity was followed by siddhartha fervently until he reached the highest ability to be able to call the word "om" from the bottom of the heart. lange schonnahm siddhartha am gespräch der weisenteil, übtesichmit govindaim redekampf ,übtesichmit govinda in der kunst der betrachtung, im dienst der versenkung. schon verstanderlautlos das om zusprechen, …(siddhartha, 11). (for a long time, siddhartha participated in the lesson about wise people, practicing arguments with govinda, practicing the art of contemplation, and practicing doing meditation with great devotion. he was able to say the word om without sound ...). the quote shows that siddhartha had many ways of actualizing himself through religious activities. siddhartha strives to show his perspective on various events by practicing the the building of main character’s self-actualization nobel: journal of literature and language teaching volume 10, number 02, september 2019, 174-184 180 ability to argue. he also learns about the values of trust and self-patience. besides, siddhartha also carried out various other hinduism activities on such as fasting. in hinduism, fasting is done to experience the emptiness of self from all physical desires to reach ultimate happiness. therefore, siddhartha did it to experience peace of mind. however, siddhartha never felt the peacefulness. buddhist the second religion that also contributed to siddharta’s search for self-actualization is buddha. buddhism has the core teachings of 4 noble truths and the eightfold path. the noble truths teach that there is suffering in the world. this suffering comes from worldly desires, which constantly exist in a human’s life. to get rid of that, one needs an elemental path of the eightfold. siddhartha exercises mastery of the mind through samadhi, which aims to free the one from suffering and attain the highest wisdom of life. as a buddhist follower, siddhartha's activities were focused on spiritual practices such as the simple life of a monk who received alms and listened to gotama buddhist teachings. spiritual activities such as a monk who lives simply and receives alms and always listens to all the teachings of buddha gotama have been carried out by siddharta which aims to obtain meaning in life. thus, siddhartha can explore various insights from within himself. the results of this self-excavation lead to spiritual excavation, that life in the world is a suffering that must be defeated by an attitude of death or self-emptying. thus, buddhism has given siddhartha the understanding or meaning of truth in life. buddhist characters have inspired siddhartha to comprehend the truth. siddhartha understood that he was born like an ordinary human, but in his body, it seemed that his true personality was hidden. siddhartha understands the physical body is visible, while the other bodies are hidden so that ordinary people are less able to understand it except by those who believe in god. this energetic body is seen as a body of 18 feet tall, golden in color. there is a soft, cotton-like circle, called urna, between its forehead, then on top of its head was a kind of turban. finally, around the head, there is a circle of light, which marks the sanctity and divine nature. the image of the body is the body of the creator who gives the truth. siddhartha's understanding of physical humanity provides very important teachings in the course of his actualization. siddhartha's comprehension of human personality, which is often, considered hidden, influences the behavior and life that each person lives. saroglou (2015) explains that traditionally, religion has been thought to shape individual personalities (traits, but also social values and attitudes). religion shapes, to some extent personality but, conversely, genetic and ellychristina d.hutubessy nobel: journal of literature and language teaching volume 10, number 02, september 2019, 174-184 181 environmental influences also affect personality-religiosity relationships. personality interacts with environmental factors to predict religiosity and with religion to predict relevant psychological outcomes. religion, in individual life, functions as a value system that contains certain norms. this value system is something that is considered meaningful to human beings who in reality can influence in regulating behavior patterns, thinking patterns and behavior patterns. the process of self-actualization of the samana group according to siddhartha is a contradictory activity, because self-actualization should be a process of knowing oneself, not self-rejection by eliminating or leaving the body. likewise, the fasting activities performed by the samana in this novel aim to break away from the body, so that the atman as the greatest core of self will come out of the body. meanwhile, fasting is known in several major religions as an attempt to realize the presence of the divine in man. in buddhism, it is emphasized that this world is suffering which is a unified whole, meaning that all events in this world are related to one another and life, in essence, contains suffering. buddhist teachings offer a way to avoid negative lifelike as karna in the relationship of the chain by regulating the moral behavior of human life, then subsequently doing samadhi to control the mind as the basis of human behavior. the activity of the two religions learned by siddhartha is essentially a form of siddhartha's dialogue with himself. it is through this experience from the two environments of religious life that siddhartha undergoes changes in the course of his life, from adolescence to adulthood and even to the elderly. in this novel, meditation that is done is a manifestation of human communication with himself. so the direction goes inside yourself. meditation has the purpose of achieving enlightenment of the soul who knows nothing of the principle of divine power that works in humans. thus, the core of wisdom which is the goal of meditation is in human beings. in this novel, the form of meditation that siddhartha does is by repeating a mantra to foster self-awareness about a particular object. in this unique meditation process, thinking is interpreted as an activity that is achieved by not making a sound, not having a dialogue or discussion as in western thinking. all forms of symbols, miracles, magic, and religious rituals like those of siddhartha play an important role in the process of forming a system of values in individuals. once formed, individuals can use the value system to evaluate and understand the situation and experience experienced. that's when individuals have norms about how to behave themselves. this norm will make an individual or a human being able to conclude that "i am a sinner, i am a good person" etc. the building of main character’s self-actualization nobel: journal of literature and language teaching volume 10, number 02, september 2019, 174-184 182 siddhartha gotama is an important figure in buddhism who has achieved his perfection through samadhi. the process of self-maturing through buddhist education is called ascetic. buddhists act as objects that accept teachings and do not experience the enlightenment that buddha possesses. siddhartha perceived this teaching as something far beyond his reach, even though the teachings, according to him, were perfect. but siddhartha would not follow him because he did not want to accept that truth from the buddha, but wanted to be like the buddha who got enlightenment himself. the message of siddharta's religious journey is that we should not withdraw from having holy feelings, but instead throw ourselves into various things. siddhartha's story gives the comprehension that life is hard without the manifestation of sensuality and matter or that life is often filled with thought and knowledge. however, it does not provide spiritual development as we hope. siddhartha discovered the actualization of himself as a human when he stopped searching for nirvana. thus it can be concluded that siddhartha, as the main character in the novel, gained an understanding of religious teachings in the course of his life both from learning buddhism and hinduism through self-actualization. he does not make himself like anyone else. this can be seen from the facts of his life, namely: 1) siddhartha was the son of a tribal chief who had lived a luxurious life then chose to leave the government to be able to know how to end suffering, and 2) siddhartha did not worship anyone. the role of religious teachings that can be used or applied in everyday life as living things is the value of goodness. some of the virtues of the teachings of the buddha that siddhartha shows are: 1) avoiding actions caused by the body (murder, theft, and adultery); 2) speeches (deception, slander talk, abusive speech, useless conversations), and 3) thoughts (attachment, intentions, and false beliefs). spirituality is as a factor of importance within the context of basic religious needs. spirituality has both added value for leading the good life and influences the impact of these needs. the results show that spirituality positively contributes to the qualification of a good life, in terms of desirability and moral goodness. besides, the crucial role of relatedness was confirmed by van dierendonck (2012). from the analysis, it is known that religion can be used as social control. from siddhartha’s teaching, religious values serve to show the correct behaviors and social control system, thus leading to the self-actualization. hoffmann (2015) shows that the role of religion refers to morality and social control. ellychristina d.hutubessy nobel: journal of literature and language teaching volume 10, number 02, september 2019, 174-184 183 conclusion the results of the analysis conclude that humans, as living beings, have a unique way to realize their identity to achieve self-actualization. the process of self-actualization can arise through various factors that influence the development of each person's life, such as religious teachings that provide confidence. through the figure of siddhartha, it is explained how the process of achieving self-actualization through the teachings of hinduism and buddhism. various religious activities build siddhartha's self-image into people who have satisfaction in finding needs. siddhartha, 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(1991). psikologi pertumbuhan: model-model kepribadian sehat. yogyakarta: kanisius https://books.google.co.id/books?id=zub0dwaaqbaj&printsec=frontcover&dq=psikologi+kepribadian&hl=en&sa=x&ved=0ahukewio1dcm5jpnahuevyskhtbddmiq6aeiktaa#v=onepage&q=psikologi%20kepribadian&f=false https://books.google.co.id/books?id=zub0dwaaqbaj&printsec=frontcover&dq=psikologi+kepribadian&hl=en&sa=x&ved=0ahukewio1dcm5jpnahuevyskhtbddmiq6aeiktaa#v=onepage&q=psikologi%20kepribadian&f=false https://psycnet.apa.org/record/2015-14929-002 https://psycnet.apa.org/record/2015-14929-002 https://psycnet.apa.org/record/2015-14929-002 https://psycnet.apa.org/record/2015-14929-002 https://books.google.co.id/books?id=_d-ncgaaqbaj&pg=pa532&dq=client+centered+therapy+erekson&hl=en&sa=x&ved=0ahukewjh8yyn5ppnahvm63mbhb9ibgmq6aeiktaa#v=onepage&q=client%20centered%20therapy%20erekson&f=false https://books.google.co.id/books?id=_d-ncgaaqbaj&pg=pa532&dq=client+centered+therapy+erekson&hl=en&sa=x&ved=0ahukewjh8yyn5ppnahvm63mbhb9ibgmq6aeiktaa#v=onepage&q=client%20centered%20therapy%20erekson&f=false https://books.google.co.id/books?id=_d-ncgaaqbaj&pg=pa532&dq=client+centered+therapy+erekson&hl=en&sa=x&ved=0ahukewjh8yyn5ppnahvm63mbhb9ibgmq6aeiktaa#v=onepage&q=client%20centered%20therapy%20erekson&f=false https://books.google.co.id/books?id=_d-ncgaaqbaj&pg=pa532&dq=client+centered+therapy+erekson&hl=en&sa=x&ved=0ahukewjh8yyn5ppnahvm63mbhb9ibgmq6aeiktaa#v=onepage&q=client%20centered%20therapy%20erekson&f=false http://www.ccsenet.org/journal/index.php/ells/article/view/70290 http://www.gutenberg.org/ebooks/2499 http://www.gutenberg.org/ebooks/2499 https://www.simplypsychology.org/carl-rogers.html https://www.simplypsychology.org/carl-rogers.html http://www.journals.aiac.org.au/index.php/ijalel/article/view/2943 http://www.journals.aiac.org.au/index.php/ijalel/article/view/2943 http://www.journals.aiac.org.au/index.php/ijalel/article/view/2943 https://books.google.co.id/books?id=-dpihmlv_r8c&printsec=frontcover&dq=textbook+on+professional+ethics+and+human+values&hl=en&sa=x&ved=0ahukewiftoks6zpnahub8xmbhcjzaxkq6aeiktaa#v=onepage&q=textbook%20on%20professional%20ethics%20and%20human%20values&f=false https://books.google.co.id/books?id=-dpihmlv_r8c&printsec=frontcover&dq=textbook+on+professional+ethics+and+human+values&hl=en&sa=x&ved=0ahukewiftoks6zpnahub8xmbhcjzaxkq6aeiktaa#v=onepage&q=textbook%20on%20professional%20ethics%20and%20human%20values&f=false http://www.wynja.com/personality/rogersff.html http://www.wynja.com/personality/rogersff.html http://www.advancedjournal.com/download/735/2-6-105-422.pdf https://books.google.co.id/books?id=cdzn2jrqrtic&printsec=frontcover&dq=psikologi+pertumbuhan:+model-model+kepribadian+sehat&hl=en&sa=x&ved=0ahukewju05wp6ppnahxf7xmbhu9laheq6aeiktaa#v=onepage&q=psikologi%20pertumbuhan%3a%20model-model%20kepribadian%20sehat&f=false https://books.google.co.id/books?id=cdzn2jrqrtic&printsec=frontcover&dq=psikologi+pertumbuhan:+model-model+kepribadian+sehat&hl=en&sa=x&ved=0ahukewju05wp6ppnahxf7xmbhu9laheq6aeiktaa#v=onepage&q=psikologi%20pertumbuhan%3a%20model-model%20kepribadian%20sehat&f=false the building of main character’s self-actualization nobel: journal of literature and language teaching volume 10, number 02, september 2019, 174-184 184 du, j. (2017). a journey of self-actualization of amir in the kite runner. english language and literature studies, 7(3), 90. https://doi.org/10.5539/ells.v7n3p90 saroglou, v. (2015). personality and religion. international encyclopedia of the social & behavioral sciences, 801–808. https://doi.org/10.1016/b978-0-08-097086-8.25080-0 van dierendonck, d. (2012). spirituality as an essential determinant for the good life, its importance relative to self-determinant psychological needs. journal of happiness studies, 13(4), 685–700. https://doi.org/10.1007/s10902-011-9286-2 wodak, r. (2011). critical discourse analysis. in hyland, k. & paltridge, b. (eds.).continuum companion to discourse analysis (pp. 416-430). london: continuum. http://www.ccsenet.org/journal/index.php/ells/article/view/70290 http://www.ccsenet.org/journal/index.php/ells/article/view/70290 https://www.sciencedirect.com/science/article/pii/b9780080970868250800?via%3dihub https://www.sciencedirect.com/science/article/pii/b9780080970868250800?via%3dihub https://link.springer.com/article/10.1007/s10902-011-9286-2 https://link.springer.com/article/10.1007/s10902-011-9286-2 https://books.google.co.id/books?id=fgosbwaaqbaj&printsec=frontcover&dq=continuum+companion+to+discourse+analysis&hl=en&sa=x&ved=0ahukewjfryl665pnahxgzcskhf9hckkq6aeiktaa#v=onepage&q=continuum%20companion%20to%20discourse%20analysis&f=false the consciousness of black identity in amiri baraka’ poems nurain jalaluddin, s.s., m.a. khairun university, ternate abstract this study explores the significance of new identity for the african-american people as a protest against the discriminative pressures happened from 1960s to 1970s through amiri baraka‟s poems. baraka said that by proposing their own identity as african-blood americans, they can show their existence in the american society. he proposed an awareness on the existence of afican-american society in all aspects of life, such as the different characters and appearances in literature and tradition. baraka tries not to follow the traditional rules anymore. with his poems, amiri baraka engaged the african-americans to produce literary products with a strong and prominent style of writing, and adopt african languages. baraka also supports the movements of so-called black culture which supported by african-american activists through their poems on the awareness of their real identity as black people. a. introduction the first impression of white americans on the africans since the first time they were shipped to america was portrayed in the fifth line of phillis wheatley‟s poem “on being brought from africa to america”/some view our sable race with scornful eye/. (poems of phillis wheatley: a native african and a slave : 12). this quotation reflected the white americans sneering at african‟s blackness which showed the whites‟ arrogance. the negative connotation of black is emphasized by talmadge anderson in his introduction to african american studies, that is, “black connotes that which is soiled, dirty, foul, horrible, wicked, evil, or bad”. the whites tried to rationalize their unjust and oppressive treatment of african people by introducing “the biblical myth of noah‟s son, ham, the story of god willed that ham‟s son and all his descendants would be black, and he banished them into the depth of africa particularly in egypt” (3). since that time, the africans had suffered for the whites‟ “racism” based on their black skin color, indeed, the africans were treated as slaves, as schneider explains the term of „slave‟ in his book slavery in america from colonial times to the civil war, as “slaves born in africa who came to north america exchanged the temporary chaos and suffering of the middle passage for the confusion and hardship of life in a strange land. . . . almost always the slave traders and slave owners who received them treated them as savages to be subdued, workers whose power had to be harnessed, and sources of profitnot as human beings. the slaves had been stripped of their status, their names, their families, and friends, and their customs and culture. they were surrounded by fear, distrust, and sometimes hatred ... they stood naked to misery, not knowing what would happen to them (81), during the slavery the slaves were regarded as inhuman and they experienced a horror life. donna l. franklin in her book insuring inequality quoted du bois statements explain that, "there was no family life, no meals, no marriages, no decency, only an endless round of toil and a wild debauch at christmas time". in addition, franklin explains that “slave‟s wife could be made his master's concubine, his daughter could be outraged, his son whipped, or he himself sold away without being able to protest or lift a preventing finger" (6). the sale of the africans offspring or family members was as chattel property. the africans were forcibly denied their language, history, culture, ancestral ties and homeland affiliation (anderson 2). even though slavery drove to the misery, the african american still had a hope to be free from the sufferings one day. b. discussion being suffering from long time, some activists and other political figures came to a desicion to fight back the racial consciousness in which they were treated by whites. thus, they began to propose their own consciousness which derived from the spirit of black nationalist. they declared that all of the thing they had done should be related to “black consciousness”, a consciousness that african american should be based on. they had to have their own identity as black people. cedric johnson says that political and ideological lines could be swept away with effective organization and the development of proper “black consciousness” to reveal a solid core of racial interests that connected all african americans and, for many, all peoples of african descent (88). thus, black power activists announced new race consciousness that placed black identity as the soul of a new militancy (joseph 3). this means that the african americans had to have their own identity, and to express this identity, it was necessary to use militant tactics, the tactic that opposed the previous tactic, nonviolent one, proposed by martin l king jr. hence, amir baraka who was involved in the spirit of black consciousness was called to express his attention and feeling of african americans‟ oppression condition done by white. he tried to encourage those people to move forward for their own existence in all aspects of life. 1. the call for african american own style in literature as he spoke in his poem “look inside”, it had powerful meaning although it was likely uttered with low tone. he awakened his african american brothers to be more conscious to announce that they were black proudly: “we are finding out what we are when we rule ourselves how we sound when we teach ourselves how we look when we judge our selves we are finding out, need to need to look inside, somebody‟s there the deep picture fronts a sun, rising, new day to day to find out how we need to do” (“look inside” lines 6-13). in the poem above, baraka encouraged black people to know their own identity. to gain the identity, they had to know about themselves first. they had to know what fitted their life. rules, for example, were things that they should understand. they should live with their own rules, not the rules made by the whites to control them in living their lives. therefore, they should see themselves first, more importantly their wishes that were internalized in their heart. they had to find out the basic desires they wanted to achieve, such as being free as human beings in doing their rights. to be able to look inside them, the african american people had to force themselves to break the chain in form of the whites‟ oppression that tied them over hundred years. baraka mentioned a sun to symbolize the new days they could have when they could conquer themselves to be free from the shadow of the whites‟ oppression. new days always brought new hopes. therefore, baraka emphasized that the african americans had first to find out who they really were until they completely gained in their mind the consciousness as the african descents. after they understood who they really were, they could determine the steps they needed to do. in addition, with emotional tone, baraka screamed: look inside ! to find in there, what words we need objectively consider what skill we lack objectively consider what must be accomplished calmly check out the distances, the terrain, our own dispositions. look plainly at our strength our weakness the needed acquisitions. look inside, and outside too (lines 14-23). again, baraka demanded his people to see and understand themselves first. they had to be themselves completely without imitating other people from different skin colors such as the whites. by knowing about themselves, they would have orderly aspirations to say. they had to consider what they were able to do and what they were not able to do. therefore, they had to realize their weaknesses so that they could improve them. when they were lack of skills, they had to study more and more in order that they could achieve the specialties they needed such as in protest tactics and education. in protest tactics, for example, they had to know how to break the terrain that constrained their steps. they had to be able to measure their own weaknesses and qualities to position them when encountering with the whites. therefore, it was a must for them to know their own characteristics and temperament because by knowing those two things closely, they would be able to manage and control their plans to move forward. after knowing themselves was accomplished, they could start to know the outside party that was the whites as their opponent. amiri baraka kept reminding the african americans that they were different with the whites. he pointed out that the african americans again had to determine their own lives. as an individual, baraka could not defend what the whites needed because the whites had defended their own lives. in the poem, baraka wrote: “i cant speak for white folks, they‟ll speak for themselves but the rest of us, everybody everybody everybody, lets us first deals with us” (afrikan revolution lines 41-45). baraka said that the whites had to live their own lives and the african americans had to live theirs. baraka‟s words were not addressed for the white people, but to the african americans, instead. therefore, in this poem, baraka wrote „everybody, lets us first deals with us‟. this means that baraka wanted to stress that it was the time for the african americans to really focus on what they wanted to do by initiating building shared feelings among them, the feelings that they had to be able to stand on their own feet, not dependent upon the whites‟ help anymore. everybody here all african american people that had to realize that they should build their own consciousness as african descents. as african descents, amiri baraka thought that african american need their own literature. he wanted that, as black people, they had to have the art that was related to their own selves, the art that was totally different from the literary mainstreams. maurice a. lee says that during the black nationalism, baraka‟s approach to write a literature was simple, meaning that in making literary works, blacks had to deny or destroy the art of ruling class (17). in addition, jerry gafio watts said that amiri baraka ways to express his art was shown in baraka essay “black aesthetic” in which baraka revealed that how the black authors wrote was depending on their quality of being. if they had proper black feeling, they would write in appropriately black way. to attain these feelings, they had to “intuit about reality” and “go in to selves”. furthermore, baraka claimed that “our art reflects our spiritual and life affirming choice” and the greatest achievement for a black writer is not a one-page poem but a life well lived on behalf of the coming black nation (222). in his literary works, amiri baraka tried to convince the african americans to use their own style to write a poem. thus, with anger he spoke: poems are bullshit unless they are teeth or trees or lemons piled on a step (lines 1-3) amiri baraka wanted to highlight that a poem could mean nothing when it was only a poem that had no meaning to the readers. he used the word „bullshit‟ to show that a poem could not deliver any message to the readers because it could not grab the readers‟ feeling. a poem could be a meaningful one when it could touch the readers‟ soul by the power of its words. the power here means that the connection that can link the words in a poem to the readers‟ mind. the connection then builds certain feelings in the readers‟ heart and mind that in the end the readers can give reactions over the poems. the power here can also be an analogue of a hard snap addressed to a sleeping man until he finally opens his eyes abruptly. therefore, amiri baraka used the word „teeth‟ to illustrate that when a poem is created, it must be able to leave impressions in the readers‟ mind and heart. next, the impressions should grow bigger and bigger like one that piles wooden logs until the readers can finally open their eyes that there is something in front of them. in the poem above, amiri baraka wanted to convey that a poem should be able to deliver a valuable spirit. the valuable spirit here means that the words in the poem can awaken the readers‟ soul or they can give stimuli for the readers to give reaction over it. the further meaning of valuable spirit can be grabbed by reading baraka‟s “black art”: “we want „poems that kill.‟ assassin poems, poems that shoot guns. poems that wrestle cops into alleys and take their weapons leaving them dead …” (line 19-22). amiri baraka wanted to stress that he produced poems that could be a weapon. the weapon means that a poem can be a means of developing the african americans‟ spirit to battle the whites‟ oppression. with the spirit, they could fight against the whites to gain their freedom. therefore, baraka chose to make poems that could open his people that they also had power when the unity was created among them. the unity could be a very lethal defense in struggle movements because with unity they could be very solid. the solid bond among them could finally fight white cops that spread terrors to the african american people. in addition, baraka wanted to show that a poem had lives such as having ability to kill people, in this case, white cops that had spread terror to black people. william l. andrews et.al. in their edited book the concise oxford companion to african american literature mentioned that baraka was not simply speaking metaphorically. during that period armed selfdefense and slogans such as „arm yourself or harm yourself‟ established a social climate that promoted confrontation with the white power structure, especially the police. additionally, armed struggle was widely viewed as not only a legitimate, but often as the only effective means of black liberation. black arts‟ dynamism, impact, and effectiveness are a direct result of its partisan nature and advocacy of artistic and political freedom (27). in the six final lines of the poem, baraka wrote: “we want a black poem. and a black world. let the world be a black poem and let all black people speak this poem silently or loud” (51-56) baraka wanted to point out that the african american people should be different with the whites in every aspects of life, including arts. in his poem above, he conveyed a message that the black people had to have their own poems as a means of contributing their aspirations. when their aspirations were gathered fully, those aspirations could lead the black people to create their own world, which was the black world. therefore, in the poem baraka emphasized that the black world was very important. here, baraka wanted to stress that the black people had to have their identity that was the black world, the world that only belonged to the african americans people. they had to bear it in their mind or say it out loud to the whites that they were brave to show their own identity as black people. baraka affirmed that it was the time for the african americans to accommodate their black interests and needs. william l. andrews et.al.said that baraka seminal 1965 poem “black art”, quickly became the major poetic manifesto of the black arts literary movement (27). based on the quotation, it can said that the poem “black art” also gave the contribution to the existence of black art, and the spirit in black power movement to shape blacks‟ own identity. 2. the call for african american own style in customs and traditions the african americans tried to form their own identity as a black identity. it was not only about the identity as black but more general that the african americans should know about what blacks were in all aspects of life. peniel e. joseph in his edited book the black power movement: rethinking the civil right–black power era says that“black power activists placed the black identity as the soul of a new radicalism. for example, black power activists fought for community control of schools, black studies programs at colleges and universities, welfare rights, prison reform, and jobs and racial justice for the poor” (3). baraka was also involved in this kind of reformation. he firmly gave his opinion that to be welcome and existed as a human being, the african americans should erase the whites‟ influence. baraka said that “to be an american, one must be a murderer, white murderer of colored people. in that logic, for negroes to qualify as americans, they had to first “murder” themselves” (66). this statement means that baraka wanted the african american people to have their own characters as african descents. they had to take away from themselves all attributes related to whites‟ life and culture. they had to all customs and cultures brought and made by the white people behind. they would only use and practice things that could show them off as peoples different from the whites. related to the statement above, one fact shows that some african american people started to adopt the cultures from africa such as in clothing(joseph 230). this means that they tried to begin not following or imitating the whites. another example showing the african americans wanted to adopt their ancestors‟ cultures was that they celebrated their own holiday named kwanzaa. kwanzaa was a celebration to harvest. (joseph 240). amiri baraka himself was also involved in the celebration. in 1969 he announced kwanzaa principles as quoted by keith mayes in his article “a holiday of our own”: “the nguzo saba (the principles of kwanzaa) is the first, the basic, ....the doctrine now is in the head and hands mostly of organization people, and a few key organizers and student leaders around the country. but soon it will be … available to most of us. it is the central ingredient of the new nationalist organization. it will transform black people and by doing this, transform yes, america. you better get ready for it. (joseph 229) this means that the african american people should have their own identity as black people. this would really transform them in their lives in america. therefore, baraka wanted to highlight that america had to face that the african americas also lived there and the african americans themselves had to be ready to make changes for their better life to be free from any oppression. baraka‟s announcement triggered the african american activists to openly sound the kwanzaa holiday to become their holiday. in addition, mayes said in 1974 that “it‟s time that we as black people with black families put down crazy cracker celebrations for something that is for us. think about it: easter, thanksgiving, passover, chanukah, x-mas, columbus, george washington, independence day, on and on … zillions of white holidays and lily whiteimagebut nothing for us” (229). this quotation emphasizes that it was the moment for african americans to not use the whites‟ cultures any longer, in this case the holidays celebrated by the whites, and to accept their own holidays. the holidays celebrated by the whites did not represent the african american cultures because they felt that they did not get the meaning of the holidays toward their life. independence day celebration, for example, did not give any significant symbols for the african americans to really feel their freedom. kwanzaa was chosen to become the african american holiday because the african american activist agreed that kwanzaa represented them as african descents. it was their real holiday in order to separate them from imitating the whites‟ culture. mayes explained that the determination of kwanzaa as the african american holiday because “karenga, the creator of kwanzaa in united states of america, borrowed and synthesized practices from the african continent, then applied them to the african american context. he believed that black american culture originated in african traditions—traditions that could lead to freedom and liberation from white cultural domination” (230). based on the quotation, it can be said that baraka as the african american who got tied to the african culture and tradition asked the african americans to practice and get involved into the tradition of the african culture and traditions. the practices were as the way to express their difference from the white. their black identity would bond them one another. due to this, the african americans would come together and hold hand to hand to express them as spoken by baraka in the poem “us”: white folks plotting our character, and mental and political and legal and economic, and physical assassination. … we say pamojatutashinda, pamojatutashida. together we will win. (lines 26-30) in the poem, baraka mentioned that the whites had really determined what the african americans should do. they made rules that limited the black people‟s steps. the white system had dominated and restrained the african americans‟ life. as a result, they lived in poor and oppressed conditions. baraka said that the african americans were tortured both mentally and physically. however, despite the sufferings they experienced, the african americans should plant in their mind and heart that they could go through the hardship when they were united. baraka wrote „pamojatutashinda‟ taken from swahili language (the language that is used by the majority peoples in africa) which means „together we will win‟(http://www.duboislc.org/creed.html). when unity among the african americans was not accomplished, they could not uniform their voice to determine the next action that they would take. therefore, baraka set fire through his words for the african americans to open their eyes that unity was very important to battle the whites‟ domination. he used a language from one of african countries to remind his people that the african americans were from one big continent called africa and, therefore, they should have one uniform perception to struggle for their freedom against the whites‟ oppression. this means that they had to stand on their own feet, struggling for what they wished for. everything had to be self-sufficient, meaning that they had to fulfill what they needed by trying to meet it with their own efforts. cultures for example, had to be created by black people that represented the black identity. c. closing http://www.duboislc.org/creed.html the discriminatory conditions experienced by the african americans that gave bad impact toward their life such as lack in some sectors like education and employment affected their economic aspect. most of the african americans still lived in poverty at the time. due to the gap conditions, baraka argued the african americans to protest for their better life. the african americans had the same right to get better education and schooling, work, healthier place to live and other chances that could make a significant progress to prove their existence among the whites‟ society. baraka found out that to start this, they had to know themselves first by recognizing their own identity. baraka encouraged the african americans to know their own identity. in order to exist, they needed to break the whites‟ oppression that tied them over hundred years. baraka kept encouraging african americans to establish their own identity as african descents to stir their own life. they had to escape from whites‟ ways of writings and customs or traditions. work cited anderson,tamalge. introduction to african american studies.u.s.a: kendall/hunt publishing, 1993. print andrews, l. william.et.al., eds.the concise oxford companion to african american literature. oxford:oxford university press. 1997. print baraka, amiriimamu.the authobiography leroi jones/ amiri baraka.new york: freundlich books. 1984, print franklin, donna. l. ensuring inequality: the structural transformation of the african-american family. oxford: oxford university press, 1997. print johnson, cedric. revolutionaries to race leaders: black power and the making of african american politics.minneapolis: university of minnesota press, 2007. print. joseph, e.peniel.ed. the black power movement: rethinking the civil right–black power lee, a. maurice.aesthetics of leroi jones/amiri baraka: the rebel poet.universitat de valencia. 2004 23 oct. 2011 (www.googlebook.com) schneider, d., & schneider, c. slavery in america from colonial times to the civil war. new york: checkmark. 2001. print thompson, daniel c. sociology of the black experience. connecticut: greenwood press.1973. print watts, gavio jerry. amiri baraka : the politics and art of black intellectuals. new york: new york university press. 2001. 10 oct. 2011 (www.googlebook.com) volume 11, number 1, april 2020, 27-37 available at http://jurnalfahum.uinsby.ac.id/index.php/nobel/article/view/208 doi: 10.15642/nobel.2020.11.1.27-37 dory’s paradoxical characterizations in disney’s animated feature film finding dory (2016) ni komang arie suwastini1, i.g.a lokita purnamika utami2, ni nyoman artini3 ganesha university of education, jalan udayana no. 11, singaraja, buleleng, bali1 ganesha university of education, jalan udayana no. 11, singaraja, buleleng, bali2 ganesha university of education, jalan udayana no. 11, singaraja, buleleng, bali3 article info abstract the appearance of dory, the forgetful blue tang fish, as the main character in finding dory (2016), one of disney’s animated feature films, makes the film popular and has been nominated to 46 awards and won 16 awards. previously, dory was a helping character in the original film, finding nemo (2003). this study aimed to identify dory’s characterizations by using textual analysis to find the uniqueness of dory in the film. the analysis resulted in dory’s paradoxical characterization where she was forgetful yet creative, reliant yet independent, and anxious yet confident. these paradoxes implied that this film portrays that negative characters can be developed into good characters. therefore, this film can be used as media to develop characters in informal education. article history: received july 2019 accepted september 2019 published april 2020 keywords: disney, animation, feature, film © 2020 uin sunan ampel surabaya correspondence: p-issn 2087-0698 email: arie.suwastini@undiksha.ac.id e-issn 2549-2470 http://jurnalfahum.uinsby.ac.id/index.php/nobel/article/view/208 mailto:arie.suwastini@undiksha.ac.id dory’s paradoxical characterizations nobel: journal of literature and language teaching 28 volume 11, number 1, april 2020, 27-37 introduction based on the popularity of animated film among children, the characters in a film can be a resource of character education (rochmawati, 2016). building character for children must be done in every life aspects through exemplification and repetition with active participation from the society (althof & berkowitz, 2006; zulhijrah, 2015; hartini, 2017; hasanah, 2017; wijaya & helaluddin, 2018). several studies related to film analysis, especially disney’s animated films have been done before. according to donofrio (2013), films produced by disney are funny, family-friendly, and well made. besides, mitayani (2010) found that one of disney’s film entitled finding nemo has some education values, like love and affection, respect, loyalty and trust, bravely, self-reliability, kindness, sensitivity and unselfishness, honesty, and leadership. later on, after the sequel came out, research has been done by klinowski (2017), which implies that both films imply some character education values such as empathy, spirit, cooperative, and many other soft skills. furthermore, dwipayani (2018) had researched to find out character education values in a disney film entitled zootopia. the result is that the film contains character development mainly in the soft skill field. this study chose disney’s animated film entitled finding dory (2016) based on its suitability for children and the result of the research on its prequel entitled finding nemo done by mitayani in 2010 and klinowski in 2017 which shows a positive impression on the film. however, the previous researches focused on finding nemo and how the films teach disability yet have not revealed about characterizations of dory in finding dory (2016). previously, dory was a helping character in the original film, finding nemo (2003). this shows that the forgetful fish has more characterizations to be explored, making her turned into the main character, which can be seen from along the film. therefore, this study aims to identify the characterization of dory in finding dory (2016) to give a view about characterizations in finding dory (2016) and contribute to the analysis related to good character exemplification through animated films. review of literature this research is designed based on qualitative research from miles & huberman (1994). according to miles & huberman (1994), in qualitative research, the researcher does a lot of contact with the field of study to gain insight from it. given (2008) explains that such research is suitable to find patterned behavior and social processes, to gain a holistic insight into a new phenomenon, and to see the human’s perspective toward something. their research model is adapted in which textual analysis is used during the process of data ni komang arie suwastini, i.g.a lokita purnamika utami, & ni nyoman artini nobel: journal of literature and language teaching 29 volume 11, number 1, april 2020, 27-37 analysis. lockyer in given (2008) explains that textual analysis is a method of data analysis focusing on the meaning-making of a text. the term text covers a broad subject, not only writing form, but also pictures, and moving pictures. therefore, everything that is possible to gain meaning from such as advertisement, blog, fashion, furniture, architecture, television program, movie, and many more is a text, according to lockyer (given, 2008). she further explains that the meaning made from the text is an interpretation gained from observing the interconnection of text and element and its context. the context of a text will be different from one to another. thus, textual analysis is not aimed to find a correct interpretation, but rather to find the possible interpretation of the text. according to bordwell and thompson (2008), a film comes in the form of a narrative that consists of the plot and the story. according to koesnosoebroto (1988), the narrative consists of several elements, namely, character, plot, theme, and setting. these elements cannot be separated from each other. character is the inhabitant of a story. character does not have to be necessarily human. a convincing character must be consistent, motivated, and lifelike. koesnosoebroto (1988) divides character as main/major character and minor character. the most important character is a major character, where the story is about him/her. a minor character is a less important character who helps to make the main character appears life-like. a character is revealed through characterization, which is the presentation of a character. perrine in koesnosoebroto (1988) states that character presentation can be direct or indirect. direct presentation is delivered through an exposition by the author. on the other hand, an indirect presentation can be recognized through the appearance, action, speech, and thought of the character itself. concerning character presentation, the use of paradox is quite common. according to halvatzis (2018), stories are made vibrant, interesting, and authentic from paradoxical characters that are arisen from life complexity. he explains further that paradox refers to the entanglement of a character in the journey of his/her life. in addition, a paradox is a form of contrasting actions in character (fletcher & olwyler, 1997; levin, 2012; ajtony, 2012). it refers to the contrasting personal character where a character says about one thing but acts the opposite. levin (2012) further explains that contradicting emotions, words, or actions done by someone in the story is also a part of a paradoxical character. paradoxical character is not only a means of character revelation in literature, but it is also a representation of paradoxical life. as explained by luna (2019), there are many examples of paradox in life such as an inferior and weak person who acts with aggressive confidence, sexual promiscuity that covers feeling of being ugly and worthless, a quiet person who tends to speak a lot, or sad people dory’s paradoxical characterizations nobel: journal of literature and language teaching 30 volume 11, number 1, april 2020, 27-37 who use happiness as a self-defense. in her analysis on paradox in bronte’s wuthering height, levin (2012) also finds that the two characters in the novel show their paradoxes when they hide their true feeling but yearn to be understood, they also behave like two different persons on different occasions. levin also finds that the act of scolding others while the scolder makes the same mistakes and blames others for their own wrongdoing are types of paradox. shortly, a paradox is a state where something is done contradictory with how it is supposed to be or how it is said to be done. discussions of main themes dory as a forgetful yet creative character dory suffered from short-term memory loss, which caused her to forget things easily. dory’s forgetfulness is seen in sequence 1a, 1m, 2c, 3e, 4d, 5c, 6a, 7d, 9b, 10c, 12a, 14b, 14f, and 16a. on the other hand, dory is strongly described as creative in sequence 1g, 3b, 5e, 6d, 7e, 8d, 9h, 10e, 12b, 14d, 15c, 15i, and 16a. these characterizations appeared from time to time in the movie. in sequence 1a, dory was seen to recall a line that explained her short-term memory loss. dory mentioned her condition as “short-term remembory loss,” which shows her inability to remember her condition well. in the next scene, dory forgot the rhyme about the danger of the undertow. however, in sequence 1g, dory created a new rhyme spontaneously when she could not remember the original rhyme that her parents told her, which shows her creativity. in sequence 1m, dory fully forgot her parents after she got lost in the ocean. however, she kept looking for the memory about them until she met marlin and stopped looking. in sequence 2c, dory had lived with marlin and nemo. upon taking nemo to a field trip, dory wanted to join him, although marlin signaled that he had told dory not to join the trip. dory forgot marlin’s prohibition and offered to be mr. ray’s teaching assistant. in sequence 3b, dory finally began to wonder her parents whereabout that she had forgotten for years. the question from the little fish had evoked dory’s curiosity about her origin. yet, after she got a flashback about her parents while being dragged into stingray migration, she immediately forgot about it. furthermore, when she finally recalled about the flashback, dory realized about her forgetfulness and begged marlin to help her find her parents in sequence 4d. the paradoxes are continuously depicted after the beginning. sequence 5e tells about dory’s adventure in the ocean near the jewel of morro bay, california. dory was back in the ocean full of trash, where she remembered little sea creatures shushed her. through their shushes, dory’s memory was triggered, resulting in her memory about her parents’ name, ni komang arie suwastini, i.g.a lokita purnamika utami, & ni nyoman artini nobel: journal of literature and language teaching 31 volume 11, number 1, april 2020, 27-37 jenny and charlie. in sequence 6a, dory was focused on finding her parents and forgot about the condition of nemo and marlin after the attack from the giant squid. sequence 6d tells about dory’s idea to get help for nemo from sigourney weaver. dory swam to the water surface to follow sigourney’s voice, which came from the marine life institute. in sequence 7d, dory is seen to forget about the tag attached to her fin, although she and hank were talking about it. however, in sequence 7e, dory had the initiative to offer the tag to hank in return of hank’s help to take her to the map of marine life institute so she could locate her home. furthermore, in sequence 8d, dory had an idea to follow her instinct about destiny by jumping into the bucket with “destiny” written on it. it led to her meeting with destiny in sequence 9b. dory did not recognize destiny, who was her pipe pal. again, this shows her forgetfulness. sequence 9h tells about dory’s creativity to find another way to the open ocean by using a baby stroller that was parked inside the park. dory refused to go through the pipe system due to her short-term memory loss. however, in sequence 10c, after dory and hank got on to the stroller, dory forgot to follow the sign to her home and went after the sign of “the world’s most powerful pair of glasses.” it led to an accident where dory and hank were thrown into the touch pool. sequence 10e tells about dory, who lost hank in the touch pool. during the tense situation, dory was able to find hank, who camouflaged as a coral. after that, the paradoxes continue in sequence 12a, when dory was disoriented in the pipe system on her way back to the quarantine. yet, she got an idea to use destiny and bailey to direct her in the pipe system in sequence 12b. in sequence 14b, dory could not recall the current situation when she was thrown into the ocean and got separated from marlin, nemo, and hank. sequence 14d tells about dory following the trail of shells on the ocean floor, just like what she did as a child. it led dory to reunite with her parents. however, dory regretted her forgetfulness in sequence 14f. dory felt guilty for forgetting her parents for years. after her reunion, dory had to rescue marlin and nemo. sequence 15c tells about dory’s idea to get help from destiny to run after marlin and nemo that were going to be taken to an aquarium in cleveland. sequence 15i tells about the adventure of dory and hank, who drove a truck on the highway to get back to the ocean. after she got back to the coral reef, in sequence 16a, dory is shown to forget that she was in the middle of a game. then she finally found her family and her friends who were hiding from her in hide-and-seek. those sequences show the paradoxes of dory’s forgetfulness and her creativity along with the film. dory’s short-term memory loss tends to trigger her creativity as dory has problems in memorizing, yet she has the capability to be fully aware of her forgetfulness. this is a paradox where dory uses the fact of being forgetful as a means to help her in dory’s paradoxical characterizations nobel: journal of literature and language teaching 32 volume 11, number 1, april 2020, 27-37 remembering things. it shows that when dory forgets about things that are happening in her life, she is able to recall them cautiously by linking small clues that she has gathered bit by bit. in other words, dory is able to develop her creativity in facing problems caused by her short-term memory loss. dory’s forgetfulness and creativity keep appearing one after another. this shows that dory’s characterizations are stable, and the arrangement makes the story interesting without making it feels less life-like. in the beginning, she simply wanted to reunite with her parents after she remembered them. dory then faced various problems to achieve her goals, some of which came from her forgetful habit. by alternating different ideas against her forgetfulness, such as heading home by using a bit of her memory and using her forgotten ability to speak whale to guide her passing through the confusing pipe system, dory was able to overcome her problems. however, by the climax, she finally realizes that family is not only those who are blood-related to her but also those who stand by her when she is in need. therefore, dory then insisted on rescuing marlin and nemo as well as requested hank to go back to the ocean with her. her success in being reunited with her parents and extended her family was the result of her creativity that she used to solve the problems. dory as a reliant yet independent character the second paradox is dory’s reliance, which is opposed to her independence. sequence 1m, 7a, 9h, 10f, 11d, 12f, 14f, 15d, 16b, and 16e depict dory’s independency in the film. while sequence 1i, 2a, 3b, 3f, 4a, 4d, 5b, 7d, 7i, 9g, 10e, 12e, and 14b show dory’s reliant character. the sequences for both characters appear one after another, with the explanation as follows. in sequence 1i, dory’s parents assured her that they would not forget her and vice versa when dory worried about being forgotten by her parents. it shows that dory relied on others to deal with her disability as she believed that she could not depend on herself. however, when dory faced a problem on her own as in sequence 1m, dory was able to handle it. she also had grown into an adult while she was alone in the ocean. in sequence 2a, dory’s reliance appears when dory woke up at dawn, and she began to look for marlin and nemo right away. after that, marlin had to tell dory what to do, which was going back to sleep. in addition, dory asked nemo to help her recall the topic of her talk during mr. ray’s class. not only that, but dory was also helped by nemo to remember the name of her home after she forgot the flashback in sequence 3f. dory showed her reliance again in sequence 4a when she was excited about finding her parents, yet she asked marlin and nemo to join her. this reliance is more evident in sequence 4d when dory pleaded to marlin for his company since ni komang arie suwastini, i.g.a lokita purnamika utami, & ni nyoman artini nobel: journal of literature and language teaching 33 volume 11, number 1, april 2020, 27-37 dory was aware of her short-term memory loss. in sequence 5b, dory still relied on nemo to find some assurance about recognizing her parents. dory consulted with nemo about what her parents might look like. that reliance then changed into dependence in sequence 7a when dory got separated from marlin and nemo and was able to calm herself down. however, she was taken into the quarantine alone. however, after she met hank, dory began to show her reliance to get help from others in sequence 7d. dory asked hank to take her to her exhibit, although hank had his own plan to go to cleveland. furthermore, dory’s reliance was seen from marlin’s worry in sequence 7i. marlin believed that dory was alone and scared since they got separated. not only that, but dory also depended on hank to remember the direction to the open ocean through the pipe system as in sequence 9g. meanwhile, in sequence 9h, dory was able to solve her fear of going through the pipe system by finding another way on her own. she found an idea to use a baby stroller to move inside the marine life institute. furthermore, dory showed independence in sequence 10f, when dory was encouraged to swim through the touch pool after she discovered the memory of the “just keep swimming” song. dory also saved hank in the touch pool. other than that, sequence 11d tells about dory’s bravery to go through the pipe system to go back to the quarantine. even so, dory’s reliance reappeared in sequence 12e, when she was discouraged from meeting her parents and looked for some encouragement from marlin. after that, dory found the courage in sequence 12f after marlin encouraged her. furthermore, in sequence 14f, dory reunited with her parents after she followed the trail of shells when she wandered alone in the ocean. in sequence 15d, dory thought about what she would do to stop the truck that took marlin and nemo. dory found an idea on her own by observing the situation around her. in sequence 16b, dory is seen to be encouraged to go to the drop off alone without asking her friends to take her there. in sequence 16e, dory is seen to realize that she could do anything on her own as long as she put her mind into it. dory realized that after she remembered her parents’ advice when she was a child and viewed her success to reunite with her parents. the sequences above show dory at the beginning of the film. dory is depicted as a reliant girl since her short-term memory loss discourages her from relying on herself. however, when dory has no one to solve her problem, dory becomes more independent. without her independence, dory will not be able to find the solution for her problems that she faces along the journey to find her parents. dory’s independent value gets better by the time since she has to develop her way of remembering things and solving problems. the paradox between dory’s reliant and independent characters actually helps her to develop her dory’s paradoxical characterizations nobel: journal of literature and language teaching 34 volume 11, number 1, april 2020, 27-37 character. her independence allows her to stand on her own to solve problems like when she swam bravely out of the dangerous touch pool and used her capability of speaking whale to get out of the pipe system. on the other hand, her reliance allows her to work with her friends as a team. it can be seen when she drove a truck together with hank and when she was determined to visit the drop off alone but still allowed marlin to join her. dory as an anxious yet confident character the third paradox is between dory’s anxiety and her confidence. dory’s anxiety is seen in sequence 1h, 1l, 3b, 3f, 6c, 9g, 10e, 11b, 13d, and 14b. however, there are some sequences where dory is described as a confident girl in the film. sequence 5b, 7a, 9h, 10f, 12d, 12f, 13c, 14f, 15d, 15i, 16b, and 16f show dory’s confidence in the film. at first, dory’s anxiety is seen in sequence 1h when she was afraid of forgetting and being forgotten by her parents due to her short-term memory loss. after that, in sequence 1l, dory admitted shyly to a sunfish that she could not remember her parents. in addition to that, dory was not sure of finding her parents again in sequence 3b. quite the contrary, dory began to show her confidence in sequence 5b, when dory was on her way to california. she told the little turtle that she would recognize her parents, although she had not remembered them clearly. however, dory’s anxiety reappeared in sequence 6c, when dory felt guilty for putting marlin and nemo in danger and began to doubt herself. after that anxiety, dory shows her confidence in sequence 7a. dory is seen to believe in herself that she would overcome the problem, although she got separated from marlin and nemo. nonetheless, dory doubted herself to go to open ocean through the pipe system in sequence 9g. that anxiety turned into confidence in sequence 9h when dory ordered her friends to follow her after she found the idea to use a baby stroller to move around marine life institute. dory was excited about her plan, especially since she could avoid swimming through the pipe system. dory’s confidence does not last long. in sequence 10e, dory felt sorry for hank since she thought that her memory problem had caused them to be thrown into the touch pool. yet, in sequence 10f, dory found the bravery to swim through the touch pool after she remembered that her parents told her just to keep swimming when she could not remember right. in addition to that, in sequence 12d, dory showed marlin and nemo that she truly could speak whale when she replied destiny’s call. dory smiled at nemo as she showed him her ability, which indicates her confidence. furthermore, in sequence 12f, dory was encouraged to meet her parents, although she was aware that her carelessness caused them to separate. in sequence 13c, dory was eager to meet her parents when she arrived back in quarantine and ni komang arie suwastini, i.g.a lokita purnamika utami, & ni nyoman artini nobel: journal of literature and language teaching 35 volume 11, number 1, april 2020, 27-37 got into the tank of the blue tangs. unfortunately, dory got news about her parents’ death. dory became anxious in sequence 13d. her shock was mixed with guilty feelings causing her to be disoriented and separated from her friends. furthermore, dory’s anxiety led to her panic in the ocean when she could not remember what had happened in sequence 14b. however, in sequence 14f, dory gained her confidence back after her parents reminded her about the success to get back to her family. after that, in sequence 15d, dory found the bravery to leave her parents to rescue nemo. she told her mother that she would be able to find her parents again if she lost them. not only that, in sequence 15i, dory told hank her idea to jump off a cliff along with the truck to get back to the ocean. in sequence 16b, dory wanted to visit the drop off alone. she parted with her parents and marlin before heading to the drop off on her own. in sequence 16f, dory enjoyed the view of the drop off with marlin. she complimented the view, which was unforgettable for her. it shows that dory had found her confidence in remembering things despite her short-term memory loss. in conclusion, dory’s fight over her anxiety, although her memory loss keeps retracting her, makes dory’s journey interesting. those sequences showing dory’s confidence is strong in the film. she believes in herself that she will be able to handle the problems that come along with her journey. however, her anxiety was firm. dory’s anxiety and confidence are paradoxical in term the way she lets her anxiety pushes her to think in a rapid and precise manner when she has problems to handle. in turn, this creativity lifts her confidence. dory also believes in herself, although she has to fight for her goals alone when she gets separated from her friends, and she finds her confidence to meet her parents, although their separation is part of her responsibility. conclusion the analysis of the plot development of finding dory (2016) resulted in the revelation of dory’s unique characterization. the uniqueness comes in the form of paradoxical characters. besides her forgetful habits, dory is intelligent and creative. thus, she is able to gather information about her parents and reunite with them. dory shows her paradox of being forgetful yet creative since she could make use of her awareness of her short-term memory loss to remember things. although she is reliant, at many sequences, dory becomes independent. dory was reliant on her friends when they had to work together, but she could remain independent when she had no one around. moreover, dory does not let her anxiety stop her, but rather she embraces it and learns to be more optimistic. she could employ her anxiety about being separated from her loved ones to force herself to believe in her ability to dory’s paradoxical characterizations nobel: journal of literature and language teaching 36 volume 11, number 1, april 2020, 27-37 find them. as dory finally reunited with her family and her friends, it shows that dory was capable of controlling both her anxiety and confidence to reach her goals. acknowledgments this article will not be written without the umbrella research funded by dipa of ganesha university of education in the academic year of 2019. i would like to extend my gratitude to dr. i.g.a. lokita purnamika utami, s.pd., m.pd., nyoman karina wedhanti, s.pd., m.pd., rima andriani sari, s.pd., m.hum., and dr. ni komang arie suwastini, s.pd., m.hum. thank you for your support during the process of writing this article. your language help, writing assistance, and the comments on an earlier version of the manuscript had immensely improved this article. 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(2017). finding nemo, finding dory, finding ourselves : how and why we https://books.google.co.id/books?id=h68wbwaaqbaj&pg=pa10&dq=britain+and+britishness+in+g.+b.+shaw%e2%80%99s+plays+%e2%80%93+a+linguistic+perspective&hl=en&sa=x&ved=0ahukewjxtpxxipjoahwwf30khx_qbmeq6aeikdaa#v=onepage&q=britain%20and%20britishness%20in%20g.%20b.%20shaw%e2%80%99s%20plays%20%e2%80%93%20a%20linguistic%20perspective&f=false https://books.google.co.id/books?id=h68wbwaaqbaj&pg=pa10&dq=britain+and+britishness+in+g.+b.+shaw%e2%80%99s+plays+%e2%80%93+a+linguistic+perspective&hl=en&sa=x&ved=0ahukewjxtpxxipjoahwwf30khx_qbmeq6aeikdaa#v=onepage&q=britain%20and%20britishness%20in%20g.%20b.%20shaw%e2%80%99s%20plays%20%e2%80%93%20a%20linguistic%20perspective&f=false https://www.tandfonline.com/doi/abs/10.1080/03057240601012204 https://www.tandfonline.com/doi/abs/10.1080/03057240601012204 https://www.tandfonline.com/doi/abs/10.1080/03057240601012204 https://books.google.co.id/books?id=funbpwaacaaj&dq=film+art+an+introduction&hl=en&sa=x&ved=0ahukewj39_t5ipjoahxd6nmbhus4aiuq6aeikdaa https://books.google.co.id/books?id=funbpwaacaaj&dq=film+art+an+introduction&hl=en&sa=x&ved=0ahukewj39_t5ipjoahxd6nmbhus4aiuq6aeikdaa https://doc.uments.com/d-the-wonderful-world-of-gender-roles-a-look-at-recent-disney-childrens.pdf https://doc.uments.com/d-the-wonderful-world-of-gender-roles-a-look-at-recent-disney-childrens.pdf https://books.google.co.id/books?id=ifrb6iplisec&printsec=frontcover&dq=the+sage+encyclopedia+of+qualitative+research+method&hl=en&sa=x&ved=0ahukewjfpzaqifjoahxmwiskhxcuaqwq6aeikdaa#v=onepage&q=the%20sage%20encyclopedia%20of%20qualitative%20research%20method&f=false https://books.google.co.id/books?id=ifrb6iplisec&printsec=frontcover&dq=the+sage+encyclopedia+of+qualitative+research+method&hl=en&sa=x&ved=0ahukewjfpzaqifjoahxmwiskhxcuaqwq6aeikdaa#v=onepage&q=the%20sage%20encyclopedia%20of%20qualitative%20research%20method&f=false https://www.researchgate.net/publication/322889417_pendidikan_karakter_disiplin_siswa_di_era_modern_sinergi_orang_tua_dan_guru_di_mts_negeri_kabupaten_klaten https://www.researchgate.net/publication/322889417_pendidikan_karakter_disiplin_siswa_di_era_modern_sinergi_orang_tua_dan_guru_di_mts_negeri_kabupaten_klaten https://www.researchgate.net/publication/322889417_pendidikan_karakter_disiplin_siswa_di_era_modern_sinergi_orang_tua_dan_guru_di_mts_negeri_kabupaten_klaten https://rp2u.unsyiah.ac.id/index.php/ ni komang arie suwastini, i.g.a lokita purnamika utami, & ni nyoman artini nobel: journal of literature and language teaching 37 volume 11, number 1, april 2020, 27-37 teach our children to think about disability [master's thesis, university at albany, state university of new york]. university at albany, state university of new york scholars archive. https://scholarsarchive.library.albany.edu/cgi/viewcontent.cgi?article=1024&context=honorscoll ege_eng koesnosoebroto, s. b. (1988). the anatomy of prose fiction. jakarta: proyek pengembangan lembaga pendidikan tenaga kependidikan levin, n. (2012). “i am heathcliff!” paradoxical love in brontë’s wuthering heights [unpublished manuscript]. department of literature and history of ideas, stockholm university. luna, a. (2019). 5 strange examples of paradox in human behavior. lonerwolf. retrieved september 7, 2019, from https://lonerwolf.com/examples-of-paradox/ miles, m. b., & huberman, a. m. (1994). qualitative data analysis: an expanded sourcebook. (2nd ed.). thousand oaks, ca: sage publications. mitayani, y. (2010). education values in the “finding nemo” movie [undergraduate thesis, state islamic studies institute of salatiga]. e-repository iain salatiga. http://erepository.perpus.iainsalatiga.ac.id/5066/1/finding%20nemo.pdf rochmawati, w. p. (2016). analisis nilai-nilai pendidikan karakter dalam film “film the miracle worker" [undergraduate thesis, universitas islam negeri maulana malik]. etheses uin malang. http://etheses.uin-malang.ac.id/3474/1/12110100%29.pdf. zulhijrah, z. (2017). implementasi pendidikan karakter di sekolah. tadrib, 1(1), 118-136. retrieved from http://jurnal.radenfatah.ac.id/index.php/tadrib/article/view/1040 https://scholarsarchive.library.albany.edu/cgi/viewcontent.cgi?article=1024&context=honorscollege_eng https://scholarsarchive.library.albany.edu/cgi/viewcontent.cgi?article=1024&context=honorscollege_eng https://books.google.co.id/books?id=u4lu_-wj5qec&printsec=frontcover&dq=qualitative+data+analysis:+an+expanded+sourcebook&hl=en&sa=x&ved=0ahukewjulp3eifjoahwnv30khwxgczcq6aeikdaa#v=onepage&q=qualitative%20data%20analysis%3a%20an%20expanded%20sourcebook&f=false https://books.google.co.id/books?id=u4lu_-wj5qec&printsec=frontcover&dq=qualitative+data+analysis:+an+expanded+sourcebook&hl=en&sa=x&ved=0ahukewjulp3eifjoahwnv30khwxgczcq6aeikdaa#v=onepage&q=qualitative%20data%20analysis%3a%20an%20expanded%20sourcebook&f=false http://e-repository.perpus.iainsalatiga.ac.id/5066/1/finding%20nemo.pdf http://e-repository.perpus.iainsalatiga.ac.id/5066/1/finding%20nemo.pdf http://etheses.uin-malang.ac.id/3474/1/12110100%29.pdf volume 11, number 2, september 2020, 178-187 available at http://jurnalfahum.uinsby.ac.id/index.php/nobel/article/view/289 doi: 10.15642/nobel.2020.11.2.178-187 english language exposure of students in visayas state university precious c. domingo visayas state university, baybay, leyte, philippines article info abstract the purpose of this study was to identify the level of language exposure in the learning of the english language of the students at the visayas state university. a learners’ exposure to the target language does have an impact on language learning. adapting a language exposure questionnaire, the researcher identified the activities that exposed students to the target language. with a scoring guideline, the researcher revealed the level of students’ exposure to the english language. the results of the study showed that more than half of the respondents have a moderate level of language exposure. students were exposed most to the english language when they are at school or with the use of different media compared to when they are at home or communicating with friends. teachers and students can utilize this result in engaging in appropriate activities both inside and outside the classroom that can help increase the learning of the english language. article history: received april 2020 accepted june 2020 published september 2020 keywords: english, exposure, language, level © 2020 uin sunan ampel surabaya correspondence: p-issn 2087-0698 email: precious.domingo@vsu.edu.ph e-issn 2549-2470 http://jurnalfahum.uinsby.ac.id/index.php/nobel/article/view/289 mailto:precious.domingo@vsu.edu.ph precious c. domingo nobel: journal of literature and language teaching 179 volume 11, number 2, september 2020, 178-187 introduction language is a critical tool in communication. it cannot be denied that a good speaker of a language can communicate ideas to others. native speakers of a language may find it at ease when using their native language in oral or written communication. however, problems usually emerge when people need to communicate using the language which is not native to them. learning a language is defined as the developing communicative ability in the second or foreign language. it is considered an advantage for speakers if they know a language other than their native language, and in the present time, learning to use english in communication benefits an individual. the need for mastery in english is becoming more significant in the 21st century (lee, 2011). more than 600 million people worldwide use english as an international language. the english language becomes an agent of communication worldwide, which makes it a prerequisite for an individual to be a part of the international business and society. english becomes the lingua franca of the world. in the world of today, where competition is very high, being proficient in the english language provides an edge to an individual. in the philippines, school children begin learning english as a second language at an early age (ellorimo, 2014). even before enrolling in formal education, children are already exposed to the english language in different ways. when a child starts schooling, his or her exposure to the english language becomes more frequent, significantly as he or she advances to an upper level. however, even after years of learning english, several students have difficulties in using it in oral and written communication. in the recent study conducted by pisa in 2018, the philippines rank lowest in reading, mathematics, and science. the result was alarming, especially in the education sector. in a survey conducted by social weather station in march 2009 about filipinos’ self-assessed proficiency in english, it showed a decline compared to a survey conducted in december 1993 and september 2000. the decline is manifested in all aspects of english proficiency from the ability to speak, write, and to think in english (sws, 2012). in the same survey conducted in 2008, filipinos’ self-assessed proficiency in english language results shows recovery after a decline over the previous twelve years (salazar, 2008). the recovery is most notable on the ability to speak english compared to the results conducted in the last survey. though personal usage of english slightly went up, these “improvements” still “fall short” of meeting international standards. many factors influence learning english as a second language like age, personality, motivation, anxiety to mention. several studies have been made on the impact of language exposure to the learning of the target language, and results agree that quality exposure to the english language exposure nobel: journal of literature and language teaching 180 volume 11, number 2, september 2020, 178-187 target language improves language learning (peregoy & boyle, 2005). this study, however, aims to describe the levels of the language exposure of the students to the target language, in this case, is english. considering the generation-millennials and generation z that they belong and the advancement of technology, it is hypothetically apparent that they are highly exposed to the english language in daily activities. in various educational institutions where instructional activities are always directed to the needs of the intended learners, research-based data on the language exposure of the students is wanting, such data will provide the teachers with implications for teaching english courses. students’ awareness of activities that would benefit them would be an advantage. thus, this study aims to answer two main objectives: to identify the level of english language exposure of the students of visayas state university and determine the activities that frequently exposed them to the language. review of literature several factors could affect the language proficiency of a student (phon, 2017), and one of these factors is the exposure to the target language. researches on language learning highlighted the presence of exposure to the target language might impact language learning. in a study conducted by magno (2009) about assessing the level of english language exposure, results show that exposure to the target language affects the learners. in his study, exposure refers to the total amount of time in which an individual has contact with a language, may it be in verbal or written form, formal or informal ways of communication, and in which an individual may have either an active or passive role. modern technological advancement allows students to be exposed to the english language in different ways. exposure to a second language happens mostly at school and with the use of technology or when learners read books and other reading materials written in the second language or by listening to music. even by an active user of the language, learners are still exposed to english. zoubi (2018) cited the study of politzer about the impact of language exposure on the immigrants who arrived in the united states. they were able to peak the english language due to continuous exposure to the english language environment. further, he also cited that students who lacked exposure to the target language are weak in it. in a study conducted to examine the possible positive effects of english exposure to media, it found that exposure to english material in the media benefits the second or foreign language learner, specifically in the proficiency of english usage and the speed of the acquisition (molnar, 2013). in the article precious c. domingo nobel: journal of literature and language teaching 181 volume 11, number 2, september 2020, 178-187 “english just isn't a foreign language anymore,” lambine (2008) elucidated that the more exposure to the language the children can get, the more they learn the target language. exposure to language can take place in various contexts. formal and informal learning of a language engages learners in the target language. for distinction, formal learning is arranged by teachers and explains the learning content systematically. informal learning, on the other hand, takes place in daily activities (malcolm, hodkinson, & colley, 2003). in a study conducted by gamez (2015), she described the activities that engaged the students in language learning, which include listening to english music daily, watching english television with subtitles in the home language, gaming in english, and the use of social media in english. activities that were less appealing to the respondents include watching english spoken television without subtitles and watching english spoken television with english subtitles, reading english books, comics, or magazines for more than 30 minutes. overall, the study shows that children were exposed to english each day through different types of media. myer-scotton (2006) described that second language learning is more prevalent in social groups. to sum up, the previous research cited provided evidence of the effect of language exposure to language learning. the present study, however, aims to identify the level of the english language exposure and determine the different activities that positively expose the students to the english language. method the study employed a descriptive survey research design. further, only descriptive statistics were used to describe the common activities that expose students to the target language. the respondents for the research are students of visayas state university. using random sampling, 203 students were selected. utilizing an english language exposure questionnaire adapted from magno, bunagan, and regodon (2009), the researcher determined the frequency of time in which an individual has contact with a second language. the researcher also pinpointed the activities that engaged the students in the use of the target language. the instrument was developed for students who use english as a second language. the survey questionnaire was answered during the respondents’ vacant time. the procedure of answering was clearly explained to the students, and it was mentioned that there was no right or wrong answer, and that truthful answers were necessary for the accuracy of the result. english language exposure nobel: journal of literature and language teaching 182 volume 11, number 2, september 2020, 178-187 the items for the english exposure questionnaire present the situations where english is spoken at home, with friends, at school, and on media. there is a total of 23 items that portray situations where an individual comes in contact with the english language. the questionnaire was used in a previous study conducted by magno et.al. the questionnaire used a likert-type scale where students selected among always, often, sometimes, rarely, and never. score in each item ranges from 5always, 4often, 3-sometimes, 2-rarely, 1-never. the higher the students’ score, the more exposed they were to the target language. the lower the score would mean, the lesser the student’s exposure to the english language. students’ scores on the english language exposure were categorized on the following level: high for scores between 85 to 115, moderate for scores between 54 to 84, and low for scores between 23 to 53. the lowest possible score is 23, and the highest possible score is 115. the researcher calculated the range of scores by subtracting the lowest score from the highest score. table 1 presents the distribution of scores based on language exposure levels. table 1. distribution of scores based on language exposure level english exposure score language exposure level 85-115 high 54-84 moderate 23-53 low the items on the english language exposure survey are grouped into four: home, friends, school, media, each with a detailed description of activities. table 2 shows the arrangement of each item number. table 2. arrangement of items category total items item arrangement home 4 1,2,3,4 friends 3 5,6,7 school 5 8,9,10,11,12 media 10 13,14,15,16,17,18,19,20,21,22,23 results and discussions students differ on the degree they are exposed to or in contact with the english language. items 1 to 4 were situations where english was used at home. seventy-two students said that sometimes their parents talked in english. seventy-five students said that english was rarely used at home. seventy-eight students said that they sometimes used english in conversing with family members. one hundred thirty students said that they sometimes engaged in activities at home where english was used. precious c. domingo nobel: journal of literature and language teaching 183 volume 11, number 2, september 2020, 178-187 items 5-7 were situations that show students’ exposure to the english language when they communicated with their friends. ninety-six students said that their friends used english to communicate. sixty-nine students said that they sometimes attend social gatherings where english was spoken, and eighty-five students said that sometimes they used english to communicate. items 8-12 are situations where students were engaged or in contact with the english language at school. ninety-two students said that their teachers often spoke english. eightythree students said that activities in school were often conducted in english. one hundred two students said that their classmates sometimes spoke english. seventy-eight students said that the school always encouraged students to speak english. seventy-nine students said that english was often used as the medium of instruction in the classroom. items 13-23 are situations where students are exposed to the english language through the different forms of media. one hundred one students said that they sometimes used english when they chatted online. ninetyfive students said that they used english when they sent text messages. eighty-nine students said that they sometimes received english text messages. ninety-four students said that they always browsed web pages that were written in english. eighty-eight students said that they always listened to english songs. sixty-nine students said that they always watched movies in english. sixty-five students said that sometimes they watched tv shows in english. sixty-five students said that they always read magazines written in english. sixty-seven students said that they always read the newspaper written in english. seventy-two students said that they always read books written in english. seventy-two students said that they often read english information around. the level of exposure to the english language under different circumstances varies, as shown in table 3. for the situations at home and with friends, the students have a moderate level of exposure to the english language. in contrast, they have high exposure to the english language at the situations at school and on media. students were exposed to the english language when they were at school, with a mean score of 3.77, as shown in table 3. the exposure to the english language through media follows with a mean score of 3.34. meanwhile, the exposure to the english language with friends comes with a mean score of 2.96 and at home with a mean score of 2.72. students are highly exposed to the english language, especially at school, mostly because english is used as a medium of instruction, and students are required to use english in conversation. in a study conducted by dixon (2015), he found that combined english exposure at home and in the classroom improved children’s english vocabulary skills. the result in their study showed that the learners’ exposure to english at home allowed students english language exposure nobel: journal of literature and language teaching 184 volume 11, number 2, september 2020, 178-187 to learn and express new english words, while exposure to english in school allows learners to practice using the new words. table 3. summary of the distribution of students’ response in each item mean sd interpretation school 3.77 0.41 high media 3.34 0.40 high friends 2.96 0.16 moderate home 2.72 0.29 moderate the items in the category “school” provide students high exposure to the english language. activities include when teachers and other students speak in english, activities in school are conducted in english, the medium of instruction used in the classroom is english, and when a school encourages students to speak in english. using different media also exposed students to the english language. activities included are chatting online in english, sending and receiving text messages in english, browsing webpages that are written in english, listening to songs in english, watching movies and tv shows in english, reading magazines, books, and newspapers in english, and reading any information around written in english. communicating with friends using the english language is another chance for students to use the english language. other activities include when friends speak in the english language, attending social gatherings where english is spoken, and talking with friends in english. results indicated that the activities that engage the students in using the english language at home are when parents speak in english language, converse with family members using the english language, and engage in activities at home where english is used. table 4. activities that exposed students to the english language item number mean interpretation 8 my teachers speak in english. 4.06 high 11 my school encourages students to speak in english. 3.94 high 12 the medium of instruction used in the classroom is english. 3.93 high 9 the activities in my school are conducted in english. 3.89 high 10 my classmates speak in english 3.05 moderate 17 i listen to songs in english 4.11 high 16 i browse webpages that are written in english. 4.08 high 18 i watch movies in english. 4.06 high 22 i read books written in english. 3.90 high 20 i read magazines written in english. 3.73 high 19 i watch tv shows in english. 3.65 moderate 21 i read newspapers written in english. 3.29 moderate 15 i received text messages in english. 3.22 moderate 13 i chat online in english 3.14 moderate 14 i send text messages in english 3.04 moderate precious c. domingo nobel: journal of literature and language teaching 185 volume 11, number 2, september 2020, 178-187 5 my friends speak in english 3.13 moderate 6 i attend social gatherings where english is spoken 2.92 moderate 7 i talk with my friends in english 2.83 moderate 4 i engage in activities where english is used. 3.16 moderate 3 i converse in english among my family. 2.61 moderate 2 english is spoken at home. 2.57 moderate 1 my parents talk in english. 2.55 moderate two students got the highest score, which is 99. this score shows that the english language is most of the time used in language situations they are involved in. thirty-three students got the lowest score, which is 32. this score implies that the use of the english language is minimal in various language situations. the mean score for the high exposure level is 92, the mean score for a moderate level is 73, and for low exposure, the level is 41. there is a massive difference in the mean score between the high exposure level and the low exposure level. table 5 shows a summary of the students’ level of language exposure. forty-seven students or 23.15% from the total population of 203 have a high level of exposure to the english language, 121 students, or 59.61% from the total population, have moderate exposure to the english language, and 35 students or 17.24% from the total population have low exposure to the english language. table 5. summary of students’ level of language exposure score number of students percentage mean score level 85-115 47 23.15% 92 high 54-84 121 59.61% 73 moderate 23-53 35 17.24% 41 low exposure to language is vital for second language learning and proficiency. high exposure to the language gives greater chances for the learners to speak and be proficient in the target language. according to dulay, burt and krashen (1982), the language environment includes everything the language learner hears and sees in the target language. it may include a wide variety of situationsexchanges in restaurants and stores, conversation with friends, watching television, reading street signs and newspapers, as well as classroom activities. the quality of the language environment is of paramount importance to success in learning a new language (ismail, 2013). if students are exposed to a list of words and their translation, together with a few simple readings in the new language, they will perhaps be able to reach a degree of reading skill in the language. however, listening and speaking skills will remain unused. if one is exposed only to classroom drills and dialogues, one may acquire substantial mastery of classroom communication skills but still remain at a loss in other areas of social discourse. without exposure, no learning can take place. english language exposure nobel: journal of literature and language teaching 186 volume 11, number 2, september 2020, 178-187 conclusion the present study reveals that the opportunities that engage learners in the english language vary. more than half of the total population of the respondents are moderately exposed to the english language. moreover, students are exposed most to the english language when they are at school or with the use of different media compared to when they are at ho me or communicating with friends. schools do promote the use of the english language since the medium of instruction is english, and teachers do encourage students to speak english. with the use of different media, activities such as chatting online, browsing the internet, watching the television, listening to music in english, reading magazines and books, and sending or receiving text messages in english provide students more time to be in contact with the english language. students who have a low level of exposure to the english language uses it minimally in different situations. in contrast, students who have a high level of exposure to the english language uses it more frequently in various situations. references dixon, d. (2015). early exposure to english at home and at school prepares spanishspeaking preschoolers for later academic success. http://munews.missouri.edu dulay, h. b. (1982). language two. new york: oxford university press. ellorimo, r. (2014). development of english in the philippines. gamez, p. b. (2015). classroom-based english exposure and english language learners' expressive language skills. early childhood research quarterly. 31(2), 135-146. doi: 10.1016/j.ecresq.2015.01.007 ismail, j. (2013). language exposure and second language learning 1. time taylor international. lambine, c. (2008). english just isn't a foreign language anymore. språk og språkundervisning, 2, 5-7. lee, m.l. (2011). 14 differences in the learning anxieties affecting college freshman students of efl. in global perspectives, local initiatives (pp. 169-182). retrieved from http://www.nus.edu.sg/celc/research/books/3rdsymposium/169to182-lee.pdf magno et al. 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(2006). multiple voices: an introduction to bilingualism. usa: wileyblackwell. peregoy, s. f., & boyle, o. f. (2005). reading, writing, and learning in esl: a resource book for k12 teachers. pearson/ally & bacon. phon, s. (2017). factors affecting the english language proficiency of students majoring in english at a rural university in cambodia. uc occasional paper series. 1(1), 69-92. retrieved from https://www.uc.edu.kh/userfiles/image/2017/10.%20ucops%20vol%201_iss%201_fin al%20draft.pdf#page=75 salazar, m. j. (2008). the decline of english proficiency. the manila bulletin. social weather station. 2012. retrieved from https://www.sws.org.ph/swsmain/artcldisppage/?artcsyscode=art20151211163553 zoubi, s. a. (2018). the impact of exposure to english language on language acquisition. journal of applied linguistics and language research. 5(4), 151-162. https://www.academia.edu/32601605/factors_affecting_the_english https://www.uc.edu.kh/userfiles/image/2017/10.%20ucops%20vol%201_iss%201_final%20draft.pdf#page=75 https://www.uc.edu.kh/userfiles/image/2017/10.%20ucops%20vol%201_iss%201_final%20draft.pdf#page=75 interactive reading using authentic materials in an efl context a. dzo’ul milal iain sunan ampel surabaya abstract this paper discusses the practical strategies of how to teach reading skills communicatively using authentic materials in an english as a foreign language context. reading is approached as an interactive process between the readers‟ mind and the text. it is not merely a receptive activity but it is a process whereby readers create imaginations and anticipate ideas which might come up from the linguistic forms of the text. throughout the reading process, readers construct ideas by synergizing the ideas of their minds and the signs conveyed by the text. hence, comprehension is more efficient. in order to comply with such a process, learners are facilitated maximally through the activation of their background knowledge and the provision of linguistic and conceptual hints which are conducted by teachers in a pre-reading phase. to develop the linguistic skill and affirm the comprehension, furthermore, the ideas that have been constructed throughout the whilst-reading step are, then, used as materials to conduct the post reading activities. key words: interactive reading approach, authentic materials, three-phase techniques in the context of english as a foreign language, learners in their real life activities, generally speaking, do not read english texts as frequently as they listen to english sounds. they often listen to english songs. when they watch tv movies, they also listen to english talks. however, they intensively read english texts, books, magazines, newspapers, journals, and other english text types usually only as a part of academic assignments; for instance, if they are instructed by their teachers to do so. despite the fact, nevertheless, as one of the language skills, reading ability plays a vital role especially for the future professional or academic career. there are several purposes that can be accomplished in teaching reading, such as improving reading skills, introducing new language, introducing genre, recycling target language, assessing learners‟ ability, and providing knowledge of the world. the main aim of teaching reading is, basically, to improve learners‟ reading skills, i.e. reading for gist (general ideas) and reading for specific information. these are represented by the tasks and activities done by the learners during the teaching and learning process of reading. in teaching reading, teachers can introduce new target language including lexical, grammatical, functional, and rhetorical aspects of the language. reading activities can also be used to introduce genre. that is done by using varied text types as reading materials. in the teaching and learning process of reading, learners recycle vocabulary, grammar, and knowledge of discourse markers. the lexical, grammatical, and discourse features that have been known are reinforced and practiced, hence becoming more understood and acquired. by monitoring learners‟ involvement in reading activities, teachers are also able to assess learners‟ current perceptive ability of the target language. in addition, by reading english texts, learners can improve their knowledge about the world and add experiences. this is especially true when the texts are authentic materials, taken from the real world, such as news, articles, scientific papers, and research reports, etc. reading is a receptive skill in the sense that readers perceive insights, messages, or meanings out of language forms. it does not necessarily mean, however, that perceiving is equal to passive action. it cannot be said to be passive at all because while reading, the minds of the readers are not passively stagnant and do nothing. in reading, the brain is actively processing the linguistic input in order to solve the puzzles of meaning making. reading is an interactive process between the text and the readers‟ mind (carrell, devine, and eskey 1988). before the reader is really involved in the activity of reading the text, his/her background knowledge has been activated, thus s/he has been psychologically prepared with the anticipation of meanings. in the process of reading the text, the mind is going back and forth, creating meanings, checking whether the meanings go in line with the contents of the text, revising and creating new meanings, then rechecking them to the text, and so forth. reading materials there are two kinds of materials that can be used for teaching reading: authentic materials and pedagogic materials (tomlinson 1998). authentic materials are those which are taken from real life communication and not designed for language teaching and learning purposes, for example: newspapers, magazines, shopping flyers, advertisements, brochures, product wrappings, menus, train schedules, e-mails, announcements, manuals, invitation cards, poems, short stories, novels, journals, reference books, etc. pedagogic materials are those which are designed for language teaching and learning purposes. their main characteristics are topical and/or linguistic simplification, modification, and adjustments according to the level and experience of the target learners, such as: text books, students‟ work sheets, supplementary readers, abridged novels, graded materials, and teacher-made texts, etc. among the advantages of authentic materials are their naturalness and relevance with the learners‟ real life experiences, thus making them more interesting. the disadvantage is that they are usually too challenging, causing some difficulty to deal with, especially for learners of low level language ability. the pedagogic materials, on the other hand, although they are usually too rigidly modified, thus making them boring and non-lively, they are usually manageable and can easily be followed by the learners. what the teachers should do is the use of variety of materials, both authentic and pedagogic, so that learners with their divergent learning styles and preferences are maximally accommodated by the benefits of diversity of materials. another solution is that the teachers can create their own materials taking authentic forms but containing modified language and adjusted according to the level of the learners‟ ability. reading strategies there are four strategies in reading: skimming, scanning, extensive, and intensive (spratt, pulverness, and williams 2005). skimming is a reading strategy to find out the main idea, scanning is to find out a single fact, extensive reading is reading to gain knowledge or for pleasure, intensive reading is scrutinizing every word carefully. different text types may require different reading strategies. the way to read an advertisement, for example, is different from the way to read a manual. while we just need to scan specific information in reading an advertisement, in reading a manual we should read intensively all procedural sentences in details so as not to mis-operate the equipment. while we just need to skim the headlines of morning newspaper, we need to read a novel extensively. by using a variety of text-type materials, it is possible for teachers to give learners alternatives to practice different sub-skills. in sum, the duty of teachers is to enlighten students on features of these genres and to help them develop strategies for extracting necessary meaning from each. most of real life reading is extensive. extensive reading is defined as reading a large amount of materials of which purpose is to gain knowledge or pleasure, such as reading reference books, novels, journals, research reports, etc. the main focus is on perceiving ideas irrespective of understanding all linguistic signs of the text (renandya and jacobs 2007). here lies the main difference between extensive and intensive readings. extensive reading is aimed at attaining knowledge or pleasure putting aside all linguistic analyses, whereas intensive reading is intended to scrutinize the text thoroughly in detail. in reading intensively, all written symbols within the text must be understood, including that of words, referential expressions, punctuations, capitalizations, font features, and soon. all are viewed within textual framework. the reader, for instance, must understand what a pronoun “she” (in a paragraph) refers to, why the word “queer” is italicized, what is contrasted between paragraph one and two which starts with “however,” and why the author closes the text by saying, “unless you are asleep,” and so forth. intensive reading is likely given by teachers to students in a reading comprehension class in order to improve students‟ reading comprehension ability. procedures of reading lessons there are various activities that can be done in a reading lesson. the basic principle is that the procedures should be logical in the sense that there are three phases: pre-, whilstand post-reading activities (harmer 2001). pre-activities are activities conducted to prepare students before they are engaged in the reading activity. they are to energize them, to focus their attention to the topic, to activate their schemata, to introduce the topic, to generate students‟ interest in the topic, etc. the main purpose of this activity is to provide sufficient help to the students so that they are ready and able to do the following steps. this step may be manifested in terms of students‟ predicting the content of the text, teacher‟s showing pictures, asking students‟ experiences related to the topic, talking about the title of the text, introducing and discussing difficult vocabulary that might be found in the text, etc. the activities which are usually conducted in the pre-reading stage, among others, are: 1. playing “hangman” 2. completing spidergram 3. anagram 4. board race 5. corner race 6. change places 7. guessing game: describing 8. guessing game: yes/no questions 9. chained words 10. matching 11. showing pictures 12. predicting 13. introducing difficult words 14. listing vocabulary from jumbled letters 15. telling a story, etc. doing pre-reading activities is basically intended to promote psychological preparedness of the learners and to facilitate them in doing the reading tasks. some of them are fun activities and make learners move about. that is to energize them and to stimulate their enthusiasm in the learning process. still, the activities should be kept relevant with the topics of the texts to read although they may be manifested in terms of listening, speaking, or writing tasks. whilst-activities, furthermore, contain the main activity of reading. in this phase, students are really engaged in the reading process and do some tasks related to their comprehension of the text, such as understanding main ideas, finding specific information, and knowing the detailed messages contained in the texts. the main purpose of this stage is to improve students‟ reading sub-skills. this phase can be in the forms of students‟ answering comprehension questions, referential questions, evaluative questions, finding implied and explicit ideas, factual information, identifying the meanings of words in contexts, etc. the tasks and/or activities which are normally done in the whilst-reading phase, among others, are: 1. multiple choice (mc) 2. true or false (t/f) 3. completing 4. answering 5. making a diagram based on text 6. predicting what the writer is to say next 7. jigsaw reading 8. making a sketch 9. filling out a form 10. ordering information 11. ticking boxes or words in a list 12. completing missing information in a table 13. finding out which picture is being described 14. matching (sentences, words, and/or pictures), etc. teaching reading is a matter of improving learners‟ communicative skills rather than just transferring knowledge about the contents of the texts. therefore, the activities in this focal phase should be focused on meaning making processes and made in such a way so that learners authentically use the target language as if they deal with real life activities. to make the reading task authentic and communicative, for instance, learners must have purposes to read, which have been set by teachers. post-reading activities, moreover, are follow-up activities done after students are involved in the reading activity. this can be in the forms of discussing the topic of the text, summarizing, retelling, discussing the grammatical points, enriching vocabulary relevant with the topic, relating the topic with the students‟ life experiences, and their expressing opinions and comments about the topic. this stage is basically intended not only to reinforce and develop the linguistic knowledge, but also improve and practice other skills and components, such as speaking, writing, listening, pronunciation, grammar, and vocabulary. the activities which are normally done in post-reading step, among others, are: 1. summarizing 2. discussing 3. retelling 4. mingling and interviewing 5. discussing grammar 6. enriching mastery of vocabulary 7. working on pronunciation, etc. viewing the above three-phase techniques, we can summarize that prereading activities are basically intended to provide learners with sufficient help in order to facilitate them doing the reading tasks. whilst-reading activities are the main tasks done by learners to improve their reading skills. post-reading are follow-up activities to reinforce and develop learners‟ formal/explicit language knowledge. those three phases are designed in such as to represent authentic real life language use behavior. in real life, reading must have a purpose; it aims at gaining knowledge or getting pleasure; and after reading, we usually exert our knowledge in interaction with our surroundings. the following is an example of procedures of a reading lesson (adapted from curriculum and materials developer team 2007) which is logically ordered following the three-phase techniqes. a) using a picture to generate interest in the topic. b) using the title of the text to encourage learners to predict the content of the text. c) teaching essential vocabulary that learners may be unfamiliar with. d) asking learners to read the text quickly in order to answer gist questions. e) checking detailed understanding by asking multiple choice questions. f) focusing on vocabulary in the text by asking learners to find words that mean… g) focusing on grammar/structure in the text. h) asking learners to talk about their personal response to the text and its topic. the above procedures clearly show that steps a), b), and c) belong to pre-reading activities of which purpose is mainly to provide help to facilitate learners in doing the reading tasks and to minimize their apprehension. showing a picture in the first step, for example, is beneficial not only to generate learners‟ interest but also to activate their schemata about the topic. thus, it also functions to focus attention so that learners recall all of their previous knowledge of the world which is relevant with the topic. that, consequently, promotes psychological readiness towards the task. having known the title, when asked to make prediction about the contents of the text, learners are stimulated to articulate their knowledge about the topic. at this point, it is not important whether or not their predictions are true. the point is that making prediction naturally happens in real life and facilitates learners to anticipate the comprehension of the text. in the third step, when the teacher presents essential vocabulary, what might impede comprehension is lifted; hence, learners get easier to understand the text. steps d) and e) are the core activities of whilst-reading focusing on comprehending general ideas and specific information. this order, i.e. perceiving general ideas preceding that of specific information, is logical in the sense that it is easier to do that way than the other way around. the analogy is that knowing the head can be facilitative to understand the tail. that is the reason why one of the characteristics of effective reading is understanding general ideas is prior to scrutinizing the details. steps f) g), and h) are post-reading tasks to improve language knowledge. step f) is to develop learners‟ mastery of vocabulary, whereas step g) is to reinforce and add their knowledge of grammar. this is consistent with the aims of teaching and learning reading in an efl context, viz. introducing new language and recycling the target language in addition to improving the reading competence. in the last step, requiring the learners to express their personal response to the topic is intended to give learners chance to practice another language skill, i.e. speaking. these all represent an integrative activity involving reading and speaking like an authentic communicative language use in real life. using authentic materials in most english language classrooms learners follow some kind of text books. this may be supplemented by handouts or other learning materials specially designed for language learning. there are good reasons for using such non-authentic (pedagogic) materials as they often focus on discrete learning points and have a controlled gradual progression, etc. however, authentic materials may have some advantages over nonauthentic ones. for instance, they may be more up to date, more interesting, more alive and factual. here are some criteria to take into account for evaluating authentic materials in order to use them in our language classrooms.  are the materials up to date?  are the materials likely to motivate learners? (are they inherently interesting?)  do the materials have credibility? (will the learners feel they come from a believable source?)  are the materials culturally appropriate, or do they provide an interesting view of another culture?  can learners relate to the materials on a personal level?  can the materials be used with classes of various levels of ability?  are the materials quick, easy, and cheap to prepare?  do the materials provide a good model of usable english?  are the materials flexible? (can they be used in different ways?)  are the materials relevant with the prescribed syllabus? if the answers to those questions are mostly confirmative, then, they are likely to be used in our classes. otherwise, it is advised that the teachers consider finding more appropriate ones. the following part presents some alternative tasks and activities that can be conducted in language classrooms using authentic materials, such as newspapers, magazines, sales fliers, and songs (adapted from curriculum and material developer team 2007). newspapers  students can use the advice column to work on modals. they write answers to the questions asked in the advice column or discuss points related to values, customs, etc.  students use the first paragraphs of a story to complete who, what, where, when (sometimes why) grids. then, they give a headline and write their own stories.  students use graphs and charts to write expository texts, discuss the trends as reflected in the graphs and charts, or ask questions and give answers about them.  students read a book or movie review aloud and do global reading to determine if the reviewer likes it or not.  students choose a job or an advertisement from the newspaper, they then interview each other, or write an application letter in response to the advertisement. magazines  pictures can be used for description, comparison, or for writing mysteries or movie plots.  students use recipes to learn about procedures or sequences. students can then write their own. they can also just use the pictures of well known food and write the recipe.  students analyze advertisements for audience, slogan, products being sold, logo, and sales techniques. then, they create their own advertisements and explain them to the class. sales fliers (from supermarkets)  this material is good for scan reading, for instance finding prices, products, sizes, dimensions, and available colors, etc.  students are given a list with specific qualities of certain items to buy and then have them calculate how much money they have spent. other students ask – wh questions to find out about what they bought and how much it cost.  students are given a specific sum of (imaginary) money and they „go shopping‟. they tell the class the things they would like to buy and why. they may also do a role play as buyers and sellers. songs  teacher prepares cut-ups of lyrics and gets students to put them in order as they are listening to the song.  students do a gap-fill exercise from the lyrics.  teacher plays the song and asks learners to say whether the singer is happy, sad, jealous, angry, etc.  teacher plays the song and asks learners to work in groups to act out a promotional video for it, lip-synching if they want.  students write a review of the song. the above alternative tasks and activities are quite possible to conduct in language classrooms implying that although the materials are authentic taken from real world and not designed for language teaching and learning purposes, yet, with the creativity and imagination of the teachers, they may become usable and interesting. the materials which are relevant and interesting or cognitively and emotionally engaging are more likely to be better and more effective. in that way, implementing communicative language teaching using authentic materials seems to go in line with the principles of “breaking the classroom walls to the open world” and “bringing the world to the classrooms”. references carrell, patricia l., joanne devine, and david e. eskey, eds. 1988. interactive approaches to second language reading. cambridge: cambridge university press curriculum and material developer team. 2007. celtt materials. module 3, bali: lapis-eltis harmer, jeremy. 2001. the practice of english language teaching. london: longman renandya, willy a. and george m. jacobs. 2002. extensive reading: why aren‟t we all doing it? in methodology in language teaching: an anthology of current practice. jack. c. richards and willy a. renandya, eds. 295-302. cambridge: cambridge university press spratt, mary, alan pulverness, melanie williams. 2005. the teaching knowledge test (tkt) course. cambridge: cambridge university press tomlinson, brian. 1998. materials development in language teaching. cambridge: cambridge university press. * a. dzo’ul milal is a teacher of english at the state institute for islamic studies (iain) sunan ampel surabaya, indonesia. volume 11, number 1, april 2020, 16-26 available at http://jurnalfahum.uinsby.ac.id/index.php/nobel/article/view/259 doi: 10.15642/nobel.2020.11.1.16-26 the advancement of women’s portrayal, position, and chance in asian literature didimus estanto turuk  sanata dharma university, santren, caturtunggal, depok, sleman, yogyakarta, indonesia 55281 article info abstract defining asian literature is always problematic, whether the terminology covers the literary work written by asians, about asian or by asians about asian(s). regarding the issue, the women’s position in defining asian literature is even more problematic since women are considered secondary to men and cultural dominance themes. this paper aims at giving a contribution to what to add in defining asian literature through the advancement of women’s portrayal, position, and chance in three different female writers. the objects of the review are ami tan’s the joy luck club (1989), ayu utami’s saman published in 1998 and translated by pamela allen in 2005, balzac’s my journey from paris to java (2010). this study found that there is an advancement in the women’s portrayal, position, and chance in asia which are reflected in the three literary works. this advancement confirms the significance of women in representing asia in the literary works as well as becoming its distinctiveness. article history: received march 2020 accepted april 2020 published april 2020 keywords: woman, asian woman, ami tan, ayu utami, balzac © 2020 uin sunan ampel surabaya correspondence: p-issn 2087-0698 email: tantosanpio@gmail.com e-issn 2549-2470 http://jurnalfahum.uinsby.ac.id/index.php/nobel/article/view/ mailto:tantosanpio@gmail.com didimus estanto turuk nobel: journal of literature and language teaching 17 volume 11, number 1, april 2020, 16-26 introduction defining asian literature (ale) is always problematic. there are lots of categories that can be put under the term. the problem with asian literature that this paper aims to uncover is about the definition of ale, especially regarding the barrier that the term can occupy. people may think that ale is the literary work talking about asia, or written by asians or even more specific, is defined as literary works where asians are telling about asia(n). since there is no clear definition of the terminology, all these assumptions about ale can be applied to the richness and vast understanding of asia as one big cultural unity and as the vastest continent. this paper aims at giving a contribution to defining asian literature, particularly regarding women’s position in this theme. this article argues that women’s position in asian literature becomes its differentiating factor from western literature. this paper takes three works as materials to be discussed to represent the picture of asia in three various background of the writer and type of writing. the chosen literary works are ami tan’s the joy luck club (1989), ayu utami’s saman published in 1998 and translated by pamela allen in 2005, balzac’s my journey from paris to java (2010). first, balzac’s my journey from paris to java (2010) is chosen due to its focus on how women in java (asia) are portrayed through the orientalist european man’s perspective. although the novel is written based on balzac’s imagination about asian women since he never went out of paris (balzac, 2010), the novel gives a picture of how european men imagined asian women in the late 19th century. second, ami tan’s the joy luck club (1989) represents the asian immigrant who is trapped in the western culture while struggling to preserve her eastern culture while convincing the eastern culture to her daughter. her position as a hybrid character, asian immigrant who depicts asian women, is highlighted in the selection of her work in the mid-20th century. lastly, ayu utami’s saman provides a portrayal of asian women through an urban asian woman's point of view. the novel is an asian talking about asia, the people, and its culture in the late 20th century. besides the background of the writer, the time captured in the literary works is a significant point to consider as well. balzac’s my journey from paris to java is an 18th-century portrayal of asian women; ami tan gives the mid-20th century asia woman’s depiction, and ayu utami provides a late 20th-century asian woman in her novel. this paper wants to add the significance of women and their portrayal in the selected literary works. the discussion about women is always placed secondary to men or cultures, although, in eastern culture/ asian culture, women do have an integral part of society. this the advancement of women’s portrayal nobel: journal of literature and language teaching 18 volume 11, number 1, april 2020, 16-26 paper aims at investigating the gradation of women in asia in how they are portrayed, their position in society, and the chance they have depicted in three different works of literature written by authors that have a different time and socio-cultural background. review of literature honoré de balzac, ami tan, and ayu utami are the author that i choose as the representative authors to dig up the woman’s representation in the literary works. balzac is chosen because of its vivid and ancient representation (or imagination) about a javanese girl in my journey from paris to java. the work was originally written in 1829 and ceased to be published in 1970 (translated into english in 2010). how balzac posits javanese woman in the novel is a typical orientalist gaze toward the eastern/asian woman. in ami tan’s the joy luck club (1989), the depiction of women, especially the mother-daughter relationship, is foregrounded about the struggle of chinese born mother and american born daughter striving for their life both in china and america. tan’s position in this novel is the american born daughter, who originally writes her book in english. what is investigated here is the way she perceives and portrays asian culture within a hybrid cultural background. the third author is chosen because of her concern in presenting modern women's perspective toward the oppressive patriarchal culture and her social-realism portrayal against the oppressive soeharto’s regime. what makes it more different from other woman writers is her depiction, which some critics consider too vulgar and open for eastern culture. in this discussion, i want to examine the commonality or difference in the portrayal of women, their position in society, and the chance to promote the significance of women in defining asian literature in three selected novels. it is interesting because those three novels are set in a different time, place, and authorial background. this investigation wants to highlight the significance of woman position as one topic in defining asian literature. the position of women in asian literature is different because it contributes to how the west perceived/ perceives asia. it contributes to giving a different notion of struggles within the family, and it illustrates how women move forward from an oppressive patriarchal culture, to start a movement. discussions of main themes portrayal of woman balzac starts the story with his amazement for java as a wonderful island through two depictions, land and woman. although the depiction of java’s land is also significant in this didimus estanto turuk nobel: journal of literature and language teaching 19 volume 11, number 1, april 2020, 16-26 novel, the discussion will only focus on her portrayal of a woman. woman in balzac’s depiction is captured more on their physical attractiveness. his portrayal is more on the physical appearance and woman’s desire for european man and the comparison with the dangerous/ sublime animal which serve their orientalist perspective of other in comparison to european (men) self. they are seen as more interesting than women in paris. nevertheless, the main reason behind this assumption is the imagination of javanese women as having a more challenging characteristic than women in paris. besides, the measure used for depicting the physical beauty of javanese women is also by european standard, that is the whiteness. “in paris, you live as you wish: playing, loving, drinking as you please—and boredom with it all sets in very past. but in java, death is in the air. it hovers around you in the smile of a woman, in a glance, in a fascinating gesture, in the undulations of a dress” (balzac, 2010). the quote compares javanese women to paris women. in paris, everyday life is filled with freedom. people are free to do anything. java, then, is seen as a different place where the more beautiful and, at the same time, more dangerous women are living. nevertheless, the “beauty” of javanese women is measured by using the “whiteness” of european women. “women there are as white and smooth as the finest vellum; no shade of color touches their complexion; their lips are pale; their ears and their nostrils—all are white; only their fine black eyebrows and their brown eyes contrast with this bizarre pallor. their hair is wonderfully luxuriant and just by shaking it, they can seem hidden under a pavilion impenetrable to the most ardent gaze—and this veil falls to the ground on all sides. this precious ornament, of which they are unbelievably proud, is the object of the most meticulous care.” (balzac, 2010) besides, the portrayal of dress and jewelry used by javanese women is based on the aristocratic measures. it is referred to as the rich javanese women, while javanese women of the lower or middle classes are depicted as “quite ugly” and merely serving these rich women. these rich women are compared to a beautiful animal (gazelle) or “sublime animal.” “although parisiennes think and are witty, an oriental woman is a sublime animal” (balzac, 2010). balzac’s has never been to java before. the story is inspired by the travel done by his friend, an honorary commissioner of ordnance, monsieur grand-besançon, in 1831, which is a botanist that just come back from his 1829-1830 travel to java (langguth, 2012). andrew watts (2008) commented balzac himself is more interested in the other’s world like africa or asia rather than the well-established paris at that time. he adds that paris is boring and not challenging to be explored, but he had never get the chance to leave the city, which becomes the reason why he imagined a lot. based on this fact (written in the afterword of the novel), it the advancement of women’s portrayal nobel: journal of literature and language teaching 20 volume 11, number 1, april 2020, 16-26 is seen that balzac’s depiction of javanese women cannot be seen as a historical fact. still, it is his imagination built upon his orientalist perspective of desired asian women. balzac’s depiction of the woman in java or asia then is limited in his orientalist point of view, which seen asian women as a sublime animal that is physically beautiful, dangerous, full of desire, and exotic. in contrast to what balzac pictured in his novel, ami tan focused more on the family ties and struggles experienced by immigrant mothers with their american born daughters. the story works around the warmness of their club, how they support each other, and how they share their stories before they migrate to america, especially when they deal with their oppressive patriarchal chinese culture. besides, the story also tells about how their american born daughters face a different situation and cultural input from the american community and the frictions they have with their chinese parents about the american culture they adopt. in one of the stories, lindo jong narrates her experience of being in the position of chinese women within the family, which should follow what has been decided to her. she experienced an unhappy arranged marriage with a man from a wealthy family. as williany and turuk (2019) discussed in their paper, lindo’s first entrance to “huang’s huge house, [made] lindo realized huang was of a much better position than her family. lindo wasn’t welcomed well. instead, huang ushered her to go to the kitchen, a place for cooks and servants. lindo knew her standing…. lindo was forced to learn to be an obedient wife.” however, the depiction does not stop there. the story is actually about the struggle of young lindo to manage her way out of the oppressive family. here is the moment of young lindo puts herself together and becomes the turning point of the story, “after a while, i didn’t think it was a terrible life, no, not really. what was happier than seeing everybody gobble down the shiny mushrooms and bamboo shoots i had helped to prepare that day? how much happier could i be after seeing tyan-yu eat a whole bowl of noodles without once complaining about its taste or looks? can you see how the huangs almost washed their thinking into my skin? i came to think of tyan-yu as a god, someone whose opinions were worth much more than my own life. i came to think of huang taitai as my real mother, someone i wanted to please, someone i should follow without question.” (tan, 1989)) the point of this story is that finally, young lindo successfully managed her way out from the family and migrated to america. besides the story about the life of the mothers before they migrated to america, the life of their american born daughters was also being highlighted. as huiqin guo (2018) clustered in her paper that the second biggest concern in this specific tan’s novel is how the daughters negotiate their american culture absorbed from their society to their chinese didimus estanto turuk nobel: journal of literature and language teaching 21 volume 11, number 1, april 2020, 16-26 family. one of guo’s elaborations of the daughters’ marriage is about waverly, lindo’s daughter. she has a daughter, shoshana, from her first marriage with marvin, who shows no duty and care to the family with laziness at his young age, and then she is engaged to her boyfriend, rich schields. rich loves waverly and shoshana freely and deeply enough. still, he does not make sense of the chinese traditional culture, so there is some awkward time in her family dinner, such as it needs some soy sauce to advise the delicious food made by waverly’s mother but do not understand what modesty means in chinese communication (tan, 1989). guo concluded from the story that “just because of rich’s impolite behaviors, waverly already knew what lindo would do, how she would attack rich, how she would criticize him. waverly has never known love is so pure before meeting rich, and she was afraid that it would become sullied by her mother” (guo, 2018). to continue guo’s interpretation of the story in the original text, waverly also says that “i wondered if perhaps my mother had poisoned my marriage” (tan, 1989). from the quotation and guo’s interpretation of the passage, it is depicted that there is a strong bond of family there. how they care one to another in their way, how a mother-daughter bond is built, and there is cultural preservation there at the same time (hays, 2017). one important point is that all these stories are shared in the joy luck club while playing mahjong. moving forward to the more recent era, translating ayu utami’s masterpiece saman is one of the challenging duties for pamela allen. saman was written in 1998 and translated into english in 2005. the work is controversial because of, according to some critics, the theme it explores and the way utami exposes some narration vulgarly (libriani, candraningrum, & setyabudi, 2015). the portrayals of women in saman are different from the previous novels discussed above. the women are pictured as a strong figure, a decision-maker, rebellious, open-minded, unconventional, and active. while in the two previous novels, women are objectified and portrayed as the victim of the oppressive culture, saman foregrounds the women’s agency in taking the initiative in deciding for themselves and in criticizing the oppressive culture/regime. libriani et al. (2015) also commented that saman gives women a voice to speak up for themselves against the oppressive patriarchal culture. the work exposes the direct challenge to the constructed culture, which sees (woman’s) virginity as something sacred and sex as something taboo to be publicly discussed. due to this concern, the portrayal of the women represented by four women as the main character of the novel is focused on their sexual life and how they challenge the oppressive culture with their own ideas and way of life. the advancement of women’s portrayal nobel: journal of literature and language teaching 22 volume 11, number 1, april 2020, 16-26 the main characters of the story are saman, laila, shakuntala, cok, and yasmin. as it is elaborated above that the story depicts open-minded women who are boldly exposing their sexual life in the notion of criticizing it. one significant point in the story is when shakuntala tells how she losses her virginity, how she gives it to the ogre, and how she values virginity. “my name is shakuntala. my father and my sister call me a whore because i’ve slept with a number of men and a number of women (even though i’ve never asked them to pay). my sister and my father don’t respect me. i don’t respect them.” (saman, 1998:118) “when i was nine i was not a virgin. people didn’t consider a girl who didn’t yet have breasts to be a virgin. but there was something i was keeping secret from my parents” (saman, 1998:123) “when my parents discovered that i was going out with an ogre from the forest, they gave me their second piece of advice. virginity is a woman’s gift to her husband. and virginity is like a nose: once you lose it, it can’t be replaced. so you must never give it away before you get married, because then you will be damaged goods. but the day before i was sent to this foreign place i made a decision. i would give my virginity to my lover the ogre.” (saman, 1998: 124) from the three quotations above, it is already clear how utami portrays women in the narrative. the vulgar depiction is not only applied to shakuntala but all four women characters. another proof is when utami depicts laila, the most innocent one in the group, which has a desire for the married man. when laila is in the park waiting for the man, she says “i’m going to be embraced, i’m going to be kissed, we’ll walk, we’ll drink tea in the russian tea room a few blocks away to the southwest. a bit expensive, but what the hell. it will be just this once (saman, 1998). through laila’s case, the novel wants to show the reality that happens in daily life, but people tend to look away from it. this is a form of criticism for both virginity concepts, which is strictly put over women and social reality that people tend to look away. mulyani (2017), in her thesis, also highlighted that virginity in saman is not something taboo. saman, she said, presents the other side of the concept, which tends to curb and intimidate women into being something common and not special (mulyani). this argument confirms the goals of saman, which are to criticize and challenge the oppressive patriarchal status quo. in this first part of the analysis, it can be seen that the portrayal of women is changed over time. it is also different in the eyes of the non-asian author, asian immigrant, and the local asian author. the depictions of women in these three novels show the advancement of how women are portrayed in literary work, i argue. the focus of the depiction is gradually changed. in balzac’s novel, the portrayal is limited to physical beauty. in tan’s novel, their didimus estanto turuk nobel: journal of literature and language teaching 23 volume 11, number 1, april 2020, 16-26 struggle in the family is put forward in the narrative. lastly, in utami’s saman, the focus of the depiction is her attempt to criticize the culture and start a movement. position and chance of woman in society this part examines the role of women in society in the selected novels. the women’s role will affect their position, how they are perceived, and later how they perform within the society. after examining how their portrayal has advanced in the previous subchapter, women’s position in society is affected by the portrayal. the argument is that, just like the previous subchapter, the position of women in society has advanced. my journey from paris to java reveals how women are objectified and exoticized by balzac. his focus on women’s body and desire represents his interest in javanese women. in his novel, the position of javanese women is seen as an object of amazement, the sexual object for european men, and a representation of the exotic nature of java. javanese women are depicted as physically beautiful and dangerous, which makes them more interesting than the women in paris, as elaborated previously. however, that depiction was made to serve european men’s desire to own and make them their concubine. javanese women are assumed to regard european men as higher than men from other races. they are depicted as unfaithful women who are easy to forget their late (local) husband. nevertheless, even if they are rich women, they need european men. it means that european men in the eyes of javanese women are more appreciated than local javanese men. some of the sentences in the story can indicate this statement, such as “accept as a principle that javanese women are mad about european men”; “most of the women are rich and, many of them, widows. soon after arriving, a european can make a marriage as rich as any he dreamt of during his long, cold nights back home.”; “javanese women consume many european men.”; and “javanese women never weep over the man they bury—having worshipped him more than god; they just forget all about him.” (balzac, 2010) besides, javanese women are also assumed to regard european men as their treasure, as something very precious. they are inclined to be very jealous if their european men are taken by other women. this characteristic makes javanese women more interesting or more challenging than european women to the point they are comparable to a vampire. in the narration, it is said that “[there is] the fearful warning written on the foreheads of these ladies who have almost been married five or six times and have been widowed five or six times. what is there more tempting for an artist than a struggle with these pale, frail, delicate vampires?” (balzac, 2010). the advancement of women’s portrayal nobel: journal of literature and language teaching 24 volume 11, number 1, april 2020, 16-26 in the story, there is no indication that the woman can fight back. however, javanese woman is also depicted as a dangerous woman who is experienced in poisoning their european husband. the situation is portrayed under the circumstances that the javanese woman is jealous. “… the fair sex in java was inclined to be very jealous. he attributes the sudden deaths of many european men to the revenge of javanese women, who, he says, are highly accomplished in the preparation of certain poisoned beverages…. there, were love is so deadly, so rare, every woman must guard her treasure like a miser.” (balzac, 2010) in the quotation above, it is seen that there is no woman agency. women’s voice is portrayed through balzac narration. this condition does not allow women to have a chance to fight back or at least protest against the oppressive white european men. women are passive and earn no chance in society. in contrast, tan’s depiction of the position of women indicates an active struggle of women in asian society. in lindo’s story explained above, it is depicted that she attempts to fight back or at least escape from the oppressive family. in another story in the novel also, the american born daughter of the rose hsu jordan fights her husband, ted, who wants to divorce her. she struggles for the position of the house by hiring a good lawyer in the court and finally wins the case just for maintaining her life (guo, 2018). in another daughter’s case, lena st. clair, she struggles to manage an equal salary for her and her husband since there are running the same company. she demands the same salary in their company as well as the equal distribution of the household needs (guo, 2018). most of the stories in tan’s the joy luck club represent the struggle of the mother and daughter in that club. in tan’s depiction, women are still portrayed as secondary to men. their position is complementary, cannot decide for themselves, and less capable of running the life on their own. however, in the novel, tan succeeded in promoting the struggle of women as a form of resistance that is simple but very crucial, i argue. in this novel, women have the chance to fight back, and they take it, by daring to get out of the unhappy marriage life, challenging the oppressive husband, pursuing their salary and equal household needs. the fact that their position in the society as immigrant mothers and part of the club does not weaken their struggle. those situations work altogether to strengthen their struggle, to strengthen their mother-daughter relationship, and to preserve their club as their support system. the third one is about the women’s position and role in saman. aziz (2017), in his discussion about pamela allen's translation of saman, commented that the domestication of cultural-specific terminology is dominant rather than foreignization. he adds that the didimus estanto turuk nobel: journal of literature and language teaching 25 volume 11, number 1, april 2020, 16-26 intention is to make the target reader easier to understand the plot of the story rather than transfer the cultural detail that is also embedded in the story. utami’s saman gives a prominent portion of women's position and role in society by criticizing the constructed patriarchal culture at the same time. the presentation of the jobs and their sexual life indicate utami’s presumption that women and men are essentially equal in role and chance in society. it is also confirmed by libriani et al. in their paper, “yasmin is saman’s friend. yasmin is also a smart woman. she works as a lawyer in her father’s firm, joshua moningka, and partners. yasmin is attracted to saman, and she decides to have virtual sex with saman, although saman does not know how to make her satisfied. shakuntala is yasmin’s friend. she has a great talent. she likes dancing very much, so she is given a scholarship by the asian cultural center to explore dance in new york for a couple of years. cok is also yasmin’s friend. she is a businesswoman. she is interested in hotel management and continues her mother’s business. cok helps to smuggle saman out from medan. laila is yasmin’s friend too. laila works as a photographer. she falls in love with sihar, an already-married oil rig worker.” (2015) as it is elaborated in the introduction, utami’s attempt to criticize the oppressive patriarchal culture and to promote equal rights and role for women have been the primary concerns of this novel. women are not merely the object of the men’s desire like in balzac’s or marginalized in the society like in tan’s. utami gives women the agency to make an initial movement to challenge the oppressive culture, not only run away from it. saman promotes the challenge from the root of the oppressive culture, which is the mindset of the people. it tries to reconstruct people’s minds by deconstructing the constructed/ common cultural values. conclusion this paper wants to show the significance of women in asian literature, especially in defining it. women who are commonly portrayed secondary to men or culture are considered complementary to civilization. this notion in society, especially in the literary world, should be revised. women do give a crucial role in asia. starts with the presentation of their exoticism in the early 19th century by balzac, it is seen that how asian was first seen because of the women. despite natural resources were also primary in that period, comparing to men and culture, women were one of the elements of european admiration for asian peoples. this admiration can be traced through balzac’s my journey from paris to java. moving forward to the late 20th century, ami tan’s the joy luck club presents asian women in more than their physical appearance but in their struggle against the oppressive patriarchal culture. the portrayal of asian women has advanced and even more advanced in utami’s saman, which gives a chance for women to criticize and challenge the oppressive culture. the advancement of women’s portrayal nobel: journal of literature and language teaching 26 volume 11, number 1, april 2020, 16-26 the portrayal, position, and chance of women in asia advanced hand in hand. it indicates that the literary world should consider asian women writers as one of the particular significant elements in literary studies because women contribute significantly to the development of asia. the advancement of the portrayal, position, and chance represents how asia grows as one big community as well. it captured the development of asian civilization with its richness and uniqueness from a different perspective and with all its distinctiveness of each culture, which i argue is significant and not complementary to men and culture. references aziz, d.n.r. (2017). foreignization and domestication of the culture-specific terms in ayu utami’s saman and their translated expressions in pamela allen’s saman. sastra inggris – quill, 6(4), 376-383. http://journal.student.uny.ac.id/ojs/ojs/index.php/quill/article/view/8004. balzac, h. (2010). my journey from paris to java.( b.winkleman, trans.) telok ayer street: edm. hays, s. (2017). playing games as cultural expression: mah jong, chess, and bourré in the works of amy tan and tim gautreaux. scientia et humanitas, 7, 53-66. https://libjournals.mtsu.edu/index.php/scientia/article/view/711. guo, h. (2018). differences of marital view between china and america in the joy luck club under cultural dimensions theory. 3rd international conference on contemporary education, social sciences and humanities (iccessh 2018). https://www.atlantis-press.com/proceedings/iccessh-18/25898101. langguth, s. (2012). thinking in islands: the portuguese perception of the indonesian archipelago and particularly of sunda in early texts and charts. wacana: jurnal ilmu pengatahuan dan budaya, 14(2), 241-264. http://wacana.ui.ac.id/index.php/wjhi/article/view/63/57. libriani, i., candraningrum, d., & setyabudi, t. (2015). freedom of thought in saman novel by ayu utami (1998): a genetic structuralist approach. kajian linguistik dan sastra, 27(2), 89-95. doi: https://doi.org/10.23917/kls.v27i2.4477. mulyani, s. (2017). virginity reflected in ayu utami’s saman novel (1998): a feminist approach [undergraduate thesis, universitas muhammadiyah surakarta]. electronic theses and dissertations. http://eprints.ums.ac.id/50888/. tan, a. (1989). the joy luck club. new york: ivy books. utami, a. (1998). saman. jakarta: kepustakaan populer gramedia. watts, a. (2008). searching for gold: balzac and the redemption of provincial france. lingua romana, 7(1). https://linguaromana.byu.edu/2016/06/20/searching-for-gold-balzac-and-the-redemptionof-provincial-france/ williany, v. & turuk, d.e.. (2019). spivak’s strategic essentialism reading on amy tan’s ‘the red candle’. indonesian journal of english language studies (ijels), 5(1), 11-17. https://e-journal.usd.ac.id/index.php/ijels/article/view/2309. http://journal.student.uny.ac.id/ojs/ojs/index.php/quill/article/view/8004 https://libjournals.mtsu.edu/index.php/scientia/article/view/711 https://www.atlantis-press.com/proceedings/iccessh-18/25898101 http://wacana.ui.ac.id/index.php/wjhi/article/view/63/57 https://doi.org/10.23917/kls.v27i2.4477 http://eprints.ums.ac.id/50888/ https://linguaromana.byu.edu/2016/06/20/searching-for-gold-balzac-and-the-redemption-of-provincial-france/ https://linguaromana.byu.edu/2016/06/20/searching-for-gold-balzac-and-the-redemption-of-provincial-france/ https://e-journal.usd.ac.id/index.php/ijels/article/view/2309 nobel: journal of literature and language teaching volume 10, number 01, april 2019, 01-14 demystification of the myth of freedom in the characterization of christopher mccandless in krakauer’s into the wild ni komang arie suwastini1, gusti ayu putu suprianti2, nyoman trijaya suparyanta3 ganesha university of education, jalan raya sesetan no.196, denpasar, bali 80223 arie.suwastini80@gmail.com1, gap.suprianti@undiksha.ac.id2, nyoman603@gmail.com3 abstract: while krakauer’s into the wild depicts mccandless’ flee from society to live in the wild, many reviews argue that mccandless was not really a kind of person who finds freedom in nature. the present study will investigate further the surface characterizations of mccandless as freedom chaser with the plot development to fill the gap between mccandless’ characterizations and the myth of freedom that he chases. by applying barthes’ mythology, the study reveals that mccandless was described as an adventurer, immaterialist, and loner. however, the plot development reveals that as a person who sought an adventure in nature, mccandless would deal with water, but knowing that he had fear of water, it is contradictive with his characterization as an adventurer. as a person who rejected capitalism and materialist society, he was found working at mcdonald's for having money in which both mcdonalds and money are symbols of capitalism and materialistic society. as a person who spent his time mostly alone and intended to be alone in alaska, he was a lonely person after all. thus these contradictions demystify the myth of freedom that mccandless chases. key words: into the wild, freedom, myth, characterizations, demystification doi: 10.15642/nobel.2019.10.1.01-14 the death of chris mccandless in a bus became viral. this also becomes one of the reasons of krakauer creates into the wild. the essay that krakauer wrote about mccandless had resulted in the positive comments from the reader which led to the making of the book. into the wild tells about a young man, namely, christopher johnson mccandless who flees from his society to live alone in alaska wilderness. from the beginning of the story, mccandless showed any signs of disliking his old society which was full of materialistic people. he rejected the new car that his parents gave him, telling them that he already had the best car. he even gave jim gallien all of his money and watch and told him that he did not need that. after donating all of the money he had for his study to a charity, he decided to leave home adopting a new name: alexander super-tramp. chris mccandless was depicted as an adventurer, immaterialistic person, and a loner. he had done several adventures during his journey to alaska, like camping in a tent and getting a free lift by hitchhiking in order to achieve his destination. he was not a materialistic person since he had rejected the car and left his upper-middle-class society to live his new life ni komang arie suwastini, gusti ayu putu suprianti and nyoman trijaya suparyanta 2 as a vagabond. mostly, he spent his time alone and stayed out of people for a long time. when he met franz and refused franz’ offer to be his grandson, mccandless felt relieved that he could evade the emotional feeling resulted in a long-term relationship. this signifies that he wanted to live alone without society. connecting these surface characterizations with how mccandless left his society, these connote chris mccandless as a free spirit person and a freedom chaser. chris mccandless was depicted as an adventurer, immaterialistic person, and a loner. he had done several adventures during his journey to alaska, like camping in a tent and getting a free lift by hitchhiking in order to achieve his destination. he was not a materialistic person since he had rejected the car and left his upper-middle-class society to live his new life as a vagabond. mostly, he spent his time alone and stayed out of people for a long time. when he met franz and refused franz’ offer to be his grandson, mccandless felt relieved that he could evade the emotional feeling resulted in a long-term relationship. this signifies that he wanted to live alone without society. connecting these surface characterizations with how mccandless left his society, these connote mccandless as a free spirit person and a freedom chaser. while the myth of freedom is constructed from the surface characterizations of mccandless, the plot development of into the wild reveals that in the end, mccandless felt lonely and even wanted to go back to civilization. this creates questions: was freedom what mccandless intended to find? were there any reasons mccandless hated his society and decided to leave home? thus, the surface characterizations and the characterizations revealed in the plot development of mccandless’ story create a gap between mccandless who was a freedom chaser and mccandless as a lonely man. the present study will investigate how these characterizations deny the signifiers of freedom and demystify the myth of freedom that mccandless chases. the research design used in this study was a qualitative study in the form of interpreting the qualitative design. according to prior (2008), interpreting qualitative method is a method in which the researcher construes meaning from research findings and use the researcher’s assumption/interpretation to provide a context to help the readers understand the result of the study. this research used textual analysis as the research method. according to lockyer (2008) in given (2008), textual analysis is a method to examine both the content and meaning of texts or their structure and discourse as accurate as possible. the data of this research were the signifiers which show the characterizations which signify the myth of freedom and the characterizations which demystify the myth of freedom from those demystification of the myth of freedom nobel: journal of literature and language teaching volume 10, number 01, april 2019 3 signifiers. after the data were gathered, they were analyzed by using semiotics theory from roland barthes. discussions of main themes myth of freedom the surface characterizations of mccandless signify the myth of freedom. those characterizations are an adventurer, immaterialist, and a loner. stated below are the characterizations of mccandless which signify the myth of freedom, alongside with the analysis. adventurer the first characterization which signifies the myth of freedom is an adventurer. this characterization is shown in sequences: 1a, 3a, 4d, 5d, 6a, 7a, 8a, 8b, 8d, 11a, and 12d. sequence 1a tells about the meeting with jim gallien, a truck driver who gave mccandless a ride just before he disappeared into the wild. mccandless met gallien when he was hitchhiking in fairbanks, alaska. sequence 3a tells about the meeting with wayne westerberg. westerberg took mccandless to his place in chartage, giving him a place to stay and a job. sequence 4d tells about the disappearance of mccandless from his family’s sight. this sequence tells about mccandless’ past just before he left his home and changed his name into alexandre super-tramp. sequence 5d tells about the journey in lake mead, where mccandless got a ride from the passing boaters. sequence 6a tells about meeting with jan burres and bob. mccandless met this couple when he was picking the berries. mccandless had stayed with them until orick beach, where he decided to continue his journey. sequence 7a tells about the ticketing activity from mccandless. mccandless tried to have an adventure in willow creek, where he was caught because of ticketing. sequence 8a tells about mccandless’ journey to mexico through colorado river. following the colorado river, mccandless had paddled his canoe until he reached mexico. sequence 8b tells about the help from duck hunter whom he met when he was in mexico. sequence 8d tells about immigration office (no id). this sequence tells about mccandless who was caught by the immigration office when he entered the usa because he did not bring any id. sequence 11a tells about the meeting with ronald franz. this sequence tells about mccandless’ journey in anza borrego and met ronald franz who gave him a place to stay. sequence 12d tells about the departure to alaska. this sequence tells about mccandless departure to alaska after he said goodbye to westerberg. ni komang arie suwastini, gusti ayu putu suprianti and nyoman trijaya suparyanta 4 as mccandless decided to leave his home to have an adventure to alaska, he can be characterized as an adventurer. during his trip to alaska, mccandless had done several adventures. the evidence of his adventures is his appearances in those places. he even was depicted as an adventurer from the opening of the story which is in sequence 1a. from the opening of the story, mccandless had appeared in front of the truck driver name gallien. mccandless got a free ride from gallien, and he told gallien about his intention to live off the land for a few months, “he explained that he wanted a ride as far as the edge of denali national park, where he intended to walk deep into the bush and “live off the land for a few months.” (krakauer, 1995: 5). from the part of the story above, what denoted here is mccandless’ intention to have a ride as far as the edge of denali national park to live off the land for a few months. the line “he explained that he wanted a ride as far as the edge of denali national park” signifies that mccandless sought for adventure. mccandless wanted to have an adventure in denali national park. seeking for adventure signifies the adventurer characterization. relating to his goal, mccandless wanted to live alone in alaska and he could achieve that by doing an adventure. having an odyssey to alaska in order to live alone there and be free from his society becomes the signifier of the myth of freedom. this myth is also supported by the setting where mccandless and gallien met, which is fairbanks, alaska. mccandless decided to have an odyssey to alaska in order to find freedom from society. he decided to live there with nature. the odyssey becomes the signifier of finding freedom. thus, the setting of this passage signifies the myth of freedom. immaterialist the second characterization which signifies the myth of freedom is immaterialist. immaterialist means not materialistic. the word “materialistic” means excessively concerned with material possessions or money-oriented. this characterization is shown in the sequence 1c and 4c. sequence 1c tells about the disappearance of mccandless into the wild. in sequence 1c, mccandless insisted to give gallien his money, which was 85 cents; his comb; and his watch, but gallien insisted not to take them. mccandless then told gallien that if gallien did not take them, he would throw them away. the way mccandless gave gallien his money, watch and comb signify the non-materialistic characterization. sequence 4c tells about the family meeting. in sequence 4c, mccandless had rejected the offer from his family about the new car. he told them that he already had the best car. this signifies mccandless who was not materialistic. demystification of the myth of freedom nobel: journal of literature and language teaching volume 10, number 01, april 2019 5 the intention to live alone in alaska was caused by mccandless’ disliking towards his old world which was full of materialistic people. the part of the story in sequence 4c tells that mccandless had rejected the offer from his family about the new car. he told them that he already had the best car. this can be seen from the passage: “indeed, mccandless had only recently upbraided walt and billie for expressing their desire to buy him a new car as a graduation present and offering to pay for law school if there wasn’t enough money left in his college fund to cover it. (krakauer, 1995: 16) the part of the story above gives the information that he rejected the offer of a new car from his family. the word “upbraided” signifies the rejection towards the new car. he rejected the new car from his family because he already had a car. mccandless had upbraided his parents because they offer him a new car as a present for his graduation. he already had a car so that was why he rejected the offer. this shows any disliking towards the way his parents thought about money. the word upbraided connotes the rejection towards materialistic society. another evidence of immaterialist characterization happens when mccandless met gallien. in the story, mccandless insisted to give gallien his money, which was 85 cents, his comb, and his watch, but gallien insisted not to take them. mccandless then told gallien that if gallien did not take them, he would throw them away, “alex insisted on giving gallien his watch, his comb, and what he said was all his money: eighty-five cents in loose change……[sic] “if you don’t take it, i’m going to throw it away,” alex cheerfully retorted. (krakauer, 1995:7). the line “if you don’t take it, i’m going to throw it away,” signifies that mccandless was immaterialist. the way mccandless gave gallien his money, watch and comb signify the immaterialist characterization. mccandless did not want to concern with the material or money that he had. he even told gallien that he would throw his money, comb and watch away if gallien did not take them. the way mccandless thought about his old society, which was materialistic, signifies the reason mccandless did his journey to alaska. mccandless wanted to be free from the society which was materialistic. the way mccandless wanted to be free from the materialistic society signifies the myth of freedom loner during his adventure to alaska, mccandless met several people, although he mostly spent his time alone. this signifies the characterization of a loner. this characterization is shown in sequences 11c, 12b, 13a, 14c, and 16c. sequence 11c tells about franz’s thoughts on mccandless. franz thought that mccandless was an interesting man that made him wanted to ni komang arie suwastini, gusti ayu putu suprianti and nyoman trijaya suparyanta 6 adopt him as his grandson. the sequence 12b tells about the meeting with borah. borah stated that mccandless was a little bit shy and seemed hard to be around people at first meeting. she thought that it might be because mccandless spent so much time by himself. sequence 13a tells about carine’s thought on mccandless. carine stated that when mccandless was young, he was very occupied to himself. he did not seem to need a toy or friends. he could be alone without being lonely. sequence 14c tells about the drive to fairbanks. there is a part of the story in this sequence where mccandless told stuckey that he did not want to see a single person, airplanes, or any signs of civilization. he wanted to prove himself that he could make it on his own. sequence 16c tells about mccandless’ declaration of independence. he wrote that he walked for two years on the road with no phone no pool, and no cigarettes. he was no longer poisoned by civilization. he walks alone upon the land to become lost into the wild. thus, this characterization is mainly about mccandless who wanted to live alone in alaska with no sign of civilization. when mccandless met ronald franz in sequence 11c, he had stayed with franz for several days and then franz asked mccandless whether he wanted to be his grandson, but mccandless refused franz’ request. mccandless felt relieved because he could evade the emotional baggage made in every relationship with the people he met, “so i asked alex if i could adopt him, if he would be my grandson.” mccandless, uncomfortable with the request, dodged the question…[sic} he was relieved as well—relieved that he had again evaded the impending threat of human intimacy, of friendship, and all the messy emotional baggage that comes with it.” (krakauer, 1995:37). the quote above tells about mccandless’ rejection of franz’ offer. the line “mccandless, uncomfortable with the request” signifies that he did not want to make a further relationship with franz. he refused the offer to be franz’s grandson. based on the passage above, mccandless also felt relieved that he could evade the intimacy and the emotional baggage resulted from it. the word “relieved” signifies that mccandless could be alone. if he made a further relationship with people, he could not live alone in alaska. his decision was to live alone in the alaska wilderness. he could not achieve that if he made a further relationship with people. this situation signifies loner characterization. the loner characterization signifies independent life. by living alone without any society, mccandless would have his independent life because he did not rely much on society. mccandless decided to have a journey to alaska in order to achieve freedom from society. having a loner characterization builds a connotation of independent. the odyssey to alaska signifies freedom from society. the odyssey to alaska and the independent life which demystification of the myth of freedom nobel: journal of literature and language teaching volume 10, number 01, april 2019 7 mccandless build connote the freedom from society. in conclusion, loner characterization signifies the myth of freedom. demystification of the myth of freedom the main objective of this research is to demystify the myth of freedom from chris mccandless’ character. from the plot development chris mccandless’ story in into the wild, there are three characterizations which are against the myth of freedom, they are fear of water, persistent fear to depart from capitalist consumption and endless suffering from loneliness. fear of water water is an integral part of nature. as a person who wanted to live in nature, mccandless will deal with water. thus, mccandless should not have any fear of water. the first characterization which denies the myth of freedom is fear of water. this characterization is shown in sequence 1b and 18c. the signifier of afraid of water in sequence 1c is when mccandless looked down at nenana river and he realized that he was afraid of water. the signifier of afraid of water in sequence 18c is mccandless could not swim to teklanika river because he was afraid of water. from the plot development, at first, mccandless did not show any fear of water until he reached mexico where he faced a storm which almost killed him. facing a storm in mexico becomes the beginning of his fear of water. in sequence 1b, mccandless met jim gallien, a truck driver who gave him a ride. to the truck driver, mccandless had claimed that he was afraid of water, “as the truck lurched over a bridge across the nenana river, alex looked down at the swift current and remarked that he was afraid of the water. “a year ago down in mexico,” he told gallien, “i was out on the ocean in a canoe, and i almost drowned when a storm came up.” (krakauer, 1995:6)” from the part of the story above, what is denoted here is the fear of water characterization. from the first line of the part of the story above, it is known that, by looking down at nenana river, mccandless shows any gesture that he wanted to make sure about the condition of the water. by knowing that the water of nenana river moved fast, he mentioned to gallien that he was afraid of water. mccandless also mentioned that a year ago in mexico while canoeing, he faced a storm that almost drowned him. this bad experience made him afraid of water. from the part of the story above, the location of mccandless should be near nenana river, because he easily looked down at the river. this river is located in alaska. by ni komang arie suwastini, gusti ayu putu suprianti and nyoman trijaya suparyanta 8 knowing that mccandless’ intention was to live alone in alaska, there should be some big rivers in alaska, for example, teklanika river. due to his fear of the water, mccandless could not move further if he faced the big rivers to continue his adventure. this becomes contradictory that as a person who sought an adventure in nature, mccandless was afraid of water which is part of nature. thus, this contradiction denies the idea of an adventurer. mccandless’ fear of water connotes that he could not survive his life alone in the alaska wilderness. while he was in alaska, he should face a lot of big rivers. he will put his life in danger if he is trapped in a situation where he could not cross the river. further investigation results that the part of the story below denotes the condition where mccandless could not move further because he could not cross the river, “mccandless was a weak swimmer and had confessed to several people that he was, in fact, afraid of the water. attempting to swim the numbingly cold torrent or even to paddle some sort of improvised raft across seemed too risky to consider.” (krakauer, 1995:117). the information that is denoted from the part of the story above is the fear of water characterization and a weak swimmer. this can be seen from the first line of the quote. swimming ability is essential especially for those who deal a lot with nature. being signified as a weak swimmer reveals that mccandless was lack of surviving ability. as an adventurer, having a lack of swimming ability will put mccandless’ life in danger and limit mccandless field of adventure. he could not continue his trip if he faces the big rivers which require him to swim across. this lack of swimming ability is also supported with the fear towards the water, makes it harder for him to continue his adventurer, thus becomes a contradiction with his characterization as an adventurer. thus, based on the investigation above, being afraid of water connotes mccandless’ unavailability to live in alaska considering that alaska has lots of big rivers. for a person who sought adventure in nature, mccandless must deal with water a lot, since water is an integral part of nature. not only having fear of water, but he also had a lack of swimming ability which is necessary for him to survive his life. the fear of water becomes a contradiction towards an adventure characterization as the signifier of the myth of freedom. fear to depart from capitalist consumption chris mccandless has tried to leave the materialist society he once lived in by having a trip to alaska, where he could stay alone. he is signified as an immaterialist by donating all his money to charity and rejecting the new car that his family offered because money cannot buy his respect (krakauer, 1995). he is also signified as a person who rejected the rules and all systems in it. this can be seen from the sequence when he did not follow the flash flood demystification of the myth of freedom nobel: journal of literature and language teaching volume 10, number 01, april 2019 9 sign, burned the money, did not carry any id, did not have a hunting license, and even he swore to government that “how i feed myself is none of governments business. fuck their stupid rules” (krakauer, 1995). he is also signified as a hater of his old society because he did not use his real name anymore when introducing himself. by considering these signifiers, his actions connote the rejection towards materialistic society and capitalism. while mccandless’ actions connote the rejection towards materialistic society and capitalism, it is found in the plot development that he had a persistent fear to depart from capitalist consumption such as he had worked in mcdonald's by using his real name and he showed any lack of surviving skills. the sequences, which show that mccandless worked in mcdonald's, are sequences 9a and 9b and the sequences which show that mccandless was lack of experience are sequences 16b and 17c. sequence 9a tells about mccandless’ job in mcdonald's. mccandless applied for a job in mcdonald's in bullhead city. sequence 16b tells about mccandless’ problem concerning teklanika river. in this sequence, mccandless had a really big problem in crossing the teklanika river. the water was so deep and flew fast, while he was a weak swimmer and fear of water. this was the result of mccandless’ inexperience especially in living inside the jungle. sequence 17c is about the declaration after failing to process the carcass. in the sequence 17c, mccandless got a dead moose, but he seemed to find any difficulty in handling the meat. the first evidence which reveals that mccandless has a persistent fear to depart from capitalist consumption is the fact that he had worked in mcdonald's. this happens in sequence 9b which is about mcdonalds’ employee’s thought on mccandless. curiously, when mccandless applied for the mcdonald’s job, he presented himself as chris mccandless, not as alex, and gave his employers his real social security number. it was an uncharacteristic break from his cover that might easily have alerted his parents to his whereabouts. (krakauer, 1995:29). the first line of the quote mentioned that mccandless had worked in mcdonald's. knowing that he had worked in mcdonald's denies the idea of rejecting capitalism and materialism since mcdonald's is considered as a symbol of capitalism. the fact that mccandless had worked in the restaurant proves that mccandless could not escape from capitalism. working in a company means mccandless should follow the rule, including telling his true name. by following the rule seems contradictory with mccandless who rejected the rules and the systems in the society. the first line of the quote above also mentions that he introduces himself as mccandless, not alex. working in the big company might require the true identity of the worker, so mccandless might give his id card when he applied for the job. when he used ni komang arie suwastini, gusti ayu putu suprianti and nyoman trijaya suparyanta 10 alex name, mccandless had thrown away his old life as christopher johnson mccandless. however, the fact that he used his true identity in applying for the job in mcdonald's reveals that he could not be free from his old society. this contradiction shows any inconsistency towards mccandless’ actions. his action might alert his parents about his location as mentioned in the quote above, but referring that he continued his trip afterward, he might just need the money that he got by working in mcdonald's. thus, in this state, mccandless realized that he could not survive his life and reach his destination just to rely on what he had found on the road. he still needed money before he reached alaska to buy the tools to survive. knowing that he still needed money signifies that he could not escape from capitalism because money is also a symbol of capitalism. this is how mccandless still had a fear to depart from capitalist consumption. the second evidence is having a lack of experience to live in wildlife. the fact that mccandless had been raised in the upper-middle-class family cannot be hidden. thus, he did not experience how to live in nature before he left his home. while he was in his journey, mccandless had learned from the local hunters about surviving skills and also from the book that he had in the university of alaska about the edible plants. however, from the further investigations towards the plot development, mccandless had struggled in dealing with the moose meat. in processing the moose meat, mccandless had found any difficulty as shown in the part of the story below which happened in sequence 17c. alaskan hunters know that the easiest way to preserve meat in the bush is to slice it into thin strips and then air-dry it on a makeshift rack. but mccandless, in his naivete, relied on the advice of hunters he’d consulted in south dakota, who advised him to smoke his meat, not an easy task under the circumstances. “butchering extremely difficult,” (krakauer, 1995:114) the first line denotes the easiest way to preserve meat; instead, mccandless used the smoking method. mccandless did not know the easiest way to preserve the meat, so he followed the advice from south dakota hunter. knowing the conditions where he was in south dakota and alaska was totally different, the method of preserving the meat is also different. thus, this condition makes mccandless failed in the end to process the moose meat when the maggots started to appear. this also reveals that mccandless had no experience before in dealing with the big game because before he left his society, he used to eat the food he could find in his society, which was a capitalist society. thus, this condition connotes that mccandless had any fear to depart from capitalist consumption. demystification of the myth of freedom nobel: journal of literature and language teaching volume 10, number 01, april 2019 11 endless suffering from loneliness chris mccandless has spent lots of his time alone. not only when he left but also when was at home. his sister, carine, also stated that he spent his time mostly alone in his family. in his trip to alaska, he had met several people who were interested in him, but he decided not to stay for too long with them. in anza borrego, mccandless had met ronald franz who wanted to adopt him, but mccandless rejected his offer and then he claimed that he felt relieved to evade the emotional baggage resulted from the further relationship. when he met stuckey in alaska, mccandless claimed he wanted to spend his time alone in alaska without any single person and any sign of civilization. he also declared his independence when he was in alaska by mentioning about no longer to be poisoned by civilization (krakauer,1995). thus, this evidence signifies mccandless as a loner. while he was depicted as a loner from the evidence above, further investigation found that there are several pieces of evidence which reject the idea of mccandless as a loner. instead, this evidence signifies mccandless was suffering from endless loneliness. that evidence is reflected in sequence 13b where mccandless saw the clash of his parents so often; in sequences: 3b, 6b, 10b, and 12b which show that mccandless was staying in touch with the people he met on his journey; and in the sequences 18a, 18b, and 19a which show that mccandless was lonely. . in the sequence 13d, carine said that their parents are only concerned about money. they rarely saw their parents at home because they were too busy working in the office. this was the reason mccandless left home. in the sequence 18a, mccandless decided to go back to civilization. he wanted to share his experience with the world. he intended to walk out. in sequence 18b, mccandless had finished reading about family happiness. in the sequence, 3b mccandless stayed in touch with westerberg by giving him one of tolstoy’s books and sending him a postcard every one month or two. in the sequence 6b, mccandless was with jan burres and bob. he camped with them for a week on orick beach. when he left them, he left the impression that he was a good person. mccandless always kept in touch with jan burres and bob. in the sequence 10b, mccandless visited burres and bob at the slab where lots of trampers and vagabonds gathered there. he had a good time with people and talked a lot to them. lots of people were attached to him. in the sequence 12b, westerberg introduced mccandless to his mother, mary westerberg. the result is, mary got pretty attached to mccandless and talked for hours with him. all these sequences show that mccandless was really sociable that he could talk with new people he met and get in touch with them. in ni komang arie suwastini, gusti ayu putu suprianti and nyoman trijaya suparyanta 12 sequence 19a, mccandless had torn a paper from louis l’amour’s memoir and wrote a goodbye message. one of the evidence which signifies loneliness characterization happens in sequence 13b. in sequence 13b, carine mccandless mentioned that they rarely saw their parents home because they worked all the time (krakauer, 1995). they often saw the clash between their parents that they often used verbal sparring and sometimes threatened divorce (krakauer, 1995). his conditions back then were in a family who were so busy making money and were often in a clash. having a family with lots of clashes causes mccandless feels a lack of happiness. there was no interaction between family members because the parents are only concerned about money. by knowing the fact that mccandless did not have lots of interaction with his parents and often to see the clash between his parents reveal that he was in a state of loneliness. perlman & peplau (1981) mention the parents who were less trustworthy, disagreeable, and divorced cause great loneliness towards the children. mccandless had experienced that his parents were disagreeable, have lots of clashes, and almost got divorced. there was a different way of thinking between mccandless with his parents which cause disagreement. there were a lot of clashes happened between walt and billie which causes them almost got divorced. these facts cause great loneliness feeling inside his heart. he felt that his society was not warm anymore. then, as a result, he decided to leave the society with the reason to find freedom. the sequence 3b, 6b, 10b, and 12b tell the moments when he met westerberg in carthage; burres and bob while he was picking berries and stayed with them for a week; and ronald franz in anza borrego. all these people mentioned that mccandless always got in touch to them and that the people around him are pretty attached to him. westerberg mentioned that mccandless used to tell the people about amazing stories and lots of people in carthage were attached to mccandless. when mccandless was with burres at the slab, burres mentioned that mccandless had a really good time with people and he did a lot of socializing. when he was with franz, franz was so attached to mccandless that made him wanted to adopt mccandless as his grandson. this evidence signifies mccandless as a sociable person. the fact that mccandless loved to socialize with the people he met in his journey denies the idea of mccandless as a loner. this evidence proves that mccandless loved to socialize with people. he still loved to get along with people. this is in contrasts with his goal to live alone in alaska. the strong evidence of suffering from loneliness is when mccandless realized true happiness. the phrase “happiness only real when share” (krakauer, 1995: 129) demystification of the myth of freedom nobel: journal of literature and language teaching volume 10, number 01, april 2019 13 shows that mccandless realized that true happiness is with people around him. this shows his regret because he threw away everything he got just to fulfill his ambition to get freedom from society. this also highlights that what mccandless wanted the most is happiness, not freedom. that is why he felt unhappy at the end of the story. mccandless was unhappy because he was in the state of loneliness. perlman & peplau (1981) stated that in order to minimalize the feeling of loneliness, people can try to reduce their loneliness’ feeling by gratifying their needs in alternative ways. referring to the above statement, mccandless was lonely. what mccandless needs the most was happiness. in order to find happiness, he used the journey to alaska as the escape route to reduce his loneliness. as a sociable human being, his character shows that he was easy to get attached to people whom he met. he could impress those people and showed his respect towards them. living alone would not bring him what he wanted from the bottom of his heart. he did not get experiences, he did not get warm feelings from the other people, he could not share his experience, he could not talk about philosophy, and more importantly, he did not find any happiness which he realized when he lived for months inside the magic bus 142 in alaska. he did not find any happiness in his old society which only concerned about money because he thought that money could not buy his respect. if it is referred to what pearlman and peplau have stated, mccandless was lonely after all. in order to reduce his loneliness, he is gratifying what he wanted the most, which was happiness, by having a trip to alaska. conclusion based on the result, the depiction of chris mccandless as a freedom chaser is denied through the evidence found during further investigation towards the plot development of into the wild. as a person who sought an adventure in nature, mccandless would deal with water, but knowing that he had fear of water, it is contradictive with his characterization as an adventurer. as a person who rejected capitalism and materialist society, he was found working at mcdonald's to earn some money in which both mcdonalds and money are symbols of capitalism and materialistic society. as a person who spent his time mostly alone and intended to be alone in alaska, he was a lonely person after all. thus these contradictions demystify the myth of freedom that mccandless chases. after meeting with warm people during his journey, mccandless seems realized that what he intended to find is not freedom, but happiness from the people around him. he did not get that happy when he was in his old society in which his parents only concerned with ni komang arie suwastini, gusti ayu putu suprianti and nyoman trijaya suparyanta 14 money and often had a clash. he was lonely from the beginning. after he met the warm people in his journey, and he left them to stay alone in the jungle, he seems realized that he was lonely in the end. this endless suffering from loneliness covers mccandless from the beginning and at the end of his life. the society that he missed was the kind of society that he met during his journey and the society that he hated was the society that he was once before his journey to alaska. therefore, he left that society to chase what he believed as freedom, which is just a myth. reference barthes, r., & lavers, a. (1972). mythologies. london. hill and wang. bouzida, f. (2014). the semiology analysis in media studies roland barthes approach. socioint14: international conference on social sciences and humanities, (september), 1000–1006. cobley, p., & jansz, l. (n.d.). introducing semiotics. mcpherson's printing group victoria given, l. m. (2008). the sage encyclopedia of qualitative research methods. sage publications. hayek, f. a. von (friedrich a. (2006). constitution of liberty. routledge. krakauer, j. (1995). into the wild. macmillan. perlman, d., & peplau, l. (1981). toward a social psychology of loneliness. personal relationships, (6), 31–55. https://doi.org/10.1037/0003-066x.41.2.229 prior, l. (2008). document analysis. the sage encyclopedia of qualitative research methods. https://doi.org/10.4135/9781412963909 sebeok, t. a. (thomas a. (1994). signs : an introduction to semiotics. university of toronto press. stanford university., & center for the study of language and information (u.s.). (1997). stanford encyclopedia of philosophy. stanford university. retrieved from https://plato.stanford.edu/entries/liberty-positive-negative/ volume 10, number 2, september 2019, 103-116 available at http://jurnalfahum.uinsby.ac.id/index.php/nobel/article/view/nomorurut doi: 10.15642/nobel.2019.10.2.103-116 uncommon word order of yoda in star wars movie series: a syntactic analysis yuliyana1, barli bram2 sanata dharma university, jalan moses gathotkaca, catur tunggal, sleman, yogyakarta 55281 article info abstract this paper analyzes yoda’s syntax order to discover the word order which occurs in his speeches and the factors affecting his preferred syntax. data were collected from yoda’s utterances in george lucas’ star wars saga. yoda, who speaks english, expresses his thoughts in an unusual structure which might not be recognized by the existing rules of syntax. instead of speaking in the traditional subject-verb-object syntax, yoda speaks in object-subject-verb and verb-object-subject syntax. this study employs content analysis, diving into seven star wars movies from the saga. out of 169 sentences yoda uttered, the researchers discovered three factors affecting his preference to use the unusual syntax, namely yoda’s origin, personality and traits, and power and abilities. article history: received july 2019 accepted august 2019 published september 2019 keywords: content analysis; syntactic analysis; word order; yoda; star wars © 2019 uin sunan ampel surabaya correspondence: p-issn 2087-0698 email: barli@usd.ac.id e-issn 2549-2470 http://jurnalfahum.uinsby.ac.id/index.php/nobel/article/view/nomorurut uncommon word order of yoda nobel: journal of literature and language teaching volume 10, number 02, september 2019, 103-116 104 introduction syntax, by definition, is a set of rules that governs the arrangement of words to create a structured, well-functioning, and understandable sentence. word order (henceforth, wo) is essential, not only in english but also in other languages, as it can affect the intended meaning of a sentence. in other words, syntax is crucial when it comes to communicating ideas. failing to follow the rules of syntax is the same as risking to convey a different meaning. hence, it can be argued that the rules of syntax are absolute in structuring a sentence. a study on syntax serves numerous purposes, from general humanistic to social inspirations. it can assist english learning by empowering us to break down the structure of english sentences efficiently and unequivocally. studying wo includes numerous syntactic models, which generally fall into two models: to consider wo as a dynamic basic property of sentences and to view wo as an autonomous issue. chomsky's transformational-generative language structure is typical in the principal model. the representatives of the last models are useful sentence structure, lexical utilitarian language, and word syntax. conceptually, “syntax is concerned with the ways in which words can be organized into sentences and how sentences are understood” (bauer, 2017, p. 12). the term syntax may refer to “the component of a grammar which determines how words are combined together to form phrases and sentences” (radford, 2004, p. 247). in english, grammar plays a crucial role and contains numerous rules, for example, notional and grammatical concord or agreement between a subject and finite verb in the present tense. “grammatical agreement, in general, has become the focus of the english language learning” (djami, setiawan, & bram, 2019, p. 77). previous works in wo have been done in various comparative studies between english and other languages, such as chinese and persian. taking as an example, a comparative study between english and chinese by zhao and cao (2016) highlighted the likenesses and the contrasts between english and chinese wo from english and chinese sentences in a story. in perspective on the figure-ground hypothesis, english supports intellectual model from figure to ground, while chinese supports the order from ground to figure. the analysis of the article concludes in the fact that english and chinese wo affects various cognitive models. a similar study of english and persian wo by izadi and rahimi (2015) aimed to discover likely relationships and decent varieties between the two languages. they investigated each language's qualities and found that the wo of english and persian demonstrates various contrasts. persian exhibits a more lenient wo while english is a little strict when it comes to svo. yuliyana & barli bram nobel: journal of literature and language teaching volume 10, number 02, september 2019, 103-116 105 in this study, the researchers analyzed a movie character, named yoda, notably for his patterns of speech in osv and vos, which are against the traditional svo syntax. yoda is a supporting character in star wars saga, who has reprised his role in seven movies as of september 2018. this study transcribed and analyzed his dialogues to understand better the reasons behind his breaking the traditional syntax. the researchers believe that this study carries an important role both in the linguistic world and movie industry, given its analysis on words and character development. as for its purpose in the educational field, it is expected that this paper could invoke future researchers to conduct a similar study that employs linguistics, along with other subjects from different areas of expertise. the research question in this paper was formulated as follows: what uncommon word order does yoda utilize in the star wars movie series? review of literature fundamental wo is grounded on properties of a specific sort of sentence. the kind of sentence we are keen on is the revelatory sentence, that is, a sentence which creates an impression about an option that is, instead of being posing an inquiry or issuing an order. moreover, it is a final sentence which states, in all respects freely, that something has planned something for something different. “word order is divided into three parts: the order of major sentence elements, the ordering within a noun phrase, and whether prepositions or postpositions are used. the first is given in terms of the ordering of s[ubject] v[erb] and o[bject] …” (bauer, 2007, p. 226). the sentences we are intrigued can regularly be dissected as having three constituents: a subject (s), a verb (v) and an object (o). there are six coherently potential varieties by which these constituents can be ordered, and these are sov, svo, vso, vos, ovs, and osv. in many languages, one of these six orders can be considered as being, freely, the most widely recognized, normal or significant. for example, most english revelatory sentences use svo wo instead of any of the other five, although there are special cases. newmeyer (1998) recognizes, at any rate, the accompanying techniques for picking the fundamental wo for a language, which are: “choose the order with the highest text frequency; choose the order in which s and o are full nps; choose the order that carries the fewest special presuppositions; choose the order associated with the most basic intonation contour; choose the order associated with the least overall syntactic or morphological elaboration; choose the order at a motivated underlying level of syntactic structure.” unlike english, “… there seems little doubt that ovs is the basic order in hixkaryana …” (derbyshire, 1977, p. 598). hixkaryana uncommon word order of yoda nobel: journal of literature and language teaching volume 10, number 02, september 2019, 103-116 106 “is a member of the carib linguistic family and is spoken by groups located on the nhamunda and mapuera rivers in northern brazil” (derbyshire, 1977, p. 591). finnish, as kaiser and trueswell (2004, p. 113) point out, is “an articleless flexible word-order language with canonical svo order, word order can be used to encode the given/new distinctions …” according to maurits (2011), there are a few noteworthy cross-semantic investigations of fundamental wo, fixated on those studies which have shown up endeavors at portraying the watched frequencies. the various studies checked on the measure of languages analyzed, the specific language inspected, the way wherein those specific languages were inspected, and the technique by which every language's essential wo was considered. greenberg in 1963, greenberg first conducted the study in a modern wo typology. it is the beginning of the latest enthusiasm for wo universals. a large number of the universals proposed in this paper were deciphered from little scale research of 30 languages, yet the essay's informative supplement really incorporates a bigger example of 142 languages, and fundamental wo is upheld by every one of them. greenberg clarifies that the languages in the littler research were picked for ease of use. there is no further clarification in portraying how the other languages for the bigger research were gathered. despite the fact that, regardless of whether it appears to be ideal to take a gander at a bigger convenience sample as a matter of course, since the way that half portion of the legitimately conceivable essential wos are confirmed, meaning it couldn't be considered as an assorted variety test and does not seem to be purposefully built to be equivalent. it merits alluding to, however, that for an accommodation overview, particularly thinking about its diminutive size, the hereditary and areal range is genuinely broad. sov is by a long shot the most successive wo in the sample, at 45%, trailed by svo at 37% and afterward vso at simply 17%. the vos, ovs and osv wos are not totally recorded in greenberg's study, which is completely commonplace for the study of the time. greenberg (1963, p. 76) concludes that of the six logically probable sequences of main constituents (svo, sov, vso, vos, osv, ovs), "only three normally occur as dominant orders. the three which do not occur at all, or at least are excessively rare, are vos, osv, and ovs" (see also mccawley, 1970; hannay, 1991). ruhlen in 1975, ruhlen introduced a study of about 700 languages, 435 of which are basic wo data. this study is significant as it surveys at least one language for all six of the logically possible basic wos. at the time of publication, such a study was limited. no further description is provided on how the languages employed were selected. however, since the yuliyana & barli bram nobel: journal of literature and language teaching volume 10, number 02, september 2019, 103-116 107 study is presented as part of a “guide to the languages of the world,” and since it includes examples of all six of the logically possible basic wos, it seems ideal to review it as a diversity study than either practicality or comparable study. while vos and the object-initial languages are all discussed in ruhlen’s list, “sov, svo, and vso dominate the sample,” and in the same order as in greenberg’s study, at 51%, 36% and 10% respectively. hawkins later, hawkins in 1983 constructed a study by selecting greenberg’s study of 142 language study, further increasing the number into 336 languages. hawking explained that the study could be described as a usability sample, with the selection of languages indicating the correspondents' interests and competence, accessibility of sources of information, and the original greenberg study. however, in this study, the correspondents were persuaded not to work on the same language of family or group so that the genetic diversity would be increased. the absence of object-initial languages in the study is fascinating at the time time of publishing. even so, there is a vos wo in the example, so it shows more diversity than greenberg’s original study. the proportional frequencies of the basic wo in hawkin’s study are quite similar to ruhlen’s study, with sov, svo, and vso dominating heavily. hawkins’ survey distribution: “sov (52%) > svo (32%) > vso (13%) > vos (2%) = ovs (0%) = osv (0%).” tomlin tomlin (1986) introduced an attentive-based proportional study, researching 402 languages. these 402 languages were tested from a larger database of basic wo on 1063 languages of smaller examples. these samples of languages were delivered by continually drawing 402 languages in an autonomous and unsystematic means from the greater database, as well as experimenting with 402 languages samples for remarkable areal partialities. tomlin did this process over and over again until a sample without any partialities was delivered. testing for partialities was directed using the kolmogorov goodness-of-fit-test, issued from genetic and areal information. fundamentally, tomlin’s study shows an attentive use of proportional sampling, causing it a remarkably more ideal study for present purposes than greenberg’s, ruhlen’s, or hawkins’. tomlin’s study presented languages demonstrating all six of the feasible basic wos except for osv. similar to earlier studies, the subject-initial orders prevail strongly, with vso being by far the next most repeated and vos and ovs only a bit demonstrated. tomlin’s survey distribution: “sov (45%) = svo (42%) > vso (9%) > vos (3%) = ovs (1%) > osv (0%).” uncommon word order of yoda nobel: journal of literature and language teaching volume 10, number 02, september 2019, 103-116 108 dryer in dryer (2008) study, there existed a sizeable model that consisted of 1057 languages. as this study was a component of an effort at categorizing all languages, the initial assumption was that it would be fairly similar to proportional, partially similar to the study of greenberg, ruhlen, and hawkins. dryer’s study was simply the one in which the entire six of logically possible orders were demonstrated, with osv languages being presented for the first time despite its exceptionally low amounts. according to all the previous studies of threeword orders, sov, svo, and vso are dominating with 97% of languages, with sov and svo dominating at 88%. dryer’s study distribution: “sov (47%) > svo (41%) > vso (8%) > vos (2%) > ovs (1%) > osv (0%).” even though the accurate proportionate frequencies of different basic wos could be noticed to several studies, in some points by up to as much as 10%, it is evident that when it approaches levels the contrastive basic wos by rate of occurrence, there is an excellent agreement. each study covered upon was steady with the ranking “sov > svo > vso > vos ≥ (ovs, osv).” the comparative ranking of ovs and osv was the barely setting that there was any variation. the most frequently stated considerable ranking is “ovs > osv,” and indeed the ranking “sov> svo> vso > vos > ovs > osv” has mainly been drawn as the proper complete ranking in the literature. method this study applied content analysis as the methodology. according to ary, jacobs, and razavieh (2002), content analysis emphasizes studying and describing recorded material to understand human behavior. the purpose of this method is to recognize the relative importance of particular issues. in this study, all of yoda’s dialogue in seven movies are transcribed and analyzed, particularly on the syntax. the researchers provide a comparison table between yoda’s syntactic constructions, namely osv and vso. according to ary et al. (2010), the first step involved in a content analysis research is to specify the phenomenon to be examined. the researchers also followed three steps of analyzing a document proposed by creswell (2007). the first step is preparing and organizing. the researchers downloaded the subtitle for star wars movies which yoda appeared and watched all the movies with subtitles. then the next step is coding where the researchers selected the media from which the observations were to be made, namely the uncommon syntax found in the star wars movies, which then led to deciding on the sampling plan to be used for obtaining a chosen sample of the movies. there were seven movies where yuliyana & barli bram nobel: journal of literature and language teaching volume 10, number 02, september 2019, 103-116 109 yoda appeared. the last step was analyzing the data, namely all selected samples of yoda’s dialogues by applying theories from greenberg (1963), ruhlen (1975), hawkins (1983), tomlin (1986), and dryer (2008). this study was conducted in the english education masters program at sanata dharma university, yogyakarta. the researchers watched and transcribed the dialogues of the movies from a movie character, named yoda. this character was chosen as purposive sampling by specifying features which met the goal of the research. there were seven movies where yoda had screen time up to september 2018. see the table below for the list. table 1. movies where yoda appears no year created title 1 1980 star wars: episode v the empire strikes back 2 1983 star wars: episode vi return of the jedi 3 1999 star wars: episode i the phantom menace 4 2002 star wars: episode ii attack of the clones 5 2005 star wars: episode iii revenge of the sith 6 2015 star wars: episode vii the force awakens 7 2017 star wars: episode viii the last jedi in order to analyze uncommon syntax produced by a movie character in star wars, named yoda, the researchers observed the data results and findings. based on significant studies in wo by grennberg (1963), ruhlen (1975), howkins (1983), tomlin (1986), and dryer (2008), “the ranking sov> svo> vso > vos > ovs > osv was categorized as the complete ranking”. in this study, all of the dialogue transcripts were divided into four most uncommon vso, vos, ovs, and osv wos, and then analyzed to discover what factors affected the uncommon syntax utterance. results and discussions the vso, vos, ovs, and osv syntax this study aimed to analyze the uncommon syntaxes, uttered by yoda in the star wars saga during his seven blockbuster runs. the verb-subject-object syntax, verb-object-subject syntax, object-subject-verb syntax, object-subject-verb syntax as the most four uncommon syntaxes found in the dialogues became the basis of this analysis. the findings were presented in table 2 below. uncommon word order of yoda nobel: journal of literature and language teaching volume 10, number 02, september 2019, 103-116 110 table 2. the use of osv and vso syntax syntax frequency verb-subject-object syntax 29 verb-object-subject syntax 39 object-subject-verb syntax 89 object-subject-verb syntax 12 total 169 as presented in table 2, the researchers found 169 sentences in yoda's dialogues with uncommon wo in syntax during his stint in seven movies. the verb-subject-object syntax amounted to 29 sentences; wherein verb-object-subject syntax occurred in 39 sentences. the object-subject-verb syntax existed in 89 sentences wherein the object-subject-verb syntax appeared into 12 sentences. some of the sentences in dialogues were presented below in table 3. table 3. sentences in vso, vos, osv, and ovs syntax vso vos osv ovs feel like what? found someone you have, i would say, hmmm? a danger there is, of losing who we are powerful jedi was he. away put your weapon! help you i can. my home this is. never his mind on where he was, hmm? stay and help you i will. take you to i will. my own counsel will i keep on who is to be trained the dark side of the force are they. why wish you become jedi? quick to join you in a fight. this one a long time have i watched. for my ally is the force. ready, are you? consume you it will, as it did obi wan’s apprentice. all his life has he looked away to the future, to the horizon. and powerful ally it is. what know you ready? hear you nothing that i say nothing more will i teach you today. reckless is he. for eight hundred years, have i trained jedi. if you leave now, help them you could. a domain of evil it is. more to say have you? if once you start down the dark path, forever will it dominate your destiny. save you it can. in you must go. that not ready for the burden were you. decide you must how to serve them best. told you i did. your weapons, you will not need them. anger, fear, aggression, the dark side are they. stopped they must be. revealed your opinion is. always with you it cannot be done. lies, deceit, creating mistrust are his ways now. table 3 showed that there were some comparisons between sentences which were initiated by an object (in osv and ovs syntax) and verb (in vso and vos syntax). the yuliyana & barli bram nobel: journal of literature and language teaching volume 10, number 02, september 2019, 103-116 111 sentences in osv and ovs syntax were used in giving statements. a statement sentence could be used to declare a fact, opinion, or idea. a statement sentence is also called an assertive or declarative sentence. there is a period at the end of the sentence. yoda used this osv and ovs syntax to demonstrate his attitude and positivity about something. he mentioned the ‘object’ as the first part of his speech to show his strong opinions that influence related actions and remain persistent the entire time and in the side of persuasive messages. english is “a typical p1-sv-o language, topical constituents with subject function have a great tendency to occur in clause-initial position” (hannay, 1991, p. 142). “finally, consider three instances of svo languages, which are neither verb-final nor verb-initial, since the subject precedes the verb while the object follows the verb... consider first english, which is svo” (dryer, 2007, p. 8), as in “the woman saw the dog,” where the woman functions as s, saw as v, and the dog as o. note that the sentences in vso and vos syntax were used in giving commands. in english, a command sentence could be called an imperative form. yoda used this kind of sentence when he wanted to tell someone to do something. the vso and vos syntaxes were also used to show yoda’s warnings. the warnings could be uttered by yoda when there was something that made him conscious of possible riskiness. the warnings themselves could be weak or strong, in which, weak warning shared similarities to that of advice. to utter questions, yoda also used the vso and vos syntax. a question sentence could be called interrogative sentence. yoda applied this kind of syntax when he did not understand something and wanted to confirm things. factors affecting the production of uncommon syntax from those seven movies, the factors of uncommon syntax production were also investigated to obtain in-depth understanding. there were three factors, namely the biography, the personality and traits, and the powers and abilities from yoda as a character. the biography yoda was brought into the world 900 years before the battle of endor. he was portrayed as an outsider, an individual from a cryptic species. at that point he adapted force energetically, he acclimatized the jedi order as a youngling. after experiencing the custom known as the gathering, he was given kyber precious stone to make his first lightsaber with help from professor huyang on board the crucible. he and a force-delicate companion were found and prepared by the jedi master n'kata del gormo (“yoda,” n.d.a). by the age of 100, yoda accomplished the position of jedi master. having prevailed with regards to achieving the position of mater, he went through the following eight centuries as mentor and guide of uncommon word order of yoda nobel: journal of literature and language teaching volume 10, number 02, september 2019, 103-116 112 jedi generations. it was assessed that over his lifetime, he mentored around 20,000 jedi (“yoda,” n.d.b). in this way, his root and his age impacted the manner in which he accepted, though, and communicated with others. personality and traits yoda was perceived for his astuteness; he had gone through eight centuries educating and training jedi generations throughout the ages (“yoda,” n.d.c). he was reluctant to consent to anakin skywalker or luke skywalker for jedi mentoring, watching them inadequate. in the two circumstances, all things being equal, he let obi-wan kenobi to persuaded him into inviting them as disciples. at the point when dooku incited an inadequate room fold all through his fight with yoda on geonosis, the jedi, tested with the conceivable strategy of pursuing the escaping sith or protecting the hurt obi-wan kenobi and oblivious anakin skywalker from the falling debris, yoda safeguarding his confidants instead of chasing down dooku. in any case, when his companion master plo koon's squadron was destroyed by the confederate superweapon malevolence, yoda denied anakin skywalker and ahsoka tano to accompany koon, alluding to the hazard set by the separatist ship (“yoda,” n.d.d). yoda was capable of resist being convinced by the spirit of the dead sith lord darth bane, who had come into sight to him in a vision on the planet moraband, identifying that the spirit was only a delusion and declined its summon to the dark side. as he was close to his demise before the battle of endor began, yoda acquired his own mortality and the impending death toll and passed on uniting with the force (“yoda,” n.d.e). from yoda's physical look, his ears were expressive and would now and again whirl when he was passing on compelling feelings like astonishment. his ears were also very sensitive. regardless of his intensive jedi tutoring and high kudos within the order, he told that he privately had disapproval for ancient jedi texts. he also was humorous and had a sense of curiosity. even with his age and wisdom, he could playfully hunt through luke's belongings when he first encountered him, quarreled r2-d2 for a torch, and laughed delightedly when he supposedly placed the ancient jedi texts on fire, and discovering luke's continued foolishness amusing, saying that he had "missed him". based on the dialogues, the creator of yoda character wants to show that everything yoda says is by all accounts a message of good, and the character appears to like imparting his insight and lessons to other people, as he is instructing learners notwithstanding when he is old. the manner by which yoda treats others is as though he knows that he is significantly more dominant and more seasoned than the vast majority of different characters, yet he is not yuliyana & barli bram nobel: journal of literature and language teaching volume 10, number 02, september 2019, 103-116 113 at all pompous (korkiakoski, 2017). these personalities and traits make the character enjoyable so that the creator of yoda’s character might shape the way yoda speaks became unique and remarkable. power and abilities as a jedi master, yoda possessed some powers and abilities. yoda was able to carry his own in battle against rivals such as the sith lords count dooku and darth sidious using his short green-bladed lightsaber. in his fight with dooku on the planet geonosis, yoda was capable of forcing back different metal chunks and stone slabs that were thrown at him by his enemy and diverted a bombardment of force lightning with just his palms, before attacking the sith in a direct battle that ended with dooku taking flight. he was on one moment in a position to telekinetically demobilize the dark jedi asajj ventress by just moving her weapons. when yoda challenged darth sidious in the senate building, he directed the sith flying through the air with a force push and redirected a senate linger husk that sidious had thrown at him during their combat. same with dooku, yoda also distracted sidious' force lightning raid using only his palms, even though the reaction energy increase created an outburst that threw both fighters apart. regardless, the jedi master failed to win against sidious and was forced to run for his life. for the sake of teaching luke skywalker that anything was conceivable with the force, yoda skimmed his student's submerged ship out of a dagobah bog and onto the dry ground with no obvious thing. he was additionally ready to end shelling from mammoths of living stone. during a fight with confederate powers on the coral moon of rugosa, yoda cleared out a whole squad of droids without utilizing his lightsaber and ended three attack bowls and the infantrymen all alone (“yoda,” n.d.f). yoda could integrate and divert force lightning with his palms. his power to use the quarrelsome practices of the force in spite of, yoda's unbelievably forceful relation to the force associated with his many years of extensive study also gave him numerous additional abilities. during the trial of quinlan vos, yoda divulged that he was able to discover the alignment of a force-user just by tapping them (“yoda,” n.d.g). he also stated that the force had allowed him to peruse the history of a life-force, could skillfully feel that he had fallen to the dark side even with vos being skillful enough to obscure it from many other jedi. while yoda was physically isolated on dagobah, he was capable of looking at other jedis that were active in the force, as well as he could not see one that had abandoned the beliefs of the jedi. he could keep in his mind communicating with the jedi temples all over the galaxy and uncommon word order of yoda nobel: journal of literature and language teaching volume 10, number 02, september 2019, 103-116 114 telepathically speak with any jedi within them (“yoda,” n.d.h). he was also able to become proficient in preserving consciousness after death, a skill that qui-gon jinn was unable to do, enabling him to demonstrate a visible existence rather than merely being a bodiless voice. the other ability that yoda had was abilities to experience force visions. nevertheless, he knew that force prediction was not definite and that the future was always in motion. his visions guided him to forecast the collapse of the jedi in the clone wars and even his death (“yoda,” n.d.i). yoda was also illustrated to have a level of expertise in navigating despite often entrusting it to his armies, as when he was obliged to take a trip alone by qui-gon jinn, yoda showed his skill to navigate anakin's interceptor relaxedly and was able to steer clear of inflicting any damage on it until he returned to the jedi. as a force inner being, yoda was markedly capable of either controlling weather to create thunder or summoning lightning strikes himself. from the details of yoda’s power and abilities, he was known as the best guru in the movies. the creator might intend to emphasize yoda’s superpowers with the way he spoke in uncommon syntax. yoda was the only character in the movies who spoke in uncommon syntax. therefore, the image of yoda’s character could not be replaced by other characters in the movies. conclusion based on the findings and discussion, the researchers concluded that a star wars character named yoda produced uncommon wo in syntax in seven blockbuster movies of star wars. in spite of the utterances, the contextual meanings of the sentences, which are mostly in sov and svo, remained the same as that of basic wo. the word choice of yoda was also common in english. related to his biography, personalities, and abilities, the creator of the saga, george lucas, intended to make the way yoda spoke become unique and remarkable. yoda was the only character in the saga who spoke in uncommon syntax. therefore, the image of yoda’s character could not be replaced by other characters in the saga, as well as in other movies. at last, this study would benefit a group of people, such as linguists, movie producers/scriptwriters, and language teachers who tackle syntactic rules in english. references ary, d., jacobs, l. c., & razavieh, a. 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(1970). english as a vso language. language, 46(2), 286-299. doi: 10.2307/412279. newmeyer, f. j. (1998). language form and language function. cambridge, ma. massachusetts institute of technology. radford, a. (2004). english syntax: an introduction. cambridge: cambridge university press. ruhlen, m. (1975). a guide to the languages of the world. stanford, online computer library center (oclc): 1940981. tomlin, r. s. (1986). basic word order: functional principles. london: croom helm. yoda. (n.d.). retrieved from https://starwars.fandom.com/wiki/yoda/legends zhao, g., & cao, z. 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darul ‘ulum jombang abstract emp (english for medical purpose) is a part of esp (english for specific purpose). it is highly needed for students having medical background since esp has absolute characteristics as follows: (1) esp is defined to meet specific needs of the learner, (2) esp makes use of underlying methodology and activities of the discipline it serves, (3) esp is centered on the language appropriate to these activities in terms of grammar, lexis, register, study skill, discourse and genre (brunton, 2009) and it is usually designed for adult learners at an intermediate or advanced level ( daiva civilkienė, 2008). 1. introduction emp dealt with will draw upon the combined disciplines of language teaching/learning, biomedical communication and descriptive linguistics. according to wright, 2001 the first contributory area closely relates to that branch of esp which deals with medical english (need analysis, teaching materials, courses, etc); the second involves issues in medical sociolinguistics and discourse analysis (many contemporary themes taken up in discourse analysis and the ethnography of speaking have focused on topics of common interest and with potential implications for emp); the third contributory area is that of modern medical practice that deals with the largely stylistic--broadly speaking—or linguistic aspects of biomedical communication (e.g: stylistic and grammatical problem in modern medical writing, ‘good style’ in writing and public speaking). mailto:ningdibyo@gmail.com 2 this paper examines on some prior assumptions that a teacher who teaches emp does not need to enhance his/her knowledge in medical science, only in teaching expertise. i do not agree with such kind of opinion since, in indonesia, students still consider that teacher is a center-based knowledge for the teachinglearning process. so i argue that the teacher who wants to teach emp, he or she should know about students’ prior knowledge on medical science besides language acquisition that student has mastered, so teacher can combine them in enhancing students’ comprehension on both acquisitions and apply them well in designing syllabus. for the students, they should exposure their ability and capability in mastering language, especially in emp. 2. the field of emp needs analysis is neither unique to language teaching nor within language training but it is often seen as being the corner stone of esp and leads to a very focused course (dudley-evans & st. john, 1998: 122). although there are various ways of interpreting needs, the concept of learner needs is often interpreted in two ways:  as what the learner wants to do with the language (goal-oriented definition of needs) which relates to terminal objectives or the end of learning; and  what the learner needs to do to actually acquire the language (a processoriented definition) which relates to transitional/means of learning. traditionally, the first interpretation was widely used and accepted. however, in today’s globalised teaching and learning contexts, emp courses tend to relate to 3 both at the same time but tend to focus on the process-oriented approach in aligning student’s needs with their present working area. the term ‘english for medical purpose’ or emp refers to ‘teaching of english for doctors, nurses, midwife and other personnel in the medical professions’. in medical humanities (http://mh.bmj.com/) stated that emp involves the teaching/learning of english for utilitarian purpose, and identifiable goal— typically, the successful performance of work or the optimum effectiveness of medical training. in grammar term, emp is (a) designed to meet the specific english language needs of the medical learner (e.g: nurse, gp, dentist, etc), (b) focuses on themes and topics specific to the medical field; (c) focuses on a restricted range of skills which may be required by the medical learner (e.g: for wrting a medical paper, preparing a talk for medical writing, etc) 3. characteristics of english for medical purpose (emp) terminology the medical terms has its own register. in many cases medical terms originate from greek and latin, a fact which reflects the history of medicine. physicians in ancient greece or rome communicated with their community in their native language. medieval physicians used latin as a means of international communication, and latin remained the language of medicine well into the 18 th century. later on there were attempts to vulgarize texts, but by and large, latin remained the standard of the professional elite. since medical translation is based on specific cognitive knowledge which is mainly concerned with information, special care is needed when two or more fields overlap. the terms can have different meanings, making it more difficult for the student to understand the text. newmark (1988: 152-153) distinguished 4 the characteristic of technical language used in medical terms/vocabulary, namely: academic. this includes transferred latin and greek words associated with academic papers, e.g: ‘pleghmansia alba dolens” professional. formal terms used by experts, e.g: ‘epidemic parotitis’, ‘varicella’, ‘scarlatina’, ‘tetanus’. popular. layman vocabulary, which may include familiar alternative terms, e.g: ‘mumps’, ‘chicken-pox’, ‘scarlet fever’, ‘stroke’, ‘lockjaw’. medical phraseology phraseology is given a sufficient linguistic competence in the working language. it concerns the description of concrete phenomena, the difficulty in this context concerns extra linguistic factors such as the type of text. medical phraseology comprises a very limited group that can be divided into 4 (four) categories: nominations (e.g: malignant tumor) irreversible binominals (e.g: supply and demand) collocation (e.g: to induce an abortion) routine formulae (e.g: approaching vessel please acknowledge) acronym medical texts are known for numerous acronyms, which can be divided into two major groups: general and author-specific. general acronyms are readily found in the specialist literature. author-specific acronyms are very often complicated to understand unless explained by the author. these difficulties should, if possible, be dealt with by the authors themselves. otherwise, the clients should be consulted and 5 their attention drawn to the potential pitfall, especially if the text contains authorspecific neologisms. 1 sids sudden death infant syndrome 2 aids acquired immuno deficiency syndrome 3 tb tuberculosis 4 pt patient 5 edd expected date of delivery eponyms eponyms are proper names used to designate syndromes, illness, research-related matters and devices because proper names usually need no translation. however, a syndrome (for example) may have been discovered simultaneously in various countries by different people and may therefore be named after the person who discovered it in different locations. according to the typology developed by van hoof (as cited in teaching medical translation by karin brand, 2006), there are three types of eponyms: identical in source language and target language different in source language and target language cases where there is no equivalent eponym in either source language or target language prefixes and suffixes in medical text a prefix is a group of letters added before a word or base to alter its meaning and form a new word. in contrast, a suffix is a group of letters added after a word or base. a prefix is an affix which is placed before the root of a word. particularly in the study of languages, a prefix is also called a performative, because it alters the form of the words to which it is affixed. here are the examples of prefixes in medical text: http://en.wikipedia.org/wiki/affix 6 in linguistics, a suffix (also sometimes called a postfix or ending) is an affix which is placed after the stem of a word. common examples are case endings, which indicate the grammatical case of nouns or adjectives, and verb endings, which form the conjugation of verbs. particularly in the study of semitic no prefix meaning example 1 a-, annot, without, lack of anemia ( lack of blood) 2 abaway from abductor (leading away from) 3 adto, near, toward abductor ( leading forward) 4 anaup, apart, toward anatomy ( to cut away) 5 antebefore antecubital (before elbow) 6 ap-, aposeparation from, derived from apobiosis (death of a part) 7 aut-, autoself autoanalysis (self analysis) 8 bidouble, two biarticulate (double joint) 9 catadown, under, against catabolism (breaking down) 10 contraopposed contralateral (opposite side) 11 defrom, down dehydrate ( remove water from) 12 ditwo, twice dicephalous (two headed) 13 dysdifficult, bad, painful dyspnoea (difficult breathing) 14 endowithin endocranial (within cranium) 15 im-, innot implant ( insert into) 16 interbetween intercostal (between ribs) 17 microsmall microbe (small organism) 18 periaround peruiosteum ( around bone) 19 polyexcessive polydipsia (excessive thirst) 20 postafter postnatal (after birth) 21 prebefore preopreative ( before surgery) 22 rebackward regugitation (vomiting) 23 subunder sublingual (under the tongue) http://en.wikipedia.org/wiki/linguistics http://en.wikipedia.org/wiki/affix http://en.wikipedia.org/wiki/stem_%28linguistics%29 http://en.wikipedia.org/wiki/grammatical_case http://en.wikipedia.org/wiki/grammatical_conjugation http://en.wikipedia.org/wiki/semitic_languages 7 languages, a suffix is called an afformative, as they can alter the form of the words to which they are fixed. in indo-european studies, a distinction is made between suffixes and endings. suffixes can carry grammatical information (inflectional suffixes) or lexical information (derivational suffixes). example: cardiology → study of heart comes from: root → cardi → heart sufiks → -logy → study of when suffix begins with a vowel, then the last vowel of the root (the base) was removed before adding the suffix. example: carditis → inflammation of the heart comes from: root → cardi → heart sufiks → -itis → inflammation here are the examples of suffixes in medical text: no suffix meaning examples 1 -al, -ic, -ous, -tic pertaining to, relating to cardiac (pertaining to the heart) neural (pertaining to nerve) delirius (relating to mental disturbance) 2 -algia pain neuralgia ( pain in nerve) 3 -ate, ize use, subject to impregnate (to make pregnant) visualize ( use imagination) 4 -cele proturtion (hernia) cystocele (bladder hernia) 5 -centesis surgical puncture to remove fluid thoracentesis (form a chest cavity) 6 -cyte cell leukocyte (white blood cell) 7 -ectomy cutting out lobectomy (of a lobe) 8 -emesis vomit hyperemesis (excessive vomiting) http://en.wikipedia.org/wiki/semitic_languages http://en.wikipedia.org/wiki/indo-european_studies http://en.wikipedia.org/wiki/inflection http://en.wikipedia.org/wiki/derivation_%28linguistics%29 8 9 -form, oid resembling, shaped like fusiform (spindle shape) 10 genesis beginning process, origin ovoid (egg shape) 11 -ites, -it is inflammation tympanitis (drumlike swelling of abdomen) 12 logy science, study of biology (science of life) 13 oma tumor carcinoma (malignant growth) 14 -penia deficiency of, lack of leukopenia ( white blood cell) 15 -phobia abnormal fear of photophobia )( of light) 16 pnea breathing apnea ( absence of breathing) dyspnea ( difficult breathing) 17 -ptosis prolapse, displacement nephrotosis ( prolaps of kidney) 18 -rrhage, -rrhagia excessive flow hemorrhage ( excessive blood flow) 19 rrhea flow or discharge rhinorrhea (nasal discharge) 20 -stomy surgical opening colostomy (cutting into bladder) 21 -tome instrument for neurotome ( dissecting nerves) 22 -tomy cutting or incision cytotomy ( of urinary bladder) 3. what should teacher know in teaching english for medical purpose (emp) teaching esp, especially english for medical purpose, is aimed at developing students’ skills of professional communication in english depending on the area of their professional field. it means that such teaching should be connected to students’ particular specialization. therefore, english for specific purpose includes specialized program which are designed to develop the communicative use of english in a specialized field of science, work or technology. 9 students learn english for medical purpose and the purpose of emp is to prepare a specialist able to use a foreign language as the main communications means in communicating and cooperating with foreign partners in the professional field and real-life situations. therefore, teaching/learning emp is said to be specialty-oriented as it is submitted to specific (professional) needs of the students. making use of a foreign language the student acquires profound professional knowledge as well. thus, it is difficult to determine where the language learning ends and where subject learning starts or vice versa. so, emp’s teacher should know about: material development procedures according to harsono, 2007 the steps or procedures of material development includes the design, implementation, and evaluation of language teaching materials. dick and carey in harsono suggested ten components of systems approach model, there are: a. identify instructional goal b. conduct an instructional analysis c. identify entry behaviors and characteristics d. write performance adjectives e. develop criterion –referenced test items f. develop instructional strategy g. develop and or select instructional materials h. design and conduct the formative evaluation i. revive instruction j. conduct summative evaluation each of these components is closely related to each other in the system approach model. according to harsono, 2007 to design or develop an accurate teaching material, each component in the system has to be considered. in other words, suitable teaching-learning materials should be able to fulfill each of the other components in the system approach. the teaching or learning materials 10 already develop for specific target learners have to be implemented in the real teaching learningmaterials in the real situation in this step is meant to try the teaching-learning materials whether they are suitable for the target learners. if not, then the teaching-learning materials have to be revised based on the data obtained from the try out to the target learners. this is called the evaluation step. learning activities should focus on the content that is important to students therefore, they should be allowed to choose the learning content. the relevance of andragogy to the teaching of medical english cannot be ignored. it is the writer’s belief that medical english cannot be taught at the level of or in the same methods of basic english language teaching. career-specific, highly technical language must be contextually based. medical english is taught from the perspective of medicine and health care first and foremost while reinforcing vocabulary acquisition, grammar and structure secondly. teachers do require special knowledge of medicine to teach emp and also an interest in the language needs of the medical profession and a grasp of the teaching techniques of the communicative approach. written and oral english skills should be taught through intensive and integrated activities. teaching writing and speaking should be integrated with reading and listening to content that is meaningful to the learners. please remember that grammar instruction and error correction do not bring about improved precision or smoothness in expression. teaching communication skills in emp is essentially about facilitating learning so that your students can develop flexibility and confidence. if 11 teacher can create realistic situations where students actively use their medical knowledge, teacher will give them very real skills practice for their place of work. one way to achieve this is through role-play exercises. give the student a chance to have the role playing as health care workers and patient (a doctor and patient, nurse and patient or midwife and patient) in a real life situation (in lab or in mini hospital). the goal of curriculum and curriculum framework must be developed to meet the needs of the educational institution, the students, relevant legislation, and any other stakeholders such as employers of the students. dudley-evans and st. john (1998: 145) discuss criteria for esp course design and put forward useful steps for esp (especially for emp) teachers and course designers to consider. they list these concerns surrounding course design in the form of the following questions: should the course be intensive or extensive? should the learner performance be assessed or non-assessed? should the course deal with immediate needs or with delayed needs? should the role of the teacher be that of the provider of knowledge and activities, or should it be as facilitator of activities arising from learners expressed wants? should the course have a broad focus or narrow focus? should the course be pre-study or pre-experience or run parallel with the study or experience? should the materials be common-core or specific to learners study or work? 12 should the group taking the course be homogenous or should it be heterogeneous? should the course design be worked out by the language teacher after consultation with the learners and the institution, or should it be subject to a process of negotiation with the learners? by considering at these questions prior to planning course design, the emp teacher can be better prepared more, so if the teacher has to balance out some of these parameters which are linked to institutional and learner expectations (dudley-evans and st. john, 1998). 4. what should students know in learning english for medical purpose (emp) language can only be properly understood as a reflection of human thought processes. hutchinson and waters, 1993: 39 say that language learning is conditioned by the way in which the mind observes, organizes and store information. in other words, the key to successful language learning and teaching lies not in the analysis of the nature of the language but in understanding the structure and processes in mind. for the student who wants to master the emp, they should be aware of what they really want to develop, so they: a. should provide the good medical knowledge. the right blend of what teacher should teach for emp will give result. b. must deal with the authentic material/documents to have a better understanding about emp, especially they have to exposure to reading habit, such as; medical textbook, medical research journal, medical abstract, medical case reports, medical leaflet etc. 13 c. see learning emp as an enjoyable and satisfying experience and be well motivated in teaching and learning process. d. should have the learning strategies in studying emp. they have to be aware of that they do not only learn about language acquisition (focuses on how they develop their knowledge on mastering language) but also the cognitive psychology (focuses on how they deals with medical knowledge they have already known and learnt). 5. conclusion teaching emp is very challenging. it does not only focus on language teaching method but also on how to deal with some characteristics of the language itself. both teacher and students have to be aware of the certain task they have to develop. teacher should develop the communicative method in teaching emp to introduce students the real life situation in learning emp. teaching emp covers the need analysis; the development of the english materials and test for the medical students and the evaluation. student are also demanded to have the learning strategies to enhance their knowledge both in language acquisition and cognitive psychology. an example activity for teaching and learning emp: consider, for example, taking a medical history from a patient. teacher can create a lesson using just one word – such as headache– and the students’ knowledge. ask them to create a brief case presentation: a 25-year-old patient presents with a (tension) headache. students can take turns taking the history 14 from the patient. give each of them five minutes to take the history, allow two to three minutes for feedback, then follow it up with whole class feedback. a role-play such as this is made more challenging by asking the ‘patient’ to adopt an attitude (aggressive, annoyed or challenging, for example). alternatively, students can work in groups of three so the third student acts as a monitor of the ‘doctor’ who checks medical detail. teacher can refer monitors to particular pages of medical text books too. medical case histories also lend themselves to information gap activities. these activities are where the ‘patient’ presents to the doctor with an illness that the doctor does not know about. to make this type of activity more challenging, teacher can:  restrict the enquiry to different types of headache – tension, migraine, haemorrhage, thunderclap, for example  set the activity for a specific field, such as respiratory medicine  make it completely open – let students decide on the patient’s problem themselves. as a lay person rather than a medical expert, you as the teacher are the ideal candidate for getting doctors to ‘decode’ medical language in the way they would need to if they were speaking to a patient. so, be open to role-plays, be clear about the objectives for each activity, and don’t forget to use the wealth of knowledge sitting inside students’ heads. bibliography brand, karin. 2006. semblanzas. panace@. vol. vii, no23<www.medtrad.org/panacea.html> 15 brunton, mike . 2009. an account of esp – with possible future directions. english for specific purposes. issue 3 (24), volume 8, 2009 (http://www.esp-world.info) civilkienė, daiva et al. 2008. the role of text-based activities in teaching esp. www.onestopenglish.com collins cobuild english dictionary for advanced learner.2001.third edition. harper collin publishers. india. thomson press. dorland pocket dictionary. 1995. (indonesian version). jakarta. egc dudley-evans, t. & st. john, m.j. (1998). developments in esp: a multidisciplinary approach. cambridge: cambridge university press harsono, y.m harsono. 2007. developing learning materials for specific purposes in developing learning materials for specific purposes. teflin journal, volume 18, number 2, august 2007 newmark, peter. 1988. a textbook of translation. europe . prentice hall nursalam. 2006. english in nursing-midwifery sciences and technology. for indonesian’s nurse-midwife students. surabaya .unair. sukarni, emalia irragiliati. 2007. english for medical purposes. indonesian for medical purposes and its pragmatics use. malang . banyumedia. . waters, alan and hutchinson, tom. 1993. english for specific purposes: a learning-centred approach. cambridge university press. wright, c. (2001). the benefits of esp. available online: http://www.camlang.com/art001.htm www. medtrad.org/panacea. 2005. vol. vi no:21-22. september-december www.wikipedia.com yudhi p, nuning. understanding language in medical text. proceeding. international conference on ‘language and communication in the workplace’ 11-12 september 2012 http://www.esp-world.info/ http://www.onestopenglish.com/ http://www.camlang.com/art001.htm http://www.wikipedia.com/ volume 11, number 1, april 2020, 1-15 available at http://jurnalfahum.uinsby.ac.id/index.php/nobel/article/view/254 doi: 10.15642/nobel.2020.11.1.1-15 intermedial transformation in comic book movie adaptation of x-men: first class nur saktiningrum  universitas gadjah mada, jalan nusantara 1, bulaksumur yogyakarta 55281, indonesia article info abstract the objects of this study are eight x-men: first class comic books, volume 1 published from september 2006 until april 2007, and x-men: first class movie made in 2011. texts in the forms of dialogues and visual images taken both from the comic books and the movie are the data which are then analyzed qualitatively. applying intersemiotic translation promoted by zecca, this study is trying to uncover how social and economic factors influence the translation process and whether there are any continuity and changes along the process. the study focuses on the social and economic aspects involved in the process of transforming x-men: first class comic books as the source text into the movie version as the targeted texts. some adaptation and changes occurred as a consequence; plot and storylines are twisted; characters involved are replaced to meet the expectation of the targeted market of the movie. supported by those involved in the process and the social issues echoing at the time when the process is happening, the social issues depicted in the texts are also sifted. article history: received january 2020 accepted february 2020 published april 2020 keywords: intermedia translation, xmen: first class, comic books, movie © 2020 uin sunan ampel surabaya correspondence: p-issn 2087-0698 email: saktiningrum@ugm.ac.id e-issn 2549-2470 http://jurnalfahum.uinsby.ac.id/index.php/nobel/article/view/ intermedial transformation in comic book movie adaptation nobel: journal of literature and language teaching 2 volume 11, number 1, april 2020, 1-15 introduction at the beginning of the 20th century, there was a new trend within film studies scholarship. before the 20th century, academic writings on films limited their scope only to the studies related to the technical aspects of cinematic production along with the film producers and directors as the influential factors. films were beginning to be the objects of critical studies as a work of art when theories pertaining to film had flourished. in this period of development, studies of films had adopted a wider range of approaches that situate cinematic works in multidimensional spatial and temporal contexts. this development had stimulated the growing discussion of more varied aspects of cinema that involves scriptwriting and film historiography. today, film studies have reached a vigorous development as an academic discipline following the increasing use of movies as a medium to enhance learnings of history, culture, and society in various extents. the discipline’s growth in breadth and depth has also induced studies and discussions on film’s relations with other media such as television and literary work, particularly novels. one of the areas of study related to film’s intermedial relations that has been gaining critical attention is the intermedial transformation of novel into its movie adaptation. bluestone (1957), for example, investigates the metamorphosis of six novels into films. his study offers a critical analysis on the limits, the technical aspects, and the capacities of novel and film as a narrative medium and also analytical explorations into major changes that occur in the process when a novel is transformed into a movie. a brief preliminary observation for the present study has provided a general picture of the current filmmaking industry, which shows the increasingly diverse materials or sources targeted for movie adaptation in terms of intermedial translation of verbal narrative media (novel, comic books, play, etc.) into narrative motion pictures. hence, not only novel but many other works of art have also been transformed into movies. one of the narrative media which have been frequently targeted for film adaptation is a comic book. one example of comic book movie adaptation is the transformations of x -men comic books from marvel comics into movies with the same titles. there are eight x-men movies to date, all of which have drawn a tremendous response from the public (tmdb, n.d.). x-men comics, which are the source materials of x-men movies, were first published during the 1960s. the comic books were written by stan lee and illustrated by jack kirby. until today, there have been hundreds of x-men comic books published (over 175 titles) with nur saktiningrum nobel: journal of literature and language teaching 3 volume 11, number 1, april 2020, 1-15 different numbers of volumes for each title ranging from one title for one book or a single shot to one title for more than ten issues. these numerous x-men volumes were the source material of the seven x-men movies, and their two sequels, whose titles bear no “x-men” name, have been released so far. these facts have raised several critical questions that the present study seeks to address: based on which volume(s) and which comic series were the x-men movies made? what processes involved in the intermedial transformations of the xmen comic books as the source texts into their movie versions as the target texts? what changes and consistencies had been involved in the specified process? review of literature intermedial transformation process the term transformation referred to in this article is to be construed as a process of formal changes or alterations in a general sense. the formal changes brought up as the focus of analysis here are those that are specifically effected in a translation or adaptation between different media. in that case, the term intermedial transformation is also used in the discussion related to it in this article. intermedial transformation of comics into films customarily and necessarily creates multifaceted changes or adaptations throughout its process. the challenge of explicating the process of intermedial adaptation is much more than merely about the task of investigating what differences between media may entail in such a process. the attempt to explain it would necessitate looking into differences in the historical, social, economic, and cultural dimensions where the source and the target works of the adaptation are situated in. regarding x -men comic book movie adaptation, although both the comic and the movie versions have their setting in american society, the different periods during which the publications of the comic books took place (2006– 2007) and during which the movies based on the books were produced (2011) would certainly play significant roles in how both forms of narrative works were produced. therefore, those aforementioned factors need to be taken into account when maki ng inquiries into the process of intermedial translation. inherent in this kind of translation is the aspectual differences between the involving media in terms of their nature, function , and structure. thus, the scrutiny into the transformation of the sou rce medium into the target medium requires identifications and in-depth descriptions of how those three constitutive aspects are translated between media; what changes and consistencies are formed as a result of such translation process; how the contextual background of different intermedial transformation in comic book movie adaptation nobel: journal of literature and language teaching 4 volume 11, number 1, april 2020, 1-15 temporal settings affects the process and the result of the intermedial transformations ; how the socioeconomic background of the different eras of productions of the two media contributes to the process and the result of the transformations. these are the general questions that the study in this article tries to answer. this article discusses the process and the results of the intermedial transformation of x-men: first class. the source texts under study are eight series of x-men: first class comic books published in the period between september 2006 and april 2007. the target text of the transformation comprises the movie version of the eight comic series released on 25 may 2011 with the same title. the primary data for the analysis were taken from the textual and pictorial elements of x-men: first class comic books and movie that include the printed dialogues, the pictures or visual images, and the movie scripts. as hinted earlier, the scope of discussion in this article is limited to the process and the result of the intermedial transformation in the comic book movie adaptation of x-men: first class, particularly as an attempt to identify and explain the changes and/or consistencies that had been generated in the process and the result of translating the intrinsic elements of the source texts into those of the target texts which are largely shaped by the medium (film) which is very much different from that of the source texts (comic book). the comics and the movie as the focus of discussion in this article were treated as texts (in words and pictures or visual images). these texts serve d as the material object of the present study and were analyzed and interpreted to build answers for the questions raised earlier. the discussion of the texts was developed based on a theory of intersemiotic translation. guided by this theory, the printed/ verbal texts in the forms of dialogues in the comic books, the script of the movie, and the visual images in both the comics and the movie were assumed to have meanings. the meanings were drawn through critical interpretations that were intended to lead the discussion to the elucidation of the changes and consistencies that had been brought about in the process of the intermedial translation and the final result of its work. this study is based on a theory in the framework of intersemiotic translation developed by federico zecca. drawing on the theses and conceptualizations put forward by his predecessors in intersemiotic translation studies such as jakobson (1959), marrone (1998) and dusi (2003), zecca argues that: ... thus, today the category of intersemiotic translation is generally used to describe the re-production of a source-text (or part of it) belonging to a source-system (here, nur saktiningrum nobel: journal of literature and language teaching 5 volume 11, number 1, april 2020, 1-15 the comics system) in a target-text (or part of it), which belongs to a target-system (here, the cinematic system). further, zecca explains that translation process is a process of cultural semiotics, and it is a common occurrence. the process includes the transfer and reproduction of each semiotic unit of the source text, in all forms and sizes, in the target text. this notion presupposes that every intertext relation, be it intersemiotic or intrasemiotic, is generated by a translation process which has happened previously in which some elements in a text are transferred to another text. it is these elements that play a major role in building the intertext relation of the two texts. the perspectives of intersemiotic translation and translation process presented above had provided a theoretical framework for the writer of this study to interpret the visual images in the x-men: first class comics and screenshots from the comics’ movie version along with their associated dialogues as sign units with certain meanings. moreover, views concerning the abovementioned theory of intersemiotic translation agree on its applicability to any study of translation involving source and target texts with different semiotic systems and media. the theory’s wide scope of the application provides the writer of this article with a strong ground to adopt it as a basis of analysis for the study of x-men comic-to-movie translation presented here. its use in this study is expected to unveil the influential factors that largely contribute to the process of the intermedial translation under study as well as to the resulted changes and consistencies of the constitutive elements in the involving texts. discussions of main themes economic factor in intermedial transformation the american youths targeted by the movie marketing for x -men are those who read superhero comics in their childhood. this is one of the main reasons why the x-men comic book movie adaptation has been considered a profitable business to undertake for hollywood. the themes, the characters, and the stories are already familiar to the targeted audience, which means the approximate calculations of the profit would likely be much less speculative. moreover, it is also highly likely that the products of the invol ving intermedial transformations (the x-men movies) would attract the older audience as well. the audience who were in their 40s or 50s when x-men: first class was played on cinemas had grown up watching superhero serials on television or reading their com ic versions. to them, superman, batman, and spiderman are familiar superhero figures. intermedial transformation in comic book movie adaptation nobel: journal of literature and language teaching 6 volume 11, number 1, april 2020, 1-15 thus, by the time x-men: first class movie was released in cinemas in 2011, many of them would feel nostalgic and would be tempted to watch the movie version of the comics they had enjoyed back in their childhood days while taking their children to the cinema. in this regard, the older audiences, which are those in the age group of over 25 years old, were considered as the bonus profit for the marketing of x-men: first class, whose main target audiences were those in the younger age group (under 25 years old). the market research of movies produced as an intermedial adaptation of comics by sam raimi (2002), whose main objects of research were spiderman movies, reports that spiderman movies and several other superhero movies had been able to attract audiences across age groups and genders. in the field of movie market research, movies that are appealing to large segments of the audience are regarded as movies that dominate “four quadrants.” geoff ammer, as cited by nathalie dupont (2011), explains that four quadrants refer to the four groups of movie audiences: male and female as gender -based groups and older and younger as age-based groups. a producer who intends to score a box office success with his/her newly produced movie would need to use all resources at his/her disposal to appeal to all four groups of audience specified above. based on a number of statistic reports (dupont, 2011), the x-men film series has always been able to reach the blockbuster level of sales, which amounted to over $150 million. x-men: first class success can be indicated from its earnings from its opening in cinemas worldwide that reached $355,408.305. it was a fantastic total amount of dollars that could only be collected when its sales had managed to take control of the four quadrants of marketing. a huge number of people of all ages, men and women, went to see the movie and therefore gave a great contribution to the movie’s commercial success. in sum, x-men: first class’s achievement is evident not only in its hundreds of millions of dollars worth of revenue collected but also the size and the segments of its audience. indeed, such a large number of the audience suggests that this movie was popular among all groups of audiences (the numbers, n.d.). the extent of x-men: first class’s popularity had reached beyond the american public. the movie’s impressive international box office achievement showcased that it was also immensely popular at the international level. for american readers and audiences, the superpower characters in x-men series such as prof. x, magneto, mystique, emma frost, beast, banshee, azazel, angel, and many others, are very familiar fictional figures which originated in the usa and have been part of american culture for years. the younger generation of americans would look up to them as an nur saktiningrum nobel: journal of literature and language teaching 7 volume 11, number 1, april 2020, 1-15 inspirational insight of how the new myths of american superhero were built and grow n over time because they did not grow up with the legacy of the older myths that had been developed and disseminated long before their generation was born. as for international audiences across the globe, they could always relate to x-men fictional figures in some other meaningful ways such as seeing them and their story world as representations of injustice, inequality in citizens’ rights, gender inequality, poverty, natural disaster and anti-establishment occurring in their respective home countries since these are some of the issues in reality to which the movie seems to draw the audience’s attention. for their young fans, x-men superheroes are part of their dreams and imaginations about power, justice, capability, and adroitness in coping with various problems in their daily life. apparently, the embodiments of many people’s dreams and fantasy in x-men: first class is one of the reasons why so many audiences were wholeheartedly willing to spend their money to buy tickets and watched the movie in cinemas. apart from the entertainment the movie had to offer, the young audiences, in particular, were drawn to the movie as they found that for some reason they could identify with the x-men characters in that the superheroes’ struggles in x-men fictional world were somehow comparable to their own ups and downs in their growing up years into adulthood. metaphorically, those familiar superheroes represented their wish of winning the battles against numerous social problems that they couldn’t always deal with triumphantly in real life. superheroes in movies have almost always come out as a champion in the end, and it is presumably because of this sense of happy ending that they were eager to invest in superhero movies. the american film industry has long been perfectly aware of this fact . therefore, an intermedial adaptation from comics into film is seen as a very profitable fi lmmaking business to take up. to date, movies made from intermedial adaptation (such as x-men: first class) are regarded as a production that stands a good chance of creating a blockbuster hit. in this sense, this category of filmmaking (intermedial adapta tion) is considered promising in bringing profitable opportunities to filmmakers in the us. marketing for x-men: first class was made easier by the familiarity of the comic books on which the movie was based among the american public, not to mention the fact that it already had far-reaching fan communities throughout the us. in comic-to-movie adaptation business, fanbase advantage can turn into a two-edged sword in that if the filmmakers fail to manage it, it will cause them a negative film promotion for th e movie distribution. in x-men: first class case, however, its contributing filmmakers were intermedial transformation in comic book movie adaptation nobel: journal of literature and language teaching 8 volume 11, number 1, april 2020, 1-15 proven capable of managing the preceding popularity of its comic version as a leverage to attract a large number of audiences who were mostly x -men fans by adapting it into a movie version with a high production value to their satisfaction. in turn, their satisfaction greatly boosted the movie’s ticket sales. realizing that the fans of comic books based on which some promising movies were made play a very important role, hollywood makes it necessary to organize an event that presents comic-based movies and targets comic fans as its intended audiences to their advantage. producers and directors of upcoming movies usually attend the convention to release the movies’ trailers. for example, a convention called comic-convention 2017: the x-men are ‘gone’ in new series the gifted was held on 21 july 2017 where fans of x-men comics (the source texts of intermedial adaptation) were presented with the preview of what to expect from the newly produced x-men tv series (the target texts of adaptation) (collura, 2017). in its development, events such as comic convention are increasingly significant in their contribution to the marketing of movies made from intermedial adaptation. because of this fact, hollywood decided to hold it on a regular basis as a compulsory part of their marketing strategies. furthermore, the sponsors’ role in the productions of movies of this category generally proves to be a great contribution as their financial resources. superman ii, for instance, received $42,000 in funding from featuring the marlboro logo and cigarettes in it (lester, 1980). batman begins dan the dark knight benefited from lamborghini in the same manner as superman ii from marlboro, although not as much. lamborghini cars were featured in the movie in exchange for a great amount of funding for its production. in addition to such sponsorship, there is also a kind of business contract based on which certain characters, titles, or actors of the released movie are used to promote a product. reebok had used spiderman's character to promote its products by highlighting the superhero wearing reebok shoes. unlike superman and spiderman film productions, xmen: first class production was not supported by many big sponsorship contracts. though there were several products featured in the movie, they did not amount to a significant contribution to the movie’s production. while not relying much on sponsorship, x-men: first class gained appreciation from other sectors. producers and manufacturers of children’s toys were interested in creating products based on superhero characters in x-men that have been children’s idols for a long time. they made and sold action figures of those familiar superheroes, and for this business opportunity, they had to pay a huge amount of royalty. the movie’s revenue nur saktiningrum nobel: journal of literature and language teaching 9 volume 11, number 1, april 2020, 1-15 from contracts with children’s toy businesses proved substantial. the rapid development of technology in the entertainment industry was another sector x-men movies had benefited from. there have been numerous video games that were made based on x-men mutants. between 1993 and 2014, there were at least 23 video games created with “xmen” in their titles. there were still other games that used one of x-men mutant characters in their designs, such as wolverine (5 titles). those products, toys and video games were advertised in several media during the same period when x -men movies were released and distributed to cinemas. this is an effective marketing strategy for those movies. even the publisher of x-men comic books found that the advertisements of those products had helped them with their own publicity. although not all film studios in hollywood produce movies based on comics, the amount of profit some filmmakers have succeeded in accumulating from this segment of film production has made hollywood producers take it into serious consideration as a promising business option. as informed by stephen norrington (1998), blade, albeit a less popular superhero character in comic books than superman and spiderman, did well in generating large profit. with a production budget of $45 million, the movie made a net profit of $70 million (kaye, 2018). x-men: first class, which was produced on $160,000,000 million budget, had made $355,408,305 profit to date (the numbers, n.d.) social dynamics in movies made from intermedial adaptation process indeed, the worlds described in x-men: first class comics and movie are imaginary story worlds which will never exist in reality. still, certainly, a work of literature or art couldn’t possibly be created in a vacuum and without contexts. a related question about this axiom in studying any work of literature would be which social context(s) brought about or inspired its creation? does the social context reflected in the comic version of xmen: first class correspond with the social context reflected in its movie version? do the superheroes in both versions of x–men narrative represent certain groups of society, certain social conditions and/or values, and also some expectations of certain members of society with whom both versions were associated? for the purpose of making an in-depth comparison of the two versions of x-men: first class narrative (comics as the source text and movie as the target text) , the mutant characters are considered the most conspicuous indicator to begin with. in the comic version, prof.charles xavier (prof. x) is presented as the central character , just as it is in the movie version. both versions of the narrative also present him with the role of intermedial transformation in comic book movie adaptation nobel: journal of literature and language teaching 10 volume 11, number 1, april 2020, 1-15 educating young mutants at a private school he had specifically founded for their kind, xavier’s school for gifted youngsters. the names of these mutant youngsters are cyclops, marvel girl, beast, angel, and iceman. each of them was born with x-factor genes that had given them a special gift or superpower: cyclops has eyes that can shoot fire, beast has an incredible physical strength of a gorilla or great ape, angel can fly, iceman can create and control ice, and marvel girl has telekinetic power that is similar to prof. xavier’s. in the eight series of x-men: first class comic books, under prof. x’s command, these mutant heroes fight against evil mutants. in the series’ movie adaptation, prof. x trains a group of these following gifted students: raven/mystique; beast; havok, a mutant with the superpower of absorbing others’ energy and using it to her advantage; banshee, a mutant with the power of producing ultrasonic wave and flying; darwin, a mutant with the power of changing his shape to adapt to his environment and needs; and angel salvadore, a mutant who has wings like a dragonfly’s. picture 1: x-men: first class series cover for issue 1 dan x-men: first class 2011 movie poster those differences in mutant characters can be associated with the fact that four mutant students of prof. x in the comic version had appeared in the previous three x -men movies. if the four characters were once again featured in x-men: first class movie with 1960s setting, their presence would have been out of place. there is also an adjustment to a mutant character named banshee for some reason. in the comic version, this mutant is narrated as an adult woman coming from ireland, while in the movie version, banshee is an american young man. nur saktiningrum nobel: journal of literature and language teaching 11 volume 11, number 1, april 2020, 1-15 moreover, x-men fans were offered with a climax in the movie that did not happen in the comic version. the loyal readers of x-men comic books have long been familiar with the story that the enmity between prof. x, the good mutant leader, and magneto, the evil mutant leader, is caused by the increasing disagreements on what they are supposed to believe and what values they need to uphold. in the movie version, their hostility is presented as an unresolved drama escalating into a tragic consequence. the two influential mutants from the good side and evil side were initially two best friends who fight together against people who are determined to exterminate mutants from the earth. over time, they eventually took different approaches in dealing with their opponents and went on separate ways after a prolonged conflict. the changes in events related to prof. x and magneto’s conflict and hostility made by the producers of the movie can be regarded as an attempt to bring a certain social issue into attention. the social and historical contexts of x-men: first class movie can be associated with the temporal setting of the story it narrates. in this target text, the setting of the story characterizes the condition of american society in 1962. the atmosphere of this period is dominated by the conflict crisis between the us and cuba and the cold war between the us and the soviet union. prof. x and magneto’s alliance is narrated as a collaborative power to protect the u.s. national interest from soviet union’s government , a heroic narration with nationalism overtone that is frequently found in various american superhero narratives. however, this vantage point could not be found in the comic version. the comic books of x-men: first class were published from 2006 to 2007. they feature stories of how prof. x’s students engage in battles with antagonistic mutants or monsters with a superpower from the dark side. these mutant opponents are complex characters. some of them cause destruction for the reason of self -defense such as kongklomerat, as narrated in x-men: first class vol. 1, issue 1. some others were once humans before they turned into mutants because of lab accidents, as narrated in vol. 1, issue 2. despite the differences between the source and the target texts in terms of the characterizations of the opponent characters, both versions are parallel in part of the story of x-men mutants fighting against opponents who are other than themselves; the part that represents how a society should resist injustice in any way possible to re -establish the society’s stability and prosperity. one example is the part in which the mutants fight against kongklomerat in the freezing north kutun. when the mutants find out the reason behind the monster’s destructive behavior, they demand that humans should stop their intermedial transformation in comic book movie adaptation nobel: journal of literature and language teaching 12 volume 11, number 1, april 2020, 1-15 explorations that have been threatening kongklomerat’s survival. the mutant heroes believe that if the threat is lifted, kongklomerat would be back to its peaceful life while waiting for the end of its life cycle. picture 2: x-men: first class comic book volume 1 issue 1 as a social group, x-men can be construed as a community whose members have distinctive traits or characteristics that distinguish them from the members of other communities in their vicinity. their superpower is the main reason for them to create their own group and feel comfortable to survive and work together under prof. x’s leadership and guidance. prof. x is the one who completely understands how hard it is to live in a society that hasn’t been able to welcome the mutants’ presence among them wholly. their special gifts as mutants become a great challenge because they live in a society that disapproves or rejects them because of that different trait. they are endowed with a superpower that they can use for the benefit of humankind, but this gift puts them in a very difficult position that makes them unable to fit in among the majority. the pressure of society’s disapproval has motivated some of the mutants to keep their power a secret among ordinary people or even to remove it altogether (e.g., beast in x-men: first class) so that they can blend in with the majority and completely fit in among them. nur saktiningrum nobel: journal of literature and language teaching 13 volume 11, number 1, april 2020, 1-15 the social issue related to the ‘unfortunate’ difference experienced by the x-men mutants can be interpreted as a representation of the complexity of social difference and the challenge of being unfavorably different among the majority that the producers wish to communicate the audiences of the movie. both in the source and target texts of x-men: first class, the gifted youngsters (mutants) can be understood as a community that represents minority group(s). in fact, minority issues are a noticeable aspect of both the comic book and the movie versions. the follow-up question will be which minority group that the x-men mutant characters represent? this question can be answered through several perspectives. the answers might imply the complication of social problems in reality that comprises the tensions between individual identity and otherness, between minority and majority and between discrimination and marginalization. in the source text, the x-men community can be interpreted as a representation of minority groups in the u.s. they are different from the majority who are generally characterized as white, anglo-saxon, protestant, and male. the implication is that the problematic difference concerns the issues of race, gender, and economic status. the struggle of the x-men characters can be juxtaposed or associated with the civil rights movement in the u.s.a. in his interview with the guardian, lee said that he purposefully crafted the team to reflect the civil rights race movement of the 60s : "it occurred to me that instead of [the x-men] just being heroes that everybody admired, what if i made other people fear and suspect and actually hate them because they were different? i loved that idea; it not only made them different, but it was a good metaphor for what was happening with the civil rights movement in the country at that time.” (strauss, 2000) the mutants have to go through the pressure of having to behave acceptably among the crowd by socializing with their own group, hiding their power, making physical adaptation when they need to interact with non-mutant people, among others. for example, cyclops has to constantly wear special glasses to cover his eyes , and angel has to hide his wings by covering them with particular clothes. these strategies can be seen as an attempt to negotiate on the minority’s part to adapt themselves to the society where they live. they are required to control their power/gift and hide any physical mark that makes them visibly different from ordinary people by any means possible. thus, it is made necessary for them to look normal and acceptable in society. intermedial transformation in comic book movie adaptation nobel: journal of literature and language teaching 14 volume 11, number 1, april 2020, 1-15 in the target text, x-men characters can be interpreted as a representation of lgbt community which is one of minority groups in the u.s. by putting them in the context of the period of time when the movie was released, 2011, and taking into account the statements made by the people who participated in the production process of the movie ; the above interpretation can be considered defensible. zack stentz, the movie screenwriter, commented on facebook (quoted by polo, 2011) in response to people's denial of lgbt issues: “um, no offense, but you’re wrong. i helped write the movie, and can tell you the gay rights/post-holocaust jewish identity/ civil rights allegory stuff was all put there on purpose.” zack was not the only gay who got involved in the production of x-men: first class movie. zack and other gay contributors in the production of the movie gave their ideas about the scenes and ideology that can represent the lgbt group. hank’s wish to discover a cure that can take him back to normal in the movie reflects the concern of the members of the lgbt community as they realize that their sexual orientation deviates from what is considered ‘normal’ by the standard of the society where they live. conclusion x-men: first class movie (2011) was produced through an intermedial transformation of the comic books with the same title (2006 – 2007) as the source text. although both narrative versions use the same title, they differ in their temporal setting, plot, and characterization. not only the plot in the target text is signif icantly different from that in the source text, but the characters featured in both versions also are not identical. although there are a number of characters from the source text featured in the target text, changes are made to their roles, origins, and presence in the story. these major changes had split the fans of x-men comics, who had been a loyal reader since 1963, into two groups: those who thought that some changes and adaptations are inevitable in transforming the comic version into the movie versi on, and those who responded negatively to those changes. for those who saw those changes as a downside, the changes of the important elements made to the comic books had ‘disrupted’ their framework of interpretation and horizon of expectation they had been maintained for years as the loyal readers of x-men comic books. however, the fact that x-men: first class movie had succeeded in gaining a huge amount of profit and securing its position as a blockbuster movie is an undeniable indication that this movie was widely accepted in both national and international levels. nur saktiningrum nobel: journal of literature and language teaching 15 volume 11, number 1, april 2020, 1-15 for many of its audiences, this movie about mutant superheroes could play a role as a conduit to communicate so many questions they have wanted to ask. various minority groups felt represented by the characters in the movie that were not present in the comic version. these changes in the process of adaptation are inevitable or even necessary since there are differences in the periods between the publications of x-men: first class comic books and the release of its movie version as well as differences in interests and perspectives among the filmmakers who had taken part in the process of comic/movie intermedial adaptation during the production. all things considered, all changes and consistencies that the filmmakers have decided to create in transforming elements of the source text into the elements of the target text in the process of comic book movie adaptation are a logical consequence in performing such intermedial translation of narrative texts. there will always be many factors that are external to the texts, such as ideological and economic contexts of their production. references bluestone, g. (1957). novel into film: a critical study. baltimore: the john hopkins press. tmdb. (n.d.). x-men collection. themoviedb. retrieved november 6, 2017. https://www.themoviedb.org/collection/748-x-men-collection. collura, s. (2017, july 22). comic-con 2017: the x-men are 'gone' in new series the gifted. ign. www.ign.com/articles/2017/07/21/comic-con-2017-the-x-men-are-gone-in-newseries-the-gifted dupont, n. (2011). hollywood adaptations of comic books in a post-9/11 context: the economic and cultural factors. transatlantica, (2), 1-21. http://journals.openedition.org/transatlantica/5419 kaye, b. (2018, august 29). 20 years ago, blade made comic book movies credible: a serious approach to high-concept comics paved the way for the modern superhero film. consequence of sound. https://consequenceofsound.net/2018/08/20-years-ago-blademade-comic-book-movies-credible/ polo, s. (2011, june 11). x-men: first class screenwriter confirms lgbt subtext as totally intentional. the mary sue. https://www.themarysue.com/x-men-first-class-gay-subtext/ strauss, b. (2000, august 12). generator x: an interview with stan lee. the guardian. https://www.theguardian.com/film/2000/aug/12/features the numbers. (n.d.). x-men: first class (2011). the numbers where the data and the movie business meet. retrieved november 19, 2017 at 01:05 from www.thenumbers.com/movie/x-men-first-class zecca, f. (n.d.). comics in motion: the intersemiotic translation of comics into film. retrieved march 19, 2017 from http://www.academia.edu/10100816/comics_in_motion_the_intersemiotic_translation_ of_comics_into_film_draft_ https://books.google.co.id/books?id=zn3pmkujgbwc&pg=pa8&dq=novel+into+film:+a+critical+study&hl=en&sa=x&ved=0ahukewik0z64h_joahwua3ikhyi7av8q6aeikdaa#v=onepage&q=novel%20into%20film%3a%20a%20critical%20study&f=false https://www.themoviedb.org/collection/748-x-men-collection. http://www.ign.com/articles/2017/07/21/comic-con-2017-the-x-men-are-gone-in-new-series-the-gifted http://www.ign.com/articles/2017/07/21/comic-con-2017-the-x-men-are-gone-in-new-series-the-gifted http://journals.openedition.org/transatlantica/5419 https://consequenceofsound.net/2018/08/20-years-ago-blade-made-comic-book-movies-credible/ https://consequenceofsound.net/2018/08/20-years-ago-blade-made-comic-book-movies-credible/ https://www.themarysue.com/x-men-first-class-gay-subtext/ https://www.theguardian.com/film/2000/aug/12/features http://www.the-numbers.com/movie/x-men-first-class http://www.the-numbers.com/movie/x-men-first-class http://www.academia.edu/10100816/comics_in_motion_the_intersemiotic_translation_of_comics_into_film_draft_ http://www.academia.edu/10100816/comics_in_motion_the_intersemiotic_translation_of_comics_into_film_draft_ volume 10, number 2, september 2019, 117-130 available at http://jurnalfahum.uinsby.ac.id/index.php/nobel/article/view/nomorurut doi: 10.15642/nobel.2019.10.2.117-130 enemy construction in the declaration of war against japanese empire: cda perspectives ahmad idris asmaradhani  institute of teacher training and education (ikip) mataram, jl. pemuda no.59a, dasan agung baru, mataram, nusa tenggara barat article info abstract this paper seeks to identify and describe the linguistic priming work that president roosevelt employed in overcoming isolationism in the united states. in his declaration of war against the japanese empire, president roosevelt asked the american people to trust him with the american forces and american determination using the strategy of enemy construction. making courageous statements packed in political discourse, he framed the people’s minds into a state of patriotic country defenders and that the japanese empire was an enemy and a real danger to the life of the country. his statements are a formulation that america is ready for war with an assurance of a near-absolute victory. applying the method and theories of critical discourse analysis centered around the framework of “ideological square” and “socio-cognitive approach” for building in-group and out-group as one major aspect of cda supported with other linguistic theories, this paper aimed at analyzing and describing such linguistic priming to get out of the country isolationist slumber. based on the results of the analysis and discussion, it is argued that in terms of cda and socio-cognitive as well as other linguistic theories the enemy construction was inter-textually successful in winning the american people’s consent. article history: received august 2019 accepted august 2019 published september 2019 keywords: priming, ideological square, in-out group, enemy construction © 2019 uin sunan ampel surabaya correspondence: p-issn 2087-0698 email: denver.idris@gmail.com e-issn 2549-2470 http://jurnalfahum.uinsby.ac.id/index.php/nobel/article/view/nomorurut mailto:denver.idris@gmail.com enemy construction in the declaration of war nobel: journal of literature and language teaching volume 10, number 02, september 2019, 117-130 118 introduction president roosevelt (hereinafter pr)’s speech “declaration of war against the japanese empire” (hereinafter dwje) lasted just over four minutes but had a significant impact that persists to this day. this speech was one of the most famous and moving speeches in american history (see: moser, 2013, pp. 1-4). this critical discourse analysis will exhibit the fact that pr’s war declaration was an effective speech due to his ability in converting the american isolationist historical background using language priming containing some elements of cda packed in political discourse in the speech. the discussion, therefore, will partly include: (1) how the domestic and international political situation prior to the speech during the period, (2) how the speech itself linguistically capable of eliminating the status of isolationism of the united states (hereinafter us), and mostly (3) how the speech was, in terms of cda, capable of affecting the minds of the american people which ultimately lead to constructing a cognitive view that japanese empire (hereinafter je) the enemy of the us. in american history, world war ii (hereinafter ww ii) was a wide scope and a largescale war that brought far more of the american population directly in contact with it. the war also killed and wounded far more american youth than any other war (spanos, 2008, p. 131). in political views, any single decision to go to war is a process that needs to look back at the lessons of the past to see what a nation is capable of and what it is willing to do with the war. in the us, ww ii is remembered as “the good war” and a pillar of morality in america’s past. the generation who fought in it is remembered fondly for their courageous involvement and sacrifices abroad as well as on the home front. all of this had been remembered as the foundation and shared memories in maintaining the country’s core values (bostdorff & goldzwig, 2005, p. 661). it can also be seen that american people’s minds and values need to be linguistically primed to be moved out of their isolationist slumber. during the period before the declaration, the us was still at peace and tried to maintain a status of not to get involved in any war (wills, 2006, p. 9). with the effects of the “great depression” and the “banking crisis” of 1933 was still felt, the american public was not concerned much about what was happening overseas. up to 1940, americans were still living through one of the most difficult times in the nation’s history. the economic crisis led millions of people to lose their jobs, their savings, and their homes (see also: flynn, 1948, pp. 16-32). national security had not even been a concern because geographically the us had an ocean on either side to protect them from the dangers of war. in such period, most americans sympathized with britain and france in their fight against nazi germany, but—in many ahmad idris asmaradhani nobel: journal of literature and language teaching volume 10, number 02, september 2019, 117-130 119 views—that did not mean they wanted the united states to get involved in the war. americans were more concerned about problems at home, especially the lingering depression. there was also a general feeling that this was europe’s war and that the us should stay out of it (wills, 2006, p. 15). such attitude—in american history was known as isolationism—made the government and the people are reluctant to get involved in any war (for a detailed discussion about isolationism, see: weber, 2010, p. 6). dwje was selected because there in the speech was an explicit naming of the je as the enemy to the american public. the speech was also pr’s most memorable ones about a war that american rhetoric (also known as american speech banks) nominated this speech as the fourth-best speech of the twentieth century (see: eidenmuller, 2019, pp. 1-2). it is argued that the implications of linguistic priming were, in terms of cda, helpful in relation to national identity, memory, enemy construction, and justificatory political discourse because it offered a way of cognitive grasp that pr addressed to the public. linguistic priming is a linguistic strategy that makes the public see what is heard and thereby make the listener more involved in the vision put forward. in firth’s view (1957, p. 155), “a language is not merely a community of sounds or even of grammar and dictionary. it is also a community of usage and idiom -.” (firth in pace-sigge, 2013, pp. 149-173). for linguists, rhetoricians, historians, or even politicians looking at pr’s presidency, linguistic priming is another way to explore the immense amount of changes that took place while he was in office as well as contribute to understanding his popularity. just a few days before the declaration, pr felt that public sentiment was malleable enough to label the threat against the us, which enables pr prime the situation for war. before the declaration, american public did not know much about their president. despite the fact that pr spoke to the american public quite often and was regarded as an american rhetorician, american audience did not know that pr had polio and was confined to a wheelchair (adams, 2016, pp. 1-3). when japan had just brutally attacked pearl harbor, and america was filled with terror, disbelief, and confusion, pr delivered his speech to several target audience segments: house and senate; the military; the american public to reassure them and give them faith that things would be okay, especially the people who would have loved ones affected by it. while addressing the rest of the world, specifically great britain to get across the message, he also wanted to gain (american) public support for his declaration of war (freidel, 2019, pp. 1-7). the occasion of such speech was a major historical event because it was the first attack on american soil, so pr might have known it would become an important speech. the audience knew very little about the topic, prior to the delivery of such declaration because enemy construction in the declaration of war nobel: journal of literature and language teaching volume 10, number 02, september 2019, 117-130 120 information traveled pretty slowly back in those times. the audience found out the news from the radio, newspaper, or even schools’ loudspeakers (lange, 2004, pp. 1-3). the american public received the news only after listening to the addresses on the radio on sunday evenings when the public finally opined that war was the only option. at such home political situation, the america first committee (afc) was promptly disbanded, and at the same time the public opinion swung toward support of the war effort, and many isolationists in congress found themselves outvoted on new legislation (weber, 2010, p. 12). review of literature enemy construction in cda linguistic priming—to linguistically construct who the enemy is—is essential in pr’s dwje. enemy construction facilitates national identity, group cohesion, and justifies force against the named enemy; je. effective use of enemy construction would also assist pr in overcoming some of his obstacles, both politically and historically, domestically as well as abroad. unity and cohesion of citizens can be secured through the introduction of who the common foe is. the situation abroad early in ww ii needed to be explained through the antagonist to fully demonstrate the threat to the us and the military action that pr wanted the american army and the people to take. in terms of rhetoric, bates (2004, p. 451) offers insight into war justification and how enemy construction lends itself well to such efforts: “in war rhetoric, metaphors are often used to reshape public perceptions of the enemy so that there is no alternative to war. rather than seeing metaphors as illustrative, they become constitutive of reality”. the use of metaphors enable comprehension of a complex situation in simple terms, so comparing the foreign enemy to something the american people are familiar with is highly effective in enemy construction. enemy construction constitutes the enemy, but it also reconstitutes the historical situation. enemy construction often shapes realities, creates the need for force, and then demands that force be taken up against the enemy constructed. for their analysis of the cold war, hinds and windt (1991, p. 9) argue, “language itself is a creative act, not an added-on interpretation that comes from an act. this process of uniting the two, we call a language event, a unity of political language and actual events that create political reality both in perception and in the expression”. the construction of an enemy is not isolated; it sends rational and civilized in comparison to the ‘other’ and is in the position to create the distinction as well as place the ‘other’ into a dichotomous category (hinds and windt, 1991, ahmad idris asmaradhani nobel: journal of literature and language teaching volume 10, number 02, september 2019, 117-130 121 p. 18). according to bhatia (2007, p. 516), “… the notion of good evokes something absolute and unquestionable. evil is personified rather than simply being an ‘intensifier or adjective.’ this is where ‘evil’ is fleshed out as a useful term in the discursive strategy of enemy construction. the term ‘evil’ is value-laden, not just the opposite of ‘good’. it includes all the facets of moral life and connotes that the ‘other’ is depraved in every possible way, which enables forgetting the consequences of using force”. unlike other linguistic approaches, cda openly advocates for the critical analysis and evaluation of language practices that result in, or are the result of, what fairclough (2012, p. 12) calls ‘critical standpoint’. cda, therefore, aims to extend forms of critique familiar in critical social science to discourse, and there it can be seen that argumentation analysis as potentially increasing the capacity of cda to do so in offering powerful ways of analyzing argumentative discourse. it is argued that cda is suitable to identify and describe the work of discursive linguistic priming that pr employed in overcoming isolationism in the us. in his dwje, pr asked the american people to trust him with the american forces and american determination using the strategy of “enemy construction”, a term used by numerous cda theorists. pr’s statements were constructed strategically and packed in a political discourse designed to alter the american people’s state of isolationist minds into a state of patriotic defenders who saw that je was “the real enemy” who was putting the american land into grave danger. his statements in the dwje were formulated so effectively that americans felt ready for war with an assurance of a near-absolute victory. in van dijk's view, cda is a type of analytical research on discourses which basically looked at how social power abuse, dominance, and inequality are enacted, reproduced, and resisted by text and talk within social and political context (in tannen and hamilton, 2003, pp. 352-371). in chouliaraki and fairclough’s view (1999, p. 113), cda of a communicative interaction describes the semiotic and linguistic features of the interaction that are systematically connected with what is going on socially, and indeed partly or wholly, semiotically, or linguistically. in their observation, cda sees language as social practice and considers the context of language use is essential in seeing the relation between language and power. the term ‘critical’ in wodak and meyer’s view (2001, pp. 1-2), is presently and conventionally used in a broader sense to show the practical linking of social and political engagement with the construction of society. they view that in human matters, the relations between causes and effects can be ‘distorted’ in some ways. they conclude, therefore, that enemy construction in the declaration of war nobel: journal of literature and language teaching volume 10, number 02, september 2019, 117-130 122 ‘critique’ means making visible such interconnectedness. cda, thus, can be seen as basically concerned with analyzing cloudy and crystal clear structural relationships of the domination, discrimination, power, and control as manifested in language. that is, cda aims to critically investigate the social inequality in what expressed, signaled, constituted, legitimized and so on by the use of language in (mainly political) discourses. in discussing “theory of ideology”, van dijk (1995, pp. 47-142) states that theory of ideology is perceived as a multidisciplinary approach which is the fundamental framework for organizing multiple ideological concepts and consumptions. ideologies usually control the thoughts of a social group which then represent the basic social characteristics of a group based on their identities, goals, norms, values, positions, and resources. in respect of ideological consumption, both cognitive and social factors are involved in this process. he claims that social cognition is a system with shared sociocultural knowledge by members of a specific group, society or culture. for instance, feminists share ideas or beliefs on principles such as abortion, positive actions and stereotypes by men (1995, pp. 47-142). therefore, these principles lead to the emergence of ‘feminist’ ideology. it is perceived that ideologies are acquired by members of a social group through the long-term process and other forms of social information processing (van dijk, 1995, pp. 47142). he states that an essential component in the ideological representation in the presence of the term ‘us’ versus ‘them’. the relation between these two components is significant as the term ‘us’ is associated with ‘positive properties’ and ‘them’ is associated with ‘bad properties’. cognitive functions are the basic form of ideological properties which organize, monitor, and control attitudes of a social group (in this particular discussion—the american attitudes). every ideological representation is accompanied by experiences of a person which is referred to as models. van dijk (1987, pp. 161-196) also claims that models represent personal experiences such as particular information about each event or action which is processed in short-term memory. in other words, models are parallel to cognitive functions as they observe the thinking of a person and personal knowledge that one possesses. models are uniquely formed as they hold the ability to control experiences of a social actor (van dijk, 1995, pp. 47-142) as well as being influenced by the cognitive process of other member groups in society. concerning this, it is perceived that models are the primary unit which controls the various acts of human life as multiple ideologies are discovered. van dijk’s discussion about the theory of ideology above manifests in his very influential framework which is known as van dijk’s ‘ideological square’ or van dijk’s ‘conceptual ahmad idris asmaradhani nobel: journal of literature and language teaching volume 10, number 02, september 2019, 117-130 123 square’ (van dijk, 2000, p. 44). in such framework, he formulates the four principles which enable hidden ideological analysis in expressing various ideological statements. they are: emphasize positive things about ‘us’; emphasize negative things about ‘them’; de-emphasize negative things about ‘us’; and de-emphasize positive things about ‘them’. these four angles play a vital role in a broader contextual strategy of “positive selfpresentation” and “negative other-presentation”. self-presentation displays the individual’s action as a member of the group while firmly expressing various ideological notions. positive self-representation emphasizes individuals’ positive behavior as in saying positive things about ‘us’ and saying negative things about ‘them’. this positive stance is an abstract characteristic of group conflicts and as the interaction pattern opposes the other groups. while the negative other-presentation depicts that no negative saying should be directed to ‘us’, no positive saying should be directed to ‘them’ (van dijk, 2000, p. 44). this implies that the term ‘us’ always refers to positive saying and beliefs in a social context while, the term ‘them’ refers to negativity, condemnation and other negative stances. in his discussion about socio-cognitive approach, van dijk states that cda integrates the various linguistic theories and approaches in producing a social and discursive process to “highlight the assumptions made by the more powerful on the less powerful”. his sociocognitive approach attempts to link cognitive theories and approaches with linguistics. he proclaims that critical discourse studies are an essential ‘perspective’, ‘position’ or ‘attitude’ within the multidisciplinary approach as it intends to shed light on covert ideologies in the social practice. as such he proposes a triangulation of the interrelationship among ‘discourse’, ‘cognitive’ and ‘society’ (van dijk, 2009, pp. 62-86). this triangulation emphasizes the cognitive phenomena which are connected to the discourse structure and ways in which social inequality, domination, and ideologies occur. in efforts of discovering the ‘social representations’, ‘attitudes’ and ‘ideologies’ of social actors, the connection between the structure of discourse and the structure of society should be viewed (see also: van dijk, 1998, pp. 126-128). van dijk (2009, pp. 62-86) points out that a certain group’s domination (in his discussion, the white) leads to social inequality, racism, and domination in certain countries. moreover, the top-down model in cda is focused as discourse reveals the typical form of injustice in society (see also: fairclough, 1995, pp. 23-26). enemy construction in the declaration of war nobel: journal of literature and language teaching volume 10, number 02, september 2019, 117-130 124 method a descriptive-analytic method of research was utilized in this study, and the data were selected from the (full) text of the dwje. to examine the how the enemy building is represented in the address, some statements containing the “positive things about ‘us’” and “negative things about ‘them’” were selected and analyzed in terms of cda. the reason behind the selection of such statements was that they were the elements of the enemy construction. the linguistic features used in the text of the dwje were analyzed at the levels of discursive features of (a) lexical choice, (b) topicalization, (c) passivization, and others that lead to the sense that japanese empire is the true enemy of the united states based on van dijk’s theories. results and discussions in that very influential political speech called dwje, which lasted just over four minutes, it can be seen that pr was trying to emphasize the ‘bad things’ that je was the american enemy. about a third of the speech was directed to talk about the ‘bad’ things related to the je. another third was directed to talk about the ‘good’ things about the us and the american people. the other third was about other things to support the making of “how bad je was” and “how good us and the american people were” during the time of hours before the war. in other words, what pr made in dwje was trying to construct who the american enemy by making a ‘topic’ of the discourse. that is to say that—as part of his statement—america was at peace at that moment. but then, it was the japanese empire who suddenly attacked the peaceful land. according to van dijk, the ‘topic’ of the discourse may be characterized as the most ‘important’ or ‘summarizing’ idea that underlies the meanings of a sequence of sentences in a discourse (1984, p. 55). he further states that it defines the ‘gist’ or ‘upshot’ of such an episode and at the same time assigns global coherence to such an episode. he further defines using other terms that it is what such a passage is about. a topic—in his view—is derived from the meanings of the sentences of an episode, that is, from a sequence of propositions defining that episode, by a number of macro-rules (van dijk, 1984, p. 56). in van dijk’s view, topics are not just ‘there’, but maybe suggested, introduced, negotiated by the parties of a conversation. it assumed here that the conversation is between pr and the american people during the day of the declaration. they may be challenged and changed under specific conditions, or changes may be interactionally ‘refused’ by the other participant in the exchange (van dijk, 1984, p. 57). in this respect, it could be seen that ahmad idris asmaradhani nobel: journal of literature and language teaching volume 10, number 02, september 2019, 117-130 125 american people were not interested in war due the lingering economic condition. from the relations between propositions as expressed by subsequent sentences in such dwje, it can be seen that the topic of the speech is “je is the us enemy and is now attacking the us land”. by making such topic of the speech pr is at the same time building the american enemy. in history, the actual events of the attack on pearl harbor began that infamous day, december 7, 1941, when japanese lieutenant commander mitsuo fuchida signaled for the general attack at 07.50 (a.m. pacific time). by ten o’clock that morning, the attack was over. it is noted that in just under two hours over 2,400 (twenty-four hundred) american people— both military personnel and ordinary citizens—were either killed, missing, or died due to wounds suffered in the attack, and 1,178 (eleven hundred and seventy-eight) people suffered non-fatal wounds of varying degrees. in comparison, the japanese attack force lost only 55 (fifty-five) men. these are not included battleships, vessels, and aircraft that were destroyed in the attack, while the japanese lost only twenty-nine planes (see: robert & brian, 2003, p. 7). on december eighth, at 12:30 in the afternoon and less than thirty hours after the attack rained down upon pearl harbor, pr addressed both congress and the general public in a nationwide radio cast. capitalizing on the overwhelming outrage at japan’s attack, pr used strong language and calculated diction to incite an emotional response from americans, culminating in an appeal to congress to declare a state of war between the us and the je due to the “unprovoked and dastardly attack by japan on sunday, december seventh”. as the commander in chief, pr was a self-confident leader in conveying his aura to the public in his numerous formal addresses. that did not include the informal radio chats (commonly known as fireside chats) and frequent press conferences while he was on the wheel-chair due to polio he was suffering (see: adams, 2016, pp. 1-3; powaski, 2017, p. 172). pr was very smart and careful in selecting the dictions and construction his statements to construct a socio-cognitive view in the american minds that je was their enemy and that the us was at peace then. pr utilized americans’ righteous indignation at the japanese attack to inflame them into accepting america’s entrance into ww ii, a direct inversion of the previously strong isolationist sentiment lingering since ww i (see: stuckey, 2018, pp. 1-3). for more detailed analysis, some key statements are analyzed here below (the data [in sentences or statements] selected from the dwje are typed in italic and numbered to distinguish them from the text). to begin his dwje on addressing the joint session of congress on december 8, 1941, pr announces, yesterday, december 7, 1941, a date which will live in infamy, the united enemy construction in the declaration of war nobel: journal of literature and language teaching volume 10, number 02, september 2019, 117-130 126 states of america was suddenly and deliberately attacked by naval and air forces of the empire of japan (2). in terms of an ideological square (proposed by van dijk, 2000, p. xx), the positive things about the us in this particular statement are emphasized while the negative things about je are also highlighted. the united state—as the ‘us’—is stressed by using passive voice where the us is the patient, the object, the target, or the victim of the action (the attack) made by the je as the agent, the subject, or the doer of the action (for the use of these terms, see: hurford, heasley & smith, 2007, pp. 244-257). at the same time, this statement also cognitively emphasizes the ‘social representation’ of the american people and the je during the time (see: van dijk, 1998, pp. 126-128). that statement was supported with the united states was at peace with that nation and, at the solicitation of japan, was still in conversation with its government and its emperor looking toward the maintenance of peace in the pacific (3). while the content of this statement socio-cognitively leaves a good impression about who the us is, the use of the determiner ‘that’ and the pronoun ‘its’ are capable of leaving an impression that the statement ‘thingifies’ the je as a ‘thought’ into a ‘thing’ or ‘something’. it is usually intended to ‘objectify’ a person or a ‘character’ to deny a fuller series of relations forming that ‘thing’. at the same time, it means that je is being treated as a thing-in-itself and possibly with animate, anthropic characteristics, and or highly separated, made unrelated or non-contingent on its existence in relation to other relations or ‘things’. in grovier’s view ‘thingification’ is also related to ‘alienation’, which, in his view, “it is a mind-bending concept and for that reason not so much in common use, but very powerful as a concept to apply to all manner of events in daily life” (see: grovier, 2017, pp. 1-7). thus, this particular statement supports the previous one by emphasizing the positive things about the us and de-emphasize positive things about the je (van dijk, 2000, p. 44). it can also socio-cognitively be felt that the impression and the emphasis in this particular statement are supported by the socio-cognitive impressions of the next two statements (4 and 5). more serious emphasis on the bad things about je is given in the next two statements. while the attack was deliberately planned many days or even weeks ago (6), the japanese government has deliberately sought to deceive the united states by false statements and expressions of hope for continued peace (7). at this point, there is a clear contrast between the ‘deliberate planned attack’ and the ‘deliberate deceit’ that the je made on the us. sociocognitively, this clear contrastive impression can be seen as the strongest emphasis on the bad things about the je. as such, it may be the biggest part of the enemy construction in this dwje. this emphasis is further stressed with the next four statements (8, 9, and 10) that are ahmad idris asmaradhani nobel: journal of literature and language teaching volume 10, number 02, september 2019, 117-130 127 capable of leaving an impression that the attack made by the je has caused real damage to the us. the following statements—from statements 11 up to 16—seem to be expressed to leave a socio-cognitive impression that the je’s attack is not only targeted to us lands but also the surrounding pacific area such as malaya (11); hong kong (12); guam (13) the philippine islands (14); wake island (15) and midway island (16). the impression can be felt as je continues and surprise offensive that extends throughout the pacific area (17) as the statements were initiated with the use of ‘yesterday’; ‘last night’; and ‘this morning’ as the time indicators. the construction of the je as the us enemy can socio-cognitively be felt sufficient as pr states that the facts of yesterday and today speak for themselves (18). these facts are reiterated by stating that the people of the united states have already formed their opinions and well understand the implications to the very life and safety of our nation (19). after those statements are sufficient enough to make american people’s minds see that the je is their real enemy, pr as commander in chief of the army and navy, directed that all measures be taken (20) for defense. as commander in chief, pr also assures that the american people in their righteous might will win through to absolute victory (22). of course, such assurance is made with confidence in the armed forces and with the unbounding determination of american people us will gain the inevitable triumph(26). pr’s conclusion was just as compelling, and he closes the dwje by stating i ask that the congress declare that since the unprovoked and dastardly attack by japan on sunday, december 7, 1941, a state of war has existed between the united states and the japanese empire (27). as a declaration as well as a request to go to the war, this dwje needs a kind of approval from the congress. in many sources it is known that the congress responded with a nearunanimous declaration of war (also well known as: pearl harbor address to the nation) which in the end of 1999 was nominated the best number 4 (four) out of 100 (one hundred) best american speech of the twentieth century (see: eidenmuller, 2019, pp. 1-2). in congress, it is also noted that there was only one single dissenting vote respectively (see: powaski, 2017, p. 170). the success of winning the vote in the congress; however, in the earlier time was not as easy as assuring the american people. in powaski’s view (2017, p. 204) pr’s deviousness in protecting the nation’s security nevertheless set a precedent that in the long run would undermine congress’s role in the war-making process. in relation to this home political situation, the america first committee (afc) was promptly disbanded, and at the same time the public opinion swung toward support of the war effort (see: weber, 2010, p. 12), and enemy construction in the declaration of war nobel: journal of literature and language teaching volume 10, number 02, september 2019, 117-130 128 many isolationists in congress found themselves outvoted on new legislation (see also: baum & kernell, 2001, pp. 198–229). conclusion the linguistic priming by pr in the dwje was intended to make the american people see who the real enemy was. it is proven very effective in many ways. such priming is capable of facilitating the national identity, group cohesion, and justifies force against the targeted enemy; je. furthermore, the statements in the dwje are proven as linguistically capable of assisting pr to overcome some or even most of his obstacles in terms of political and historical presidency, domestic and abroad. in terms of cda and socio-cognitive theories, it is proven that the minds of the citizens can be secured by introducing who the common american enemy during that very moment. that is to say that in terms of cda the linguistic priming that pr made in the dwje could be seen as capable of eliminating the burden of bolstering american morale that—during that moment—was seen (by many historians) still in two unpleasant conditions. not only that america was in the great lingering economic depression but also stood as the isolationist slumber. it is this dwje that was seen as capable of linguistically constructing the common enemy and is potential to swing the american people’s minds from such situations into patriotism, unity, and american dominance to foster optimism and american pride. acknowledgment i want to express my sincere gratitude to the dean of the faculty for the full support so that i could attend and present this article at the conference. my thanks also go to the chief of the department who always encourages me to write and present my articles in any international seminar/conference. references: adams, c. (2016). “did americans really not know about fdr’s disability?” washington city paper. aug 17, 2016 2 pm. retrieved from: https://www.washingtoncitypaper.com/columns/straight-dope/article/20831057/didamericans-really-not-know-about-fdrs-disability bhatia, a. (2007). “religious metaphor in the discourse of illusion: george w. bush and osama bin laden”. world englishes. vol. 26, no. 4, pp. 507–524. bates, b. r. (2004). “audiences, metaphors, and the persian gulf war”. communication studies. 55, 447-463. https://www.washingtoncitypaper.com/columns/straight-dope/article/20831057/did-americans-really-not-know-about-fdrs-disability https://www.washingtoncitypaper.com/columns/straight-dope/article/20831057/did-americans-really-not-know-about-fdrs-disability https://onlinelibrary.wiley.com/doi/abs/10.1111/j.1467-971x.2007.00525.x https://onlinelibrary.wiley.com/doi/abs/10.1111/j.1467-971x.2007.00525.x https://www.tandfonline.com/doi/abs/10.1080/10510970409388631 https://www.tandfonline.com/doi/abs/10.1080/10510970409388631 ahmad idris asmaradhani nobel: journal of literature and language teaching volume 10, number 02, september 2019, 117-130 129 baum, m.a. & kernell, s. (2001). “economic class and popular support for franklin roosevelt in war and peace”. public opinion quarterly volume 65:198–229. 2001. by: the american association for public opinion research. bostdorff, d.m. & goldzwig, s.r. 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(2003). the handbook of discourse analysis. malden, ma: blackwell publishers. https://www.jstor.org/stable/3078802 https://www.jstor.org/stable/3078802 https://www.jstor.org/stable/3078802 https://www.jstor.org/stable/27552723 https://www.jstor.org/stable/27552723 https://www.jstor.org/stable/27552723 https://books.google.co.id/books/about/discourse_in_late_modernity.html?id=u3mqfyayrbyc&redir_esc=y https://books.google.co.id/books/about/discourse_in_late_modernity.html?id=u3mqfyayrbyc&redir_esc=y https://www.americanrhetoric.com/newtop100speeches.htm https://www.americanrhetoric.com/newtop100speeches.htm https://books.google.co.id/books?id=wwxatqeacaaj&dq=critical+discourse+analysis:+the+critical+study+of+language&hl=en&sa=x&ved=0ahukewj4_rctjptnahubu30khadsbp4q6aeipzad https://books.google.co.id/books?id=wwxatqeacaaj&dq=critical+discourse+analysis:+the+critical+study+of+language&hl=en&sa=x&ved=0ahukewj4_rctjptnahubu30khadsbp4q6aeipzad https://books.google.co.id/books?id=jllorgaacaaj&dq=political+discourse+analysis:+a+method+for+advanced+students&hl=en&sa=x&ved=0ahukewih7c-3jptnahwfex0khcredlcq6aeiojac https://books.google.co.id/books?id=jllorgaacaaj&dq=political+discourse+analysis:+a+method+for+advanced+students&hl=en&sa=x&ved=0ahukewih7c-3jptnahwfex0khcredlcq6aeiojac https://www.britannica.com/biography/franklin-d-roosevelt http://www.bbc.com/culture/story/20170303-eight-words-that-changed-the-way-we-think http://www.bbc.com/culture/story/20170303-eight-words-that-changed-the-way-we-think https://books.google.co.id/books?id=bi9naaaamaaj&q=the+cold+war+as+rhetoric:+the+beginnings&dq=the+cold+war+as+rhetoric:+the+beginnings&hl=en&sa=x&ved=0ahukewjk2obijptnahwt8xmbhfa6dm0q6aeikdaa https://books.google.co.id/books?id=bi9naaaamaaj&q=the+cold+war+as+rhetoric:+the+beginnings&dq=the+cold+war+as+rhetoric:+the+beginnings&hl=en&sa=x&ved=0ahukewjk2obijptnahwt8xmbhfa6dm0q6aeikdaa https://books.google.co.id/books?id=wzvr3ctwys0c&printsec=frontcover&dq=semantics:+a+coursebook&hl=en&sa=x&ved=0ahukewjbqdvujptnahuofh0khev4ccqq6aeikdaa#v=onepage&q=semantics%3a%20a%20coursebook&f=false https://books.google.co.id/books?id=wzvr3ctwys0c&printsec=frontcover&dq=semantics:+a+coursebook&hl=en&sa=x&ved=0ahukewjbqdvujptnahuofh0khev4ccqq6aeikdaa#v=onepage&q=semantics%3a%20a%20coursebook&f=false http://teachingamericanhistory.org/newsletter/201303-2/ http://clu.uni.no/icame/ij37/pages_149-174.pdf http://clu.uni.no/icame/ij37/pages_149-174.pdf http://clu.uni.no/icame/ij37/pages_149-174.pdf https://books.google.co.id/books?id=kb2adgaaqbaj&printsec=frontcover&dq=american+presidential+statecraft:+from+isolationism+to+internationalism&hl=en&sa=x&ved=0ahukewju3qgtkjtnahwlc30khutkamgq6aeikdaa https://books.google.co.id/books?id=kb2adgaaqbaj&printsec=frontcover&dq=american+presidential+statecraft:+from+isolationism+to+internationalism&hl=en&sa=x&ved=0ahukewju3qgtkjtnahwlc30khutkamgq6aeikdaa https://books.google.co.id/books?id=tngcdwaaqbaj&printsec=frontcover&dq=roosevelt+and+the+holocaust:+how+fdr+saved+the+jews+and+brought+hope+to+a+nation&hl=en&sa=x&ved=0ahukewiyq_e5kjtnahvmahikhx1paoaq6aeikzaa#v=onepage&q=roosevelt%20and%20the%20holocaust%3a%20how%20fdr%20saved%20the%20jews%20and%20brought%20hope%20to%20a%20nation&f=false https://books.google.co.id/books?id=tngcdwaaqbaj&printsec=frontcover&dq=roosevelt+and+the+holocaust:+how+fdr+saved+the+jews+and+brought+hope+to+a+nation&hl=en&sa=x&ved=0ahukewiyq_e5kjtnahvmahikhx1paoaq6aeikzaa#v=onepage&q=roosevelt%20and%20the%20holocaust%3a%20how%20fdr%20saved%20the%20jews%20and%20brought%20hope%20to%20a%20nation&f=false https://books.google.co.id/books?id=zbaeryeluimc&printsec=frontcover&dq=american+exceptionalism+in+the+age+of+globalization:+the+%09specter+of+vietnam&hl=en&sa=x&ved=0ahukewjzn5pokjtnahxdf3ikhwnpcaoq6aeikdaa#v=onepage&q=american%20exceptionalism%20in%20the%20age%20of%20globalization%3a%20the%20%09specter%20of%20vietnam&f=false https://books.google.co.id/books?id=zbaeryeluimc&printsec=frontcover&dq=american+exceptionalism+in+the+age+of+globalization:+the+%09specter+of+vietnam&hl=en&sa=x&ved=0ahukewjzn5pokjtnahxdf3ikhwnpcaoq6aeikdaa#v=onepage&q=american%20exceptionalism%20in%20the%20age%20of%20globalization%3a%20the%20%09specter%20of%20vietnam&f=false http://www.fdrlibrary.marist.edu/archives/collections/fdrspeeches.html https://books.google.co.id/books?id=b45fdwaaqbaj&pg=pa466&dq=the+handbook+of+discourse+analysis&hl=en&sa=x&ved=0ahukewjhmsvbkjtnahvpt30khtwybliq6aeilzab#v=onepage&q=the%20handbook%20of%20discourse%20analysis&f=false https://books.google.co.id/books?id=b45fdwaaqbaj&pg=pa466&dq=the+handbook+of+discourse+analysis&hl=en&sa=x&ved=0ahukewjhmsvbkjtnahvpt30khtwybliq6aeilzab#v=onepage&q=the%20handbook%20of%20discourse%20analysis&f=false enemy construction in the declaration of war nobel: journal of literature and language teaching volume 10, number 02, september 2019, 117-130 130 van dijk, t.a. (1984). prejudice in discourse: an analysis of ethnic prejudice in cognition and conversation. amsterdam: john benjamins publishing. van dijk, t.a. (1987). episodic models in discourse processing. in: r. horowitz & s.j. samuels, (eds.), comprehensing oral and written language, (pp.161-196). new york: academic press. van dijk, t.a. (1995). discourse analysis as ideology analysis. language and peace. 10, 47-142. van dijk, t.a. (1998). ideology: a multidisciplinary approach. london: sage publications. van dijk, t.a. (2000). ideology and discourse: a multidisciplinary introduction. barcelona: pompeu fabra university. van dijk, t.a. (2003). 18 critical discourse analysis. (in d. tannen, d. schiffrin & h. hamilton [eds.]), handbook of discourse analysis. (pp. 352-371). oxford: blackwell. van dijk, t.a. (2009). “critical discourse studies: a sociocognitive approach” (in wodak and meyer [eds.] methods of critical discourse analysis (pp. 62-85). london: sage. weber, j.l. (ed.). (2010). key concepts in american history: isolationism. new york: chelsea house publishing. wills, c. (2006). decades of american history: america in the 1940s. new york: stonesong press, llc. wodak, ruth and michael meyer (eds.). (2001). methods of critical discourse analysis. london: sage publications ltd. note: this paper/article has been presented in parallel sessions at the 2nd international conference of english language teaching (iconelt) 2019, on july 25-26, 2019 respectively. https://books.google.co.id/books?id=wcxdhi3nklac&printsec=frontcover&dq=prejudice+in+discourse:+an+analysis+of+ethnic+prejudice+in+cognition+and+conversation&hl=en&sa=x&ved=0ahukewiynfjvkjtnahust30khcmxc7oq6aeikdaa#v=onepage&q=prejudice%20in%20discourse%3a%20an%20analysis%20of%20ethnic%20prejudice%20in%20cognition%20and%20conversation&f=false https://books.google.co.id/books?id=wcxdhi3nklac&printsec=frontcover&dq=prejudice+in+discourse:+an+analysis+of+ethnic+prejudice+in+cognition+and+conversation&hl=en&sa=x&ved=0ahukewiynfjvkjtnahust30khcmxc7oq6aeikdaa#v=onepage&q=prejudice%20in%20discourse%3a%20an%20analysis%20of%20ethnic%20prejudice%20in%20cognition%20and%20conversation&f=false https://books.google.co.id/books?id=tdyfqgaacaaj&dq=comprehensing+oral+and+written+language&hl=en&sa=x&ved=0ahukewiz5qv8kjtnahxdcn0khw5sc6oq6aeimtab https://books.google.co.id/books?id=tdyfqgaacaaj&dq=comprehensing+oral+and+written+language&hl=en&sa=x&ved=0ahukewiz5qv8kjtnahxdcn0khw5sc6oq6aeimtab https://books.google.co.id/books?id=tdyfqgaacaaj&dq=comprehensing+oral+and+written+language&hl=en&sa=x&ved=0ahukewiz5qv8kjtnahxdcn0khw5sc6oq6aeimtab http://www.discourses.org/oldarticles/discourse%20analysis%20as%20ideology%20analysis.pdf http://www.discourses.org/oldarticles/discourse%20analysis%20as%20ideology%20analysis.pdf https://books.google.co.id/books?id=96kfct-lz7oc&printsec=frontcover&dq=ideology:+a+multidisciplinary+approach&hl=en&sa=x&ved=0ahukewim4-ewkztnahxbloykhdbbcjwq6aeikdaa#v=onepage&q=ideology%3a%20a%20multidisciplinary%20approach&f=false https://books.google.co.id/books?id=fm-_jmrr6dgc&dq=ideology+and+discourse:+a+multidisciplinary+introduction+2000&hl=en&sa=x&ved=0ahukewikvp2pkztnahv96nmbht2cdzsq6aeikdaa https://books.google.co.id/books?id=fm-_jmrr6dgc&dq=ideology+and+discourse:+a+multidisciplinary+introduction+2000&hl=en&sa=x&ved=0ahukewikvp2pkztnahv96nmbht2cdzsq6aeikdaa https://books.google.co.id/books?id=6rfarwereacc&printsec=frontcover&dq=handbook+of+discourse+analysis&hl=en&sa=x&ved=0ahukewjhl6q7kztnahvlqh0khefva8kq6aeikdaa#v=onepage&q=handbook%20of%20discourse%20analysis&f=false https://books.google.co.id/books?id=6rfarwereacc&printsec=frontcover&dq=handbook+of+discourse+analysis&hl=en&sa=x&ved=0ahukewjhl6q7kztnahvlqh0khefva8kq6aeikdaa#v=onepage&q=handbook%20of%20discourse%20analysis&f=false https://books.google.co.id/books?id=tnrwsrpinqoc&printsec=frontcover&dq=methods+of+critical+discourse+analysis&hl=en&sa=x&ved=0ahukewik09vvkztnahwsheykhfxycy4q6aeikdaa#v=onepage&q=methods%20of%20critical%20discourse%20analysis&f=false https://books.google.co.id/books?id=tnrwsrpinqoc&printsec=frontcover&dq=methods+of+critical+discourse+analysis&hl=en&sa=x&ved=0ahukewik09vvkztnahwsheykhfxycy4q6aeikdaa#v=onepage&q=methods%20of%20critical%20discourse%20analysis&f=false https://www.bookdepository.com/key-concepts-american-history-set-10-volumes-ph-d-jennifer-l-weber/9781604139617 https://www.bookdepository.com/key-concepts-american-history-set-10-volumes-ph-d-jennifer-l-weber/9781604139617 https://books.google.co.id/books?id=lqjixenamckc&dq=decades+of+american+history:+america+in+the+1940s&hl=en&sa=x&ved=0ahukewj95batkptnahubx30khftlakqq6aeinjac https://books.google.co.id/books?id=lqjixenamckc&dq=decades+of+american+history:+america+in+the+1940s&hl=en&sa=x&ved=0ahukewj95batkptnahubx30khftlakqq6aeinjac https://books.google.co.id/books?id=xjv1f4zvn1mc&printsec=frontcover&dq=methods+of+critical+discourse+analysis&hl=en&sa=x&ved=0ahukewjow83bkptnahvsyjgghu2zdooq6aeilzab#v=onepage&q=methods%20of%20critical%20discourse%20analysis&f=false https://books.google.co.id/books?id=xjv1f4zvn1mc&printsec=frontcover&dq=methods+of+critical+discourse+analysis&hl=en&sa=x&ved=0ahukewjow83bkptnahvsyjgghu2zdooq6aeilzab#v=onepage&q=methods%20of%20critical%20discourse%20analysis&f=false paper title (use style: paper title) volume 11, number 1, april 2020, 69-82 available at http://jurnalfahum.uinsby.ac.id/index.php/nobel/article/view/286 doi: 10.15642/nobel.2020.11.1.69-82 the presence of portuguese and indonesia in timor leste as depicted by australian and british broadcasting corporation: cda perspective supeno  universitas wijaya kusuma surabaya (uwks), jalan dukuh kupang xxv/54 surabaya, indonesia 60225 article info abstract the discussion in this paper is intended to describe how australian broadcasting corporation (abc) and british broadcasting corporation (bbc) views timor leste during the period of portuguese occupation, indonesia’s presence, until the present-day conditions. using some van dijk’s models of cda to examine the statements to represent its history in some editorials published by abc and bbc news resources, the analysis was carried out at the levels of selected statements with regard to the linguistic features of lexical choices, nominalization, passivization, and overcompleteness. the results of the analysis show that the statements constructed by abc and bbc’s news editorials as the news discourse about the history of timor leste in such relations are discursively biased in terms of cda. with various differences in terms of the linguistic features, the result also in line with the view that both abc and bbc’s statements are mostly dichotomizing portuguese into ‘us’ while indonesia into ‘them’ in terms of van dijk’s ‘ideological square’. article history: received february 2020 accepted march 2020 published april 2020 keywords: lexical choice, massacre, nominalization, presence © 2020 uin sunan ampel surabaya correspondence: p-issn 2087-0698 email: bana.supeno@gmail.com e-issn 2549-2470 http://jurnalfahum.uinsby.ac.id/index.php/nobel/article/view/ https://id.wikipedia.org/wiki/indonesia the presence of portuguese and indonesia nobel: journal of literature and language teaching 70 volume 11, number 1, april 2020, 69-82 introduction social media—in whatever form they are—play a very important role in the making of the people’s viewpoints. reports of recent events are almost always pictured in social media just within minutes after the events take place. in terms of critical discourse analysis (hereinafter cda), however, not many people are aware of different ideological stances that are embedded in these editorials. exploring these ideological stances in the media discourse is currently a very common topic for many research studies in cda. as fairclough (1995a, p. 2) states, “the media is an important element within research on contemporary processes of social and cultural change.” similarly, van dijk (1998, pp. 126-128) argues that news reports signify an established category of media discourse that requires a distinct method of structural analysis. although many news writers claim that in the process of news writing one should be as objective as possible, neutrality has always remained a question to discourse analysts. when editors choose a topic, a story, or even a photograph, they consider many factors that are technically called biases (herman & chomsky, 1988, p. 2). in other words, within the process of selection and transformation of news, writing a simple event can be depicted in many different perspectives. it all depends on who the owner of the news resources and how the event is intended to be. in regards to the process of selection and transformation in media discourse, wilkins (1997, p. 60), following extensive research on western media discourses, argues that “the images used in the western press compose a selective portrait of reality that resonates with the dominant western ideological perspectives.” tightly related to that, ferguson (1998, p. 155) describes how events which one may hear or read are indeed ‘mediated accounts of what has happened’. in relation to this, herman and chomsky (1988, p. 2) maintain that “elite domination of the media and the marginalization of information is done naturally because of the filters that news is subjected too.” as such, social media are capable of shaping people’s minds, and they can make them to either accept or reject the depiction. the careful analyses in terms of cda can help social media consumers raise their awareness of how news is manipulated in social media as the media discourse. in this regard, van dijk (2006, pp. 359-383) argues since manipulation is a discursive process that requires further theoretical analysis. many cda analysts argue that the literature on media discourse and cda indicate some studies about media discourse ranging from ethnicity and racism in the media, power relations, and hegemony in the media. some other lines of studies even supeno nobel: journal of literature and language teaching 71 volume 11, number 1, april 2020, 69-82 further address the relationship between the political media discourse and different patterns of hegemony. this particular study explores the depiction of abc and bbc during the invasion of timor leste in the past, mostly in relation to the portuguese and indonesia’s presence in the territory during the period of portuguese colony, indonesia’s entrance into the country (december 1975), the un-endorsed referendum (1999), up to the present day. it is crucial to note that many parts of the history of timor leste during such a period have been neglected. presumably, this is the reason why many (if not most) news resources depict indonesia’s presence in the country during such a period more negatively while portuguese presence is depicted less negatively. as such, indonesia has been seen as to ‘enjoy’ international sanctions, boycotts, or resolutions related to human rights. hence, probing the reality of these claims and counterclaims in social media—particularly the ones presented by abc and bbc is critical for understanding the truth of history. review of literature news discourses play a very crucial role in changing or even shaping people’s opinions about the events around them under discussion. in news resources, events are often represented, not as they should in reality. more often, they are represented in a way that the news resources want them to be (xie, 2018, pp. 399-403). in other words, events are not always described as the way they are in real contexts. instead, they go through the journalistic process and practices, which involve linguistic re-contextualization. after such manipulation, one single point may be depicted differently in different news resources, which contain no longer similar attitudes and ideologies. in such, points may be worded in different linguistic devices that are utilized to influence the readers’ views of the events. as fowler (1991, p. 101) states, the news is not only a value-free reflection of facts. that is, anything the news writer says or writes about the world is articulated from a particular ideological position. as such, as van dijk (1998, pp. 126-128) argues, news reports signify an established category of media discourse that requires a distinct method of structural analysis. it includes what van dijk calls lexical choice, nominalization, and passivization. in billig’s view (2008, pp. 783-800), in cda, the concept of nominalization, along with passivization, has important ideological functions such as deleting agency and reifying processes. althou gh nominalization will reveal the hidden ideology, he suggests critical analysts not do it in isolation. thus, nominalization and passivization should be taken seriously in a standard way of writing a critical analysis. the presence of portuguese and indonesia nobel: journal of literature and language teaching 72 volume 11, number 1, april 2020, 69-82 in their book manufacturing consent: the political economy of the mass media (1988), herman and chomsky introduced the propaganda model which “is concerned with exploring the relationship between ideology, communicative power, and social class interests” and “offers an institutional critique of mass media behavior” (in klaehn & mullen, 2010, pp. 1023). herman and chomsky state that one of the major functions of media is their propaganda function. by propaganda, it is meant that “most of the news content is oriented toward social reproduction, i.e., the continuation of the capitalist class system, especially in its neoliberal form. this means that information is usually framed within the parameters of elite interests and certain topics and ideas tend to be excluded”. mass media in general and newspapers, in particular, have also received the attention of many critical discourse analysis (cda) practitioners to resist the power of newspapers in manipulating and influencing people’s ideas in a way that is in favor of the elite of the society. according to fairclough, this dimension has two facets: institutional process, that is editorial procedures and discourse processes (changes the text go-through in production and consumption). for fairclough, “discourse practice straddles the division between society and culture on the one hand, and discourse, language and text on the other” (1995b, p. 58-60). in his discussion about the socio-cognitive approach, van dijk states that cda integrates the various linguistic theories and approaches in producing a social and discursive process to “highlight the assumptions made by the more powerful on the less powerful”. his sociocognitive approach attempts to link cognitive theories and approaches with linguistics. he proclaims that critical discourse studies are a critical ‘perspective’, ‘position’ or ‘attitude’ within the multidisciplinary approach as it intends to shed light on covert ideologies in the social practice. as such, he proposes a triangulation of the interrelationship among ‘discourse’, ‘cognitive’ and ‘society’ (van dijk, 2009, pp. 62-86). this triangulation emphasizes the cognitive phenomena which are connected to the discourse structure and ways in which social inequality, domination, and ideologies occur. in efforts of discovering the ‘social representations’, ‘attitudes’ and ‘ideologies’ of social actors, the connection between the structure of discourse and the structure of society should be viewed (see also: van dijk, 1998, pp. 126-128). in another discussion, van dijk also points out that a certain group’s domination (in his discussion, the white) leads to social inequality, racism and domination in certain countries (2009, pp. 62-86). moreover, the top-down model in cda is focused as discourse reveals the typical form of injustice in society (see also: fairclough, 1995a, pp. 23-26). supeno nobel: journal of literature and language teaching 73 volume 11, number 1, april 2020, 69-82 every ideological representation is accompanied by experiences of a person, which is referred to as models. van dijk (1987, pp. 161-196) also claims that models represent personal experiences such as particular information about each event or action which is processed in short-term memory. in other words, models are parallel to cognitive functions as they observe the thinking of a person and personal knowledge that one possesses. models are uniquely formed as they hold the ability to control experiences of a social actor (van dijk, 1995, pp. 47-142) as well as being influenced by the cognitive process of other member groups in society. in relation to this, it is perceived that models are the primary unit which controls the various acts of human life as multiple ideologies are discovered. in a similar manner, this present study uses the above mentioned (1987, 1995, 1998, 2006, and 2009) van dijk’s cda models and frameworks—supported with some other cda and other linguistic theories—to illuminate the history of portuguese and indonesia’s presence in timor leste in the past as one major issue that received significant attention from abc and bbc news resources. thus, the main research question in this study is “how ideological depictions manifest themselves in the discourse of abc and bbc dealing with the presence of portuguese and indonesia in timor leste?” the discussion first gives a short background of history (see: introduction) then the method of the study—including framework and data collection procedures are provided (see: methodology). in turn, cda analysis will discuss the selected statements as the major discursive strategies found in the news reports on the history based on several van djik’s (1987, 1995, 1998, 2006, and 2009) models and frameworks. finally, some general conclusions and implications based on the results of the study will be discussed. van dijk’s discussion about the theory of ideology also manifests in his very influential framework, which is known as van dijk’s ‘ideological square’ or van dijk’s ‘conceptual square’ (van dijk, 2000, p. 44). in such framework, he formulates the four principles which enable hidden ideological analysis in expressing various ideological statements. they are (1) emphasize positive things about ‘us’; (2) emphasize negative things about ‘them’; (3) deemphasize negative things about ‘us’; and (4) de-emphasize positive things about ‘them’. these four angles are also considered as playing a vital role in a broader contextual strategy of “positive self-presentation” and “negative other-presentation”. self-presentation displays the individual’s action as a member of the group while firmly expressing various ideological notions. positive self-representation emphasizes individuals’ positive behavior as in saying positive things about ‘us’ and saying negative things about ‘them’. this positive stance is an abstract characteristic of group conflicts and as the interaction pattern opposes the other the presence of portuguese and indonesia nobel: journal of literature and language teaching 74 volume 11, number 1, april 2020, 69-82 groups. while the negative other-presentation depicts that no negative saying should be directed to ‘us’, no positive saying should be directed to ‘them’ (van dijk, 2000, p. 44). this implies that the term ‘us’ always refers to positive saying and beliefs in a social context while the term ‘them’ refers to negativity, condemnation and other negative stances. method a descriptive-analytic method of research was utilized in this study, and the corpus was analyzed in order to see whether the discourse of the two social media editorials promotes any ideological orientations towards the content of the news on the historical presence of portuguese (for more than four centuries) and indonesia (for about 24 years) in timor leste (also known as east timor). in order to examine the representation of the two countries’ presence in timor leste during the history, some statements selected from various related abc and bbc editorials were analyzed. they were statements about (1) portuguese colony of east timor, (2) indonesia’s invasion, (3) cemetery massacre in 1991, and (4) independence through unbacked referendum. related statements were taken from the two social news resources published during the periods of the two countries’ presence. the main rationale behind the selection was the two resources’ popularity in releasing news about timor leste at the international scale and their widespread consumption. the editorials were downloaded from the official online sites of these news resources of the two companies. van dijk (1987, 1995, 1998, 2005, 2006, and 2009)’s models of cda were chosen for analyzing the linguistic features of the corpus. the description of the analyzed linguistic features is capable of depicting the dominant ways of demonstrating the social actors engaged in the issues under discussion. the statements selected were analyzed at the levels of discursive features of (a) lexical choice, (b) nominalization, (c) passivization, and (d) overcompleteness. in analyzing these structural discursive features of the statements, other potential theories are used to support van dijk’s models. results and discussions based on van djik (1987, 1995, 1998, 2005, 2006, and 2009)’s models, related statements in each of the editorials were analyzed at the levels of the four above mentioned discursive features. in more details, each of the statements related to the four parts of the history of timor leste ([1] portuguese colony of east timor, [2] indonesia’s invasion, [3] cemetery massacre in 1991, and [4] independence through un-backed referendum) are supeno nobel: journal of literature and language teaching 75 volume 11, number 1, april 2020, 69-82 discussed hereunder. in order to make an easy difference between text and data, the data under analysis are typed in italic. portuguese colony of east timor in van dijk’s view, the lexical choices and vocabularies in the media are very crucial because the nouns, adjectives, verbs, and adverbs chosen for making any statements can stress and transmit the mental images of society (see also: richardson, 2007, p. 47). when telling about portuguese presence in the past in timor leste (then east timor), for example, abc (2006, pp. 1-2) uses the term the former portuguese colony (see also: abc, 2009, pp. 1-2). in abc (2009, pp. 1-2), however, the use of this phrase is initiated with indonesian troops invade which leaves a sense that there are two different things. it feels that portuguese presence in the past was acceptable by the local people while the indonesian presence was not. in order to make the statement more negative for indonesia, it is followed by the next statement. around 100,000 people die from fighting, disease and starvation during the 24year occupation. using almost similar wording, abc (2012, pp. 1-2) writes up to 183,000 people die from fighting, disease and starvation during the 24-year bloody occupation. while the number of death is 183,000 (instead of around 100,000) the use of the phrase bloody occupation can be felt as leaving more negative sense. a little differently, bbc (1999, pp. 1-2) uses the term the former colonial power to call its presence in east timor. the use of this phrase leaves a little more positive sense compared to the former portuguese colony used by abc. the use of this phrase becomes further positive as it is followed by a statement that east timor is still recognized by the united nations as the legal administrator of east timor. this positive sense about portuguese presence is even further stressed with a statement that the portuguese public’s strong feelings about east timor partly result from guilt. --but the guilt resulting from portugal’s undignified exit from timor in 1975. also differently, bbc (2002, pp. 1-2) writes after more than 450 years as east timor’s colonial power and following a revolution at home, portugal withdraws from east timor. soon afterwards indonesia invades. there is a process of nominalization in this statement. that is, instead of using the phrase “colonizing east timor for more than 450 years”, bbc uses the phrase more than 450 years as east timor’s colonial power (for the use of the term nominalization, see: leech, 2006,, p. 69). as a result, this statement leaves at least three senses. first, portuguese colonized east timor for 450 years. second, portuguese left east timor due to a domestic (portuguese) revolution (for portuguese withdrawal from east the presence of portuguese and indonesia nobel: journal of literature and language teaching 76 volume 11, number 1, april 2020, 69-82 timor, see also: bbc, 2013, pp. 1-3). third, not long after such withdrawal, indonesia invaded. while in terms of lexical choice, the abc uses the word ‘colony’ to make the statement about portuguese presence, the word ‘invade’; ‘occupation’; and ‘bloody occupation’ are used to state indonesia’s presence in east timor. while so, bbc uses two different words to make a statement about portuguese withdrawal from east timor, ‘exit’ and ‘withdraw’. while in van dijk’s (1998, pp. 126-128) view the choice of such words is one of the discursive features that are capable of shedding light on covert ideologies in the social practice, the choices are capable of affecting the readers’ conceptual knowledge which—in evans’ (2007, pp. 123-124) view—is externalized via language. another discursive feature is made by bbc (2002, pp. 1-2) that uses nominalization to state portuguese colonization over east timor. indonesia’s invasion in making the statement about indonesia’s invasion in east timor, abc (2009a, pp. 1-3) writes in december 1975: indonesian troops invade the former portuguese colony of east timor. the word ‘invade’ is also used in abc (2012, pp. 1-2) in the exactly similar phrase. a little differently, another abc (2009b, pp. 1-2) news resource writes occupying indonesian forces opened fire on a group of mourners in a cemetery. when measured in terms of lexical choice as one of the discursive features proposed by van dijk’s (1998, pp. 126-128), the word ‘invade’ in phrase indonesian troops invade and the word ‘occupy’ in phrase occupying indonesian discursively bring different cognition. simply put, the word ‘occupy’ may leave a milder impression than the word ‘invade’. using a similar word ‘invade’ bbc (1999, pp. 1-3) statement is even capable of leaving a deeper sense in roberts’ discussion titled “east timor: the view from portugal”. in his discussion, roberts writes, indonesian forces invaded just as portugal was poised to grant the territory independence. the use of the word ‘invade’ in the phrase indonesian forces invaded above should be just similar to the one used by either abc or bbc in many ways. however, since the phrase is followed by the phrase just as portugal was poised to grant the territory independence, the word ‘invade’ can now be felt as being much more serious. this might be the reason why in billig’s view (2008, pp. 783-800), although lexical choice, nominalization, and passivization will reveal the hidden ideology, critical analysts should not do it in isolation. thus, lexical choice, nominalization and passivization should be taken seriously in a standard way of writing critical analysis (by including other parts as a whole). supeno nobel: journal of literature and language teaching 77 volume 11, number 1, april 2020, 69-82 other than using the word ‘invade’ in its statements (bbc, 2013, pp. 1-2), bbc also uses the word ‘annex’ in another statement (see: bbc, 2002, pp. 1-3). it reads 1976: indonesia annexes east timor. about 200,000 are killed in violence and the famine that follow. in view of lexical choice as proposed by van dijk (1998, pp. 126-128), the use of this particular word can also leave a more serious sense. that is, the word ‘annex’ itself can mean ‘seize’. the use of this word can even leave a more serious or ‘worse’ sense as it is in bbc (2002, pp. 1-3) followed with the next statement about 200,000 are killed in violence and the famine that follow. in such a combination, the word ‘annex’ seems to be translated into “the death of the 200,000 people”. again, this might be the reason that billig (2008, pp. 783-800) suggests analyzing “lexical choice” in terms of cda by including other parts as a whole. cemetery massacre in 1991 the focus of the statements in this part of the discussion is what van dijk calls the ‘nominalization’ of some ‘verbs’ and ‘the number’ of the victims in the event of the massacre that took place in 1991. while the event is popularly known as the ‘1991 massacre’ both abc and bbc write differently in terms of both the number of death and the way they nominalize the killing. in its editorial titled “east timorese mark 15th anniversary of santa cruz massacre”, for example, abc (2006, pp. 1-2), writes santa cruz massacre, when indonesian troops fired on a memorial procession killing more than 250 people. in all, 271 east timorese are known to have died, while a further 250 are missing, believed dead, and 382 were wounded. first, in the statement, the fired on a memorial procession is used as the nominalization instead of ‘shot the crowd’. besides, in terms of lexical choice, the use of the words in the phrase fired on a memorial procession is much milder than ‘shot the crowd’ or ‘fired the crowd’. secondly, the number of the victims is stated as more than 250 people but then continued differently with 271 east timorese are known to have died but then again further continued with a further 250 are missing, believed dead and still further continued with and 382 were wounded. in such statement, the number of the death ‘250 people’ is confused or mixed up with the other bigger numbers which might be intended—as what van dijk (2009, pp. 62-86) calls—to emphasize “the cognitive phenomena which are connected to the discourse structure and ways in which social inequality, domination, and ideologies occur”. in fact, in a former editorial titled “east timor massacre may have been solved” abc (2009, pp. 1-2) writes victims of the 1991 santa cruz massacre, where occupying indonesian forces opened fire on a group of mourners in a cemetery. more than 100 people were reportedly killed, but no the presence of portuguese and indonesia nobel: journal of literature and language teaching 78 volume 11, number 1, april 2020, 69-82 bodies have ever been found. it can be seen that the number of death stated by abc (2006, pp. 1-2) and the one stated by abc (2009, pp. 1-2) are very different. differences in terms of nominalization and the number of the death are also found in bbc (1999, pp. 1-2; 2000, pp. 1-3; 2002, pp. 1-2; 2013, pp. 1-2). in its editorial titled “timorese remember cemetery massacre”, bbc (1999, pp. 1-2) writes over 200 people were killed when indonesian government soldiers opened fire during a peaceful protest in the cemetery on 12 november 1991, although an official indonesian commission put the death toll at 50. in that statement, passive voice over 200 people were killed is used instead of active voice “indonesian soldiers killed over 200 people”. this passivization is followed by although an official indonesian commission put the death toll at 50 (see also: bbc, 2000, pp. 1-3; bbc, 2013, pp. 1-2; and bbc, 2002, pp. 1-2 where they write killing more than 100 people). here, the process of passivization should have been able to put the statement into a milder sense. however, the use of the words ‘over’ and ‘although’ is also capable of putting the statement into a juxtaposition which at the same time leave the readers—in terms of socio-cognitive as proposed by van dijk (2009, pp. 62-86)—have different ideological depiction about who indonesia is and who (east) timor (leste) is (see also: leech, 2006, p. 80). independence through un-backed referendum in its editorial titled “timorese mark 15th anniversary of santa cruz massacre”, abc (2006, pp. 1-2) writes east timor achieved full independence in 2002, four years after indonesia relinquished control of the territory following a un-sponsored self-determination ballot. almost similarly, abc (2009, pp. 1-2) writes august 30, 1999: timorese vote 78.5 percent to 21.5 percent in favor of independence from indonesia in a united nations-backed referendum (with exactly similar the editorial found in: abc, 2012, pp. 1-2). although the idea in the two statements is that timorese achieved its independence through a un-backed referendum, the lexical choice is potentially different. that is the use of the word relinquished in the phrase four years after indonesia relinquished control of the territory (in abc, 2006, pp. 1-2) is capable of leaving a sense that it is indonesia’s ‘intention’ to ‘hand over’ the control of the territory. differently, the use of the phrase timorese vote 78.5 percent to 21.5 percent in favor of independence from indonesia might leave a sense that it is ‘the result of the vote’ that makes indonesia ‘hand over’ the control of east timor. this might— as van dijk (1998, pp. 126-128) states—be the phenomena related to the discourse structure supeno nobel: journal of literature and language teaching 79 volume 11, number 1, april 2020, 69-82 and ways in which social inequality, domination, and ideologies occur that should be triangulated (see also: van dijk, 2009, pp. 62-86). also differently, in its editorial titled “timeline: east timor 1975 to 2002” bbc (2002, pp. 1-2) writes that in 1999: 30 aug: nearly 99% turn out for east timor independence vote. 4 sep: election result shows 78.5% of east timorese voted for independence from indonesia. 20 sep: united nations peacekeeping-troops arrive.26 oct: the united nations transitional administration in east timor (untaet) officially takes charge. in the above statement, with the details of the dates of the events, it is clear that the vote (august 30, 1999) was attended by 99% of timorese. five days later (september 4, 1991), the result of the election showed that 78.5% of the timorese voted for independence from indonesia. surprisingly, based on this bbc (2002, pp. 1-2) editorial, it is only on september 20 (1999) that united nations peacekeeping-troops arrive and only on october 26 (1999) that the united nations transitional administration in east timor (untaet) officially takes charge. such details can—based on van dijk’s view—be seen as an ‘overcompleteness’ of the statement. that is because the details can raise a question whether the united nations backed the referendum (by attending it on the spot or from the un office in the united states) or it is the result of the referendum that is backed up. this is something that, in terms of cda, needs to be clarified because this un-backed referendum has been seen as part of the rebuilding east timor and has been stated as one of the un’s biggest success stories (see: bbc, 1999b, pp. 1-2). it has also been stated that for decades, portugal has lobbied tirelessly in the un, the european union, and other international forums to persuade other governments to back their campaign against indonesia’s brutal occupation of east timor (bbc, 1999a, pp. 1-2). in terms of ‘overcompleteness’ this statement also leads to a sense that it is portugal who was successful in lobbying the un that leads to east timor’s independence. conclusion the findings of the present study on the depiction of timor leste abc and bbc newsresource editorials are in line with some van dijk (1987, 1995, 1998, 2005, 2006, and 2009)’s models. while in view of cda, both abc and bbc editorials themselves are different in terms of the effects they bring to readers’ understanding, in terms of lexical choice, nominalization, passivizasion, and overcompleteness, many statements made by both abc and bbc potentially lead to different social cognitive perceptions. such differences are also potential to lead to more negative views to the readers about 24-years indonesia’s presence in east timor and less negative views about portuguese colonization for more than four the presence of portuguese and indonesia nobel: journal of literature and language teaching 80 volume 11, number 1, april 2020, 69-82 centuries (for the period of portuguese colonization, see: abc, 2007, pp. 1-3). in other words, the lexical choice, nominalization, passivizasion, and overcompleteness in many abc and bbc’s statements are potential to lead the readers’ perception to more negative manners of indonesia’s presence as the major source of threat for the timorese people. on the contrary, the statements about the long colonization of portuguese are capable of leading the readers’ perception to less negative manners of portuguese presence in timor leste. in terms of van dijk’s ‘ideological square’ or van dijk’s ‘conceptual square’ many of abc and bbc’s statements are potential to lead the readers’ perception into dichotomy of ‘us’ and ‘them’ or also popularly known as building the ‘in-group’ and ‘out-group’ (see: van dijk, 2000, p. 44). in this particular study, ‘us’ can be linked to the abc and bbc which are less negative in making statements about portuguese and “them’ can be linked to indonesia which is depicted as more negative in both abc and bbc’s various editorials. in the analysis in this present study of the abc and bbc news resource editorials on the history of timor leste also supports fairclough’s (1995a) viewpoint about finding different layers and interfaces within media discourse by using textual analysis, discursive analysis as well as social analysis which will result in examining power relations and ideologies. besides, the findings are also in line with van dijk’s (1995) viewpoints about discourse analysis as ideology analysis. all in all, however, the findings of this study are based on proposed cda theories. acknowledgment i would like to express his sincere gratitude to the rector of universitas wijaya kusuma surabaya (uwks), the dean of the faculty, and the head of the english education department for their supports that make this research paper possible. my thanks also go to my colleagues, who supported me by supplying the difficult documents needed for sufficient data for analysis. references australia broadcasting corporation. 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(2018). critical discourse analysis of news discourse. theory and practice in language studies, 8(4), pp. 399-403, doi: http://dx.doi.org/10.17507/tpls.0804.06 https://doi.org/10.1177%2f0957926506060250 http://dx.doi.org/10.17507/tpls.0804.06 1 some cases of flouted maxims by some characters’ communication style in eat pray love miftachudin mievt4@gmail.com abstract the way of communication can affect the rational and cooperative communication. the speaker and the hearer (interlocutors) in talk exchange may disobey the maxims of quantity, quality, manner, and relevant. the result is the cooperative principles flouted in communication. such as in eat pray love, involves three countries which have different communication style found some flouted maxims. they are; flouted maxims of quantity, quality, manner, and relevant. the communication style affects the way of speaking in each country. for instance, the interlocutors’ response is redundant, unclear, and out of the point in communication. a. introduction communication can be described as an activity in which, for the most part, two or more people take turns at speaking (yule, 2010:128). this kind of activity involves a particular speaker and hearer. meanwhile, communication is a process that involves an exchange of information, thoughts, ideas, questions are asked and answered, news and emotions. thus, communication is important to keep the personal relationship. to keep the personal relationship, communication must have consideration to be successful in talk exchange; for instance, proper communication between two people must be effectively so particularly the purpose of communication achieved. cooperative principle describes how the effective communication in conversation is achieved in common social situation. this means, the two people in conversation should have cooperation in delivering information, thoughts, ideas, mailto:mievt4@gmail.com 2 questions are asked and answered, etc. otherwise, lacking cooperation in communication may have counterproductive, having an effect which is opposite to the one which is intended or wanted. according to grice in may, he considered communication to be both rational and cooperative; he also claimed that the inferential intention-recognition is governed by a cooperative principle and maxims of quality, quantity, relation, and manner (2009:106). there are some affectations of the culture in communication that happen in this movie. the cultures are like bali in indonesia, india, and italy. besides, this movie also has an attractive conversation in each country. some of the conversations between the main character and supported characters fail to have the principle maxims. the failure in conversation can be found in term of flouting conversations between the main character and the supported characters that occur in each country. some flouting maxims in the dialogues are to make the way of the story more attractive and interesting. this means, the principle maxims are flouted. the flouted maxims appear in this movie because there are some differences in the way of communication which is influenced by the existence of cultural variations in communication. therefore, eat pray love is acceptable movie to be analyzed in the form of flouted maxims. b. cooperative principle a basic underlying assumption we make when we speak to one another is that we are trying to cooperate with one another to construct meaningful conversations. for having successful communication, according to the philosopher h. p. grice we must assume that both people in a conversation are cooperating; this assumption is known as the cooperative principle. as stated by h. p. grice in yule: make your 3 conversational contribution such as is required, at the stage at which it occurs, by the accepted purposes or direction of talk exchange in which you are engaged (yule, 1996:37). grice in (mey, 1993:65) states cooperative principle consists of four sub principle, or maxims. they are: 1. the maxim of quantity: a. make your contribution as informative as is required. b. do not make your contribution more informative than required. for instance: x : john put on his raincoat, picked up his umbrella from the table near the door, turned off the lights, put out the cat, got ready for his ten-minute walk to the bus-stop y : john went out. the utterance in x contributes more informative than is required. the content is too long. therefore, to get the same concept the sentence in y is commonly used. 2. the maxim of quality: a. do not say what you believe to be false. b. do not say that for which you lack adequate evidence. the example can be seen in the following conversation: x : how many maxims are in grice cooperative principle? y : 4 maxims x : what are they? y : maxims of quantity, quality, relation, and manner. the conversation above explains that x responses is true that there 4 maxims in grice cooperative principle. it can be proved by reading the grice book. truthful and evidence are needed to fulfill this cooperative principle 4 3. the maxims of relation: a. make your contribution relevant. the example of relevance can be seen in the conversation below: a: there is somebody at the door b: i’m in the bath. (joan cutting , 2002:36) based on the example above, the speakers should give relevance contribution in conversation. the relevance of b response with a response is not the utterance meaning. but the relevant is in the utterance implication. so in this case as long as the utterance is still related to what is being talked about is the relevance of the conversation. 4. the maxim of manner: be perspicuous, and specifically: a. avoid obscurity. b. avoid ambiguity. c. be brief. d. be orderly (this means that if time relations are not explicitly expressed, events should be related in the order in which they occur). the example of manner can be observed in the conversation below: a: let’s stop and get something to eat. b: okey, but not m-c-d-o-n-a-l-d-s. the conversation above, the speaker b is aware in spelling mc. donals. the speaker may have strong opinion to not eat in mc. donals. to make it clear the speaker try to spell it clearly. 5 c. flouting maxims according to grice (1989:30), there are four kinds of the flouting maxims that are generated as follow: 1. the flouting maxim of quality flouts which exploit the maxim of quality occur when the speaker says something which is blatantly untrue or for which he or she lacks adequate evidence. study the following example in the conversation below: ann : jim, do you know where the beg ben clock tower is? jim : it’s in hong kong the talk exchange above describes that jim does not contribute what he believes to be false and to be unsubstantiated. this means, jim’s response is not really truthful because he may not be able to give the proof to ann. 2. the flouting maxim of quantity a flout of the maxim of quantity occurs when a speaker blatantly gives more or less information that the situation requires. the example is in the conversation below: a: what can you tell me about catherine’s ability to concentrate on a task? b: catherine is a butterfly flitting from flower to flower. the conversation in above gives understanding that the talk exchange is not fulfilled the quantity maxim. in the conversation b tells more than expected and b invites a metaphorical interpretation. so the participant is confused because the answer is confusing. 3. the flouting maxim of relation 6 thomas (1995:70) states the maxim of relation is exploited by making a response or observation which is very obviously irrelevant to the topic in hand “by abruptly changing the subject or by overtly failing to address the other person’s goal in asking a question”. study the following conversation: a: what on earth has happened to the roast beef? b: the dog is looking very happy. the conversation in above can be seen that the talk exchange is not fulfilled the maxim of relevance. b’s response is not connected or irrelevance with the question uttered. a simply want to know the answer dealing with the discussion but b’s answer moves or runs of the track. 4. the flouting maxim of manner the maxim of manner is exploited by making obscurity expression, a response which is unclear; this maxim is prolixity, using too many words, therefore boring and difficult to read or listen to. so that the hearer cannot catch what the speaker means. the example is like in the conversation below: a: what are you baking? b: be i are tea aitch dee ay wye see ay kay ee. a: i hear you went to the opera last night; how was the lead singer? b: the singer produced a series of sounds corresponding closely to the score of an aria from '"rigoletto." both conversations in above are not fulfilled the maxim of manner. the talk exchange that conversation blatantly tells obscurity answer that makes the participant does not understand the meaning at all. besides, the talk exchange has prolixity in flouting the maxim of manner. 7 d. language, culture and communication language and culture are inseparable in the way of communication. it is how people from differing cultural backgrounds communicate, in similar and different ways among themselves, and how they endeavor to communication cross cultures. people coming from different countries may not find comfort in communicating or coordinating easily with one another. when people from different countries come together, their way of thinking varies. some might be shy to communicate, while others open for communication. owing to the difference in their cultural backgrounds, there is a difference in their upbringing, due to which there is a difference in their views and beliefs. even the communication etiquette differs across the different countries, thus making it difficult for starting communication. singer (in martin, 2010:87) defines culture is as a pattern of learned, grouprelated perception including both verbal and nonverbal language attitudes, values, belief system, disbelief systems, and behavior. language and culture are like aspects of communication which is interrelated each other. the aspects of communication are verbal language and nonverbal language. verbal communication includes sounds, words, language and speaking. language is said to have originated from sounds and gestures. non-verbal communication involves physical ways of communication, like, tone of the voice, touch, smell and body motion. creative and aesthetic non-verbal communication includes singing, music, dancing and sculpturing. symbols and sign language are also included in non-verbal communication. every country has habits and distinct cultural elements that make it unique. for instance, the cross cultural communication is in the movie eat pray love which involves balinese culture, india culture, and italian culture. the cultural http://en.wikipedia.org/wiki/culture 8 communication or the way of speaking of indonesian (balinese) is commonly indirect or indirect communicators. this means they do not always say what they mean. it is up to the listener to read between the lines or pay attention to gestures and body language to get the real message. generally speaking indonesians’ speak quietly and with a subdued tone. loud people would come across as slightly aggressive. in indonesia most of people spend time through communication to build a strong relationship. dealing with someone face-to-face is the only effective way of cooperation in speaking. the communication style in india will be good if there is certain distance between you and the person to whom you are speaking. most indians make direct eye contact during conversation; however, a woman from traditional or rural background may speak to you from behind the veil of her sari. it is not acceptable to touch someone during conversation unless you know the person well. for example, an older person could take offence if you touch him or her because you are not a hindu or, if you are a man, a woman would feel very uncomfortable and think you are making a pass at her. italian culture also has differences in the way of communication. italians are quite famous for being effusive talkers that use hand gestures to underline most statements. as a rule, italians tend to communicate a great deal. by communication we mean either speech or gesture, but in italy one does not preclude the other; to the contrary, they complement each other. in the workplace and in daily life, italians augment verbal communication by pronounced gesturing and frequent facial expressions in order to add liveliness to speech. while they speak to someone to 9 explain or argue a point, italians have a tendency to brush against or touch the other person (e.g., on the shoulder or the arm). in this way, the latter feels more comfortable and may better pay attention to the contents of the conversation. although in some respects men use physical contact more frequently than women, the fact remains that it is a dramatic gesture, but a positive one. in addition to hand gestures, southern italians also have another widespread custom: speaking loudly. someone unfamiliar with italians in conversation may see a southerner speaking and mistakenly assume they are yelling or angry while, in truth, they are just speaking in their regular tone of voice. dealing with this discussion, philosophically kaplan (1966:11) points out those cultural differences in the nature of rhetoric can affect the way of communication because rhetoric is mode of thinking or a mode of finding all available means for the achievement of a designated end. in his finding, kaplan presents some languages that written by foreign students in the form of paragraph are not dominantly linear in its development. some of their paragraphs seem out of focus in the topic. their papers are out of focus because they are employing arhetoric and a sequence of thought which violate the native reader expectation. besides, they have lack organization or lack cohesion in combining the sentences in paragraph. kaplan (1966:21) has drawn the pattern of languages in the following figure: figure 1. the pattern of languages 10 the figure 1 describes the english paragraph tends to follow a direct line of development. the oriental paragraph tends to develop thought in a more circular pattern. romance languages and russian tend to prize digressions, while semitic paragraphs often value parallel lines in development. in line with the pattern of language in the figure 1, can be elaborated in the following description:  english explains that the english communication is direct, linear, and doesn’t digress or run off the track/topic. meanwhile, the english language is also straight to the point and has an emphasis on organization and conciseness.  semitic such as arabic or hebrew thoughts is expressed in a series of parallel ideas, both positive and negative and coordination is valued over subordination.  oriental is like languages of asia describes that the communication is indirect and there is circumlocution expression. a topic is not addressed head on, but is viewed from various perspectives, working around and around the point. asian use it because of various reasons e.g. 'loss of face', politeness and other reasons. kaplan (1966:7) states that the development of the paragraph is turning and turning in a widening gyre.  romance such as french, italian, romanian and spanish describes that the romance communication often digresses because in romance communication often detours aren't odd and are deliberate. these detours are evidence of class, not of poor language faculty. it is fine to introduce extraneous material, which adds to the richness of the communication. 11  russian is almost same with romance languages, russian communication is often digressive. the digression may include a series of parallel ideas. it is often circuitous and discursive. but it's often not easy to connect these ideas. e. thematic synopsis of eat pray love eat pray love is american drama in 2010 based on the novel eat, pray, love by elizabeth gilbert. the location of this movie involves new york, napoli (italia), pataudi (india), and bali (indonesia). the section on italy is mouthwatering savoring a simple italian meal with wine and tiramisu for dessert on her first day in rome, roaming around the streets with frequent cappuccino and gelato refreshment breaks, and joining an italian language class for no practical reason but simply to roll the sounds over her tongue and revel in the texture of the mellifluous language. these four months are spent in a guru’s ashram, a spiritual hermitage near mumbai india. having grown up in a non-religious family, she approaches the road to spiritual enlightenment with a fair degree of skepticism. in bali, elizabeth interacts with a few local balinese and her impetuous involvement in their personal lives is quirky and amusing. the book then meanders into elizabeth’s romantic dalliance with a brazilian and ends with her finding true love. f. findings the findings indicate there are some flouted maxims influenced by the interlocutors’ communication style in each country. the below excerpt from the movie is an example of flouted maxims between elizabeth and other supported characters. http://id.wikipedia.org/wiki/elizabeth_gilbert http://id.wikipedia.org/wiki/new_york http://id.wikipedia.org/wiki/napoli http://id.wikipedia.org/wiki/italia http://id.wikipedia.org/wiki/pataudi http://id.wikipedia.org/wiki/india http://id.wikipedia.org/wiki/bali http://id.wikipedia.org/wiki/indonesia 12 1. in bali (indonesia), the flouted maxims can be seen in the conversation between elizabeth and ketut  liz : …. i want to discuss my relationship. ketut : you are a world traveler…. ketut : you will live a long time, have many friends, many experiences. you will have two marriages. one long, one short. liz : am i in the long one or the short one? ketut : also, you will lose all your money. i think in next six to ten months. don’t worry, you will get it all back again…. ketut : you will come back to bali and live here for three or four months and teach me english….. from the conversation above, it can be described that almost all maxims are not fulfilled. liz in the conversation wants to know about her relationship. she needs to have simple and clear answer from ketut but he forecasts through her palm up with long answer. ketut does not answer clearly but redundant, even he tells her something embittering. thus, the conversation cannot fulfill the maxims of quantity. beside the ketut prediction cannot be proved yet so it doesn’t fulfill the maxims of quality. in this case, less cooperative in conversation is because of cultural difference. ketut is a balinese who has a circumlocution or indirect expression of saying something, because of various reasons e.g. 'loss of face', politeness and other reasons. on the other hand, elizabeth is an american whose language is straight to the point and has an emphasis on organization and conciseness. so simply she does not straggle or move the track of the conversation. on another case when elizabeth back to bali again, there are many flouted maxims in her conversation with ketut. the selection is like below:  liz : ….(take something in a bag) you gave me this….oke ketut : (remembering) you you i remember you liz : ohh good ketut : you a girl from new york. you come back. you liz you you you 13 liz : me me me ketut : so long ago we meet. last time you had much too worry, too much sorrow, last time you look like sad old woman, now you’re pretty. both speakers in the above conversation are flouting the maxims of quantity. both of them communicate redundantly by uttering “you” and “me’ many times. 2. in napoli (italia), the flouted maxims can be seen in the conversation below:  liz : ….luca, what time did you put the turkey in? luca : (all innocence) it’s still defrosting. the conversation above luca gives short answer to the eliz’s question. meanwhile, the answer is not expected by eliz. so the luca’s answer is flouted maxim of quality because the maxim of quality is not fulfilled. on the other hand, luca implies that the turkey is not ready yet to be served. the next is also one of the flouted maxim in the conversation between ruffina and sofi  ruffina : how’s she going to find another husband on the other side of the world?  sofi : if a man said i’m going to travel for a year, meet wonderful people, have great adventures and search for meaning…..  ruffina : (interrupting) but she’s not a man. in the above exchange, the sofi’s response is going off the point of conversation. sofi makes assumption by giving allusion sentence. but sofi’s response is redundant. the statement is more than needed to response the ruffina’s statement. a good reason is that sofi probably is being little bit annoyed with ruffina, so she gives a little bit annoying protest to the question. therefore, sofi flouts the maxim of quantity. 3. in mumbay (india), the flouted maxims can be seen in the following conversation between elizabeth and corella: 14  liz : (shaking hand) hi, nice to meet you? corella : (just laughing but no “ i am in silence”) liz : where’d you get that button? swami shivananda : they sell them at the bookstore. liz : i need to get one. that is exactly what i need. i’ve always been little miss chatty kathy according to my sixth grade teacher, and it’s time to change it up. i don’t want to waste the greatest spiritual opportunity……………..see? i’m rambling now…. elizabet goes to india to have spiritual enlightenment with a fair degree of skepticism. she wants to learn how to be closer to the god. in india, she meets with corella, a silent girl. when having conversation with her, she doesn’t say anything. because she believes that silence is a wonderful spiritual practice but actually she can speak. in conversation corella’s response is not sufficient to have effective communication. meanwhile, liz also gives more response than is required by swani. liz’s response is redundant. therefore both responses flout the maxim of quantity. g. conclusion the description above reveals that some cases in communication are not always smoothly communicated. the interlocutor in talk exchange may disobey the maxims of principle such as flout the maxims of quantity, quality, manner, and relevant. these flouting maxims affected by some communication styles of each country in eat pay love. such as in indonesia the communication style is indirect, in italy the communication style usually digress or out of the point, and in india has direct eye contact during conversation. 15 references bara, bruno, g. 2010. cognitive pragmatics: the mental processes of communication. usa. massachusetts institute of technology. cruse, a. 2006. a glossary of semantics and pragmatics. edinburgh: edinburgh university press ltd. cutting, joan. 2002. pragmatics and discourse: a resource book for students. new york: routledge. grice, p.h. 1989. studies in the way of words. cambridge: harvard university press. griffiths, patrick. 2006. an introduction to english semantics and pragmatics. edinburgh: edinburgh university press. kaplan, robert b. cultural thought patterns in inter-cultural education. language learning 16 (1966): 1-20. l. mey, jacob. 1993. pragmatics an introduction. cambridge: blackwell inc. l. mey, jacob. 2009. concise encyclopedia of pragmatics (2nd ed.). denmark: elsevier ltd. leech, geoffrey. 1983. principles of pragmatics. london: longman. levinson, stephen c. 1983. pragmatics. london: cambridge university press. malmkjær, kirsten. 1991. the linguistics encyclopedia. new york: routledge mayes, p. 2003. language, social structure, and culture. amsterdam: john benjamins publishing company. ronowicz, e. and yallop, c. 1999. english: one language, different cultures. london: cassell. thomas, jenny. 1995. meaning in interaction: an introduction to pragmatics. harlow: longman. wardhaugh, r. 2006. an introduction to sociolinguistics (5 th ed.). uk: blackwell. yule, george. 1996. pragmatics. oxford: oxford university press. yule, george. 2010. the study of language (4 th ed.). new york: cambridge university press. homosexual tendency of character ‘’i’’ in tennessee william’s moise and the world of reason murni fidiyanti, state institute for islamic studies sunan ampel surabaya abstract: moise and the world of reason is one of william’s novels. it was published in 1975. this novel tells about character ‘’i’’ who is identified as a homosexual (a person who is involved in sexual desire with the same sex). there are some factors in supporting this tendency. the first is social background. it consists of the family background where he grew up. he was separated from his parents. then, he had experiences when he was young. the second factor is his relation to the other men characters. the aim of this analysis is to know how tennessee williams describes character ‘i’ and his experiences in moise and the world of reason. keywords: homosexual, tendency and character. introduction literature has relation to the real life since the source of literary works is obtained from human life experiences and events which happen in the society. this relation affects the theme of the literature. the theme of literature can be identified by reading literary work. mostly, it is dominated by human dreams, sympathy, success, failure, love, sadness, and happiness. the social phenomena in the society can be reflected in literature because it is the mirror of human life. taylor (1981:1) says that ‘’literature, like other arts, is essentially an imaginative act, that is an act of writer’s imagination in selecting, ordering, and interpreting life experience. literature is a written imagination that presents information and valued as a work of art. its purpose not only entertains but also gives the readers some information and valuable experiences about human's life. literature is generally embodied in three types: poetry, drama, and prose. prose can be a novel, short story, novelette and romance. as the most dominant kind of prose novel is noticed by james( 1965:53)a s a living thing. he compares it with any other organisms which have reciprocal correlation with each other. then without the appearance of the unity of the elements of fiction such as characters, theme, plot, setting, style, conflict and point of view, it is impossible to form a high quality story. the character for example, is one of the important elements in the story. kenney (1966: 26) states that ‘’character must be considered as part of the story’s internal structure’’. it means that the relation among the characters, as well as the elements of literature influence each other.. characters interact with one another to manifest their aims in life. in conclusion, the existence of characters in the novel has fundamental role and will complete one another since they have great influence to the sequence of the story. by the analyzing the characters, it will help the reader to know how the characters play role and related to others to compose the fascinating story. in additions, the reader will apprehend the substance of the novel, while without the characters it will be misleading. this writing will discuss about the main character in one of tennessee williams’s works (moise and the world of reason). williams becomes quite famous because of his sensational works. most of his works are about psychological and sexual deviation, based on his own experience. biography of tennessee williams tennessee williams, whose original name was thomas lanier williams was born on march 26, l9i1 in episcopal rectory of the colombus mississipi. his mother edwina estella dakin was the daughter of an episcopalian clergyman and william's father, cornelius coffin williams, was a traveling salesman for a shoe company who loved books very much but was not interested in sport. williams was the second child from his parents. he had a sister, rose and a brother dankin. in early childhood he was sickly and did not seem a happy boy because of the serious disease, diphtheria. it made him develop a hyphocondria that had followed him the rest of his life. when a younger brother, dankin was born, williams spent several months with his grandparents in charsdale mississipi. williams grew up in his grandparents' home where his parent lived. when he was eleven, his mother bought him an old typewriter. he began writing poems and stories. his interest in reading lots of books from his grandparent's library made him familiar with literary world and he very much loved dicken's and shakespeare’s works. ln january, 1929 after graduating from the high school in st.louis, he attended the university of missouri and during that time he began his career as a playwright and became the first man in the university who was given an honour in dramatic arts contest. during this period he became aware that he had a homosexual tendency. he confessed that he had his first consumed homosexual love affair at the age of28. unfortunately, his father took williams out of university and got a job for him at the international shoe company as a clerk .this caused him a great depression misery since he detested routine job. his wage was only sixty five dollars a month. the situation at his work was boring him, so he spent his nights writing stories in his room. he worked there for two years. his routine life in the warehouse contributed to a nervous breakdown and he returned to the memphis to live with his grandparents to recover his strength. meanwhile, his sister, rose was hospitalized for several times in the hospital. she had a mental depression because of her father. in 19361937,he enrolled to washington university and he got acquaintance with willaid holland, director of the mummers, and experimental theater in st louis, who taught him production techniques and produced some of his plays. he shared ambitions with clark mill mc burney who introduced williams to the poetry of hart crane, ranier maria rilke and the french symbolists (falk, 196i;22). he got his bachelor's degree at university of iowa in 1939. in 1939, he started out for california. here he became the winner of citation with one hundred dollar for his one act play entitled the american blues, which was the work under the name of tennessee williams, his pen name. in this year, he also met the poet donald windham with whom he wrote a play based on lawrence's short story, you touch me. he received a grant for playwriting from the rockefeller foundation in new york. he received this announcement in st. louis, because he just convalesced from the surgery of cataract on his left eye. this announcement made williams and his mother happy. this happy news was followed by the next one when he received a scholarship to an advanced play writing seminar at the new school in new york beginning in february, 1940. the conductors were theresa helburn and john gassner from the theater guild. at the end of the semester, he wrote his first draft of a fulllength play entitled battle of angles. this play was performed in boston on december 30, 1940 but it failed. the failure of his play had caused him to be a rootless, wandering writer. soon after the failure, he went to florida where he landed a job as a teletype operator for engineers in jacksonville. he wrote several one-act plays during his time in jacksonville one of them was twenty seven wagons full of cotton. because williams had a definite idea of what theater should be, he had experimented with many devices and theatrical techniques to enhance the dramatic impact of his plays (falk, 196l;16l). the glass menagerie was a successful play, it portrayed about his family’s life. besides, williams's sympathy with sexual abnormality in later years has given way to a compulsion to tell all about himself and his world (falk, 196l;15), such as moise and the world of reason (1975), night of the iguana and two on a party (1962), small craft warnings (1973), suddenly last summer (1958), quentin of small craft warnings (1973). the other works of williams's were camino real (1953), the winter of cities (1956), small craft warning (1973), eight mortal ladies possessed (1974), the red devil battery sign (1976), vieux carre (1977), etc. his final play was a house noty meant to stand (1982). he passed away at the age of seventy two in new york on february 25, 1983. the synopsis of moise and the world of reason moise and the world of reason portrays tennessee william's own life as the writer of the novel. it tells about character "i" a southerner and sensualist. he had been involved in love affairs with the same sex since he was a teenager. he had committed his life to lance. at that time, his age was only fifteen years old. he met lance, a light-skinned black, and skater by profession who referred to himself as 'the riving niger on ice" in an old bar. it was moise who introduced him to lance. she also offered him to stay in her own place. the character 'i" escaped from his house because his father treated him rudely and drove him out from his house. he never went home although his mother persuaded him to go back in her letter. from this meeting character" 'i" began to fall in love with lance. they committed their life as lovers. unfortunately, their togetherness was not long. lance was killed in an accident. after lance's death, he did not have a lover anymore. he continued his own life and kept on writing in his blue jay notebook about his own experience. he shared his room with charlie. they lived in an abandoned warehouse. character ‘i’ felt comfortable with charlie because they have same hobby, make writing. one day, character "i’’ and charlie attended a moise,s party. moise (a famous actress at that time) said that things had become untenable in her world and she added that her world was not their world at all and her world was relatively a world that contained some reasons. this party made character ‘i’ more anxious and wanted to be close to her. the relation between moise and character ‘i’ seemed like when lance still existed between them. character" i" retold that he ever slept with moise one night after lance’s death. he felt that it was not sexually but just for accompanying her although he was deeply attracted to moise. character ‘i’ always shares to moise. he told that actually he had female incubus. it could be proved when he was thirteen. he had sexual intercourse with a little girl playmate but he could not love her. he said it was just playing. it made him have an inner conflict because he was a sexual abnormal person. later one day he received the second letter from his mother. in this letter his mother said that he had to come home. he had to continue his schooling and developed his talent. besides, his mother also said that his father was not like in the past when he was always drunk and angry, but now he could not live alone, he needed someone to accompany him. moise, as a friend, tried to give comment that he had to come back to his mother but he rejected the idea in one occasion, character ‘i’ was interviewed by a student of a psychiatric who knew him as a sexually deviant. in his blue jay notebooks character ‘i’ wrote his own experiences when he was a boy in thelma, alabama and he was about thirteen years old. four strange men in a limousine pick him up. they intended to seduce him. fortunately one of them felt pity on him and protected him. finally, they decided to return him on the way home. another his experience is the meeting of character ‘’i’’ with a man in a bar. the man kisses character "i" on the mouth spontaneously. it makes character ‘’i’’ cry because he feels shocked and afraid. all of about his life is written by character "i" on his blue jay notebooks. the background of character ‘i’ in supporting homosexual tendency of character ‘i’  the family background of character ‘i’ in examining homosexual of character "i", the writer will deal with his family background, which was formed since he was a child. the family background is one of the important factors in supporting his homosexual tendency. before beginning the further discussion, it is better to check what the influence of family relationship on a child is. in child development hurlock states, ‘’the child's attitudes and behavior are markedly influenced by the family into which he was born and in which he grows up, because the home is the child's first environment. it sets the pattern for his attitudes toward people, things and life in general (hurlock, 1956: 481). therefore, family is the first step for a child in getting education and experiences. the condition and situations of the family have great influence for the child development until he or she is adult. character ‘l' was born from his parents who had broken home and low class family. his father is a rough and bad-tempered man. character 'i" is a victim of his own father. the bad habit of his father makes him sad he often finds his father angry at home when he is drunk. his father wants character ‘l' to separate from his mother, while his mother cannot do anything because she is afraid of her husband. the condition of character "i"s family has persisted for a long time. character ‘i' still stays with his family because he takes pity on his mother. year by year he lives in that condition, until he is fifteen. one night when his father came home, he was angry with him and drove him out from his home. being a teen-age, he had great emotion toward his father’s words. then he goes away from his home. he is confused because he does not have any purposes where he will go. he never goes anywhere before. he thinks that he is like a bird, flying freely without purposes (williams,1975: 8). after he goes from his house, he feels lonely and needs someone to protect him. this condition makes him became a weak person but he tries to survive in order to get a better life. in new york, he meets moise, the beautiful girl who offers him to stay in her house and introduces him to lance. a few days later he receives a letter from his mother. his mother wants him to come back. she is anxious of the condition of character" i". she knows that new york is a modern city where the free life and crime may happen. it will give a negative effect to her son. the deep anxiety and the negative thinking make her depressed. it is something natural for a mother to her son, exceedingly her son has weak physic. character ‘l' has conflict with himself because he wants to come back to his mother but on the other hand he feels so afraid of his father. the problem of his family makes him confused to choose his way of life. actually, he needs a father when he grows up because he needs someone who can give him education, supports his condition and he needs male model to imitate. but the fact is his father drove him out from his house. because of this condition, he needs a figure of a father. on the other hand character" l' is a person who was always sick when he was a child. his bad physical condition will give some effects to his mental development. the health of a child not only influences the child's behavior at the moment, but it has long-term effects on his personality (hurlock, 1956: 549). as for the condition of character 'i’, he is a weak person and does not have self-confidence because of his disease. he considers himself as a woman who needs someone to protect him.  the experiences of character ‘i’ experience is something unforgettable. in child development, hurlock states that, since social and unsocial patterns of behavior are established during the formative childhood years, early social experiences largely determine what sort of adult a child will become" (hurlock, 1898.225). therefore, experience is something important to build the behavior of a person. besides, one of the data indicates that the factors leading to homosexual behavior are his first sexual experience with a person of the same sex and the conditioning effects of experience (kinsey, 1953: 447). the first sexual experience of character ‘i’ is when he was young. he meets four strange young men in thelma. this incident happens when his first symptom of puberty was appearing. a strange limousine arrives in the city containing four strange young men. no one knows where they stay. one night, one of them called out to character "i" softly like a dove's voice, character "i" is attracted by the soft voice. character ‘’i" receives their offer. he sits between the blond and the dark. character ‘’i’’ is not suspicious to them because he feels that they will see him off to his house. they make a private joke among them and laugh loudly. character ‘’i’’ wants to get out, because he is disgusted with their words. after he knows that the limousine is not toward going to his house, he shouts to get out, but all the strange young men do not take care of and pick him up to their limousine. ‘’by this time i was scared crazy, for the limousine and the mysterious four were out into dark moonless country and the hands of each beside me had advanced from my knees to upper thighs and were rhythmically squeezing as woman shoppers do melons to see if they're ripe" (williams, 1925:118-119) the blond is one of the four strange men who forces character "i" to satisfy his desire. after the blond get him, then the dark do the same bad action. character "f" can not feel that what he has done is sexual pleasure. he just feels the large erection of the dark. then limousine lurches to the peach and cherry street, his house. after this tragedy, one of the four strange young men is longed by him, he cannot forget this tragedy. another experience is the meeting of character ‘’i’’ with a man in a bar. actually, he does not know that man, but considers him as his friend. ‘’then he went over to the box, deposited a quarter and punched one number three times" he came back to the table and simultaneously two things happened of the automatic nature. he kissed me on the mouth and i started to cry. (williams. 1975: 40). his friend takes an enjoyable position in the room of the bar. he shows to character ‘’l'' that he feels so happy. it can be seen when he kisses character "i" on the mouth spontaneously. it makes character ‘’i’’ cry because he feels shocked and afraid, but his friend just says "baby, i didn't mean to do that, it was just automatic" (williams, 1975: 41). based on the experiences of character "i" and its effect can be concluded that the first sexual experience has great influences of his mental development. it is one of the factors that support the homosexual tendency of character "i". the love affair homosexual tendency of character ‘i’  the love affair between character "i’’ and lance character ‘'i" is a person who is still young when he meets with his lover. in fifteen he met lance. character "i" and lance have a very good relationship. lance is the first lover of character ‘’i‘’. he is older than character "i". they make a commitment of love in their life. ‘'of course as one grows older, and i am now more than twice the age at which i met my first love, there is a tendency to put on some materialism, probably through exposure to it in others. at the age of fifteen, when i met my first love, lance, and committed my life to his, i was already a sensualist but material things were of little consequence to me, and i do not believe that expressed any surprise when he introduced me to his living quarters, astonishing as they were" (williams, 1975:2) in his inner conflict, character "i" usually shares his problem with his beloved, lance. his hope to be a normal person is lack within his life. he wishes to reveal a sexual intercourse with a woman but what he hopes is disappeared because he still feels only lance that can give satisfaction of his sexual desire. unfortunately, character "i" and lance are not as happy as in the past. they are quarreling each other. character "i" does not like with the life-style of lance, who always drunk in the bar, become a rough man and plays skating on ice. ‘’don’t sit there talking to me like a library queen" ‘’don’t lie there talking to me like a hustler that gives it away for residence in this godforsaken pad’’ ‘’if you don't like my life-style" ‘’do you?’’ ‘’a man life-style should fit his future more than his present, and in my future i want be a star of the ice show, i will not be the living nigger on ice forever, baby, but i will be a junkie and this pad here will be appropriate to my condition then (williams, 1975:124). their togetherness is not long because they have different principle. so, character ‘’i’’ begins to have a bravery against lance. character "i' says that lance has ruined his life. he will leave lance if lance is still a rough man. lance is angry when he hears that character "i’' will leave him. then he forces character ‘’i’’ to make love with him. character "i" feels that it happens not for love but for revenge. lance says that it is the last of their communion. after it happens, character ‘’i’’ separates from lance and he never sees him again until one day he hears that lance has died because of an accident.  the love affair between character "i’’ and charlie. after the ending of his relationship with lance, character "i" has relationship with charlie. this happens, when character "i" often goes to the bar and charlie is also a man who always goes to the bar. they have the same hobby, so they decide to be a couple. charlie is younger than character "i". he has good personality to support the condition of character "l'. character "i" feels secure beside him. character ‘’i’’ loves charlie very much. character "i" wants to say something to charlie before their relationship getting deeper. he explains that he is older than charlie. he is afraid if charlie will leave him because of difference age. fortunately, charlie never makes problems out of their different age. character "i" once thinks that after lance's death in an accident, he will elect no second lover except moise (his girlfriend) but he cannot do it. charlie comes to him when he needs someone to accompany him. then he cannot refuse him. character ‘i' does not blame himself because he thinks that his love to charlie comes naturally. the existence of charlie is very significant for character "i" because after lance's death, there is no man who can fulfill character" i's need. after few days charlie leaves him, character" i" begins yearning for charlie. he assumes that charlie will come to him. he is like a woman who is the first time meets with her boyfriend. naturally i assumed that it was charlie returning. my heart did things in my chest like a waking bird. i leaned very close to the bit of mirror to see if my face could be suitably prepared to face my wayward lover, but what i saw was a face that suggested that of a character in a silent film revival, frothing and spitting with rage... " (williams, i9a75 : 1 3 2-i 33 ) . character ‘i’ is happy, because he will meet his lover. but, in fact, charlie comes without a greeting to him. he just keeps silent. character "i" tries to make the situation more heated. he does not know what happens with charlie. unusually, charlie becomes a cool man. character "i" is more to be anxious to charlie and he wants charlie to say something to him. then, charlie asks character ‘i’ and to give him recognition about the gossip that he hears from his friend. he hears that character "l" is a playboy who is easily to change his partner. he feels that he is a fugitive of character "i" after lance's death. his negative thinking appears as he becomes second lover of character "i". it is not for love but only to satisfy the character ‘’i’’s sexual desire. besides, charlie is also jealous to big lot who always drinks together with character "i" in the bar. he thinks that character "i" betrays him. character "i" tries to give him long explanation about his relations with big lot. he says that big lot is just a friend for him. charlie does not believe the explanation of character "i". he is very angry with character "i". character ‘’i’’ still keeps silent and takes it patiently. after he know that charlie a stubborn man, he becomes emotional person. in the end, they separate because there is no longer harmony between them. love affair between character "i" and his lover, lance and charlie is amore love. it is love that appears because of sexual desire. the social intercourse is an important factor that supports homosexual tendency ( ninda,2005:152). it means that without the existence of his lover or his partner of the homosexual, it is impossible to satisfy his sexual desire. the significance of moise in relation with the homosexuality of character ‘i’ moise is a young beautiful painter. she is the first person who helps character ‘’i’’ when character "i" is expelled from his house by his father. she is also a woman who knows and understands about the problems of character "i". she always accompanies him, when he has problems in his life. she has some reasons to accept character ‘’i’'s condition. it happens because she thinks that she comes from a broken family background as character "i". after lance's death, character "i" ever says that he will elect no lover but her. the strange thing is he cannot love her, although he is very close to her. one day character "i" goes to moise's house. they talk about their life. moise says that her world is different at all with the world of the other person. she does not know the person's life, so it is impossible for the other person to know about her life. she also says that the life of character ‘’i’', is the life that contains some reasons. ‘’you see my world is not your world at all. it would be an observation of insufferable banality for me to observe that each of us is the sole occupant of his own world. and so i don't know your world and you don't know my world of course it appears to me, it appears quite evident to me, that your world is relatively a world that contains some reasons,'’(williams, 1975: 18). character "i" is anxious with moise’s statement. he thinks that he has the same world or the same experiences like moise. some experiences that he had are a part of his past and his past is a part of life with its reason. then he connects moise’s statement with her past. who has a broken family and has a principle that love is demolition in life. the difference between them is character "i" is a person who has extrovert, while moise is introvert. then character "i" and moise go to bed. moise gives herself up to character "i'’. character "i" feels that it is not sexual but just for companionship (williams, 1975: 14). character "i" loves moise very much. love that appears between them is philia love. it means t hat love appears because of friendship. the existence of moise to character "i" is the proof that character "i" still becomes a homosexual because he cannot love moise as a partner of his life. conclusion moise and the world of reason is one of william's works. it tells about the life of character "i", the main character of the novel that undergoes the abnormal sexual relationship. moise and the world of reason are showing the picture of a person who gets tendency to be a homosexual. character "i" being a homosexual, has bad experiences in his past that becomes his reason to get abnormal sexual relationship. this deviant sex happens because of many tendencies. they are family background, the environment of the society, and the experiences of the person. family background is the important thing for character "i" to build his abnormality. the lack of father's model and sex-role in the family are the cause of character "i" to do wrong doing in the process of his maturity to be a normal person. becoming a homosexual is the result of the disharmony of a family. environment of the society is also the important point to support a homosexual of character "i". the environment has great influence for character "i" to make his behavior to be abnormal person. a wrong of social interaction makes misbehavior of the person. the last of causal factors of homosexual tendency of character "i" is the experiences of his past. his first sexual experiences with some persons of the same sex are the factor leading to his homosexuality. from the content of this novel, we can found some messages that first, the role of the parents is very important in the growth and the education of the child; second, the environment of the society has great influence to the behavior of someone and the last, someone can nor realize his bad behavior without any consideration that makes him change his bad behavior. nobody can influence this consideration. in addition, this novel proves that sexual matter is not a taboo to discuss, because this matter is also the social fact which commonly happens in the society. bibliography carpenter, jack and niemeyer, peter. 1947. the element of fiction. new york: mcraw hill book company corsiny, raymond j. 1984. encyclopedia of psychology. u sa: john wiley and sons. di yanni, robert. 1975. reading fiction, poetry, drama and the essay. new york: mc. graw hill inc. falk, signi. 1961. tennessee william. boston: twayne publisher. hornby, a.s.2000. oxford advanced learner,s dictionary. london. oxford unity press. hurlock, elizabeth. b. 1956. child development, 3 rd ,edition. tokyo: mc. graw hill. kogakusha, ltd. james, henry. 1965. selected literary criticism. new york: mc graw hill book company. karpman, ronald and rosen, ephraim. 1972. abnormal psychology. usa:w.b. saunder company kenney, william. 1966. how to analyze fiction. new york: monach press kinsey, alfred. c. at al. 1948. sexual behavior in human male. phidelphia: w.b.saunders company kluckhohn, norman1. 964. the universal experiences of adolescence. new york: international universities press. inc. moskowitz, merli j and orgel, arthur r. 1969. general psychology: a core text in human behavior. boston: houghton miffin company. williams, tennessee. 1975. moise and the world of reason. new york: simon and chuster, inc. nobel: journal of literature and language teaching volume 10, number 01, april 2019, 32-51 codemixing in an entertainment tv show: how which is functions in indonesians’repertoire suhandoko, widatul hasanah, cindy nuriana, maulana rahman firdaus, jabal maula, favian reswara sani english department, faculty of arts and humanities, uin sunan ampel surabaya, jl. a. yani 117 surabaya handoko07f@gmail.com abstract: the present article portrays the use of “which is” as a currently popular mixedcode among indonesians, especially teenagers and public figures, since the 2010s or popularly named as the language of south-jakartans (bahasa anak jaksel) by taking an indonesian tv show as the data collection sites. the data were the comments of one of the judges of indonesian idol 2018, named me. for investigation purpose, videos containing the “which is”phrase uttered by me were sorted, transcribed, and analyzed. the analysis focused on how “which is”functions in the utterances. it was found that remarkable functions of “which is”include as substituting conjunctions and discourse markers. the substituting conjunctions include cause-effect and coordinating conjunctions, as for the discourse markers likely function to minimize face-threatening act. keywords: codemixing; which is; functions doi: 10.15642/nobel.2019.10.1.32-51 the discussions of codeswitching (cs), codemixing (cm), and lexical borrowing (lb) have been significant since weinrich’s languages in contact was published in 1979. since then, numerous linguistic scholars have been intrigued to make cs, cm, and lb as the main object of their study. among them are pfaff (1979) who proposes a set of questions to help us make a distinction between cs and lb: the existence of l1 equivalence, the use of l2 words in the community, the speaker’s knowledge of the l1 equivalence, and how speaker views the l2 words in his repertoire. different from pfaff who suggests guiding questions, poplack (1980) and gumperz (1982) outlines the guidelines to make a clear distinction between cs and lb followed by myers-scotton's (1992) matrix language frame model. in addition to the distinction between cs and lb, others also propose demarcations to distinguish cs from cm. mclaughlin (1984) defines cm “to refer to switches within sentences” and cs “to refer to changing language over phrases or sentences.” nowadays, not only does cm involve interactions in dailylife, it has been an important part of the genre of art and entertainment such as films, soap operas, news, and got-talent program. the use of cm in entertainment is apprently claimed to be an effective way of mailto:handoko07f@gmail.com codemixing in an entertainment tv show nobel: journal of literature and language teaching volume 10, number 01, april 2019 33 communication in conveying messages to the viewer, stimulating them to memorize the ads, therefore serve the purpose (mushtaq & zahra, 2012) and potentially attract the readers’ attention (kia & yee, 2011). kia and yee aver that people with good command of english often code-mix english into their local language, not only in conversation but also in entertainment programs. countless studies have made cm, cs, and lb, especially those exist in entertainments such as films, songs, magazine, social media and tv programs as their focuses. those studies examined them from the viewpoints of forms, locations, patterns, and functions. rohardiyanto (2017) studied the frequency of mixed-codes in a magazine for teens as well as investigated the factors underlying its use. he found that mixed-codes in teenagers’ writing portray their desire to show off their social class, to attract the attention of others, to make communication easier and more efficient, and to make an enjoyable situation and a closed relationship among others. different from mulyajati (2018) who examined the types of cm along with its syntactical unit in words, phrases, and clauses in a talk show in an indonesian tv, ali, malik, & jillani (2019) studied code-mixing in indian songs. they found that the songwriters use cm in the lyrics due to the external factor in which they need to “satiate the needs of pleasure seeking and pleasure-loving audience.” however, chairat's (2014) investigation on the use of cm in thai songs revealed that it is less preferred by both adolescent and middle age groups reasoning that it indicates inconsistencies in the message conveyed in the songs. however, instead of perceiving cm as a disruption of the message in the song, pradina, soeriasoemantri, &heriyanto (2013) aver that it is not merely to change the language but further they perceive it as a politeness strategy. holmes (2008) points out that in order to minimize face-threatening acts, the lexicon of another language is sometimes carefully used. furthermore, kasoema & amri (2016) examined cm in radio broadcasting. not only do they analyze the types of cm, they further analyze its functions. of the four reasons, the study seems to suggest that stylistic reasons dominate the use of cm acts. very little data indicate it functions to accentuate personal and social identity as was found by luciana (2006). as a part of the linguistic phenomenon, cm is nowadays not only used by the middleup class, even now from low social class especially teenagers. the jakarta post in 2018 reported that currently indonesian teenagers extensively put cm in their language repertoire. people call this phenomenon of cm as bahasa anak jaksel (south jakartans language). suhandoko et. al. 34 among the mixed-codes is the which is phrase among other words such as literally, prefer, and many others. in english grammar, which is a relative pronoun that modifies non-human subject or object in relative clauses. in indonesian teenagers’ slang, which is combined with copula is to add stylistic nuance to suit them with the most common words in indonesian or malay, di mana and yang mana. when compared to yang mana or di mana which consists of three syllables, which inserted in indonesian sentences or utterances will be less appealing. its meaning will also be potentially misunderstood or missed since it only consists of one syllable. in order to accentuate its existence as a mixed-code and to give more aesthetical nuance, indonesian speakers combine which and is. instead of using yang mana and di mana which sound“oldies”, which is is more acceptable among teenagers. in english grammar, complex sentences are connected with subordinate conjunctions. however, indonesian grammar does not recognize the use of di mana or yang mana (equivalent terms for wh-complementizer who, whom, which, and where) as prepositions like di, ke, dari, or pada. the use of di mana and yang mana as conjunctions frequently happens in indo-european to the indonesian or malay translation. principally, the indonesian and malay grammar only recognize yang as a conjunction to connect complex sentences as shown in the following example eng : the bike which i bought yesterday was broken ind : sepeda yang mana saya beli kemarin sudah rusak ind : sepeda yang kemarin saya beli sudah rusak. ✓ consequently, the use of “yang mana” and “di mana” as conjunctions should be discouraged due to its failure to satisfy the standardized grammar that they can only be used in question sentences (chee, 2010). despite the fact that numerous studies have been conducted in attempt to analyze how yang mana and di mana function in sentences and utterances, no one to the best of my knowledge has studied which is as the main focus especially on how it functions in sentence or utterance wherein such phrase is previously mentioned as a viral phenomenon among the indonesians. therefore, this paper calls into question “how does which is function in indonesians’ repertoire?” codemixing in an entertainment tv show nobel: journal of literature and language teaching volume 10, number 01, april 2019 35 review of literature bilingualism and identity language is not merely conveying ideas and a system of communication between people. it is also a social phenomenon that exists in society. language builds social relationships and social interactions, equally, build language;thus, when learning a language, we are also bound to people or society or culture. in the study of linguistics, this is known as sociolinguistics. simply, sociolinguistics refers to the study of language in relation to human and society. as a social and cultural phenomenon (trudgil, 1971), studying how language relates to society in order to understand “the structure of language and of how languages function in communication” is crucial (wardhaugh, 2006). hence, the ability to speak in two languages (bilinguals) portrays not only one’s linguistics behavior but also personal and sociocultural being. in general, bilingualism is categorized into simultaneous and sequential or successive bilingualism. tabors (2008) states that when a person (typically a child) receives exposure to both l1 and l2 from birth in their home environment concurrently, they will acquire two languages simultaneously or usually referred to as simultaneous bilingualism. meanwhile, those exposed to only their native language at home and then to foreign language i.e. upon entering school will experience the successive bilingualism. in addition to this bilingualism classification, valdez and figueora (1994) categorize bilinguals into elective and circumstantial bilinguals based on the reasons why l2 is acquired. when bilinguals acquire l2 in a formal setting where l2 is an additional course at school, they are categorized as elective bilinguals. on the other hand, those who acquire l2 because they are required to do so to attend school or to find work they are categorized as circumstantial bilinguals or more often named as substantive bilinguals because their l1 skills tend to decrease or loss in preference to the dominant language used in the environment, l2. as a product of a culture, language functions not only as a tool for communication, but also as “a symbolic system with the power to create and shape symbolic realities, such as values, perceptions, and most importantly identities through discourse” (kramsch, 2003). therefore, language is a part of identity, not only as personal but also as social identity. consequently, a bilingual person belongs to different cultures that reflect different identities. moreover, bilinguals were revealed to be more willing to deal with cultural diversity, to resolve opposition and disagreements (brannen & thomas, 2010). suhandoko et. al. 36 code switching, code mixing, and lexical borrowing according to gardner-chloros (2009), cs is the process of moving back and forth between two languages or dialects or registers of the same language. cs comprises many types which hoffmann (2014) divides them into inter-sentential, intra-sentential, tag switching and establishing continuity with the previous speakers. cm which occurs from sentence to sentence is called inter-sentential and the other which occurs within a sentence is called intrasentential. tag switching involves a tag, an exclamation, or a parenthetical remark in a different language, for example, the use of i mean, you know, right?. as for the establishing continuity with the previous speakers, the motive is to confirm each other between interlocutors due to a triggering effect. different from lb when terms or words from its matrix language translated into another language will potentially change the meaning and therefore result in communication disruption, cm occurs in either word or phrase level that not only because of the inexistence of equivalent terms in matrix language, it further occurs because of some reasons such as to attract audiences’ attention, to create impressions to people, or to avoid expressing embarrassing topic (leung & chan, 2016). “yang mana”, “di mana”, and “which is” a language is frequently influenced by foreign languages that it frequently borrows words from them. a borrowed word is likely translated into local language to suit the local taste buds such as upload in english is translated into unggah in bahasa indonesia, gadget in english is translated as gawai in bahasa indonesia and so on. however, there is also words will be too awkward when translated into local language due to the inexistence of equivalent terms, for example, the word computer which refers to a machine that performs processes, calculations, and operations based on certain instructions by software and hardware program is translated into mesin penghitung in indonesian because compute means menghitung (to compute). hence, borrowing takes place through the adjustment of phonological and morphological aspect in the borrowed language such as komputer. other example of lb are case is translated as kes in malaysian, garage is translated as garasi in indonesian and many other borrowings. one of the lb phenomena of foreign languages which later then translated into the base or local language to suit the local taste buds is the use of relative phrase who, which, whom, where and when that are translated into yang mana or di mana. codemixing in an entertainment tv show nobel: journal of literature and language teaching volume 10, number 01, april 2019 37 the widespread use of yang mana and di mana among indonesians and malays have caught linguists’ attention to investigate whether the phrases have satisfied both grammars. gani and aziz (2007) found that di mana and yang mana in malay are used extensively as conjunctions in relative clauses. however, both indonesian and malay standardized grammar do not categorize them as what gani and aziz reported. in indonesian standardized grammar (tata bahasa baku bahasa indonesia), yang mana and di mana are not categorized as conjunctions, both intra-sententially, and inter-sententially. instead, they can only be used in questions (ramlan, 1983). likewise, karim et al. (2008, pp. 251) state that linguistic scholars have listed “dan, atau, tetapi, serta, lalu, malahan, sambil, kemudian, yang, bahwa, untuk, kerana, agar, supaya, kendatipun, jika, apabila and seumpamanya” as conjunctions in their grammar book excluding yang mana and di mana. even so, many indonesian and malay texts still use yang mana and dimana as conjunctions as wijana (2006), chee (2010) and widiatmoko (2015) found in their studies. wijana’s (2006) analysis on the use of yang mana and dimana in students’ writing is not merely functioned as question words, but also as copula, relative clause marker, interclausal and intersentential conjunctions, and other markers which are difficult to identify because they do not have any equivalent in english. a similar finding was also reported by chee (2010) that provides a final remark on the inappropriateness of yang mana and di mana toward kamus dewan (malay standardized grammar). in a critical response to this, widiatmoko (2015) urges the importance of the “teaching of standard indonesian grammar.” recently a new phrase as an alternative to yang mana and di mana has been viral among social media users especially when south-jakartan teenagers use it along with other mixed-codes, such as literally, prefer, and i mean. this phrase has been viral since it was circulating on twitter as jokes indicating the distinctive way the people of south jakarta talk. an example of this fuss on the twitter is as tweeted by @iyajgybg, “[…] padinya ditumbuk which is bijinya lepas gitu nah moreafter dikumpulin deh itu hence masi ada kulitnya its fine baru abis itu ditumbuk2 like biar jadi beras literally — petani jaksel”. method in order to investigate how which is functions in indonesian speakers’ repertoire, especially teenagers and public figures, i documented the which is phrase in their utterances. there could be millions of utterances i could have possibly obtained because the phrase is now widely used in social media, radio broadcasting, entertainment program, even in daily interactions. however, in this study, i only focused on documenting which is in an suhandoko et. al. 38 entertainment tv show named indonesian idol 2018 as a sample because among of the speakers involved in the program, there is one, in this case is the judge named me, frequently inserts which is in her comments. in order to investigate the use of which is inserted in me’s comments in indonesian idol 2018, i collected all video recordings which were then sorted to find the ones containing which is phrase in me’s comments. during 2018 also called as the ninth season, indonesian idol has presented five grand episodes namely: audition, elimination, showcase, top 15, and spectacular show (top 12). the focus of data collection in this study was the spectacular show presenting 13 episodes with 123 performance videos of all contestants (all videos can be accessed in official youtube channel of indonesian idol 2018). after watching carefully to all videos and listening to me’s comments on the contestants’ performances, i found 9 occurrences in eight episodes on which me mentioned which is. these nine occurrences were transcribed and analyzed to look into their functions in me’s utterances. the use of which is in me’s comments was analyzed descriptively by looking into its functions in the sentences in accord with indonesian grammar. alternative equivalent words or phrases were sought to substitute which is phrase without leaving its contexts in the utterances, and by so doing the function of which is can be revealed. results and discussions results of the study before discussing how which is functions as slang in indonesias’ repertoire, i present the nine occurrences on which me mentioned it in her comment. 1) kan kamu kadang-kadang vokalnya [indistinct]. di lagu ini sangat pas dikeluarin teknik seperti itu tapi di lagu slow kamu mengurangi teknik yang terlalu berlebihan itu dan itu masuk, which is kamu sudah tahu bagaimana nyanyi di lagu slow, nyanyi di lagu blues, nyanyi di lagu yang dance kamu sudah tahu tekniknya. (me’s comment on ayu’s performance in spectacular show top 11 in the minute of 4:56) 2) lagu ini tuh bener bener yang pakai hati perasaan which is sebenarnya lagu ini bisa lebih pelan lebih syahdu, lebih indah, tapi setelah diulang lagi ayu berhasil menyanyikan dengan merontokkan hati saya ini yang beku. (me’s comment on ayu’s performance in spectacular show top 8 in the minute of 5:45) codemixing in an entertainment tv show nobel: journal of literature and language teaching volume 10, number 01, april 2019 39 3) sebenarnya kamu tuh sangat memberi warna karakter yang berbeda diantara penyanyipenyanyi yang lain which is itu bagus sekali. (me’s comment on ayu’s performance in spectacular show top 12 in the minute of 6:25) 4) karena kamu ini nanti akan terjun kemasyarakat which is..terjun ke pasar which is kamu tidak akan bernyanyi lagu dengan genre yang sama terus seperti ini atau karakter vocal yang sama seperti ini terus. kamu akan ditantang dengan lagu slow. (me’s comment on ayu’s performance in spectacular show top 12 in the minute of 7:56) 5) mandy moore itu punya, dia bernyanyi dari umur 4 tahun dia ikut di disney, walt disney kemudian dia halus sekali seperti kamu kamu kembangkan suara-suara kamu yang halus, indah, dan bisa mengenakkan lagu which is kamu di lagu-lagu kover kamu bisa mengenakkan lagu. (me’s comment on jodie’s performance in spectacular show top 8 in the minute of 6:27) 6) karena ini lagunya britney spears di video klipnya dia super seksi dan dia koreografernya dipikirin, yaa marion masih harus usaha kesananya which is kamu masih harus usaha seperti penyanyiaslinya yang benerbenerluarbiasakoreografernyamateng. (me’s comment on marion’s performance in spectacular show top 7 in the minute of 6:27) 7) maria itu kemarin-kemarin sering menggunakan baju hitam which is, maaf mohon maaf, kamu berkulit hitam mestinya jangan pakai baju hitam. (me’s comment on maria’s performance in spectacular show top 6 in the minute of 5:52) 8) kalau misalnya netizen boleh komentar begini, yaah marion kok nggak ada perkembangan, gitu lagi gitu lagi. nggak ada melebar kemana-mana lagi which is kamu udah mencoba kemarin itu minggu lalu dengan lagu yang bukan genre kamu, ya kan? (me’s comment on marion’s performance in spectacular show top 10 in the minute of 5:35) 9) joan, kamu mendapatkan empat standing ovation ya which is itu bagus banget. (me’s comment on joan’s performance in spectacular show top 10 in the minute of 3:28) “which is” functions as substituting conjunctions in the following video transcriptions, it is portrayed how which is function as substituting conjunctions. a mandy moore itu punya…, dia bernyanyi dari umur 4 tahun dia ikut di disney, mandy moore has she sing since age 4 years she join in disney suhandoko et. al. 40 walt disney kemudian dia halus sekali seperti kamu. kamu kembangkan walt disney then she smooth very like you you improve suara-suara kamu yang halus, indah, dan bisa mengenakkan lagu which is voice your that soft beautiful and can pleasant song which is kamu di lagu-lagu kover kamu bisa mengenakkan lagu. you in songs cover you can apleasant song the free translation of the excerpt in a is as follow: mandy more has (unclear), she has sung for disney since she was four years old because she has a beautiful voice like you. you (must) keep improving your charming voice and (make) the song more pleasant to listen to which is your voice is suitable with cover songs. in a, me appreciated one of the female contestants that she has a beautiful voice. me then encouraged her to improve her singing skills. from excerpt a, it can be seen that the utterance before and after the which is phrase has a cause-effect relationship in that me encouraged the contestant to improve her soft and beautiful voice because her voice is very suitable with cover songs. for this reason, which is in a can be substituted with cause-effect conjunction such as because or since, hence the sentence can be restated as follow: kamu kembangkan suara-suara kamu yang halus, indah, dan bisa mengenakkan lagu karena kamu di lagu-lagu kover kamu bisa mengenakkan lagu. you (must) keep improving your charming voice and (make) the song more pleasant to listen to because your voice is suitable with cover songs. similar to a, “which is” also functions as cause-effect conjunction in b. b kalau misalnya netizen boleh komentar begini. yaah marion kok if for example netizens may comment like this oh dear marion nggak ada perkembangan, gitu lagi gitu lagi. nggak ada melebar kemana-mana no there improvement like that again like that again no there improve everywhere lagi which is kamu udah mencoba kemarin itu minggu lalu dengan lagu yang again which is you already try previous days that week ago with song that bukan genre kamu, ya kan? not genre of yours right ? codemixing in an entertainment tv show nobel: journal of literature and language teaching volume 10, number 01, april 2019 41 the free translation of the excerpt in b is as follow: if netizens may comment (on your performance this evening), (they would say) o dear! why marion’s singing voice is not improving? you don’t give new touch in your singing which is you have already tried that (another genre of the song) last week and it is not the genre of the song you always sing. it can be seen in b that me expressed her dissatisfaction on one of the female contestants’ performance because she did not improve her singing skills. from the excerpt, it appears that the sentence after which is (you have already tried that) becomes the cause of me’s dissatisfaction on the contestant’s performance. therefore, which is in b functions as substituting cause-effect conjunction and, for this reason, which is in b can be restated as follow: kalau misalnya netizen boleh komentar begini. yaah marion kok nggak ada perkembangan, gitu lagi gitu lagi. nggak ada melebar kemana-mana lagi karena kamu udah mencoba kemarin itu minggu lalu dengan lagu yang bukan genre kamu, ya kan? if netizens may comment (on your performance this evening), (they would say) o dear! why marion’s singing voice is not improving? you don’t give new touch in your singing because you have already tried that (another genre of the song) last week and it is not the song genre you always sing. based on the analysis in a and b, we can see that which is in those excerpt functions as cause-effect conjunctions in indonesian sentences. as mentioned previously, indonesian grammar does not recognize the use of yang mana and di mana as translated from the english relative pronouns which, who, whom, where, and when. instead of using yang mana and di mana, there are many alternative words to substitute them, one of them is by using appropriate conjunctions. in addition to the function as substituting conjunctions in a sentence, i also found that which is might also function as the repetition of cause-effect conjunction which should be avoided due to its inefficiency. the following excerpt explains how which is functions in the utterances. c karena kamu nanti akan terjun ke masyarakat which is.. terjun ke pasar because you later will perform-in public which is perform-in-market suhandoko et. al. 42 which is kamu tidak akan bernyanyi lagu dengan genre yang sama terus which is you not will sing song with genre that same over and over seperti ini atau karakter vocal yang sama seperti ini terus. kamu akan like thisor character vocal that same like thisover and over. you will ditantang dengan lagu slow. be challengedwith song slow the free translation of the excerpt in c is as follow: because you are going to perform on stage, which is you are not expected not to sing the same genre of certain songs or the same vocal characters over and over like this. the utterance in c shows that me commented on one of the female candidates’ performance. me suggested that the candidate not sing the songs of the same genre and with the same vocal character. me added that the contestant is demanded to present the best on her stage performance if she does not want to be left by her admirers or fans. for this reason, which is in c means a consequence and can be substituted with the conjunction of thus, therefore, hence, and other cause-effect conjunctions. therefore, the utterance in c can be restated as follow: karena kamu ini nanti akan terjun ke masyarakat which is.. terjun ke pasar maka kamu tidak akan bernyanyi lagu dengan genre yang sama terus seperti ini atau karakter vocal yang sama seperti ini terus. kamu akan ditantang dengan lagu slow since you are going to perform on stage, therefore you are not expected to not sing the same genre of certain songs or the same vocal characters over and over like this. however, using thus/ therefore/ hence and because/ since/ as in the same sentence is impossible due to redundancy problem. for this reason, which is in c is actually impractical despite the fact that it means a consequence and, therefore, c can be restated as follow: since you are going to perform on stage, you are not expected to not sing the same genre of certain songs or the same vocal characters over and over like this. or you are going to perform on stage; thus, you are not expected to sing the same genre of certain songs or the same vocal characters over and over like this. codemixing in an entertainment tv show nobel: journal of literature and language teaching volume 10, number 01, april 2019 43 besides functioning as a substitute for cause-effect conjunction, which is in the following excerpts also functions as substitute for coordinative conjunction which functions to combine two equivalent clauses. the excerpt in d and e explain the phenomenon. d : joan, kamu mendapatkan empat standing ovation ya which is itu bagus banget. joan, you get four standing ovationswhich is that good very the free translation of the excerpt in d is as follow: joan, you’ve just earned four standing ovations which is it is very good. in d, there are two clauses that both are independent yet related to each other because the pronoun “itu/ it/ that” refers to “empat (four) standing ovation(s)”. thus, which is in d can be substituted by and that means to suggest a kind of "comment" on the previous statement. therefore, “which is” can be substituted with coordinating conjunctions and as stated below: joan, kamu mendapat empat standing ovation dan itu bagus banget. joan, you’ve just earned four standing ovations (from the judges), and it is very good. similar to d, in the following excerpt, which is also functions as substituting coordinating conjunction. e sebenarnya kamu tuh sangat memberi warna karakter yang berbeda diantara actually you really give color character that different among penyanyi-penyanyi yang lain which is itu bagus sekali singer other which is that good very the free translation of the excerpt in e is as follow: actually, among other singers, your voice character is unique (different) which is it is very good. in e, me commented on the performance of one of the female contestants that she is blessed with a beautiful voice that distinguishes her from any other singers. in the middle of her comments, me inserted which is before continuing her comments that contestant’s voice character is very good. from this explanation, it can be seen both sentences before and after which is contain all the information necessary to be a complete sentence and therefore both of them are independent clauses. when a sentence contains two independent clauses, they can be joined by using a semicolon or by using a comma followed by a conjunction such as for, and, nor, but, or, and yet. in the case of e, the sentence can be joined by coordinating suhandoko et. al. 44 conjunction and because the sentence after which is seems to be an additional information. based on this explanation, e can be restated as follow: actually, among other singers, your voice character is unique (different), and it is very good. “which is” functions as discourse markers apart from the findings stating that which is functions to substitute conjunctions, in the following excerpts, which is was found to function as to explain, clarify, and intensify what speakers have said. sometimes when speakers speak spontaneously, they are aware of saying the considered inappropriate statements; therefore, it is often that they explain, clarify, intensify even change what they have uttered. as we talk, we sometimes insert phrases or expressions to show to the listeners that we need to rephrase, change, clarify, or repeat what we are saying. pragmatically speaking, these phrases are called discourse markers. f kan kamu kadang-kadang vokalnya [indistinctive]. di lagu ini sangat pas right you sometimes vocal in song this very suitable dikeluarin teknik seperti itu tapi di lagu slow kamu mengurangi teknik sung technique like that but in song slow you reduce technique yang terlalu berlebihan itu dan itu masuk. which is kamu sudah tahu that undue that and it tune in which is you already know bagaimana nyanyi di lagu slow, nyanyi di lagu blues, nyanyi di how sing in song slow sing in song blues sing in lagu yang dance kamu sudah tahu tekniknya. … song that dance you already know the technique the free translation of the excerpt in f is as follow: you frequently use [indistinctive] voice. it is actually appropriate that you use that type of voice in this song but in the slow version you managed to reduce that undue technique and it really tunes in which is you already know when to use a certain type of singing technique in a slow song, blues song, and dance songs. in f, me complimented one of the female contestants because she managed to sing a song with a slow, smooth, and charming voice. me stated that the contestant usually sings with her “a-bit-rocky” voice, but in that evening she managed to reduce her a-bit-rocky voice while singing a slow song which is in me’s opinion is tuning in. me then repeated the codemixing in an entertainment tv show nobel: journal of literature and language teaching volume 10, number 01, april 2019 45 compliments and explained the statement about the contestant’s ability in singing a slow song with a slow charming voice instead of her usual a-bit-rocky voice. from this explanation, it can be stated that me made an adjustment of her previous statementto show that a better explanation of what she has just said is about to follow. sometimes people speak faster than his thinking that they often make mistakes in their statements especially when they do not plan their talks. when someone speaks spontaneously, it is more likely that adjustment is made. based on the explanation above, it seems obvious that which is functions to indicate that speakers want to explain their considered inappropriate statements. people sometimes insert phrases or expressions to show that they are about to explain their previous statement with a better one. for this reason, people sometimes use discourse marker such as i mean, what i mean is, in other words, the thing is, you know what i mean, or you know. based on this explanation, the statement in f can be restated as follows: kan kamu kadang-kadang vokalnya [indistinctive]. di lagu ini sangat pas dikeluarin teknik seperti itu tapi di lagu slow kamu mengurangi teknik yang terlalu berlebihan itu dan itu masuk. maksud saya adalah bahwa kamu sudah tahu bagaimana nyanyi di lagu slow, nyanyi di lagu blues, nyanyi di lagu yang dance kamu sudah tahu tekniknya you frequently use [indistinctive] voice. it is actually appropriate that you use that type of voice in this song but in the slow version you managed to reduce that undue technique and it really tunes in. in other words, you already know when to use a certain type of singing technique in a slow song, blues song, and dance songs. similar to f, which is in the following excerpt also functions as a discourse marker. g karena ini lagunya britney spears di video klipnya dia super seksi dan dia because this song of britney spears in video clip her she super sexy and she koreografernya dipikirin, yaa ma masih harus usaha ke sananya choreography her well-thought well ma still has to work hard to reach there which is kamu masih harus usaha seperti penyanyi aslinya yang bener-bener which is you still have to work like singer original who really luar biasa koreografernya mateng. amazing choreography her well-thought the free translation of the excerpt in g is as follow: suhandoko et. al. 46 since this song is sung by britney spears which she was so sexy and her choreography is very good, you still have to work hard which is you have to work hard to present the song as good as the original singer that her choreography is amazing. in g, me commented on one of the female contestants who sang britney spears’ song. me explained that britney spears always sings beautifully with mind-blowing choreographies and demanded that the contestant work harder to perform as good as britney. in the middle of her comment, me inserted which is followed by additional comments which means almost the same as the previous comments. me advised the contestant to work harder in singing the song, with the choreography all at once, so as to be as good as the original singer. from this explanation, it can be inferred that which is likely functions as a discourse marker which indicates that a speaker needs to expand upon what she previously said to be more appropriate and comprehensible for the listeners. almost similar to f, which is in g also functions as a discourse marker prior to the explanation of what has been previously said. therefore, g can be restated as follow: karena ini lagunya britney spears di video kilpnya dia super seksi dan dia koreografernya dipikirin, yaa marion masih harus usaha ke sananya artinya bahwa kamu masih harus usaha seprti penyanyi aslinya yang bener-bener luar biasa koreografernya mateng. since this song is sung by britney spears which she was so sexy and her choreography is very good, you still have to reach that, i mean you have to work hard to sing the song as good as the original singer that her choreography is amazing. slightly different from f and g in that which is functions as discourse marker indicating that speakers are explaining what they has previously said, which is in h also functions as discourse marker indicating speakers are intensifying what the speakers have previously said. h lagu ini tuh bener bener yang pakai hati perasaan which is sebenarnya lagu ini song this really that use heart feeling which is actually song this bisa lebih pelan, lebih syahdu, lebih indah, tapi setelah diulang lagi ay can more slow more calm more beautiful but after cop-repeat again ay berhasil menyanyikan dengan merontokkan hati saya ini yang beku. manage sing with melt heart my this that frozen codemixing in an entertainment tv show nobel: journal of literature and language teaching volume 10, number 01, april 2019 47 the free translation of the excerpt in h is as follow: this song should be sung with the heart which is this song can actually be sung more slowly, calmly and beautifully. but after you sing it one more time, you managed to sing it and it melts my frozen heart. in h, me commented on the performance of one of the female contestants that she should sing the slow songs with heart. in the middle of her comments, me inserted which is followed by the statement that the song can actually be sung more slowly, calmly, and beautifully. it seems that me tried to intensify her statement about sing with heart is singing the song more slowly calmly, and beautifully. based on this explanation, it can be inferred that which is functions as the marker that speakers are intensifying what has been previously said. it is often when speakers need to intensify their statement they insert i mean or the kinds before the intensifier statements. therefore, the utterance in g can be restated as follows: lagu ini tuh bener bener yang pakai hati perasaan maksud saya sebenarnya lagu ini bisa lebih pelan lebih syahdu, lebih indah, tapi setelah di ulang lagi ayu berhasil menyanyikan dengan merontokkan hati saya ini yang beku this song should be sung with heart i mean this song can actually be sung more slowly, calmly, and beautifully. but after you sing it one more time, you managed to sing it and it melts my frozen heart. as a type of discourse marker, i mean also indicates about positive politeness wherein a certain situation someone does not feel good in expressing their opinion due to the fear of insulting their interlocutors, they tend to do face-saving act to lower the tension of their sayings. it is here too that which is functions as face-saving act as shown by the following excerpt. i maria itu kemarin-kemarin sering menggunakan baju hitam which is, maria in the previous performances often wear black dress which is mohon maaf banget, kamu berkulit hitam mestinya jangan pakai baju hitam. i’m sorry very you’ve got black skin should have not wear black dress the free translation of the utterance in i is as follows: in the previous performance, you wore a black dress which is, i’m sorry to say this, you have got black skin. you should have not worn the black dress. suhandoko et. al. 48 in i, me commented on one of the female contestants because she often wears black clothes in her performance. in the middle of her comment, me inserted which is followed by the additional comments that she clarified about the contestant’s preference on black dresses in her performances. me clarified that because she has got black skin, she should not have worn black or dark dresses. the contestant should have worn brighter clothes. at this stage which is functions as a marker that speakers want to clarify their previous statement. based on this explanation, i can be restated as follow: maria itu kemarin-kemarin sering menggunakan baju hitam maksud saya mohon maaf banget, kamu berkulit hitam mestinya jangan pakai baju hitam. in the previous performance, you (ma) wore a black dress i mean, i’m sorry to say this, you have got black skin. you should have not worn the black dress. from the analysis of the excerpt f, g, h, and i, it can be assumed that which is, in addition to functioning as substituting conjunctions, also function as discourse markers which not only functions to intensify, clarify, and to revise speakers’ statement, but also as a politeness strategy to minimize face-threatening act. discussions the findings of the present study on how which is functions in sentences or utterances, more or less, echo what chee (2011), widiatmoko, (2015) and wijana (2006) found in their studies that di mana and yang mana as the translation of wh-complementizer (who, which, when, where) functions as conjunctions. however, considering that both yang mana and di mana do not accord the standardized grammar in indonesia and malay language; therefore, instead of addressing and categorizing them as conjunctions as stated by sundusiah (2014), which is, yang mana, and di mana function as substituting conjunctions. the use of which is among indonesian especially teenagers nowadays cannot be judged as the indication of their unconfidence toward their indonesian or local language, instead, it indicates their eagerness to show off their social class (rohardiyanto, 2017). this is considering that which is is popular among teenagers in south jakarta of indonesia in which an area occupied mostly by middle-up class society. moreover, it indicates awareness of their attempts to avoid using yang mana and di mana which do not correspond to standardized indonesian grammar. we admit that there is no attempt to use appropriate language in codemixing in an entertainment tv show nobel: journal of literature and language teaching volume 10, number 01, april 2019 49 standardized indonesian grammar, for example, using proper conjunctions or words to replace which is; still, we need to appreciate their use of which is instead of bully or discourage them. another finding related to the function of which is as discourse markers in me’s comments is its significance use as politeness strategies in conversation. resonating pradina, soeriasoemantri, &heriyanto (2013) who opine that cm may minimize face-threatening act, dumanig, lumayag, & david (2015) suggest that in order to “achieve approval” of requests or suggestions, using other languages (mixing the codes) can be an alternative.in her comments, there were circumstances in which me was exposed to the conditions that demand her to intensify, revise, or merely to soften her comments on the contestants. this, quoting janney (2017), indicates me’s skills in involving different linguistic systems to modify meanings “at different levels of linguistic organization” or known as having linguistic avoidance competence. conclusion this study examined how which is functions in indonesia by focusing on the analysis of me’s comments in indonesian idol 2018 as a cm phenomenon. the findings of this study highlight that which is functions as substituting conjunctions and as politeness strategies.as a result of a pop culture which is currently booming, the use of which is among indonesian teenagers and public figures should not be resolutely responded. along with the criticisms and people’s disfavor on the use of which is in conversation, people will slowly put it out of their repertoire. however, efforts to grow and develop people’s understanding to use good and appropriate indonesian should be emphasized especially in the teaching of standardized indonesian and the exposure of standardized indonesian through mass media such as newspaper, tv news, formal events like seminars and conference. this will at least provide a balance to the phenomena of the cm among citizens. references ali, m. m., malik, n. a., & jillani, s. f. (2019). acritical analysis of intra sentenial codemixing in indian. science international,28(2), 2119–2127. brannen, m. y., & thomas, d. c. (2010). bicultural individuals in cross cultural management implications and opportunity. international journal of cross cultural management. https://doi.org/10.1177/1470595809359580 chairat, p. (2014). english code-mixing and code-switching in thai songs. nida journal of language and communication, 19(22), 1–29. https://doi.org/10.1016/s0146suhandoko et. al. 50 6453(12)00004-8 chee, l. k. (2010). yang mana sebagai kata hubung: analisis linguistik korpus. 297–320. dumanig, f. p., lumayag, l., & david, m. k. (2015). code switching in mixed couples’ interaction: a conversation analysis. protagonist international journal of management and technology ( pijmt ), 2(1), 1–10. gardner-chloros, p. (2009). code-switching. cambridge: cambridge university press. gumperz, j. j. (1982). discourse strategies. cambridge: cambridge university press. hoffmann, c. (2014). introduction to bilingualism. new york: routledge. holmes, j. (2008). an introduction to sociolinguistics. harlow, england: pearson longman. janney, r. w. (2017). the whole truth and nothing but the truth: linguistic avoidance in the o . j . simpson transcripts. in w. falkner & h. j. schmid (eds.), words, lexemes, concepts – approaches to the lexicon. studies in honour of leonhard lipka. london: arndt, horst. karim, n.s., onn, f.m., musa, h.h., and mahmood, a.h. (2008). tatabahasa dewan. edisi ketiga. kuala lumpur: dewan bahasa dan pustaka. kasoema, a. r., & amri, z. (2016). code mixing used by radiobroadcaster of pesona fm on radio program of song request. e-journal of english language & literature, 5(1). kia, l. s., & yee, t. k. (2011). code-mixing of english in the entertainment news of chinese newspapers in malaysia.international journal of english linguistics, 1(1), 3– 14. kramsch, c. (2003). in search of the intercultural. journal of sociolinguistics. 6 (2), 275-282. https://doi.org/10.1111/1467-9481.00188 leung, c. h., & chan, y. (2016). sociolinguistic phenomenon of code mixing in hong kong : from a perspective of marketing communications. humanities & social sciences reviews, 4(1), 20–26. https://doi.org/10.18510/hssr.2016.413 luciana, l. (2006). code-switching in indonesian radio and television programs: linguistic and sociolinguistic perspectives. asian englishes, 9(1), 4–23. https://doi.org/10.1080/13488678.2006.10801174 mclaughlin, b. (1984). child psychology. second-language acquisition in childhood: preschool children (2nd ed.). hillsdale, nj, us: lawrence erlbaum associates, inc. mulyajati, e. (2018). the indonesian-english code-mixing in just alvin show at metro tv. journal of english language and culture, 7(2), 57–63. https://doi.org/10.30813/jelc.v7i2.1024 mushtaq, h., & zahra, t. (2012). an analysis of code-mixing in television commercials. language in india, 12(february), 565–577. myers-scotton, c. (1992). comparing codeswitching and borrowing. journal of multilingual and multicultural development, 13(1–2), 19–39. https://doi.org/10.1080/01434632.1992.9994481 pfaff, c. w. (1979). constraints on language mixing: intrasentential code-switching and borrowing in spanish/english. language, 55(2), 291. https://doi.org/10.2307/412586 poplack, s. (1980). sometimes i’ll start a sentence in englishy termino en español : toward a typology of code-switching 1. linguistics, 18, 581–618. codemixing in an entertainment tv show nobel: journal of literature and language teaching volume 10, number 01, april 2019 51 https://doi.org/10.1515/ling.1980.18.7-8.581 pradina, f. a., soeriasoemantri, y., &heriyanto. (2013). code-switching as the positive politeness strategies in indonesian 4 th grade students ’ conversation. research on humanities and social sciences, 3(22), 19–25. ramlan, m. (1983). ilmu bahasa indonesia: sintaksis. yogyakarta: ub karyono. rohardiyanto, i. (2017). the occurrence of code mixing in indonesian girl magazine kawanku. buana gender, 2(1). https://doi.org/10.22515/bg.v2i1.802 sundusiah, s. (2014). perbandingan klausa inti dan klausa sematan bahasa indonesia dan bahasa inggris. retrieved 7 march 2019 from http://file.upi.edu/direktori/fpbs/jur._pend._bhs._dan_sastra_indonesia/ suci_sundusiah/artikel_ilmiah/perbandingan_klausa_indo-inggris.pdf. tabors, p. o. (2008). one child, two languages: a guide for preschool educators of children learning english as a second language. baltimore: md: paul h. brookes publishing co. trudgil, p. (1971). the social differentiation of english in norwich. cambridge: cambridge university press. wardhaugh, r. (2006). an introduction to sociolinguistics. oxford: blackwell publishing. widiatmoko, b. (2015). pemakaian di mana dan yang mana sebagai kata hubung dalam kalimat bahasa indonesia. jurnal pujangga, 1(22), 65–74. wijana, i. d. p. (2006). pemakaian kata di mana dalam tulisan mahasiswa. humaniora, 18(3), 254–262. volume 11, number 2, september 2020, 149-161 available at http://jurnalfahum.uinsby.ac.id/index.php/nobel/article/view/311 doi: 10.15642/nobel.2020.11.2.149-161 an investigation of macrostructure, superstructure, and microstructure on online news text muhammad faishol nurul huda1, didin nuruddin hidayat2, alek3 universitas islam negeri syarif hidayatullah, jl. ir h. juanda no.95, ciputat, banten, jakarta, indonesia article info abstract this study aimed to analyze the structure of the text in the news texts of tempo.com entitled “tolak relokasi ibu kota,” published in 2019, in which it highlighted the government’s plan to relocate the capital city of indonesia. the descriptive qualitative model was used by adapting van dijk’s approach. the data were analyzed only in terms of the structure of text on online media tempo.com and with the orientation of the descriptive-analytic method. the data of this study were presented qualitatively. the results showed that the journalists of tempo.com media built public opinion in the news negatively. the journalists utilized selected diction, cause-effect organization, and selected speaker’s indirect quotations to produce news texts. besides, the news was considered in harmony with its mission of providing a multimedia product independent and free from all pressures. the readers were led to a negative image of the government on tempo.com as an active and existent media in voicing justice. article history: received july 2020 accepted august 2020 published september 2020 keywords: critical discourse analysis, linguistics, relocating of the capital city, tempo.com © 2020 uin sunan ampel surabaya correspondence: p-issn 2087-0698 email: didin.nuruddin@uinjkt.ac.id e-issn 2549-2470 http://jurnalfahum.uinsby.ac.id/index.php/nobel/article/view/ mailto:didin.nuruddin@uinjkt.ac.id an investigation of macrostructure, superstructure, and microstructure nobel: journal of literature and language teaching 150 volume 11, number 2, september 2020, 149-161 introduction in recent years, news discourse has become one of the leading research areas in critical discourse analysis (cda). cda itself is an effort or process of explaining a text studied by a person or dominant group whose tendency has a certain goal to get something desired. therefore, cda provides a challenge for readers to understand a text that brings us to a high level of understanding and digs a clear explanation of the reasons and purpose of the text being formed (hidayah & hidayat, 2019). however, discourse analysis formed in the mass media, whether we realize it or not, is influenced by journalists or authors from various factors. besides, it is necessary to realize that behind the discourse in the mass media, there is the meaning and image desired and the interests to fight. helfer (2016) states that the media plays a significant role in political issues and determining the political agenda. accordingly, the media play a crucial role in how politics is formed, and media considerations are an essential factor in ascertaining what issues will be raised. particularly in language learning, media are reported to be useful for learning sources since the learning must always relate to real life and society. media provide authentic language learning materials for students. also, learning media is a tool to convey information from the author to the reader, and therefore, the pieces of information can be well-conveyed (setiawan, 2016). when the information provided in media is used as language learning materials, language learners, as media users, must understand how journalists technically construct the text in the news to reflect certain attitudes, whether it is political or personal. therefore, understanding the journalists’ attitudes concerning specific texts is essential for second language learners because they may not have the background to interpret the text in its historical context. in reflecting on a certain attitude, the first thing that media users need to do is understanding how journalists technically construct the texts. to understand how journalists technically construct the text, cda is widely used to investigate the relationship between news and social and political language. according to hasanah et al. (2019), cda attempts to examine the language conveyed in either the context of social or political dimensions and explores the connections of the power embedded through the language. cda is characterized by five principles: action, context, history, power, and ideology (eriyanto, 2001; fairclough, 1995b; fitriana et al., 2019). within the characteristics of action, there are two consequences in observing discourse. first, discourse is seen as something that aims to influence, deny, debate, react, and persuade. second, discourse is understood as something that is expressed consciously or controlled. for instance, fathan (2018) noted that media users can expose abuse of power, domination, and injustice done and m. faishol nurul huda, didin nuruddin hidayat, & alek nobel: journal of literature and language teaching 151 volume 11, number 2, september 2020, 149-161 produced inappropriately through news texts. in media, fact is presented by the journalist's judgment. the journalist’s judgment is shaped from the perspective of the journalist in expressing an event. hence, facts could seem otherwise because it relies on the understanding and characteristics of every journalist. in recent years, there have been significant studies that addressed critical discourse analysis within political issues. for instance, supriyadi and zulaeha (2017) conducted a study to uncover the political, economic, and ideological dimensions found in the jawa pos. this study employed bogdan and biklen’s theory to uncover the economic, political, and ideological dimensions. the results showed that (a) the political economy of media in studies was widely used to study the economy, politics, and ideology in the cda perspective, (b) as a construction, mass media, in this case, the jawa pos often represents certain economic, political and ideological interests, (c) analysis of critical discourse became one of the essential models for analyzing the linkages between reality, economics, politics, and ideology in sequence, and the interdisciplinary scientific combination between critical theory, critical linguistic theory, and (d) political economy theory is used to analyze how economic, political and ideological interests play a role in media publishing, including the mass media, in this case, the jawa pos print media. furthermore, assidik and santoso (2016), employing fairclough’s cda, investigated how president joko widodo is portrayed in three national newspapers, suara merdeka, republika, and kompas tabloid. the results showed that (a) suara merdeka and republika newspaper lead to the positive image information for the president, while tabloid tempo incline to the negative image formation for the president, (b) discourse practice analysis is focused on how texts are produced and consumed, (c) news texts produced by media promote texts, discourse practices, and socio-cultural practices. hence, a textual analysis plays a role in investigating how the mass media portrays the president. even though cda was widely explored within the political discourse and printed media, there is little evidence that such a study was conducted in online media. therefore, this study aims to fill in the gaps in online media within political discourse. through online media, people can easily access information from both domestic home affairs and abroad. whatever information people need will be easily and quickly accessed without the need for expensive costs. online media offers a communication opportunity that can penetrate time and space. journalism requires the media to become a forum for disseminating information published in the news. various information and news became the hottest talks from all directions, which can be accessed with the power of online media. this online media can provide ample benefits an investigation of macrostructure, superstructure, and microstructure nobel: journal of literature and language teaching 152 volume 11, number 2, september 2020, 149-161 for human life, including the journalism world (nuraeni, 2017). this present research employed van dijk’s theory to explore the structure of the tempo.com news texts about relocating the capital city. van dijk (2008) classified the analysis technique into three dimensions of analysis; they are social cognition, the structure of the text, and social analysis. social cognition involves a person scheme, self-scheme, role scheme, and event schema. the structure of the text involves macrostructure (thematic), superstructure (schematic), and microstructure (semantic, syntax, stylistic, and rhetoric). the social analysis involves power practice and access to influence discourse. based on the background that has been described, the present study analyzed macrostructure analysis, superstructure analysis, and analysis of microstructures in online news tempo.com. review of literature a discourse analysis of teun a. van dijk many experts have introduced and developed various models of discourse analysis (e.g., fairclough, 1995; kendall, 2007; leeuwen, 2008; mills, 1992; van dijk, 2008). van dijk’s model is the most popular and widely used model of discourse analysis, in which he may have the most practical elements. according to van dijk (2008), research on discourse based on analysis of the text alone is not enough, because the text is only the result of a production practice that must also be observed. here, we must also look at how a text is produced to understand why a text can be like that. through his various works, van dijk created an analytical framework discourse that can be utilized, and he sees multiple structures/levels, each part supporting each other. he divided it into three levels: mutually interlocking support such as social cognition, the structure of the text, and social analysis. furthermore, van dijk sees a text consisting of several text structures or levels, each of which supports one another. he divided it into three levels of text structure: macrostructure, superstructure, and microstructure. in macrostructure, the thematic elements are the global meaning of discourse and also generally describes the theme of discourse on each news topic in which there are essential points that refer back to the central theme. in superstructure, text or discourse generally has a flow scheme from the introduction to the end. the flow shows how the parts in the text are arranged and ordered to form a unified meaning. a story consists of two schemes. the first summary is marked with the title and lead. then the second is the story, which is the entire news content. lastly, the m. faishol nurul huda, didin nuruddin hidayat, & alek nobel: journal of literature and language teaching 153 volume 11, number 2, september 2020, 149-161 microstructure consists of semantic analysis, syntax analysis, lexicon analysis, and stylistic. here, the brief explanation is as follows: table 1. van dick’s elements of discourse discourse structure observe element element macrostructure thematic: theme or topic that is developed in a text topic superstructure schematic: how the structure of text schemes scheme microstructure semantics: meaning intended in the text such as giving detail or explicit in a side and reducing another side background, detail, intention, presupposition syntax: form of sentenced chosen form of sentenced chosen, coherency, pronoun lexicon: word choice used in the text lexicon stylistic (rhetoric): how meaning is intended in a text figure/graphic, metaphor source: (eriyanto, 2001, p. 299) method the study employed a descriptive qualitative research method. it aimed to describe structures of the text entitled “tolak relokasi ibu kota” in online news tempo.com published on august 19, 2019, by adapting van dijk's (2008) approach. descriptive data is the data that is collected in the form of words, pictures, and not numbers. therefore, the study report contains data quotations to illustrate the report related to people's words and behavior. the description becomes a vital thing to get a clear description and understanding of the problem being discussed. also, the interpretation process is carried out to interpret the data to reveal its meanings as part of the analysis. the data were gained in the form of written texts of the online news. for collecting the data, four steps were adapted from o’connor and gibson (2017). first, the researchers read over the written text about “tolak relokasi ibu kota” on the tempo.com website. next, the researchers marked the underlying aspect of the structure of the text in the data. finally, the researchers coded and categorized the data. fourth, the researchers interpreted the data. a cda model proposed by van dijk on the structure of the text was employed to figure out the macrostructure, superstructure, and microstructure in the online news. finally, the results of this study are expected to give an academic contribution to research related to online media. it is also expected that the results of this study provide an advantage for information, references, and comparison of cda study on media with various topics within the context of online media reporting. an investigation of macrostructure, superstructure, and microstructure nobel: journal of literature and language teaching 154 volume 11, number 2, september 2020, 149-161 results and discussions referring to the classification of structural text and social context proposed by van dijk (2008), the researchers classified the text in tempo.com into the following categories: the analysis structure of text macrostructure the analysis structure of the text within macrostructure or thematic specifically looked at the common background or core idea or topic in news media. the macrostructure of tempo.com is presented on the following table: table 2. macrostructure (thematic) theme/topic sub-theme findings relocating the capital city building public opinion to deny the relocation of the capital city  indonesia parliament should not support the relocation of the capital city, jakarta, to kalimantan. relocating the capital city is not a good way to solve the problem of development planning equity, economic justice, and also not an effective way to solve the environmental problem in jakarta. (paragraph 1)  the relocation plan must not be denied since this step is not a good solution for development planning equity and economic justice. however, we have problems both of them for the fastest relocation will just advance the development planning in the new capital city. (paragraph 4) referring to van djik’s theory, thematic is the global meaning of discourse. the theme is a common description of what people’s opinion is said. based on the data in table 2, the researcher found that the main theme was “relocating the capital city.” the selection of the title or topic from tempo.com represents the information on indications to build public opinion against the government’s will to relocate the capital city of indonesia. in supporting its main theme, the journalist placed sub-topics in the news sentence in paragraph 4, which the journalist suggested the government doing economic equality than relocating the capital city. superstructure the superstructure or schematic emphasizes which part comes first and a strategy to hide important information later. a discourse commonly has schematic from the beginning till the end. the steps of the schematic are presented in table 3: m. faishol nurul huda, didin nuruddin hidayat, & alek nobel: journal of literature and language teaching 155 volume 11, number 2, september 2020, 149-161 table 3. superstructure (schematic) title lead story relocating the capital city relocating the capital city is not a good way to solve the problem development planning equity, economic justice, and also not an effective way to solve the environmental problem in jakarta. (paragraph 1)  the first flow that tempo.com gave was in paragraph 1. it said that indonesia parliament should not support relocating the capital city, jakarta, to kalimantan.  in paragraph 4, “relocation plan must not be denied since this step is not a good solution for development planning equity and economic justice.” next paragraph, build public opinion against the government’s plan to relocate capital city.  in the last paragraph, paragraph 8, “president joko widodo had better utilized the second period of his leadership to solve economic problems, improve public services, decrease inequality, and eradicate corruption.” based on van dijk’s theory, the schematic meaning is the journalist's strategy to support certain topics conveyed in a certain flow since schematic flow shows how a part of the text is made and arranged. from the data presented in table 3, we can see that as a starting point in the first paragraph, the journalists proposed to the house of representatives (dpr) not to support the plan to relocate the capital city. in paragraph 4, the journalists tried to build public opinion to reject the plan by shifting the readers’ attention to the existing urgent problems that need to be addressed. interestingly, the journalists also directly mentioned that the president (joko widodo) had better prioritize the programs in his second period to improve indonesia’s economy, improve the public service, reduce social inequality, and eradicate corruption (paragraph 8). this schematic flow from dpr to the president was arranged by the journalist because dpr has the authority to accept or deny the government’s plan about the relocation of the capital city. microstructure the microstructure is related to the choice of words made by the journalists in using the sentences in his messages, such as the use of sentence forms, pronouns, and coherence. an investigation of macrostructure, superstructure, and microstructure nobel: journal of literature and language teaching 156 volume 11, number 2, september 2020, 149-161 table 4. microstructure analysis semantics findings background tempo mentioned that the relocation of the capital city from jakarta to kalimantan is not an excellent way to solve the problem of equitable development and economic justice; therefore, it should be rejected. details journalists of tempo.com gave some reasons why relocating the capital city should be rejected. aim the contents of the news from tempo.com can be seen clearly by the side of journalists or editors who published news related to "refuse of relocating capital city. journalists of tempo.com build public opinion on the reasons for not agreeing to the government's plan in relocating the capital city presupposition relocating the capital city is not a good way. syntactic findings sentence forms inductive form (the paragraph in which the main thoughts are at the beginning of the paragraph). in other words, the main topic of the news is described at the beginning of the paragraph. coherence the matter of relocating the capital city will indeed involve the house of representatives (dpr). besides the budget issues and the issuance of various new laws, there are at least nine laws that must be changed. for instance, law number 29, year 2007 concerning dki jakarta, regional government law, spatial planning law, and environmental law. although, these are not the only things that make the relocation plan for the capital city unrealistic. (paragraph 3) pronouns however, we have problems both of them for the fastest relocation will just advance the development planning in the new capital city. (paragraph 4) stylistic findings lexicon title: relocating capital city relocating the capital city is not a good way to solve the problem of development planning equity, economic justice. it is not an effective way to solve the environmental problem in jakarta as well. (paragraph 1) rhetorical findings graphic in the news, jokowi & jusuf kalla’s photos were shown on the news. metaphor the title was designed large that the content based on the semantics of the elements in table 4, it appears that the journalists of tempo.com were consistent with the topic "refuse the capital relocation," where the contents of the news built the opinion of the public. the opinion of the public was directed to provide a negative image of the government's plan. in syntactic elements based on the sentence forms in terms of coherence, the journalists used a connecting word "besides" mentioning budget issues and the changes in various laws to support the relocating of the capital city. in terms of pronoun, the journalists used “we” in paragraph 4. it means that the journalists positioned themselves as the victim so the reader will think negatively of the government. furthermore, in terms of stylistic, the journalists utilize the phrase “cara jitu” in paragraph 1. the phrase equals meaning to 'right on target.' in terms of graphics, the journalists or editors showed jokowi and jusuf kalla’s picture. it means that the journalists or editor wants to remind the readers instead of the national monument (monas) as the icon of jakarta. in terms of metaphor, the journalists also have written the title of the news in bold. it means that the journalists wanted to remind the reader instated of the urgency condition. m. faishol nurul huda, didin nuruddin hidayat, & alek nobel: journal of literature and language teaching 157 volume 11, number 2, september 2020, 149-161 this study focuses on the structure of the news text from online media tempo.com analyzed based on van dijk’s theory of three levels of text structure: macrostructure, superstructure, and microstructure. the macrostructure analysis used to understand the global meaning of the text published by tempo.com was an argumentation and description that tend to persuade and invite readers not to support the government’s plans to relocate the capital city. in contrast to this study, rahzanie and rustono (2019) found that suara merdeka tended to give support and a positive image to the readers that the government and the police had worked together nicely to fight against terrorism. the superstructure level was constructed with a narrative style. the chronological sequence of each event was structured to construct a cohesive text addressing relocating the capital city. as a starting point in the first paragraph, the journalists proposed to indonesia parliament not to support the plan to relocate the capital city. in the fourth paragraph, the journalists continued that the relocation plan must be rejected since this step is not a good solution for an equitable development plan and economic justice. furthermore, the journalists, in the eighth paragraph, have written that the president joko widodo had better prioritize the second period of his leadership to solve economic, improve public services, decrease inequality, and eradicate corruption. it appears that the journalists wanted the readers to refuse the government’s plan since they were convinced that relocating the capital city was not the best solution for development planning equity and economic justice. the analysis of the microstructure level was begun with the strategy of discourse, such as semantics, syntactic, stylistics, and rhetorical levels. the analysis of news text found a tendency that the public was directed to provide a negative image of the government through a thematic, schematic, semantic, syntactic, stylistic, and rhetorical analysis of the text. different from the previous research by assidik and santoso (2016), in which fairclough's cda was employed for analyzing suara merdeka and republika newspaper about the image of the president (joko widodo), this study showed that textual analysis plays a role in investigating how the mass media portray the president. furthermore, in light of the study conducted by todo and budiarta (2018), it has some similarities to this study in terms of the design and object of the study. in their research, a model of van dijk's cda was used to analyze daily newspaper reports on profiteering through the names of president joko widodo and vice president jusuf kalla. the result showed that president joko widodo and vice president jusuf kalla's names were only considered to delegitimize president and vice president's authority and state institutions. the journalists' mental awareness is formed on the daily kompas news text as a role scheme and event scheme. an investigation of macrostructure, superstructure, and microstructure nobel: journal of literature and language teaching 158 volume 11, number 2, september 2020, 149-161 meanwhile, the context of social influenced the discourse naming's formation, such as power and access. however, it is essential to put together a serious definition to know the critical paradigm of mass media. mass media research is more placed in the awareness that text or discourse in mass media influences humans. eriyanto (2001) stated that the dominant group could control the media. it is because the media is not a neutral entity. accordingly, media are means by which the dominant group can control non-dominant groups, even marginalizing them by controlling media. therefore, the critical paradigm possessed by researchers in mass media research is a factor that influences the conduct of critical discourse analysis research, especially in analyzing the language used in the media (fitri & manaf, 2019). according to van djik (2008), the power and ideology of mass media can be intended to regulate individuals or members of a group. this is supported by the evidence from the findings that the power and ideology of tempo.com in the news persuade readers to reject the relocation of the capital city. furthermore, the journalists encourage not to support the government's plan. the journalists went on to say that there are still many problems, such as equitable development and economic justice. therefore, the relocation plan must be rejected because it is not the solution for equity and economic justice. also, it is different from a study by martono and mulyani (2018) addressing the power and ideology reflected in 2017 entitled “critical discourse analysis towards authority ideology: case of mega corruption e-ktp (electronic id card)” in tempo magazine. the result showed that the practice of power practice in the discourse on mega corruption was related to members of the people's consultative assembly and constitutional court chief justice. the chief justice abuses his power to reprimand the accused. judging from the practice, power access can use and affects the discourse. another research by ibnus (2019) also addressed the power and ideology reflected in cnn indonesia's discourse of the representation of the 212 “reunion” in indonesia online media. the result showed that the power and ideology in cnn indonesia were considered politically charged because it is more concerned about the adverse effect of the action. simultaneously, republika online media gives the humanist theme, but it does not deny the political aim behind the action. furthermore, cnn indonesia is more visible and attempts to convince the readers that the action was bad and oriented itself toward political purposes while republika online news contains the good side of action and was more informative. in the analysis of critical discourse, conversational and other texts formed from ideological practice or ideology, reflection and power were created only to perpetuate certain powers. the aim is none other than the manipulation of the ideology of the dominant group over the m. faishol nurul huda, didin nuruddin hidayat, & alek nobel: journal of literature and language teaching 159 volume 11, number 2, september 2020, 149-161 marginal group through a disinformation campaign, whether on religious, social, political, or other discourses. from the news text, we can see the dominance of nationalist groups towards readers who are still neutral or even against those who reject the government's plan. tempo.com, in reporting "tolak relokasi ibu kota," seems to use the opportunity to practice its ideology to build a negative image of government performance. the results of this study were somewhat different from a research study by putra and triyono (2018). in their research, it addressed gerakan #2019gantipresiden between legal ambiguity and political passion text. the result showed that the #2019gantipresiden movement was considered as the movement of constitutional, which was indicated as a rebellion movement because it is supported by the political interests against the rivals of the current government. therefore, it was also acceptable if kompas.com created a current positive government's image. the main information point conveyed in the #2019gantipresiden news was this movement might threaten the government of jokowi widodo, which will run again for the 2019 presidential elections. ultimately, the importance of this cda was to raise awareness of readers that media and politics have a reciprocal relationship. in this sense, politicians communicate with the public through the news media, which they cannot control because the news media stands between politicians. to figure out how media and politics supported each other, it is necessary to reveal the findings in a more in-depth study. the existence of mass media is ultimately useful for helping readers and learners in learning the concept of cda. conclusion conducted within critical discourse analysis, this present study provided information about the structure of the text. the findings suggested that the journalists of tempo.com media built public opinion in the news negatively. they utilized diction selection, cause-effect organization, and selected speaker’s indirect quotations to produce news texts. the journalists seem to think that disapproval is the dominant responses and attitudes in society. this disapproval reminded the public not to support the relocating capital city. also, the news was considered in harmony with its mission of providing a multimedia product that was independent and free from all pressures. the readers were led to a negative image of the government on tempo.com as an active and existent media in voicing justice. in the end, the community will be made to sharpen their sensitivity to society, culture, and politics. media practitioners should be critical in producing texts because seeing the texts produced contain discourses that might affect society. the production of media texts should be observant. an investigation of macrostructure, superstructure, and microstructure nobel: journal of literature and language teaching 160 volume 11, number 2, september 2020, 149-161 by doing so, they could be social transformation to support clean and honest democratic practices. the discourse formed should not only be critical but also provide solutions so that the media can become a driving force and change in a positive direction. besides, future researchers can do better research on other cda studies and enlarge the research focus. references assidik, g. k., & santoso, b. w. j. (2016). citra publik presiden republik indonesia pada pemberitaan di harian suara merdeka, tabloid tempo, dan harian republika: kajian analisis wacana kritis model norman fairclough. seloka : jurnal pendidikan bahasa dan sastra indonesia, 5(2), 201–215. eriyanto. (2001). analisis wacana: pengantar analisis teks media. yogyakarta : lkis. fairclough, n. (1995a). critical discourse analysis: the critical study of language. longman. fairclough, n. (1995b). media discourse. edward arnold. fathan, d. (2018). analisis wacana kritis berita “kematian terduga teroris siyono” di harian solopos. al-balagh: jurnal dakwah dan komunikasi, 3(1), 45–72. fitriana, r. a., gani, e., & ramadhan, s. (2019). analisis wacana kritis berita online kasus penipuan travel umrah (model teun a. van dijk). basindo : jurnal kajian bahasa, sastra indonesia, dan pembelajarannya, 3(1), 44–54. hasanah, u., alek, a., & hidayat, d. (2019). a critical discourse analysis of kim namjoon’s (rm’s) speech. jurnal humaniora teknologi, 5(2), 16–26. helfer, l. (2016). media effects on politicians: an individual-level political agenda-setting experiment. the international journal of press/politics, 21(2), 233–252. hidayah, s. a., & hidayat, d. n. (2019). an analysis of russell peters’ humor discourse of stand-up comedy about indian doctors on youtube. the 5 the international conference on education in muslim society (icems), 118–124. kendall, g. (2007). what is critical discourse analysis? ruth wodak in conversation with gavin kendall. forum qualitative sozialforschung / forum: qualitative social research, 8(2), 29. leeuwen, t. v. (2008). discourse and practice: new tools for critical discourse analysis. oxford university press. martono, m., & mulyani, s. (2018). critical discourse analysis towards authority ideology “case of mega corruption e-ktp (electronic id card)” in tempo magazine. jetl (journal of education, teaching and learning), 3(1), 1–8. mills, s. (1992). knowing your place: a marxist feminist stylistic analysis. routledge. nuraeni, r. (2017). peran media sosial dalam tugas jurnalistik. jurnal ilmiah liski (lingkar studi komunikasi), 3(1), 43–58. o’connor, h., & gibson, n. (2017). step-by-step guide to qualitative data analysis. pimatiziwin: a journal of aboriginal and indigenous community health, 1(1), 64–90. putra, h. p., & triyono, s. (2018). critical discourse analysis on kompas.com news: “gerakan #2019gantipresiden.” leksema: jurnal bahasa dan sastra, 3(2), 113. https://doi.org/10.22515/ljbs.v3i2.1412 m. faishol nurul huda, didin nuruddin hidayat, & alek nobel: journal of literature and language teaching 161 volume 11, number 2, september 2020, 149-161 rahzanie, r. d., & rustono, r. (2019). the representation of media power in editorial languages on pikiran rakyat daily newspaper. seloka: jurnal pendidikan bahasa dan sastra indonesia, 8(2), 39–47. setiawan, i. (2016). morfem suprasegmental pada teks pidato pengunduran diri prabowo-hatta dalam pilpres tahun 2014: sebuah tinjauan fonologis. jurnal aksara, 28(1), 61–76. supriyadi, s., & zulaeha, i. (2017). dimensi ekonomi, politik, dan ideologi pada artikel-artikel di media massa cetak jawa pos dalam perspektif analisis wacana kritis abstrak. seloka : jurnal pendidikan bahasa dan sastra indonesia, 6(1), 1–14. todo, m. f. l., & budiarta, i. w. (2018). critical discourse analysis on kompas daily newspaper report on profiteering through the names of president jokowi and vice president jusuf kalla. retorika: jurnal ilmu bahasa, 4(1), 26-37. van dijk, t. a. (2008). discourse and context: a sociocognitive approach. cambridge university press. microsoft word 6cbf-0c7f-248a-315e volume 11, number 2, september 2020, 137-148 available at http://jurnalfahum.uinsby.ac.id/index.php/nobel/article/view/325 doi: 10.15642/nobel.2020.11.2.137-148 grotesque character as a criticism to racism in flannery o’connor’s “the geranium” fakhrunnnisa  sanata dharma university, jl. affandi, mrican, caturtunggal, depok, sleman, yogyakarta, indonesia article info abstract grotesque character commonly refers to southern black or black character who represents “misfit” and “freak” and bad things. grotesque character is often used in flannery o’connor’s short stories to criticize the issues in society. in the short story “the geranium,” she criticizes the black racial issue in white society at that time. this paper aims at showing how a white character, old dudley, who is considered as having high status, is placed as a grotesque character in the form of a “freak” person with dislocations and hallucination. this paper also intends to show how o’connor represents southern, and northern black characters legitimated as grotesque or evil in white society indeed have good sides. this study finds out that grotesque is used to address a criticism toward white supremacy on black subordination and that grotesque is indeed a bad part of the dual quality (good and bad) of all human characters in the short story. article history: received july 2020 accepted august 2020 published september 2020 keywords: grotesque, freak, southern, northern, black, flannery o’connor © 2020 uin sunan ampel surabaya correspondence: p-issn 2087-0698 email: fakhrunnisa78@gmail.com e-issn 2549-2470 grotesque character as a criticism to racism nobel: journal of literature and language teaching 138 volume 11, number 2, september 2020, 137-148 introduction the term grotesque in literature commonly refers to southern american characters, including southern black characters in literature. grotesque characters refer to the characters that go through defeat and doubt (haar, 1983). one of the american writers that often uses grotesque in her work is flannery o’connor. she is a southern american writer that presents the grotesque characters to criticize the unstable society during her time. for example, she uses grotesque in her short story “the good man is hard to find” (1953) as a mechanism to purify the southern american society that has been far away from religious belief (windriani, 2018). many of her short stories that include grotesque characters are to reflect the condition of society. she often highlights the theme that is related to race, especially in her short stories of “the geranium” and “the judgment day,” in which the characters are presented as displaced southerners whose lives are to circumnavigate in northern cities (weinshilboum, 2009). o’connor’s literary works are known for her grotesque characters, especially in her short stories, which refers to the man character to meet his nature (holman & harmon, 1986, p. 257). o’connor uses grotesques to criticize southern american society concerning political instability, dictatorial regime, and hypocrisy in the church, including racial issues among white society and others, by presenting the violence, horror, and emotional freaks in the characters of her short stories to create self-realization upon faith and humanity (windriani, 2018). in “the geranium,” o’connor uses southern grotesque to criticize, especially the racist society in america during that time. o’connor often uses grotesque characters with its representation of “freak” and “misfit.” she uses grotesque realism, which means a grotesque body or grotesque situation, to sabotage any hints of sentimentality in society. this paper’s discussion is on flannery o’connor’s “the geranium,” therefore, this investigates how she puts the characters to form her criticism toward racism issues at that time in america. other than that, o’connor is rarely and almost none to use a character that is ugly, violent, repulsive, and meaningless because she believes that there are possibilities on the character for beauty, kindness, appealing, and meaningful (evans, 2009). the fact means that there will be two sides of the human representation in the characters of her works. related to the characters in her works, o’connor mostly embodies both the good or white side and dark side or grotesque in her characterization. for instance, in the analysis of o’connor’s “a good man is hard to find,” windriani shows the dark side or grotesque of the man and the dark side of the grandmother. this paper, however, focuses on “the geranium” to find how o’connor shows both good and bad sides embodied in each main character in the short story. fakhrunnisa nobel: journal of literature and language teaching 139 volume 11, number 2, september 2020, 137-148 a further statement about o’connor’s work is that the typical characters she uses in her short story usually project extreme mental states such as having unconsciousness life, incorporating dream, fantasy, and hallucination (muller, 2009). the statement matches the fact that in “the geranium,” old dudley is portrayed as the white character who suffers from dislocations that cause hallucination as the final result. therefore, this article aims to reveal how o’connor places her criticism using both black and white characters. “the geranium” (1920) tells about the life of an old man, namely dudley, who is dragged to live with his daughter in an apartment in new york city. his daughter has a good intention to take care of her father in his old days. however, old dudley feels unnecessary and boring for him to live with his daughter and small family in a big busy city in a small apartment. he is even surprised to see how the world in new york is turned up-side-down where he finds his next-door neighbor is a black man towards whom he has such old prejudices. old dudley finds his environment is very different from his southern place where a black man is considered as in lower caste whose job is usually a servant. finding that black people are not servants subservient to white people, old dudley gets even more surprised when he sees the black man next door behaves well and does business like a white man. old dudley finds many contradictions about the life of black people surround him. he feels offended and frustrated as he could not believe it in his mind. two previous research and articles are discussing the race issues in o’connor’s “the geranium.” the first research is by david weinshilboum of “flannery o’connor uncanny vision and race relation.” it discusses the character of old dudley, who is in yearn for hierarchy and color caste in his new place in new york city, like in his native south. weinshilboum identifies the symbols found in the things related to the geranium. the first, the geranium that he sees across his neighbor’s window, becomes the plant that gets him always remember on his past native life in the south. wiensilboum further explains that the neighbor’s geranium, which is at the end smashed down in the ground by the owner, also becomes another symbol that the man is a destroyer of old southern code. however, this present paper will investigate not only old dudley’s character with his psychological issues but also the black characters’ positive attitudes toward him, in which o’connor clarifies her criticism related to racism. also, there is a previous article from jstor by david fowler (2003), “writing and rewriting race: flannery o’connor’s “the geranium” and “the judgment day” that discusses the racial issue happens in the works. while winshielboum argues that old dudley’s identity-threatening experience is due to his yearning for a color-caste system, grotesque character as a criticism to racism nobel: journal of literature and language teaching 140 volume 11, number 2, september 2020, 137-148 fowler identifies that as a dislocated person, dudley wants to have his old southern code back where blacks are to live separately from whites and whites are differentiated from blacks. both previous research foreground on the old dudley’s character and the symbols found in the story. this present paper is going differently into focusing more on how o’connor, in “the geranium,” places her characters white character, old dudley, and black or colored characters who are rabie, lutisha, and grisby boy, and black neighbor to form her criticism. this paper aims at contributing to one revelation of o’connor’s “the geranium,” on how she works on her white and black characters to criticize the society told in her short story. this research investigates how o’connor represents southern, and northern black characters legitimated as grotesque or evil in white society, while their good sides are often not recognized. secondly, this paper also seeks on how the white character, old dudley, who is considered having a higher status according to white supremacy, is placed to become grotesque in the form of a “freak” person. review of literature a glance of grotesque grotesque was initially derived from the italian word pittura grottesca, which refers to painting in the rooms of ancient buildings in rome (edwards and graulund, 2013). according to holman and harmon (1986), grotesque is once a term refers to the decorative style of sculpture and painting about animals and humans that usually have formal distortion of the natural points such as having comic absurdity, ridiculous ugliness, or ludicrous caricature. holman and harmon further explain that in the twentieth century, the term grotesque is used in literature to refer to comic and tragic works of art, primarily referring to southern character fiction. the characterization is by having a physical deformity or grotesque body such as mentally ill, idiot, madman, dwarf, half-wit, psychotic, a subnormal, and abnormal, and so on. therefore, grotesque refers to estranged, defamiliarized, and dislocated, and it varies into religious grotesque, frontier grotesque, and southern grotesque. in “the geranium,” old dudley is told to experience the grotesque situations in his characterization as a dislocated elder person and also has a hallucination. in line with the old dudley’s characterization, there are characters such as rabie, lutisha, and grisby boy who are told to have the grotesque body characterization. for example, rabie is assumed by old dudley to do stealing, lutisha is remembered by old dudley as a sass-mouthing woman, and grisby boy as the one who has a physical deformity. fakhrunnisa nobel: journal of literature and language teaching 141 volume 11, number 2, september 2020, 137-148 edwards and graulund (2013) add grotesque characters of the story may be represented in the forms of “freaks and freak” and “freaks and geeks.” in “the geranium,” the grotesque freak is old dudley, depicted as a dislocated and hallucinated white character. geoffrey in edwards and graulund (2013) argues that the term grotesque appeals depending on the readers and audience in their period and regions. so, grotesque will be considered according to the historical context. in “the geranium,” o’connor puts old dudley to experience grotesque situations by placing him in two different places that move from south to north. the south is where slavery and white supremacy are, and the north is known for industrialization, advanced technology, and people from various races are living free and independently. thus, o’connor places old dudley into grotesque periods as where old dudley is told as an older person who had lived in the times when white supremacy and slavery were on the highest points. this paper aims to show that o’connor criticizes the racial issue by placing the white character as a grotesque character. it means that not only the southern black characters are always to have the bad sides or the grotesque sides, but also the white character may also possess these sides. o’connor also highlights the positive attitudes of black characters in the story, which means a lot to old dudley. highlighting positive attitudes of the black characters aims to give a stand to her criticism. besides, all human characters have both good or white and bad or grotesque sides in their life after all. discussion of main themes placing a criticism through grotesque flannery o’connor uses the grotesque character to mark her criticism of the black racism issue in american society at that time. fowler (2003), on his review on the short stories by flannery o’connor, especially in “the geranium," marks the race theme in the story where o’connor focuses on the cultural formation and hierarchical racial identities. according to jalaludin (2013), racism issues on black among white society did happen a long time ago. he asserts evidence that white did legitimate unjust and oppressive behaviors toward african or black using the religious text “the biblical myth of noah’s son.” jalaluddin also expounds evidence from talmadge anderson’s book that is related to grotesque depictions toward black, that they are referred to as negative connotations of physicality such as dirty, bad, evil, and so on. grotesque character as a criticism to racism nobel: journal of literature and language teaching 142 volume 11, number 2, september 2020, 137-148 carroll (2010), in her article, reviews flannery o’connor’s works of fiction in which she states that o’connor uses displaced characters who make a denial in her works. as in “the geranium,” the displaced person is depicted in character old dudley. it shows that old dudley, who believes in the white supremacy and color caste, faces different realities from what he used to have in the south. the experiences of dislocation are portrayed as relating his past life in the south while he already lives in the north. however, the culmination of his dislocations would eventually lead to his hallucination or loss of his consciousness on the stairs in which he is then helped by the black neighbor living next door. to locate the evidence found in the text, here are passages representing old dudley’s experiences as signs of dislocations and representing his hallucination as the culmination of his dislocation in his new place. the window in that room showed him the river—thick and red as it struggled over rocks and around curves. he tried to think how it was besides red and slow. he added green blotches for trees on either side of it and a brown spot for trash somewhere upstream. he and rabie had fished it in a flat-bottom boat every wednesday. rabie knew the river up and down for twenty miles. there wasn’t another nigger in coa county that knew it like he did. he loved the river, but it hadn’t meant anything to old dudley. (o’connor, 1971) the paragraph above shows that old dudley’s dislocation occurs when old dudley starts to imagine that he is in his homeland in the south with his friend, rabie. physically, he is in his room and staring outside of the window. another paragraph that shows other evidence of his displacement signs is below. he chuckled. lot of good a nigger in a sunday suit would do them. maybe this nigger would know the country around here—or maybe how to get to it. they might could hunt. they might could find them a stream somewhere. he shut the door and went to the daughter’s room. “hey!” he shouted, “the folks next door got ’em a nigger. must be gonna clean for them. you reckon they gonna keep him every day?” she looked up from making the bed. “what are you talking about?” “i say they got ’em a servant next door—a nigger—all dressed up in a sunday suit.” she walked to the other side of the bed. “you must be crazy,” she said. “the next apartment is vacant and besides, nobody around here can afford any servant.” (o’connor, 1971) old dudley’s certain memories come up in his reality until he thinks that the blacks in new york apartment are the same kind as he used to befriend in his boarding house in the south, such as his old black friends, rabie and lutisha. further, showing his displacement, he insists on inviting the black neighbor living next door to go hunting and fishing, as seen in the paragraph below. “well,” he said, “i think i’ll go over and see what day he gets off. maybe i can convince him he likes to fish,” and he’d slapped his pocket to make the twofakhrunnisa nobel: journal of literature and language teaching 143 volume 11, number 2, september 2020, 137-148 quarters jingle. before he got out in the hall good, she came tearing behind him and pulled him in. “can’t you hear?” she’d yelled. “i meant what i said. he’s renting that himself if he went in there. don’t you go asking him any questions or saying anything to him. i don’t want any trouble with niggers.” (o’connor, 1971) the culmination of old dudley’s displacement is seen in the paragraph below. old dudley loses control of his consciousness until the black neighbor living next-door catch him to strangely act as like he is just doing possum hunting with his gun on the stairs. “what are you hunting, old-timer?” the negro asked in a voice that sounded like a nigger’s laugh and a white man’s sneer. old dudley felt like a child with a pop-pistol. his mouth was open and his tongue was rigid in the middle of it. right below his knees felt hollow. his feet slipped and he slid three steps and landed sitting down.” (o’connor, 1971) those passages give evidence on how old dudley always remember and recall memories when he just does his activities in his apartment. he simply cannot move on from his past life in the south. by those psychological issues in old dudley’s characters, o’connor satires the racial issue by twisting and putting the white character, old dudley, into the grotesque situations. those situations mark the bad sides or grotesque sides of old dudley in which o’connor wants to reveal in the short story. with old dudley’s character in “the geranium,” o’connor marks to clarify to take no side to racism. as evidence in “the geranium,” she denies issues that arouse among the whites society at that time when blacks are considered to be evil by placing such old dudley character in the story. the character of old dudley opens a possibility that a white character can also suffer grotesque experience in life. thus, not only do black characters possess grotesqueness but white characters also. highlighting positive attitudes on the black characters flannery o’connor often uses black character to set irony in her works as she often uses black catalyst only to precipitate white reaction (williams, 1976). in “the geranium,” it is seen that irony is set when the black characters are portrayed as good people. therefore, despite the malicious accusations old dudley addressed towards black characters, o’connor sets irony by promoting the blacks’ good sides, which is seen through the old dudley’s confessions and experience while interacting with them. the kindness and goodness of black characters are represented in these four paragraphs. lutisha could have taken that geranium and stuck it in the ground and had something worth looking at in a few weeks. those people across the alley had no business with one. they set it out and let the hot sun bake it all day and they put it so near the ledge the wind could almost knock it over. they had no business with it, no business with it. it shouldn’t have been there. old dudley grotesque character as a criticism to racism nobel: journal of literature and language teaching 144 volume 11, number 2, september 2020, 137-148 felt his throat knotting up. lutisha could root anything. rabie too. (o’connor, 1971) this first paragraph shows that rabie and lutisha, the black characters, are good gardeners. they can grow plants passionately so that the plant can grow up real good. the second paragraph below is about their positive attitudes. “ain’t no use settin’ yo’ line down dere, boss,” he’d say. “ain’t no fish dere. dis ol’ riber ain’t hidin’ none nowhere ’round hyar, nawsuh.” and he would giggle and shift the boat downstream. that was rabie. he could steal cleaner than a weasel but he knew where the fish were. old dudley always gave him the little ones. (o’connor, 1971) the second paragraph shows that rabie is a good fish hunter. he knows the spot in the river that has lots of fish. he always helps old dudley to find fish and treats him passionately. the third paragraph below also marks the black characters’ kindness and goodness. rabie and lutisha lived down in the basement. lutisha cooked and rabie took care of the cleaning and the vegetable garden; but he was sharp at sneaking off with half his work done and going to help old dudley with some current project—building a hen house or painting a door. he liked to listen, he liked to hear about atlanta when old dudley had been there and about how guns were put together on the inside and all the other things the old man knew. (o’connor, 1971) this paragraph shows how helpful rabie and lutisha for old dudley. lutisha cooks meals for them, and rabie is such an excellent listener to old dudley. the fourth paragraph below also shows how helpful rabie to prepare old dudley’s gun for doing possum hunting and shows how skillful rabie on doing any job as he works fast and has a quick response. old dudley would get out his gun and take it apart and, as rabie cleaned the pieces, would explain the mechanism to him. then he’d put it together again. rabie always marveled at the way he could put it together again. old dudley would have liked to have explained new york to rabie. if he could have showed it to rabie, it wouldn’t have been so big—he wouldn’t have felt pressed down every time he went out in it. “it ain’t so big,” he would have said. “don’t let it get you down, rabie. it’s just like any other city and cities ain’t all that complicated.” (o’connor, 1971) from those lines about rabie and lutisha, o’connor highlights the positive attitudes of black characters. rabie and lutisha are both good gardeners as they can grow plants well. lutisha can cook well, and rabie is clever to find the spot to fish. he also loves the river. rabie is a loyal friend to old dudley as he patiently listens to old dudley’s story about atlanta and always accompanies old dudley to do possum hunting and to prepare by fakhrunnisa nobel: journal of literature and language teaching 145 volume 11, number 2, september 2020, 137-148 cleaning tools for the hunting. rabie is the one that is always offering help to old dudley when old dudley is tired of doing his business because rabie is light-footed and helpful. o’connor highlights not only the positive attitudes of black southern characters but also the positive attitudes of black neighbors in new york (northern) through old dudley’s experiences while he is interacting on the stairs with them at his daughter’s new york apartment. the black neighbor helps the tired and hallucinated old dudley to walk through the stairs. here are some passages showing old dudley’s experiences with the black neighbor in new york city apartment. bang! a squeak on the staircase made him wheel around—his arms still holding the invisible gun. the nigger was clipping up the steps toward him, an amused smile stretching his trimmed mustache. old dudley’s mouth dropped open. the nigger’s lips were pulled down like he was trying to keep from laughing. old dudley couldn’t move. he stared at the clear-cut line the nigger’s collar made against his skin. “what are you hunting, old-timer?” the negro asked in a voice that sounded like a nigger’s laugh and a white man’s sneer. old dudley felt like a child with a pop-pistol. his mouth was open and his tongue was rigid in the middle of it. right below his knees felt hollow. his feet slipped and he slid three steps and landed sitting down”. (o’connor, 1971) the paragraph above shows how the black neighbor greets old dudley friendly, yet old dudley sees it as insulting. this black neighbor is the one that greets him on the stairs while no one greets old dudley and just passes by. the paragraph below also shows how the black neighbor starts a warm conversation with old dudley about things related to guns and hunting; at the same time, he helps old dudley to step the stairs carefully. “you better be careful,” the negro said. “you could easily hurt yourself on these steps.” and he held out his hand for old dudley to pull up on. it was a long narrow hand and the tips of the fingernails were clean and cut squarely. they looked like they might have been filed. old dudley’s hands hung between his knees. the nigger took him by the arm and pulled up. “whew!” he gasped, “you’re heavy. give a little help here.” old dudley’s knees unbended and he staggered up. the nigger had him by the arm. “i’m going up anyway,” he said. “i’ll help you.” old dudley looked frantically around. the steps behind him seemed to close up. he was walking with the nigger up the stairs. the nigger was waiting for him on each step. “so you hunt?” the nigger was saying. “well, let’s see. i went deer hunting once. i believe we used a dodson .38 to get those deer. what do you use?” old dudley was staring through the shiny tan shoes. “i use a gun,” he mumbled.” (o’connor, 1971) this paragraph below also shows how passionately the black neighbor assists old dudley to step the stair slowly. he comforts old dudley’s mind with his kind words, although old dudley still listens to them as insults for him. “i like to fool with guns better than hunting,” the nigger was saying. “never was much at killing anything. seems kind of a shame to deplete the game grotesque character as a criticism to racism nobel: journal of literature and language teaching 146 volume 11, number 2, september 2020, 137-148 reserve. i’d collect guns if i had the time and the money, though.” he was waiting on every step till old dudley got on it. he was explaining guns and makes. he had on gray socks with a black fleck in them. they finished the stairs. the nigger walked down the hall with him, holding him by the arm. it probably looked like he had his arm locked in the nigger’s. they went right up to old dudley’s door. then the nigger asked, “you from around here?” old dudley shook his head, looking at the door. he hadn’t looked at the nigger yet. all the way up the stairs, he hadn’t looked at the nigger. “well,” the nigger said, “it’s a swell place—once you get used to it.” he patted old dudley on the back and went into his own apartment. old dudley went into his. the pain in his throat was all over his face now, leaking out his eyes.” (o’connor, 1971) those passages mentioned above portray the black neighbor’s positive attitudes towards old dudley. the black neighbor shows his kindness towards old dudley even when old dudley goes through his hallucination to do possum hunting with rabie on the stairs. first, the black neighbor tries as much for not laughing on seeing old dudley’s weird activities on the stairs to avoid uneasiness. second, the black neighbor helps old dudley to walk the stairs by assisting him. third, he starts to chat with old dudley with warm conversation related to old dudley’s fondness on hunting with guns, and at the last moment before his departure, he charms old dudley friendly and supportively. the points that o’connor marks on her stand to black is that all the positive attitudes of black characters in the story are good, meaningful, and helpful for old dudley. as evidence in the passages, even when he is in trouble stepping the stairs as he feels exhausted and lost his consciousness and no one passing the stairs pleased to help him, the next-door black neighbor comes to greet him and helps him to step the stairs pleasantly. this moment is the peak of o’connor’s criticism that clarifies the black racial issue. she breaks the black justifications of being unreasonably grotesque or bad. she puts the white character into a grotesque condition like it is depicted in old dudley. therefore, what is considered as grotesque predication is not always attached to black characters but also white characters. meanwhile, the message of her criticism is that what is called grotesque or bad side is naturally owned by all human characters no matter what color of the skin and origin they have. so, being discriminative and racist is against humanity. conclusion whites, according to old dudley’s old-fashioned racial mindset, are privileged compared to blacks. it means that all the good things are on whites, and blacks are in bad lucks as they live as slaves and humble under the white supremacy. by unusually presenting grotesque “freak” in the white character old dudley and promoting good attitudes in black fakhrunnisa nobel: journal of literature and language teaching 147 volume 11, number 2, september 2020, 137-148 characters, flannery o’connor reminds on a value related to humanity that human character embodies both good sides and bad sides or grotesque. all human characters are equal by having both quality sides, which are good and bad. good sides are not limited to persons with particular racial identities, but all human beings. o’connor criticizes the racial issues by representing grotesque in white character to mock on racial gap ensued in american society, specifically between black as subordinate and white as superior. thus, further research related to grotesque in o’connor’s other short stories would be worth researched to reveal the interesting ways she uses the characters to note her messages. references evans, r.c. (2009). a sharp eye for the grotesque in flannery o’ connors’ ‘good country people’. in h. bloom & b. hobby (eds.). the grotesque, (pp.177-188). usa: infobase publishing. muller, g. (2009). the grotesque protagonist. in h. bloom & b. hobby (eds.). the grotesque, (pp.177-188). usa: infobase publishing. carroll, r. (2000). foreign bodies: history and trauma in flannery o'connor's' the displaced person'. textual practice, 14(1), 97-114. doi: 10.1080/095023600363364 edwards, j.d., & graulund, r. (2013). grotesque. london: routledge. fowler, d. (2003). writing and rewriting race: flannery o'connor's "the geranium" and "judgement day". flannery o'connor review, 2, 31-39. retrieved september 1, 2020, from http://www.jstor.org/stable/26669783 haar, m. (1983). the phenomenon of the grotesque in modern southern fiction: some aspects of its form and function. retrieved july 1, 2020, from https://www.divaportal.org/smash/get/diva2:643431/fulltext02.pd holman, c.h. (1985). a handbook to literature. united states of america, usa: the odyssey press, inc. jalaluddin, n. (2013). the consciousness of black identity in amiri baraka’s poems. nobel: journal of literature and language teaching, 4(1). doi: 10.15642/nobel.2013.4.1.%p o’connor, f. (1971). the complete stories. united states of america: farrar, straus, and giroux. weinshilboum, d. (2009). flannery o’connor’s uncanny vision of race and race relations. retrieved july 1, 2020, from http://dspace.calstate.edu/bitstream/handle/10211.9/121/completethesis.pdf?sequence=1 williams, m. g. (1976, december). black and white: a study in flannery o'connor's characters. in black american literature forum, (pp. 130-132). school of education, indiana state university. windriani, d. (2018). purifying the 1920’s southern american society: the grotesque in flannery o connor’s “a good man is hard to find, 4(1), 50-54. https://ejournal.usd.ac.id/index.php/ijels/article/view/1634 microsoft word 0592-4f23-e7c9-d9c3 volume 11, number 2, september 2020, 203-216 available at http://jurnalfahum.uinsby.ac.id/index.php/nobel/article/view/289 doi: 10.15642/nobel.2020.11.2.203-216 corpus-based research in vocabulary learning rizka safriyani universitas islam negeri sunan ampel, jl. a. yani 117 surabaya, indonesia article info abstract in the university, corpus-based research is commonly done for writing a thesis. however, corpus-based research can also be introduced for the first year of efl students to build their critical thinking and vocabulary mastery. less research discusses the practice of corpus-based research for the first year efl student. therefore, it is essential to investigate the benefit and the challenges of corpus-based research in the indonesian efl setting. this study aims to examine the benefits and the challenges of corpus-based research in the indonesian efl setting. students did corpus-based research in english for the islamic studies course. students tried to structure an english glossary from online islamic articles, islamic journals, and islamic blogs. forty-four students were chosen as the subject of the research. the survey was done to the students to gather the data about the benefits and the challenges of corpus-based research. the results showed that corpus-based research benefits increase vocabulary, increase students' understanding of research, improve students' accuracy in writing, develop critical thinking, and develop collaboration. students faced several challenges in implementing corpus-based research. the finding shows students have difficulties in understanding new vocabulary. besides, they have problems classifying data into specific topics, allocating time, and writing their reports. article history: received june 2020 accepted august 2020 published september 2020 keywords: research-based learning, corpus-based research, vocabulary © 2020 uin sunan ampel surabaya correspondence: p-issn 2087-0698 email: rizkasafriyani@uinsby.ac.id e-issn 2549-2470 corpus-based research in vocabulary learning nobel: journal of literature and language teaching 204 volume 11, number 2, september 2020, 203-216 introduction research-based learning is systematized learning that starts from facts, concepts, and principles to procedures, which are very close in nature to research activities (haryati et al., 2020). by applying research-based learning, learners are more competent in both science and research and are adept at identifying problems and solving them correctly using scientific methods. studies prove that the application of research-based learning has changed the paradigm of educators who have considered themselves as users of knowledge to become inventors of new knowledge. this shows that current educators are encouraged to discover new things to deliver to their learners. as a constructivist learning method, research-based learning is believed to be very valuable for developing learners' research and language competence (sjøberg, 2010). research-based learning is also believed to improve learners' vocabulary mastery because they learn to understand the meaning of words and use them in an acceptable context. furthermore, research-based learning allows the learners to practice writing scientific papers before writing their thesis at the end of their college (attard et al., 2010). however, preliminary research showed that the english language education department learners of uin sunan ampel surabaya lack research experience before their thesis writing. several courses are offered to the learners in equipping them to conduct research and write the thesis; they are qualitative research in english language teaching, quantitative research in english language teaching, english for islamic studies, research in applied linguistics, and collaborative classroom action research. the english for islamic studies course aims to improve the learners' english proficiency at the intermediate level and is offered to first-year learners in the second semester. this course uses islamic texts and videos as the primary teaching materials and integrates corpus-based research as the teaching strategy to improve the learners' english proficiency. a corpus is a set of texts which is put together for some purposes. a corpus usually consists of written texts, transcriptions of spoken material, or both. corpusbased research was used because learners must read many texts written in english to grab the corpora and enhance their vocabulary mastery (krieger, 2003). it is believed that reading a lot of english texts is beneficial and can be done easily for first-year learners. the result of the corpus-based research usually produces a glossary or dictionary. this research would investigate the benefits and challenges of corpus-based research in vocabulary learning (thompson & sealey, 2007). researches have been conducted to investigate how islamic themes texts and corpus-based research benefit learners in developing their vocabulary mastery (atar & erdem, 2019; linrizka safriyani nobel: journal of literature and language teaching 205 volume 11, number 2, september 2020, 203-216 fang, 2013). munir and hartono (2016) examined how islamic themed articles in a magazine could enhance learners' reading skills and build their character values. the study reported that the use of islamic-themed articles could improve learners' reading skills and contribute to the learners' character building positively. furthermore, the research shows that the use of islamicthemed articles can reduce student boredom in reading. (2020) investigated the effectiveness of the research-based learning model to improve the educational psychology course's learning outcome. using the stages of orientation, exploration, concept formation, application, and closure, the results of this study show that there were significant differences in the learning outcomes before and after the treatment in using the research-based learning model (jamalipour, 2015). despite the success of implementing islamic themed articles and corpusbased learning model in vocabulary learning, the benefits and challenges of corpus-based learning have yet to be clearly described in the literature (purwanto, 2009). therefore, this paper reported the benefits and challenges of corpus-based learning in the english for islamic studies course in the english language department of uin sunan ampel surabaya. this paper would portray the learners' beliefs about the benefits and the challenges of corpus-based research in vocabulary learning. review of literature constructivist learning theory constructivist learning is learning that emphasizes processes and freedom in exploring knowledge and efforts in constructing experiences. constructivist learning provides learners an opportunity to express their ideas in their language and think about their experiences so that they become more creative and imaginative. sjøberg (2010) states that constructivist learning theory could be applied in foreign language learning. the constructivist approach contains critical concepts in developmental psychology and deals with representing the world more accurately and working on logical operations of representations of the concepts of world reality (atkinson, 1919; vernon, 1976). before acquiring any new things, the constructivist model considers learners as people who have initial skills. students ought to be capable of thinking. furthermore, pagán (2006) states that constructivist teaching methods are mainly learnercentered. constructivist models emphasize fewer teachers' participation and, instead, the learners work more to solve the problems. constructivist learning techniques allow the learners to practice and improve their language skills. in constructivist learning, teachers cannot merely rely on direct assessment, but they must also assess the learners with subjective and contextbased techniques (pannen et al., 1991). the most common of these are essays and open-question corpus-based research in vocabulary learning nobel: journal of literature and language teaching 206 volume 11, number 2, september 2020, 203-216 exams. usually, teachers apply all evaluation types to single students, but they may also adapt essays for small classes to be working. therefore, constructivist learning could help learners recognize problems, formulate hypotheses, construct mental models, conduct research, test their hypotheses, and reach conclusions with some practical guidance from the teachers. research-based learning research-based learning is often associated with problem-based learning because both starts with problems to be resolved through scientific steps. research-based learning can provide a variety of benefits in the context of the development of metacognition and achievement of competencies to be learned during the process of learning. research-based learning will involve students in various scientific processes like collecting information, building hypotheses, collecting the data, analyzing the data, and drawing conclusions based on the analyzed data. widayati et al. (2010) report on several research-based learning strategies developed at griffith university: 1. the use of the teachers' research results as a means of enriching teaching materials research-based learning enables the updating of teaching materials written by teachers. suppose the teachers conduct and publish research continuously. in that case, the research results can be used as a real example of research as an authentic material to be used in the classroom. by doing so, the learners would understand the procedures and importance of conducting research quickly. 2. use of research results in the latest and discuss the history of the development of the research results research-based learning focused on library research can be optimized by collecting data obtained from the library to be discussed to support the appropriate subject matter. for example, in the indonesian context, research on the english language curriculum in schools can be used as a new discussion material on the similarities and differences in the curriculum from time to time. students can understand that the existing curriculum at the moment is the result of policies and practices that have been developed previously. all of this is a dynamic unity of the development of science that is very interesting to study. 3. enrich learning activities with contemporary research issues research-based learning allowing students to identify current issues around them related to learning. in the indonesian context, for example, online learning is becoming increasingly popular and in demand. students can be asked to discuss the application of the issue to rizka safriyani nobel: journal of literature and language teaching 207 volume 11, number 2, september 2020, 203-216 resolve real problems in the community. this strategy can be developed in several ways, for example: a. comparison reports on research results and reports news that happened in the community. b. comparison reports on the research methodology and related arguments with the research findings presented in the journal research. c. comparison reports on the development of appropriate knowledge with the subject matter. 4. teaching material on research methodology in the process of learning research-based learning allowing students to learn about the stages of research systematically and by academic ethics. this strategy can be applied by doing the following steps: a. introduce the research methodology and provide a complete understanding of the research. b. design teaching materials by integrating research methodologies on the subject matter to apply them to solve real research problems. c. design teaching materials with various research methodologies that are related to several current research issues so that students can learn to analyze research data 5. enriching the learning process with small-scale research activities research-based learning is done in groups by conducting small-scale research, such as students conducting simple surveys. in this learning process, groups of students conducted join research. thus the research culture can be more developed because students must fulfill the values of cooperation, honesty, critical thinking, and meeting academic ethics together. healey and jenkins (2006) state that there are four kinds of research-based learning activities. the first activity is called research-led teaching and learning. in this part, student learning materials are taken from the results of research conducted by others. researchoriented teaching and learning are the second continuum that reflects the activities that develop students' knowledge and abilities to implement research methodologies and methods following their scientific disciplines. research-based teaching and learning are the third activities that ensure that many students are doing research. it usually engages in the research process and inquiry. the last type is known as research-tutored, where students engage in research discussions. all types above show the element of research in all kinds. corpus-based research can be done in various kinds of research-based learning activities; however, the researcher corpus-based research in vocabulary learning nobel: journal of literature and language teaching 208 volume 11, number 2, september 2020, 203-216 applied research-based teaching and learning as the approach because students did library research to improve their vocabulary mastery. results and discussions the benefits and the challenges of a corpus-based research corpus linguistics is a field which concentrates on a collection of processes or method for learning words. krieger (2003) formulates that a corpus consists of a collection of natural documents, collected from writing or registered speech transcriptions. the key goal of corpus linguistics is to discover patterns of accurate language usage by examining real usage (wilkins, 2015). the collection of text or corpus is called as corpora. a concordance lets readers see texts in context. some tools can be used to analyze corpora, for example, antcont, concordance, clic, and corpkit. different tools provide the creation of frequency information, such as the language frequency database which lists all words appearing in the corpus and defines how many times each unit happens in that corpus. corpus-based research can be done quantitatively and qualitatively. thompson and sealey (2007) have performed a corpus-based analysis to examine the children's literature vocabulary. they compared the children's literature corpus to a corpus of adult literature and newspaper articles to determine whether children's written language has different linguistic properties relative to the adult text. moreover, their finding shows that the vocabulary in children's literature shares many of the language's characteristics in adult fiction but, to a lesser extent, the news text's vocabulary profiles. moreover, corpus-based research can examine almost any language pattern. it can analyze the lexical, structural, discourse, phonological, and morphological aspects of a language. the discovery of male versus female use of tag queries can also be used as corpus-based research. willis (1998) states that corpus-based research could enhance students' ability to identify useful phrases and common collocations, identifying the structure and nature of both spoken and written discourse. atar and erdem (2019) also state that corpus-based research provides data for language studies. corpus-based research includes holistic information about language structures because the data obtained from corpora is commonly analyzed by computer, and evidence is used concretely. corpus-based research does not focus on single contexts. multiple contexts were drawn to grasp the general understanding of the word's nature in the real-life data. however, hunston (2002) discovered the pitfalls of corpus-based research. corpus-based research is weak in providing a detailed analysis of the user of the languages. corpus-based research could not give an analysis of the context and structure of the talk among speakers. rizka safriyani nobel: journal of literature and language teaching 209 volume 11, number 2, september 2020, 203-216 therefore, many people argue that corpus-based research did not portray the actual language used. it focuses on the form rather than the function of the language. vocabulary learning vocabulary is a set of words that speakers of language use. nation (2008) states that highfrequency words are words that are frequently used in language production. those words are classified from the 2,000 most frequent word families—the words used frequently in a formal or informal situation. the words occur in the written and spoken text, such as newspapers, conversations, novels, and academic texts. nation (2008) also suggests that these words should be considered as the target words in the vocabulary development program for the basic level. academic words are words that can be found in academic texts. academic words are different from the list of 1,000 or 2,000 of high-frequency words. these words occur in the newspaper, children's books, very formal conversation, and academic writing. these words consist of 570-word families and are commonly known as the academic word list (awl). nation (2008) also adds that university students who use english for their academic tasks should learn academic vocabulary. however, nation (1990) also states that academic vocabulary is usually learned after the students mastered the high-frequency words. berne and blachowicz (2008) state that vocabulary learning is an important part of english language learning. the learning of a new word in articles, books, or the internet sound very critical. it is also fundamental to language teaching and is of utmost importance to a language learner. more repetitions of vocabulary within a context could help a learner to learn and acquire vocabulary better. the use of interesting story, interesting articles, or news could help students to recognize the vocabulary. the incidental process of vocabulary learning would facilitate vocabulary mastery. chi and lip (2009) found that the most widely used and effective vocabulary learning techniques are 1) repetitive spelling of the word in the mind, 2) analyzing the word by breaking down the fragments of sound, 3) recalling terms by doing a project, and 4) asking classmates for the meaning of the term. another research by subekti and lawson (2007) mentions the use of a dictionary. simple contextual use and regular pronunciation of the word and its meaning are commonly used among indonesian postgraduate students. they best-used those strategies for learning new words. it can be inferred that memory plays an important role in determining the vocabulary mastery (agustina et al., 2012). the vocabulary learning techniques that are commonly done refers to the repetition of the word. therefore, a crucial factor in successful vocabulary learning was putting new words into practice that they have only learned. the corpus-based research in vocabulary learning nobel: journal of literature and language teaching 210 volume 11, number 2, september 2020, 203-216 repetition could be done through corpus-based research because corpus-based research could expose learners with words from real data. english for islamic studies english for islamic studies is a course designed to prepare students with the nation (1990) states that learning vocabulary in context is the primary way for native speakers to expand their vocabulary knowledge. when students read articles in journals, the internet, newspapers, or social media, they have familiarized themselves with the appropriate and acceptable sentence context. in other words, many students may read, increasingly honed the ability of students to use vocabulary in context (gu, 2017). furthermore, based on students' responses, they want to do the corpus-based research in the future. this response shows how reading activities can bring the spirit of reading to find out new things. when students try to formulate a big topic that most often appears in discourses/texts analyzed, they must find their issues relevant to their findings. in formulating and compiling research, students have applied constructivist theories that construct knowledge through the ability to remember and re-express experiences. based on the results of the questionnaire, there are four benefits obtained by corpus-based research. the first benefit is to develop collaboration. the second benefit is developing critical thinking, the third benefit is to improve students' accuracy in writing and the last benefit is to improve students' understanding of research. the description of each benefit is presented in figure 1 below. figure 1. the benefits of corpus-based research figure 1 shows that the most preferable benefit from the research process is that corpusbased research can increase vocabulary. seventy-eight percent of the students state that corpusbased research can expand their vocabulary. nine percent of the students say that corpus-based research can improve their understanding of research. moreover, four percent of the students rizka safriyani nobel: journal of literature and language teaching 211 volume 11, number 2, september 2020, 203-216 believe corpus-based research can improve their writing accuracy, develop critical thinking, and build collaboration. however, students also face some challenges in applying corpus-based research. the description of the challenges can be seen in the following figure. figure 2. the challenges of corpus-based research figure 2 shows that corpus-based research's biggest challenges are the difficulties in understanding new words or sentences. 82.65 percent of the students state that they have difficulties understanding new words or sentences. there is 9 percent of the students say that classifying the data is very challenging. furthermore, 4 percent of the student's states have limited time allocated, and they got difficulties in writing reports. students' voice about the benefits of corpus-based research figure 1 indicates that reading activities will help students gain new vocabulary and understand the context of using the vocabulary. students state that corpus-based research could increase vocabulary. when they read a lot of text, students would get insight into how the vocabulary is used in a context. corpus-based research has forced students to read a lot and gain a lot of new vocabulary. since corpus-based research analyzes vocabulary use, the students get a sort of language exposure from a different type of text. the context of discourse is the internal aspects of the discourse and everything that externally covers a discourse. hymes (1972) states that there are several elements of a discourse that is the speaker, topic, setting, channel, and communication context. students will become more familiar with the vocabulary and the context attached to the word. for example, in the word prophecy, this word is quite widely used in scientific articles, and islamic-style newspapers are rarely found on social media. in further studies, students can explore the functions of the discourse context in research on discourse. corpus-based research in vocabulary learning nobel: journal of literature and language teaching 212 volume 11, number 2, september 2020, 203-216 furthermore, figure 1 indicates that students also feel that corpus-based research adds their knowledge about research. creswell (2014) states that research is searching for a theory, theory testing, or problem-solving. research is the application of a scientific approach to the recognition of a problem. in this case, students have been introduced to the science of problemsolving through scientific procedures. this activity would improve critical thinking because students need to think critically to finish their research. the research is aimed at seeking information so that students' direct benefits when doing research are obtaining new information. another benefit that can be interpreted in figure 1 is that this learning can increase writing accuracy and enhance collaboration. larsen-freeman and larsen-freeman (2006) defined writing accuracy as the proportion of error-free in lexical, morphological, and syntactic errors. this finding is interesting because corpus-based research could strengthen the students' understanding of word choices to improve writing accuracy. for example, students can infer that accuracy refers to how the language structure is used properly by learners through their use of vocabulary. if students read a lot and do corpus-based research, they would avoid spelling errors. the accuracy in writing includes the student's ability to identify spelling errors and punctuation. repetition of article reading could build students awareness about the spelling of the vocabulary. this finding is in line with willis (1998) that corpus-based analysis enables students to determine the structure and the nature of spoken and written discourse. the other advantages of doing corpus-based research are related to collaboration. laudel (2002) suggests that research collaboration is characterized as a system of research activities by several actors linked functionally and coordinated to achieve a research objective corresponding to those actors' research objectives or interests. by doing a group research project, students worked in groups to collaborate to answer the problems since they have the same research objectives. the students who work in a group can achieve much more than individuals working. a broader range of skills can be applied to practical activities such as sharing and discussing ideas. group work can play a pivotal role in deepening students' understanding of a particular subject area. challenges in applying corpus-based learning there are three challenges in applying corpus-based learning. figure 2 indicates that the first challenge is that students have difficulty in understanding new sentences or words. students who never readout of their book would lack vocabulary. through research-based learning, learning new words is a fun activity, and the student even can do with the people around. most students just read english text if they have got an assignment. therefore, they rizka safriyani nobel: journal of literature and language teaching 213 volume 11, number 2, september 2020, 203-216 frequently get difficulties in understanding new words due to the limited exposure of the language input. the second challenge is difficulty in classifying data. students have difficulty in classifying the data because they rarely read english islamic text. the questionnaires show that students usually read a popular article in english. they read english islamic article only for the assignment. they also find the discourse on the non-fiction text. this finding is in line with the study of (schmitt, 2008) who states that when reading fiction, readers feel more at home since fictional worlds are self-contained and complete, it is not important for the reader to test and verify facts with the real world as if reading non-fiction. successful comprehension of texts depends on the readers' semantic and syntactic encoding abilities and their vocabulary knowledge in the language. if the students cannot comprehend the text, they will get difficulties in classifying the data. the next challenge is that students have limited time allocation and have difficulty writing their reports. since this course is given for the third-semester students, they have limited experience writing a research report. the time allocated for the research project was limited due to the national holiday and the university agenda this year. if there is no national holiday and the university agenda, students may finish the project better. students expected a longer time to complete their reports. they can just submit their writing draft since they need to revise the document in academic writing. even though students have got the template of the research report, they need much practice. there are some errors in terms of formatting and word choices. students have got difficulties in terms of linguistics difficulties, organization, and content. this finding is in line with pratiwi (2016), which states that the writing difficulty related to the language use and vocabulary aspects was the most difficult one compared to the organization, mechanics aspects, and content. corpus-based research becomes one of the examples of vocabulary learning activity in english language teaching. according to özönder (2016), recalling terms by doing a project is a common strategy in vocabulary learning. corpus-based research has helped students look at specific words repeatedly, forcing them to recall the term in the discourse. students would master the vocabulary and able to distinguish the use of the vocabulary in a different context. therefore students must be given many reading activities. the reading process can be done through an extensive reading program or a corpus-based project to make it meaningful. this research provides exciting reading activities because it uses reading resources that can be determined by students. students have the autonomy to decide the title of discourse. corpus-based research in vocabulary learning nobel: journal of literature and language teaching 214 volume 11, number 2, september 2020, 203-216 conclusion this study aims to investigate the benefits and the challenges of corpus-based research in the indonesian efl setting. the results showed that corpus-based research benefits are increasing vocabulary, increasing students' understanding about research, improving students' accuracy in writing, developing critical thinking, and developing collaboration. students faced several challenges in implementing corpus-based research. the finding shows students have difficulties in understanding new vocabulary. besides, they have problems classifying data into specific topics, allocating time, and writing their reports. the study involved only two classes in english for the islamic studies course. it could be replicated with more participants to decide whether the present study's conclusions are similar. next, research-based learning with different proficiency levels (elementary, pre-intermediate, and high) or different types of research would help gain more insights into the benefits of research-based learning. references agustina, s. d., negeri, p. m., november, m. p., inggris, p. b., indonesia, d., & wahyudi, s. 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(2015). linguistics in language teaching. international journal of english language and linguistics research, 3(1), 1–14. http://www.eajournals.org/wpcontent/uploads/vocabulary-input-in-english-language-teaching-assessing-thevocabulary-load-in-spine-five.pdf willis, j. (1998). concordances in the classroom without a computer: assembling and exploiting concordances of common words. materials development in language teaching, 44–66. volume xx, number xx, bulantahun, 131-148 available at http://jurnalfahum.uinsby.ac.id/index.php/nobel/article/view/nomorurut doi: 10.15642/nobel.2019.10.2.131-148 representation of power in the news text of the inclusion of indigenous faiths on id card (e-ktp) faizal risdianto1, sumarlam2, riyadi santosa3 iain salatiga1, jl. lingkar salatiga km 02, pulutan, sidorejo, salatiga universitas sebelas maret 2, jl. ir. sutami no. 36 a kentingan, jebres, surakarta universitas sebelas maret 3, jl. ir. sutami no. 36 a kentingan, jebres, surakarta article info abstract this paper presents the results of news analysis of the supreme court decision that indigenous faiths on the id card (e-ktp) with norman fairclough's critical discourse analysis approach as the central platform. the study covers descriptions (text analysis), interpretations (discourse practices), and explanations (social practices). the results are as follows. (1) the structure of the news text indigenous faiths allowed on the id card is built by four units of discourse: headline, orientation, the sequence of events, closing. modalities and affirmative sentences represent the positive ideology of the conflicting faction and the institutions (government, scientists, and community leaders). meanwhile, prohibiting speech and negative sentences represent the negative ideology. (2) what events occur, who is involved, what is the relationship with the issue raised, and what role the language can be expressed through the interpretation of the practice of discourse. (3) the situation when the news text is produced, the influence of the institution on the produced text, and the condition of indonesians related to economic, political, social, and cultural interests (socio-cultural context). article history: received june 2019 accepted august 2019 published september 2019 keywords: presentation of power, indigenous faiths, mui, ektp © 2019 uin sunan ampel surabaya correspondence: p-issn 2087-0698 email: faizalrisdianto@iainsalatiga.ac.id e-issn 2549-2470 http://jurnalfahum.uinsby.ac.id/index.php/nobel/article/view/nomorurut representation of power in the news text nobel: journal of literature and language teaching volume 10, number 02, september 2019, 131-148 132 introduction supreme court decision about indigenous faiths (if) on the id card (e-ktp) is an interesting issue since indonesia is a vulnerable country to racial problems. the followers of if often get difficulties in getting jobs, getting married, and so on. it took 41 years for followers of if to succeed in getting a supreme court decision related to the inclusion of if on the id card (e-ktp). regarding the supreme court's decision, the indonesian ulama council (mui) together with community organizations (csos) rejected the inclusion of if allowed on the id card (e-ktp). the chairman of the mui, muhyiddin junaidi, stated that if was not a religion, so it was questioned why it was included in the religion column one-ktp (25/2/2019, poskotanews.com). muhyiddin said that in if there were various other factions or beliefs such as sunda wiwitan and others. muhyiddin's concern is about their demand for the high position of such as director-general in the indonesian ministry of religion after the government recognition for if existence. this case was similar to confucianism recognized as a religion. there is now a position that takes care of that religion in the ministry of religion. the director-general of civil registration of the ministry of home affairs (dukcapil kemendagri), prof. zudan arif fakrulloh, confirmed that it had issued e-ktp with the column for if. however, the inclusion of if in e-ktp will not eliminate the existing recognized religions in indonesia like islam, catholic, christian, budha, hindu, and konghucu. zudan stated that what occurred was that the state acknowledged the existence of if. he stressed the state's recognition of the if was not the first time. in its resolution, the constitutional court granted applicants' requests from if, related to the inclusion of if in population documents, including e-ktp and kk (family card). it is very interesting to study how the representation of power at supreme court decision that if allowed on the id card (e-ktp) and how is the solution to the problem? who involved the discourse participated in if inclusion on the id card (e-ktp) and how was the case resolved? the above question becomes significant concerning the social reality that occurs in the community. in this case, critical discourse analysis (cda) can help 'solve the problem' from discourse analysis, text analysis, discourse practice, and socio-cultural practices. for this reason, in the author's view, the appropriate cda approach to discussing this issue is fairclough's critical discourse analysis (cda) (1995). faizal risdianto, sumarlam, & riyadi santosa nobel: journal of literature and language teaching volume 10, number 02, september 2019, 131-148 133 review of literature characteristics of the fairclough model of cda approach fairclough's cda approach assumes that language becomes an inseparable part of social life, interconnected with other elements in social life, so discourse analysis must also have the concern to the issues outside of language. discourse as a social practice, in fairclough's view (1995), has three implications: (1) discourse cannot be separated from society, (2) discourse is a social process, and (3) discourse processes according to what is conditioned in society. social conditions influence discourse and vice versa. based on these implications, fauzan, subroto, & poedjosoedarmo (2014), and fauzan (2015) concluded that linguistic phenomena are having social characteristics, while social phenomena also have linguistic nature. linguistics is social because linguistics cannot be completely free from the influence of its social environment. social conditions are also having linguistic characteristic because language production and re-production activities in a social context are not only manifestations or reflections of social processes and practices, but are also part of the social processes and practices. cda characteristics, according to fairclough (1995), (zupnik 1991) are also supported van dijk (1993,1997, 2008), fairclough and wodak (1997), eriyanto (2001), darma ( 2009) badara, n.d. (2012), santoso (2012), sumarlam (2003, 2013), and öztürk & yıldırım (2016), consist of action, contexts, history, power, and ideology. action. discourse is understood as an action, socialized as a form of interaction that has a purpose, is expressed consciously, controlled, not something that is out of control or expressed outside of consciousness. discourse must consider the context of the time and place of the occurrence to past and future events. participant of the context shows who is involved in the event and its identity (ministers, mass organization figures, people's representatives, etc.), its role in society, power relations owned by the subjects (ministers, mass organization figures, people's representatives, etc.), the adopted ideologies, discourse objectives, and the shared knowledge. context. cda views language as a social practice, so fairclough (1992) positions the social context as a very important part of cda, and cda itself becomes a link between text and the social context. discourse analysis process considers the context of social situations, social practices, and intertextuality of the process of mutual influence (dialectic) between language and society. dijk (2008) divides the context into three major groups: settings, participants, and communication events. participant context shows who is involved in the event and its identity (ministers, mass organization figures, people's representatives, etc.), its role in representation of power in the news text nobel: journal of literature and language teaching volume 10, number 02, september 2019, 131-148 134 society, their power relations (ministers, mass organization figures, people's representatives, etc.), adopted ideologies, discourse objectives, and shared knowledge. historical context. historical context is important in cda. when cda puts discourse in a particular social context, it means that discourse is produced in certain contexts and not understood without including the context surrounding it. cda does not only find out when the event happened but also wants to know more about why the event happened. the sociopolitical situation, the atmosphere at the time of the event, and other things surrounding the occurrence of the event are important aspects of the historical context. power. the context of power is one of the main distinction between discourse analysis and critical discourse analysis. according to eriyanto (2001), any discourse that appears in the form of text, conversation, or whatever, is not seen as something natural, natural, and neutral, but is a form of power struggle of possessing power (eg. male power over women, king's power over his subordinates , the legislature towards its executives, etc.). therefore, cda does not limit itself to the details of the text or the structure of discourse but also relates it to certain social, political, economic, and cultural strengths and conditions. in this case, the dominant group (which has the power) makes it possible for other groups (who do not have the power) to act following what they want. likewise, the strong ones will control or control the weak group; those in power regulate the controlled, etc. ideology. cda targets hidden ideologies in the use of language. ideology is a central study in cda. eriyanto (2001) says that text, conversation, and others are forms of ideological practices or reflections of certain ideologies. according to badara, n.d. (2012), ideology has two contradictory notions, positively and negatively. positively, ideology is as a worldview that states the value of certain social groups to defend and develop their interests. negatively, ideology is as a false awareness, namely the need to commit fraud by distorting people's understanding of social reality. discourse is not understood as something neutral and takes place naturally because, at every discourse, there is always an ideology to dominate and seize influence. from the above explanation, cda is not only based on a single approach but is always multidisciplinary. cda seeks to uncover ideologies based on a strategy of positive selfportrayals and negative portrayals of others. furthermore, this cda will focus on three analyzes, namely text analysis (description), analysis of discourse practice (interpretation), and analysis of socio-cultural practices (explanations). the three analyzes are presented as follows. faizal risdianto, sumarlam, & riyadi santosa nobel: journal of literature and language teaching volume 10, number 02, september 2019, 131-148 135 text analysis (description) analysis at the level of text description focuses more on the use of language to track themes portrayed in the news that reflect ideology. the use of the language includes the use of words, metaphors, and sentence structures used by text producers. discourse practice analysis (interpretation) analysis of the practice of discourse (interpretation process) is performed by looking for the meaning of the relationship between text interpretation and context interpretation. text interpretation is carried out in four levels: utterance, speech meaning, local coherence, and the integrity of the discourse. at the level of utterance, the researchers identify the use of words and sentences using phonological and grammatical knowledge. at the level of utterance meaning (the meaning of utterance), researchers identify speech using semantic and pragmatic knowledge. at the local coherence level, the researchers identify the interconnections between words and sentences by using an understanding of the use of cohesion. furthermore, at the level of discourse integrity, researchers identify text globally using a scheme. the context of interpretation is carried out at two levels: the context of the situation and intertextuality. at the context of the situation, the researchers identify the context of the situation by observing the social influence of the text. at the level of intertextuality, researchers investigated the intertextuality of text by comparing existing texts with the previous texts. analysis of socio-cultural practices (explanation) analysis of socio-cultural practices (explanations) is an analysis of the relationship between discourse practice and social context. this analysis aims to find an explanation of the results of interpretation at the level of description and level of interpretation. at this level, researchers analyze and explain n the relationship between tendencies in the text, complexity in the practice of discourse, and also the processes in social change. at this stage, the researchers look for an explanation of the results of the interpretation by referring to the socio-cultural conditions around the text produced. socio-cultural conditions, according to fairclough (1995), are divided into three parts: situational, institutional, and social. situational is a unique situation when a text is created. institutional is the influence of organizational institutions on the text produced. social is macro things in society, such as political systems, economic systems, or people's culture. representation of power in the news text nobel: journal of literature and language teaching volume 10, number 02, september 2019, 131-148 136 method the cda framework developed by fairclough (1995) is three-dimensional (three levels) consisting of text analysis, analysis of discourse practices, and analysis of socio-cultural practices. text analysis includes three functions, representation functions, relationships, and identities. analysis of discourse practices related to how to produce and consume text. the socio-cultural practice analyzes three things, namely economics, politics (especially concerning issues of power and ideology), and culture (especially about values and identity) which also influences media institutions and their discourse. the discussion of socio-cultural practices includes three levels, namely, situational, institutional, and social levels. situational levels are related to production and the context of the situation. the institutional level is related to the influence of institutions internally and externally. the social level is related to more macro situations, such as the political system, economic system, and the cultural system of society as a whole. the developed methods include (1) linguistic description of the text in terms of language, (2) interpretation of the relationship between the process of production and consumption of text and text (interpretation of inter-textuality relationships), and (3) explanation of the relationship between textual production and consumption and socio-cultural process. thus, fairclough's analysis is based on how to connect micro-text to the macro context of society (fairclough 2005). results and discussions in this section, news text analysis is related to the inclusion of if allowed on the id card (e-ktp) and other related parties, such as ministers, community leaders, ngo leaders, people's representatives, and political experts, sociologists, and law experts. the elaboration begins with a description of the structure of the news text, the theme of the news text, the grammar of the news text, then followed by an interpretation, and followed by an explanation. description of news text structure analysis of the structure of the news text is related to the structure of rhetoric used by the involvement of discourse in communication events which generally uses a structured pattern of rhetoric, beginning with orientation, followed by the sequence of events, then ending with a closing; or briefly the news rhetoric consists of the opening, contents, and closing sections (sumarlam, 2013, 2015). so, the structure of the rhetoric displays the pattern of the preparation of the text presented in the preparation of the opening, core, and closing sections, and provides clues to the intention of a produced text. faizal risdianto, sumarlam, & riyadi santosa nobel: journal of literature and language teaching volume 10, number 02, september 2019, 131-148 137 this study shows that the structure of the news text regarding ministers, mass organization leaders, people's representatives, consists of four units of discourse, namely news titles, orientations, sequence of events, and conclusions. the following is one example of news text (4) on antaranews.com., (09/05/2018) entitled “mui tolak kolom aliran kepercayaan dalam ktp ” (trans: mui rejects the inclusion of if allowed on id card). the construction of text built by the four units of discourse has a different function and forms a unified type of text, namely the news text. the first unit, the title, the functions are to show the occurred important events. this section determines whether an event is worthy of being news. news text must present interesting, important, and phenomenal information. the more controversial the news, the more appropriate or interesting to expose. the second unit, orientation, is the part that introduces the core of the reported event. in this case, the core of the event is the policy of the ministry of home affairs to issue e-ktp by allowing the religion column to be filled with 'penghayat kepercayaan.' that was according to the order of the constitutional court. it took 41 years so that there would be no discrimination for the followers of if (02/25/2019,news.detik.com). the third discourse unit, the sequence of events, becomes the most important part of the news text because it is this part that describes in full and details the main occurred events. this section covers the participants of the event, the time and place where the event occurred. this section also contains supporting information sources, such as interviews, quotations from sources, or visual images that support information about the events reported. in the text (4) there is a quote from a national figure jusuf kalla who said, "i say once again, the follower of if can be recorded. following the government rules "(2/26/2019, jawapos.com). according to jk, the if people are also indonesian. therefore, they continue to obtain civil rights like other indonesian citizens. the fourth unit of discourse, the closing, serves to close the transmission of information on occurred events. for example, one of the news texts closes with an appeal, suggestion, or input as follows, deputy chairperson of the indonesian house of representatives commission viii, sodik mudjahid, asks the government should be careful and proportional in treating the follower of indigenous faiths in various attributes state and government including if in the id card column. it is related to the decision of the constitutional court, which decides that if follower can be included in the id card (e-ktp). this prudence, according to sodik, is because the constitutional court's decision is only based on the laws and constitutions that apply in the republic of indonesia, not based on the faith-based study, representation of power in the news text nobel: journal of literature and language teaching volume 10, number 02, september 2019, 131-148 138 sharia, and religious law. with the basics of mk's study, added sodik, the position of if is not a religion and is not at the level of religion. "therefore, the religious community is expected to calm down and react wisely" (9/11/2017, okezone.com). news text theme from the search results in the media (internet), ten news texts found in 7 sources of media online related to the inclusion of if in id card (e-ktp). the news texts proposed the main theme of the inclusion of if in id card (e-ktp) as follows: (1) penghayat kepercayaan masuk kolom ktp, dpr: umat beragama harap tenang dan bijak (trans: if followers include at id card column, people’s representative member: religious believers should react peacefully and wisely). (09/11/2017, news.okezone.com), (2) menunggu 41 tahun, akhirnya penghayat masuk kolom agama di ktp (trans: waiting for 41 years, finally if followers included at religious column on id card). (25/02/2019, news.detik.com), (3) soal kolom penghayat kepercayaan di e-ktp, jk: mereka juga orang indonesia trans: (dealing with the inclusion of if inclusion at religous column at e-ktp, jk, they belongs to indonesian) (26/02/2019, newsokezone.com), (4) mk: penghayat kepercayaan masuk kolom agama di ktp dan kk (trans: constitutional court: if may include at religious column on id card and family card). (7/11/2017, bbc.com), (5) putusan mk membuat eksistensi penghayat kepercayaan diakui negara (trans: constitutional court decision makes the existence of the if followers recognized by the state). (07/11/2017, kompas.com), (6) muhammadiyah dukung putusan mk terkait kolom agama di e-ktp, (trans: muhammadiyah supports constitutional court decisions regarding the inclusion of if at religion column on e-ktp). ( 07 nov 2017,republika.co.id), (7) ketua mui tak setuju penghayat kepercayaan tercantum di ktp (trans the chairperson of the mui disagrees with the if included on the id card). ( 15/11/2017,cnnindonesia.com), (8) mui tegas tolak putusan mk soal penghayat kepercayaan. (trans: mui firmly refuses constitutional court decision regarding if case). (16/11/2017, republika.co.id), (9) mui minta penghayat kepercayaan di ktp tak dicantumkan di kolom agama (trans: mui asks if not be included in the religious column on id card) (17/01/2018, newsdetik.com) and (10) tolak penghayat kepercayaan masuk kolom agama ktp, ini solusi mui (trans: rejecting if included at the religious identity column at id card, this is mui's solution). (17/01/2018, kiblat.net). faizal risdianto, sumarlam, & riyadi santosa nobel: journal of literature and language teaching volume 10, number 02, september 2019, 131-148 139 news text grammar the grammar in the analysis of news texts is focused on modalities, positive, and negative sentences used in news texts produced both by the media and participants or involved in discourse. the description is as follows. modality. modality, according to (perkins, 1983), is not only the attitude of the speaker to the proposition but also the attitude of the speaker towards events. modality is the assessment or attitude of the speaker, likes or dislikes, rejects or accepts, agrees or disagrees or may be neutral, which contains the ideology or ideas of the speaker. this shows the position in which the speaker takes sides. referring to the research of (alwi, 1992) (halliday et al., 2014), modalities that also show the attitude and establishment of text producers can be classified into four subcategories, namely intentional modalities, epistemic modalities, deontic modalities, and dynamic modalities. among the ten observed news texts, four sub-categories of modalities can be stated as follows. intentional modality related to the meaning of 'desire, hope, invitation, request' within the text: 1) tahun 1965: lahir penetapan presiden (yang nantinya menjadi uu pnps 1/1965 tentang penodaan agama) yang ingin melindungi agama dari penodaan oleh aliran kepercayaan. trans: in 1965: the presidential decree was issued (which would later become the pnps 1/1965 law on blasphemy of religion) who wanted to protect religion from blasphemy by the if communities. (25/02/2019, news.detik.com). from this quotation, it shows that the intentional modality linguistic marker of "ingin" or "wanted" in the release of a presidential decree in 1965 which later on called as law on blasphemy of religion. it is a decree that aims to protect religion from the blasphemy by a group of if. 2) dengan basis-basis kajian mk tersebut, tambah sodik, maka posisi aliran kepercayaan atau penghayat kepada tuhan yang maha esa adalah bukan agama dan tidak setingkat dengan agama. "karena itu kepada umat beragama diharapkan tenang dan menyikapinya dengan bijak. trans: with the basis of the constitutional court's study, added sodik, the position of the creed or followers of the if is not a religion and is not at the level of religion. "therefore, the religious community is expected to calm down and react wisely (11/09/2017, okezone.com). from this quotation, it shows the intentional modality linguistic marker of “diharapkan” or “is expected to” in the statement of sodiq who said that by the basis of constitutional court's decision, the follower of if should calm down and react wisely. representation of power in the news text nobel: journal of literature and language teaching volume 10, number 02, september 2019, 131-148 140 epistemic modality related to knowledge and beliefs, which can mean "possibility, necessity, certainty." 1) meski begitu, politikus partai gerindra ini tetap mengapresiasi langkah menteri dalam negeri tjahjo kumolo yang akan berkonsultasi dengan majelis ulama indonesia (mui) untuk menentukan tindak lanjut pasca keluarnya putusan mk itu. trans: even so, the gerindra party politician still appreciates the steps of internal affairs minister tjahjo kumolo who will consult with the indonesian ulema council (mui) to determine the follow-up after the constitutional court's decision was issued. (09/11/2017, news.okezone.com) from this quotation, it can be found the epistemic modality linguistic marker of "akan" or "will" in the statement of gerindra party politician who appreciates the decision of internal affair minister tjahjo kumolo who will consult the decision of constitutional court to the indonesian ulema council (mui). 2) tahun 1978 lahir tap mpr nomor 4/1978 yang menyatakan bahwa kepercayaan bukanlah agama, melainkan kebudayaan. tap ini juga mengharuskan adanya kolom agama (yang wajib diisi dengan satu di antara 5 agama) dalam formulir pencatatan sipil. trans: in 1978 the mpr tap was born number 4/1978 which stated that indigenous faiths is not a religion, but culture. this tap also requires the existence of a religious column (which must be filled with one in 5 religions) in the civil registration form. (02/25/2019,news.detik.com) from this quotation, it shows that the epistemic modality linguistic marker of “mengharuskan” or “requires” in the people’s representative’s decree at 1978 which requires the existence of a religious column which must be filled with one of 5 existing religions in the civil registration form. deontic modality related to the meaning of 'obligations, permits, orders, prohibitions, warnings': 1) hal ini terkait dengan putusan mahkamah konstitusi (mk) yang memutuskan penganut penghayat kepercayaan boleh dicantumkan dalam kolom agama di kartu tanda penduduk (ktp). trans: this is related to the decision of the constitutional court’s decision which decides that the believer of indigenous faith may be included in id card (ktp). (09/11/2017, news.okezone.com) from this quotation, it show that the deontic modality linguistic marker of “boleh” or “may be” in constitutional court’s decision that the believer of if may be included in id card. 2) kemendagri mencetak e-ktp dengan membolehkan kolom agama diisi 'penghayat'. trans: the ministry of home affairs prints e-ktp by allowing the religion column to be filled with 'indigenous faiths'. (02/25/2019, news.detik.com) from this quotation, it shows that the deontic modality linguistic marker of "membolehkan" or "allowing" in the ministry of home affairs who decided to print e-ktp which allowing the religion column to be filled with "indigenous faiths." faizal risdianto, sumarlam, & riyadi santosa nobel: journal of literature and language teaching volume 10, number 02, september 2019, 131-148 141 dynamic modalities related to the meaning of 'ability': 1) "memang aturannya begitu, dia (penghayat kepercayaan) orang indonesia juga. kan sudah ada penjelasan juga sebelumnya bahwa aliran kepercayaan itu bisa berdiri sendiri, bisa dicatat. ya sesuai (aturan) itu," kata wapres jusuf kalla. trans: "indeed the rules are like that, he (the if) of the indonesian people too. there has also been an explanation beforehand that the believers of if can stand alone; it can be recorded. yes, according to the rules," said vice president jusuf kalla. (2/26/2019, newsokezone.com). from this quotation, it can be found the dynamic modality linguistic marker of “bisa” or “can” in the statement of vice president jusuf kalla that the believers of if can stand alone, and this is in accordance to the rules. 2) kuasa hukum para penggugat, julianto simanjuntak, mengapresiasi putusan mk yang membuat para penganut kepercayaan bisa mengisi kepercayaan mereka pada kolom agama di ktp dan kk. trans: the attorneys of the plaintiffs, julianto simanjuntak, appreciated the constitutional court's decision to make if believers able to fill their beliefs in the religious column on the id card and family card (kk). (11/07/2017, bbc.com) from this quotation, it can be found the dynamic modality linguistic marker of “bisa” or “able to” in the statement of julianto simanjuntak who appreciated the constitutional court's decision to make if believers able to fill the status of their beliefs in the religious column on the id card and family card (kk). ideology, modalities, positive and negative sentences. the quoted text of the news provides textual evidence that the use of modality is one vehicle or linguistic proof for building ideology because modalities show subjective or collective attitudes or assessments of the production of news texts on an event. viewed from the subcategory of modalities (both expressed with positive and negative sentences), it is clear that the use of epistemic modalities dominates the reporting of inclusion of if on the id card (e-ktp), which is 7 data (43%). meanwhile, the use of the other three modalities, namely intentional modalities (18%), deontic modalities (25%), and dynamic modalities (13%). epistemic modality represents the attitude of the text producer related to the knowledge and beliefs of a nonfactual proposition and event in the form of 'possibility or practice, and necessity.' that is the occurrence of inclusion of the if on id card (e-ktp). it attracts the attention of various parties in such a way that the various parties predict the possibilities that will occur and which should occur after the issuance of the determination of the inclusion of the if on id card (e-ktp). in the analyzed ten news texts, text production consists of two main parties; namely the supporters of the inclusion of if in id card (e-ktp). namely those in government such as jusuf kalla, minister of religion, constitutional court and party politicians. while religious representation of power in the news text nobel: journal of literature and language teaching volume 10, number 02, september 2019, 131-148 142 leaders in the mui strongly refused the inclusion of if on id card (e-ktp). the ideology built through the use of modalities and positive or negative sentences by the group as follows. the supporters of the inclusion of if in id card (e-ktp) there were three statements or direct quotes from government figures such as jusuf kalla, amrin tamagola, sociologist from the university of indonesia and muhammadiyah secretary general abdul mu'ti who supported the decision to include if on id card (e-ktp). one of them is the jusuf kalla’s statement: "memang aturannya begitu, dia (penghayat kepercayaan) orang indonesia juga. kan sudah ada penjelasan juga sebelumnya bahwa aliran kepercayaan itu bisa berdiri sendiri, bisa dicatat. ya sesuai (aturan) itu," kata wapres jusuf kalla . trans: "indeed the rules are like that, he (believer of if ) belongs to indonesian people too. there has also been an explanation beforehand that the belief of if can stand alone, it can be recorded. yes, according to the rules," said vice president jusuf kalla. (2/26/2019, antaranews.com). the group that disagrees with the inclusion of indigenous faiths the group that disagrees with the inclusion of indigenous faiths on id card (e-ktp) is k.h ma'ruf amin, the head of the mui and chairperson of the mui's law and legislation, basri. one of them is k.h ma'ruf amin's rejection of the idea of the inclusion of indigenous faiths on identity card: terkait penolakan itu, kh ma'ruf mengatakan mui segera menyiapkan langkah menyikapi putusan mk. namun, ia berujar, mui belum memutuskan langkah itu. "pokoknya kita menolak dan meminta supaya itu tak ditindaklanjuti kemendagri," tutur dia. trans: regarding the rejection, kh ma'ruf said that the mui immediately prepared steps to respond to the constitutional court's decision. however, he said, the mui had not yet decided on the move. "in essence, we reject and ask that it not be followed up by the ministry of home affairs," he said. (11/16/2017, republika.co.id) from those statements, the researcher identified discourse productivity produced by each camp. the group supporting the inclusion of indigenous faiths in the religious column on id card (e-ktp) contained six more headlines than the opponents with only four titles. the first group gave more positive appeal so that the indonesian people respected the judge's decision because we were a rule of law while the indonesian ulema council stated many negativepitched speeches: cornering, blaming, banning, etc.-these speeches represented the negative ideology of the speaker, namely the second group. interpretation interpretation is an analysis of discourse practice, namely the analysis of the relationship between text and discourse practice by looking at the text as a production process. interpretation is done by utilizing sources of interpretation and various principles of interpretation (sumarlam, 2013) so that it can produce an accurate interpretation (high level of truth). besides, researchers can also conduct intertextuality studies (fairclough, 1992, 1995), faizal risdianto, sumarlam, & riyadi santosa nobel: journal of literature and language teaching volume 10, number 02, september 2019, 131-148 143 which are examining the relationship between one news text and other grievous news texts, and the context behind the production of a text. this study is based on ten news texts from several media sources. among the ten news titles, six titles have titles with positive values, and the rest are four negative titles. the other four titles, as shown above, are all negative. further interpretations regarding the inclusion of the belief flow in the religious column on the electronic resident card (e-ktp) can be expressed by looking at the intertextual relations (intertextuality studies) in brief as follows. after analyzing the news text and interpreting the text intertextuality, then fairclough (1989) states the analyst concludes to interpret the discourse constructed by the text. interpretations carried out to include four dimensions: what's going on, who is involved, what relationships are at issue, and the role of language. the results of the interpretation of news texts from various media sources can be presented as follows. what’s going on. inclusion of indigenous faiths in the religious column on id card (e-ktp) is a very interesting issue because indonesia is a country that is very easy triggered into racial problems and it is proven that the followers of indigenous faiths often get difficulties in community life in finding jobs, getting married and so on and it took 41 years for followers of indigenous faiths to succeed in getting a supreme court decision related to the inclusion of indigenous faiths in the religious column on id card (e-ktp). who’s involved. the government, politicians, and members of the board as supporters and the indonesian ulema council as opponents in connection with the inclusion of indigenous faiths in the religious column on id card (e-ktp) as the text producer want to display their positive image and opinion among the people in their way. what relationships are at issue? media (print and electronic), following their functions, always provide information and present interesting news. among the interesting news are controversial issues. the more controversial the news is, the more interesting. the inclusion of indigenous faiths on the id card (e-ktp) is one of the issues that attract the attention of the indonesian people. the role of language. the use of language (text structure, sentence structure, vocabulary selection) in the news text greatly determines the attitudes and opinions of the consumers (readers or viewers). if someone (certain party) is reported negatively continuously and repeatedly, then the audience representation of power in the news text nobel: journal of literature and language teaching volume 10, number 02, september 2019, 131-148 144 will believe and participate in evaluating negatively towards that person/party. conversely, if someone (certain party) is reported positively (repeatedly) and continually (continuously for quite a long time), then that person will be positive as well as his image in the view of the audience. this case is the power of language that is utilized by the involvement of discourse and media in building images. proponents of inclusion of indigenous faiths in the religious column on id cards (e-ktp) produce positive news texts for themselves and tend to build negative news texts for people who disagree with them. explanation the explanation is an analysis of the relationship between the practice of discourse and the social context (analysis of socio-cultural practices). explanation aims to find an explanation of the results of the interpretation in the description and interpretation stages. at this level, the researchers explain the relationship between tendencies in the text, the complexity in the practice of discourse, and the process in social change. besides, the researchers also explained the results of the interpretation by referring to socio-cultural conditions which consisted of three important parts, namely situational that is the situation when a text is produced. institutional, namely the influence of organizational institutions on the text produced. namely observing macro things in the community related to economic, political, social, and cultural interests in indonesia. the explanation of the explanatory results related to this study is as follows. the process of changing the situation the process of changing the historical situation is related to the attitude of the religious community towards indigenous faiths followers in indonesia, as quoted from the information from the center for religious and cross-cultural studies (crcs) expert at gadjah mada university (ugm), samsul maarif, presented at constitutional court’s trial: during the old order, the word “religion” was defined very exclusively, namely those who possessed the holy book, the prophet, and international recognition. this definition determines who is served (adherents of 'official' religion) and who is not served (indigenous faiths). in 1953, the old order government formed pengawas aliran kepercayaan. the ministry of religion reported that there were 360 indigenous faiths organizations. included in badan koordinasi kebatinan indonesia (bkki). in 1955, the bkki held a congress with the chairman of mr. wongsonegoro, one of the formators of the 1945 constitution. in 1965, the presidential decree was declared (later on become the pnps 1/1965 law on blasphemy of religion) who wanted to protect religion from blasphemy by the cult. after the events of faizal risdianto, sumarlam, & riyadi santosa nobel: journal of literature and language teaching volume 10, number 02, september 2019, 131-148 145 september 30, 1965, the indigenous faiths were under great pressure: they were suspected of being part of communism. in 1970, the fate of the trustees had improved when golkar formed the sekretariat kerja sama kepercayaan (skk). skk then transformed into the badan kongres kepercayaan kejiwaan kerohanian kebatinan indonesia (bk5i). in 1973, the mpr resolution was issued on gbhn which stated religion and indigenous faiths were expressions of belief in god who were both 'legitimate', and both 'equal'. in 1978, it was issued mpr decree no. 4/1978 which stated that indigenous faiths is not a religion, but culture. this decree also requires the existence of a religious column (which must be filled with one among five religions) in the civil registration form. this moment has the deepest impact on the bad fate of the believing community. in the reformation era with the inclusion of human rights clauses in state legal instruments, believers again gained recognition. with human rights instruments, believers are protected from coercion to "official" religion. in 2006, the population administration law was revised but still discriminated against the belief groups, namely by the existence of article 61 of the 2006 adminduk law: indigenous faith's identity was not recorded in the religion column. in 2016, four belief groups, namely nggay mehang tana, pagar demanra sirait, arnol purba, and carlim, sued article 61 paragraph 1 and 2 of the law on population administration to the constitutional court. the article reads: information on the religious column as referred to in paragraph (1) for residents whose religion has not been recognized as a religion by the provisions of the laws or indigenous faiths is not filled in id card, but is still served and recorded in the population database. on 3rd may 2017, the constitutional court held the final verification session and on 7th november 2017, the constitutional court granted the lawsuit of the residents of the indigenous faiths group. the constitutional court granted the claim because the indigenous faiths received different treatment with the followers of the existing religion recognized in indonesia. "restrictions on quo rights lead to the emergence of unfair treatment of citizens of belief groups as argued by the petitioners. by not fulfilling the reasons for limiting rights as set out in article 28j paragraph (2) of the 1945 constitution, restrictions based on beliefs have implications treatment differently between citizens is discriminatory, "said chief justice of the constitutional court, arief hidayat. in 2019, the directorate general of civil and civil engineering printed an e-ktp with a religious column filled with ' indigenous faiths' following the constitutional mandate. the process of institutional change representation of power in the news text nobel: journal of literature and language teaching volume 10, number 02, september 2019, 131-148 146 many parties feel concerned to take part in the case of the inclusion of indigenous faiths in the religious column on the id card (e-ktp). in addition to those involved as direct perpetrators of religious beliefs and the indonesian ulema council, the government and political, sociological, and legal experts also felt the need to intervene as evidence of their concern for solving the sensitive problem. besides, media institutions (print and electronic, local and national) are also interested in presenting the latest news and information in building public opinion related to the inclusion of indigenous faiths in the religious column on the id card (e-ktp). what is the attitude of the government and religious community towards followers of indigenous faiths followers after the constitutional court's decision becomes an actual and factual question that needs to be found immediately. process of social change university of indonesia sociologist thamrin amal tomagola appreciates the decision of the constitutional court to grant a request for judicial review regarding the rules for emptying religious columns on family cards and identity cards. through this constitutional court decree, the existence of indigenous faiths followers is recognized by the state. (11/07/2017, kompas.com). according to thamrin, there is no word "recognition" in the population administration act. there is no provision in the law which states that the state recognizes six religions in indonesia. recognition of six religions is only a statement in one verse. so, then people fool others, fool the public that as if only six religions were recognized by law. according to thamrin, there will be social changes in the community after the existence of the state's recognized belief groups. the change was mainly about the status and civil rights of citizens of the belief groups. trustees are recognized by the state and then they make id cards. so far they do not have a ktp so they cannot take care of a health card such as bpjs. the support for the government and nkri is likely to increase after the recognition of the civil rights of the citizens of the indigenous faiths group. conclusion this study was conducted to reveal the power representation that was built by the religious community, the government officials and experts on news texts in several media regarding the inclusion of indigenous faiths in the religious column on e-ktp using the fairclough cda model (fairclough, 1995). this study produces the following conclusions. the structure of the news text regarding the inclusion of the indigenous faiths on the id card (e-ktp) consists of four units of discourse, namely the headline, orientation, sequence of events, and closing. the use of modalities in the news text studied is dominated by epistemic faizal risdianto, sumarlam, & riyadi santosa nobel: journal of literature and language teaching volume 10, number 02, september 2019, 131-148 147 modalities compared to the other three modalities, namely intentional, deontic, and dynamic modalities. epistemic modalities represent participant attitudes to propositions and events concerning possibilities or predictions in the form of predictions and fate and the future that will occur in indonesia post-inclusion of indigenous faiths on id cards (e-ktp), and those should be done or not done by the stakeholders involved in the discourse. the use of these modalities in positive or negative sentences represents a particular ideology. the news text of the inclusion of the indigenous faiths on the id card (e-ktp) that has been described needs to be interpreted inter-textually to reach a more comprehensive conclusion. interpretation includes four dimensions: what happens, who is involved, what is the relationship with the issue raised, and what is the role the language in the event. explanation aims to explain the results of the interpretation at the stage of description and interpretation. in this case, the analyst explains the results of the interpretation by referring to socio-cultural conditions which consist of three important parts, namely (a) the situation when the news text regarding the inclusion of an indigenous faiths in id card (e-ktp) is produced, (b) the influence of organizational institutions on the text produced, and (c) macro matters in indonesian society related to economic, political, social and cultural interests. references alwi, h. 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(1991). norman fairclough, language and power. london: longman. 1989 pp. x + 248. language in society, 20(2), 265–269. https://doi.org/10.1017/s0047404500016316 https://books.google.co.id/books?id=bqhkaaaamaaj&q=teori+dan+praktik+analisis+wacana&dq=teori+dan+praktik+analisis+wacana&hl=en&sa=x&ved=0ahukewj61ud5mptnahwyv30khfuddvuq6aeikzaa https://books.google.co.id/books?id=nemkaqaamaaj&q=modal+expressions+in+english&dq=modal+expressions+in+english&hl=en&sa=x&ved=0ahukewjj7lcnm5tnahxaeiskhfibcviq6aeikdaa https://books.google.co.id/books?id=nemkaqaamaaj&q=modal+expressions+in+english&dq=modal+expressions+in+english&hl=en&sa=x&ved=0ahukewjj7lcnm5tnahxaeiskhfibcviq6aeikdaa http://mulok.library.um.ac.id/index3.php/30000.html http://mulok.library.um.ac.id/index3.php/30000.html https://books.google.co.id/books?id=smqamweacaaj&dq=studi+bahasa+kritis:+menguak+bahasa+membongkar+kuasa&hl=en&sa=x&ved=0ahukewj9xobom5tnahwoytgghtitcugq6aeikdaa https://books.google.co.id/books?id=smqamweacaaj&dq=studi+bahasa+kritis:+menguak+bahasa+membongkar+kuasa&hl=en&sa=x&ved=0ahukewj9xobom5tnahwoytgghtitcugq6aeikdaa https://books.google.co.id/books?id=bqhkaaaamaaj&q=teori+dan+praktik+analisis+wacana&dq=teori+dan+praktik+analisis+wacana&hl=en&sa=x&ved=0ahukewjih572m5tnahunwzgghcqcalwq6aeikzaa volume 12, number 1, april 2021, 1-14 available at http://jurnalfahum.uinsby.ac.id/index.php/nobel/article/view/307 doi: 10.15642/nobel.2021.12.1.1-14 phonics instruction and perceptions of teachers at ave maria amnatcharoen school in thailand elisabeth suminto 1, barli bram2  sanata dharma university, jl. moses gathotkaca, sleman, yogyakarta, central java, indonesia1,2 article info abstract this paper aimed to explore how teachers implemented effective techniques of teaching phonics and the teachers’ perceptions of the effects of teaching phonics to the elementary school students of ave maria amnatcharoen school in thailand. the writers employed qualitative research. five teachers who were teaching phonics in ave maria amnatcharoen school of thailand were the research participants. the writers used a questionnaire and an interview. findings showed that most of the teachers perceived the process of implementing effective techniques in teaching phonics positively. the participants regularly employed various techniques in teaching phonics to the students. furthermore, the participants also had positive perceptions of the effects of implementing effective techniques in teaching phonics. most teachers agreed that the students had developed their reading skills through learning phonics. however, there were still some students who did not improve in their reading skills through learning phonics. article history: received june 2020 accepted march 2021 published april 2021 keywords: ave maria amnatcharoen school, instruction, perception, phonics early reading, teaching technique © 2021 uin sunan ampel surabaya correspondence: p-issn 2087-0698 email: barli@usd.ac.id e-issn 2549-2470 http://jurnalfahum.uinsby.ac.id/index.php/nobel/article/view/3 phonic instructions and perceptions nobel: journal of literature and language teaching 2 volume 12, number 1, april 2021, 1-14 introduction in the context of learning english, as a young child is pursuing thriving learning, he or she needs to possess a reading skill which is possibly acquired through learning phonics; it may enable the young child to decode a word (nadiera, & yamat, 2019; roe, smith, & burns, 2012). in this case, the young children are taught how to pronounce the letter sounds first; then, they are prepared to learn about letter-sound correspondences, syllables, words, and sentences (nadiera, & yamat, 2019). it is undeniable that phonics appears to be one of the topics which give rise to the massive disagreement among the educational practitioners in the united states of america, the united kingdom, australia, and new zealand (campbell, 2018; clark, 2017; ewing, 2017; goouch, & lambirth, 2007; knaus, 2016; snow et al., 2016). however, there are a lot of researches about successful phonics teaching for reading in the first language (finnegan, 2012; johnston, mcgeown, & watson, 2012) and also in the second language (dixon, schagen, & seedhouse, 2011; jamaludin et al, 2016; yeung, siegel, & chan, 2013). under those circumstances, it is proven that phonics is one of the most effective ways to help learners be fluent in reading. english is one of the compulsory subjects to learn for the students in ave maria amnatcharoen school of thailand. in detail, every single student from each level of study in the primary school is required to study three different english subjects, namely english basics, english communication, and phonics. phonics plays an essential role for the students who study english as it helps the students to read better and say a word or a letter accurately. phonics instruction strives to teach beginning and below-level readers the alphabetic code and implement that information to read words (ehri et al., 2001). ave maria amnatcharoen school has been implementing phonics to be the subject to learn for more than five years. in fact, after more than five years of implementing phonics as the subject to learn, at the end of the academic year of 2016/2017, the results of the school report of the third-grade students showed that more than half of the students of that level performed poor basic reading skill. the results of the school report in learning phonics may lead to disadvantages for the students as they may unable to perform the basic skill of life; as the students are unable to read, the chances for personal fulfillment and for pursuing a good job will be lost (anderson et al., 1985). on top of that, the teachers are challenged to teach phonics to the primary school students as they might not be trained in their pre-service study to teach phonics. in this case, conventional teachers may teach phonics by routing that the students are asked to memorize both the alphabet and the words without learning to write the scripts. chandavimol (as cited in kodae & laohawiriyanon, 2011) found that the teachers elisabeth suminto & barli bram nobel: journal of literature and language teaching 3 volume 12, number 1, april 2021, 1-14 merely ask the students to read; the teachers also get the students done the exercises after reading. there is no dynamic interaction between the students as the readers and the written passage. under those circumstances, the objective of the research is to investigate the process of teaching phonics to the elementary school students of ave maria amnatcharoen school in thailand. the research questions are as follows. first, how do the teachers implement the effective techniques of teaching phonics? second, what are the teachers’ perceptions of the effects of teaching phonics to the elementary school students of ave maria amnatcharoen school? review of literature phonics instruction it is worth noting that to teach phonics accurately, numerous approaches are needed to be implemented in the classroom, namely: synthetic phonics, analytic phonics, embedded phonics, analogy phonics, onset-rime phonics, and phonics through spelling (harris, & hodges, 1995; aukerman, 1971; aukerman, 1984). synthetic phonics helps the students to change the form from graphemes to phonemes (e.g., to vocalize every letter of “start,”/s/t/a:/t/) by using a part-to-whole approach that the students will be able to combine the phonemes into an identifiable word (ehri et al., 2001). ehri et al. (2001) propose, “analytic phonics uses a whole-to-part approach that avoids having children pronounce sounds in isolation to figure out words; rather children are taught to analyze letter-sound relations once the word is identified.” for instance, the teacher may have the words of a doll, dog, and duck. the teacher helps the students read all of those words and understand that they begin with a similar sound; all of the words are associated with d. ehri et al. (2001) also put forward, “phonics-through-spelling programs teach children to segment and write the phonemes in words.” in particular, the children learn to identify the new words by utilizing parts of the written words they have known earlier (ehri et al., 2001). in analogy phonics teaching, the teacher helps the students to utilize partial written words that the students have already known to identify the unknown words. take, for instance; the learners have already learned the terms doll, dog, and duck. then, those learners start to learn new things that they utilize the words they have understood earlier to decode the unknown words; they may practice it by segmenting the shared rime and combining it with the newonset (e.g., ball, frog, tuck). phonic instructions and perceptions nobel: journal of literature and language teaching 4 volume 12, number 1, april 2021, 1-14 studies on phonics teaching techniques in the first place, phonics should be introduced in playful, imaginative, and adaptable ways as it suits best for the whole language teaching (langenberg et al., 2000). lloyd (1998) states that young children learn faster as they are engaged in a certain activity. therefore, it is suggested that teaching phonics requires the movement of the body, ears, eyes, and speech delivery to help the children learn and remember well. besides, the song is attested to be one of the most powerful ways of teaching learners to listen and speak out the letter sounds. research conducted by chapman et al. (2018) confirmed that teachers enjoyed using youtube videos in their teaching process on letter sounds. moreover, lloyd (1998) suggests that playing games appears to be a successful way to help students learning phonics. tankersley (2003) also proposes that the best way to introduce phonics to young children is by fast-paced, multi-modal, fun, and focus learning. the games which the teachers usually use in teaching phonics are letter bingo, missing letter, and hangman (tankersley, 2003). furthermore, book reading serves to be the technique of teaching phonics to young children. in this case, campbell, torr, and cologon (2011) conducted a study that revealed most of the samples of teachings phonics were using picture book reading. in this case, a picture book may help the students, especially those who are visual learners, understand the words better. it is worth noting that flashcards serve to be the media for teaching phonics. tankersley (2003) puts in writing that flashcards enable the students to study the words that contain a letter of combination. take, for instance; there are three different flashcards of “ay”, “ch”, and “bl”. students are asked to make a new word by using those letter combinations. also, modeling is one of the techniques of teaching phonics which the teachers usually adopt. johnston and watson (2004) propose that blending the letter sounds through modeling is helpful for the students to learn phonics better. besides, an onset-rime technique is considerably beneficial for helping students acquire reading skills (hines, 2009). young learners should be familiar with the parts of the words as well as the group of the letters. they need to be taught to relate and draw the connection between what they see in the group of letters with the certain pronunciation they have known for those onsets and rimes. elisabeth suminto & barli bram nobel: journal of literature and language teaching 5 volume 12, number 1, april 2021, 1-14 essential components of reading there are six components of reading identified by the national reading panel (2000). they are phonemic awareness, phonics, fluency, vocabulary, comprehension, and spelling (the national reading panel, 2000). in the first place, phonemic awareness deals with the students’ capability to focus on and manipulate the phonemes in spoken syllables and words. according to the national reading panel (2000), teaching phonemic awareness to young children may enhance their reading more than instruction that lacks any attention to phonemic awareness. meanwhile, phonics teaches the children to use the relationship of the letters to read and spell the words (the national reading panel, 2000). fluency refers to the ability of the children to read aloud with a suitable speed, accurate structure, and appropriate expression (read naturally, 2019). vocabulary is helpful for the students to make meaning of the reading passage that they are currently reading (read naturally, 2019). armbruster (2010) also suggests that vocabularies play a significant role in students’ reading comprehension. armbruster (2010) proposes that new vocabularies are required to be taught to enhance students’ reading skills. furthermore, the national reading panel (2000) states that comprehension is dealing with young children struggling to excel in reading comprehension through numerous techniques. those techniques include responding to the questions (doing some quizzes) and also summarizing the text (the story is told with one’s language). the national reading panel (2000) reports a positive impact on primary education as young children have been introduced to learn phonemic awareness and phonics instruction. the spelling skill of the students might constantly increase as they are accustomed to learning through reading instruction. method this study employed a qualitative design. according to ary et al. (2010), a qualitative study emphasizes the understanding of a social situation or social fact, which is seen through the eyes of the human person; the phenomenon may happen naturally without the interferences of any humankind. the writers might focus on the process of implementing the effective techniques of teaching phonics of the teachers. besides, the writers emphasized the teachers’ perceptions of the effects of teaching phonics to the elementary school students of ave maria amnatcharoen school. the data were elaborated in the form of a narrative account. phonic instructions and perceptions nobel: journal of literature and language teaching 6 volume 12, number 1, april 2021, 1-14 the participants of this study were five english teachers of ave maria amnatcharoen school of thailand. all of the teachers were female teachers; the participants were between 23 and 25 years old. in this study, the writers utilized a closed-ended and an open-ended questionnaire. after the writers obtained the data from the questionnaires, the writers started to conduct an in-depth interview with the five english teachers who taught phonics. in the data analysis, the qualitative data were analyzed in the form of a descriptive narrative. it was done to obtain a better understanding of the answers from the participants in dealing with the two research problems. results and discussions in the first place, the writers presented the result of both questionnaires and interviews into two main parts, namely how the teachers implemented the effective techniques of teaching phonics and the teachers’ perceptions of the effects of teaching phonics to elementary school students of ave maria amnatcharoen school are. in general, the first part analyzed the process of implementing effective techniques of phonics teaching. the second part examined the extent to which the implementation of effective techniques of phonics teaching helped the students of ave maria amnatcharoen school. teachers’ perceptions of the process of implementing effective techniques of teaching phonics to begin with, the writers emphasized the teachers’ perceptions on the process of implementing effective techniques of teaching phonics. in general, the teachers utilized the synthetic phonics program, analytic phonics, phonics-through-spelling program, phonics in context, and analogy phonics. moreover, the teachers also used kinesthetic activities, hand gestures, flashcards, modeling, and the onset-rime technique. the details of those processes of implementing phonics teaching were presented in table 1. based on table 1, the writers learned that 80% of the participants strongly agreed that they taught the letter sounds by asking the learners to repeat the sounds orally. it was worth noting that the teachers had positive perceptions of the synthetic phonics programs as most of the teachers had the same opinion as to the first statement. according to ehri et al. (2001), “synthetic phonics programs use a part-to-whole approach that teaches children to convert graphemes into phonemes (e.g., to pronounce each letter in stop, /s/-/t/-/a/-/p/) and then to blend the phonemes into a recognizable word.” it was worth noting that teachers, as the mentors, were required to help the students to learn the letter sounds. the young children elisabeth suminto & barli bram nobel: journal of literature and language teaching 7 volume 12, number 1, april 2021, 1-14 could have practiced by repeating the letter sounds; it might be helpful for the children to be accustomed to reading. in this case, the student might learn better by repeating sounds and modeling. students might not be familiar with the letter sounds, and blending for the two skills was new to them. in brief, all of the teachers agreed that they implemented synthetic phonics programs in teaching phonics. table 1. results of the closed-ended questionnaire on the process of implementing effective techniques of teaching phonics no. statements sa a d sd 1. i teach the letter sounds by asking the learners to repeat the sounds orally. 80% 20% 2. i teach the students to identify the words with the same sound (put, pig, play, pet dog, doll, duck, dice). 100% 3. i teach the students to divide and write the letter sound in words. 60% 20% 20% 4. i teach the students to use letter-sound to identify unfamiliar words 60% 20% 20% 5. i teach how to blend the letter sounds with the alphabetic flashcards. 80% 20% 6. i use songs to help the learners to remember the letter sounds. 80% 20% 7. i use hand gestures to help the learners remember the letter sounds. 60% 40% 8. i use different kinds of flashcards to teach the letter sounds. 100% 9. i teach how to blend the letter sounds orally. 80% 20% 10. i teach the students about the word parts and letter group (e.g., c at – cat; b at – bat, c is the onset, and at is the rime). 100% as presented in table 1, all participants strongly agreed that they taught the students to identify the words with the same sound (put, pig, play, pet dog, doll, duck, dice). in detail, all of the teachers strongly agreed that they adapted and adopted analytic phonics (ehri et al., 2001). analytic phonics is a whole-to-part approach that enables young children to pronounce the sounds collaboratively to discover the word. another key point, the young children learned to examine the relations among the sound letters once the word is recognized. for instance, the teacher wrote the letter “r,” followed by different words; they were: read, ride, run, and rose. after that, the teacher asked the students to read those words; the teacher would also help the students to identify that all of those words began with a similar sound associated with r (ehri et al., 2001). the results showed 60% of the teachers who chose to strongly agree that they taught the students to divide and write the letter sound in words. also, 20% of the teachers agreed with that statement; meanwhile, 20% of the teachers disagreed with the third statement. ehri et al. phonic instructions and perceptions nobel: journal of literature and language teaching 8 volume 12, number 1, april 2021, 1-14 (2001) suggested, “phonics-through-spelling programs taught children to segment and write the phonemes in words.” over half of the participants, reaching 60%, strongly agreed, and 20% agreed that they taught the students to use letter-sound to identify unfamiliar words. however, there were 20% of the teachers disagreed with the fourth statement. ehri et al. (2001) also proposed that phonics in context enabled young children to utilize the letter sounds altogether with context cues to reveal the unknown words and new words found in the reading passage. for the fifth statement, most participants, which were 80% and 20%, strongly agreed and agreed that they taught how to blend the letter sounds with the alphabetic flashcards. in detail, none of the participants chose to disagree with this statement. analogy phonics served to help the young children to utilize certain parts of the written word that they had been familiar with to reveal the unknown or unfamiliar words. for instance, the students were learning a pack of keywords listed on the wall: bent, cake, and peg. after that, the students started to learn to utilize those words to decode the new words by segmenting the similar rime and blending the same time with the new-onset (tent, wake, leg) (ehri et al., 2001). based on the interview, jomjam and som ow helped the students blend the letter sounds by using the common blending techniques; it was by saying aloud every single letter sound and blending those letter sounds from left to right. based on the questionnaires distributed to the teachers who were teaching phonics in ave maria amnatcharoen school, the writers acquired information that 80% and 20% of the participants strongly agreed and agreed that they used songs to help the learners to remember the letter sounds. these results might correspond to the theories of lloyd (1998), who stated that young children learned faster as they were engaged in a certain activity. therefore, it was suggested that teaching phonics required the movement of the body, ears, eyes, and the delivery of the speech to help the children learn and remember well. also, it was attested that the song appeared to be one of the most powerful ways to help the learners to listen and speak out the letter sounds. based on the interview, porpor added that “to achieve my goal in teaching phonics, i used interactive media related to the materials, such as using flashcards, songs, rhymes, chants, games, and storybooks. i also used pictures as the media to support students’ engagement in learning phonics.” the seventh statement showed that the majority of the participants, 60%, strongly agreed that they used hand gestures to help the learners remember the letter sounds. however, 40% of the participants strongly disagreed with that statement. in this case, as the teachers taught phonics, they also let the students sing the songs. it helped them recall the letter sounds elisabeth suminto & barli bram nobel: journal of literature and language teaching 9 volume 12, number 1, april 2021, 1-14 better. the teachers began the lesson by inviting the students to sing the phonics songs, which they were familiar with, dancing, or bodily gestures to recall the basic sounds. for the eighth statement, 100% of the participants strongly agreed that they used a pack of flashcards to introduce the different kinds of letter sounds. tankersley (2003) puts in writing that flashcards enable the students to study the words that contain letter combinations. the result of this research was in line with the theory of tankersley (2003). based on the interview, nuni also added that flashcards were helpful in teaching phonics. nuni stated: “i use games and flashcards at the same time to make the students happy in learning phonics. an example of the game is i spell and pronounce some words, and then i ask them to run and touch the flashcards. the students do love running.” the ninth statement of the questionnaire showed that the majority of the participants, which were 80% and 20%, strongly agreed and agreed on how to blend the letter sounds orally. johnston and watson (2004) proposed that blending the letter sounds through modeling was helpful for the students to learn phonics better. it was worth noting that based on the interview, all of the participants explained that they taught their students in early reading through modeling. the teachers began by giving the students the example. then, the students imitated what the teachers had taught on how to blend the letter sound. som ow added, “the children enjoyed playing and singing. they learned a lot while having fun through songs, games, and some demonstrations.” for the tenth statement, 100% of the participants strongly agreed that they taught the students about the word parts and letter group (e.g., c at cat; b at bat. c was the onset, and at was the rime). an onset-rime technique is considerably beneficial for helping students acquire reading skills (hines, 2009). it was worth noting that students were required to learn to identify the parts of the word as well as the letter groups. the students were also required to draw the connection between the letter groups, which they had seen together with the pronunciations they had known for those onsets and rimes. applying the onset-rime technique in teaching phonics helped the students to develop their decoding skills. based on the interview, the teacher, jomjam, explained that “if the students want to read the word “bat”, they need to combine “a” and “t” to form “at”. then, the students continue to combine “b” and “at” to read the word “bat”.” to sum up, the teachers might have various kinds of effective techniques for teaching phonics. the majority of the teachers had positive perceptions of the implementation of the effective techniques of teaching phonics. the responses in the closed-ended questionnaire indicated the perceptions. in detail, most of the teachers might implement synthetic phonics phonic instructions and perceptions nobel: journal of literature and language teaching 10 volume 12, number 1, april 2021, 1-14 programs, analytic phonics, phonics-through-spelling programs, analogy phonics, and classroom activities and learning media for phonics. from the above exploration regarding the implementation of various teaching techniques for teaching phonics, the findings showed the need for further and more practice and exploration of teachers’ phonics teaching techniques. teachers’ perceptions of the effects of implementing the effective techniques of teaching phonics in this section, the writers focused on how the teachers perceived the effects of implementing effective techniques of teaching phonics. the details of the effects of implementing phonics teaching are presented in table 2. table 2. the effects of implementing the effective techniques of teaching phonics no. statements sa a d sd 11. the students are able to read aloud simple words sentences fluently. 80% 20% 12. the students may be rich in vocabulary. 80% 20% 13. the students are able to respond to the questions (quizzes) correctly. 40% 40% 20% 14. the students are able to retell the story of what they have read. 60% 20% 20% 15. the students are able to spell out the words correctly. 20% 60% 20% from the eleventh statement of the questionnaire, 80% of the teachers strongly agreed that the students were able to read aloud simple word sentences fluently. however, there were 20% of the teachers disagreed with this eleventh statement. it was worth noting that fluency is dealing with the capability of young children to comprehend the text orally with a considerable speed of reading, with accurate structure and appropriate expression (read naturally, 2019). in detail, all of the fifth participants believed that their teaching techniques for phonics teaching positively impacted their students’ reading skills. based on the interview, nuni asserted, “the students can pronounce correctly and easily recognize the words.” from the twelfth statement, the writers acquired the information that 80% and 20% of the teachers strongly agreed and agreed that the students might be rich in vocabulary. porpor elaborated that “most of the students are able to memorize the words. some of them have a huge range of vocabulary as well. however, some other students still had difficulties in learning new words.” elisabeth suminto & barli bram nobel: journal of literature and language teaching 11 volume 12, number 1, april 2021, 1-14 it is worth noting that vocabulary may help the children make sense of the text they are currently reading (read naturally, 2019). armbruster (2010) also emphasized the importance of vocabulary, which was dealing with reading comprehension. it could be inferred that teachers were required to drill students with new vocabularies from time to time to expand students’ vocabularies. as a result, it might be helpful for students to develop their reading skills. from the thirteenth statement, it was noticeable that 40% of the teachers strongly agreed as well as 40% of the participants agreed that the learners were able to respond to the questions or quizzes correctly. in contrast, there were 20% of the teachers chose to disagree with this statement. based on the interview, nuni affirmed that the students were able to pronounce the word correctly as it was a part of the quizzes. the students were also able to recognize the word easily. however, jomjam might have different statements. jomjam stated that “i realized that even though the students were good at writing the sounds in english, some of them were still difficult in producing some sounds in english.” based on the fourteenth statement of the questionnaire, the researcher acquired the information that 60% of the teachers strongly agreed that the students were able to retell the story of what they had read. also, 20% of the teachers agreed with this statement; meanwhile, there were 20% of the teachers disagreed with this statement. it was worth remembering that comprehension might refer to the young children who were struggling to develop their reading comprehension through numerous techniques, namely responding to questions (doing a quiz) and making a summary (retelling the story with their language) (the national reading panel, 2000). table 2 shows that for the fifteenth statement, the majority of the teachers agreed that the students could spell out the words correctly. there were 20% of the teachers who strongly agreed with the fifteenth statement. also, there were 60% of the teachers chose to agree with this statement. there were 20% of the teachers who disagreed with this statement. phonics served to teach the young children to utilize the connections among the letters to read and spell the words (the national reading panel, 2000). overall, the quantitative and qualitative data analysis results revealed that most of the teachers were not yet able to consistently agree that teaching phonics was helpful for students’ ability in early reading, although there were indicators of early reading ability. however, it could be concluded that the findings revealed that most of the teachers had positive perceptions of the effects of effective teaching techniques of teaching phonics. the findings revealed that the teaching techniques for phonics teaching contributed to students’ phonic instructions and perceptions nobel: journal of literature and language teaching 12 volume 12, number 1, april 2021, 1-14 reading skills. however, there were still some students who had difficulties in developing their reading skills through phonics. conclusion it was worth noting that this study investigated the teachers’ perceptions of the process of implementing effective techniques in teaching phonics. also, this study focused on finding the teachers’ perceptions of the effects of implementing teaching phonics to the elementary school students of ave maria amnatcharoen school. in particular, this research had found that the teachers, in general, might have positive perceptions of the process of implementing effective techniques in teaching phonics. the majority of the participants had attested that they implemented various teaching techniques of the phonics approach for introducing students to learn reading. moreover, the research participants might also have positive perceptions of the effects of implementing effective techniques in teaching phonics. the majority of the participants agreed that the students had developed phonemic awareness, phonics, fluency, vocabulary, comprehension, and spelling. however, some students still needed special assistance in learning as their reading skills did not develop through learning phonics. this study found that generally, teachers had implemented various teaching techniques for teaching early reading through the phonics approach. in fact, a single category of teaching technique would not be sufficient for nurturing students’ reading ability. for this reason, it is suggested that teachers explore and make use of new techniques which fit students’ needs. even though the study results had shown that there were positive impacts on students’ reading comprehension as they were studying phonics, it was worth noting that this study was limited to five participants only. thus, it is recommended that future researchers conduct studies on phonics teaching techniques involving more participants to nurture students’ reading capabilities. references anderson, r., hiebert, e., scott, j., & wilkinson, a. (1985). becoming a nation of readers. washington: the national institute of education. armbruster, b. b. (2010). put reading first: the research building blocks for teaching children to read: kindergarten through grade 3. darvy, pa: diane publishing. ary, d., jacobs, l. c., sorensen. c., & razavieh, a. (2010). introduction to research in education (8th ed.). belmont, ca: wadsworth. elisabeth suminto & barli bram nobel: journal of literature and language teaching 13 volume 12, number 1, april 2021, 1-14 aukerman, r. (1971). approaches to beginning reading. new york: wiley-blackwell. aukerman, r. (1984). approaches to beginning reading (2nd ed.). new york: wileyblackwell. campbell, s. (2018). teaching phonics without teaching phonics: early childhood teachers’ reported beliefs and practices. journal of early childhood literacy, 20(4), 1-32. doi: 10.1177/1468798418791001 campbell, s., torr, j. & cologon, k. (2011). ants, apples and the abcs: the use of commercial phonics programmes in prior-to-school children’s services. journal of early childhood literacy, 12(4), 367–388. doi: 10.1177/1468798411417377 chapman, j. w., greaney, k. t., arrow, a. w., & tunmer, w. e. (2018). teachers’ use of phonics, knowledge of language constructs, and preferred word identification prompts in relation to beginning readers. australian journal of learning difficulties, 23(1), 87–104. doi: 10.1177/1468798418791001 clark, m. (2017). reading the evidence: synthetic phonics and literacy learning [kindle version]. birmingham: glendale education. dixon, p., schagen, i., & seedhouse, p. (2011). the impact of an intervention on children’s reading and spelling ability in low-income schools in india. 22(4), 461–182. doi: 10.1080/09243453.2011.625125 ehri, l., nunes, s., stahl, s., & willows, d. (2001). systematic phonics instruction helps students learn to read: evidence from the national reading panel’s meta-analysis. review of educational research, 71(3), 393–447. retrieved from www.jstor.org/stable/3516004 ewing, r. (2017). a new phonics test for australian six-year-olds is a bad idea. retrieved from www.aare.edu.au/blog/?p¼2028 finnegan, r. (2012). oral literature in africa. cambridge: openbook publishers. goouch, k. & lambirth, a. (2007). understanding phonics and the teaching of reading: critical perspectives. maidenhead: mcgraw hill. harris, t. & hodges, r. (ed.). (1995). the literacy dictionary. newark, de: international reading association. hines, j. (2009). the effectiveness of a color-coded, onset-rime decoding intervention with first-grade students at serious risk for reading disabilities. learning disabilities research & practice, 24, 21–32. doi: 10.1111/j.1540-5826.2008.01274.x jamaludin, k. a., alias, n., mohd khir, r. j., dewitt, d., & kenayathula, h. (2016). the effectiveness of synthetic phonics in the development of early reading skills among struggling young esl readers. school effectiveness and school improvement, 27(455– 470). johnston, r. & watson, j. (2004). accelerating the development of reading, spelling and phonemic awareness skills in initial readers. reading and writing, 17, 327–357. doi: 0.1023/b:read/0000032666.66359.62 johnston, r. s., mcgeown, s., & watson, j. e. (2012). long-term effects of synthetic versus analytic phonics teaching on the reading and spelling ability of 10-year-old boys and girls. reading and writing, 25(6), 1365–1384. doi: 10.1016/j.sbspro.2011.04.160 knaus, c. (2016, november). researchers warn against further use of phonics testing in schools. the guardian. retrieved from https://www.theguardian.com/ phonic instructions and perceptions nobel: journal of literature and language teaching 14 volume 12, number 1, april 2021, 1-14 kodae, h., & laohawiriyanon, c. (2011). effects of intensive phonics instruction on reading and spelling attainment of thai grade 5 learners with reading difficulties. proceedings teaching techniques of the 3rd international conference on humanities and social sciences. faculty of liberal arts, prince of songkla university. langenberg, d., correro, g., ehri, l., ferguson, g., garza, n., kamil, m. l., & yatvin, j. (2000). teaching children to read: an evidence-based assessment of the scientific research literature on reading and its implications for reading instruction: reports of the subgroups. bethesda, md: national institute for child health and human development. lloyd, s. (1998). the phonics handbook. chigwell: chigwell. nadiera, n. & yamat, h. (2019). phonics teaching technique: a mixed-method study with lower primary english teachers in malaysia. international journal of scientific and research publications, 9, 618–625. doi: 10.29322/ijsrp.9.03.2019.p887 read naturally. (2019). essential components of reading. retrieved from https://www.readnaturally.com/research/5-components-of-reading roe, b., smith, s. h., & burns, p. c. (2012). teaching reading in today’s elementary schools (11th ed.). belmont, ca: wadsworth thomson learning. snow, p., castles, a., wheldall, k., & coltheart, m. (2016). why australia should trial the new phonics screening check. retrieved from https://theconversation.com/why-australiashould-trial-the-new-phonics-screening-check-69717 tankersley, k. (2003). the threads of reading: strategies of literacy development. alexandria, va: association for curriculum and supervision development. the national reading panel. (2000). teaching children to read: an evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. retrieved from www.nichd.nih.gov/sites/default/files/publications/pubs/nrp/documents/report.pdf yeung, s., siegel, l., & chan, c. (2013). effects of a phonological awareness program on english reading and spelling among hong kong chinese esl children. reading and writing, 26(5), 681–704. doi: 10.1007/s11145-012-9383-6 volume 11, number 2, september 2020, 125-136 available at http://jurnalfahum.uinsby.ac.id/index.php/nobel/article/view/324 doi: 10.15642/nobel.2020.11.2.125-136 william golding’s lord of the flies: a reconsideration mariwan hasan 1, diman sharif 2 sulaimani university, sulaimani, iraq article info abstract this paper reconsiders lord of the flies, written by william golding, on its use of allegory. the novel was written in connection with incidents of the 20th century and the novelist’s own experience. in the beginning, the paper introduces the novelist’s opinion on human beings through allegory and fable that encouraged the reader and listener to look for hidden meanings. then it deals with the cultural approaches famous at that time for utilizing symbolism within the novel. finally, it tackles educational value through his experiences. the findings show that lord of the flies is both a historical and political allegory for life after world war ii. it also symbolizes the nature of humankind, which then serves as a teaching device for human civilization both in the classroom and in the real-life. article history: received july 2020 accepted august 2020 published september 2020 keywords: allegory, fable, symbolism, education, civilization 2020 uin sunan ampel surabaya correspondence: p-issn 2087-0698 email: mariwan152@live.com e-issn 2549-2470 http://jurnalfahum.uinsby.ac.id/index.php/nobel/article/view/324 mailto:mariwan152@live.com william golding’s lord of the flies: a reconsideration nobel: journal of literature and language teaching 126 volume 11, number 2, september 2020, 125-136 introduction golding’s lord of the flies has become well-known in the modern age. “it was written as a response to world war ii to trace to the defects of society back to the defects of human nature. william golding is considered one of the most distinguished british novelists of the twentieth century” (reiff, 2010). 1954 is the publication date of the novel. “lord of the flies is one of the most important texts of the twentieth century, for both literary and extra-literary reasons” (reiff, 2010). the novelist’s experience in world war ii had encouraged him to seek the true factors behind this damaging war. “lord of the flies was written shortly after world war ii when the world was in the conflict between the liberal democracy and totalitarian communism” (kelly, 2007). golding was traumatized by the events of the war, which he fought in, and the terrors it brought with itself. this experience served a source of inspiration for the author to write how devilish a human can be and that every single human being can involve in such monstrosities. he also aimed to demonstrate the fact that even in a civilized society like that of england, evil acts can emerge as well as anywhere else. the novel was intended to be a tragic lesson that english have had to learn over period of one hundred years. the writing of this novel was a reaction to the novel by r.m ballantyne, written in 1857. the novel is called the coral island that tells about a bunch of young men left the ground on an island. these boys bring together the environment of the island as they face its human flesh-eating dwellers. one of us has looked at this novel as an allegory through which a lot can be inferred, and he believes it is this obscurity and vagueness that made this novel quite popular and a “modern classic” novel (barzinji, 2012; hasan, 2015; 2016). golding’s aesthetic view of life and the aestheticism in his writing have contributed to keeping his novel permanently new: the content of his writing fits the present and past. under a rather complex title, golding wants to lay a foundation for reform since life is bound to get more complicated day by day and century by century. eventually, everything will require symbols. in the end, i would like to say that the title of the novel completely fits its content. the pig and fly, which signified evil, oppression, and problem, were complete with both layers of the land and air, signifying destruction and annihilation. golding was a realist who expressed the true reality of the incidents of his time as a modern writer through his wide imagination. in choosing the title of his novel, he has worked creatively using symbols; his writing would stand out among other authors who had the same writing style. under the title of the novel, the author says that there exist not only “flies” but also their “lord.” mariwan hasan & diman sharif nobel: journal of literature and language teaching 127 volume 11, number 2, september 2020, 125-136 from the time of its publication, lord of the flies became considerably well-known. in 1960, the novel served as the reading material for many schools and university curriculums. this novel explores the abysmal depths of the human mind. golding shows how bizarrely human beings conducted themselves in the size-varied situationwhen human beings overlook their worldly existence. they are prone to engaging in wars to the point of death, due to the nature of war in dwindling societies. this novel is an actual reflection of life in the final half of the 20th century when society looks like it had achieved technological ripeness as the morality of man yet to be matured. the primary years of the 20th century marked the most important ones in the history of england. numerous changes occurred. these changes manifested themselves in the prompt progress of education, technology, and science. human beings’ state of affairs enhanced considerably. literature may be described as the echo of society to illustrate a particular occurrence or to discover a resolution for a definite quandary. the researchers believe that every work of literature is marked by the author’s use of language and style to convey their message. each author, hence, has his/ her method of doing this, and that is why he employs the figures of speech, for instance, fable, metaphor, symbolism, and irony. among such tools of message delivery, allegory stands out owing to its high significance. abrams and harpham (2012) defines allegory as “a narrative, whether in prose or verse, in which agents and actions, and sometimes the setting, are contrived by the another to make coherent sense on the lethal or primary level of signification and at the same time to communicate a second, correlated order of signification.” chaucer’s the canterbury tales was an old literary work that utilized symbolism “allegory.” the researchers believe that utilizing symbolism as an artistic literary style, a non-concrete notion takes up the form of a conventional tangible object and becomes more actual prominent. the importance of symbolism is quite apparent in the literature. the author employs symbolism to maintain the overview of the story; it is also beneficial for the reader because it helps him/ her to comprehend the text with ease. through it, the author uses various sorts of symbols, characters, objects, living things, colors, and locations to deliver the message of the central theme. lord of the flies is considered as a model allegorical writing that represents humanity’s wicked disposition. the researchers think that allegory in the novel has been realized through the character depictions, storytelling method, and happenings. allegory is both an imaginative and a developmental progression expressing symbols and themes. golding’s dealing with the human condition is limited by the form of a fable, which favors the importance of action. the human condition here refers to the disparity between the morality william golding’s lord of the flies: a reconsideration nobel: journal of literature and language teaching 128 volume 11, number 2, september 2020, 125-136 and intellectuality between the people and human beings. there have been many writing attempts targeting golding’s novel, precisely its meaning. kennedy (1991) has labeled this novel as a “fable” or “allegory.” despite this, there is a contrast between the two terms. allegory is explained as an account, whether in prose or verse, through which concrete elements like “characters, settings, actions” are utilized as symbols or allegory to render moral, religious, and political ideas. meanwhile, “fable, more or less similar, is brief and has a humorous narrative that teaches moral lessons.” thus, it could be argued that lord of the flies leans more towards allegory since it holds numerous symbols and occurrences filled with symbols. discussion of main themes lord of the flies as an allegory historical characters and events are represented by the discourse and actions in historical and political allegories. the person is the focal point of morality, immorality and disposition, styles of life, and different characters and places in the second type of allegory. lord of the flies is a striking combination of the afore-mentioned allegories. mainly, non-allegorical works in nature are likely to present allegorical descriptions provided that representations of the abstract things are not following the things engaged in transitory allegorical actions like milton’s l’allegro and ii penseroso (1646). allegory is a narrative technique that perhaps has been used in any literary genre, and everyman, as a morality play, is the earliest example of it. allegory has been less used in the twentieth century. however, it has gained the attention of some contemporary writers and theorists. since its first publication, lord of the flies has been recognized as an allegory of ideas or themes represented by the characters. however, because “golding is a simply complicated writer, the characters are not straight forward representations of only one idea. they can represent various categories of allegories, political, sociological, religious, and psychological” (reiff, 2010). an allegory is a form of imaginative literature which encourage the readers are to seek hidden meanings beneath the literal surface. allegory involves either a creative or informational process which shows symbols and themes. there are historical and political allegories in which character and actions tend historical parsing and events. in other type of allegory, which is the allegory of ideas, the central device is the personification of abstract entities such as virtues, vices, state of mind, modes of life, and types of character and places. lord of the flies is a beautiful fusion of these two types of allegories, with a figurative mariwan hasan & diman sharif nobel: journal of literature and language teaching 129 volume 11, number 2, september 2020, 125-136 level of meaning and moral teaching lesson. the novel is allegorical with the historical and cultural contexts, which is the conflict between dictatorships and democracy in world war ii. meanwhile, the water is used to teach mood, ethical, or religious lessons with satirical political purposes to convey a message. the resonances of “the flies are not allegorically simple, but ideographically suggestive. everything is twofold. “very perspective provokes a competing alternative” (reilly, 1988). golding adopts a realistic approach that presents both positive and negative, pessimistic, and optimistic thinking. his experience in world war ii had encouraged him to seek the real reasons behind these destructive wars. the novel also takes a form as religious allegory. it merely focuses on human beings’ “morality, ethics, and values,” which finally established a pleasant “social life.” what golding insists is the ability of the individual to rule himself, not the rule of law. due to these factors, the novel is completely a religious allegory. lord of the flies is also an example of dystopian fiction because it presents the characters as living in a nightmarish, oppressive society due to their inherently flawed natures. in direct contrast to utopian fiction, which persists that human beings are perfectible and society force of suffering is possible, dystopian fiction asserts that societal injustice is inevitable. the genre becomes popular during the 20th century when works like george orwell’s animal farm employ fear, suspense, and often violence to warn readers about the dangers in democratic processes. lord of the flies, which was somewhat intellectually or philosophically contrived, has become the major critical assumption about the rest of golding’s work. the many references to dirt and excrement underline the violence of human nature. “the two concepts merge in golding’s agitation, covertly in lord of the flies, which is full of that revulsion psychologists try to explain in terms of the proximity and ambiguity of the apertures utilized for birth and excreta” (oldsey & weintraub, 1998, p. 30). golding uses light-dark contrasts traditionally; images associated with the pig’s head on a stick is allegorical of dialogue. lord of the files “becomes a blatant allegory in which each spokesman caricatures the position he defends” (baker, 2000, p. 10). the novel, thus, becomes a unique example of a political and religious allegory as well as an allegory of ideas. “lord of the flies is an allegory on human society today; the novel’s primary implication being that what we have come to call civilization is a best on more than skin deep” (baker, 2000, p. 12). william golding and the use of fable in lord of the flies lord of the flies carries the qualities of realistic fiction, but at the same time, they have a william golding’s lord of the flies: a reconsideration nobel: journal of literature and language teaching 130 volume 11, number 2, september 2020, 125-136 system of symbolism that leads to an allegorical meaning in modern fabulation. it tends to be away from the representation of reality, still, it returns toward actual human life by way of ethically controlled fantasy. many fabulists are allegorists, but the modern fabulists allegorize in peculiarly modern ways. golding “is one of these modern fabulators, and his writings have a direct purpose of analyzing human life and its dilemmas” (ichiko, 2000). lord of the flies has been called a “fable.” golding himself has used the term ‘fable’ to describe his novel, suggesting that “fabulist is a moralist.” he cannot make a story without a human lesson tucked away in it (ichiko, 2000). in saying this, golding points to the simplicity of the story was told. golding tries to present his truth as accurately as possible by giving a successful reality to the boys and their environment. the edge of the lagoon becomes a streak of phosphor scene, which advanced minutely as the great waves of the tide flowed. the clear water with an inevitable syllable and moved on (lord of the flies 8). golding’s personal experience reflected in lord of the flies several great incidents took place in the twentieth century, but the two devastative ones were the two world wars that shifted the manner of people, including william golding. his life was influenced by the disasters and shocks of war, which left an unforgettable stamp on his literary career. the horrors of world war ii helped him to perceive some kind of innate human evil like that explored in lord of the flies. golding himself stated that lord of the flies “takes the supposed innocent experience of the island-like life to test it against the experience of nazism and second world war.” (quoted in olsen, 2000, p. 10) during the war in the sea, golding realized the brutality of people to one another and saw different types of “inhumanity and persecution.” as keating (1979) puts it, “evil is inherent in man; a terrifying force which he must recognize and control” (191). the researchers believe that golding’s most novels reflect the inference of this shift in thinking in his war experience changed his view about humankind’s essential nature. when world war ii began in 1939, he was a young man and, during the war, he served in the royal navy, which is the key factor of why golding is so respected in his first novel. lord of the flies is an allegory that focuses on the loss of innocence and revealing the true nature of humans and society with a very special history. golding believes that human nature is deeply corrupted and the evil of man is multiplied and transferred. golding tries to show that the defects of the society are a consequence of the defects of the individual, and society can become an augmented version of it in some circumstances. golding has successfully conveyed the messages of lord of the flies by portraying the hateful nature of mariwan hasan & diman sharif nobel: journal of literature and language teaching 131 volume 11, number 2, september 2020, 125-136 mankind through the use of symbolism throughout the novel. symbolism, which is of both characters and other significant objects, is used to stress the message of the novel. “golding’s story offers such a good model of novel structure, character development, and symbolism that it is almost necessary for english classroom” (chaima, 2015, p. 195). there were some novelists such as alan sillitoe, kingsley amis, and john brain, who shared annoyance with tradition, authority, and the ruling class. their works reflected their anger and dissatisfaction. many novels were for the working-class of depressed cities in the industrial north. like the author themselves, they are impatient and critical of conservative morality and behavior. they seem angry and violent. they meant that dissent, honesty was introduced into literature by a group of writers known as the “angry young men.” when the angry young men were starting a literary movement emphasized unadorned realism and a revolt against intellectual culture in the middle of the 1950s, william golding began writing novels of a very different kind, unlike those of the group. on symbolic significance of characters in lord of the flies the characters in lord of the flies have the prominent features that make them like people at school, work, and society and become examples of special features of human nature persuasively. in each novel, an object may represent something other than the actual meaning. the researchers believe that in lord of the flies, william golding used several objects representing several elements like characterization, setting, and action. these elements imply certain contradictories. “golding works out his themes employing symbolism” (michot, 1990, p. 82). the researchers believe that lord of the flies carries symbols that show the hidden or deeper meaning. symbolism is one of the most puzzling aspects of this novel. golding uses different characters to raise the conflict in his novel. each of the main characters can be seen as an allegorical representation of a certain aspect of human nature. all the boys undergo certain changes in their new environment, and being in isolation has affected their attitudes and life differently. lord of the flies takes place on an island during world war ii. the setting is significant since the isolation forms a sort of civilization. the island in the novel is similar to our society in many ways, as a kind of metafiction. certain objects link the island and our society. golding portrays the conch as a symbol of power, order, and authority. the researchers think that an important theme in this novel is social power relations. one may think that these power relations are everywhere on the island and are shown at different levels and situations william golding’s lord of the flies: a reconsideration nobel: journal of literature and language teaching 132 volume 11, number 2, september 2020, 125-136 throughout the novel. these power relations are illustrated by symbols in the novel, which centers on two different power systems, a democratic and dictatorial one. ralph becomes democratic leader while jack is the dictatorial. the island is shaped because the ocean by which is surrounded the island stands for the boundary between civilization. golding thinks widely for all these things of human beings indeed, for life, place, food, and the objects needed, for instance, knife, stick, light, conch for awareness. the ocean makes the boys sail deeply inside themselves to discover what is there inside the island, and its jungle takes the role of a microscope, which will enable one to see things he can never see by his abstract eyes. another powerful symbol is the beast, which embodies the power of the boy’s fear. all the boys can be frightened. they are scared of something that does not even exist. jack uses the fear of the boys as a chief source of power. these situations clearly show that jack is willing to do everything to remain the chief of the island. the researchers believe that the fear and frustration darken the boys’ hearts, without any law and order were found in all places on the island. ralph is the representative of civilization. the conch shell, with which he claws to call the boys to meetings and puts into the hands of any boy who wishes to speak, while others must keep silent and listen to him, represents an authority balancing a democratic society with equal rights freedom. he lives by rules, acts peacefully, and follows moral commands and values the good of the group, who dramatically reveals the condition of civilization and democracy in golding’s time. piggy is the embodiment of intellect and rationalism, which is like a sacrificial pig impaled on the sharpen stick since anarchy and animalism is in dominion. the researchers assert that his eye-glasses are both a tool for the boys setting the fire and a symbol of reason and rescue, “we don’t want another night without fire” (lord of the flies 162). it is his belief in a spiritual reality that diminishes his fear of darkness, and he enters the dark forest without any fear of a strange “beast.” simon has found the truth that the imaging beast is horrible. there are so many symbolic used in this novel the researchers try to mention in different sections occasionally. the three main characters ralph, piggy, and simon, along with an uncounted of other boys, enact a savage human triaged of hunting and killing when they have the chance to create a perfect life for themselves. mariwan hasan & diman sharif nobel: journal of literature and language teaching 133 volume 11, number 2, september 2020, 125-136 the value of education in lord of the flies the symbolism in lord of the flies effectively teaches students about literary devices and methods, and civilization. through four main characters in the novel, golding uses the key personalities of ralph, jack, piggy, and simon to portray different elements of society. golding’s story of a group of british school boys to preach good reason and virtue lies in his authorial talent. the researchers think that golding’s experience in teaching helps his textual intelligence by focusing on how lord of the flies achieves the effect. the allegorical nature of the novel is so carefully constructed and presented that readers can endlessly go beyond the superficial action and dialogue. olsen (2000) argues that “at every reading, i found something new. sometimes, the questions and ideas arose so fast that some of them slipped away before i could get them down on paper. the text employs such simple, ancient symbols … that thousands of years of cultural history can be read into them. a reader could spend an entire year tracking down illusions, interpretations, and sources” (p. 12). more commonly, in high school classrooms, teachers educate students about literary devices demonstrated in classic writings. additionally, students are taught how these devices serve to enhance the meaning of a particular text or how they uniquely characterize the author. such basic devices as symbolism, foreshadowing irony, and personification are illustrated in most required readings of the high school students. the majority of scholars agree that the novel possesses a unique literary value. golding demonstrates exceptional employment of symbolism, plot, and character devices that make him win the nobel prize for literature (monk & pistolis, 1996). golding’s first novel can elicit this kind of insightful response following class readings. it is a valuable novel to us, not because it tells us about the darkness of man’s heart but because it shows a work of art that enables us to enter into the world it creates and live at the level of a deeply perceptive and intelligent man. the student’s insight is an agreeable conclusion of many scholars. as baker (2000) suggests, golding mirrors the history of the world. lord of the flies was published ten years after world war ii. for centuries, countless nations and peoples have been warring, and imposing values and restrictions upon one another. “the beast-man comes to the shore, for he bears in his nature the bitter promise that things wall remains as they are – and as they have been since his first appearance ages and ages ago” (p. 17). bloom (2008) states that lord of the flies was one of the great story-seller of our time, always exploring the moral message which golding delivers. the study of historical research has quite often taken an interest in moral education because the novel or the fable of the novel deals with the theme of moral william golding’s lord of the flies: a reconsideration nobel: journal of literature and language teaching 134 volume 11, number 2, september 2020, 125-136 values in fables. golding intends to deliver a message which is “moral” that society holds all together, “and with civilization and rules, man’s ideals, values, and basic ideas of what is right and wrong are set, to stand strongly against the emergence of humanity’s evil nature.” critical analysis of lord of the flies lord of the flies is full of adventures and allusions. thus, it needs limitless interpretation and criticism. it deals with deep subjects and is varied critical. most of them think that the novel contributes to value and will prove its widespread and reputation. the novel is very thorough in terms of meaning, structure, and style. golding’s novel is seen as a version of the human experience, especially during world war ii, and a study of human value and human nature. it is also asserted that the most human evils are attributed to repressive and overly demanding ways of life, caused by adherence to the false conventions and values of civilization. another important part of golding’s technique is the character presentation that golding creates each represents one side of human nature. jack is ambitious for gaining power, which is not safe. “life on the island…only imitates the larger tragedy in which the adults of the outside world attempt to govern themselves reasonably, and ends in the same game of hunt and kill” (baker, 2000, p. 23). the researchers argue that lord of the flies is golding’s theory of man’s inherited nature. the savagery and primitiveness of human nature will reveal itself when the restraints of civilization are missing, such as laws and rules necessary to keep the darker side of human nature in line. golding confirms his theory by using allegory like characterization, setting, and action showing all these things of understanding the nature of their humanity. the child is the purest being of humanity“childhood represents humanity’s original, imaginative enthusiasm for the world” (baker, 2000). golding skillfully used foreshadowing in lord of the flies. the arrival of the officer reflects the writer’s gloomy mood, and many expressed about the future of humankind and reflected the mood in post-war european society. it is claimed that golding destroyed equality between races. however, the negative view of the novel is that the story seems psychologically unsuitable for children’s age. it is well written, unusual, and frightening, where the boys are occupied by a mysterious phenomenon that brings them fear. thus, this novel is advised for the 14-16 age group (hawlin, 2008). tiger (2003) maintains that the novel “consists of two movements told from two points of view. in the first, the events are seen from the point of view of the childish protagonist…. in the second movement, the code which concludes the text, the reader encounters events from a new point of view, that of an adult officer, who is completely unaware and largely mariwan hasan & diman sharif nobel: journal of literature and language teaching 135 volume 11, number 2, september 2020, 125-136 indifferent to the suffering” (p. 36). the researchers believe that using golding’s experience as a teacher with young children and the war experience he gained during world war ii enables him to understand the structure of human nature and the degradation of human society. roy (2003) sees that the novel refers to golding’s gender bias; to show male’s power reveals his image of superiority, which is embodied only in males. it seems that golding wants to show a strong image of the boys and men. the researchers consider that the absence of the girls in golding’s novel reduces its dangers because the behavior of the hunters was suitable for the remainder of the boys, especially with jack. he was red, ruddy, and prone to blush when angry and frustrated, he calls (thyponic) the element of human nature. golding also used this element as a symbol of human nature. lord of the flies dealt with from realism to political allegory, documentary to mythic experimentalism, with that dilemma of continuity. golding wants to explain that, but it needs more to change the inner evil by goodness and strong belief; moreover, it needs to raise the statue of science rather than authority and wealth. conclusion it is concluded that lord of the flies is an allegory of the world golding experienced, a version of our world. it alludes to many subjects of our society, and it treats many problems. each allegory reflects a fact, and its motif is an approach to religion, and its major character stands for a specific idea. lord of the flies is very rich and complex because it studies human nature and treats many themes. this complex and variety make it specific and remarkable among many relevant works. golding’s narration in meaning with complete work, which deals with a very deep subject and difficult, needs many points of view to be seen by many eyes in many angles. the novel is full of ideas that amaze and teach us in many visions. besides, lord of the flies is an example of a political and religious literary work reflecting human society. the symbolism he used is not merely a decorative technique but has a close link with allegory and fable and that both contain many elements and symbols. references abrams, m.h. & harpham, g.g. (2012). a glossary of literary terms, (10th ed.). boston, usa: wadsworth. baker, r.j. (2000) “golding and huxley: the fable of demonic possession.” twentieth william golding’s lord of the flies: a reconsideration nobel: journal of literature and language teaching 136 volume 11, number 2, september 2020, 125-136 century literature, 46(3), 311-327. doi: 10.2307/441940 barzinji, m.n.h. (2012). the image of modern man in t.s eliot’s poetry. bloomington: author house. bloom, h. (ed.). (2008). william golding’s lord of the flies. new york: bloom literary criticism. chaima, s. (2015). symbolism in william golding’s novel lord of the flies (1954). doctoral dissertation (university of mohamed kheider biskra). monks, m.m., & pistolis, d.r. (1996). hit list: frequently challenged books for young adults. chicago: american library association. golding, w. (1986). lord of the flies: london, faber. hasan, m. (2016) “the rise of modernism: a new history of western modernism.” journal of kirkuk university humanity studies, 11(1), 1-42. retrieved from: https://www.iasj.net/iasj?func=article&aid=130559 hasan, m.n. (2015). the eighteenth century and the rise of the english novel. international journal of literature and arts, 3(2), 18-21. doi: 10.11648/j.ijla.20150302.12 hawlin, s. (2008). the savages in the forest: decolonising william golding. in h. bloom (ed.). william golding’s lord of the flies. new york: bloom literary criticism. ichiko, t. (2000). fable, parable, and allegory. retrieved from: https://www.britannica.com/art/fable-parable-and-allegory/allegorical-literature-in-theeast keating, j. (1979). interview with william golding. london: the macmillan press. kelly, c. (2007). children’s world: growing up in russia, 1890-1991. yale university press. kennedy, w. (1991). the modern allegories of william golding. usa: university of south florida. michot, p. (1990). “the myth of innocence” in contemporary literary criticism. westport, connecticut: greenwood press. oldsey, b.s., & weintraub, s. (1998). the art of william golding. bloomington & london: indiana university press. olsen, k. (2000). understanding lord of the flies: a student casebook to issues, sources, and historical documents. greenwood publishing group. reiff, r.h. (2010). william golding: lord of the flies. tarrytown, ny: marshall cavendish benchmark. reilly, p. (1988). the literature of guilt: from ‘gulliver’ to golding. iowa: university of iowa press. roy, p.a. (2003). boys’ club—no girls allowed: absence as presence in william golding’s lord of the flies (1954). in j. fisher & e.s. silber (eds.). women in literature: reading through the lens of gender. westport, connecticut: greenwood press. tiger, v. (2003). william golding: the unmoved target. london: marion boyars publishers. https://www.jstor.org/stable/i218660 https://www.iasj.net/iasj?func=article&aid=130559 volume 12, number 1, april 2021, 15-28 available at http://jurnalfahum.uinsby.ac.id/index.php/nobel/article/view/345 doi: 10.15642/nobel.2021.12.1.15-28 icatforlearning website for teaching translation and interpreting online class atsani wulansari1, gilang fadhilia arvianti2, agnira rekha3 universitas tidar, jl. kapten suparman 39 potrobangsan, magelang utara, central java, indonesia1,2,3 article info abstract covid-19 pandemic spreads worldwide, and educational sectors have received significant impacts because of it. schools and universities try to find a new method for the continuation of the teaching and learning process. as a result, online learning during the covid-19 pandemic is rising. to support this learning, technology and new media are needed. one of the online media used by lecturers in teaching translation and interpreting is the icatforlearning website. it was designed to fulfill the students’ and lecturers’ needs in the teaching and learning process. this research aimed to portray the use of the icatforlearning website in translation and interpreting classes and find the obstacles students face using that website. this study used qualitative research. the research subjects were the students in four classes of translation and interpreting class in the english department. the data were collected through observation and interviews. the result shows that icatforlearning can support the online teaching and learning process, although the students faced a few obstacles. article history: received october 2020 accepted january 2021 published april 2021 keywords: icatforlearning, website, translation and interpreting, online class, teaching and learning media © 2021 uin sunan ampel surabaya correspondence: p-issn 2087-0698 email: atsani_wulansari@untidar.ac.id e-issn 2549-2470 http://jurnalfahum.uinsby.ac.id/index.php/nobel/article/view/3 icatforlearning website for teaching nobel: journal of literature and language teaching 16 volume 12, number 1, april 2021, 15-28 introduction covid-19 pandemic outbreaks all around the world, and it has great impacts on the educational sectors. in indonesia, there were more than 230.000 cases of covid-19 reported by the ministry of health by 18 september 2020. the high numbers of cases affect all of the sectors in indonesia; one of them is the educational sector. several schools, colleges, and universities have discontinued face-to-face teaching. it takes a long time to get back to ordinary teaching and learning ambiance because of social distancing, which has adverse effects on learning occasions (dhawan, 2020). education in indonesia has been paralyzed several times. teachers, educators, and stakeholders are discussing to find the solution for the education problem. they try to find a new method for the continuation of the teaching and learning process. the teaching and learning process in this pandemic situation tends to be conducted through online learning. according to nguyen (2015), online learning enhances and improves student learning outcomes while using the existing higher education resource. online learning or online education is changing quickly since the students are more attracted to that method than conventional methods. therefore, online media is marked as important media for teaching and learning (jingyu, 2014; wongpornprateep & boonmoh, 2019). this crisis will make the institutions turn to and accept the technology. this catastrophe somehow has the fruitful side of online teaching and learning. the students and teachers can do teaching and learning practice everywhere (dhawan, 2020). as a result, online learning during the covid-19 pandemic is rising. to support this learning, technology and new media are needed. technology and media are engaged in the teaching-learning process. lecturers who teach in higher education are challenged to apply those kinds of media. they are trying to get the appropriate tools or media to teach their lesson correctly. one of the media is the website. the website used in some lessons is to ease people in learning any lessons. it is in line with stepanova (2014), who said that using websites or information and communication technologies (ict) is needed. it should be added as the material in the lesson plan, especially for this era. one of the lessons taught in higher education is translation and interpreting. this lesson covers the material of how to translate many genres of text. furthermore, this lesson also trains the students how to be an interpreter. to prepare the students to be skillful translators and interpreters, lecturers should apply ict in the teaching and learning process. there are some benefits of using ict in teaching and learning for translation and interpreting, which are : (1) to support the purchase of theoretical knowledge of the basic translation studies ideas and atsani wulansari, gilang fadhilia arvianti, & agnira rekha nobel: journal of literature and language teaching 17 volume 12, number 1, april 2021, 15-28 terms; (2) to provide alternatives to real-life situations in their professional field through video; (3) to show the best expertise in consecutive and simultaneous interpreting; (4) to provide examples of translators and interpreters’ failures; (5) to provide a high-quality audio and video material for interpreting practice; (6) to provide topical texts in different languages for translating practice; (7) to provide students with modern tools to support translating and interpreting. based on those criteria, the lecturers of translation and interpreting must provide the ict that can provide the students’ need in learning the theoretical and practical of translation and interpreting works (micu & sinu, 2012). previous research from hartono (2015) and micu & sinu (2012) investigate ict in translation and interpreting courses. they suggested that teaching translation and interpreting by using websites positively impacts students than those taught using conventional media. using a website on that research can improve the students’ skills in translation and interpreting because the material provided in the website can stimulate the virtual environment real-life events and supply the native speaking component. furthermore, the material on the website creates the students’ awareness of the translation process and the possible difficulties they faced by using web-based machine translation. however, the website used in this research is different from other websites. this research investigates the use of new online media, named icatforlearning website, in class. this research distinguishes itself from previous studies since this research was conducted to know how the lecturers used the icatforlearning website in teaching translation and interpreting courses. in addition, this research also analyzes students’ difficulties in class to ensure that this website can be used in the online teaching and learning process. hence, this research aims to portray the use of the icatforlearning website in translation and interpreting classes and find out the obstacles students face in using that website. review of literature translation and interpreting technology the technology used in translation and interpreting is familiar nowadays. patience (2016) stated that translation technology is used to support language translation in large companies. the translation technologies used are machine translation and cat tools. both of them are different and use different approaches. it can be said that machine translation translated the text automatically from one language to another. meanwhile, cat or computer-assisted translation helps the translators to work quickly and accurately. the translation memory (tm) icatforlearning website for teaching nobel: journal of literature and language teaching 18 volume 12, number 1, april 2021, 15-28 is needed in cat since it provides terminology consistent (balkul, 2016). the translators may create their own tm when they perform their work. furthermore, in interpreting, technologies are highly developed as well. many technologies are used for simultaneous and consecutive interpreting, such as the wired systems for speech transmission, a note-taking application, video recording, and the internet (costa et al., 2014; fantinuoli, 2018). technology plays an important role in interpreting practice, especially in the covid-19 pandemic era. remote interpreting could be one of the solutions for this era as it is held in different places by applying telephone or video conference. another technology for interpreting is computer-assisted interpreting (cai). a computer-assisted interpreting tool uses computer software developed to support and facilitate some aspects of the interpreting task. in short, cai can be said to the glossary creation and aims at increasing the quality of the interpreting performance. according to wang & wang (2019), the use of cai has the benefit of experienced interpreters because it can improve the interpreters’ accuracy and cognitive load. media for teaching translation and interpreting learning media is a tool that can be used as a facility in the teaching and learning process to enhance effectiveness and efficiency in achieving teaching goals. learning media can bridge communication between teachers and students (tafonao et al., 2019). in addition, the use of appropriate learning media can stimulate the activeness of students (akrim, 2018). the digital era requires the teacher to create creative and innovative learning media. the media suggested to be used in translation and interpreting classes are website, cat tool, and video (marczak, 2018; micu & sinu, 2012). using technology that is proper for students is needed. therefore, the icatforlearning website is made to assist the students in learning translation and interpreting. icatforlearning website icatforlearning is a website that provides some features, namely terminology, record audio, video, and matecat features. this website can be accessed through www.icatforlearning.com. this website supports translation teaching and learning since it is equipped with a cat tool and helps students practice interpreting in real-time events because this website provides video podcasts and audio recordings. http://www.icatforlearning.com/ atsani wulansari, gilang fadhilia arvianti, & agnira rekha nobel: journal of literature and language teaching 19 volume 12, number 1, april 2021, 15-28 method research design this research applied a qualitative approach in the form of a case study to investigate the use of the icatforlearning website and students’ obstacles while they use the website. a case study represents the description or analyzes of individuals, a group of people such as students, individual institutions, or phenomena in detail. the process of qualitative research requires questions and procedures; then, the data is usually collected in the participant’s setting. the data analysis constructs from particulars to general themes, and at last, the researcher interprets the meaning of the data (creswell, 2014). research subjects the research subjects were the students of the translation and interpreting course in 4 classes in the english department of universitas tidar. there were 80 participants. in this research, the lecturers applied the icatforlearning website in translation and interpreting classes to investigate the use and to find out the students’ obstacles in using it. the students were asked to translate the text by using the provided cat tool on that website. moreover, the students were also asked to apply the video and record feature on that website for interpreting practice. data collecting technique the data were collected through observation and interviews. the observation was employed to perceive the use of the icatforlearning website in translation and interpreting class. the researchers applied the observation checklist to conduct the observation, comprising several statements on the website and the translation and interpreting classes ambiance when the website was used. the observation checklist used in this research is as follows: table 1. the observation checklist no statement yes no 1 students understand how the website work 2 students can use the function ‘terminology’ 3 students can use the function ‘record audio’ 4 students can use the function ‘video’ 5 students can use the function ‘matecat’ 6 students ask for repeating instruction of the use of application (adapted from mafulah et al., 2018) the interview was conducted to grasp the students’ obstacles in using the website. this research used a semi-structured interview. it involves open-ended questions and is organized around a topic guide (o’keeffe et al., 2016). the questions in this interview involved the features in the website, for instance, terminology, record audio, video, and matecat. through this interview, the researchers knew whether the students could operate some features in the icatforlearning website for teaching nobel: journal of literature and language teaching 20 volume 12, number 1, april 2021, 15-28 icatforlearning website. moreover, it also includes the question dealing with the problem faced by the students related to those features. data analysis technique the data were analyzed through data collection, data condensation, data display, and conclusion drawing and verification. in the data collection technique, the researchers gathered the data from the observation and interview. data condensation means selecting data, focusing, simplifying, abstracting, and transforming the data that appear in written-up field notes or transcription. in this stage, the researchers selected the data gained from observation and interviews. in the data display stages, the researchers organized the data to lead the conclusion drawing. in the final stages, the researchers concluded the study by interpreting the result in the findings and discussion. results and discussions the findings of this research present the result of the observation and interview. the findings answer the questions raised in this study, including using the website in translation and interpreting class and students’ obstacles in using the website. the results showed in this study are obtained from the observation in class, observation sheet checklist, and the students’ answers in the interview. the use of icatforlearning website for teaching translation website icatforlerning is applied in translation and interpreting class to introduce the students to cat tools. a cat tool is a translation software that helps translators to do their projects. it provides a terminology database and translation memory to make the translators work efficiently. it differs from machine translation since it is not an automatic translation from one language to another (yao, 2017). it is necessary to introduce the students to one of the cat tools because of its requirement in the translation industry (wulansari, 2018; yao, 2017). matecat was chosen to be linked to this website because it is free, and it can split long documents into smaller portions, and that can be assigned to different translators at different times (federico et al., 2014). by using these cat tools, the students can learn together with their friends in an online group. the pictures below represent the website used in the translation class. atsani wulansari, gilang fadhilia arvianti, & agnira rekha nobel: journal of literature and language teaching 21 volume 12, number 1, april 2021, 15-28 figure 1. the features of matecat in icatforlearning website figure 2. matecat in icatforlearning website other essential things in translation class are vocabulary and the proper terminology. therefore, this website also provides the ‘terminology’ function to lead students in finding the terminology. figure 3. terminology function in icatforlearning website icatforlearning website for teaching nobel: journal of literature and language teaching 22 volume 12, number 1, april 2021, 15-28 the students used those functions when they practice translating the sentence. the terminology given on the website was law and financial terminology. hence, the lecturers gave the text in the economic and law field. the use of icatforlearning website for teaching interpreting the website is also used in the class for teaching interpreting. the students learn how to do simultaneous and consecutive interpreting through audio and video functions on this website. students watch the video in english or indonesian while recording their interpretation. it leads the students to be autonomous learners. the following are pictures of audio and video features on the icatforlearning website. figure 4. video in icatforlearning website figure 5. audio function in icatforlearning website during the teaching and learning process, the researchers fill the observation sheet to know the students’ understanding of the website. the observation sheet result is presented as follows. table 2. the result of observation sheet no statement yes no 1 students understand how the website work 100% 0% 2 students can use the function ‘terminology’ 62,5% 37.5% 3 students can use the function ‘record audio’ 93.75% 6.25% 4 students can use the function ‘video’ 100% 0% 5 students can use the function ‘matecat’ 97.5% 2.5% 6 students ask for repeating instruction of the use of application 5% 95% atsani wulansari, gilang fadhilia arvianti, & agnira rekha nobel: journal of literature and language teaching 23 volume 12, number 1, april 2021, 15-28 (adapted from mafulah et al., 2018) from the result of the observation, all students recognize how the website works. the students from 4 classes of translation and interpreting know how to operate the website. meanwhile, 5% of students still have difficulties in accessing the terminology function. it happens because sometimes, the terminology does not work on some devices. in correlation with translation material, only 5% of students cannot use the matecat in class. they always ask for repetition and need assistance from the lecturer to use it. the functions used in interpreting material are video and record audio. all of the students in translation and interpreting class know how to open and to play the video. however, 6,25% of students do not recognize how ‘record audio’ works. the researchers found out about this because they cannot record audio while watching the video simultaneously. therefore, they cannot practice their interpreting directly. moreover, the students are not able to delete their records. they are only able to listen to their record after practicing the interpreting. the obstacles faced by students in using the website according to the interview, it can be summarized that students’ obstacles in utilizing the website are presented below. operating record audio the major obstacle encountered by students in using the icatforlearning website was operating record audio. the students said that the video and record audio should be opened simultaneously and in a different tab. thus, they could perform consecutive interpreting better. that result was proven by the students’ answers below. interview 1 the application should be improved so that we can watch and listen to videos then record our voices in the same place. so, we do not need to open the other tab interview 2 i think icatforlearning is a good website. we can practice our interpreting activities, but for the consecutive method, we should stop the video and go back to the other tab. it is troublesome sometimes. interview 3 adding ‘display video in another tab’ will help us to listen to the video and record the audio at the same time. it will ease us. students also find the obstacle to save their voice in the record audio feature. since this website is still in the developing stages, it has not provided the save button yet in the record audio function. therefore, it was perplexing for students. this fact was shown from the students’ answers as follows. icatforlearning website for teaching nobel: journal of literature and language teaching 24 volume 12, number 1, april 2021, 15-28 interview 4 i don’t know how to save and replay my record. i think it will be nice if there is a “save/replay” menu in record audio interview 5 the web-based is good; however, the file is not saved when i finished my recording. interview 6 i don’t understand how to save the record. it will be nice if we can hear our voice after recording. operating terminology function the students experienced difficulties in operating terminology functions on the icatforlearning website. some of them thought that it does not work. that result was proven by the students’ answers in the interview session. interview 7 i tried to find the term from indonesia to english in terminology, but the result was still in indonesia. interview 8 i think the website should give more tools to practice translation and interpreting. i could not operate the terminology. discussion the findings show that the website can be used in teaching translation and interpreting online classes. it can be seen from the results that all students can operate the website, although they faced some obstacles. implementing technology in the translation class is essential. using technology, especially websites in translation, has a better impact on students. from the result above, the students can practice their interpreting and translation. this result is supported by hartono (2015) that teaching translation using the interactive web can improve some aspects in the classroom, such as grammar, structure, vocabulary, and writing mechanics. in his research, he used a blog as media for students to submit their results, and he suggested the students use some online dictionaries and sources for the translating process. the result is also in line with (micu & sinu, 2012) that teaching translation and interpreting is considered more effective by using video podcasts than audio podcasts. although the video component can disturb the students’ attention on word and expression, the students are stimulated in real-life events, such as press conferences, political meetings and debates, and news reports. it means using an online tool in teaching interpreting can improve students’ interpreting skills. atsani wulansari, gilang fadhilia arvianti, & agnira rekha nobel: journal of literature and language teaching 25 volume 12, number 1, april 2021, 15-28 the difference between this research with hartono’s research deals with media use as a tool to submit their work. meanwhile, the icatforlearning website is used not only to submit students’ work but also as an assisting tool in translating text. the students can utilize matecat as technology in translation. mastering translation technology is needed in this era. those findings correlate with alotaibi’s (2014) research that said that integrating cat tools in translation class maximizes the job opportunity for students. then, zhou & gao (2016) suggested that universities should apply cat tool in translation class. the findings of this research are quite similar to micu & sinu’s (2012) research. however, the icatforlearning website can help the students interpret real-life events since this website provided the students with some video podcasts and trained them to interpret in consecutive and simultaneous methods by recording their voice while watching the video podcast. the findings perceived that students experienced difficulties in operating terminology and recorded audio functions. they faced difficulties since the website is still in the developing process. according to gorozhanov et al. (2018), some principles must be considered in developing the media as the teaching and learning tool for translation and interpretation. those principles are individual learning, blended learning using technology, and the self-study process. in addition, they also expressed that for developing the technology, the course should be in the open task, and all materials are concentrated inside the node (course). these standards lay the reason for basic online courses that can be acknowledged as unique courses that play out a scope of errands tasked to them. from the discussion and comparison of the previous study, the use of the icatforlearning website is fruitful in online class during the covid-19 pandemic. the lecturers in translation and interpreting class can utilize this as their learning media. some aspects of the icatforlearning website facilitate the students in learning the theory and improving their skills and knowledge in translation and interpreting since they can practice translation and interpreting in real life in the language industry. the more skillful the students in using technology in translation and interpreting, the greater the job they will get. it is related to wulansari (2018) that recently, the language industry needs skillful people. conclusion the icatforlearning website can support the online teaching and learning process, although students still face a few obstacles in operating this website. moreover, this website provides practical activities for translation and interpreting classes. this website also leads the students icatforlearning website for teaching nobel: journal of literature and language teaching 26 volume 12, number 1, april 2021, 15-28 to practice more about the technology used in the translation and interpreting field. furthermore, they can practice interpreting through this website. there should be an integration between technology and translation and interpreting teaching activities nowadays. it is needed due to the requirement of the learning environment in the covid-19 pandemic. furthermore, utilizing technology in the language industry is a must in this era. the use of technology in translation and interpreting class is needed to add the students’ skills in using technology in the language industry. acknowledgments we would like to thank lppm-pmp universitas tidar for supporting this research. we also would like to thank the students of translation and interpreting in universitas tidar for the cooperation and fruitful discussion during the application of this website. references akrim, m. (2018). media learning in digital era. proceedings of the 5th international conference on community development (amca 2018). 2018 3rd international conference on education, sports, arts and management engineering (icesame 2018), quezon city, philippines. doi: 10.2991/amca-18.2018.127 alotaibi, h. m. (2014). teaching cat tools to translation students: an examination of their expectations and attitudes. arab world english journal, 3, 65-74. https://awej.org/images/allissues/specialissues/translation3/6.pdf balkul, h. i. (2016). translation technologies: a dilemma between translation industry and academia. international journal of language academy, 4(4), 100–108. doi: 10.18033/ijla.439 costa, h., pastor, g. c., & mu˜nos, i. d. (2014). technology-assisted interpreting. multilingual, 25(3), 27–32. https://eden.dei.uc.pt/~hpcosta/docs/papers/201404multilingual.pdf creswell, j. w. 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(2014). the matecat tool. proceedings of coling 2014, the 25th international conference on computational linguistics: system demonstrations), 129–132. https://fredblain.org/papers/pdf/marcello_et_al_2014_the_matecat_tool.pdf atsani wulansari, gilang fadhilia arvianti, & agnira rekha nobel: journal of literature and language teaching 27 volume 12, number 1, april 2021, 15-28 gorozhanov, a. i., kosichenko, e. f., & guseynova, i. a. (2018). teaching written translation online: theoretical model, software development, interim results. shs web of conferences, 50, 01062. doi: 10.1051/shsconf/20185001062 hartono, r. (2015). teaching translation through the interactive web. language circle: journal of language and literature, 9(2), 129-140. doi: 10.15294/lc.v9i2.3703 jingyu, l. 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(2015). the effectiveness of online learning: beyond no significant difference and future horizons. merlot journal of online learning and teaching, 11(2), 309-319. https://jolt.merlot.org/vol11no2/nguyen_0615.pdf o’keeffe, j., buytaert, w., mijic, a., brozović, n., & sinha, r. (2016). the use of semistructured interviews for the characterisation of farmer irrigation practices. hydrology and earth system sciences, 20(5), 1911–1924. doi: 10.5194/hess-20-1911-2016 patience, a. u. (2016). modern technology in translation: contributions and limits. world applied sciences journal, 34(6), 1-8. doi: 10.5829/idosi.wasj.2016.34.8.15683 stepanova, m. (2014). ict for teaching translation and interpretation for masters of applied linguistics. international conference ict for language learning, 218-221. https://conference.pixel-online.net/ict4ll/files/ict4ll/ed0007/fp/1004-icl652-fpict4ll7.pdf tafonao, t., setinawati, s., & tari, e. (2019). the role of teachers in utilizing learning media as a learning source for millennial students. proceedings of the 1st asian conference on humanities, industry, and technology for society achits 2019, 1-8. doi: 10.4108/eai.30-7-2019.2287549 wang, x., & wang, c. (2019). can computer-assisted interpreting tools assist interpreting? transletters. international journal of translation and interpreting, 3(2019) 109-139. https://www.uco.es/ucopress/ojs/index.php/tl/article/view/11575/10973 wongpornprateep, p., & boonmoh, a. (2019). students’ perceptions towards the use of vle in a fundamental english course: a review of smart choice online practice and smart choice on the move. journal of studies in the english language, 14(2), 91-131. https://so04.tci-thaijo.org/index.php/jsel/article/view/200688. wulansari, a. (2018). the challenge for translation learning in 4.0 era. 2nd english language and literature international conference (ellic) proceedings, 2(2018), 537-540. http://103.97.100.145/index.php/ellic/article/view/3587 icatforlearning website for teaching nobel: journal of literature and language teaching 28 volume 12, number 1, april 2021, 15-28 yao, s. (2017). application of computer-aided translation in english teaching. international journal of emerging technologies in learning (ijet), 12(8), 105-117. doi: 10.3991/ijet.v12i08.7145 zhou, w., & gao b. (2016). study on the application of computer-aided translation (cat) in translation teaching. us-china foreign language, 14(12), 849-856. doi: 10.17265/15398080/2016.12.004 microsoft word 4152-405c-179a-fde6 volume 11, number 2, september 2020, 111-124 available at http://jurnalfahum.uinsby.ac.id/index.php/nobel/article/view/317 doi: 10.15642/nobel.2020.11.2.111-124 the subaltern’s failure of recognition in shakespeare’s the merchant of venice (1599): postcolonial psychoanalysis study indiwara pandu widyaningrum  sanata dharma university, jl. affandi, mrican, caturtunggal, depok, sleman, yogyakarta, indonesia article info abstract this study seeks to find the struggle of self-recognition from the subaltern group by using the postcolonial psychoanalysis perspective. shylock and prince morocco, considered to be inferior, are dealing with the recognition to make themselves as superior as the dominant class. from the analysis, supported by fanon’s black skin white mask (1952), recognition is one of the ways for the other to enter western society. in doing this study, close reading is applied to analyze the following discussion: (1) the racial issue portrayed in the merchant of venice; 2) the struggle of the marginalized to gain the recognition; 3) the failure of recognition. throughout the analysis, both shylock and prince morocco fail to obtain recognition as a way to cross in western society. the constructed society based on western domination does not enable the subaltern to gain their recognition. article history: received july 2020 accepted august 2020 published september 2020 keywords: post-colonial, psychoanalysis, recognition, subaltern © 2020 uin sunan ampel surabaya correspondence: p-issn 2087-0698 email: indinwidya@gmail.com e-issn 2549-2470 the subaltern’s failure of recognition nobel: journal of literature and language teaching 112 volume 11, number 2, september 2020, 111-124 introduction regarded as the literary canon, many of shakespeare’s works are greatly known as classic writings that influence the world of literature nourished for years. however, shakespearean writings, set in the elizabethan era, arguably echo the idea of racism. in a broader scope, the term race is not only limited to the skin color race but also linked to the issue of religion, gender, and complexion (dutta, 2013). one of the shakespearean plays entitled the merchant of venice is chosen to uplift the struggle of the inferior group or subaltern dealing with discrimination in the society. in this play, jew and people of color have been persecuted among the people. as the subalterns are mistreated by society and they are considered to be lacking, the subalterns see themselves as not fully human. in consequence, they are trapped in the feeling of an inferiority complex. feeling less, the subalterns need recognition from others to make them feel like fully human. the merchant of venice is a comedy published around 1599. considered to be the antisemitic play, it presents the religious issue between christian and jew and racial issues between black and white (marcus, 2005). throughout the play, shakespeare portrays how jew has been oppressed in the predominantly christian society. shylock, as a jew, is described as a cunning, bloody-thirsty, and greedy person. this description comes for a reason because he insists on having a pound of flesh from antonio, who borrows three thousand ducats for antonio’s best friend, bassanio. in contrast, shakespeare characterizes antonio, the christian, differently from shylock. shakespeare portrays antonio as the center of admiration due to his generosity to help bassanio, his best friend. knowing that there is a fair, beautiful lady named portia who is looking for a husband, bassanio aims to join himself in the casket lottery for winning portia’s heart. by the end of the story, shylock loses all his money. he is betrayed by his daughter, who converts herself as a christian to marry lorenzo. ironically, at the end of the story, shylock cannot take his revenge on antonio that has kicked him, spat on him, and called shylock a dog (shakespeare, 2009). the majority of people in venice will not let a jew threaten and take over christian power. as a jew, shylock has been outcasted from society and labeled as evil due to his religious view. the same thing happens to prince morocco, who is stereotyped as lower than bassanio because of his dark-skinned color and his non-european-originated-country. coming from a part of north africa, prince morocco is stereotypically portrayed as lacking in appearance and carrying sexual threats for white women. considered to be inferior, both shylock and prince morocco crave to be recognized by the other to raise their worth as equal as the dominant group. indiwara pandu widyaningrum nobel: journal of literature and language teaching 113 volume 11, number 2, september 2020, 111-124 throughout this study, the focus of the analysis is how the marginalized tries to gain recognition from the dominant group. in the merchant of venice, the society constructs the stereotype, which devalues the representation of shylock as a jew and prince morocco as a man of color. feeling alienated and seen as lacking, both characters are trying to achieve recognition. the recognition, to some senses, obtains the essence of fully human. this study discovers various ways for shylock and prince morocco to get self-recognition from others. tracing back to the elizabethan epoch, most people are christian. in this play, shylock is alienated in a christian-dominated society because he is a jew (manggong, 2010). being treated unfairly by the christians, shylock aims revenge to show that he is also powerful, and christian people cannot take him for granted. he can be as fierce as the christian would be. meanwhile, prince morocco is trying to marry portia to make him enter the white man’s world. however, with his dark-skinned color, prince morocco cannot match the white heiress. as a man of color, prince morocco cannot win portia’s heart because black or people of color should not marry any whites. through the analyses, it can be revealed how the marginalized group, such as shylock and prince morocco, demand a recognition to obtain the certainty of oneself. to investigate the problem of the subaltern’s recognition, the study divides the discussion into three parts covering: 1) the racial issue portrayed in the merchant of venice; 2) the struggle of the marginalized to gain recognition; 3) the failure of recognition. applying the postcolonial psychoanalysis, the research aims to show the process of subaltern’s attempt to claim their worth as a result of the inferiority complex imposed on the marginalized. struggling to get the recognition, the marginalized group has the obstacles because society has been constructed and framed by the oppressor’s perspective. dutta (2013), in his research, affirms that the question of race is relevant to analyze the four shakespearean plays. the variety of races, religions, genders, ethnicities, and crosscultural contacts influence how the issue of race has become so close to human beings. besides, the legitimacy of colonial power over the other remarks the struggle of the inferior group in society. by examining the four works: titus andronicus, othello, anthony and cleopatra, and the merchant of venice, he concludes that the idea of the race presented in the plays colors up the story inside (dutta, 2013). unlike dutta’s object of study, this study focuses only on shakespeare’s play the merchant of venice. to be more precise, it applies the psychological analysis in the construction of racial discrimination supported by frantz fanon’s theory of postcolonial psychoanalysis. however, the previous research from dutta and the current study have similarities about how shakespearean work is perceived as racist from the representation of its character. similar to ngestirosa and fitratullah (2018), who the subaltern’s failure of recognition nobel: journal of literature and language teaching 114 volume 11, number 2, september 2020, 111-124 discuss minority voices in the power rangers movie, this study also upbringings the issue of discrimination, including the racial tension between non-european people and western folk. in the previous research, ngestirosa and fitratullah found out that the power rangers movie gives the subtle glance of accepting people of color and the right for the lgbt. also, this study shows the dream of the minority group to be seen as equal to the white-americans (ngestirosa & fitratullah, 2018). although ngestirosa and fitratullah have a similar goal with this research, to voice the minor characters, both studies apply different approaches to answer the problem. theory representation by hall is used to find the characterization of the minor characters in the previous study. meanwhile, this study puts its core of the analysis on the recognition in postcolonial psychoanalysis context supported by fanon’s theory. this research surveys how inferior groups, such as people of color and jew, have been struggling with the stereotype in society. fanon explains further in his book black skin white masks (1952) that the application of psychoanalysis in a postcolonial context is needed to reinvestigate racial phobias based on dark-skinned color. essentially, he does not only mention people of color but also jew that has been discriminated against as well in western society. fanon’s postcolonial psychoanalytical view befits to explain the process of subaltern’s inferiority complex, passing through a desire to claim their worth by gaining recognition. the projection attached to the people of color and jew is merely the strategy of the colonizer to create the framework of false representation and internalize it as if a reality (fanon, 2008). once the europeans have set the re-representation of the non-european as lacking, inferior, and secondary than the western countries, it will give the privilege for western society to maintain their authority and purity as the center of civilization. with this condition, there will be no other way for the subaltern to gain recognition in the western society. examining the issue of racial discrimination, this study aims to give a reflection for the readers to live hand in hand peacefully in the middle of the diversity. as it has been portrayed in the merchant of venice, the various identities, such as religions, cultures, and races, are seen as the border which limits people and separates one group from another. hence, through this research, the author encourages not to see differences as a limitation in society. instead, diversity is perceived as something enriching and complementing to celebrate numerous identities and create a better environment without stereotypically judging others severely. review of literature the term postcolonial concerns with the marginalized, subaltern (inferior group), the exploited that is stigmatized in the society. as the product of the colonial power, the other or indiwara pandu widyaningrum nobel: journal of literature and language teaching 115 volume 11, number 2, september 2020, 111-124 the marginalized is often treated unequally (popa, 2013). throughout black skin white mask (1952), fanon, the father of postcolonial psychologists, investigates how colonialism is internalized, how the inferiority complex is manifested in the society, and how the colonized ends up emulating the oppressor. through the alienation and the inferiority complex label, the black people are intentionally made to have a desire to be white. consequently, the inferiority complex of the marginalized, fanon explains, possesses the desire to gain recognition. at the climax of its anguish, people of color aim to claim their worth by proving their whiteness to others and, above all, for their own self (fanon, 2008). however, despite the subaltern’s struggle to gain recognition, the concept of liberty and justice is still determined by the white people. feeling inferior, the people of color want to be as seen or recognized as the superior race. through the alienation and the inferiority complex, the subaltern is intentionally made to have a desire to gain power the as same as the dominant group. fanon points out that there is a problem in constructing the other by substituting fear of real to a real fear (marriot, 2000). by creating fear towards the marginalized, it is easier for the dominant to make the subalterns feel inferior and reinforce the superiority of the oppressor. the struggle of recognition can be understood as the hope rising from the historical violence happening in the past. the marginalized who strives upon the recognition promises the open horizon that may redevelop or redefine the undesirable history (schaap, 2004). in further analysis, fanon asserts that the relation between master and slave plays an essential role in recognition. interpreting hegel, fanon points out, “man is human only to the extent to which he tries to impose his existence on another man in order to be recognized by him” (fanon, 2008, p. 168). fanon argues that being fully human can be obtained through the recognition of another being. regarding the recognition from others' validation, the measure of humanity is scaled through the imposition of one’s existence on another human being (villet, 2011). fanon’s theory about recognition is used to investigate how the process of recognition arises as to the form of resistance to discrimination. this study examines how the racial issue is portrayed in the representation of jew and people of color. in opposition to european qualities, jew and people of color are exposed to the negative characteristics to make the subaltern feeling inferior. since the society treats jew and people of color as the outsider, there is an urge from the marginalized to raise from the persecution by showing that they are also valued and demanding recognition from the western society. the subaltern’s failure of recognition nobel: journal of literature and language teaching 116 volume 11, number 2, september 2020, 111-124 discussion of main themes the racial issues portrayed in the merchant of venice gupta states that jews have been persecuted from the community since the elizabethan era (2019). the exclusion of jewish in the christian community is also reflected in the play where shylock is presented as anti-semitic. the majority of people in venice are christian. living as a jew in a predominantly non-jew society makes shylock the outsider and oppressed by the christian community. at the beginning of the play, shylock is mistreated by antonio because of his identity as a jew. “fair sir, you spit on me on wednesday last; you spurn’d me such a day; another time you call’d me dog; and for these courtesies i’ll lend you thus much moneys” (shakespeare, 2009, p. 10). with the majority of christian people in venice, shylock is treated unfairly. the imagery of a dog is attributed to him. moreover, people disrespect him knowing that a jew is such an evil person. therefore, people call him ‘dog.’ in the play, antonio also spits and kicks him because shylock is a jew. “the villain jew with outcries raised the duke, who went with him to search bassanio’s ship.—as the dog jew did utter in the streets: my daughter! o my ducats! o my daughter!” (shakespeare, 2009, p. 18). mistreating jew seems to be a common thing for most christians. when shylock lost his daughter and money, shylock’s heart breaks into pieces, and he yearns for help. feeling devastated, no one pays attention to him. one of the christians even mentions shylock as a villain and a dog without having sympathy for him. the christian thinks that shylock deserves to put into despair due to his evil characteristic. at this point, the label of cunning jew in shylock’s representation has manifested the oppression towards shylock. regarded as a bloodthirsty person, shylock is described as evil. for wanting a pound of flesh from antonio, shylock becomes the antagonist character who craves for christian’s blood, “the pound of flesh, which i demand of him, is dearly bought; ’tis mine and i will have it” (shakespeare, 2009, p. 29). it is depicted in the play that shylock is offended, and he aims to take revenge on antonio because he has kicked and called him ‘dog.’ in this play, shylock struggles a lot upon the racial issue. the experience of being persecuted by society arises shylock’s desire to make christians payback their cruelty. for this reason, people see shylock as a cunning jew who attempts to take his revenge. with the representation of a devil jewish, shylock is oppressed by the christian community. from the perspective of other characters, shylock is nothing except a jew. most of the time, other characters address him by not calling his real name. instead, they prefer to call shylock a jew, “go one, and call indiwara pandu widyaningrum nobel: journal of literature and language teaching 117 volume 11, number 2, september 2020, 111-124 the jew into the court” (shakespeare, 2009, p. 28). when the duke invites shylock to the court, he does not address him directly by name. instead, the duke calls him a jew (sierra, 2013). taking fanon’s explanation of this case, identifying the marginalized is understood as the image of totality (fanon, 2008). in which, it means the name or personal identification is no longer important. it is enough for the dominant society to know that he is a jew, then the rest is not a matter. as the subaltern, there is a time when shylock laments how christians mistreat him very severely. shylock argues that all human beings should have the same right and equal opportunity, among others. however, being a jew has disadvantaged him, “he hath disgraced me, and hindered me half a million; laughed at my losses, mocked at my gains, scorned my nation—and what’s his reason? i am a jew. –if you wrong us, shall we not revenge?” (shakespeare, 2009, p. 20). from shylock’s dialogue, he mourns the circumstances which give no room for the other such as the subaltern to speak. he asserts in his speech that being a jew should not make things different. it does not change any fact that he is a human being as same as the christians. unfortunately, even when shylock laments the unequal treatment given to him, no one listens to him. shylock is unable to speak neither express himself freely because he is considered a subaltern and the minority. the society will never listen to what comes from the marginalized side. besides shylock, prince morocco has also been stereotyped due to his dark-skinnedcolor. the casket game or the lottery for winning portia’s heart implies the racial issue. after her father died, the king said that only the man who can choose the right casket among the three caskets containing portia’s photograph could marry her. many princes have tried their luck but fail to select the right one. in the play, shakespeare tells how prince morocco is unable to marry portia. in the representation of prince morocco, racism appears. he is described as a man of color and non-european. at the beginning of his arrival, the prince feels sorry for his appearance. as a prince from a part of north africa, prince morocco doubts his physical outlook compared to the other white princes who come for winning portia’s heart. the prince is portrayed as ugly and physically abhorrent, thus makes him feel inferior, “mislike me not for my complexion, the shadow’d livery of the burnish’d sun—” (shakespeare, 2009, p.11). there is guilt inside when the prince introduces himself to portia. taken from fanon, he explains through the projection of the bad side to the people of color that black is purposely formed to have guilty within themselves. with this condition, when black people are in contact with the white world, they are intentionally made to be inferior by the subaltern’s failure of recognition nobel: journal of literature and language teaching 118 volume 11, number 2, september 2020, 111-124 manifesting the feeling of guilt for being lack. in contrast, the white man is depicted in more positive qualities, possessing the beauty and virtue that has never been found in the figure of black (fanon, 2008). in this play, prince morocco is brave enough to try his luck, but he is not confident enough about his physical appearance. unlike prince morocco, who has an inferiority complex because of his dark skin color, bassanio is depicted the other way around. “do you not remember, lady, in your father’s time, a venetian, a scholar and a soldier, that came hither in company of the marquis of montferrat?”—"yes, yes, it was bassanio— i remember him well, and i remember him worthy of thy praise.” (shakespeare, 2009, p. 8) based on the dialogue between portia and her maid, bassanio is presented as someone noble. he is characterized as both scholar and soldier, closely related to virtues such as brave, intelligent, and civilized. at this point, bassanio is more likely to be praised because of his lively appearance and qualities. compared to prince morocco, who is enslaved by his inferiority, bassanio is admired and superior. under this circumstance, the parameters of ‘beauty’ and ‘purity’ are standard for white people only. it is intentionally made as to the basic construction so that the white man can easily subjugate the black people. the white civilization regularly imposes black folk with the negative attribution to make them believe that they are not good enough, thus, feeling inferior. in the merchant of venice, the casket game has intrigued the pros and cons of racism. the three caskets implicitly indicate the characterization of each character who chooses the casket. price morocco is amazed by the golden casket; therefore, he chooses the casket. “the first, of gold, who this inscription bears, who chooseth me shall gain what many men desire—here an angel in a golden bed lies all within. deliver me the key: here do i choose, and thrive i as i may!” (shakespeare, 2009, p. 17) prince morocco chooses the golden casket implies the sexual threat associated with the figure of a black man. choosing the one with who chooseth me shall gain what many men desires inscribed, prince morocco is subtly described as putting the desire for why he aims to marry portia. fanon, in his book black skin white masks (1952), points out if one talks about psychopathology and negro, the term negrophobia is closely connected to be discussed as well. fanon asserts, the term phobia refers to the neurosis characterized by the anxious fear of an object or situation. for negrophobic, negro has a strong attachment to sexual power and desire. whenever someone sees the black man, they would symbolize him with the genital organ. thus, taking the point from fanon about negrophobia, prince morocco, in this play, is indiwara pandu widyaningrum nobel: journal of literature and language teaching 119 volume 11, number 2, september 2020, 111-124 indeed seen as a sexual threat for portia. he chooses the golden casket for the sake of his desire to marry the white woman. for this reason, it causes a kind of phobia for white women to avoid black men. as a symbol of biological danger, black people should stay away from white women. in white’s perspective, the desire of the black man should be castrated (fanon, 2008). centering on his desire, prince morocco is represented as someone who strives for the white woman’s body. in the story, prince morocco intends to breed with the fair lady and fulfill his sexual desire. the way how shakespeare presents a black man reveals how racism is portrayed in the play. unlike prince morocco, who chooses the golden casket, bassanio is fascinated by the lead casket, leading him to win portia. selecting the lead casket, bassanio is described to lose his interest in either gold or silver. he prefers to choose the least favorable one which says who chooseth me must give and hazard all he hath. “tween man and man: but thou, thou meagre lead, which rather threatenest than dost promise aught, thy paleness moves me more than eloquence; and here choose i; joy be the consequence!” (shakespeare, 2009, p. 22). the way bassanio decides to choose the lead casket implicitly shows that he is a brave man who is eager to take a risk despite the consequences it may have. from its appearance, the lead casket seems to be threatening, but still, bassanio takes it. his choice leads him to the right casket that contains portia’s photograph. the final result of the lottery casket to win portia somehow suggests the racial discrimination presenting white closely connected to the hero figure who deserves victory and nobility. from the parchment written in the leaden casket, it is said that the one who chooses the lead casket would not attract by the view or its cover. “you that choose not by the view, chance as fair and choose as true! since this fortune falls to you—turn you where your lady is and claim her with a loving kiss” (shakespeare, 2009, p. 22). by this means, bassanio is described as someone who has the courage and nobility to take a risk choosing the casket, not by its appearance or its color. this representation is apparently in contrast to the figure of prince morocco. racism is subtly portrayed in how the author narrates bassanio and prince morocco; in the description between a black man and a white man. the black man is centering himself on the desire or sexual drive, which seems to be a threat to the white woman. on the other hand, the white man is more desirable since he symbolizes purity, nobility, and intelligence. taken from fanon, the negroes have tremendous sexual power (2008). at this point, a black man is genitalized through western civilization. the representation of the black man is devalued both by white men and white women. the racism portrayed in the play defines how the other has been in the position as the subaltern’s failure of recognition nobel: journal of literature and language teaching 120 volume 11, number 2, september 2020, 111-124 the canvas for the distinction to the colonizer (spanakos, 1998). the colonizer is advantageous to set the standard and representation for themselves and others based on white’s perspective. cultivating hegemonized power, the dominant group easily sticks the low characteristics to the subaltern to distinguish power and social status. the struggle of the marginalized to gain the recognition in this play, shakespeare includes racism and prejudice towards the jew and noneuropean such as prince morocco. reflecting the anti-semitic, shylock is subjected to be the antagonist and the marginal character. historically, jew has been alienated because of their acquisitiveness. many investments, such as banks and stock exchanges, are invested in jew. they are well known for their intelligence as well as their pernicious behavior (fanon, 2008). getting afraid of jew, western society alienates jew people. they try to limit the jew and impose them with negative attribution and mistreat them. it is illustrated from the play that the dominant christian society manifests their authority to establish their power dominating the jews. from the merchant of venice by shakespeare, this play depicts how the jew has been persecuted. as a subaltern and the other, shylock is unable to get the same rights equally as the christians. nevertheless, if readers see this play from another perspective, the jew character inside of the story has an important role in the economy of venice. being a moneylender who charges the interest, shylock helps the economy of the city. without his contribution, the economy of venice would be stagnant (manggong, 2010). as the inferior or the subaltern, both shylock and prince morocco attempt to gain recognition to arise from the oppression. feeling uncertain towards oneself, shylock and prince morocco try to escape the inferiority complex by obtaining the recognition. in shylock’s case, he uses antonio’s critical moment when antonio begs to borrow money from shylock. with this condition, shylock demands antonio’s flesh if he cannot meet the agreement, “if you repay me not on such a day, be nominated for an equal pound of your fair flesh, to be cut off and taken in what part of your body pleaseth me” (shakespeare, 2009, p. 10). at this point, shylock presents his desire to escape from the inferiority complex. by demanding antonio’s flesh, shylock shows that people cannot take him for granted. indeed, he has power, and he would like to position himself as the superior one. the similar thing is also depicted in the figure of prince morocco. as a colored prince, he is presented for wanting to marry portia, the white heiress of belmont. compared to bassanio, prince morocco is more prosperous than bassanio. money might not be the reason why prince morocco would like to marry portia. applying the postcolonial psychoanalysis indiwara pandu widyaningrum nobel: journal of literature and language teaching 121 volume 11, number 2, september 2020, 111-124 from fanon, when one is having the blackest soul, the mind is having the desire to be white (2008). under this circumstance, the man of color is trying to elevate himself in the range of color by marrying the white woman. through interracial marriage or choosing a partner from a different race, it will cause denaturalization or deracialization. opposing the idea of racialization, deracialization refers to an active attempt to eliminate the hierarchical status among races. besides, it means to stand for the uneven social relation which foregrounds based on race (stevens, 2014). therefore, marrying a white lady can be understood as a way for the black man to enter the white man’s border. eventually, this is the process where prince morocco is trying to gain recognition through interracial marriage. the same case has happened to shylock’s daughter, who converts herself as a christian to marry lorenzo. it is quite heartbreaking for shylock to know that his daughter betrays him. it does not take any longer for jessica to leave her father and take all his money to lorenzo, “i shall be saved by my husband; he hath made me a christian” (shakespeare, 2009, p. 27). for jessica, she would instead convert herself as a christian than become a jew. even if she betrays her father, this will be worth the price because she can uplift herself to the dominant group. marrying a christian has become the open gate for jessica to leave her miserable life as a jew. it has been culturally constructed in the society that the marginalized struggle upon the recognition from the others to claim their worth (fanon, 2008). labeled as non-being, the marginalized are suffering from an inferiority complex entailed with negative representation about them. the oppression done by white supremacy has developed the inferiority complex in the figure of marginalized such as jew and people of color. after a long time, the marginalized have been persecuted by the western authority; there is a time when they want to stand for themselves and fight for equality. by gaining back the recognition in the society, it helps them to be a fully human as same as the white european people. since the marginalized are historically presented as weak, gaining recognition is an essential act for the marginalized to free themselves from the inferiority complex. the failure of recognition despite the struggle to obtain recognition as a fully human, shylock and prince morocco fail to gain the recognition. as a product of western civilization, both jew and negro have been intentionally made to be lacking and inferior (fanon, 2008). the western-centered society has managed the sum of myths, prejudices, and collective attitudes in society. treating jew and people of color unfairly is one example of how western society performs the subaltern’s failure of recognition nobel: journal of literature and language teaching 122 volume 11, number 2, september 2020, 111-124 collective attitudes. other beings, besides whites and christians, are recognized as secondary. meanwhile, the primary is always connected to white and christian. as a subaltern, shylock and prince morocco cannot fulfill their desire to gain recognition by crossing the western society. the constructed society controlled by the dominant power does not enable them to cross the racial border of religion and color. when shylock aims to get antonio’s flesh, he is accused as the criminal, and there is a cost for him to do that. “it is enacted in the laws of venice, if it be proved against an alien. that by direct or indirect attempts he seek the life of any citizen, the party ’gainst the which he doth contrive shall seize one half his goods.” (shakespeare, 2009, p. 32) as a jew, shylock is always in a disadvantaged position. his bond is considered to be illicit because he threatens antonio’s life, and the law of venice considers it a crime. for shylock, putting antonio’s flesh could be a chance for him to feel superior and gain recognition. unfortunately, the predominantly western society does not let the subaltern subjugate the upper class. through the law of venice, which is also a form of western narrative, the subaltern is always on the oppressed side. by mistreating jew and imposing them with negative qualities, western society attempts to suppress the power of jew. jew is generally known as having intellectual threat. what makes jew persecuted is because they want to own the wealth or take over power (fanon, 2008). regarded as a threat to western society, shylock’s failure of recognition is not merely caused by his flaw. it is his intellectual ability that triggers fear for western society. as a result, society produces such destructive quality to jew to maintain western domination. shylock’s failure to gain recognition seemingly legitimates fixed identity in the jew as evil, cunning, and dangerous. however, the legitimation of the constructed jew’s identity infers the hidden agenda by the european to position themselves always in the superior class and suppress the jew to feel less. prince morocco is the victim of racial discrimination. from society, it is still considered taboo when a black person has the desire to marry a white. the complexity of the black resonates with the idea of sin, devil, and lacking (fanon, 2008). in consequence, this becomes the reason why portia rejects prince morocco. it is his complexion and all the qualities behind the black figure that makes portia turn him down. there is no way for the colored people to enter the white man’s world by marrying the white lady, “if he have the condition of a saint and the complexion of a devil, i had rather he should shrive me than wive me” (shakespeare, 2009, p. 8). based on portia’s view, she would not marry prince morocco, even if the prince can choose the right casket. indiwara pandu widyaningrum nobel: journal of literature and language teaching 123 volume 11, number 2, september 2020, 111-124 moreover, portia describes prince morocco’s appearance as equal to the complexion of the devil. prince morocco loses the casket not because he sees from the exterior appearance of the casket (which is gold) but because of his outward appearance. as a man of color, he is unable to choose the casket containing portia’s picture. when it comes to bassanio, portia falls in love with him. the fact that bassanio chooses the lead casket, which makes him win, is doubted. quoted from spiller, she criticizes whether bassanio could examine what is hidden or invisible, or eventually, portia has helped him (spiller, 1998). portia suspiciously supports his ability to imagine what is inside the right casket. it seems that bassanio is selected because he is the chosen one or the insider. meanwhile, prince morocco, as an outsider, will never win portia’s heart. despite his hierarchal status as a king, being a prince is not worth enough if he belongs to dark-skinned color. prince morocco’s failure in an attempt to claim his worth by marrying portia proves that the clear racial border is indeed unbearable for the non-european to cross. aiming to keep the white european’s purity, it is almost impossible for men of color to step into white society. conclusion categorized as the anti-semitic play, shakespeare’s work in the merchant of venice portrays racism throughout the play. the relation between the subaltern and the dominant classes becomes the problematic issue that spices up this play. from the discussion, it can be concluded that both shylock, as a jew, and prince morocco as a man of color, are trying to escape from the inferiority complex by gaining recognition. as a jew, shylock is seen as an intellectual threat who can overthrow western domination. the figure of prince morocco is considered to be a sexual threat that desires the white woman’s body. the subaltern, shylock, and prince morocco are imposed with negative characteristics to make them feel less and lacking. besides, by projecting the fear to them, the western domination aims to maintain their power and subjugate the marginalized group. the inferiority complex results in the desire of the marginalized characters to gain recognition to make themselves as fully human. taking revenge and marrying a white lady are ways for shylock and prince morocco to gain the recognition. however, from the analysis, both characters fail to obtain recognition from the society. as a product of western civilization, society has been constructed by western standards. consequently, there will be no other way for subaltern groups such as shylock and prince morocco to cross the western world because it has been constrained within racial discrimination. the subaltern’s failure of recognition nobel: journal of literature and language teaching 124 volume 11, number 2, september 2020, 111-124 references dutta, u. (2013). representation of race in four shakespearean plays: titus andronicus, othello, antony and cleopatra, the merchant of venice. european academic research, 1(6), 922–948. retrieved from: http://euacademic.org/uploadarticle/64.pdf fanon, f. (2008). black skin white masks. london: pluto press. gupta, v. (2019). equivocality and the merchant of venice. journal of english language and literature, 7(3), 373–379. retrieved from: http://www.rjelal.com/7.3.19/373379%20vasvi%20gupta.pdf manggong, l. (2020). postcolonial view on the merchant of venice in indonesian classroom. iosr journal of humanities and social science, 25(1), 10–13. retrieved from: https://www.iosrjournals.org/iosr-jhss/papers/vol.%2025%20issue1/series5/b2501051013.pdf marcus, l. (2005). the merchant of venice (norton critical editions). english: w. w. norton & company. marriot, d. (2000). border anxieties: race and psychoanalysis. in a. bery & p. murray (eds.), comparing postcolonial literature dislocations. macmillan press ltd. ngestirosa, e., & fitratullah, m. (2018). minority voices in power rangers movie: a study of popular literature. nobel: journal of literature and language teaching, 9(1), 9–17. doi: 10.15642/nobel.2018.9.1 popa, a. (2013). post-colonialism in shakespearean work. letter and social science, 4, 91– 95. schaap, a. (2004). political recognition through a struggle for recognition? sage publications, 13(4), 523–540. doi: 10.1177/0964663904047332 shakespeare, w. (2009). the merchant of venice. oxford university press. sierra, h. (2013). new readings of the merchant of venice. cambridge scholars publishing. spanakos, a. (1998). the canvas of the other: fanon and recognition. disclosure: a journal of social theory, 7(11), 147–161. doi: 10.13023/disclosure.07.11 spiller, e. (1998). from imagination to miscegenation: race and romance in shakespeare’s “the merchant of venice.” renaissance drama, new series, 29, 137–164. doi: 10.1086/rd.29.41917349 stevens, g. (2014). racialization and deracialization (teo, ed.). new york: springer. villet, c. (2011). hegel and fanon on the question of mutual recognition: a comparative analysis. the journal of pan african studies, 4(7), 39–51. retrieved from: http://www.jpanafrican.org/docs/vol4no7/4.7-4hegel.pdf volume 11, number 1, april 2020, 83-100 available at http://jurnalfahum.uinsby.ac.id/index.php/nobel/article/view/290 doi: 10.15642/nobel.2020.11.1.83-100 assertive speech acts performed by teacher in efl classes a. dzo’ul milal1, wahju kusumajanti2 uin sunan ampel surabaya1, jalan a. yani 117, surabaya, indonesia uin sunan ampel surabaya2, jalan a. yani 117, surabaya, indonesia article info abstract one of the factors affecting language teaching and learning is the way how the communication process between teacher and learners takes place in the classroom. in a language instructional context, the teacher’s language serves several functions: transactional, interactional, regulatory, as a language model, and linguistic input. these multiple functions give rise to the performance of varied speech acts. this paper tries to reveal the variety of assertive acts and how they are performed by the teachers. after the data were collected by observation and recording and analyzed using a qualitative technique, it was revealed that the assertive speech acts are realized in terms of informing, describing, exemplifying, explaining, concluding, summarizing, commenting, responding, extending, giving feedbacks, giving clues, announcing a topic, announcing a task, and controlling/shifting a topic. the performance of those acts is always consistent with the main purpose of efl, i.e., elevating the learners’ competence (knowledge and ability) of the target language. article history: received february 2020 accepted march 2020 published april 2020 keywords: assertive acts, language functions, target language competence © 2020 uin sunan ampel surabaya correspondence: p-issn 2087-0698 email: dzoulmilal@uinsby.ac.id e-issn 2549-2470 http://jurnalfahum.uinsby.ac.id/index.php/nobel/article/view/ assertive speech acts nobel: journal of literature and language teaching 84 volume 11, number 1, april 2020, 83-100 introduction the role of teachers and learners in communication is asymmetrical (stubbs, 1983:43) in the sense that it is the teacher who has the power, authority, and control over the learners. although there is a trend recently towards the learner-centered approach, the teacher still has the responsibility to transform knowledge, manage the class, organize the teaching and learning process, and facilitate learners’ learning. consequently, teachers do much of the classroom talking, such as opening the class, motivating the learners, presenting materials, explaining concepts, managing the class, advising, providing assignments, and closing the class. in conducting classroom communication, teachers use language to serve several functions. referring to brown and yule’s categories (1983:1), teachers’ language serves transactional function because communicants–teacher and learners–focus on the conveyance and/or perception of ideas. the teacher presents instructional materials, explains concepts, and provides information to make learners perceive and comprehend the points. teachers should also establish and maintain social relationships with the learners to lower the affective filter of the learners (krashen, 1985), thus creating a conducive learning environment. in that case, language is used to serve the interactional function. teachers’ language also serves a regulatory function (halliday, 1975:11) because using the language, the teacher controls and manages the class proceedings. it also plays a significant role as a model to imitate (ellis, 1986; brown, 2007) and invaluable input (krashen, 1985) to promote language acquisition. especially in the context of english as a foreign language, teachers’ target language speech may become the main source of comprehensible input. in sum, it is used not only to communicate but also to train the learners to communicate. regarding those multiple functions, it is interesting to reveal what the teacher discourse is like as manifested in terms of speech acts. blum-kulka (1998:43) quoting searle (1979) cites that “though there seems to be an endless number of illocutionary acts, such acts may be grouped into five main types, namely assertive, directive, commissive, expressive, and declarations.” to limit the scope of discussion, this study is focused on the assertive speech acts performed by teacher because this act, such as clarifying, explaining, exemplifying, justifying, is the core of pedagogical communication and relevant with the teaching and learning process as to improve the cognitive competence of the learners. a. dzo’ul milal & wahju kusumajanti nobel: journal of literature and language teaching 85 volume 11, number 1, april 2020, 83-100 method the data were obtained from an english class of mixed-ability adult learners taught by a male teacher using audio-visual recording and observation. the results of the recording were transcribed to facilitate the preparation of data fragments of teacher-learner interaction. the observation was done by the researchers’ sitting at the back of the classroom, taking field notes (spradley, 1980:59) to get a comprehensive understanding of the corpus and its context. the data were analysed using the techniques of qualitative data analysis from miles and huberman (1992:18), namely data reduction, data display, conclusion drawing, and interpretation. fragments of the transcript which contain assertive acts were selected and organized. assertive acts are utterances that describe some state of affairs. these are the kinds of speech acts which state what the speaker believes to be the case or not. statements of facts, assertions, conclusions, and descriptions are some examples of the speaker representing the world as s/he believes it is (yule, 1996:53). they were then displayed for the writer to be able to enumerate points, draw conclusions, and make interpretations. results and discussions the utterances classified as assertive acts found in the data are presented in italics consisting of: informing, describing, exemplifying, explaining, concluding, summarizing, commenting, responding, extending, giving feedbacks, giving clues, announcing a topic, announcing a task, and controlling/shifting a topic. informing informing is a communicative function by which the s (speaker) gives information to h (hearer), assuming that h does not know of it. it is for the benefit of h. as can be found in the data, there are two ways the s gives information to h, i.e., by using complete affirmative sentences and by saying a phrase or a word. these ways are used several times by the teacher. the examples are presented in italics as follows: data 1: teacher (t) : now, as you can see, i’m wearing (touching his dress with his right hand on the right side of the chest, looking at his dress) what is it? learners (ls) : batik t : yes, batik this is a new batik (still pinching his dress on the right side of his chest). i just bought it yesterday, special for you in this meeting (smiling widely). ls : haaa (ls gave applause and laughed) assertive speech acts nobel: journal of literature and language teaching 86 volume 11, number 1, april 2020, 83-100 in that excerpt, utterances of informing acts were said by t using complete sentences to inform ls that it is a new batik and that it was bought the day before. sometimes, t informed the ls by using a phrase or a word as follows: data 2: t : what do babies do usually? ls : cry t : cry a lot, ya. cry a lot (written on the whiteboard [henceforth, wb]) and then, what? learner 1 (l) : smile a lot. t : wear nappies, pampers (written on wb) the informative utterance in the above extract is in the form of a phrase and a word to inform ls that babies usually wear nappies or pampers as additional information besides crying a lot and smiling a lot. that act carries information values in two different ways: substantially and linguistically. substantial information means that ls did not know that the batik was new and that it was bought the day before. that is new information that the t thought ls did not know before. linguistic significance means that ls might already know the information that babies wear nappies/pampers, but they might not know how to say it in english. at least, at the time of speaking, the t thought that ls were not aware of that information. therefore, the t gave them more additional linguistic information. describing describing is a communicative function by which s says what someone/something is. to do this, s uses some linguistic forms: sentences and phrases. for example: data 3: t : i have a picture here (bringing a piece of paper at his hand, but not showing the picture to the ls) i just want you to guess who he is? he is a very popular celebrity from england. he is a well-known comedian … he is often compared with charlie chaplin he’s famous with a man with a rubber face ls : mr. bean. t : mr. bean. (showing the picture of mr. bean) the t described mr. bean by mentioning his being a popular celebrity, a well-known comedian, famous for having a rubber face, and by comparing him with charlie chaplin. based on the analysis of data, describing was done by t in the process of giving clues to ls a. dzo’ul milal & wahju kusumajanti nobel: journal of literature and language teaching 87 volume 11, number 1, april 2020, 83-100 to be able to guess. the following excerpt is a guessing game where all ls in the class described a picture to be guessed by one learner as a lone stranger. data 4: t : ok, describe this over (showing a picture to the class, not to the lone stranger) l1 : son and daughters. l2 : you married, and you have a lot of babies. l3 : like in bali, you have four maybe: made, ketut, nyoman. l1 : you with your husband have how many ... l4 : nephew (using hand gestures, smiling) t : no. l4 : children ls : haaa (laughing and shouting) t : yes, good, give applause. (ss clapping hands) this excerpt represents a part of a guessing game done by ls. the t showed a picture to the ls in the class and asked them to describe it to one of them who was sitting in front of the class. the word to guess is “children.” learners described it by saying words related to it, such as son and daughters, and using sentences, like “you married and you have a lot of babies; like in bali, you have four maybe: made, ketut, nyoman, and you with your husband have how many ... .” comparing the two ways of describing, given by ls and by t, we know that the main difference lies in the speech events in which the discourse is produced. ls produced the utterances when they were engaged in a game activity, a sort of competition in which speed of response is required. it means that in the game, the quicker the participant could guess the word or phrase, the better. therefore, ls tend to give description rapidly, paying no attention to the completeness of sentences, using more isolated words and phrases, to give as many clues as possible so that the guesser could guess swiftly. explaining explaining is an act performed by s to clarify the meaning of a word/phrase to h. this is done in several ways, e.g., by giving a sentence that clarifies the meaning of the word/phrase being explained by putting it in a sentence or by rephrasing it. for example: data 5: t : what’s put up with? anybody knows? put up with? (facing the class) to make easy to understand (t switched on the overhead projector and put a picture on to explain it) this is a man. this man puts up with the children (looking at a picture on the screen) you know? he has naughty children, but he gets, still gets along well with them. assertive speech acts nobel: journal of literature and language teaching 88 volume 11, number 1, april 2020, 83-100 so, although they’re naughty (pointing a picture on the screen), he still gets along with them. l1 : patient. t : yes, almost the same with the patient. the italicized utterances are examples of t’s explaining the phrase “put up” by using sentences that clarify its meaning. in the following excerpt, the phrase “turn down” was explained by giving its meaning and putting it in a sentence. data 6: t : although he knew that she loves him very much, he turned her down. he turned her down, meaning he rejects. he turned her down. so, you love someone, and then he turned you down, meaning he rejects you. sometimes, explaining is also done by rephrasing the word or translating it into the native language. data 7: t : “i’m looking forward to hearing from you soon, “meaning that you want your friend to reply to your letter soon. … put up with somebody or something means to accept unpleasant behavior. to accept unpleasant behavior, or unpleasant situation, even though you do not like it …. although you don’t like it, you accept it. for example, i can put up with a house being untidy, but i don’t like it to be dirty. saya bisa tahan dengan rumah yang tidak rapi, asalkan, asalkan jangan kotor (indonesian native language). in the extract above, t explained the meaning of the phrase “look forward to” by rephrasing it in an equivalent sentence. after that, t explained the meaning of “put up with” by rephrasing it using more comprehensible sentences. finally, he explained the phrase “put up with” by translating it into indonesian, ls’ native language. he expected that by switching the code into the native language, ls would get a clearer idea about the meaning of the target phrase. exemplifying this is an act of s giving examples to h to clarify the meaning of a word/phrase. the lexical head acts usually used to do this are for example and like. sometimes, however, s directly gives examples without using an explicit head act. exemplifying is usually done within the process of explaining. that means examples are given to make the explanation clearer (see data 7). a. dzo’ul milal & wahju kusumajanti nobel: journal of literature and language teaching 89 volume 11, number 1, april 2020, 83-100 the teacher gave examples to explain a word/phrase to learners. in the above extract, t used an example to clarify his explanation about the meaning of the phrase “put up” by putting it in a complete sentence. concluding concluding is different from summarizing. the former refers to making a statement based on the implied message of sentences, whereas the latter to a shorter restatement of a message. for example: data 8: t : so, people believe that my marriage, people believe that my marriage was blessed. that is why three years after my marriage, my wife and i got an australian scholarship and we went to australia together with our children (fingers crossed) happy ending, ya? after telling about his blessed marriage, t finally concluded by saying “happy ending, ya?” in this case, t made the conclusion of his speech. sometimes, t also concluded the learner’s speech, as follows: data 9: t : which one is busier? mother or father usually? (hand/finger gestures) l1 : (a male learner) both t : both ya? do you agree? l2 : (a female learner) no. t & ls : ha ha ha (laughed loudly) t : mother is usually busier (pointing at wb) the utterance “mother is usually busier” is a conclusion of the previous response when a female learner did not agree that both father and mother were equally busy when the mother is expecting a baby. so, the question, “which one is busier? mother or father usually?” was answered by t himself by making a conclusion based on the ls’ response. in another case, the conclusion was stated using an explicit lexical expression, “i think ….” this can be seen in the following excerpt. data 10: t : ok. if you write a letter, and the end usually you write “i da da da to hearing from you soon.” … t : if you want someone to reply to your letter, usually you write, “i da da da waiting for your l6 : waiting for.. t : yes, the synonym of waiting? l1 : look forward. (pointing to a learner, agreeing) t : good! look forward to (writing the phrase on the board). ok. (lifting up the screen) … assertive speech acts nobel: journal of literature and language teaching 90 volume 11, number 1, april 2020, 83-100 look forward to (pointing the phrases on whiteboard facing the class) i think you’ve already understood the meaning. so, now, i’m giving you the matching task. (taking a handout from a table) looking at the data above, a conclusion was made by t based on the preceding utterances. first, t put the taught vocabulary “look forward to” in a context sentence, “if you want someone to reply your letter, usually you write, ‘i da da da waiting for your’” then, a learner guessed it by saying “waiting for.” after that, t elicited its synonym, and one of the ls responded “look forward.” based on the fact that a learner was able to provide the correct response, t finally concluded by saying, “i think you’ve already understood the meaning”. the conclusion was made based on the preceding utterances and treated as a basis for the following activities. knowing that learners could mention the correct phrase and perhaps he remembered teaching it before, he drew such a conclusion. that is why, after inferring that learners had understood the meanings of the vocabulary, the teacher gave them a matching task. summarizing as was stated before, summarizing is making a shorter restatement of the previous sentences. the following excerpt clarifies the point. data 11: t : ok. about the article. (turning around, making hand gestures) which one is the most important event, which one is the most important event in rowan atkinson’s life? (silence to give ls thinking time) … what happened when he met richard curtis? (addressing a l. the class is silent) they collaborated and finally they made mr? mr. bean. yes, the most important event in the rowan atkinson’s life. ok. now, please do the gap filling. (approaching ls) after eliciting the most important event in atkinson’s life, ls answered it (unfortunately it was not recorded), then t gave guidance and finally restated the main topic. like a conclusion, making a summary is based on the preceding utterances and used as a basis for the following task. therefore, after summarizing, t continued to order ls to do the gapfilling. commenting commenting is an act of giving comments on the preceding utterances as in the following excerpt. a. dzo’ul milal & wahju kusumajanti nobel: journal of literature and language teaching 91 volume 11, number 1, april 2020, 83-100 data 12: t : ok. so, this is about the life, life stages ya? where you undergo in your life, starting from babies, children, and the last is retired or the last, the last is pass away. hopefully, you can live forever, hopefully. but, it is impossible (smiling) talking about life stages, the teacher said that it started with babies, and the last is passing away. then, he tried to give some jokes, “hopefully, you can live forever.” but, finally, he commented on his recent statement that it is impossible. this comment was intended to neutralize the joke. that he said about the hope of living forever is just a joke because everybody knows that it is impossible. first, the t was serious when mentioning stages of life from babies to death. then, he added jokingly by saying, “hopefully, you can live forever, hopefully.” finally, he gave comments on this joke, remarking that it is impossible. responding this is a communicative function by which h gives a response to s’s utterance in the form of greetings, requests, or questions. to classify this function to the types of acts is a rather tricky matter. a greeting like “good afternoon” is responded by another greeting; thus it can be categorized into expressive. the reply to another greeting, “how are you,” however, i.e., “i’m fine,” maybe included in assertive acts because it implies a statement of the physical and/or mental condition of the s. the following is an example of responding to a request: data 13: l1 : please, your finger. (l requested t to remove his finger as it blocked the sight of some part of the picture) t : all right. this is the teacher’s response to the learner’s request to remove his finger when it was blocking the sight of the picture. this can be classified as assertive because it implies that the teacher described some state of his affairs that he was all right to remove his finger not to block the sight of the picture. there are some ways to respond to a question. the example of responding to a question can be seen in the following excerpt. data 14: l7 : what is bald? t : it’s like me (touching his head) assertive speech acts nobel: journal of literature and language teaching 92 volume 11, number 1, april 2020, 83-100 (ls were busy discussing in their groups for about 3.5 minutes. t monitored around, looking at them doing the task, moving from one group to another, always smiling when watching them seriously doing the task). from the excerpt above, it is clear that responding may be in the form of gesture and verbal statements. when one of the ls asked about the meaning of the word “bald,” t responded to him by touching his head (fortunately, the teacher’s head is bald) while saying it’s like me. in that way, he did not need to explain its meaning by using a verbal definition. he just used gestures. in that case, nonverbal response, in the form of t’s touching his bald head, is efficient and effective in clarifying the meaning of the word “bald.” ls could immediately get the idea of its meaning, although t did not give verbal definition. in short, real objects and gestures are sometimes more efficient and effective in clarifying the meanings of certain words, especially concrete ones. in the following extract, responding can also be in the form of a promise, as follows: data 15: l3 : tukang pam. please, copy it! t : yes, i’ll copy it for you. in the excerpt above, it is obvious that the response given by the teacher was in the form of a promise. when the learner requested the teacher to copy the material, the teacher responded to him by promising that he would copy it for him. although it was a response to one learner’s request, the analyst can infer that the promise was addressed to all learners in the class. it means the t promised to copy the material and would give it to all of them, not only to the one who was requesting. otherwise, it would be regarded as unfair. extending utterances extending utterances means the s adds some more words, phrases, or sentences in addition to the utterances previously produced. this can be divided into two types: extending other’s utterances and extending the speaker’s utterances. data 16: t : what do babies do usually? l1 : cry t : cry a lot, ya. cry a lot. (written on wb) above is an example of extending other’s utterances. that is, a learner responded to the t’s question saying, “cry.” then, the teacher extended it by saying, “cry a lot, ya. cry a lot” the following is an example of a teacher’s extending his own utterance. a. dzo’ul milal & wahju kusumajanti nobel: journal of literature and language teaching 93 volume 11, number 1, april 2020, 83-100 data 17: t : he was happy because he has a child and unhappy because he spends a lot of money. spend much money ya? for children, ya? and you (pointing with the palm of his left hand) got many things to do usually, ya? the above utterance is an example of a teacher’s extending ideas by adding more information relevant to the previous statement. talking about marriage, a learner said that it might make us happy and unhappy. when he focused on the cause of unhappiness, i.e., spending much money, the teacher not only echoed the learner’s utterance but also added more points to extend the idea of the causes of unhappiness, i.e., spending much money for children and there are usually more things to do. giving feedback giving feedback is an act done by h to give comments on what the s says. there are some kinds of feedback: confirming, disconfirming, and emphasizing. confirming is the type of feedback given by the h when the s’s utterance is regarded correct and accepted by h. on the other hand, disconfirming is the feedback given when s’s utterance is considered not correct and rejected. emphasizing is feedback given to emphasize the correctness of the s’s answer and can be affiliated under the act of confirming. the forms mostly used as found in the data are repetition and reformulation. the examples can be seen in the following excerpt. data 18: t : what is it? have wife or … l2 : grey-haired. t : yes, grey-haired. how about group one? what children do usually? l1 : switch and? play computer. t : they switch and play a computer game. ok. i think this is quite right (talking to group one) that is an example of confirming by accepting and followed by a full repetition of the previous utterance. confirmation is also done by the h in response to what the s says by reformulating the answer in the form of phrases and reformulated into a complete sentence. acceptance is indicated by the utterance coming after completed reformulation to confirm that the answer is quite right. an example of disconfirming is by repeating the answer using question intonation and followed by negative feedback. data 19: t : how about the second picture? (showing a picture on the screen) assertive speech acts nobel: journal of literature and language teaching 94 volume 11, number 1, april 2020, 83-100 l5 ; develop t : develop? almost right. l1 : develop. grow up. t : grow up? no. what does the mother do? (pointing a picture on screen) from babies, children, teenagers, and then a… adult. the mother … bla bla bla l1 : raise t : ya, raise? raise up or? “develop?” is a kind of disconfirming in the form of repeating the s’s word, but pronounced with final rising intonation indicating a question. the teacher was questioning the answer, stimulating the learner to rethink his answer more deeply, and then followed by a judgmental statement, “almost right.” the teacher used the word “almost” to mitigate his judgment and to avoid the learner’s feeling of being offended. by saying “almost right,” the teacher expected that the learner was still courageous to come up with another answer. that was effective as indicated by the fact that it is, then, followed by another answer. this time, the teacher was more strongly decisive, i.e., by repeating the learner’s answer then followed by strong judgment “no.” that is intended to prevent ls from making another error. to do that, the t also gave further help by asking leading questions, “what does the mother do? from babies, children, teenagers, and then a … adult. the mother … bla bla bla.” this help seemed effective, as indicated by a better answer given by the learner. although it was not accurate yet, the word “raise” was closer to be correct because the expected answer was “bring up.” sometimes, feedback is expressed by exposing h’s answer to other hs to get a response from them. for example: data 20: t : how about number one? l6 : i was grown up to pay attention on health and education. t : i was grown up to pay attention on health and education (reading handout) is it right? l1 : no. i was brought up to … t : yes. that’s right, brought up. i was brought up to pay attention on health and education. first, the learner’s answer was repeated fully then continued by feedback in the form of a question addressed to other ls. that was intended to disconfirm the answer. however, it was done indirectly, i.e., by addressing it to other ls so that all of them were involved in the thinking process. that is a kind of delayed feedback, not necessarily given by the teacher, but by other learners. a. dzo’ul milal & wahju kusumajanti nobel: journal of literature and language teaching 95 volume 11, number 1, april 2020, 83-100 after being disconfirmed, one of the learners gave the correct answer. this final answer was correct; therefore, it was confirmed by the teacher. then, the correct answer was repeated partially, i.e., only the core phrase, and followed by reformulating the whole utterance. in short, when the answer is correct, the confirmation is in the forms of its repetition, fully or partially, and/or positive feedback. when the answer is incorrect, the feedback may be questioning it, addressing it to other learners, and/or disconfirming using mitigation. giving clues giving clues is an act performed by s to lead the h towards the destination intended by s. this is usually done by presenting questions leading to what is intended. for example: data 21: t : ok. when you have babies, and then? (“babies” written on wb) what else? (facing to class) children, and teenagers. (written on wb) what else? did you remember? l1 : married couple (written on wb) t : yes, married couple, and then? (written on wb) in talking about life stages, t wanted to elicit the word “retired” from ls. to achieve that purpose, he led them by asking questions and answering them, step by step, until ls got the idea of what was intended. due to time efficiency, however, in that very context, t finally provided the intended word because the word seemed to be beyond their competence. announcing a topic announcing a topic is an act by which the s mentions the topic to deal with. this is performed by using the head act of announcement as follows: data 22: t : ok. life stages. (written on wb) this is the context of our discussion today (pointing to whiteboard). about “life stages” what do babies do usually? sometimes, announcing a topic is preceded by the statement of its context, and stated implicitly in combination with informing what the teacher is going to do with the topic. data 23: t : ok. talking about mr. bean, i will give you a short biography of mr. bean in this second example, t announced the topic by relating his statement with the point discussed previously. that was supposed to be the context to which the topic was connected. the phrase “talking about mr. bean, …” indicated that the teacher had just talked about mr. assertive speech acts nobel: journal of literature and language teaching 96 volume 11, number 1, april 2020, 83-100 bean. concerning that, he, then, announced what he was going to do, i.e. telling the ls the biography of mr. bean. in sum, it could be inferred that t announced the topic as if he said, “we are going to talk about the biography of mr. bean.” announcing a task announcing a task is an act when s says the task or the activity to conduct. a task is an activity that is conducted by classroom participants as a part of the lesson stages. to do this, the teacher announced it so that learners knew what they were going to do. it is then followed by giving instructions, which is about how to do it. an example of announcing a task is as follows. data 24: t : i just want to warm up you at the beginning of the lesson so, we are doing a guessing game (making hands gestures) so, i will show you some pictures (as if holding a picture), and then you guess the picture. as can be seen in the above excerpt, a task was announced. beforehand, t stated the purpose of the activity, that is to warm up the learners before starting the lesson. then, he announced the task in the form of a guessing game. after announcing the task, moreover, t presented some detailed procedures of how to conduct the activity. even more detailed rules of the game were presented afterward. the example is that in performing the guessing game, the teacher showed a picture, and the learners described it for the contestant to guess what was being described. controlling/shifting a topic controlling a topic is an act manifested in the form of an utterance produced by s to indicate that a new point of discussion (topic) is introduced. it implies that interlocutors are engaged in talking about a topic then s mentions a new topic shifting the previous one. data 25: t : ok. is your prediction correct? how many words are correct? (smiling, putting hands in pockets, approaching ls) l1 : only one. t : only one? he he he. only one (smiling) ok. about the article. (turning around, making hand gestures) which one is the most important event, which one is the most important event in rowan atkinson’s life? (silence for thinking time) the above utterance is an example of an utterance indicating s’s control or shift of topic. first, the communicants were talking about the number of words predicted correctly, but then the t moved away from that topic and brought into a new topic about the content of the article. by saying, “ok. about the article” the t seemed to hint to stop talking about the a. dzo’ul milal & wahju kusumajanti nobel: journal of literature and language teaching 97 volume 11, number 1, april 2020, 83-100 number of words predicted, demonstrated by the use of a discourse marker “ok”; and then, led the ls to focus on something different, i.e., the content of the article. that was evident by the next utterance, which was asking about the most important event in rowan atkinson’s life. discussion in the context of efl, the performance of assertive acts by the teacher is significant to promote not only the learners’ target language acquisition but also their cognitive development. based on the analysis of the data, it is the teacher who gives information and not the other way around because t is in the position of being more knowledgeable than ls. the giving of conceptual as well as of linguistic information by t to ls is consistent with the idea of teaching principle, i.e., transfer of ideas from t to ls, although that does not necessarily mean that learning takes place. informing is done by t using verbal and body language. t’s bodily behavior is also useful to maximize ls’ perception of the language’s meaning. for ls to perceive new information better, t not only said the words but also wrote them on the whiteboard. in that way, ls knew the meanings of baby-related words. they recognized their forms more effectively because they perceived them through multimodal (moreno & mayer, 2007) ways of both auditory and visual senses. in giving a description, the teacher needs to make communication effective by providing as much linguistic input as possible. he gave perfectly complete sentences while giving clues to the learners so that they understand who is being described. so, there are twofold purposes the teacher wants to serve in describing, i.e., giving clues as clear as possible in order for learners to understand what is being described, and providing good linguistic models so that learners could perceive. that is the reason why the teacher gives descriptive-complete sentences. explaining is an act that is likely performed by the teacher intended to improve learners’ knowledge of the meanings of vocabulary. there are some ways used by t to explain the meanings of vocabulary, such as rephrasing or reformulating, putting the target vocabulary in context, giving definition, and translating or code-switching. the use of such a range of strategies is intended to help ls understand the concepts or meanings and enrich their knowledge of vocabulary. exemplifying is an act where the teacher gives examples to clarify a certain point. this is important to help the learners get a clearer understanding of a concept assertive speech acts nobel: journal of literature and language teaching 98 volume 11, number 1, april 2020, 83-100 because by having examples, learners will get less abstraction of the concept; hence, they get a clearer idea about it. summarizing is performed to restate an explicit idea in a shorter version so that the learners can obtain and preserve an insight deeper in their memories; hence, it is easily retrieved when needed. almost similar to that, concluding is more comprehensive, covering up all implicit ideas regarding their relevant contexts. therefore, it is more insightful and meaningful. teacher’s responding to learners, either verbally or behaviorally, is psychologically significant. when responded properly, learners feel they are attended and their needs satisfied, thus, increasing their learning motivation and involvement in the learning process. extending is significant in several ways. first, it is useful to provide richer linguistic input to the learners, which departs from learners’ own utterances. starting from learners’ production of language, the teacher extends or adds more words, phrases, or sentences to give more complete utterances. that is functional as a model to imitate or input to acquire. second, extending is useful to complete the information given by the learner. the teacher might think that the information is not complete, thus needing to be completed. another possibility is that the information might have been complete already, but the teacher thinks there is still some room to supplement. so, an extension can have a complementary function. third, extending may be done by the teacher to overcome the information breakdown, which is caused by the lack of learners’ competence. giving feedback is classified as assertive because it implies the statement of the state of affairs whether the h agrees/accepts the answer or disagrees/rejects it. in a behavioristic point of view, giving feedback is recommended because this is intended to reinforce the response given by the learners towards the stimuli provided by the teacher (brown, 2007). confirming is a positive reinforcement, whereas disconfirming is a negative reinforcement. by confirming, the teacher wants that the learners are accustomed to always providing good and correct responses, which in the long run will form a good habit. by disconfirming, moreover, the teacher expects that the learners are prevented from making wrong answers, thus saving them from the formation of a bad habit. giving clues is another important act performed by the teacher. this stimulates the learners to get involved in the thinking process. in giving clues, there is some significance why the teacher prefers to give clues rather than just directly telling the word. first, that is intended to train learners to think in a systematically gradual way. second, in that way, learners are thinking actively to find answers by themselves—a way to encourage and a. dzo’ul milal & wahju kusumajanti nobel: journal of literature and language teaching 99 volume 11, number 1, april 2020, 83-100 practice discovery learning (bruner, 1966). third, discovering the words by learners themselves will likely be memorable in the longer-term than being told. fourth, learners are actively involved in the thinking process. by announcing the topic, the teacher is able to attract learners’ attention to focus on the topic being dealt with. that is important because in that way, learners get an idea about what they are talking about, hence facilitating their comprehension of the materials discussed. presenting a topic represents an establishment of a frame to facilitate understanding of the general idea. that is useful to understand its more detailed points. brown and yule (1983) suggest that the recognition of given (old) information is facilitative for understanding new information. announcing a task is also normally done by a teacher. this is important to start an activity so that the learners focus their attention on the task, know what to do, and understand the objectives to achieve. hence, learning is likely to be effective. the act of shifting and controlling a topic is significant in determining the flow of the lesson. the depth and/or the breadth of the lesson contents by which the teacher develops learners’ knowledge and competence are/is determined by his creativity and initiative in performing this act. a competent teacher can shift from one topic to another within the relevant frame of a greater theme, thus enriching and broadening the knowledge of the learners. in doing this, however, the teacher should be very careful in order not to be tempted to stray from the core point of the lesson. otherwise, the lesson will be drifting away from the mainstream; hence the achievement of the lesson's main aim is hardly possible. conclusion the study of teacher’s classroom discourse is significant to unfold the communication phenomenon within pedagogical contexts. this information can be taken into account in finding ways to increase the effectiveness of language teaching and learning practices. assertive acts performed by teachers are only a part of the whole teacher discourse. they serve a range of pedagogical purposes, such as to provide information, to provide linguistic models, to reinforce communicative behavior, to manage classroom proceedings, and to establish effective learning condition. to complement this finding, furthermore, it is important to conduct further studies to uncover other speech acts, directive, expressive, commissive, and declarations (searle, 1979) in the classroom discourse. assertive speech acts nobel: journal of literature and language teaching 100 volume 11, number 1, april 2020, 83-100 references blum-kulka, s. (1998). discourse pragmatics. in t. a. van dijk (ed.) discourse as social interaction. london: sage publications brown, g. & yule, g. (1983). discourse analysis. cambridge: cambridge university press brown, h. d. (2007). principles of language learning and teaching. new york: pearson education bruner j. (1966). toward a theory of instruction. cambridge, ma.: harvard university press ellis, r. (1986). understanding second language acquisition. oxford: oxford university press halliday, m. a. k. (1975). learning how to mean: explorations in the development of language. london: edward arnold krashen, s. d. (1985). the input hypothesis: issues and implications. london: longman miles, m. b. & huberman, a. m. (1992). analisis data kualitatif (qualitative data analysis. t. r. rohidi, trans.). jakarta: ui press moreno, r. & mayer, r. (2007). interactive multimodal learning environments. educ psychol rev 19, 309–326 (2007). https://doi.org/10.1007/s10648-007-9047-2 searle, j.r. (1979). the classification of illocutionary acts. language in society. 5: 1-24 spradley, j.p. (1980). participant observation. n.y.: holt, rinehart & winston stubbs, m. (1983). discourse analysis. chicago: the university of chicago press yule, g. (1996). pragmatics. oxford: oxford university press 1 the relationships between students’ use of strategies and their performance on speaking task in ppns desi tri cahyaningati ss, m.pd politeknik perkapalan negeri surabaya abstract this research was intended to meet the objective of the study: to examine the relationships between students’ use of strategies and their performance on speaking task. the research used a correlational quantitative design. there were two groups of students. each group consists of 29 students. both of the groups were chosen randomly. there were two types of research instruments that were used to collect the data from the experimental and control group; 1) speaking test, and 2) questionnaires. those data then were analyzed to answer the research questions. this study used the statistical analysis (spss program) to analyze the data from pre-post speaking tests, the data from students’ learning strategies and their communicative competence, and the data from pre-post learning strategies questionnaires (sill). the result of the statistical analysis shows that the hypotheses related to the research problems are accepted. this study revealed several important findings. firstly, the student’s uses of language learning strategies are proven correlated with their communicative competence. the more the students use the language learning strategies, the higher the students’ communicative competence. based on the result of this study, there were some suggestions made by the writer which are addressed to english teacher, students and future researchers. it is hoped that english teachers could not only how to teach the language, but also how to develop students’ learning strategies. thus, learners are demanded to learn and use more learning strategies. the students may try or use any learning strategies which enable them to be better in speaking english. for the researchers, it is suggested to take the findings as well as the limitation of the present study for different level of students. key words: sill, strategies, communicative competence 2 abstrak tujuan penelitian ini adalah untuk mengetahui hubungan antara penggunaan strategi belajar dengan tingkat penguasaan kompetensi berbicara mahasiswa di ppns its. penelitian ini menggunakan desain penelitian eksperimental. kelompok eksperimental terdiri dari 29 mahasiswa teknik yang diajar dengan mengaplikasikan strategies-based instruction sedangkan kelompok control terdiri 29 mahasiswa yang diajar dengan menggunakan metode konvensional. kedua kelompok tersebut dipilih secara acak. penelitian ini menggunakan tiga macam instrument 1) tes speaking, dan 2) kuesionaire. data yang didapat kemudian dianalisis untuk menjawab pertanyaan dalam penelitian ini. studi ini menghasilkan beberapa temuan penting. penggunaan stratetegi pembelajaran oleh mahasiswa ppns terbukti ada korelasi yang positif dengan kompetensi komunikatif mereka. semakin sering mahasiswa menggunakan strategi pembelajaran mereka semakin tinggi kompetensi komunikatif yang mereka capai. berdasarkan hasil penelitian, beberapa saran ditujukan kepada guru bahasa inggris, murid dan penelitian selanjutnya. diharapkan guru bahasa inggris tidak hanya mengetahui cara mengajar bahasa namun juga mengetahui bagaimana cara mengembangkan strategi belajar mahasiswa. sedangkan siswa diharapkan untuk belajar dan menggunakan strategi pembelajaran yang dapat meningkatkan kompetensi komunikatif mereka. untuk peneliti, disarankan untuk melakukan penelitian yang sejenis dengan level murid yang berbeda atau bidang yang berbeda. kata kunci: sill, strategi belajar , kompetensi komunikatif 3 introduction ppns-its is an institution whose mission is performing vocational education to produce competent and qualified engineering graduate. these graduates are expected to have knowledge and skill that can compete in global competition. not only mastering their subject in engineering, but they should also have additional skills. in this case, they have to master foreign language especially english as the international language. the needs of foreign language can’t be negotiated again, since the students will face the global era in competing with not only the domestic competitor but also with foreign competitors. therefore, ppns-its should also focus their attention in developing students’ language skill by improving students’ learning. mostly in learning english, ppns students are not aware that they have to use specific learning strategy match with their learning style to be successful in learning a language. they only learn english by doing any assignment given by the teachers. therefore teachers should make the students aware their specific language learning strategies and urge them to use those strategies in optimizing their competence. thus the writer believes that by developing students’ use of their learning strategies can improve their communicative competence developing students’ use of their learning strategies can improve their communicative competence. based on the background above, the researcher formulates the following questions: 4 1. what are the relationships between students’ use of strategies and their performance on speaking task? learning strategies learning strategies are the conscious thoughts and actions that learners take in order to achieve a learning goal. strategic learners have metacognitive knowledge about their own thinking and learning approaches, a good understanding of what a task entails, and the ability to orchestrate the strategies that best meet both the task demands and their own learning strengths (chamot, 2004). learning strategies are steps taken by students to enhance their own learning. strategies are especially important for language learning because they are tools for active, self-directed involvement, which is essential for developing communicative competence. appropriate language learning strategies result in improved proficiency and greater self-confidence (oxford, 1990: 1). the research firstly tries to explore students’ learning strategies in order to find out their learning strategies. in addition to developing students' communicative competence, language learning strategies (lls) are important because research suggests that training students to use lls can help them become better language learners. in this part, the writer discusses about the classification of language learning strategies. the writer uses the classification of language learning strategies proposed by oxford because she provides the most comprehensive taxonomy of learning strategies currently available. 5 oxford (1990) divides these strategies into what has come to known as direct strategies which learners apply directly to the language itself, and indirect strategies in which learners manage or control their own learning process. direct strategies, which “involve direct learning and use of the subject matter, in this case a new language” are subdivided into three groups: memory strategies, cognitive strategies and compensation strategies. direct strategies require mental processing of the language. according to oxford (1990), memory strategies such as creating mental linkages and employing actions, aid in entering information into long-term memory and retrieving information when needed for communication. the purpose of using the memory strategies is to store and retrieve new information. memory strategies help language learners to cope with their problems in remembering the large amounts of vocabulary. they enable learners to store verbal material and then retrieve it when needed for communication. cognitive strategies, on the other hand, help learners to understand and produce new language through a series of means such as summarizing and reasoning, among others. cognitive strategies are used for forming and revising internal mental modes and receiving and producing messages in the target language. these strategies are essential in learning a new language. when learners feel they have certain limitations in getting their messages through or in understanding what other people are telling them, they make use of the compensation strategies to fill in the gaps in communication, like making intelligent guesses, asking for clarification, asking for repetition, and so forth. 6 compensation strategies are used by learners when a language task is beyond their reach, to make up for their incompetence in the target language so as to continue the communication. compensation strategies enable learners to use the new language for either comprehension or production despite limitations in knowledge. in contrast, indirect strategies ¨support and manage language learning without involving the target language¨ (oxford, 1990, p. 135). they are subdivided into metacognitive, affective, and social strategies. indirect language learning strategies contribute indirectly but powerfully to learning. meta-cognitive strategies help learners to regulate their learning through planning, arranging, focusing, and evaluating their own learning process. metacognitive strategies allow learners take control of their own knowledge by using functions such as centering, arranging, planning and evaluating. since learners get very confused with all of the rules, vocabulary, and writing systems when learning a new language, they get hold of the metacognitive strategies to reorganize their schemata or previous knowledge and overview and link new material with old material. thus, metacognitive strategies are actions which go beyond purely cognitive devices and which provide a way for learners to coordinate their own learning process. the term affective refers to emotions, attitudes, motivations, and values. krashen (1988) has highlighted the need to foster a low affective filter in language learning since it is one of the biggest influences on language learning success or 7 failure. positive emotions and attitudes are accomplished through the affective strategies when learners are engaged in relaxation activities, when they are involved in music and laughter, when they take risks wisely and are selfrewarded, or when they take their own emotional temperature and realize when they are anxious by doing checklists, writing a language learning diary or by discussing their feelings. affective strategies enable learners to control feelings such as confidence, motivations, and attitudes related to language learning. language is a form of social behavior; it is communication, and communication occurs between and among people. learning a language thus involves other people, and appropriate social strategies are very important in this process. social strategies, such as asking questions and cooperation with others, facilitate interaction with others, often in a discourse situation. methods the design of the study is using quantitative research methods. this study involves collecting the data quantitatively, since the purpose of this study is aimed at identifying the relationship between students’ use of strategies and their performance on speaking task. this research only recognizes trends and patterns in data, but it does not go so far in its analysis to prove causes for these observed patterns. the data, relationships, and distributions of variables are studied only. variables are not manipulated; they are only identified and are studied as they occur in a natural setting. therefore, this study will be best conducted in a correlational research because it attempts to determine the extent of a relationship 8 between two or more variables using statistical data. in this type of design, relationships between and among a number of facts are sought and interpreted. participants the participants of this study are the students of non-english department, politeknik perkapalan negeri surabaya its. there are five departments/ study programs in ppns its namely design & construction, shipbuilding, marine engineering, marine electrical engineering, and occupational health & safety engineering, but the researcher takes two classes as the subject of the study, they are dc a and dc b of design construction department. the subjects of this study are 58 students, 29 students are from dc a class and the other 29 students are from dc b class. both of these classes, are not taught by the researcher but by another teacher who has been trained how to teach learning strategies. the teacher has received practical training in techniques to raise awareness of individual differences and learning strategies preferences, introduce systematic strategy use in the classroom, integrate strategies-based activities into daily lesson plans, and facilitate discussions of strategy effectiveness. thus, the teacher teaches both classes with different treatments. instrument 1. speaking test the most important instruments for the data-collection in this study are the speaking tests. they are used to measure the students’ communicative 9 competence. the students’ performances during these tests are recorded to get the data. these speaking tests are composed by the teacher in accordance with the lesson plan during the semester. the speaking test consists of five questions dealing with a common procedure, describing a picture, telling a story, discussing job interview and describing a graph. there are some pictures in this speaking test that can help the students to talk easily. the rating scale (band) used for measuring the students’ speaking skill takes tse rating scale (1995). the writer uses this type of rating scale because tse can cover all communicative competence: grammatical, sociolinguistic, strategic and discourse competence. with regard to the rating scale criteria of the tse test, they in fact include four categories: ability to perform the language function clearly and effectively (functional competence), appropriateness of the response to the designated audience or situation (sociolinguistic competence), coherence of the response and use of cohesive devices (discourse competence), and accuracy in the use of linguistic features (linguistic competence). however, since the score is given holistically based on the examinee’s overall communicative oral language performance, no single area of competence, such as linguistic competence, is over-emphasized. the raters react to the examinee’s speech as a whole: they do not think about the individual components of the speaking ability or count the number of errors that the examinee makes. for example, the examinee can get the score of 60 if he communicates effectively regardless of his minor errors. this scoring method encourages the examinee to focus on the overall effectiveness of his communication rather than merely on the 10 accuracy of his language use. it matches the theory of communicative language ability underlying the test. thus the tse rating scale was developed by ets (english testing service) in 1995. as of july 1995, the tse score consists of a single score of communicative language ability, which is reported on the following scale: test of spoken english (tse) rating scale approved by tse committee, december 1995 60 communication almost always effective: task performed very competently. functions performed clearly and effectively appropriate response to audience/situation coherent, with effective use of cohesive devices use of linguistic features almost always effective; communication not affected by minor errors 50 communication generally effective: task performed competently. functions generally performed clearly and effectively generally appropriate response to audience/situation coherent, with some effective use of cohesive devices use of linguistic features generally effective; communication generally not affected by errors 40 communication somewhat effective: task performed somewhat competently. functions performed somewhat clearly and effectively somewhat appropriate response to audience/situation somewhat coherent, with some use of cohesive devices use of linguistic features somewhat effective; communication sometimes affected by errors 30 communication generally not effective: task generally performed poorly. functions generally performed unclearly and ineffectively generally inappropriate response to audience/situation generally incoherent, with little use of cohesive devices use of linguistic features generally poor; communication often impeded by major errors 20 no effective communication: no evidence of ability to perform task. no evidence that functions were performed no evidence of ability to respond appropriately to audience/situation incoherent, with no use of cohesive devices 11 use of linguistic features poor; communication ineffective due to major errors diagram: 3.1. tse rating scale (brown, 2004) 2. questionnaire the most frequent and efficient method for identifying students’ learning strategies is through questionnaires. in this study, sill questionnaires are administered to get the data about all the strategies that the subjects employed. this instrument has been used extensively to collect data on large numbers of mostly foreign language learners (chammot, 2004). sill is a standardized measure with versions for students of a variety of languages, and as such can be used to collect and analyze information about large numbers of language learners (oxford, 1990). in this research, sill is used to collect students’ data about their learning strategies in general. these strategies are not linked to any specific tasks, but rather represent strategies that learner could use throughout the language learning process. sill consists of 50 statements that should be answered by the participants. they must read each statement and fill in the bubble of the response (1, 2, 3, 4, or 5) that tells how true the statement is. the answers chosen should be how well the statement describes them not how they think they should be, or what other people do. there are no right or wrong answers to those statements. so the students should choose the responses that best describe themselves. this questionnaire consists of six parts in accordance with the six kinds of learning strategies proposed by oxford; memory strategies, cognitive strategies 12 compensation strategies, metacognitive, affective, and social strategies. those six kinds of learning strategies would be correlated to the students’ communicative competence. data collection in this study, both of the groups get the speaking test. the speaking test is done during the teaching process. thus, the writer has designed the items for speaking tests. this speaking test is recorded since the data about speaking is easily gone. meanwhile, the results of the speaking test were scored using tse speaking rating scale. in this phase, the researcher is assisted by her fellow teacher to keep the objectivity of the test result. to get the data about student’s language learning strategies, the researcher administers the questionnaires taken from oxford’s sill questionnaires. before the students answer all the items on the questionnaires, the researcher explains it first, so that the students know how to answer it accurately. then, the researcher supervises the students during the process of answering the questionnaires in order to anticipate the difficulty they faced if there is unclear question. after collected, the answer of the questionnaires is used as the main data for the description of the learning strategies used by the students’ in developing their speaking competence. data analysis according to bogdan and biklen (1992: 153) data analysis is the process of systematically searching and arranging the interview transcript, field notes, and 13 other materials that the researcher gathers to enlarge his own understanding of them to enable him to contribute what he has discovered to others. the data are collected from the recorded of the students’ speeches in their speaking tests and the data of the sill questionnaires. the data then analyzed to get answers to the research problems. to analyze the speaking tests scores from the two groups, the writer applies the statistical package for the social sciences (spss). the statistical package for the social sciences, spss, (http://oss.software.ibm.com/spss regression models, 2009) is one of computer programs for analyzing the research which involves more than two variables and subjects, such as multiple regression analysis. spss is a versatile set of interrelated programs that affords great flexibility in data manipulation, data editing, and data analysis (pedhazur, 1982; 85) which is to be the most powerful statistic software up to now. some researcher stated that the advancement of computer technology has reduced the reluctant and fear to conduct study which involves many variables and subjects. they recommend that researcher take full advantage of computer in data processing, such as the spss program. therefore, in this study, the writer’s experimental data were analyzed by the spss, in which the findings of the research were on the basis of the results of the computer work. the spss is also used to process the data obtained in the sill questionnaires. descriptive statistics in term of the means and frequencies are calculated and reported. the t-test is used to determine the statistically significant http://oss.software.ibm.com/spss 14 differences in the mean scores of the learning strategies used by the subject of different learning strategies and their communicative competence. pearson product moment correlation is used to investigate the strength and the direction of the relationship and how strong that relation can be. findings the relationship between students’ use of strategies and their performance on speaking task. students learning strategies to answer the research problem, the sill questionnaires were administered to two groups of students. there were some findings relating to that question. the results of sill questionnaires are presented below. table 1 students’ learning strategies frequencies student memory cognitive compens metacog affective social student 1 3.1 3.6 3.7 3.7 3.8 3.5 student 2 4.6 4.1 4.7 4.4 4.7 3.8 student 3 3.0 3.7 3.8 3.8 4.0 3.5 student 4 4.7 4.4 4.8 4.6 4.7 4.0 student 5 3.0 3.5 3.7 3.7 3.8 3.8 student 6 3.0 3.5 3.7 3.7 3.8 4.0 student 7 3.4 3.8 4.0 3.9 4.0 3.2 student 8 3.6 3.8 4.0 3.9 4.0 3.5 student 9 3.4 3.6 3.8 3.4 3.8 3.2 student 10 4.0 4.1 4.5 4.3 4.7 4.5 student 11 4.1 4.1 4.5 4.0 4.3 3.7 student 12 3.4 3.6 3.8 3.6 3.8 3.3 student 13 3.7 3.9 4.2 3.9 4.2 2.8 student 14 3.8 4.0 4.2 4.0 4.3 3.0 student 15 3.7 3.9 4.0 4.0 4.2 4.0 student 16 3.3 3.1 3.3 3.4 3.5 3.2 student 17 4.3 4.4 4.8 4.4 4.7 4.2 student 18 4.2 4.2 4.7 4.2 4.5 3.7 15 student 19 3.7 3.4 3.5 3.4 3.8 3.2 student 20 4.0 4.0 4.5 4.1 4.5 3.3 student 21 4.0 3.9 4.5 3.9 4.2 3.5 student 22 3.2 3.7 4.0 3.7 3.8 3.2 student 23 4.1 4.0 4.5 3.9 4.2 2.8 student 24 3.9 3.8 4.3 4.0 4.0 4.0 student 25 3.6 3.7 4.0 3.7 4.0 3.2 student 26 3.7 3.6 4.0 3.4 4.2 3.8 student 27 3.2 3.4 3.7 3.2 3.8 3.2 student 28 2.9 2.9 3.3 3.0 3.2 3.0 student 29 3.4 3.6 3.8 3.7 3.5 2.8 table 1 shows the frequencies of students’ learning strategies. the table reveals that every student has different frequencies of learning strategies uses. the students’ uses of learning strategies are varied. it means that there is no identical use of learning strategies. the means of these learning strategies frequencies range from 2.84 ( medium or sometimes used) until 3.47 ( medium or sometimes used). table 2. the means score of strategies no strategies means score 1 memory 2.84 2 cognitive 3.42 3 compensation 3.36 4 metacognitive 3.46 5 social 3.09 6 afective 3.47 based on the means score of strategies uses, we can see that the lowest usage of learning strategies is the usage of memory strategy (2.84). thus, the highest usage is in affective strategies usage (3.47). however, the means score of 16 strategies usage also tells us that those strategies are used in medium level which means they are sometimes used by the students. students’ communicative competence in the first group, the result of test 1 is gained with range score between 30 and 50 and the mean score is 39.6. meanwhile in the test 2, the range score is between 32 and 55 and the mean score is 45.6. the data calculation and raw scores of the test 1 and 2 of the first class can be described as follows: table 3. speaking tests scores class a no student test 1 test 2 1 student#1 35 41.4 2 student#2 50 52 3 student#3 40 43 4 student#4 55 55 5 student#5 35 41.2 6 student#6 30 41 7 student#7 35 45 8 student#8 50 45.2 9 student#9 30 43 10 student#10 45 48.2 11 student#11 45 48.2 12 student#12 40 43 13 student#13 43 46 14 student#14 40 47 15 student#15 40 46 16 student#16 30 38 17 student#17 52 54 18 student#18 50 52 19 student#19 38 40.4 20 student#20 40 50 21 student#21 45 49 22 student#22 35 44 23 student#23 40 49 24 student#24 35 48 17 25 student#25 35 45.6 26 student#26 35 46 27 student#27 35 42 28 student#28 30 33.2 29 student#29 35 44.6 the result of test1 in second class is gained with range score between 30 and 55 and the mean score is 37.5. meanwhile, the result of test 2 is gained with range score between 30 and 56.2 and the mean score is 39.2. thus, the data calculation and raw scores of the tests of second class can be described as follows: table 4. speaking tests scores class b no student test 1 test 2 1 student#1 45 45.2 2 student#2 30 32.8 3 student#3 35 36 4 student#4 43 44.4 5 student#5 30 37.6 6 student#6 45 45.2 7 student#7 35 36.2 8 student#8 30 33 9 student#9 35 35.2 10 student#10 30 30 11 student#11 30 32 12 student#12 35 34.2 13 student#13 35 33.8 14 student#14 32 32.2 15 student#15 30 30.6 16 student#16 45 46.2 17 student#17 30 32.4 18 student#18 30 30 19 student#19 35 38 20 student#20 45 45.2 21 student#21 45 46.2 22 student#22 40 42 23 student#23 43 43.8 24 student#24 55 56.2 25 student#25 45 51 18 26 student#26 50 51.8 27 student#27 40 40 28 student#28 30 35.2 29 student#29 35 40 the relationship between students’ use of strategies and their performance on speaking task this section includes the statistical analysis of the relationship between students’ use of strategies and their performance on speaking task. thus, to see the relationship between students’ use of strategies and their performance on speaking competence, the writer uses the pearson correlation analysis. this analysis reveals significant relationship among speaking competence and the use of each learning strategy as shown in table 2 table 2 the result of pearson correlation between students’ learning strategies and students’ communicative competence strategies r-value p-value memory 0.895 0.000 cognitive 0.959 0.000 compensation 0.967 0.000 metacognitive 0.889 0.000 affective 0.912 0.000 social 0.416 0.000 in detail, it can be seen than communicative competence is significantly positively correlated with the overall learning strategies. meanwhile, the highest significant 19 positive correlation is also found out between communicative competence and the compensation strategy categories. thus, the table also shows the value of pearson moment correlation in every strategies; memory strategy (r= 0.895 p=0.000), cognitive strategy (r= 0.959, p= 0.00), compensation strategy (r= 0.967, p= 0.000), metacognitive strategy (r= 0.889, p=0.00) and affective strategy (r= 0.912, p= 0.00). the least correlated strategy of the six strategies is social strategy with 0.416 r-value and 0.000 p-value. significant positive correlation between communicative competence and compensation strategy is the strongest, whereas the least significant association is between students’ communicative competence and social strategy. based on the overall correlation between communicative competence and the six strategies mentioned, it can be concluded that the higher the grade of speaking competence the students achieved, the more the students use their learning strategies. the finding of this study shows that the students use a number of learning strategies to cope with learning tasks of english speaking. in other words, they do not rely on a single strategy. it means that the students did not use a single strategy to accomplish a certain task, but they employed more strategies simultaneously, even the least proficient student. however, the students have some preferences in the use of the learning strategies, which can be seen from the degree of frequencies they employed the strategies. the statistical analysis also reveals a significant positive correlation between students’ learning strategies use and their speaking competence levels. 20 conclusions and suggestions this chapter is intended to present the conclusions of the present study which are based on the major findings. in addition, the researcher offers some suggestions for both the practical application for learners and teachers, and for future related studies. a. conclusion the following conclusion is drawn from the research findings of the present study. based on the statistical computation, it can be concluded that the students’ uses of language learning strategies are correlated with their communicative competence. the more the students use the language learning strategies, the higher the students’ communicative competence. b. suggestions based on the results of the present study, several suggestions are made. this section consists of two parts. the first part presents the suggestions for practical applications of the study. in the second part is addressed to recommendations for future related research on language learning strategies. 1. suggestions for practical application the suggestions for practical applications are addressed to the foreign language learners and instructors or teachers. a. learners learners are suggested to learn and use more learning strategies. the students may try or use any learning strategies which enable them to be better in speaking english. 21 b. teachers teachers are demanded to know not only know how to teach the language, but also know how to develop students’ learning strategies. 2. suggestions for future related research although the findings of this study have convincingly proven that student’s uses of learning strategies are correlated with their communicative competence, other future researchers, replication of such studies in other regions all over indonesia are still needed. this correlational study is conducted for university students. it is not yet known whether conducted in lower levels also yields the same results. for other levels, senior high, junior high and elementary schools need to be proven. finally, it is hoped, although the results of this study obtains positive and significant correlation between students’ uses of learning strategies and students’ communicative competence, other experiments concerning the use of learning strategies in studying other subjects references best, john w. 1981. research in education (fourth edition). new jersey: prentice hall, inc bogdan, robert c. and biklen, sari knopp. 2007. qualitative research for education: an introduction to theory and method. 5 th edition. london: allyn and bacon. borg, w.r. gall, m.d. 1989 educational research an introduction. fifth edition white plains: longman inc. 22 brown, h. douglas. 2004. language assessment: principles and classroom practices. new york: pearson education, inc. brown, h. douglas. 2007. principle of language learning and teaching 5 th edition. new york: addison wesley longman, inc. canale, m. 1983. “from communicative competence to communicative language pedagogy”. in j. richards & r. schmidt (eds.), language and communication. london: longman. chamot, a.u. 1999. the learning strategies handbook. new york: addison wesley longman,inc. chamot, a.u. 2004. “issues in language learning strategy research and teaching”. electronic journal of foreign language teaching 1/1:14-26. cohen, a.d. (1998, 2000). strategies in learning and using a second language. addison wesley longman limited. dansereau, d f. 1985. “learning strategy research”. in j.w. segal, s.f. chipman and r. ellis, rod. 1985. understanding second language acquisition. new york: oxford university press. ellis, rod. 1990. instructed second language acquisition: learning in the clasroom. oxford: basil blacwell ltd. hymes, d.h. 1971. “competence and performance in linguistic theory”. in huxley, r. and ingram, e. (eds), language and method: 3-28. new york: academic press. mitchell, m. l., & jolley, j. m. 2007.research designs explained. belmont, ca: wadsworth. o’malley, j. and chamot, anna. 1990. learning strategies in second language acquisition. cambridge: cambridge university press. oxford, rebecca l. 1990. language learning strategies: what every teacher should know. boston: heinle & heinle publishers. person p d&j a dole. (1987). “explicit comprehension instruction: a review of research and a new conceptualization of learning”. elementary school journal. 23 pedhazur, j.e. 1982. multiple regression in behavioral research. canada: cbs college rubin.1987. learner strategies: “theoretical assumptions, research history and typology”. in wenden & rubin (eds.). scarcella, robin c., andersen, elaine s., and krashen, stephen d. (eds.). 1990. developing communicative competence in a second language. new york: newbury house. strauss, anselm and juliet corbin. 1998. basic of qualitative research: techniques and procedures for developing grounded theory. london: sage publication. sunarto. 1997. dasar dan konsep penelitian. institute keguruan dan ilmu pendidikan surabaya. soepeno, bambang. 1997. statistik terapan dalam penelitian ilmu-ilmu sosial dan pendidikan. jakarta : penerbit rineka cipta. thomas, r. murray. 2003. blending qualitative and quantitative research methods in theses and dissertations. california. corwin press, inc. tuckman, bruce w. 1978. conducting educational research, second edition.usa: harcourt brace jovanovich, inc. www.ccsenet.org/ies international education studies vol. 3, no. 3; august 2010. 100 issn 1913-9020 e-issn 1913-9039. retrieved on saturday, 20 november 2010 at 23.00 http://www.ccsenet.org/ies 24 appendix 1. speaking test question 1. giving instruction direction: in this part of the test, you will explain how to perform a common procedure related to your field of study. choose one of these pictures and tell me about the procedure to operate one of these machines. example: how to operate a washing machine: first, turn on the power button second, open the washing machine third, ………….. a computer a public phone a drilling machine welding machine 25 question 2. maritime article direction: now please look at this picture. i would like you to tell me the story of this picture. please take only 1 minute to look at the picture and think about the story. do not begin to tell the story until i tell you to do so. 1. tell me the story that the picture shows! 2. what could the sailors have done to prevent this? 3. imagine that this happens to you. you are one of the sailors in the picture. what should you do to avoid accidents in the ship? 4. what do you know about maritime safety? 26 question 3. describing object direction: in this part of the test, you will describe the picture in as much detail as you can. you will have 30 seconds to prepare your response. then you will have 45 seconds to speak about the picture. 1. what do you know about this ship? what kind of ship is it? 2. mention any parts of the ship and its function! question 4. discussing about jobs direction: now i would like to hear your ideas on a variety of topics. be sure to say as much as you can in responding to each question. after i ask each question, you may take a few seconds to prepare your answers then begin speaking when you are ready. 1. nowadays, the competition to find a good job is very high. as a student of politeknik perkapalan negeri surabaya, what qualities that make you deserve to get a good job than others? 2. how do you prepare yourself to face that competition? 3. what do you want to do in the future? 27 question 5. presentation direction: study these graphs carefully. choose only one graph. 1. describe to me the information given in the graph. 2. predict what will happen in the future. 3. in your presentation, do not just read the information printed but present it as if you were talking to a group of people. ###the end### 28 appendix 2. sill questionaires strategy inventory for language learning (sill) this form of the strategy inventory for language learning (sill) is for students of a second language (sl). please read each statement and fill in the bubble of the response (1, 2, 3, 4, or 5) that tells how true the statement is. 1. never or almost never true of me 2. usually not true of me 3. somewhat true of me 4. usually true of me 5. always or almost always true of me answer in terms of how well the statement describes you. do not answer how you think you should be, or what other people do. there are no right or wrong answers to these statements. part a 1. i think of relationships between what i already know and new things i learn in the sl. 1 2 3 4 5 2. i use new sl words in a sentence so i can remember them. 1 2 3 4 5 3. i connect the sound of a new sl word and an image or picture of the word to help me remember the word. 1 2 3 4 5 4. i remember a new sl word by making a mental picture of a situation in which the word might be used. 1 2 3 4 5 5. i use rhymes to remember new sl words. 1 2 3 4 5 6. i use flashcards to remember new sl words. 1 2 3 4 5 7. i physically act out new sl words. 1 2 3 4 5 8. i review sl lessons often. 1 2 3 4 5 9. i remember new sl words or phrases by remembering their location on the page, on the board, or on a street sign. 1 2 3 4 5 part b 1 2 3 4 5 10. i say or write new sl words several times. 1 2 3 4 5 11. i try to talk like native sl speakers. 1 2 3 4 5 29 12. i practice the sounds of sl. 1 2 3 4 5 13. i use the sl words i know in different ways. 1 2 3 4 5 14. i start conversations in the sl. 1 2 3 4 5 15. i watch sl language tv shows spoken in sl or go to movies spoken in sl. 1 2 3 4 5 16. i read for pleasure in the sl. 1 2 3 4 5 17. i write notes, messages, letters, or reports in the sl. 1 2 3 4 5 18. i first skim an sl passage (read over the passage quickly) then go back and read carefully. 1 2 3 4 5 19. i look for words in my own language that are similar to new words in the sl. 1 2 3 4 5 20. i try to find patterns in the sl. 1 2 3 4 5 21. i find the meaning of an sl word by dividing it into parts that i understand. 1 2 3 4 5 22. i try not to translate word for word. 1 2 3 4 5 part c 1 2 3 4 5 24. to understand unfamiliar sl words, i make guesses. 1 2 3 4 5 25. when i can't think of a word during a conversation in the sl, i use gestures. 1 2 3 4 5 26. i make up new words if i do not know the right ones in the sl. 1 2 3 4 5 27. i read sl without looking up every new word. 1 2 3 4 5 28. i try to guess what the other person will say next in the sl. 1 2 3 4 5 29. if i can't think of an sl word, i use a word or phrase that means the same thing. 1 2 3 4 5 part d 1 2 3 4 5 30. i try to find as many ways as i can to use my sl. 1 2 3 4 5 31. i notice my sl mistakes and use that information to help me do better. 1 2 3 4 5 32. i pay attention when someone is speaking sl. 1 2 3 4 5 33. i try to find out how to be a better learner of sl. 1 2 3 4 5 30 34. i plan my schedule so i will have enough time to study sl. 1 2 3 4 5 35. i look for people i can talk to in sl. 1 2 3 4 5 36. i look for opportunities to read as much as possible in sl. 1 2 3 4 5 37. i have clear goals for improving my sl skills. 1 2 3 4 5 38. i think about my progress in learning sl. 1 2 3 4 5 part e 1 2 3 4 5 39. i try to relax whenever i feel afraid of using sl. 1 2 3 4 5 40. i encourage myself to speak sl even when i am afraid of making a mistake. 1 2 3 4 5 41. i give myself a reward or treat when i do well in sl. 1 2 3 4 5 42. i notice if i am tense or nervous when i am studying or using sl. 1 2 3 4 5 43. i write down my feelings in a language learning dairy. 1 2 3 4 5 44. i talk to someone else about how i feel when i am learning sl. 1 2 3 4 5 part f 1 2 3 4 5 45. if i do not understand something in sl, i ask the other person to slow down or say it again. 1 2 3 4 5 46. i ask sl speakers to correct me when i talk. 1 2 3 4 5 47. i practice sl with other students. 1 2 3 4 5 48. i ask for help from sl speakers. 1 2 3 4 5 49. i ask questions in sl. 1 2 3 4 5 50. i try to learn about the culture of sl speakers. 1 2 3 4 5 adapted from http://homework.wtuc.edu.tw/sill.php (may 5, 2009) volume 11, number 1, april 2020, 38-54 available at http://jurnalfahum.uinsby.ac.id/index.php/nobel/article/view/269 doi: 10.15642/nobel.2020.11.1.38-54 disclosing australian newspaper’s ideologies in reporting political news through social actor representations strategy: cda perspective ribut surjowati universitas wijaya kusuma surabaya (uwks), jalan dukuh kupang xxv/54 surabaya, indonesia 60225 article info abstract this research aims at explaining how and why the sydney morning herald communicates its ideologies in such a way through the social actors represented in news reports. using fairclough’s and van dijk’s model of cda and theo van leeuwen’s framework of the representation of social actors, the study found that in terms of assimilation, nomination and categorization, functionalization and identification, and impersonalization, the newspaper viewed the indonesian government, army, and military officers as the out group social actors, and australian, papuan activists and those who support papuan conflict as the in group social actors. these categorizations serve different purposes. those who are related to the out groups express a purpose to emphasize their brutality, superiority, and dominance towards the indigenous papuans. on the other hand, in groups social actors were indicated as peacemakers. these findings signaled australia’s political ideologies and hidden purposes towards indonesia. australia views itself as a liberal country which respects individual freedom; therefore, the government must protect and get justice, and, it is also australia’s responsibility to give aids to papuans who are seeking better place as stated in the international law which gives a picture of how this country is concerned towards indonesia. article history: received february 2020 accepted march 2020 published april 2020 keywords: cda, ideologies, newspaper, social actors, papua, conflict © 2020 uin sunan ampel surabaya correspondence: p-issn 2087-0698 email: surjowati88@gmail.com e-issn 2549-2470 http://jurnalfahum.uinsby.ac.id/index.php/nobel/article/view/269 https://id.wikipedia.org/wiki/indonesia mailto:surjowati88@gmail.com ribut surjowati nobel: journal of literature and language teaching 39 volume 11, number 1, april 2020, 38-54 introduction papua conflict has and always become world interest and had become the highlights in international newspapers such as the sydney morning herald (from now on smh) since papua is popular for its beauty and richness of natural resources. many countries are interested in papua conflict because this conflict potentially influences papuans’ demands to the indonesian government to holding a referendum to let the papuans choose between independence or the remaining part of indonesia. if this becomes a popular issue, many countries such as australia and america will get significant benefits as they have observed that papuans will choose the first choice. the papua independence will make those countries easily control papua. as an influential newspaper in australia, people rely on smh in reporting issues in the rest of the world. they have no idea whether the news is reported objectively or not. the news is ideologically contested, as fowler (1991, p.4) says that news is not a reflection of reality. still, it is an illustration of reality construction. that is why the language of the news is always biased because the newspaper constructs some stories from its viewpoint, which is depending on the interest it has towards the news it writes (fowler 1991, p.25). furthermore, news producers have important roles in shaping society and setting the boundaries of what is talked about and how it is talked about because, without people’s awareness, these groups of people can consciously influence people’s conception of social and cultural phenomena (rashidi & rasti, 2012). this shows that the language of powerful language producers has the power not only to recast the public impression of events, as when employing pleasant euphemism for ugly realities but also to make things happen. smh, as one of the influential australian newspapers in australia, has an important role in shaping readers’ valuation about every news it is reported, such as the way it reported the news about the conflict between papuans and indonesia government. as an australian newspaper published in australia, read mostly by australians and written by australians. the mouthpiece of the australian government, smh, is assumed to report the conflict in a different way. thus, the style of the writing from this australian newspaper is interesting to analyze because it is called into question about insisting ideologies the newspaper wants to present to the readers. it is assumed that this newspaper observes papua conflict from its particular point of view as language is not value-free of fact (fowler, 1996). the way to view a certain issue is always influenced by the hidden purposes and ideology that a media like smh has. using the powerful language, the journalists representing the proprietors’ ideology can sometimes be successful in manipulating reality and affect people’s perceptions about something. the production of the news is not the product of individuals, but institutionalized organizations (van dijk, 1988; bell, disclosing australian’s newspaper ideology nobel: journal of literature and language teaching 40 volume 11, number 1, april 2020, 38-54 1991; fowler, 1991) and journalistic texts are the outcomes of specific professional practices and techniques which can be quite different with quite a different result (richardson, 2007, p.77). many readers, particularly those who belong to the less fortunate level of society and education are usually do not realize that the news they are reading is far from reality. it is socially and culturally determined (caldas-coulthard, 2003, 2012); it is easy for them to be influenced to be aggressive and rebellious. therefore, this research was conducted to make the readers critical by showing them that language in the newspaper is bias and ideology contested and that the language used by the newspaper representing hidden purposes. some researches about newspaper ideology focusing on identifying how the ideology was communicated had been done. still, just a few of them examined why such ideology formulations were communicated so that the readers could not determine the reasons behind those formulations (rashidi & rasti, 2012; liao, 2012; naghty, 2010; ghannam, 2011; vo, 2011). the analysis only focused on describing the relationship between the interaction and social context but did not find out the background of construing such ideologies. such researches just showed to the readers that some journalists used some strategies in communicating its ideologies. however, they could not explain to the people about reasons underlying the use of those strategies. this current research had different perspectives from the previous ones. by combining theo van leeuwen’s (1996) theory about the representation of social actors and critical discourse analysis (cda), such ideological text can be examined because cda is considered as a significant tool for investigating text as it is believed that the language u sed in the text is often used as the media to accomplish the change and maintenance in society (bloor & bloor, 2007). wodak and meyer (2006) added that cda is focused on the examination of bias and transparent structural relationship of dominance, discrimination, power, and control as represented in language, as fairclough (1989, p. 2) power is related closely to ideologies and ideologies are closely related to language because language is a medium of showing domination and social power. therefore language is ideologically contested. this research is aimed at explaining how and why smh communicates its ideologies in such a way through the social actors represented in the news reported. review of literature this part is providing an overview of the literature that supports the data analysis. it is discussing critical discourse analysis, which is a fundamental method for critical analysis, theory social actors’ representations, and theory of ideology. ribut surjowati nobel: journal of literature and language teaching 41 volume 11, number 1, april 2020, 38-54 critical discourse analysis (cda) cda is a field of study concerned about studying and analyzing written and spoken texts to disclose the discursive sources of power, dominance, inequality, bias, and ideology (van dijk, 1998). it studies how these discursive sources are maintained and reproduced within a specific political, historical, and social context. it examines how those social power abuses are enacted, reproduced, and resisted in the form of text and talk in a political and social context. in other words, cda concerned about how power, dominance, and inequality are represented in a text, either spoken or written. fairclough (1989: 24) mentions that “a text is a product rather than a process – a product of the process of text production.” when the text is produced, it always includes the production and interpretation process, that is why to analyze a text, one must consider social condition where the text is produced and interpreted: the non-linguistics aspect of society since this aspect can influence the writer’s or readers’ in producing and interpreting the text. there are three dimensions in the analysis, namely; 1) description of formal properties of the text (micro-level of analysis), which consists of lexical, grammatical, and textual structures; however, this research was focusing on lexical structures. it is also the stage of analysis in which the theory of social actors’ representation was implemented. 2) interpretation of the processes of production and interpretation or interaction with the text by the producers and interpreters (meso level of analysis). in doing the interpretation of smh text, the researcher related the analysis to the social beliefs, values, attitudes, and opinions as van dijk (1998) say as a cognitive approach and explanation of the interaction and social context as well as their social effects (the macro level of analysis). in this stage, the analysis is done by viewing how the member resources (mr) are reproduced in the production of discourse, and they maintain or change the existing ideology in society. this stage will disclose the reasons behind text productions (fairclough, 1989). disclosing australian’s newspaper ideology nobel: journal of literature and language teaching 42 volume 11, number 1, april 2020, 38-54 van leeuwen’s categorizations of social actors there are ten categories used by van leeuwen in viewing the social actors (1996: 28-47) namely 1) exclusion: the social actors are either completely left out or de-emphasized, 2) role allocation: the social actors are represented through the roles they play, 3) genericization and specification: the social actors are either represented as classes of people or as specific identifiable individuals, 4) assimilation: the social actors are either represented as collectives or as individuals., 5) association and dissociation: the social actors are viewed as collective groups which are associated with each other because of common interest, 6) indetermination and differentiation: the social actors are viewed as unspecified “anonymous” individual or groups such as the use of someone to represent social actors, 7) nomination and categorization: the nomination strategy is used when the social actors are identified in terms of unique identity, and categorization identifies social actors in terms of identities and functions they share with others, 8) functionalization and identification: the social actors are viewed based on the function they perform and the identification of what social actors are, such as relational identification, physical identification and classification, 9) personalization and impersonalization: the social actors are personalized as human or impersonalized through abstraction, 10) overdetermination: the social actors are represented as participants in more than one social practices at the same time. ideology in his framework of ideology, van dijk (2000, p.44) and fiske and taylor (1991) in van dijk (2012) formulate the four principles which enable people to view hidden ideology, which is expressed in numerous ideological statements. those are emphasizing ‘us’ or in group; friends, allies or supporters, positively, ‘them’ or out group; enemies or opponents, negatively, deemphasizing negative things about ‘us’; and deemphasize positive things about ‘them.’ these four viewpoints play an important role in wider people’s knowledge about “positive selfpresentation” and “negative other-presentation.” positive self-representation highlights individuals’ positive behavior when emphasizing positive things about ‘us’ and negative things about ‘them.’ meanwhile, the negative other-presentation describes that there would be negative things addressed to ‘us,’ positive things addressed to ‘them’ (van dijk, 2000, 44). this indicates that the term ‘them’ always refers to negative beliefs in a social context , while the term ‘us’ refers to positive beliefs. ribut surjowati nobel: journal of literature and language teaching 43 volume 11, number 1, april 2020, 38-54 method this research is a descriptive qualitative research which specifically categorized as discourse-analytical media research. the focus is on finding ideologies underlying in a newspaper discourse, smh. the data were taken from 20 news reports about papua conflict in smh. to search for the way smh communicates its ideologies. why such ideologies were communicated, some procedures were done by employing three steps in fairclough’s cda, which are description, interpretation, and explanation. the procedures of data analysis are; 1) the data were classified into those belongs to van dijk’s model which operate “in and out” groups analytical categories, the out group consists of the indonesian government, including the indonesian military. in contrast, the in group consists of those who support papua conflict including australia, opm, and the indigenous papuans, 2) van leeuwen’s framework of the representation of social actors was implemented to describe and interpret the social actors' representation in the newspaper from each group, in this stage, 3) the newspaper’s ideologies could be uncovered after the social actors’ representation was done, 4) the step of explanation was done to find out the reasons of smh journalists having such ideologies were examined, 5) the findings were verified. results and discussions description and interpretation impersonalisation impersonalisation is the strategy of impersonalized social actors. they are represented by other means such as abstract nouns or concrete nouns whose meanings do not include the semantic feature “human” (van leeuwen, 2008). furthermore, he confirmed that different purposes were served in impersonalisation strategy; it can background the identity and/or role of social actors, it can lend impersonal authority or force to an activity or quality of a social actor, and it can add positive or negative connotations to a social actor’s activities. this categorization was used by smh to describe the out and in group social actors with slightly different purposes. the similarity purpose is to build preconceptions about the identity of the social actors as they are identified as powerful and authorized actors. (1)…..and indonesia has already flagged concern about the non-government organization (ngos) advocating independence for papua (smh). (2) although jakarta made an autonomy deal with the province almost 10 years ago, its indigenous melanesian people remains the country’s poorest while migrants flood into the resource-rich area and dominate business and paid employment, further marginalizing the papuan. (smh). disclosing australian’s newspaper ideology nobel: journal of literature and language teaching 44 volume 11, number 1, april 2020, 38-54 the lexical, indonesia, was used to represent indonesian authority who suspected ngos as a provocateur for papua freedom. in contrast, lexical jakarta referred to the indonesian government as the powerful authority which had decided to give autonomy to papua. the strategy of using impersonalisation explicitly did not tell about the negative attitude of the actors. still, implicitly it is a strategy to emphasize the role of those social actors as being dominant and powerful actors who set their rules to the papuans with a barbarous act. a similar strategy was implemented when smh convinced the readers that the indonesian government officers were seriously wanted to listen to australia, that indonesia considered australia as an influential country to the conflict in papua, as seen in: (3) in indonesia has recalled on the prime minister, john howard, to hold direct talks with its presidents, sby, to resolve the crisis…... (smh) the use of impersonalisation in this case shows that all the actions and plans done by indonesia were not based on individual interest but its institutional matter, which was absolutely a serious conflict involving australia. the strategy of impersonalisation was also found in smh when it reported the actors from the in group. this media used the terms federal cabinet, immigration department, and the australian government to shape readers’ opinion that the actions did by those social actors were not based on individual interest but institutional. (4) in the light of the bitter diplomatic breach that followed canberra’s belated support……….., the australian government is trying to avoid a similar conflict in papua (smh) (5) federal cabinet is likely to consider other options and looking at offering funds to jakarta to help its implementation of autonomy in papua as a way of dampening independence calls (smh) the above data enlightened how the authority in australia concerned about peace in papua and indonesia. this media tried to show to the readers that australia, as a nation, did not have a hidden mission in papua conflict. these in group social actors were identified from their goodwill to help indonesia solve the problems. ribut surjowati nobel: journal of literature and language teaching 45 volume 11, number 1, april 2020, 38-54 assimilation when the social actors are referred to as groups, the writer employs assimilation strategy, and two major kinds of assimilation are aggregation, which quantifies and treats the social actors as statistics and collectivization, which does not treat them that way (van leeuwen, 2008, p. 38). in this research, six data were found using assimilation strategies in which the social actors there were collectivized in a specific term such as indonesian troops, and delegations, the army, the military and police, both military and presidential spokesmen. this categorization gives an idea that the social actors were homogenous and consensual group executing the papuan separatist organization (opm), as seen in the following example; (6) indonesian troops have been involved in a low-level conflict with papuan separatist organization since the area was annexed by indonesia in 1969 in a vote widely seen as a sham by international monitor. (smh) the term indonesian troops was used to represent all the members of the indonesian army; therefore, all the conflict involved all the members of the troops, and it is systematic. this strategy could shape the readers’ opinion that the indonesian army was officially instructed to execute the activists of opm because of having provoked papuans actively to be independent of indonesia. (7) the police were out of control and beating local journalists and suspecting protesters, but a relative calm soon returned to jayapura (smh) the term police were described as an organization that consists of trained soldiers who have duties of protecting the civilians. however, the above datum showed negative attitudes of the police because of their brutality in confronting the chaos. this assimilation strategy done by smh was to cover its lack of accurate information about the numbers of the actors involving in the riot, and it did not have accurate data which actors behind this brutal action, therefore, this media just mentioned the institution which was responsible for its uncontrolled action towards the unarmed journalists. this will be able to shape the readers’ opinion that indonesia was behind this riot. when the out group social actors were emphasized from their harsh collective actions, the different way was given to the in group social actors, which consisted of papuans activists, the indigenous papuans, and australia. the journalist of smh tended to show the suffering of papuans and the goodwill of australia to help and support them. (8) papuan activists insist that more than 38 died at the hands of indonesians (smh) in datum number 8, papuan activists were described as heroes for the indigenous papuans for their strong movement to show to the world that indonesia was the only cause of papuans’ suffering. furthermore, the use of assimilation strategy (papuan activists) was used to disclosing australian’s newspaper ideology nobel: journal of literature and language teaching 46 volume 11, number 1, april 2020, 38-54 generalize the actors to cover media’s poor data about the real actors but gave a positive impact to readers’ alignments to the in group. meanwhile, smh once used nominal two while it mentioned the victims of the tortures; (9) two papuan victims are recorded on the video – one naked and being burned, while the other is clothed and has a large knife placed under his nose as he is being questioned by the men (smh). by mentioning the number of papuan activists, the journalist covered its bias in reporting the news as the victims were identified clearly. this media showed the readers that it had accurate and reliable information about the victims so that the readers would think that it is reliable information. another report which was presented by using assimilation strategy was found when smh wrote about the difficulties and unsafety of western journalists in reporting about the conflict in papua. (10) fairfax media has confirmed with the indonesian department of foreign affairs that the “clearing house” process remains the only legal route to west papua (smh). the in group social actor in the above is fairfax media. it was not specifically mentioned whether it is smh, the australian, or the herald. therefore, this strategy was implemented to manipulate the readers’ attention that indonesia had a hidden agenda towards papua and that the outsiders must have not interference with this. the term fairfax media, which seemed to represent all the fairfax, was used to assure the readers that there had been journalists’ restriction in papua. nomination and categorization smh nominated the out group social actor, susilo bambang yudhoyono, by honoring him with his title “dr” as having a role in the solution of the conflict, dr. yudhoyono was told to give promise to papuans if the papuans asylum seekers were willing to go home. (11) dr. yudhoyono has floated a new type of “special autonomy” for west papua, including the creation of an indigenous upper house of parliament in the province and more development assistance (smh). the above datum gives a meaning that, despite his political competence, the president of indonesia, susilo bambang yudhoyono, was viewed as a president with academic competence. the journalist wanted to focus the readers on the quality of the social actors and showed to them that special autonomy was assumed to work well to resolve the conflict in papua since the proposal was assured by a competent president. the title dr. was included again when smh mentioned yudhoyono as this media relied on him for giving justice to the papuans after the minister confessed that there were tortured done by the indonesian military. the social actor is ribut surjowati nobel: journal of literature and language teaching 47 volume 11, number 1, april 2020, 38-54 described as having a positive attitude as he demanded human rights and justice towards papuans. the positive evaluation was expressed not only by nomination but also by categorization, as found in the data below. this strategy serves a purpose to emphasize the important role of the social actors in the activities; in this case, smh categorized ali hamdan bogra as colonel ali hamdan bogra. the use of rank colonel would be able to ensure the people that he had the capacity to tell the truth that there was an instruction to the soldiers not to take attack the village after the death of their comrade done by the separatists. this strategy was used to show the readers there was an instruction from the commander not to attack the village. in this case, there is a positive evaluation towards the out group social actor, colonel ali hamdan bogra, because he was described as having the same quality as most of the in group social actors such as mr. howard, dr. peter king who were peace seekers. however, it emphasizes the fact that there were some riots in the village between the papuans and the military officers. the positive evaluation given to the out group shows the opposite description following what van dijk mentioned that the out group are the enemies or opponents who have different ideologies from the in group. they always refer to negative things; however, this positive evaluation carries implied messages smh wanted to communicate with the readers. there was a different view when the newspaper identified the in group social actors. they were categorized as well as nominated differently such as in mentioning herman waingai as a separatist, and prof. ron may, original specialist, as it can be seen in the following data: (12) the indonesian military was using the same tactics of terror in west papua that were employed during its bloody reign in east timor, and australia should step in to mediate a peace settlement, warn separatist herman waingai (smh). smh called herman, a separatist, as he was one of the indonesian military’s target, to convince the readers that the information was valid. different strategies in which was categorization and nomination were mixed in calling ron may, who is labeled as a regional specialist at the australian university in canberra and nominated as prof. regarding his statement about indonesia government superiority not to sit down and dialogue with papuans to settle the conflict. functionalization and identification functionalization and classification serve a similar function, which is to generalize and emphasize the roles of the social actors. this categorization was both used to identify the out group and in group social actors with the same purpose to highlight the position of the social disclosing australian’s newspaper ideology nobel: journal of literature and language teaching 48 volume 11, number 1, april 2020, 38-54 actors as having the authority to talk the issue so that it highlights the truth and the stretches of actions had done; for example; (13) the indonesian intelligence chief, major-general syamsir siregar, this week accused australian non-government organization of political interference in most papua (smh). smh was intentionally applying this categorization to spotlight the social actor’s important position regarding his accusation to australia's goodwill. this categorization is ideologically contested since it includes the social actor who is the indonesian intelligence chief. this issue was a serious matter and needed a serious response from australia. it was an attempt of exaggerating indonesia as a trouble maker country, as it is also seen in the example; (14) a presidential spokesman, andi malarangeng, also suggested mr. howard should order the navy to prevent more boatloads (smh). examining the classification categorization, the reader of smh would be led to australia’s strong willingness to help indonesia fixing the conflict in papua. however, this good would elicit a bad response from indonesia and worsen the relationship. in this case, australia would be one of the nations which obey an international society, and it proved that australia was a peacemaker country. the following example supported the activity; (15) tony burke as the labor’s immigration spokesman, backed mr. howard’s refusal to apologize to indonesia for granting asylum to 43 papuans (smh). this categorization is an important strategy of degrading the indonesian government as van leeuwen (2008) says that the category of “belonging to a company or organization” plays a more vital role in identification. the identification of the actors who are from indonesian military officers and their positions in the institution prompt the readers to focus their attention to the actors as they will be identified easily as the officers from indonesia not from other countries and also by generalizing the social actors, the readers will neglect the existence of the social actors. they will start focusing on the activities of the actors. hence, as smh called peter king of sydney university, it emphasizes the importance and quality of the social actors regarding the statement given. specification and genericization specification is the strategy of representing the social actors as specific identifiable individuals (van leeuwen, 2008, p.41). in identifying the in group social actors, smh characterized the social actors in collective and specific terms. both of them serve different purposes but run to the same destination, which is to highlight australia for its attempts to create peace for papuans and avoid conflict with indonesia as for examples: ribut surjowati nobel: journal of literature and language teaching 49 volume 11, number 1, april 2020, 38-54 (16) mr. l’estrange had offered no big concessions, but explained australia’s new hardline policies to deter future asylum seekers, sources confirmed (smh). as the secretary of the foreign affairs department officer, mr. l’estrange implicitly did not want to confess that granting a visa to papuan asylum seekers broke the international law. this is an indication that australia purposely wanted to interfere with the political conflict in papua because it did not pay attention to the indonesian government’s protest towards this visa granting. this specific social actor, mr. l’estrange, mentioned assuring the newsreaders that the australian immigration department did not refuse the papuan asylum seekers but discourage other asylum seekers. (17) mr. suebu attacked dr. yudhoyono’s support for splitting papua into two provinces, with an unresolved election for the governorship of the west irian jaya province last month (smh). the in group social actor, mr. suebu, was described above as an important man in papua, who supported papuans’ struggle to reach their independence. he was the mouthpiece of papuans and always protested the brutality of the indonesian army during the military operation in papua and jakarta's domination toward papua poverty. the way this middle-class oriented newspaper in presenting the in group social actors in the above datum, which is using surname, indicated that this media wanted to show that these actors were reliable sources and witnesses for human rights abuses in papua. different from the previous strategies in which the journalists mention the social actors in a specific way, the next data, show the strategy of genericization. it is a strategy of viewing social actors in a general way. the strategy has a purpose of creating a perception that the terrifying situation and intimidations were experienced by most of papuans although this is one strategy to manipulate the newspaper’s inability to provide valid information, for example; (18) now, hundreds of independence activists fear an intensified crackdown, amid police and military buildup (smh). these social actors were viewed through their collective terms that add an inclusive identity of this group and assimilates the group members into a community that shares similar values (van leuween, 2008). therefore, smh tried to emphasize the numbers of independence activists who always demanded the indonesia government to stop the abuses. the use of this term showed that many activists were terrified of the terror done by the indonesian military and police. in this case, the numbers of the actors were not mentioned accurately because this media implicitly wanted to express the big number of terrified people in papua. hence, the readers would be convinced that the conflict was a serious matter and needed to be world attention. (19) foreigners in papua viewed suspiciously, especially non-government groups (smh). disclosing australian’s newspaper ideology nobel: journal of literature and language teaching 50 volume 11, number 1, april 2020, 38-54 (20) ordinary papuans, too, are deeply frustrated with their lack of economic progress (smh). the above data, foreigners and ordinary papuans, show the next genericization strategy that smh journalists used. datum number 19 was identified in the news report about the issues of papuan independence. it was reported that some non-government groups were trying to provoke the papuans to demand independence from indonesia. in this part, smh journalist was assumed not knowing for certain which and how many foreigners were the provocateurs. this strategy was used to shape the readers’ opinion that indonesia was not a safe place to visit by foreigners, and they had to be aware of that threat. datum number 20 indicates a similar meaning that all the ordinary papuans felt that there would not be any improvement economically because of the rules implemented by the indonesian government. not all the papuans felt the same way, but the journalist used this strategy of genericization to blow up the failure of the indonesian government in improving the papuans’ poverty. explanation smh newspaper is published in australia and written for australian society. thus, this newspaper production is constructed based on the social, cultural as well as the ideological context of australian society, including how this newspaper viewed papua conflict. the findings show that smh valued indonesia as the out group negatively. this evaluation indicates that australia has different ideologies from indonesia; therefore, these differences were reflected in the way it looks at papua conflict. firstly, a liberal party had controlled australia quite strongly between 1996-2007. under this control, australia built some coalitions with some influential countries such as england and usa and other commonwealth countries to protect australia’s interest and security (willoughby, 1960, p. 3) and provide international aid and assistance including helping refugees within the limits of its national resources (hirst, 2002). it means that australia has an underlying policy to assist asylum seekers from many countries, including indonesia. this liberal-democratic country feels of having a responsibility to help the papuans asylum seekers as they received hostile treatment from the indonesian government. the smh views the indonesian elites and military, which is the representation of the out group, are regarded as the actors responsible for the chaos in papua during papua conflict. this australian media views these people negatively as they acted brutally and fiercely towards the indigenous papuans who tried to free themselves from the control of the indonesian government. as a liberal-democratic country that respects human dignity, self-determination, ribut surjowati nobel: journal of literature and language teaching 51 volume 11, number 1, april 2020, 38-54 and equality, australia felt that what had been done by indonesia was inhuman (crosby, 2014, p.7). as van dijk (nd, p.140) in surjowati (2015, p.131) says that there are some relations between underlying ideologies in social cognition, mental models in personal cognition, and actual comprehension of production of text or talk under the influence of mental models of the situation. he furthermore says that ideologies unconsciously control the way of a social group thinks and beliefs, which finally become the fundamental social characteristics of a group (van dijk; 1995, p.47-142 in asmaradhani, 2019). this means that what is printed in the news report is the reflection of the news workers’ way of thinking, their behavior, and reaction towards a particular issue, such as an issue of papua conflict. as opposed to australia’s foundations that are put forward freedom, tolerance, and an equal sense of fairness (hirst, 2002), australia through smh then expresses its disappointment to the way indonesia handled the conflict by giving negative evaluation towards the elites and military. the sources of political conflict in papua is inequality of in every aspect of life such as economic, political, cultural and social aspect (may and kegan, 1978, p.225) and australia noticed these sources. papua is a prosperous country, but social life is painful. liberals believe that papuans have freedom of choice because they have no hopes anymore to the government which must protect them from threat and strengthens them economically as the federal platform of liberal party of australia (2002) says that prosperity and peace can only be obtained when people are given the opportunity and responsibility. they will feel real freedom when they are allowed to build their dream. when the ruler and the people respect each other, then the strength of uniting can be reached. secondly, the relationship established by australia and its coalitions is based on the same interests and beliefs which they represent in their attitude and purposes and discourse. australia’s interference to the political conflict in papua and its willingness to assist the papuan asylum seekers illustrate its opposite policy with the indonesian government. it is an embodiment of its hidden political interests towards papua. as neighboring countries, australia and indonesia are viewed as an odd couple because the relationship does not always run well. often, there are tension, distrust, and suspicion (burchill and damien, 2001, p.67). furthermore, australia builds a strong coalition with the usa, which is suspiciously having hidden and big designs to indonesia. the usa had been involved in papua conflict since 1969 when the act of free choice was done. papua has been a strategic target of the usa to conquer because papua is well known for its wealth of natural resources such as gold, coal, and copper. hence, australia shows its support to the usa’s design to indonesia by exposing indonesia’s aggressive attack to indigenous papuans. disclosing australian’s newspaper ideology nobel: journal of literature and language teaching 52 volume 11, number 1, april 2020, 38-54 conclusion there are two different allotments of representing the social actors: the ones belong to the out group (indonesians), and the ones belong to the in group social actors (australians and proindependence activists). those representations serve two major divisions, depending on which groups are represented. both the out group and in group social actors were categorized in terms of assimilation, nomination and categorization, functionalization and identification, impersonalization, except for genericization and specification. however, these categorizations serve different purposes. the categorizations related to the indonesian actors express a purpose to emphasize their negative attitude towards the conflict in papua such as avoiding dialogue with the indigenous papuans, intimidating papuan villagers, torturing the papuan activists, breaking a commitment to papuan autonomy but emphasize positive attitudes of western social actors such as being peacemakers, facilitating indonesian government and papuans to negotiate, facilitating the papuan asylum seekers by granting some visas for them and criticizing indonesian military brutality towards papuans. those purposes are based on australian ideology. papua is viewed as australia’s different political ideologies. australia is a liberal country in which freedom is essential. every individual has their right to pursue their individual goals, and every individual within society has the right to get justice and protection from the government. therefore, australia has a responsibility to give aids to papuans who are seeking a better place, as stated in international law. furthermore, australia’s attitudes towards this conflict in papua strengthened indonesia’s assumption that this country put special attention to political condition in indonesia which is similar to his partner america with his hidden design for indonesia references asmaradhani, a.i. 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(2003). cross cultural representation of ‘otherness’ in media discourse in g weiss and r. wodak (eds). critical discourse analysis: theory & interdisciplinary (pp.272-296). new york: palgrave. http://jurnalfahum.uinsby.ac.id/index.php/nobel/article/view/218 http://jurnalfahum.uinsby.ac.id/index.php/nobel/article/view/218 http://jurnalfahum.uinsby.ac.id/index.php/nobel/article/view/218 https://books.google.co.id/books?id=x_s5pwaacaaj&dq=the+language+of+news+media&hl=en&sa=x&ved=0ahukewihvv79mvjoahvfwh0khzrodpkq6aeikdaa https://books.google.co.id/books?id=8k8uagaaqbaj&printsec=frontcover&dq=the+practice+of+critical+discourse+analysis:+an+introduction+2007&hl=en&sa=x&ved=0ahukewjb9ryom_joahxq7hmbhr54caoq6aeikdaa#v=onepage&q=the%20practice%20of%20critical%20discourse%20analysis%3a%20an%20introduction%202007&f=false https://books.google.co.id/books?id=8k8uagaaqbaj&printsec=frontcover&dq=the+practice+of+critical+discourse+analysis:+an+introduction+2007&hl=en&sa=x&ved=0ahukewjb9ryom_joahxq7hmbhr54caoq6aeikdaa#v=onepage&q=the%20practice%20of%20critical%20discourse%20analysis%3a%20an%20introduction%202007&f=false https://www.researchgate.net/publication/305353906_australia_and_indonesia_beyond_stability_towards_order https://www.researchgate.net/publication/305353906_australia_and_indonesia_beyond_stability_towards_order https://books.google.co.id/books?id=broadaaaqbaj&printsec=frontcover&dq=critical+discourse+analysis:+theory+and+interdisciplinary+2003&hl=en&sa=x&ved=0ahukewit4kc-m_joahxqbn0khzkldhkq6aeikdaa#v=onepage&q=critical%20discourse%20analysis%3a%20theory%20and%20interdisciplinary%202003&f=false https://books.google.co.id/books?id=broadaaaqbaj&printsec=frontcover&dq=critical+discourse+analysis:+theory+and+interdisciplinary+2003&hl=en&sa=x&ved=0ahukewit4kc-m_joahxqbn0khzkldhkq6aeikdaa#v=onepage&q=critical%20discourse%20analysis%3a%20theory%20and%20interdisciplinary%202003&f=false https://books.google.co.id/books?id=broadaaaqbaj&printsec=frontcover&dq=critical+discourse+analysis:+theory+and+interdisciplinary+2003&hl=en&sa=x&ved=0ahukewit4kc-m_joahxqbn0khzkldhkq6aeikdaa#v=onepage&q=critical%20discourse%20analysis%3a%20theory%20and%20interdisciplinary%202003&f=false ribut surjowati nobel: journal of literature and language teaching 53 volume 11, number 1, april 2020, 38-54 crosby, l. modern australia – the challenge of nation building. (2002). the federal platform of the liberal party of australia. retrieved on 23 may, 2014 in www.liberal.org.au/info/docs/federalplatform.pdf. fairclough, n. (1989). language and power: discourse and power. london: longman. fowler, r. (1991). language in the news: discourse and ideology in press. london & new york: routledge. fowler, r. (1996). “on critical linguistics.” caldas-coulthard, cr & coulthard, m. (ed). texts and practices: readings in critical discourse analysis (p; 3-14). london: routledge. ghannam, n. (2011). newspaper ideology: a critical discourse analysis of an event published in six lebanese newspapers [thesis]. university of the witwatersrand, south africa. hirst, a. (2002). the federal platform of the liberal party of australia. retrieved on february 2020 in https://cdn.liberal.org.au/pdf/federalplatform.pdf kegan, p & may, b. (1978). the indonesian tragedy. london: routledge. liao, n. 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(2008). discourse and practice: new tools for critical discourse analysis. new york: oxford university press. http://www.liberal.org.au/info/docs/federalplatform.pdf https://books.google.co.id/books?id=h_ikaqaamaaj&dq=language+and+power:+discourse+and+power&hl=en&sa=x&ved=0ahukewjfsdxom_joahwbbsskhaqncagq6aeiojac https://books.google.co.id/books?id=bx5gaqaaqbaj&printsec=frontcover&dq=language+in+the+news:+discourse+and+ideology+in+press&hl=en&sa=x&ved=0ahukewiwzypbm_joahvfbsskht7vbvkq6aeikdaa#v=onepage&q=language%20in%20the%20news%3a%20discourse%20and%20ideology%20in%20press&f=false https://books.google.co.id/books?id=bx5gaqaaqbaj&printsec=frontcover&dq=language+in+the+news:+discourse+and+ideology+in+press&hl=en&sa=x&ved=0ahukewiwzypbm_joahvfbsskht7vbvkq6aeikdaa#v=onepage&q=language%20in%20the%20news%3a%20discourse%20and%20ideology%20in%20press&f=false https://books.google.co.id/books?id=cuvqzgth4lqc&printsec=frontcover&dq=texts+and+practices:+readings+in+critical+discourse+analysis+1996&hl=en&sa=x&ved=0ahukewjtkzrsm_joahukbn0khdofbicq6aeikdaa#v=onepage&q=texts%20and%20practices%3a%20readings%20in%20critical%20discourse%20analysis%201996&f=false https://books.google.co.id/books?id=cuvqzgth4lqc&printsec=frontcover&dq=texts+and+practices:+readings+in+critical+discourse+analysis+1996&hl=en&sa=x&ved=0ahukewjtkzrsm_joahukbn0khdofbicq6aeikdaa#v=onepage&q=texts%20and%20practices%3a%20readings%20in%20critical%20discourse%20analysis%201996&f=false https://cdn.liberal.org.au/pdf/federalplatform.pdf https://books.google.co.id/books?id=4d9laaaacaaj&dq=the+indonesian+tragedy+1978&hl=en&sa=x&ved=0ahukewjikjrfnpjoahxu73mbhq7ycl4q6aeikdaa https://www.semanticscholar.org/paper/doing-(in)-justice-to-iran's-nuke-activities-a-of-rashidi-rasti/2eb1f6dadb71536804809363b877c189d1eb230e https://www.semanticscholar.org/paper/doing-(in)-justice-to-iran's-nuke-activities-a-of-rashidi-rasti/2eb1f6dadb71536804809363b877c189d1eb230e https://www.semanticscholar.org/paper/doing-(in)-justice-to-iran's-nuke-activities-a-of-rashidi-rasti/2eb1f6dadb71536804809363b877c189d1eb230e https://books.google.co.id/books?id=-e-ycgaaqbaj&printsec=frontcover&dq=analysing+newspapers:+an+approach+from+critical+discourse+analysis&hl=en&sa=x&ved=0ahukewj2myv0npjoahuieiskhrytc-mq6aeikdaa#v=onepage&q=analysing%20newspapers%3a%20an%20approach%20from%20critical%20discourse%20analysis&f=false https://books.google.co.id/books?id=-e-ycgaaqbaj&printsec=frontcover&dq=analysing+newspapers:+an+approach+from+critical+discourse+analysis&hl=en&sa=x&ved=0ahukewj2myv0npjoahuieiskhrytc-mq6aeikdaa#v=onepage&q=analysing%20newspapers%3a%20an%20approach%20from%20critical%20discourse%20analysis&f=false http://eprints.undip.ac.id/55561/ http://eprints.undip.ac.id/55561/ http://eprints.undip.ac.id/55561/ http://eprints.undip.ac.id/55561/ http://www.discourses.org/unpublishedarticles/ideology%20and%20discourse.pdf http://www.tanfondline.com/doi/abs/10.1080/13569310600687908 http://www.discourse.org/oldarticles/discourse%20%20ideology%20analys.pdf disclosing australian’s newspaper ideology nobel: journal of literature and language teaching 54 volume 11, number 1, april 2020, 38-54 vo, dd. (2011). style, structure and ideology in english and vietnamese business hard news reporting: a comparative study [dissertation]. university of adelaide. willoughby, j.r (1960). the official federal platform of the liberal party of australia. retrieved on february, 22, 2020 from https://parlinfo.aph.gov.au/parlinfo/download/library/partypol/1193431/upload_binary/11 93431.pdf;filetype=application%2fpdf#search=%22library/partypol/1193431%22 wodak, r and meyer, m. (2006). methods of discourse analysis. london: sage publication. volume 11, number 2, september 2020, 162-177 available at http://jurnalfahum.uinsby.ac.id/index.php/nobel/article/view/299 doi: 10.15642/nobel.2020.11.2.162-177 gricean maxim violation(s) in the murder case of jamal khashoggi: a forensic linguistic perspective zakir hussain radfar1, dadang sudana2, and wawan gunawan3 universitas pendidikan indonesia, bandung, indonesia article info abstract the murder of jamal khashoggi in the consulate of saudi arabia in turkey is still controversial. the judgment relies on valid and reliable evidence. this study is vital due to investigating a murder case based on pragmatic meanings as language evidence broadcasted in media. this research employs grice’s conversational implicature to investigate the murder of jamal khashoggi by analyzing the exposed recorded tapes of jamal khashoggi and the accused inside the consulate, the utterances of khadija changiz, the fiancée of jamal khashoggi, and adel al jubeir’s statements, the foreign minister of saudi arabia as a representative of the saudi arabian. the design of this research is a case study, and content analysis is used to analyze the data based on mayring’s (2000) qualitative content analysis. based on the findings of the study, the recorded tapes of jamal khashoggi and the accused are outlined as ambiguous language. saudi arabia denied the murder by saving face, misleading the hearer, and skipping the questions, but later on, affirmed the murder and promised to bring justice. hence, the results of this study will affect the verdict on the judicial decree, and the accusations will be prosecuted, and justice will be served to jamal khashoggi. article history: received may 2020 accepted july 2020 published september 2020 keywords: forensic linguistics, implicature, jamal khashoggi, murder, saudi arabia © 2020 uin sunan ampel surabaya correspondence: p-issn 2087-0698 email: zakir.radfar1@gmail.com e-issn 2549-2470 http://jurnalfahum.uinsby.ac.id/index.php/nobel/article/view/299 mailto:zakir.radfar1@gmail.com zakir hussain radfar, dadang sudana, & wawan gunawan nobel: journal of literature and language teaching 163 volume 11, number 2, september 2020, 162-177 introduction in a few years, forensic linguistic has gained peoples' attention in the world. the term forensic linguistics was first coined by svartvik (1968), and now there are so many organizations that support the development of forensic linguistics. for instance, the university of birmingham in europe has built an organization called forensic linguistics: the international journal of speech, language, and the law (coulthard, 2005). forensic linguistics is a branch of the linguistic studies (ariani et al., 2014; leonard et al., 2017; ramezani et al., 2016) and is taken from a latin word ‘forensis’ (wasikata, 2014) which investigate the language usage in crime and assisting the police, court, law in case of the criminal issues. according to mcmenamin (2002), forensic linguistics is the scientific study applied to forensic purposes and contexts, directly associated with linguistics, applicable and interdisciplinary knowledge connecting language, crime, and law (olsson, 2008, p. 11). in other words, it is the application of scientific knowledge to language in the context of civil, law, and criminals. therefore, some linguists are interested in the language of written law, originality, and language use in forensic procedures, and thus the study starts from the judicial point of arrest to the trial and sentence stage (ariani et al., 2014). in line with this view, momeni (2012) cited that forensic linguists are boosting their works in the communication and advertisement, which includes sound identification, identification of writer of a written text, miscommunication between lawyers and client, perjury, problems related to the legal texts, libel, problems with brands, interpretation, and translation of communication in courts and recorded interviews as evidence. also, there are some areas that forensic linguistics covers. ariani et al. (2014) pointed out some specific areas such as document examination, software forensic, semiotic, plagiarism, linguistic, and lawyer’s interaction. hence, forensic linguistics is not only limited to the crimes like murder, suicide, bribe or stealing and assisting the police in courts but also is a applied to various issues by scientifically accepted principles of linguistic analysis to legal evidence and using the descriptive linguistic technique (malcolm & coulthard, 1997) such as phonology and phonetics, lexis, syntax, pragmatics, discourse, and text analysis (cited in ariani et al., 2014). further, there has been a spate of interest in forensic linguistics and much research conducted in the field of forensic linguistics in various areas such as investigation in the police report (sumaljag, 2018), research about fraud in the judicial system as a language crime (momeni, 2012), analyzing suicide note cases (sudjana, 2013), studying bribery case in indonesia (waskita, 2014), exploring an authorship identification (neito et al., 2008), applying forensic linguistics in detecting of deviant teaching in malaysia (nordin, 2016), and reviewed gricean maxim violation(s) nobel: journal of literature and language teaching 164 volume 11, number 2, september 2020, 162-177 forensic linguistics in the light of crime investigation (ramezani et al., 2016). as a result, no study investigated an international murder case broadcasted in media. hence, this research attempted to examine the murder of jamal khashoggi that occurred in early october 2018 in turkey. literature review forensic linguistics is a new approach to applied linguistics which is using scientific mechanisms (ramezani et al., 2016) derived from other sub-areas of descriptive linguistics such as phonetics and phonology, lexis, syntax, pragmatics, semantics, discourse, dialectology, and text analysis used in courts to solve legal cases (coulthard, 2005). according to mcmenamin (2002, p. 86), forensic linguistics is the scientific study applied to forensic contexts, including civil, law, and crime. it is defined as a field of study that deals with analyzing language in the context of crime, judicial procedure, and dispute law (udina, 2017). based on these definitions, forensic linguistics is directly related to the linguistics and interdisciplinary knowledge that connects language, crime, and law (olsson, 2008, p. 11). according to udina (2017), forensic linguistics is a new approach using scientific techniques and other subfields such as phonetics, stylistics, pragmatics, dialectology, and semantics in courts, a police investigation to solve crimes and legal issues. hence, most crimes and legal issues are relying on legal texts (olsson, 2008), which is implicated in a legal and criminal context like letters, books, essays, contracts, and theses (sudjana & fitri, 2013). further, olsson (2008) clarified with more examples, for instance, “a parking ticket, a will, a contract, a health department letter, a thesis; almost anything that spans from plagiarism, insurance contracts, trademarks and patents to court procedure, confessions, hate crimes, and murder.” to sum up, in line with shuy (2007) that forensic linguistics includes a wide range of topics such as the language used in trials by judges, lawyers, and witnesses, further, the language of the law, language used in civil as well as in criminal cases. on the other hand, pragmatics is a significant field of linguistics. according to yule (1996), pragmatics deals with the appropriateness of linguistic choice to the context. in other words, luo and gao (2011) believed that pragmatics is the study of the use of language in communication, especially the relationship between sentences, context, and situations in which utterances are deployed. some other authors believed pragmatics as the study of language in use (akinwotu, 2013 cited in basra & thoyyibah, 2017; levinson, 1983). for instance, implicature employed in this research is a part of pragmatics. implicature is something meant, implied, or suggested distinct from what is said (wang, 2011). according to grice (1975), the zakir hussain radfar, dadang sudana, & wawan gunawan nobel: journal of literature and language teaching 165 volume 11, number 2, september 2020, 162-177 related theory describes the relationship between what is said and what is meant in a case that the conventional meaning is associated with the sentence ('what is said') and is not equivalent with the intention of speakers' communication and intended effects on the audience ('what is meant'). it is how it meets with issues that there are meaning and intention beyond what is simply said or involve in the communication such speakers' intention does not appear on his words but another side of meaning. therefore, there is more than what a speaker says or writes that should be accounted for as a real intended meaning of the speaker or writer (nanda, 2015). thus, coulthard and johnson (2007) and aziz (2015) believed that pragmatic studies and pragmatic meanings could cause legal action. according to mustafa (2010), grice introduced two kinds of implicature, the first one is conversational implicature, and the second one is conventional implicature. the earlier arises when the producer of an utterance violates the four maxims. the later occurs from the conventional meaning of words and the discourse they happen in. aglina (2018) contended that conversational maxims imply meaning during conversation and are known to conversational implicature, but the "co-operation" between speakers while using maxim is called cooperative principles. in conversation, the speaker and hearer need to cooperate in communicating smoothly. therefore, there is a need for cooperative principles, which is discussed for the first time by grice in his lecture entitled "logical and conversation." according to grice (1975, in yule, 1996), "cooperative principles make your conversational contribution such as required, at the stage at which it occurs by the accepted purpose or direction of the talk exchange in which you are engaged.” huang (2009, cited in jingjie, 2016) stated that the cooperative principle in the exchange of conversation makes sure that the right amount of information is provided, and the conversation is made in a truthful, relevant, and perspicuous manner. thus, the researcher in this study believed that cooperative principles would help find the truth of the murder of jamal khashoggi in the consulate. the cooperative principles include four maxims: the maxim of quality, the maxim of quantity, the maxim of relation, and the maxim of manner. yule (1996) pointed out the maxims, such as the following: a. the maxim of quantity: 1) make your contribution as informative as is required (for the current purpose of the exchange). 2) do not make your contribution more informative than is required. b. the maxim of quality: try to make your true contribution. 1) do not say what you believe to be false. gricean maxim violation(s) nobel: journal of literature and language teaching 166 volume 11, number 2, september 2020, 162-177 2) do not say that for which you lack adequate evidence. c. the maxim of relation: be relevant. d. the maxim of manner: be perspicuous. 1) avoid obscurity of expression. 2) avoid ambiguity. 3) be brief (avoid unnecessary prolixity). 4) be orderly the context of the murder case jamal khashoggi is a saudi citizen who was a prominent journalist and often criticizing the saudi government (haltiwanger, 2018). he was an adviser to a senior official in the saudi government and worked for the top news outlets in the country and was seen as close to the ruling elite in saudi arabia. last year, he had a falling-out with the government over saudi's prince mohammad bin salman because of controversial tactics as he has worked to consolidate his power. indeed, he has not been seen since the 2nd of october, 2018 while he entered to saudi's consulate in turkey. based on the online broadcasting media, he has been killed by saudi's royal family. now, the legal procedure is going on. this research focused on the forensic linguistic analysis of jamal khashoggi’s murder reflected through the national and international online media to determine the truth and help the prosecutions. methods this research is a descriptive study, and the data is analyzed qualitatively. the design employed in this research is a case study, and content analysis is used to analyze the data based on the qualitative content analysis of mayring (2000). based on this framework, mayring (2000) exemplified materials such as interview transcripts, focus groups, observational studies, document analysis, and secondary analysis. thus, this study includes transcripts of video recorded tape as document analysis and also interviews. the researcher used grice’s conversational implicatures (1975) and interpreted the data based on coulthard and johnson’s language in evidence (2007). further, the framework of the study is developed based on cooperative principles of grice (1975); based on this framework, ql=stands for quality, qn=stands for quantity, r=stands for relevance, and m=stands for manner. zakir hussain radfar, dadang sudana, & wawan gunawan nobel: journal of literature and language teaching 167 volume 11, number 2, september 2020, 162-177 the research is a case study investigating the murder of jamal khashoggi in turkey based on online broadcasting media such as sabah daily newspaper, the new york times (nyk), al-jazeera, and bbc (british broadcasting corporation). the data is already published in the media by cia agents of usa, turkish police and authorities, and other investigators. the data includes the exposed recorded tapes of jamal khashoggi and the accused people inside the consulate, interviews and press conferences of khadija changiz, the fiancée of jamal khashoggi who is demanding justice, and adel al jubeir’s statements about the murder of jamal khashoggi-the foreign minister of saudi arabia as a representative of the saudi arabian kingdom in this study. to transcribe the data, the researcher used software called maxqda, version 2018. this version is the new generation of software that presents seven new innovative analysis tools, including paraphrasing, twitter statistics, smart coding, group comparison, code configuration, survey response, maxmaps, and transcriptions. besides, the researcher asked someone a native speaker of turkish and a specialist to re-transcript the videos related to the turkish language. these people could help the researcher to understand the data better. findings and discussions interpretation of implicatures as a language in evidence applied in the report about the murder of jamal khashoggi to analyze the data, the researcher applied grice’s conversational implicature (1975) and interpreted the data based on the theory of language in evidence (coulthard & johnson, 2007). based on the findings of the study, generally, the speakers failed to observe the maxims to have a cooperative conversation, and in particular, they flouted and violated the maxims to convey their intended thought to the hearer. much details are provided about the outcome of the study in the table below: table 1. the findings of cooperative principles of the study observance of maxims non-observance of maxims total maxim no utterer ql qn r m flouting violating opting out infringing ql qn r m ql qn r m ql qn r m ql qn r m 1 recorded tape of jamal khashoggi 1 1 1 3 2 khadija changiz 7 3 1 11 3 adel al jubier 2 2 2 1 7 overall total of non-observance of maxims 21 gricean maxim violation(s) nobel: journal of literature and language teaching 168 volume 11, number 2, september 2020, 162-177 as shown in the table above, the recorded tapes of jamal khashoggi's conversation with accused people were included in the non-observance of maxims. for instance, he has flouted the maxim of quality for one time. he has flouted the maxim of quantity and manner, one time, respectively. in opposite, there is not violating the maxims the same as adel al jubeir did. thus, thomas (1995) stated that flouting a maxim is when a speaker blatantly fails to observe a maxim in which he has no intention of deceiving or misleading (p. 65). so, the outcome of the recorded tape of jamal khashoggi is similar to khadija changiz. khadija changiz also has not cooperated well in the conversation. she has flouted the maxims not violated. based on the results of the analysis, she has flouted the maxims for 11 times, which was included seven (7) times flouting the maxim of quantity and three (3) times the maxim of relevance and once (1) maxim of manner; but, the third party based on the analysis, adel al jubeir has violated the maxims in opposite to other parties. violating maxims occurs when the speaker will be liable to mislead the hearer (grice, 1989). hence, adel al jubeir violated the maxims of quantity two times, quality, and manner each of them two times and violated the maxim of relevance only two times. further, adel al jubeir has once opted out the maxim of quality. as a result, violating the maxim of quantity is more than others in this study. thus, it is in line with tajabadi et al. (2014), who investigated the grice's cooperative maxims in oral arguments; their study revealed that the maxim of quantity is mostly violated; because the participants in the court were providing more information than required. hence, they believed that legal language seems to be over informative and overcrowded and presented awkwardly. thus, tajabadi et al. (2014) contended that the contribution of involved parties is more than required due to explaining about the situation, telling a story, saving face, and blamed others guilty. in the following, it is discussed in details: 1. implicatures applied in the recorded tape of jamal khashoggi based on the revealed recorded tape of jamal khashoggi and other people in the consulate, they have flouted the maxims of quality, quantity, and manner once, respectively. in the following is discussed in details: 1.1 flouting of the maxims flouting a maxim is when a speaker blatantly fails to observe a maxim in which he has no intention of deceiving or misleading (thomas, 1995, p. 65). therefore, the flouting of a maxim includes all kinds of maxims, including quality, quantity, manner, and relation. further, these maxims are flouted in the recorded tape of jamal khashoggi. examples are discussed below: zakir hussain radfar, dadang sudana, & wawan gunawan nobel: journal of literature and language teaching 169 volume 11, number 2, september 2020, 162-177 1.1.1 flouting the maxims of quantity in the recorded tapes of jamal khashoggi the utterance below showed the flouting of the maxim of quantity. according to grice (1989), this maxim is related to the quantity of the information provided (p. 26). [1.1] accused 1: i know how to cut well accused 2: why? accused 3: because he is a forensic expert. he is a senior military guy. regarding the utterances above, the contribution should be as informative as required, and more information than required is flouting the maxims. therefore, the utterance because he is a forensic expert. he is a senior military guy, is an answer to the question why? the first sentence of the statement is quite informative and enough to answer the question, but in the second sentence, the speaker has flouted the maxim. he has given more information than required, which is not important. 1.1.2 flouting the maxims of relation in the recorded tapes of jamal khashoggi [1.2] jamal khashoggi: i'm suffocating … take this bag off my head, i'm claustrophobic. accused: put your air phones in and listen to music like me, when i do this job, i listen to music. based on the above statement, put your air phones in and listen to music like me, when i do this job, i listen to music, the speaker has flouted the maxim of relation; this is because the speaker’s utterance is not relevant to the hearer speech. the reason is that the accused man did not cooperate with the speaker; he stated something irrelevant. maxim of the relation or relevance emphasizes on the importance of having answers in relevance to the topic being discussed (ceballos & sosas, 2018, p. 25). thus, the speaker said to him to ‘put your air phones and listen to music …’ while he is doing the same. that means the speaker changed the topic using the irrelevance topic related to his partner of the conversation (levinson, 1983, p. 111). hence, he flouted the maxim of the relation. thus, his utterance is not related to the issue. as language evidence and pragmatic meanings, the speaker ignored him, and therefore, his statement is not relevant to jamal khashoggi’s utterance. this indicated that he is mocking him while doing something. hence, this utterance employs the implicature of mocking. 1.2.3 flouting the maxim of manner in the recorded tape of jamal khashoggi in the conversation below, the answer to the question that releases my arm! what do you think you are doing, the speaker answered, ‘traitor! you will be brought to account!’ [1.3] jamal khashoggi: “release my arm! what do you think you are doing?” accused: “traitor! you will be brought to account!” jamal khashoggi: “you can’t do that; people are waiting outside.” gricean maxim violation(s) nobel: journal of literature and language teaching 170 volume 11, number 2, september 2020, 162-177 based on the above data [1.3], the answer to the question is not clear and did not provide the right answer to the question, and hence, it indicates an ambiguous language (grice, 1989). the hearer may know what the speaker means because it seems known to him from his next sentence, you can't do that. people are waiting outside. that means he can do something, and he is afraid to not happen to him, and thus he continues to affirm that people are waiting for him outside. in last, as a result, he has flouted the maxim of the manner because the answer is not clear to the question. according to grice (1989), the maxim of manner means speakers should avoid obscurity of expression, avoid ambiguity, be brief (avoid unnecessary prolixity), and be orderly (p. 27). thus, as language evidence, according to coulthard and johnson (2007), he has not said the exact word, and on the other side, the implicature employed ambiguity. that means he had a plan to do something with jamal khashoggi. 2. implicatures applied in the khadija changiz utterances khadija changiz also has not cooperated well in the conversation with the hearer. based on the result of the analysis, she has flouted the maxim of quantity and maxim of relevance. 2.1 flouting of the maxims resulted emphasizing on the event by providing more information than required for several times: the conversation below is between khadija changiz and the reporter: [2.1] reporter: what did he say to you before he went in for the appointment? a second appointment. you were outside with him. khadija: he did not tell me anything. he went straight in. we had not discussed any possibility of having a problem, nor did we talked about whom to contact if something bad happened to him. not at all. the question what did he say to you before he went in for the appointment, is answered correctly by the hearer in the statement he did not tell me anything, but this was not enough to the speaker so, therefore, she has given more information than required which was not essential, but it is related. thus, she has flouted the maxim of quantity. it is because she has been over informative (grice, 1989, p. 26). flouting the maxim of quantity is due to the speaker, which gives more or less information than the situation requires. according to the above statement, she gave more information because she believed the situation required it. she talked about the whole story of what happened on that day while jamal khashoggi was leaving for the consulate, and she talked about the unwanted coming events too. thus, she has provided more information than required. she stated several sentences repeatedly. that means she emphasized that related issue. zakir hussain radfar, dadang sudana, & wawan gunawan nobel: journal of literature and language teaching 171 volume 11, number 2, september 2020, 162-177 in the following statement, khadija changiz did not cooperate well with the speaker: [2.2] reporter: and then you went to the consulate front door. what happened then? khadija: the wave bursting, which made me anxious was my sister's message saying that the saudi consulate would close at three-thirty. i started running towards the entrance. then i told the consulate security guide that jamal was still inside and he did not come out yet. the man who a turkish security official was told me he did not know much about it, but he told me if the consulate was now closed everyone would have been out already. based on the data [2.2], the first statement of the question, the wave bursting which made me anxious was my sister's message saying that the saudi consulate would close at three-thirty, is not related to the question's answer; hence, the speaker flouted the maxim of relation. the reason is that khadija changiz did not cooperate with the speaker; she stated something irrelevant. maxim of the relation or relevance emphasizes on the importance of having answers in relevance to the topic being discussed (ceballos & sosas, 2018, p. 25). furthermore, the statements to answer what happened then while she went to the consulate front door? is entirely related to the question and answered as much as needed. hence, that means she has observed the maxim of relation. 3. implicatures applied in adel al jubeir’s utterances adel al jubier has failed to observe the maxims and violated the maxims of quantity, quality, and manner and also the maxim of relation. in addition, he has even opted out the maxim. 3.1 violating of the maxims showed denying the case, misleading the hearer, saving face. [3.1] reporter: you're excellency; this is a top-down society. explain to us how the crown prince could not know about something like this because people close to him did. adel al jubeir: you have people, and people were dismissed that should have known or should have revealed what they knew or should have prevented this or should have made sure that the authorizations were very clear and the authorities were very clear the. this was an unfortunate accident, and it was a crime and those who committed it will be brought to justice. our investigation is ongoing. we have asked turkey to provide us with evidence. we're still waiting for some of the evidence. we're asking other countries if they have any evidence to provide it to our court system so they can help them with the trials that are taking place. according to the above statement, to answer the question, how the crown prince could not know about something like this because people close to him did, adel al jubeir responded that you have people. people were dismissed that should have known or should have revealed what they knew or should have prevented this or should have made sure that the authorizations were very clear and the authorities were very clear. based on his answer, adel al jubeir violated the gricean maxim violation(s) nobel: journal of literature and language teaching 172 volume 11, number 2, september 2020, 162-177 maxim of quality. he misled the hearer to something lie. his sentence seemed non-sense; he said something false and unrelated to the discussed topic. thus, he has violated the maxim of quality. further, based on the above utterance that ‘this was an unfortunate accident and it was a crime and those who committed it will be brought to justice…, this utterance is relevant to the question. however, al jubeir violated the maxim of the quantity. he could say that it was an unfortunate accident that happened, but on the opposite, he has given more information than required. he has provided more information on something which is not important. as some of his utterances are not relevant to the question, for instance, 'we have asked turkey to provide us with evidence. we're still waiting for some of the evidence. we're asking other countries if they have any evidence to provide it to our court system so they can help them with the trials that are taking place.' these sentences are a kind of misleading the hearer to some other issues which are not important. hence, he did not cooperate well in conversation with the opposite side. he used to hide something to save the face of the saudi arabia government. thus, he has violated the maxim of quantity, quality, and relevance. according to grice (1975, p. 45), a speaker even does multiple violations for lying purposes. therefore, adel al jubeir violated to hide, save face, and lied to have such implicature. [3.2] reporter: your excellency thank you so much for joining us. i want to kick off by asking you about the comments that we've heard over the last 24 hours from president trump. he said maybe the crown prince knew and maybe he didn't about the murder of jamal khashoggi and either way saudi arabia has his support. how do you feel about getting that kind of praise and support from the president? adel al jubier: “well it's. we have made it very clear that saudi arabia's a government is not involved in this, 100 circumference is not important to us at all. we have made it very clear that this was an operation that was that went wrong where people exceeded their authorities did something they're not supposed to do. we have made it very clear that we're investigating that those who committed this crime will be brought to justice and that procedures will be reviewed in order to make sure it doesn't happen again and this is exactly what we're doing.” according to grice (1975), people intend to tell untruth and break the cooperative principles while communicating and doing multiple violations due to several reasons, for instance, by hiding the truth, saving face, feeling jealous, satisfying, convincing and making happy the hearer and avoiding hurting the hearer. hence, based on the statement above, adel al jubier violated the maxims of cooperative principles in the related conversation with the hearer. the question is, how do you feel about getting that kind of praise and support from the president? the question is to know his feelings, but his answer referred to deny the case of murder. he just affirmed it with 'well, it is' which means he may hide the truth to save the face zakir hussain radfar, dadang sudana, & wawan gunawan nobel: journal of literature and language teaching 173 volume 11, number 2, september 2020, 162-177 of saudi's government. hence, he has stated that we have made it very clear that saudi arabia is a government is not involved in this. he denied the crime committed by saudi arabia in this sentence. however, he may know this is false because, in another sentence, he has accepted the crime done by officials of saudi arabia. we have made it very clear that this was an operation that was that went wrong where people exceeded their authorities did something they are not supposed to do. he intended to mislead the hearer to something different. in the last sentence of his statement, he, while accepting the case of murder and crime, has given hope to bring justice and to commit not to happen again. in the following to the above statements, adel al jubeir violated the maxims of manner two times. the utterances are presented below: [3.3] reporter: a lot of people have heard that audio. why did they say that they won't give it to you? adel al jubeir: “i don't know you should ask them. the other issue that we have is we've said to the turkish friends if you have any more evidence, please provide it. and so if there has been any delay in providing evidence, it's the other way around. we have sent an investigative team to turkey who had spent several weeks there in order to work with our turkish friends, and our public prosecutor sent three official documents requesting information from turkey specific information. we still are waiting for the answers. furthermore, the speaker in response to the question ‘the other issue that we have is we've said to the turkish friends if you have any more evidence, please provide it…, according to grice (1989, p. 27), the speaker has violated the maxim of manner, because he used ambiguous language, in other words, he is not brief and orderly. the utterances did not mean to answer the question but used to mislead the hearer. in last, the speaker at the same time opting out the maxim and violated the maxim of manner. first, he did not want to cooperate with the hearer, and the second did not avoid the ambiguities. 3.2 opting out the maxims showed rejecting the co-operation with the speaker. adel al jubeir has violated opting out once, and it is discussed below: [3.4] reporter: a lot of people have heard that audio. why did they say that they won't give it to you? adel al jubeir: “i don't know you should ask them. the other issue that we have is we've said to the turkish friends if you have any more evidence, please provide it. and so if there has been any delay in providing evidence, it is the other way around. we have sent an investigative team to turkey who had spent several weeks there in order to work with our turkish friends, and our public prosecutor sent three official documents requesting information from turkey specific information. we still are waiting for the answers. gricean maxim violation(s) nobel: journal of literature and language teaching 174 volume 11, number 2, september 2020, 162-177 based on the statement, to answer the question, why did they say that they will not give it to you, adel al jubeir did not cooperate with the speaker. according to grice (1975, p.71), when the speaker seems unwilling to cooperate in the way the maxim requires, he/she opts out the maxim. in this case, in the statement above, he answered the question with i do not know you should ask them. he has opted out the maxim. hence, thomas (1995) believed that opting out occurs in public life when the speaker cannot reply due to legal or ethical reasons in a normal way. hence, he refused to answer the question. he may know some reasons behind the answering to the question, or he may hide something. as a result of the discussions above, the recorded tapes of jamal khashoggi's with the accused men includes the observance and non-observance of the maxims. the two speakers talking with each other, and failed to observe the maxims, showed misleading each other. in addition to these, recorded tapes are highlighted as ambiguous language. the accused people knew what they were doing, and it was a preplanned action. therefore, their utterances are not being brief, using obscure language, and using ambiguities language (thomas, 1995, p. 65). on the other hand, khadija changiz has not cooperated well in the conversation. khadija changiz tried to expand more detailed information and emphasized the murder while insisting that jamal khashoggi is innocent; hence, she has asked for justice. according to vrij et al. (2016), truthful stories included more details of information than a deceptive story. that means khadija changiz was telling the truth about the murder of jamal khashoggi. in contrast, adel al jubeir has violated the maxims to fulfill his intentions, such as saving face, lying, and denying the murder of saudi citizens. he tried to skip the co-operation with the speaker; he has hidden the truth to save the face of saudi's government. he rejected the crime committed by saudi arabia, though he knew that it is false. later, he has accepted the crime is committed by saudi arabia; and, he has given hope to bring justice and not to happen again in the future. in last, the result of this study is in line with tajabadi et al. (2014), who has investigated grice's cooperative maxims in oral arguments. their study revealed that the maxim of quantity is mostly violated because the participants in the court are providing more information than required. hence, they believed that legal language seems to be over informative and overcrowded and presented awkwardly. thus, tajabadi et al. (2014) contended that the contribution of involved parties is more than required due to explaining the situation, telling a story, saving face, and blamed others guilty. including this, ceballos and sosas' (2018) findings showed that the violation of maxims is unostentatious, quiet, and non-observance of a maxim of conversation. they stated that message witness in trial courts intends to convey a misleading zakir hussain radfar, dadang sudana, & wawan gunawan nobel: journal of literature and language teaching 175 volume 11, number 2, september 2020, 162-177 that resulted in the questioning of attorney and leads to further court discussion and lengthy drawn cross-examination. in last, according to coulthard and johnson (2007) and aziz (2015), pragmatic meanings in any kind of discourse, written or spoken, and conversation have the potential to cause the legal actions. hence, the murder of jamal khashoggi inside the consulate of saudi arabia in turkey, based on the pragmatic meanings provided above, proved ‘true.’ thus, the criminals should be arrested, prosecuted until justice should be served. conclusion this study attempted to discover the truth and valid information about the murder of jamal khashoggi inside the consulate of saudi arabia in turkey. thus, the exposed recorded tapes of jamal khashoggi's with the accused men failed to observe the maxims; hence, recorded tapes are highlighted as ambiguous. on the other side, khadija changiz has emphasized on the truth of the case by providing detailed information, while at the same time, constantly demanding justice for the victim. in opposite, saudi arabia denied the murder several times, misleading the hearer, saving face and denying the truth, and then in last, accepted the criminal acts and committing to serve justice. thus, with the help of this study and pragmatic meanings, judgment controversies are solved, the accusations are prosecuted, and justice is served to jamal khashoggi. reference aglina, e.f. 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(1996). pragmatics. oxford university press. new york. http://www.pertanika.upm.edu.my/pertanika%20papers/jssh%20vol.%2024%20(1)%20mar.%202016/21%20jssh-1246-2015.pdf http://www.pertanika.upm.edu.my/pertanika%20papers/jssh%20vol.%2024%20(1)%20mar.%202016/21%20jssh-1246-2015.pdf https://ijcst.journals.yorku.ca/index.php/ijcst/article/viewfile/37943/34410 https://ijoc.org/index.php/ijoc/article/view/3847 volume 11, number 2, september 2020, 234-249 available at http://jurnalfahum.uinsby.ac.id/index.php/nobel/article/view/300 doi: 10.15642/nobel.2020.11.2.234-249 language education and systemic functional linguistics: a state-of-the-art review sthephanny moncada linares 1, xin zhi-ying2 xiamen university, siming district, xiamen, china article info abstract the purpose of the present paper is to offer a state-of-the-art review on the topic of systemic functional linguistics (sfl) and its theoretical and practical implications on the field of language education. sfl has been widely recognized due to its potentiality to encourage both reflection and action for the participants involved, becoming over the years in a very influential appliable linguistic theoretical approach. recent empirical studies were thoroughly reviewed, which shed light on the three most researched areas, including text analysis and literacy intervention, classroom discourse, and language teaching and learning processes. as a final remark and taking into account the literature analysis, some prospective studies are briefly listed. article history: received june 2020 accepted august 2020 published september 2020 keywords: appliable linguistics, language education, pedagogical implications, systemic functional linguistics 2020 uin sunan ampel surabaya correspondence: p-issn 2087-0698 email: sthephannyml@outlook.com e-issn 2549-2470 http://jurnalfahum.uinsby.ac.id/index.php/nobel/article/view/300 mailto:sthephannyml@outlook.com sthephanny moncada linares & xin zhi-ying nobel: journal of literature and language teaching 235 volume 11, number 2, september 2020, 234-249 introduction language allows people to accomplish different communicative purposes by providing them with a set of available options from which they can construe, express, and negotiate meaning in particular contexts of use. this functional or "inter-organism" view of language, in halliday's words (1978, p.10), is a result of the theoretical advancements in western linguistics dating back from ancient greece and rome (related to philosophers like socrates, plato, and aristotle), where the conceptualization of language and its grammar followed a philosophicallogical and syntagmatic framework. it stressed on the prescriptive and fixed quality of language as a set of rules and a model of judgment that compared meaning with truth-conditions, leading people to engage in learning activities that included the study of the structure and formation of words and sentences (being the latter its basic unit of analysis), the translation of whole passages word-for-word, the generation of multiple sentences from a complex one, among some others. this traditional perspective of language, highly supported by scholars such as ellis (1995), hinkel and fotos (2002), sharwood (1981), and willis (2003), has been long introduced to the education setting, more specifically to the teaching field. it has been mainly orientated towards the learning of grammatical categories or parts of speech (such as verb, noun, pronoun, and adjective), structures (such as subjects and predicates), and its preferred patterns of expression (such as the principle in english that states that a current action should be signaled by a present progressive tense, as in she is playing the piano, not she plays the piano). grammar-based methods of language teaching, such as the grammar-translation method is an exact representation of the concern over the focus on form as it emphasizes on the explicit and detailed explanation of the correct form and the grammatical rules as well as its mechanistic practice. at the same time, it relegates to a second place, for instance, the role of the oral work. despite its seemingly never-ending pedagogical applications, as found by assalahi (2013), shawana, muhammad, and mustanir (2016), and shenderuk, tamarkina, and tetiana (2018), this conception of language has also been a subject of lengthy discussions and criticism. it has been considered to be decontextualized, to lack of theoretical rigor, and to show a simplistic and fragmented understanding of the grammar (larsen-freeman, 2000; matthiessen & halliday, 2009), among some other shortcomings, which ultimately fails to meet students' communicative needs by not being able to provide them with the essential skills and knowledge to face the outside world (brown, 2007). as a reaction to this approach, in the twenty century, schools of modern linguistics expanded their scope. they adopted a more descriptive-ethnographic view that sought to language education and systemic functional linguistics nobel: journal of literature and language teaching 236 volume 11, number 2, september 2020, 234-249 explain the very nature of language, how it is formed, its functions, and contexts of use. the first one to be on the scene was the generativism, product of noam chomsky's work (1957), which theorized about the language acquisition process (i.e., the linguistic competence) and proposed the idea of the universal grammar. the second one was the functionalism that considered language as a system of social interactions oriented towards the communicative phenomena (i.e., functions performed by language) and how meanings are construed. this latter theoretical framework gave rise to a series of approaches such as the functional typology, the function-to-form mapping, the information organization, and the well-known systemic functional linguistics' (hereafter referred to as sfl) discussed in the present paper. in particular, the spread of sfl came originally from classics such as "introduction to functional grammar" (halliday, 1985; 1994) and "cohesion in english" (halliday & hassan, 1976). it has demonstrated over the past decades increasing acceptability owing to its major contributions both within (e.g., typology, discourse, intonation, language learning, and computational linguistics) and outside linguistics (e.g., education, psychology, and sociology). countries like the united kingdom, australia, china, argentina, brazil, and chile, to mention some, have demonstrated interest in engaging in research studies, publishing scholarly articles in general or specialized journals, designing syllabi, producing undergraduate and graduate dissertations, as well as hosting a variety of academic events (i.e., conferences, forums, seminars, and workshops) all under the fundamentals of sfl. even more, the expanding representativeness of this linguistic approach can be illustrated in the several educational institutions that have adopted its theoretical-practical basics across the world, suffice to mention, for example, the beijing normal university–center for functional linguistics, the sun ya-sen university–functional linguistics institute, the xiamen university; and the singapore university of social sciences (asia); the macquarie university, the university of sydney, and the wollongong university (oceania); the coventry university, the university of birmingham, the saint louis university; and the university of oslo (europe); the university of michigan and the university of california; the universidad nacional autónoma de méxico; the universidade federal de santa catarina (brazil); universidad de valparaíso (chile); and the universidad del norte (colombia). the vision of language, as meaning-making potential, constitutes the cornerstone of sfl, social semiotic theory, and a theory of social action developed by michael halliday in the early sixties and further explored by himself and other recognized scholars such as hasan (1985 and 1996), martin (2010 and 2014), matthiessen (2007; 2009; and 2015), maton (2017), among others. the principles of sfl were highly influenced by the work of b.l. whorf in conjunction sthephanny moncada linares & xin zhi-ying nobel: journal of literature and language teaching 237 volume 11, number 2, september 2020, 234-249 with the contributions of european functionalists, including j.r. firth and his predecessor b.k. malinowski. particularly, whorf's (1952; 1956) conception of the intrinsic relationship between language and culture, firth's (1950; 1957) idea of meaning as function in context and system, and malinowski's (1923; 1935) context of situation, context of culture (1935), together with his notion of the multifunctionality of language later came to be the major basis of halliday's postulates. throughout his extensive publications, halliday (1973; 1978; 1992; 1993; 2002a; 2002b; and 2007) submits that language is a resource for making meaning realized through wording (i.e., lexicogrammar choices), and grounded in a context of situation and context of culture to attain the speaker's or writer's communicative purposes and aims. in this sense, the functional use of a language implies conveying meaning on three simultaneous levels within the system network of a clause. the first level of meaning is known as the experiential or ideational metafunction by which individuals can construe and represent the world of experiences through the transitivity system (i.e., process types, participant roles, and circumstances). the second one is the interpersonal metafunction that allows them to enact their interactions with the world in terms of their attitude and judgment via the mood (i.e., declarative, interrogative, and imperative), polarity (i.e., positive and negative), and modality system (i.e., modal verbs operators). lastly, there is the textual metafunction that enables them to manage the flow of discourse to make it into a coherent and unified text by employing the theme-rheme structure. these semantic metafunctions are in turn related to social contexts by the concept of register and its three key semiotic dimensions, the field (e.g., what language is used to talk about), the tenor (e.g., the type of relationships between participants), and the mode (e.g., the medium of communication either written or spoken). within this context, as indicated by christie (2004) and halliday (2002a), sfl is known to develop theoretically in response to the applied needs, problems, and questions arising from communities around the world. becoming then into socially accountable linguistics that centers its concerns on subjects like "the emergence and development of national languages, the status of linguistic minorities, functional variation (i.e., register) in language, unwritten languages and dialects, conceptual-functional grammar, and linguistic typology" (halliday, 2002b, p.118), together with the educational research, and the development of a theory of language in education (christie, 2004). this latter area comprises the focus of the attention of the present document. the potential domains and directions of current research on sfl have mainly advanced on three subtopics: text analysis, language teaching and learning, and classroom discourse. language education and systemic functional linguistics nobel: journal of literature and language teaching 238 volume 11, number 2, september 2020, 234-249 discussions of main themes by way of general contextualization on the subject of language education and sfl, it should be noted that its consolidation can be traced back to the eighties in the english speaking country of australia. halliday's theory of language development comprising the notions of language learning (i.e., mastering the four language skills), learning through language (i.e., activities that lead to learning about the world through the language), and learning about language as an object of the study constituted the cornerstone for the language development project launched in 1977 in australia as a national curriculum project that sought to generalize the conception of learning as a semiotic process itself, as learning to mean and to expand individual's meaning potential (halliday, 1993). further discussions led by halliday (1973), halliday and martin (1993), and some other scholars about the role of linguistics in the language education and the importance of knowing about one's language, progressively positioned sfl as a revolutionizing and more coherent framework that worked perfectly as "a theory about the nature of social life, a theory of language as a fundamental semiotic system involved in the shaping of social life, and a theory about the possibilities of social change" (christie, 2004, p.21). moreover, halliday's language learning and teaching experiences, mainly in china, england, and australia, allowed him to disseminate his early ideas about the nature of language (e.g., grammatical structure) and, later on, his theory of functional grammar and its application to education, to the point of reaching a considerable degree of global influence nowadays. the robust theoretical-practical framework of sfl has led to a positive impact on educational linguistics and literacy as it has proposed a more comprehensive approach to language. as presented below, sfl has majorly contributed to three themes that include the understanding of the way language is employed in texts, the analysis of how a classroom functions as a socially structured activity, and the enhancement of language students' ability to create meaning and convey it in different cultural contexts and academic areas. text analysis, literacy intervention, and sfl serving a dual purpose, as a theory of language and as a text analysis method (eggins, 1994) that enables the systematic description of a language, the principles of sfl within the education setting have been widely applied to the interpretation and explanation of texts (halliday, 2007). it has proved to raise awareness of the functional organization of language through its lexicogrammatical realizations present in the diverse text types. hence, the sthephanny moncada linares & xin zhi-ying nobel: journal of literature and language teaching 239 volume 11, number 2, september 2020, 234-249 emphasis is placed on the examination of how the functional elements in a text realize the available semantic options (i.e., metafunctions) within specific contexts of use (byrnes, 2008; schleppegrell, 2004), a task that requires from both teachers and learners the development of descriptive and analytical skills (tucker, n.d.). a representative example of the above is shown in the research conducted by achugar, schleppegrell, and oteíza (2007). they studied how public-school disciplinary teachers could gain functional linguistic metalanguage knowledge and analysis skills to enhance their multilingual students' language written and reading skills. they argued that "teachers need knowledge about language and tools to analyze language to understand the demands their subject matter poses to students, to support their students' literacy development and to approach the texts they use critically" (p.8), a possible aim to meet if teachers reflect on the meanings and values construed within a language through the assistance of a solid theoretical framework like the one provided by sfl. thus, participants were purposely engaged in textual analysis of historical documents to unveil the meanings in texts by indicating the linguistic cues that presented the historical content. this analytical exercise was, in turn, expected to be done in the future by their students. similar works have been carried out on different text types like students' narratives (adetomokun, 2012; correa & domínguez, 2014), essays (rodríguez, 2013; tshotsho, 2014), and examinations (oliveira, 2015), language textbooks (putra & lukmana, 2017; to, 2018), to mention some. sfl's underlying principles have not only a powerful impact on teachers but also pupils. garcía, sagre, and lacharme (2014) found that, generally, language students find it challenging to analyze written texts and are at a literal level of analysis. they showed not to be trained to locate, for example, the structure of texts concerning its functions, genre, linguistic features, and the writer's intentions and ideologies, making it difficult for them to know how language is used in real-life situations. this study suggested that it is compulsory to propose classroom activities and lessons based on sfl to teach students to develop their literacy skills. this latter pedagogical purpose was further validated by mccrocklin and slater (2017), caamaño (n.d.), and rojas-garcía (2016). thus, the former discovered that by carrying out linguistic-based literary analysis, students could move beyond summarizing works of literature to study them critically. through their teachers' guidance, students acquired the metalanguage to talk about how meaning was constructed in texts to understand how the writer used language to achieve particular purposes. in the same vein, caamaño highlighted the importance of sfl in strengthen college learners' reading comprehension ability for them to easily understand academic texts and go beyond the simple linguistic decoding to its evaluation. rojas-garcía as language education and systemic functional linguistics nobel: journal of literature and language teaching 240 volume 11, number 2, september 2020, 234-249 well found in halliday's model a relevant tool for improving writing processes in higher education. similarly, researchers like french (2009), lim (2018, nagao (2019), potradinata (2018), prasiyanto (2018), to reference a few, have also reached a similar conclusion. finally, as stressed by schulze (2015), teachers' knowledge of language contributes to the construction of language-focused instructions to promote language learners' academic literacy, being the reason why it is paramount to incorporate slf into teacher-preparation and professional-development programs. classroom discourse and sfl the twofold focus of sfl on text and context (halliday, 1992) makes it into a theory par excellence to address classroom discussions and, therefore, understand the functions and meanings of language. the construction of real-life communicative interactions within the classroom setting (i.e., text) sheds light on what meanings are construed and how these are organized via the employed lexicogrammar choices made in the target language. for example, in a study to investigate the linguistic resources utilized by professors and efl students when interacting with each other, badklang and srinon (2018) found that even when both participants conveyed attitudinal meanings, professors, in particular, used a greater number of judgment resources when providing their evaluative feedback towards the students' language abilities, characters, and behaviors. this appraisal was mainly realized by utilizing verb phrases, adjectives (e.g., good, excellent, well done), and modals, all loaded with positive attitudes. it was then concluded that the strategic use of language by professors allowed them to negotiate solidarity with students to promote a fairly harmonious and democratic relation. yang and tao (2018) also tackled the role of educators' participation in the construal of classroom discourse. thus, their research on two chinese teachers of english as a foreign language, one rated with high performance and one with low performance, unveiled that the former used to have the floor most of the time but presented engaging content that created a friendly ambiance; meanwhile, the latter gave students more opportunities to practice speaking but chose unattractive information, mostly focused on the study of language, that conversely set a distant relationship. researchers were able to draw this conclusion due to their close analysis of the discourse features (i.e., meaning patterns realized in lexicogrammar forms) exhibited by participants, which could portray the reality of language teachers' performance assessment during the interaction with their pupils. li (2016), along with sunardi et al. (2018), reached a similar outcome. sthephanny moncada linares & xin zhi-ying nobel: journal of literature and language teaching 241 volume 11, number 2, september 2020, 234-249 another growing area of sfl application within the frame of classroom discourse is the one centered on enhancing students' language learning performance due to their class interaction. this educational goal could be achieved through the sociocultural notion of mediation and the mode continuum or variations in language use situations. gibbons (2003) demonstrated that teacher-student talk contributed to the participants' language learning (in the specific case of a clil science lesson), in the sense that students, guided by their teachers, reconstructed what occurred in the face-to-face experiments and later on, recontextualized it in the academic discourse, that is, their knowledge gradually transformed across a mode continuum into the specialist discourse of the school. the teacher's mediation played an essential role in students' success as these former facilitated linguistic bridges between the learners' language and the target register by "recasting [e.g., they attached to each other], signaling to the students how they can self-reformulate [e.g., what did you find out?], indicating where a reformulation is needed but handing this task over to the learner [e.g., can you explain that again?], and modeling alternative ways of recontextualizing personal knowledge [e.g. ...gina do you want to try]" (p.267). further explorations on this topic have been carried out by lim (2019) and taylor (2014) on multimodality and gestures, martin and rose (2003) on the register, and sagre and herazo (2015) on listening as a textual genre. as a final note, it should be mentioned that the importance of unveiling the meanings behind classroom interactions has brought scholars to propose, based on sfl, a series of methodological designs. this is the case of vidal (2017), who suggested a model of analysis that allows obtaining more systematic descriptions about the teaching practices and its principles, moving then beyond the linguistic analysis of language patterns to their interpretation from a sociological perspective, which would, in turn, lead to reconfiguring the teaching process. the model involves two steps, an analytical step informed by sfl that seeks to perform a discourse analysis of the classroom discourse, and an interpretive step that translates the discourse semantics patterns of the ideational and interpersonal meanings concerning varying strengths of epistemic and social relations. language teaching-learning and sfl the learning and teaching process of a language (e.g., mother tongue, foreign or second language) has also been a core concern within sfl, unveiling the "need to provide explanations of problems faced by the learners, (…) to develop some kind of coherent notion of a language, how it works, how it was learned, and so forth, in order simply to improve the quality of the language teaching" (halliday & hasan 2006, p.16). in this sense, sfl leads students to language education and systemic functional linguistics nobel: journal of literature and language teaching 242 volume 11, number 2, september 2020, 234-249 comprehend the functions of a language by knowing how these are commonly used by people so that they can apply them to achieve a wide range of communicative purposes in diverse social contexts. halliday's attempts to understand language development in human beings brought him to research early ontogenesis, studying his son named nigel. as a result of his observations, he suggested a three-part stage-model (i.e., transition from the protolanguage to the home language, making of abstract meanings, and making of specialized meanings) that represented and compared children's earliest utterances with those enacted by adults, furthermore, he asserted that individuals develop language as they need to mean their inner and outer world (halliday, 1993). alongside this research, hasan (1986), hasan and martin (1989), oldenburg (1986), painter (1996), and some other scholars have likewise contributed to the growing literature and understanding of this concern. a more recent exploration done by torr and simpson (2003), for instance, indicated that preschoolers can produce sophisticated levels of linguistic realizations and that the interpersonal function serves as an important element in the development of the grammatical metaphor, a resource for construing literacy-oriented meanings like the ability to affirm their standpoints and acknowledge and interpret others'. related research was executed by derewianka (2003), whose participant this time was a child in the transition to adolescence; observations allowed her to verify halliday's claim that grammatical metaphor develops greatly in later childhood. the enhancement of foreign and second language learning has also been seen exponentially beneficiated from sfl by departing from the premise that learning implies "to think with it and act with it in one and the same operation" (halliday, 2007, p.133). sfl theory on this induced process (i.e., type of learning under instructional conditions) has been widely applied as it serves the language learners' communicative purpose and offers them the chance to recognize the linguistic features of the target language. thus, estiyowati's study (2017) revealed that non-native english learners manifested to gain a better understanding of the language when being introduced to lectures that followed the sfl principles in comparison with traditional grammar instruction. proof of the above was highlighted by berry (2013), who found that sfl enables pupils to become aware and visualize choices in speaking and writing to model them easily. this idea of reconceptualizing grammar teaching to support language learning was additionally described by de oliverira and schaleppegrell (2015) via one classroom experience by which they showed that, even without relying on technical knowledge, it is possible to explore lexicogrammar choices to help students identify how a language functions and learn new means sthephanny moncada linares & xin zhi-ying nobel: journal of literature and language teaching 243 volume 11, number 2, september 2020, 234-249 to employ it. they explained how in a class, as an excuse to work on the command speech functions, the teacher asked students to rank sentences in a story to reflect how the writer elaborates on the characters and how these interact with each other. here the emphasis was placed on the meaning of the forms, in the sense that learners' attention was centered on specific examples to recognize patterns of language (i.e., mood choices -formlinked to giving commands –functions). a similar methodological proposal was introduced by arús, bárcena, and rodríguez (2010), but this time with the special pedagogical objective to develop the intercultural competence through language exposure. students were then expected to gain empathy towards the english-speaking cultures by unpacking the linguistic resources entailed within the language through contextualized activities that would familiarize them with the most frequent lexicogrammar options to negotiate meaning in specific cultural situations. lastly, on the advancements of immersion or bilingual education via content language integrated learning (clil), sfl has provided tools to raise awareness and control over language within the educational context, as indicated by whittaker (2010). to illustrate this point, whittaker presented the results of a study she conducted in two clil history classes at secondary schools, in which she examined in light of the sfl theory the teachers' and students' use of language to help them become conscious of the way meanings are construed in their discipline (i.e., specific academic registers and genres). particularly, this knowledge would help teachers to have explicit information about the language required, such as the types of texts in a discipline and the favored lexicogrammatical choices so that they support learner 's construction of disciplinary meanings. on this matter, barwell (2016) adds that together clil and sfl offer an essential integration to goal-directed learning in the way that students learn to think about language, learn how to use it, and so to organize content (i.e., scientific linguistic structures) in more advanced fashions as further noted by maxwell-reid (2011), jeong and lo (2017), somers, llinares, and morton (2016), among others. conclusion from the panorama illustrated above, it can be concluded that systemic functional linguistics, as a socially-oriented theory, has proven to have a powerful and positive impact on learners, teachers, teachers' educators, researchers, and even educational institutions since it enables them to reach advanced levels of understanding of how a language is construed and enacted. this insight is accomplished by providing them with a suitable analytical and interpretative framework for them to perform, to a greater or lesser extent, a systematic analysis of language in terms of its constituent structure and implications on the diverse social contexts. language education and systemic functional linguistics nobel: journal of literature and language teaching 244 volume 11, number 2, september 2020, 234-249 the present state-of-the-art review unveiled that research is primarily concentrated on topics like language text analysis and literacy intervention, classroom discourse, and teachinglearning processes. however, it should be highlighted that there are still opportunities of study in areas such as sign language and its metafunctional stratum, indigenous languages and the implementation of a social semiotic education program, intercultural discourses and sfl, ontogenesis (i.e., the development of the language system in individuals), and multimodality (i.e., studies the semiotic 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(2003). rules, patterns and words: teaching english grammar and vocabulary. london: longman. yang, x., & tao, x. (2018). comparing discourse behaviors of a high‐rated and a low‐rated chinese efl teacher: a systemic functional perspective. the modern language journal, 102(3), 594–610. microsoft word 5b87-fe62-a64b-a9fa nobel: journal of literature and language teaching 1 volume 11, number 2, september 2020, 188-202 volume 11, number 2, september 2020, 188-202 available at http://jurnalfahum.uinsby.ac.id/index.php/nobel/article/view/339 doi: 10.15642/nobel.2020.11.2.188-202 the effectiveness of mobile assisted language learning (mall) on esl listening skill mehedi hasan1, a. b. m. shafiqul islam2 1 york university, canada 2 king khalid university, kingdom of saudi arabia article info abstract using mobile technology in english learning and teaching has been on the rise all over the world over the past few decades and hence, has received considerable attention and importance from academics in recent years. as a result, several experimental studies have been carried out about the use and effectiveness of mobile phones in the teaching/learning process. however, there have been only a few studies on mobile-assisted listening comprehension. this study aims to explore whether mobile assisted language learning (mall) is effective in teaching/learning listening skills to the students of university-level english language programs and could better enhance students’ listening ability. it also endeavors to assess why some mall strategies/techniques are more effective than others. this study uses a qualitative research method. it exclusively uses the relevant secondary materials available on the broader topicthe use and efficacy of mobile phones in teaching/learning listening skills. the results indicated that the mall is meaningfully efficacious in teaching/learning esl/efl listening skills. therefore, using appropriate strategies could positively contribute to bringing about better learning. besides outlining a brief overview of mall, the study also recommends some practical and useful stratagems that esl/efl educators can use while designing mall listening tasks/activities. article history: received june 2020 accepted august 2020 published september 2020 keywords: mobile assisted language learning (mall), esl/efl listening skills, appropriate strategies 2020 uin sunan ampel surabaya correspondence: p-issn 2087-0698 email: shafiqju30@gmail.com e-issn 2549-2470 the effectiveness of mobile assisted language learning nobel: journal of literature and language teaching 188 volume 11, number 2, september 2020, xx-xx introduction using technology in the teaching and learning of english as a foreign language (efl) has received much importance and attention over the last few decades throughout the world. as a result, teaching and learning have incorporated technological skills in it and thereby become more technology-dependent. this integration of many sophisticated devices in education has initiated many technology-based approaches and methods which have broadly helped learning come out of the constraints of time and place, thus enabling learners to study whenever and wherever possible. these trends have also introduced a new learning/teaching practicetransforming from outmoded classroom learning to electronic learning (e-learning). one such trend is mobile assisted language learning (mall), which has appeared as a field of study since the 2000s. because of incredible improvements in mobile communication systems and wireless technologies, mobile phones have proved to be the most useful communication mode that can also act as a language learning and teaching tool. with such a learning tool, a student can enjoy a rare opportunity of being a teacher, and a learner simultaneously and thereby can control the learning procedure and growth in his/her arena based on his/her cognitive capability. mall thus draws on improved mobility, smooth accessibility, and flexibility provided by mobile technologies. at the same time, the features of mobile technologies such as texting, voice and video recording, access to the internet, and cameras eventually empower learners with abilities with which they can increase their communicative abilities and get access to reliable resources. teaching or learning through mobile phones also uses the context, which not only positively influences the learning style but also acts as a catalyst in the overall learning/teaching process. therefore, mall has opened up the possibility to download and use free electronic materials, specific applications, and programs of the english language that may aid students in developing language skills and knowledge on grammar and vocabulary. mall, therefore, attempts to bring students and teachers out of the classroom contexts into the real world. very recently, the use of mall in the arena of english as a second/foreign language (esl/efl) has increased ever than before. smart technologies such as 5g networks, wifi, touch screens, photo and video options, code reading capabilities, voice and image recognition, mp3/4 players, screen sharing facilities, gps, sms, mms, e-mail, virtual gaming, internet, and most lately, mobile-based applications and web 2.0 resources have helped mobile devices overcome the limitations they had in the late 1990s and early 2000s. mehedi hasan & a.b.m shafiqul islam nobel: journal of literature and language teaching 189 volume 11, number 2, september 2020, 188-202 moreover, portability, connectivity, and affordability have made such devices more popular and given more advantages over pcs or laptops. regarding connectivity, the mobile system contains an inherent capability of being connected and communicated with the learning website, which can use the wireless network of the device in order to get access to the learning resources, including short message service (sms) and mobile e-mail. portability allows pupils to carry mobile devices with them since it provides learning that is theoretically independent of setting, time, and space, thus incorporating students’ likings and timetables (abu sa’aleek, 2014). it is a teaching process that uses mobile phone technology to underscore learner centeredness and independence. as a result, more and more teachers are using mobile devices in teaching english inside and outside the classroom in face-to-face, blended, and online language learning programs. recent studies show how mobile devices are being used in teaching vocabulary (zhang, song and burton, 2011), grammar and reading (wang and smith, 2013), grammar and writing (li and hegelheimer, 2013), listening and speaking (rueckert, kiser and cho, 2012) and how learners can actively engage in learning activities which provide them to learn more from their community of practice. some researchers also focus on teachers’/students’ beliefs (kim, ruekert, kim and seo, 2013) and classroom pedagogy (burston, 2014). however, a few studies measure the effectiveness of mall in teaching/learning english in esl/efl classrooms. thus, this study aims to explore the efficacy of mall in teaching/learning listening skills to the students of university-level english language programs and assess why some mall strategies/techniques are more effective than the others. this paper is divided into six sections. the first section gives a brief overview of the mall and its emergence features and application in the classroom. the second section briefly outlines the research questions, criteria, and methodology in selecting the relevant literature. the third section details the theoretical framework of using mall in teaching and learning listening skills. the fourth section reviews the current researches and any relevant literature on mall in teaching listening. the fifth section summarizes and discusses the critical points of the literature. the last section recommends strategies that esl/efl teachers can use in designing mall listening tasks/activities. definition of mall mall is an approach to the process of language learning supported and enriched through handheld mobile tools. this mode of learning occurs when the student frequently changes his place of learning and is not in a static setting. mall is a descendant of call or computer-assisted language learning and a subclass of mobile learning (m-learning) and the effectiveness of mobile assisted language learning nobel: journal of literature and language teaching 190 volume 11, number 2, september 2020, 188-202 computer-assisted language learning. m-learning academics agree that it should not be limited to merely learning with mobile technologies; rather, it can be seen as learning across physical and virtual settings that are assisted and supported by convenient devices (both handheld and wearable) as well as communication and social network devices. at the cores of the mobile-language learning is the mobility of the learner across contexts, easy access to people, resources (readily available both on the device and on the internet), and other technological gadgets (like in-built device capabilities and internet-based learning apps), along with mobile phone-mediated assistance and supports. emergence of mall with the emergence of different methods and approaches, the use of technology in varied forms in the classroom also emerged. for example, the audio lingual method and its implementation in teaching and learning primarily emphasize setting up language laboratories, which slowly but increasingly turned out to be the practice of that period (salaberry, 2007). influenced by the theory of behaviorism, drill-based computer-mediated training frequently held in those language labs in the 1960s, was eventually succeeded by a more urbane method named computer assisted language learning (call) in the 1990s. however, the foundation of mall dates back to the year of 1972 when alan kay delineated a model in teaching and learning in which he talked about using a portable personal computer called the ‘dynabook.’ although that model did not prove successful, it is still widely viewed by many to be the first idea for the laptop computer available nowadays. long after that, a project titled ‘apple classrooms of tomorrow’ was undertaken in 1991 to study the impact of technology on student achievement. it was the first such attempt that involves teachers working in high-tech classrooms. later, pda (personal digital assistant), a pocket computer or a palmtop, was introduced in the classroom, which paved the way for mall. pdas got immense popularity during the last decade of the 20th century, and those devices were the predecessors to what we call smartphones today. though pdas were furnished mainly and used for business purposes, and not intended for teaching needs, their utilities in book storage, entering notes, functioning as cellular phones, and sending faxes were viewed as the early breakthroughs in the digitization of education. besides pda, other technological tools that contribute to language teaching and learning are multimedia mobile phones, mp3 and dvd players, and electronic dictionaries (zhao, 2005, p. 447). later we notice the emergence of amazon kindle, iphone, and ipad. now, a single device – a mere smartphone can accomplish all these activities at a time which could previously be completed mehedi hasan & a.b.m shafiqul islam nobel: journal of literature and language teaching 191 volume 11, number 2, september 2020, 188-202 sporadically by multiple devices. features of mall like other approaches and methods, students and teachers are the keys and active stakeholders and participants in the mall. being an active participant means that students should be accountable for their learning and that teachers merely act as the facilitators. there is a wide range of learning tools available for the students, and the overwhelming amount of information can overstuff them. in that case, teachers have to show learners the appropriate strategies to select the most usable content and guide them by recommending the most effective learning tools and methods. simultaneously, students need to exhibit enough prudence, maturity, and accountability regarding the use of technology since students do not directly learn from technologies; instead, these electronic tools help mediate the thinking and learning process. in this regard, learners need to display an advanced degree of selfmonitoring, which does provide choices to students, and at the same time, engage them in goal fixing, self-regulation, self-evaluation, synchronization of psychological activities, and self-efficiency. thus, in a mobile-incorporated learning milieu, learners must exhibit more self-sufficiency, autonomy, and individuality. through these tools, learners can produce and share multi-dimensional texts, interconnect voluntarily with people anywhere across the globe, understand the use of language outside the formal classroom environment, investigate the learning needs and production and eventually create things to offer proof of improvement. even if all the students do not have mobile phones, they still can work in pairs and small clusters to make the happenings efficacious. moreover, mall is one of the best alternatives in this regard through which learners can be in constant contact with their fellow friends, peers, or instructors, anytime, anywhere. (turc, 2017). applications of mall in the classroom mall manifests itself in various forms, including learning apps on education, electronic books and libraries, course administration systems, audio, video and images, qr codes, and social media. nowadays, different types of apps, particularly in the education sector, are flourishing in terms of quality and quantity and most of which are reasonably priced or free in some cases. while learning english with the help of technology, it must be kept in mind that many of these apps are originated from untrustworthy sources and hence, deliver low quality. when we develop activities for students, we need to consider the availability of the salient functions of mobile phones like having a camera (video and photos), voice recorder, the effectiveness of mobile assisted language learning nobel: journal of literature and language teaching 192 volume 11, number 2, september 2020, 188-202 calendar, qr codes, mp3/video player, maps, notes, and ebook reader. it should, of course, be ensured that the facility of browsing the internet must be available (lightfoot, 2015, mentioned in turc, 2017). the implementation of mall can be multi-modal, including face-to-face, distant, or online. however, many researchers underscored students’ presence as a paramount aspect in executing mall in the classroom. colpaert (2004) has also stressed the need to ensure a proper learning atmosphere before bringing mobile machinery into use. similarly, salaberry (2001) has reasoned against “technology-driven pedagogy,” highlighting the point that despite their substantial advantages, nothing so far has demonstrated that any form of technological devices can fundamentally perform better than the old-fashioned methods of instruction. finally, as beatty (2003) has asserted, “teachers need to be concerned about investigating time and money in unproven technology” (p.72). above all, using any high-tech devices in education should bring forth an effective technique/method since these tools are not teachers instead of teaching devices. research questions this study focuses on two research questions: 1. to what extent is mall effective in teaching listening skills to esl learners? 2. why are some mall listening strategies more effective than others? one hypothesis regarding the first research question was formed. based on the readings and teaching experiences, it is assumed that the mobile-based teaching of listening comprehension skills is effective. since the second question is exploratory in nature, no prediction could be made. review of literature esl listening skill over the years, esl listening practices have developed over the beliefs and assumptions teachers have about listening skills. brown and lee (2015) speculate that esl teachers have the commonly held misconceptions that listening is a passive, one-way, and individual process. they also reveal that teachers believe that listening is acquired unconsciously, equals reading comprehension, and listening and speaking should be taught separately. to argue that listening is active, multidirectional, and a conscious cognitive process, brown and lee (2015) thus describe the strategies involved in listening comprehension processes. referring clark and clark (1977) and richards (1983), brown and lee (2015) mention that mehedi hasan & a.b.m shafiqul islam nobel: journal of literature and language teaching 193 volume 11, number 2, september 2020, 188-202 listening comprehension includes listening auditory sounds, determining the function of the speech event, activating scheme, assigning literal meaning, assigning intended meaning, determining the demand of short/long term memory and retaining essential information and meaning (p. 319). brown and lee (2015) also support richard’s (1983) comprehension taxology as micro skill (skills at the sentence level) and macro skill (skills at discourse level) and state that the former is synonymous to the bottom-up approach and the latter to top-down approach (p. 326). they also mention several tasks and activities a teacher can use to teach listening comprehension skills. they mention the techniques/tasks as reactive (listening to surface structure), intensive (focus on language components), responsive (designed to elicit a response), selective (scan for specific information), extensive (aims global understanding of conversation), and interactive (learners actively discuss, debate, converse, role-play in pairs/groups) (pp. 328-330). this paper, in the discussion section, explains how the above tasks/techniques apply in teaching mobile-based listening. mall in teaching/learning listening in the history of mall listening research, the focus has always been on the teacher-student interaction, the teaching/learning strategies, the learning tasks, and their effect on teaching/learning. vandergrift (2011) claims that higher-level learners successfully apply the listening strategies in mall listening. according to him, lower level learners use a bottomup approach and have difficulties while listening in real-time on their devices. therefore, he suggests training students with strategies and designing the activities accordingly. gilakjani and ahmadi (2011) argue that prior learning activities help students process information in mobile-assisted listening activities. they insist that prior learning also helps students extend listening and stimulate interpretation and reflection. kim (2013) demonstrates that in mall, group listening activity helps improve listening more than individual activity. read and barcena (2016) cite several current research on mall-based listening and show that podcast is the most common type of listening activity given to esl/efl listening. they also mention that mall-based teaching/learning is effective mostly when the tasks become part of the summative assessment; otherwise, students sometimes tend not to use those tasks (p. 295). literature review in the last decade, there has been a substantial upsurge in researching the effectiveness of mall in the esl/efl listening classroom. the following review of the literature shows the need for studies in mobile-based listening in esl/efl classrooms. it then discusses the variety of teaching tools, strategies, techniques, activities, and resources teachers and the effectiveness of mobile assisted language learning nobel: journal of literature and language teaching 194 volume 11, number 2, september 2020, 188-202 educators use in different educational settings. read and kukulska-hulme (2015) mention the importance of listening comprehension for esl/efl learners in mobile app-based learning. their study reveals how the use of mobile apps can motivate students and facilitate listening activities. the research also shows that mall based activity ultimately led students to practice listening using authentic materials such as news broadcast on radio or television. they also observe that creating various listening content based on students’ interest and incorporating social media such as facebook increase learner motivation (p. 1334). artyushina and a. sheypak (2018) express the need for using cellphones to teach listening comprehension to young learners in russian technical university. according to them, cellphones, which are immensely popular among young learners for entertainment purposes, can also be an effective tool to improve esl/efl listening comprehension skills. their research demonstrates that using learner’s motivation towards any gadgets and efficient use of content in mall based learning can inspire them not only to learn outside their classroom but also to encourage them to create their podcast based scientific research (p. 6). hsu et al. (2013) express the necessity of using various modes of display of video captions in mall based language learning. through experimenting with young learners, the authors conclude that better vocabulary acquisition occurs only when target-word strategies are effectively used in listening comprehension for low-achievement students. the above studies thus suggest that research on the mall based listening is essential as they help esl/efl practitioners determine the specific strategies (individual or group), devices (cell phones, ipod, mp3 player), modes (audios only, or videos with the caption), activities ( listening, responding and sharing), platforms (apps, websites), and understand the affordances (availability, accessibility) and limitations (dislike towards specific tasks) of each of the factors in their own esl/efl classroom context. in recent years, educators and researchers have experimented with the aspects mentioned above to assess the effectiveness, benefits, and challenges of using mall in teaching/learning listening comprehension skills. in this study, the researchers attempt to focus on four recently conducted empirical studies about using mobile-based listening activities as an individual task, which observes some development in efl/esl listening in the control group over the experimental group. the studies also found that mall contributes as a critical variable to effective listening strategies. in korea, kim (2013) investigates the adult learners’ development of listening abilities after using specific mobile applications in a college efl language course. she divided 41 students into an experimental group and a controlled group enrolled in the toeic program. the students received almost the same toeic score and materials before the mehedi hasan & a.b.m shafiqul islam nobel: journal of literature and language teaching 195 volume 11, number 2, september 2020, 188-202 beginning of the program. in addition to class activity, the experimental group was assigned listening tasks two times a week as opposed to the controlled group’s class activity only throughout the entire semester. the experimental group used english apps and broadcast programs such as tbs, e-fm, and ebs on air for ten weeks and then retook the toeic test. the toeic listening comprehension test result shows that the experimental group test score outperformed the controlled group test score (m=422.19, sd= 114.69 in the control group; m=490.00, sd=87.09 in the experimental group, p<.05). based on the result, the researcher claims that smartphone apps “as a learning tool can be a variable” (p. 22) and can significantly contribute to the teaching/learning of efl listening skills. the researcher also conducts an open-ended question survey with the experimental group to study the attitude towards using mobile apps. most participants mentioned that access to mobile devices anywhere and anytime was the greatest affordance of mobile phone learning. they also mention that apps gave them authentic listening practice materials easily, and they had “fun” using the app (p. 23). azar and nasiri (2014) investigate the effectiveness of mall on english listening comprehension skills on iranian university students. they experimented with 70 students considered homogenous formed on their pretest (oxford placement test). grouped into four sectionstwo experimental and two comparison groups, the students received 14 lessons on developing skills and sub-skills for listening comprehension. while the experimental groups were given mobile-based audiobooks, the comparison groups were given regular audio materials such as cd-rom/cassette audiobooks for lessons and practice. after 16 weeks of treatment, a post-test was conducted between the two groups to measure the listening comprehension skills gained through the treatment. the post-test result shows that the experimental groups outperformed the comparison groups {t (69) = 2.38, p< 0.05}. from the test results, the researchers claim that the mobile-based listening audiobook instruction was effective. to investigate learners’ experience in using mobile-based audiobooks, the researchers conducted a questionnaire and interview with the participants. they found that mall materials were easily accessible to the participants, and for being portable, participants could use mobile devices “anywhere, anytime” (p. 1841). the researchers also mention that, through mall listening lessons, participants had “more opportunity to negotiate meaning with their teachers and their peers” (p. 1841). the research mentions that teachers explained any questions students had regarding the tasks, but it does not mention clearly how the participants negotiated meaning with peers. the study suggests that mobile-based listening the effectiveness of mobile assisted language learning nobel: journal of literature and language teaching 196 volume 11, number 2, september 2020, 188-202 comprehension teaching was effective and positively impacted teaching/learning listening skills. zhang (2016) explores mobile technology in teaching/learning listening in the efl classroom and student motivation in using mobile-based activity at a university in china. dividing 120 homogenous language ability students equally into the experimental and control group, the researcher gave each group a 2-hour listening instruction for ten weeks. on the one hand, the experimental group received all instruction through mobile phones and used keke english and easy ielts to practice at home. on the other hand, the control group received traditional cd-based in-class instruction only. both groups appeared in a post-test and were given a questionnaire towards the end of the program. the post-test result demonstrates that the experimental group “significantly outperformed” the control group on the post-test (p=.021<0.05). the researcher claims that implementing mall resulted in increased listening comprehension. in the questionnaires, 88% of the students mention that their “filler time” could be used with mall activities. the students also mention that they could carry their devices and learn at any time, in any place at their convenience, and could segment their study period, which let them control their learning process (p. 3). in japan, yamada et al. (2011) study the effectiveness of mobile-based listening teaching/learning materials for business people. the researchers examined 39 (20 sales and 19 non-sales) employees enrolled in a business english program at the company’s training center. all participants had to take a preliminary test to understand their language level and then were given english for specific business purposes (esbp) listening materials to be used for over three weeks. after three weeks, the participants had to respond to a post-project questionnaire and take a post-test (global test of english communication, gtec) and a customized materials-specific listening test. the post-test result demonstrates that in both the post-tests, the sales and non-sales employees scored higher than the pretest (sales personnel z = -2.44, p < .05; non-sales personnel z =2.71, p < .01), and there was no substantial variation between the scores of two groups (z = 0.51). the authors claim that mobile-based disciplinespecific listening materials were equally effective for both group learners. they also conducted a second survey after two months of the program to see how much they could use the materials in real-life situations. they found that the salespersons were better able to use the content of the program as their needs to correspond in english were higher than the nonsale group (pp. 57-60). this suggests that the ultimate effect of any successful mobile-based listening program depends on learners’ needs. in other words, if the learners’ needs (work situation in this case) do not align with the content (ebsp materials in this case), the learners mehedi hasan & a.b.m shafiqul islam nobel: journal of literature and language teaching 197 volume 11, number 2, september 2020, 188-202 may learn it, but not be able to use it in real-life situations. recent studies also endeavor to compare mobile-based listening activities as an individual task to a group task and found that the mobile task done in groups is more beneficial for students than the individual task. read and kukulska-hulme (2015) study the benefits of using mobile apps for listening comprehension training to promote motivation and students’ self-learning in a mandatory university entry program in the uk. they experimented with students of 90 heterogeneous language levels (from a1 to c1) by putting them into two equal groups (individual learning group and facebook based social learning group). they were given the app audio news trainer (atn) to practice listening podcasts for ten weeks. each group participants received instructions on how to participate. the researchers used app data (comments and content) and pre and post-questionnaire to examine students’ learning activities and motivation. the researchers found that in the individual learning group, only nine students listened to the podcasts for 10 minutes a day, and only three continued listening throughout the weeks. only two students mention that they will continue the apps after the course is over. by contrast, in the social learning group, 33 students used the app for 30 minutes a day consistently, and some students were even proactive and wanted to use the app even after the course was over. participants in this group summarized their feelings on the podcasts, congratulated others, and commented on others’ summaries “as if they were part of a teaching team” (p. 333). based on the result, read and kukulska-hulme (2015) claim that a) the news-based app is an “effective domain” for practicing listening comprehension, b) social media-based listening, which facilitates interaction, increases student motivation, and c) mobile-based apps can provide learners with a continuous practice context. read and barcena (2016) extend their focus on the study of read and kukulska-hulme (2015) and study the effect of peer interaction to motivate, support, and scaffold student learning in the listening comprehension. the authors found that the experimental group not only spent more time than the individual group but also found the task enjoyable. they found that 18% of students in the group whom they called e-leading students were connected regularly, kept on tasks, participated in interactions, answered peers’ questions, searched for supporting evidence, corrected others’ mistakes, encouraged demotivated students, and served as an intermediate with the teachers. (p. 305). such students contributed to the overall participation of the students in the social group. the result also shows that since there was no direct teacher feedback on students’ tasks, students became self-motivated to play their the effectiveness of mobile assisted language learning nobel: journal of literature and language teaching 198 volume 11, number 2, september 2020, 188-202 role in the facebook-based atn app interaction. the result indicates that students’ proactive behavior in an interactive group activity promotes learning. method this is a review article that uses a qualitative research method. review articles are immensely important since the reviewers, while reviewing the already available materials, endeavor to suggest new research directions, strengthen support for existing theories and identify patterns among current research studies. for researchers, review articles provide an excellent overview of the existing literature on a topic. as a review article, this study is based on the secondary references/works, including relevant articles and books which tend to reanalyze, interpret, or review the past available data on a subject matter. however, this research has not included all the materials available on the subject of the present research; instead, it attempts to find such literature that fits the topic and, therefore, follows a particular set of inclusion and exclusion criteria while selecting the research materials for review. following are the criteria: a) all articles reviewed in this paper were electronically searched on the york university library database, google scholar, or peer-reviewed online journals. b) all articles chosen for the current research are empirical studies in nature. c) all articles were searched with a specific focus on “mall in teaching esl/efl listening skills. d) any articles that focused on other educational settings (e.g., elementary, high school) or other languages (second languages other than english) were excluded from the study. e) any articles before 2010 were excluded as smartphone-based mall learning/teaching started since 2007. results and discussions research question: 1 the above literature suggests that mobile-based listening comprehension teaching/learning is effective to a certain extent in different educational settings. the quantitative data indicate that some strategies/tools (p<.05 in azar and nasiri, 2014; kim, 2013; zang, 2016) were more successful than the other (p<.01in yamda et al., 2011for nonsales). read and barcena (2015) do not quantify the success between the individual group and the social group. however, higher student participation (88%) in the social learning group than the individual group (18%) shows that one strategy was more motivating and mehedi hasan & a.b.m shafiqul islam nobel: journal of literature and language teaching 199 volume 11, number 2, september 2020, 188-202 engaging than the other. therefore, in response to the first research question, it can be claimed that mobile-based teaching/learning listening is effective in some ways in esl/efl teaching. their study also demonstrates that portability, accessibility, affordance, freedom of use, and enjoyment are the most common affordances of successful mall based listening. research question: 2 read and kukulsha’s (2015) and read and barcena’s (2016) findings clearly indicate that some mobile-based esl listening strategies are more successful than the other. in their studies, the social group was more successful as they were more engaged and motivated than the individual group. in the former group, students were proactive and interactive. besides listening to the audios, they liked others’ comments, summarized the audio, commented on others’ comments, asked and answered questions, corrected others’ mistakes, stimulated less motivated students, and took the role of mediators. although the atn app tasks were optional and did not add credit to their final grades, students became proactive as they could interact with peers. nonetheless, as students could not interact in individual group, they were less motivated and chose not to participate. their research suggests that to make a mall tool successful, the teachers/designers should make it interactive. azar and nasisr (2014) also recommend that students learned well when they could interact and negotiate meaning with the teachers and peers. the above findings support brown and lee’s (2015) idea that listening performance can be helpful if learners participate actively in “discussions, debates, conversations, role plays, and other pair and group work” (p. 330). most of the above studies also suggest that using authentic materials (kim, 2013; yamada et al., 2011), understanding learners’ needs (yamada et al., 2011), breaking tasks into segments (zhang, 2016), and providing supplementary tasks (read and barcena, 2015) are some of the fundamental design principles of successful mobile-based listening tasks. furthermore, interactive tasks provide learners with opportunities to bring their other skills, such as writing, interpersonal skill, and intercultural communication skills into practice. recommendations based on the above discussion and some current research studies, we would recommend some strategies that esl/efl teachers can use while using mobile devices in teaching listening. firstly, a teacher should design the tasks based on the needs of the students. yamada et al. (2011) demonstrate how the same material design may result in more success, depending on the needs of the learners. the sales group was more successful as they could the effectiveness of mobile assisted language learning nobel: journal of literature and language teaching 200 volume 11, number 2, september 2020, 188-202 use their learning in a real-life situation. their findings support the idea that the more the materials address the needs of the learners, the more chances are that the mobile-based tasks would be successful. secondly, teachers should use not only an authentic task but also authentic materials. the studies of kim (2013) and yamada et al. (2011) demonstrate that authentic materials and tasks motivate learners to connect activities to their real-life situations. thirdly, teachers should use short and scaffolded tasks to create a stress-free learning environment for learners. azar and nasiri (2014) reveal that students enjoy working on portable devices anytime and anywhere. zang (2016) also demonstrates that students like carrying their devices, work in places of their convenience, and segment their study period. his findings suggest that teachers should keep learning activities and tasks “short and succinct” (stockwell and hubbard, 2013, p. 9). fourthly, teachers should acknowledge and plan for accommodating all level learners (stockwell and hubbard, 2013, p. 9). both azar and nasiri (2014) and read and barcena (2015) express that learners like to participate in various ways. such participation option motivates learners as they can choose from multiple possibilities. fifthly, teachers should think of the affordances and limitations of the activities, tasks, and apps before they design (stockwell and hubbard, 2013, p. 9). read and barcena (2016) suggest how the same task can be more effective if appropriately designed. an interaction-based app seems more enjoyable and effective for learners than apps used for selfstudy. therefore, mobile-based listening tasks should be made interactive where possible. sixthly, teachers should provide guidance and training to learners about the apps before introducing them to the course. in most of the above studies, learners were trained to use the app or tool on their devices successfully. finally, teachers should make some portions of the task part of a summative assessment. read and barcena (2016) assert that in the individual group, learners were found less motivated since the task was not graded and not a part of the final assessment. therefore, it is recommended that teachers should impart some portions of the tasks in the final assessment. conclusion in general, this review suggests that mall is significantly effective in teaching/learning esl/efl listening skills, and using proper strategies may result in better learning. since mall is relatively new in esl/efl teaching and learning arena, it is recommended that further research is required to see which level learners (beginner, intermediate or advanced) are more benefited from mall and its use. it is also recommended that teachers should use multiple mall strategies for better and effective esl/efl listening. mehedi hasan & a.b.m shafiqul islam nobel: journal of literature and language teaching 201 volume 11, number 2, september 2020, 188-202 references abu sa’aleek, a. o. 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(2005). the future of research in technology and second language education. in y. zhao (ed.), research in technology and second language learning: developments and directions (pp.445-457). greenwich, ct: information age publishing, inc. the fact of hedges in oprah winfrey talk show hilmi mustangin saputra iain-sunan ampel surabaya abstract the main purpose of this study is to identify and describe the types of hedges (in others study termed as taxonomy of hedges) as well as the pragmatic functions that the hedges/hedging expressions creating the implied meaning in oprah winfrey talk show. by following evans‟ (2006) theory on the types of hedges/hedging expressions, this study found that oprah winfrey talk show contains 9 (nine) types of hedges/hedging expressions which are equally used by oprah winfrey toward her interlocutors. in terms of pragmatic functions of hedges/hedging expressions, it is found that most the hedges/hedging expressions are used for mitigating a criticism or request and softening a stance or opinion. this identification is following simpsons‟ (2010) finding on her study about hedges in scientific discourse. in addition, the result of this study suggests that the use of hedges/hedging expressions (in the talk show) carries speaker and sentences implicature. the findings of this research also indicate that hedges/hedging expressions can be used to signal the sensitivity to other‟s feeling. this means that the use of hedges/hedging expressions may help to feel what others‟ feeling about, through the context of the conversation. as the result, even it is like common conversation but there are many politeness utterances considerably. therefore, it is suggested that the study about the use of hedges/hedging expressions could be extended, strengthened and improved in the practical contexts to cover the attempts to help students develop their ability of speaking and competence in rearrange the topic into smooth and good communication. in a broader perspective, the use of hedges/hedging expressions could be developed, either through practical teaching in the classroom or through language researches. key words: hedges, pragmatic function of hedges, implicature. introduction language can be viewed from many aspects, such as forms, functions (meaning) and most importantly as the medium of communication, which may appear either in the form of verbal or non-verbal communication. in the case of verbal communication, language cannot or need not be completely precise all the time because communicants are in up and down. for instance, when communicating with certain interlocutors in order to make sense of what is being talked about, a speaker often implies something to avoid providing direct information, particularly by way of using certain language expression; and one of the usual language items that is often used in this context is called ‗hedges‘. in expressing ideas, people may use hedges/hedging expressions but they often do not realize that their statements contain hedging expressions, just because people do not only prefer to get the point of communication but also consider the value of maintaining good communication with the interlocutor. by means of hedges, speaker avoid saying something definite, the result then, they keep their option open, like the one exemplified with the use of the hedging expression i think in the following example. (1) ―i think i don‟t like prof. stanford‖. the expression ―i think‖ in example (1) suggests that the speaker avoids expressing the core of the sentence as what the expert might do. by doing so, the speaker in this case needs to use such a hedging expression to make his/her utterance sound less authoritative. theoretically, the use of such a linguistic particle seems to modify the degree of membership of a predicate or a noun phrase (e.g., think) in a set. in other words, it is partial or true only in certain respects, or that it is more true and complete to be categorized as hedges (brown and levinson, 1987). this also happens when the same speakers use the modal adverbs such as perhaps, possibly and maybe, in which they unconsciously use the expressions of hedges. for example, (2) ‗…perhaps we should wait outside in the hall, darling.‘ the word „perhaps‟ here indicates that the speaker is in uncertainty or tentativeness situation. he/she shows uncertainty about his/her statement. ‗perhaps‘ might be used as an open statement by speaker to the hearer to attract the respond to form such cooperative communication, because he/she is still uncertain about action has to take. here, it is clear that the use of such the use of the items of hedges shows us that hedges can also be employed to express the ‗implied‘ meaning of an expression which is often termed as ‗implicature‘. consider the following dialogue. (3) alan : are you going to paul's party? alice : i have to work. if this was a typical exchange, alice meant that she is not going to paul's party. but the sentence she uttered does not mean that she is not going to paul's party. hence alice did not say that she is not going, she implied it. both technical terms of implicate and implicature expressed for the case of what from the speaker said, there is a distinct from what the speaker thereby meant (implied, or suggested). thus alice implicated that she is not going; that she is not going was her implicature. the difference between saying and implicating affects whether meaning something one does not believe is a lie. if alice knew she did not have to work, then she was lying in dialogue (3). if she knew she was going to paul's party, she might be guilty of misleading alan, but not of lying. as above examples clear described, it is not possible to understand speakers fully without knowing what they have conversationally implicated as well as what they have said. oprah winfrey has been very effective in every speaking activity within the shows she been making. she is able to use language in such a way that leads her interlocutors to give detail answers. by using various language expressions and gestures, including hedges, oprah can attract her guests to share more detail information of the topic being discussed, even questions those are considered (by particular culture-values) inappropriate or classified into very personal questions will become common question when it is stated by oprah winfrey during the talk show. in line with the importance of considering authentic verbal communication process, this article deals with the analysis of the types of hedges and their functions and implicatures being used in the oprah winfrey talk showsby presenting three following issues, 1. what types of hedges are found in oprah winfrey talk show? 2. what pragmatic functions of hedges does oprah winfrey talk show have? 3. what are the implicatures of the use of hedges in oprah winfrey talk show? the first objective of this study is to identify and describe the types of hedges/hedging expressions used in oprah winfrey talk show. the identification and description of the types of hedges/hedging expressions here are based on those which are popularized by francois salager-meyer (1994) which then improved by evans (2006) which does not significantly have differences. in this perspective, hedges are divided into. modal auxiliary verbs, modal lexical verbs, probability adjectives, nouns, adverb, approximators of degree, quantity, frequency and time, introductory phrases, “if” clauses, and compound hedges the second objective deals with the identification and descriptions of the functions of hedges in the oprah winfrey talk show. the functions of hedges in this talk show are focused on the pragmatic functions of hedges identified by simpsons (2010). covering 8 (eight) pragmatic functions of hedges. this study will reveal such functions as express fuzziness, inexactitude (the following word is not the exact or best word), expresses uncertainty (lack of/decreased commitment to a proposition), softening a stance or opinion (further qualifies/modifies the statement), mitigating a criticism or request, preceding sophisticated vocabulary or jargon words, preceding metaphors, and filled pauses. by focusing on the identification speaker implicature and sentence implicature, this study aims at not only identifying but also explaining the two implicatures in term/in relation hedges/hedging expressions which tend to be used as one of politeness strategies. in other words, the use of hedges in their appropriate circumstances will help smoothing the conversation between oprah and her guests. this, in turn, will create audience awareness towards the wholeness of the talk show. this study theoretically significance that can give the readers some explanations on the use of hedges and look its function, hopefully readers will get well informed about hedges insights, especially, how the hedges words are used in daily communication among people. it also hope can contribute to the development of linguistics knowledge. practically significance to the tefl context, it would bring many advantageous effect to the improvement of student‘s english mastery orallyeffective. as an english teacher, this study could be a good way of introducing students with numerous facts of variations of using english in a spoken model. in related to that, students (in this sense) can explore what is the proper utterance, show meaning are constructed which are influenced by different situation for different purposes. the nature of hedges it is undeniable that pragmatics is the branch of linguistics which studies how utterances communicate meaning in context. this suggests that pragmatic deals with the study of the use of language expressions. in a more practical sense, mey (2004) noted that pragmatics concerns with the way people use their language in communication. in other words, pragmatics studies the use of language in communication, by which people convey their messages to the person or people with whom the addressers are communicating (coates, 1996). the use of the term ―hedge or hedging‖ dates back to lakoff‘s (1972) paper entitled ―hedges: a study in meaning criteria and the logic of fuzzy concepts‖. since then, lakoff (1972) popularized the concept of hedges in relation to the practical use of certain linguistic items which are essentially hedging expressions. in this context, lakoff was interested in the properties of hedging words or expression such as rather or sort of which tend to make things fuzzy or less fuzzy (vague or less vague). for lakoff, hedging involves the attenuation of the membership of particular expressions, such as: a) john is sort of smart. b) that is technically a bookcase. or the reinforcement of the class membership, such as: a) john is very, very smart. b) i really love you. c) what i tell you is the absolute truth. in his further elaboration of the concept of hedges, lakoff began with a semantic discussion of sort of, pointing out that this predicate modifier and the like reveals different distinctions of category membership. for example, a) a robin is sort of a bird. [false, no questions it‘s a bird] b) a chicken is sort of a bird. [true, or very close to true] c) a penguin is sort of a bird. [true, or close to true] d) a bat is sort of a bird. [false, or very close to false] e) a cow is sort of a bird. [false] the use of sort of in the above sentences suggests that degree of truth must be ‗‗rejected‘‘ for a real bird, ‗‗possibly‘‘ accepted for a non-prototypical bird like a chicken or penguin, but ‗‗rejected‘‘ again when the animal of which bird was being predicated was simply not a bird or not much of a bird. lakoff discussed other hedges such as par excellence, typically, strictly speaking, loosely speaking, and in essence, showing that these hedges interact with the term they modify, but in different ways. fraser (1975) then extended the discussion about hedges to cover the term hedge performative, where certain performative verbssuch as apologize, promise, and request when preceded by specific modals such as can, must,and should,as in a) i should apologize for running over your cat. b) i can promise that i will never again smoke grass. c) i must request that you sit down. result in an attenuated illocutionary force of the speech act designated by the verb. in these examples, the modals were considered as hedges. example (a) is still an apology, just one less strong than if should were not present. it was brown and levinson (1987) who developed fully the speech act aspect of hedging. whereas lakoff considered only propositional hedging, and fraser touched only on performative verb hedging. brown and levinson (1987) treated the hedging of the illocutionary force of a speech act in great detail in their efforts to account for politeness phenomena. this second type of hedging called referred to as speech act hegding (fraser, 2010). types of hedges prince et al. (1982) made a clear distinction between two categories of hedging; one category that involves the propositional content and affects the truth condition of the proposition conveyed (propositional hedging), and a second type that involves the relationship between the propositional content and the speaker and serves as an index of the commitment of the speaker to the truth of the propositional content conveyed (speech act hedging). in a further discussion, hedging expressions then sub-categorised into their types covering approximators and shields. approximators operate on the propositional content proper and contribute to the interpretation by indicating some markedness, that is, non-prototype, with respect to class membership of a particular item. there are two subclasses: adaptors (acknowledged to be what lakoff called hedges), relate to class membership; for example, somewhat, sort of, almost describable as, some, a little bit. a) he also has a somewhat low interior larynx. b) she noticed that he was a little bit blue. and rounders, convey a range, where the term is typical, for example, about, approximately, something around, etc. a) his weight was approximately 3.2 kilograms. b) the baby‘s blood pressure was something between forty and fifty. both sub-classes occur when the speaker is attempting to correlate an actual situation with some prototypical, goal-relevant situation, where the hedging indicates that actual situation is close to but not exactly the expression modified. shields change the relationship between propositional content and the speaker by implicating a level of uncertainty with respect to speaker‘s commitment. here, again, there are two subclasses. first, plausibility shields are expressions that relate doubt, such as i think, i take it, probably, as far as i can tell, right now, i have to believe, i don‟t see that, etc., illustrated by the following. a) i think we can just slow him down to a little over maintenance. b) as far as i can tell, you don‘t have anything to lose by taking that path. prince et al. point out that whereas the un-hedged versions imply that the speaker has knowledge via observations and/or logical reasoning, statements marked by a plausibility shield imply that the speaker is making the assertion based on plausible reasons. the second subclass, attribution shields are expressions such as according to her estimates, presumably, at least to x‟s knowledge, etc., which attribute the responsibility of the message to someone other than the speaker, often via plausible reasoning. a) he was not very ill, according to her estimates. b) there was no reason to worry, as far as anyone knew. the authors also point out that one usually does not impose belief on another when the speaker believes that the proposition at issue is false. for example, in , according to dr. jenkins, we should take out the shunt before we move him. it is clear that the speaker in (according to dr. jenkins, we should take out the shunt before we move him) is typically committed to the truth of the statement. finally, fraser (1980) wrote about mitigation, the attenuation of unwelcome effects on the hearer and proposed a classification of mitigating mechanisms (mostly hedging devices) based on her view of the three components of the utterance on which mitigation can operate: the proposition, the illocution, and the utterance source. she called these bushes, hedges, and shields, respectively. hedges, which are lexical expressions whose scope is the illocutionary force of the speech act and attenuates the strength of the force by reducing the speaker‘s commitment. since the 1980s, there has also been an emphasis on the properties of individual hedges. in addition, there has been considerable interest in exploring the use of hedging within different genres of language use, for example, the article, talk show discourse such in depth of mathematics talk, politician talk, negotiation talk, and the speech of language learners. apart from various types of hedging expressions presented above, this article uses the related theory from evans (2006) which is cited from web page (http://clpd.bbk.ac.uk/students/hedging). this article uses this theory instead of other http://clpd.bbk.ac.uk/students/hedging theories because it has more types than others. this article uses this theory in order to identify the hedges from the utterances produced by oprah winfrey towards her guests such as ―the 6-year-old chained in a closet‖, ―return to williamson‖ ―jk. rowling‖, and ―michael jackson‖ in the talk show. types of evans‘ hedges are modal auxiliary verbs, modal lexical verbs doubting and evaluating rather than merely describing, probability adjectives, nouns, adverb, approximators of degree, quantity, frequency and time, introductory phrases, “if” clauses, and compound hedges. each of these hedges has its own definitions, it is used by this article to identify the data of this research. an indepth knowledge about types of hedges is going to be explained below. functions of hedges in addition to types of hedging, functions of hedging constitute another main focus of this study. the functions of hedging are briefly explained in the following sections. the first function of hedges introduced by coates (1996) is the expression of doubt and less (more) confidence. (coates, 1996: 154-156) people use hedges to express doubt. the people as a speaker lack of commitment to what they are saying. they lack of confidence in truth of the proposition expressed in the utterance. i think, maybe, may, might, you know and probably are important hedges to express doubt and uncertainty. for example, helen says ‗what it means about next week is we may not have enough for two groups, cause i had two apologies in advance,‘ the auxiliary may here signals helen‘s lack of commitment to the proposition expressed in the utterance. the second function of hedges would be sensitive to others‟ feeling. the speaker takes account of the feelings of the addressee. they communicate proposition, attitude to propositions and also attitude to addressee which is called interpersonal function. sort of, kind of, really, could, possibly, perhaps and might are the examples of hedges to show sensitivity (coates, 1996: 156-158). the speaker doesn‘t want to offend the addressee. hedges protect the speaker from the full force of controversial claim. it protects the speaker as well as the addressee. hedges fulfill the need to have personal space to be respected and the need to be acknowledged and liked. hedges help the speaker to avoid imposing on people. it is used to ask someone a favor. hedges facilitate the expression of controversial views by not taking too strong a line or too critical. it means the speaker retreat from critical position if necessary. for example, ‗she looks very sort of um – kind of matronly realy‟. the speaker doesn‘t want to offend the addressee. the speaker protects the addressee from the full force of the controversial claim by using hedges. the third important function of hedges is searching for the right word (coates, 1996 : 158-159). hedges are also useful to give signal that speaker is searching for a word (precise word). it means that the speaker having trouble in finding the right words to say what they mean. sort of, kind of, you know, well and really are the common examples of hedges to show that the speaker is searching for the right word. hedges signal the word may not be the perfect choice and pause is commonly occurred. for example, ‗he (orang outang) had you know – he had five adequate manip – whatever you call hands things‘ the speaker seriously engage the experience in struggle for accurate-self-expression. in other words, the speaker is trying to find the right word to explain about orang outang (coates, 1996). the last function of hedges which proposed there, is to avoid the appearance of playing the expert (coates, 1996: 152-162). hedges are used to minimize social distance (expert and non-expert). it avoids the role of expert in conversation. hedges dilute, the force of what the speaker is saying. it makes the speaker appear less fluent. the speaker avoid opening up distance between participants, think, well, whatever, thing, sort of, and you know are examples of hedges to signal that the speaker is avoiding playing expert. the speaker avoids sounding like an expert. hedges make the proposition sound less authoritative. it provide preservation of equal status and maintenance of social closeness. for example, ‗i think i‟m always opposed to that group‖ the speaker avoid to say as if an expert, the speaker need to emerge a sentence to make his/her utterance sound less authoritative. speaker avoids to be an expert. meanwhile, there was francois salager-meyers (1997) proposed 5 functions related to the hedges/hedging expressions usage, namely; as a softener, negotiate sensitive topic, strengthen statement, weaken statement, and smoothen disagreement. apart of hedges/hedging expressions‘ functions, simpsons (2010) notes that hedging has 8 (eight) important functions, which she specifically called pragmatic functions of hedging. these are to express fuzziness, inexactitude (the following word is not the exact or best word), expresses uncertainty (lack of/decreased commitment to a proposition), softening a stance or opinion (further qualifies/modifies the statement), mitigating a criticism or request, preceding sophisticated vocabulary or jargon words, preceding metaphors, and filled pauses. for example, one of the functions of hedges introduced by simpson is that hedges is employed to express fuzziness. this is in line with lakoff (1972) who suggested that any attempt to limit truth conditions for natural language sentences to true, false, and ‗‗nonsense‘‘ would distort the natural language concepts by portraying them as having sharp rather than vaguely-defined boundaries. suggesting that this is an area that deserves study, he clarified that ‗some of the most interesting questions are raised by the study of words whose meaning implicitly involves fuzziness – words whose job it is to make things fuzzier or less fuzzy‖ (lakoff, 1972: 195). implicature implicature denotes the act of meaning, implying, or suggesting one thing by saying something else. so the case in which what a speaker means differs from what the sentence used by the speaker means can be viewed as an „implicature‟ symptoms. the above example (3), alan : are you going to paul's party? alice : i have to work. implicated that alice is not going; that she is not going was her implicature. the difference between saying and implicating affects whether meaning something one does not believe is a lie. if alice knew she did not have to work, then she was lying in dialogue. if she knew she was going to paul's party, she might be guilty of misleading alan, but not of lying. this sample of implicature is said to be conversational. implicature is not part of the conventional meaning of the sentence uttered, but depends on features of the conversational context. a key feature was the question alan asked. had he asked ―what are you going to do today?‖, alice could have implicated something completely different—―i am going to work‖—by saying the same thing. one other contrasted side of a conversational implicature is a conventional implicature, by which the meant one that is part of the meaning of the sentence used. (4) (a) he is an englishman; he is, therefore, brave. (b) his being an englishman implies that he is brave. here, that speakers who use (4a) implicate (4b). they imply, but do not say, that his being an englishman implies that he is brave. hence the use of (4a) while disbelieving (4b) would be misleading, but not a lie. alice's sentence in (3) can be used with its conventional meaning without implicating what she did. but (4a) cannot be used with its conventional meaning without implicating (4b). the meaning of ‗therefore‘ carries this implicature. as above examples clear described, it is not possible to understand speakers fully without knowing what they have conversationally implicated as well as what they have said. it has been mentioned above that when speaker does not want to offend the addressee through using hedges , so that hedges can be also employed to express the ‗implied‘ meaning of an expression. thus, of course hedges can be functioned as a ‗politeness item‘. hedging and politeness are discussed as essential aspects of pragmatics of english usage. efforts from lakoff (2006), levinson (2003), as well as brown and levinson (1978, 1986) on the concepts of pragmatics, politeness and hedging are reviewed for theoretical background. in speech act theory, hedging involves the qualification and toning-down of utterances or statements, so common in speech and writing. this is carried out through the use of clauses, adverbials, etc. to reduce the degree of risk of what one says. age, gender, status, and other variables play a role here. a child, for instance, addressing his/her parents is expected, culturally, to speak in a low tone, at a slow pace, and look serious. a child is not expected to shout at his parents, for instance when making a request. it may be generally offensive, although, to shout in any language. in many contexts, a shout, especially an angry one, and to elder, is almost always interpretable as impolite unless it functions, for instance, as a warning to the addressee to save his life. a gentle, soft voice is often considered a marker of politeness in most pragmatic contexts. analyzing hedging expressions related to the implicature needs the this article to also look at the hedges as language expressions as well as the function on good communication. in my observation suggests that the good communication of oprah winfrey talk show doesn‘t only depend on the setting, topics being conversed, the numerous guests or toning during the show but one cannot ignore is the significant of the implied meaning. oprah is global issue in communication strategy through her talk show program. besides having 26 years of experience (until today) interviewing people of all walks of life and level in society, oprah winfrey talk show contains various linguistic phenomenon and language items to be functioned and as such it gives much richer data and more varied in contexts. oprah winfrey has been very effective in every speaking activity within the shows she been making. she is able to use language in such a way that leads her interlocutors to give detail answers. by using various language expressions and gestures, including hedges, oprah can attract her guests to share more detail information of the topic being discussed, even questions those are considered (by particular culture-values) inappropriate or classified into very personal questions will become common question when it is stated by oprah winfrey during the talk show. this fact, linguistically, is interesting to provide examples of hedges and knowing the implied meaning of the hedges that can be implemented in today‘s daily conversation. besides practicing utterances effectively, as exemplified model of conversing, the use of hedges will build a wider horizon and deep understanding on how to use hedges/hedging expressions to maintain a good communication. finding and discussion the hedges/hedging expressions in oprah winfrey talk show are being analyzed in this article taken from 4 major episodes of oprah winfrey talk show which then parsed into 2071 sentences. of these figures of sentences, 1119 linguistic items are identified as hedges/hedging expressions which are distributed into nine major types of hedges/hedging expressions following evans‘ (2006) identification of the types of hedges/hedging expressions. in order to discriminate the hedges/hedging expressions and group them into each of the members and major types of hedges/hedging expressions, each of the linguistic items that might be identified as hedges/hedging expressions is traced in every sentence in the oprah talk show by coloring it with the list or corpus of hedges/hedging expressions provided beforehand. in this case, the identified hedges/hedging expressions can facilitate the items to the same with the ones on the list or they may be taken as hedges/hedging expressions on the previous list. then, these hedges/hedging expressions are tabulated according to the membership of the hedges/hedging expressions in the groups of the nine types of hedges/hedging expressions by giving a certain codes, without followed the frequency and percentage scales of the usage because these can state another description and analysis. the goal of organizing and tabulating the hedges/hedging expressions in such a way is to see how a certain hedges/hedging expression stores an implied meaning. type of hedges/hedging expressions in oprah winfrey talk show there are totally 1119 hedges/hedging expressions of the whole types of hedges/hedging expressions which are found in the oprah winfrey talk show from the source of the data taken. the use of the type of hedges/hedging expressions which are found in the oprah winfrey talk show seems to be dominated by approximators of time, (124). while approximators of quantity (about), and modal auxiliary (would) are share the same in number (118). it is also identified that hedges/hedging expressions which are found in the oprah winfrey talk show cover 9 (nine) of which evans (2006) typed as hedges, it is interesting to note here that the use of hedges/hedging expressions ‗would‘ as a word or in a phrase (compound hedges) indicates a signal for the speaker and the interlocutors to ‗choose‘ various possible interpretation of the ‗thing‘ being modified by this expression. the hedge ‗would‘ as a member of modal auxiliary in a set is also hedged as a politeness marker, as preceding the sophisticated vocabulary as well as jargon words. in addition, the use of the hedging expression ‗all‟ is also quite dominant in the oprah winfrey talk show which to indicate various functions to express what they are really concerned with in the utterances being used. meanwhile, let‘s look upon these examples of hedge ‗would‘ here, would you ever want to ask your father why ? … (d1.0p1s6) why would you think you would be welcomed here if you had aids ? (d2.op1s542) would it also be fair to say that your life – everything in your life, because i know you went through a period of depression and i had read that the demeanors came from that depression (d3.op1s1408) i would hope so. i would love that. (d4.mj1s2008) the ‗would‘, as hedges/hedging expressions, in this case, are used predominantly to express the speaker and toward interlocutors to ‗choose‘ various possible interpretation of the ‗thing‘ being modified by this expression (d4.mj1s2008). the hedge ‗would‘ as a politeness marker, as preceding the sophisticated afterward statement to block ‗state of being offended‘ toward interlocutors shown as in (d1.0p1s6), (d2.op1s542), and in (d3.op1s1408) the description of the dominant use of the modal auxiliary ‗would‘ as a word and in a phrase suggests that the delivery of the utterances in this talk show is emphasized on the use of the hedges/hedging expressions to express the speaker‘s politeness that enables participants to communicate based on the assumption that the interlocutor is co-operative (leech, 1983). thus, the function of the politeness principles is to maintain the social equilibrium and the friendly relations. while the irony politeness allows the speaker to be impolite, though appearing to be polite by permitting the hearer to arrive at the offensive point of the speaker‘s remark indirectly, by signaling way of implicature. pragmatic functions of hedges/hedging expressions in oprah winfrey talk show the second discussion in this chapter deals with the pragmatic functions which are indentified in this study. the meaning of functions of the hedges/hedging expressions here are the linguistic items having both the meaning that specify the whole message, and the procedural meaning signaling that this message will function as an additional information and comment on some aspects of the basic message. a. do you think all aids patients should be quarantined? (d2.j2s655) b. i think they absolutely should be quarantined. (d2.j2s655) c. i think he should have stayed in the community where he could have gotten much more support at the time but again, kind of catching up on the mob mentality i said probably more than i normally would have said and it was because of the doctor‘s comment to me that i was afraid. you know, it wasn‘t about the gay…. it wasn‘t about the disease; it was about the doctor telling me that ―sir, you‟re afraid‖. (d2.j2s705) d. i think that‘s pretty cruel actually. (d4.op2s1638) in (a) the hedge ‗think‘ is functioned as softening a stance or request. it clearly brings the proposition of the sentence in an interrogative statement more specific toward the interlocutor idea or opinion. in other word the expression using such a ‗think‘ conveyed the message lack of/decreased commitment to a proposition, look for the same senses in (b), (c) as well as in sentence (d) ― i think that‘s pretty cruel actually‖. the implied meaning of the use of hedging expressions in oprah winfrey talk show in this section, i first highlighting two streams of implicatures which are used to reveal the hedges/hedging expressions in oprah winfrey talk show which (still) keep the implied meaning during the communication. as have been noted in the previous chapter that implicatures can be part of sentence meaning or dependent on conversational context, and it can be conventional (in different senses) or unconventional. in this case, implicature can be seen from either the point of view of speaker implicature and intention or sentence implicature and convention. for a speaker to implicate something is for the speaker to mean something by saying something else. it seems clear that what a speaker means is determined by the speaker's intentions. when steve utters ―kathryn is a russian teacher,‖ whether steve means that kathryn is a teacher of russian nationality or a teacher of the russian language, and whether he is speaking literally or ironically, depends entirely on what steve intends to convey. what ―convey‖ means precisely is a matter of considerable debate that we can ignore here. given that speaker meaning is a matter of speaker intention, it follows that speaker implicatures can be recognized or predicted by any of the ways we use to infer intentions from hedges/hedging expressions, and can be explained by the usual factors we invoke to account for intentions. suppose that while walking with us in the driving snow, swede says (23) ―it is a good day!‖ we may wonder whether he was speaking literally, and meaning just what he said; or speaking ironically, and meaning the opposite of what he said; or perhaps engaging in understatement, and meaning that it is a wonderful day. we need to know what thought swede intended to convey. one thing we can do is ask him. if swede tells us that he was using irony, that would be good evidence that he intended to convey the belief, and thus implicated, that the weather is terrible. his intonation might be another indication. the fact that swede is often ironic in similar situations would be supporting evidence. on the other hand, if we know that swede loves snow, and freely conveys his feelings, that evidence would make it more likely that he intended to convey the belief, and thus implicated, that the weather is wonderful. thus, if swede's companion has just suggested that they go in because the weather is awful, the hypothesis that swede intended to convey the opposite belief because he wanted to stay out may provide the best explanation of his saying ―it's a good day.‖ in that case, we would infer that he meant what he literally said. a. the implicature of personal evaluations hedges such as i think; it seems to me / for me; i guess, and even more exotic hedges such as just as we all are; i consider, in the following examples; a. i think you can choose to step out of that history and not be defined by your past. (d1.op2s125) b. when leading man rock hudson revealed he had aids, suddenly it seemed no one was safe. (d2.op2s520) c. i guess it‘s a sense of anguish. (d4.opxs1617) d. just as we all are. (d2.txds557) e. i don‟t consider him my father. (d1.cxs122) are not synonymous of i think, what they have in common is that the hedge is somehow related to a speaker‘s personal evaluation. the notion of using these linguistic items here is giving broader stance that makes these expressions govern less threatening. by looking those examples above, it is easy to see ‗hedging‘ as an indirectness strategy in language use. in this case (and many circumstances can be seen), oprah as a speaker underplays her own attributes, ideas, possessions, and achievements, putting down her own positive face in order to enhance hearers, particularly in conversational interchange among strangers or mere friends. speaker‘s humbling strategy open is to avoid mentioning herself. yet, the most prevalent means of selfhumbling in english is to say something selfdeprecatory (underestimate); e.g. when the hostess invites you to the dinner table and says ‗it‟s not much i‟m afraid‘, you recognize that she is being humble, and does not intend the observation to be taken literally. b. the implicature of approximation the meaning of approximation is used to imply that an utterance or a specific word should not be understood in its literal meaning in the sense that it is only an approximation of some sort. in the data, a. he used the dog chain like i was some kind of dog. (d1.c3s207) b. i kind of put it in a chest, you know, when i want to access it i can, i mean i‘m very good at holding it, not thinking about it unless, you know, i want to, i‘ve very well taken care of myself in that aspect. (d1.c6as229) c. did he ever find the kind of peace and compassion that he was looking for ? (d2.op6as571) d. i sometimes think it‘s very analogous to having a lot of money that people think – ‘cause that‘s kind of like a super (d3.jk6cs1224) e. they are afraid that aids is going to seep through the ground through the casket and i think that everybody sort of chuckled. (d2.op6as585) f. if that show was taped today, it would be somewhat different, it would be less passionate. (d2.j1s752) g. but as you‘re hearing jerry say now, that he was somewhat caught up in the mob mentality. (d2.op6as727) of these expressions were used by speaker to soften critical comments. it was clear that these words were not only used to make a specific semantic relationship fuzzier but that they were also regularly put to use as a means to make the relationship between the speaker and the content of the utterance fuzzier. as was pointed out in the theoretical part above, they can be seen as aiming at softening the critical comment and thus making it more acceptable to the addressee. c. the implicature of limitation the use of hedges/hedging expressions that express a limitation of some sort in this category somehow imply the scope limit of the utterance and thus soften the content of a critical comment. such hedges/hedging expressions as a little; a bit; just; quite; fairly; slightly; in one respect belong to this category. the implicature of these hedges is best illustrated with examples from the data: a. i mean, i was adopted and, i mean, i kind of got a little bit of a childhood afterwards, ….. (d1.c6as115) b. yes, joseph was somewhat, he was a little hot headed. (d1.s6as354) c. i went through counseling for a little while afterwards. ( d1.cxs140) d. he blamed it on me, i mean, i was six and i was a little boy. (d1.cxs265) e. i mean, i was adopted and, i mean, i kind of got a little bit of a childhood afterwards but i mean that chunk of my life. (d1.c6as115) f. there was this sense that when we first started to learn about his disease all the facts were not available and people were just afraid. (d2.op6bs740) g. no, no, no. i‘m just saying that if you…..(d2.j2s772) h. …and where he sleeps and where he lives is quite simply a beautiful home (d4.opxs1553) i. eventually. but i can‘t say i walked straight out of that marriage and that experience saying, you know, i feel enlightened in any way – i felt quite shellshocked. (d3.jkxs1353) d. the implicature of hesitation in this part of discussion this study concluded kind of hedges that explicitly mark hesitation. it is important to bear in mind that hesitation can be expressed in numerous ways. however, certain hedges have a clear hesitative meaning and therefore it justified to place them in their own category. for instance the following expressions were listed in this category: perhaps; maybe; probably, to list some of the most common ones. examples from the data include the following: a. i think that in most places, people were willing to listen to physicians and public health officials in a much more participatory way than perhaps here and a few other places. (d2.drxs726) b. i thought there were going to be a few llamas walking around the living room and maybe some-uh-chimps jumping around. (d4.op6xs1550) c. you wanted to, you felt so good, you probably wanted to say (imitating michael) hee-hee ! (d4.op5s1963) e. the implicature of being polite due to the wide range of implied meaning expressed by hedging, there are different linguistic concepts which may come close to hedging, having the same function and use. one of these linguistic concepts which is closely related to hedging is modality. the following two examples taken from data of oprah winfrey talk show transcription are provided to show how one modal auxiliary (e.g., maybe) can be used in different meanings in various context. let‘s consider these following examples: a. if you or anyone you know is being abused, maybe you will take strength from the strength you‘ve seen from tiffany and the strength you‘ve seen from clayton today. (d1.op8s412) b. oddly, if you‘d asked me before i wrote it ‗what did i believe‘ i maybe couldn‘t have told you (d3.jk8s1322) c. i‘m gonna have a good time and have self a little popcorn maybe, and maybe when it‘s all over you‘ll teach me how to do the moonwalk, when everybody not looking! (d4.op1s2068) in example (a) and (b), the auxiliary may is used in its root or non-epistemic meaning which is not linked to hedging. in both these auxiliary may is associated with root possibility which usually implies willingness or intention (coates:1983). however the auxiliary may in example (c) is used in its epistemic possibility meaning because it shows tentativeness and the speaker‘s lack of confidence in the truth of proposition. the utterances consist of the hedges/hedging expressions of modality of ‗maybe‟, in above examples, signaling that hedges/hedging expressions are associated with the epistemic modality since both epistemic modality and hedging express the degree of speakers‘ confidence in the proposition expressed. oprah (in example a) has emphasized the link between hedging and epistemic modality by stating that the speaker‘s judgments about statements and their possible effects on interlocutors is the essence of hedging. another modality of ‗must‘ in the following also indicates that hedges/hedging expressions imply another meaning of politeness; d. at that age, that‘s all you know, i must have done something. (d1.op6ds367) e. people say to me ―well, you must just think how on earth am i going to top that?‖ and i think ―no. i really, truly don‟t think that‖ it was amazing. it was also insane, at times. (d3.jk1s1531) the above examples exemplify epistemic and root necessity, respectively. in (d), oprah winfrey is showing her confidence in the truth of what she is saying based on a logical process of deduction from facts known to her. the example (e) above can be interpreted as ―it is necessary for . . .‖ which shows necessity and obligation. another implied meaning of being polite through hedging has been treated as a sign of politeness in spoken context, describe from the following examples; f. uh-huh. i wonder what it feels like, i will never know since i cannot sing one things, but, what it feels like to be one stage with a sea people, a sea of people. (d4.mjxs1984) according to the example, michael uses hedging to employ the reducing of the risk of confrontation in social interactions. in this model, hedges are one type of linguistic device through which negative politeness strategies can be realized. it performs the function of minimizing the particular imposition that the face threatening act (fta) unavoidably affects‖. (brown and levinson (1987: 129) the italicized verb in sentence (f) is used to hedge the illocutionary force of the statement. this shows that the speaker does not want to impose an undesirable request to the listener, recognized as negative politeness strategy. normally hedges are a characteristic of negative politeness, but they can also be used in positive politeness strategies as well. base on brown and levinson (1987: 101) that positive politeness is redress directed to the addressee‘s positive face, his perennial desire that his wants (or the actions/ acquisitions/ values resulting from them) should be thought of as desirable. unlike negative politeness, in positive politeness the scope of redress is stretched to the appreciation of addressee‘s desires and wants as shown in sentence (g): g. i think that everybody sort of chuckled. (d2.op2s585) h. you know – i cry, but i‘m not someone who can sort of keep crying going. (d3jk6as1086) this hedges ‗sort of‘ above may be criticized based on the lack of distinction between negative and positive politeness. but the convention that hedges/hedging expressions which are used in the interaction between speaker and hearer in communication can be interpreted as the politeness markers. then, by the use of hedges/hedging expression of ‗sort of‘ the speaker intended the addressee to be feel comfort and engage the hearer involved in the conversation. reference aitchison, j. 1987.words in the mind: an introduction to the mental lexicon. oxford: blackwell austin, j. l. 1962.how to do things with words. oxford: oxford university press brown, p. &levinson, s. 1987. politeness: some universals in language usage. cambridge: cambridge university press. brown, g., and g. yule, 1983.discourse analysis. cambridge england : cambridge university press coates, jennifer. 1983. the semantics of the modal auxiliaries. london: croom helm. coates, j. 1986. woman, men, and language. london: longman coates, jennifer. 1987. epistemic modality and spoken discourse. transactions of the philological society, 85, 100-131. coates, jennifer. 1992. the expression of root and epistemic possibility in english. in modality in grammar and discourse, ed. joan bybee and suzanne fleischman, 55-66. amsterdam/philadelphia: john benjamins publishing company. coates, j. 1996.women talk: conversation between women friends. cambridge: blackwell cutting, j. 2002.pragmatics and discourse. london: routledge crutenden, a. 1986.intonation.cambridge: cambridge university press crystal, d. 1987.the cambridge encyclopedia of language. cambridge: cambridge university press crystal, d. 1995.the cambridge encyclopedia of the english language. cambridge: cambridge university press dörnyey, z. 2007. research methods in applied linguistics: quantitative, qualitative and mixed methodologies. oxford: oxford university press. dudley-evans, t. 1994. ‗genre analysis: an approach to text analysis in esp‟. in m. coulthard (ed) advances in written text analysis. london: routledge. 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(150-159). evans, l. 2006. hedging in academic writing.retrieved march 23 rd , 2011 from http://clpd.bbk.ac.uk/students/hedging. firth, j. r. 1937.the tongues of men (london: watts). francis, n. w. 1967.the english language: an introduction. london: englishuniversities press grice, h. p. 1991.studies in the way of words.harvard, mass.: harvard university press halliday, michael a. k. 1970. functional diversity in language as seen from a consideration of modality and mood in english. foundations of language, 6, 322-361. halliday, m. a. k. 1979. modes of meaning and modes of expression. london: longman. halliday, m.a.k. 1985. spoken and written language. geelong, vie.: deakin university press. halliday, m.a.k. 1985/1994. introduction to functional grammar. london: edward arnold. holmes, j. 1995. women, men and politeness. new york: longman hyland, k. 1995.the author in the text: hedging scientific writing. fromhttp://sunzil.lib.hku.hk/hkjo/view/4/400116.pdf hyland, k. 1998. hedging in scientific research article. john benjamins publishing company hyland, ken. 2000. disciplinary discourses: social interactions in academic writing. singapore: longman jensen k.b. and jankowski n.w. 1991.a handbook qualitative methodologies for mass communication research. new york: routledge http://clpd.bbk.ac.uk/students/hedging http://sunzil.lib.hku.hk/hkjo/view/4/400116.pdf lakoff, g. 1972. hedges: a study in meaning criteria and the logic of fuzzy concepts. papers from the eighth regional meeting of the chicago linguistic society.reprinted in: journal of philosophical logic (1973). levinson, s. 1995. pragmatics. great britain: cambridge malmkjaer, k. 1995. the linguistics encyclopedia. new york: routledge mey, j. 2001.pragmatics (2 nd ed.). cambridge: blackwell mey, j. 2009.concise encyclopedia of pragmatics.oxford: elsevier miles, m.b & huberman a. michael. 1994. qualitative data analysis (2 nd edition). sage publications inc.: usa murray, g. 2009. narrative inquiry. in heigham, j. and croker, r.a. (eds.). qualitative research in applied linguistics: a practical introduction. new york: palgrave macmillan. myers, g. 1989. the pragmatics of politeness in scientific articles. applied linguistics, 10, 1-35. rothbauer, p. m. 2008. triangulation. in given, l. m. (ed.). the sage encyclopedia of qualitative research methods, vol. 1 and 2. los angeles: sage. pp. 892-894. salager-meyer, f. 1994. hedges and textual communicative function in medical english written discourse. in english for specific purposes 13 (2) (149-170). salager-meyer, f. 1997. ―i think that perhaps you should: a study of hedges in written scientific discourse‘. in t. miller (ed), functional approaches to written text: classroom applications. washington d.c. usia. (105-118). simpson, r. 2004. discourse in the professions : perspectives from corpus linguistics stylistic features of academic speech: the role of formulaic expressions : john benjamins publishing company soler, e.a., and martinez-flor, a. (eds.). 2008. investigating pragmatics in foreign language learning, teaching and testing. bristol: multilingual matters yule, g. 1996.pragmatics. oxford: oxford university press yule, g. 2006. the study of language (3 rd ed.). great britain: cambridge widdowson, h. g. 2011. discourse analysis. oxford university press microsoft word 9679-c4e7-4dc9-1daa volume 11, number 2, september 2020, 217-233 available at http://jurnalfahum.uinsby.ac.id/index.php/nobel/article/view/299 doi: 10.15642/nobel.2020.11.2.217-233 politeness markers in teachers’ request in classroom interactions hieronimus canggung darong1, a. effendi kadarisman2, yazid basthomi 3 1universitas katolik indonesia santu paulus ruteng, jl. jend. a. yani 10, ruteng, manggarai, indonesia 2universitas negeri malang, jl. semarang 5 malang, indonesia 3universitas negeri malang, jl. semarang 5 malang, indonesia article info abstract this study is an attempt to examine politeness markers employed by indonesian english teachers in classroom interactions. purposefully chosen english teachers were observed, audio-recorded, and analyzed by using the politeness principle and gricean cooperative principle. the conversation analysis revealed that to mitigate the illocutionary act of request, aside from using internal modifiers at most (consultative device, politeness markers, hesitators, hedges, playdowns, committers, down-toners, understaters), the teachers also used external devices as an adjunct to the head acts (grounder, sweetener, and disarmer). besides, teachers intentionally violated the maxim for the sake of extending the talk. further research needs to include more participants and instruments in a wider area of analysis. article history: received june 2020 accepted july 2020 published september 2020 keywords: speech act, politeness marker, and request © 2020 uin sunan ampel surabaya correspondence: p-issn 2087-0698 email: hieronimusdarong@gmail.com e-issn 2549-2470 politeness markers in teachers’ request nobel: journal of literature and language teaching 218 volume 11, number 2, september 2020, 217-233 introduction politeness is a generic term in which linguistic rules are applied in real communication. in terms of its coverage, politeness is regarded as a linguistic expression of saving someone's face during communication. this expression, indeed, is very dependent in a way that demonstrates the reflection and awareness of people and or culture where it belongs to. in this regard, one might be considered being polite but not certainly for other people. although this is varied among cultures, the basic function is still similar in terms of underlining the message being conveyed during communication. thus, politeness is associated with the rules of language, which are differently contextualized in the mind of language users and in the culture. like other aspects of pragmatics, politeness serves as basic rules to carry the illocutionary force of a particular utterance. pinpointing the conception of speech act as a basic rule to language expressions, politeness is an integral part of successful communicative competence which, in turn, entails pragmatic competence in such a way that the interlocutor's ability might help to verbalize and subsequently realize their proper linguistic actions which fit both speaker, their intentions, and context in use (house, 2003). in this respect, to verbalize and realize the actions, politeness covers the ideas of systematic rules of language or principles such as directness and indirectness, and cooperative principles, which all are functioned to enact the language as a means of sharing the speaker's interpersonal intentions through utterance and action done by interlocutors. politeness was first examined at the level of words and sentences. however, as the development of pragmatics and conversation analysis has unfolded, it has come to be investigated at the discourse level (lakoff, 2005). considering what words or sentences are used and who the speakers are is insufficient to convey the illocutionary acts without viewing the context where they occur. as such, the strategy is entailed in such a way that it might empower the force of the speaker's utterance, fits his or her intention to the interlocutors, and the context where they should belong to. this idea has attracted a deep passion for many researchers to reveal in their studies. studies have been done to reveal what and how politeness is employed at the level of words, sentences, and at the discourse level both in learners’ spoken and written request (eshghinejad & moini, 2016; mohammadi, nejadansari, & manijeh, 2015; ren & gao, 2012; li & taguchi, 2014; wijayanto, prasetyarini, & hikmat, 2017; yazdanfar & bonyadi, 2016; zhu, 2012). the studies have revealed that social distance, culture, rank, gender, and status routinely determine the politeness strategy employed in interaction. these four ways of assessing politeness (contexts) are proven as the frontline factors uttering learners' politeness hieronimus c. darong, a. effendi kadarisman, & yazid basthomi nobel: journal of literature and language teaching 219 volume 11, number 2, september 2020, 217-233 expressions, whether they belong to the category of direct or indirect. moreover, these strengthen politeness as a verbal or written expression, which is realized through various illocutionary forces to carry a particular illocutionary act. besides, different aspects of politeness in general and politeness markers, in particular, have also been investigated and mainly focused on learners' gender and culture. the research studies have revealed that those two variables strongly determine the perception of politeness (ahmadian, 2010; niroomand, 2012). while these two aspects are regarded as the key factors of politeness perception, the realization of politeness in different speech acts like an apology, refusal, and disagreement (behnam & niroomand, 2011; tamimi sa’d & mohammadi, 2014) is delineated as something dreadful for it requires pertinent strategy in carrying its illocutionary force. as such, great attention to its illocutionary force is a crucial aspect of politeness. in terms of politeness markers, tajeddin and pezeshki (2014) have revealed that the use of tasks might be more beneficial in teaching politeness markers to the learners. further, they argued that both input and output tasks contribute to the acquisition of politeness markers. as such, the finding proves that politeness is teachable in a classroom context through intervention during teaching-learning processes. a considerable amount of research has been conducted concerning learners' speech acts of politeness to the exclusion of a specific focus on teachers' politeness markers used particularly in a request. the small number of studies conducted on teachers' politeness markers may be due to the presupposition that the class is not outlined and tightly structured. the class is no more drawn on power relations and emphasizes more on equality and partnership. however, this presupposition might only be seen as the context of interaction model (irf/initiation, response, and feedback), which is not feasible and still, anyhow, debatable to a certain setting. moreover, the power does not solely rely on authority but also the illocutionary force of the utterances carrying certain intentions of the speakers (carassa & colombetti, 2015). to contribute to the gap and the existing insights into the politeness in efl contexts, this study focused on the politeness markers/structures of request employed by teachers in classroom settings. this is a prickly issue as it generally contributes toward the creation of interactive communication and specific benefits for sharing interpersonal responsibility classroom talks. succinctly, the investigation of teachers' politeness markers needs conducting in such a way that they might function well as a discourse management tool of classroom interactions. politeness markers in teachers’ request nobel: journal of literature and language teaching 220 volume 11, number 2, september 2020, 217-233 literature review politeness theory as we communicate with others, a form of social action must be there. however, a prerequisite to justify the statement in question should be clear. communication is not only a form of uttering words and sentences but also a form of activity that can be analyzed in terms of a sequence of communicative acts (discourse level) performed by the interlocutors. this is, actually, concerned with the intention and cooperation between the speaker and hearer regarding the message being carried in certain utterances. as such, different theoretical approaches have been proposed by austin (1962) with the inclusion of the study of communicative acts (speech act theory and communication principles). these two views stress sharing interpersonal responsibility between the speaker and interlocutor and sharply stifle that their communication is a form of social action. pinpointing austin's (1962) theory of speech acts, politeness is an utterance containing three facets, namely a locutionary act, an illocutionary act, and a perlocutionary act. the former is concerned with the description of what the speaker says, weaving the speaker's experience at the moment of speaking—the later deals with the speaker's intention behind the utterance to be carried to the interlocutors. while the previous facets are concerned with the surface and perception of politeness, the last is more on action resulting from the politeness illocutionary force (the illocutionary force in action). along the line of this argument, the basic principle of politeness is to take the feelings of others into account and makes others feel comfortable. as such, they are comfortable deals with the hearer's perception toward the illocutionary force of a particular utterance. as delineated by goffman (1967), politeness is the perception of an individual shown to another through avoidance or presentation of rituals. politeness serves as a function to avoid conflicts, which might occur in speech events among the participants involved. subsequently, to do this, keeping someone's face is required. although the idea of the face is different in terms of cultural background, the basic principle is still similar in a way that communication should be maintained. concerning the face, brown and levinson (1978) have classified face into two, namely negative and positive. negative face is our need to act without imposition and positive face as our desire to be liked and admired by others. furthermore, another term is also coined which is so-called face-threatening acts (ftas) to deal with acts such as disapproval or contempt which might challenge someone's positive face and acts, for example, requests for action, that limits someone's freedom and challenge his or her negative face. misunderstandings and breakdowns might happen from ftas (yazdanfar & bonyadi, 2016). hieronimus c. darong, a. effendi kadarisman, & yazid basthomi nobel: journal of literature and language teaching 221 volume 11, number 2, september 2020, 217-233 regardless of its weakness in terms of the exclusion of the community's sense of social rights and or particular linguistic community's face claims and face sensitivities, the concepts still underline the principle of strategy in the illocutionary force of the utterance. brown and levinson (1978) and leech (1983) have mentioned that for the sake of politeness, people might use more indirect forms than the direct ones, which might be as face-threatening. this is due to the optionality and the tentativeness of its force. in requests, a direct speech act is regarded as being impolite or rude. so, to mitigate or soften the effect of speech acts, and to increase the face of the message communicated, speakers may optionally state their utterances indirectly, which does not meet the illocutionary force of the utterance (parker & riley, 1994). politeness markers in expressing politeness, context and linguistic expressions are very important to consider. regardless of non-linguistics expressions, the two aspects play a vital role in carrying the message. social status, rank, gender, intimacy, or social distance are some contexts to include in politeness expressions. aside from them, linguistic expressions are useful in such a way that they might enact the politeness. one of the linguistic expressions that can be used is politeness markers. it has plenty of ways in carrying out the effects of politeness on interlocutors, all of which are used to lower the degree of imposition on the addressee (watts, 2003) in many cases of politeness in a request, the use of direct speech acts is considered as being impolite or rude. for the sake of softness or mitigation of the effect of speech acts, speakers may use an indirect level by using a syntactic form, which can be done through some politeness markers. the indirect way of expressing politeness does not match with its illocutionary force of the speaker's utterances (parker, 1994). this is corroborated by yule (1996) and thomas (1983), saying that since the speech act of request is a kind of imposition on the hearer, the speaker had better avoid a direct request in most circumstances. besides making the speech more interesting, the use of such form aims at increasing the face of the message communicated. thus, the direct request is impolite because it limits the hearer's freedom, and indirectness is a way in which speakers prefer to increase the degree of politeness. politeness in request strategies is classified into three levels of directness and nine strategy types (yazdanfar & bonyadi, 2016). they are, first, the most direct explicit level, which includes mood derivable, explicit performatives, hedged performatives, locution derivable, and scope stating. second, the conventionally indirect level involving languagepoliteness markers in teachers’ request nobel: journal of literature and language teaching 222 volume 11, number 2, september 2020, 217-233 specific suggestion formulas and reference to preparatory conditions. third, the nonconventionally indirect level, which includes strong hints and mild hints. further, speakers may also use some external (getting a pre-commitment, grounder, sweetener, disarmer, cost minimizer) and internal modifications (downgraders both syntactically and lexically and upgraders by using intensifiers and expletives) to soften the impact of requests as ftas. such modification devices should be used in such a way that they might function to either mitigate or aggravate the request. politeness markers are used in terms of their functions to level and the degree of the imposition and the force of an utterance. as such, some scholars have coined distinctive taxonomies of politeness markers such as brown and levinson (1987), crystal (1975), and edmonson and house (1981) who categorized all the markers into two groups: ‘hedges’ to lower the imposition of an utterance, and ‘boosters’ to strengthen the force of the utterance. however, as cited in tajeddin and pezeshki (2014), the taxonomy proposed by house and kasper (1981) is the most common taxonomy used. the taxonomy includes many markers that could be used to pinpoint politeness. they are delineated as politeness markers such as ‘please and if you wouldn't mind" expressions put in an utterance and functioned to ask for interlocutor's cooperation, and play-downs devices uttered to decrease the perlocutionary effect of an utterance. the use of past tense, consultative devices dealing with the way how speaker asks for cooperative action by the addressee, hedges such as ‘kind of,’ ‘sort of,’ anyhow, ‘downtoners such as only, just, simply, possibly, and probably which are concerned with the way how to set off the effect of the speaker’s utterance, and committers dealing with devices used to lower the extent to which the speaker commits her/himself to the proposition of her/his utterance. few research studies have been carried out in the use of linguistic markers. taking a corpus-based approach (barbieri, 2015) investigated the use of involvement markers across class sessions representing three situational factors that define the university setting: academic discipline, level of instruction, and class size. it was found that these factors have relatively little influence on involvement in language, suggesting that involvement is pervasive in american classroom talk. further, the involvement tends to be more common in small courses as the instructors have many chances to express their linguistic expressions. interestingly, the study was concerned with the instructors' linguistic features employed during the classroom talk, which was scarcely investigated. however, specific categorization on such linguistic expressions was not done. in a more specific way, tajeddin and pezeshki (2014) investigated the politeness markers of efl students using film-driven input-enhancement tasks and output tasks. hieronimus c. darong, a. effendi kadarisman, & yazid basthomi nobel: journal of literature and language teaching 223 volume 11, number 2, september 2020, 217-233 pinpointing the framework proposed by (house & kasper, 1981), the study revealed the beneficial effect of teaching politeness markers through the two tasks. both groups improved significantly in their comprehension production of politeness markers. drawing on the speech act theory, the study conducted by yazdanfar and bonyadi (2016) compared request speech acts in the daily interaction between persian and english speakers based on directness level and supportive moves. the study revealed that the english speakers employed more politeness markers in conventionally indirect ways as their strategies in interaction than the persian speakers did, and the persian speakers used more non-conventionally indirect strategies than the english speakers did. all the studies enact the students as an interesting learning target to reveal. however, the teacher's position is something beyond in terms of his or her way of using linguistic expressions, which is an interesting aspect to see in his or her teaching role in the classroom talk. as such, the gap inspires the present study to investigate more specific features of politeness markers employed by the instructors in the classroom setting. method the present study is part of a larger corpus project of umspeaks (universitas negeri malang spoken english in academic kontexts). the participants of this study were four english teachers at universitas negeri malang indonesia. classes and teachers were selected voluntarily and subsequently were observed and recorded once during their interactions with the students in the academic year of 2019. while being direct non-participant observers, we noted any single utterances containing politeness markers on request to support the data recording. adapting from gardner (marie and rohan, 2011), the observed classroom interactions of the four english teachers were fully transcribed. then, they were analyzed in terms of politeness markers using the taxonomy proposed by house and kasper (1981). in addition to this taxonomy, the use of blum-kulka and olshtain's cross-cultural study of speech act realization pattern (ccsarp) (1984) and gricean cooperative principle (leech, 1983) were robust and beneficial to reveal the teachers’ politeness markers. the result of the analysis, then, was cross-checked respectively to the next four teachers for the sake of possible prejudices. subsequently, the result of this verification strategy was finally crosschecked with the field notes to stifle the final analysis. politeness markers in teachers’ request nobel: journal of literature and language teaching 224 volume 11, number 2, september 2020, 217-233 results and discussions the following table is the distribution of politeness markers used as internal modifiers by instructors or teachers (house and kasper 1981; blum-kulka and olshtain's, 1984). table 1. politeness markers markers t 1 t 2 t 3 t 4 politeness markers 8 7 11 9 play-downs 7 5 10 6 consultative devices 35 54 35 27 hedges 3 7 4 5 understaters 2 3 4 2 downtoners 4 3 4 2 commiters 5 4 3 3 hesitators 7 5 10 7 note: t: teacher looking at the data in table 1, all teachers employed different kinds of markers resulting from the classroom discourse moves during the interactions. out of 8 markers, consultative devices were the most marker used by the teachers. it indicated cooperation between teachers' and students' commodity exchanges. table 2. distribution of politeness markers as external modifiers external devices t1 t2 t3 t4 grounder 4 3 3 2 sweetener 3 4 2 disarmer 2 2 3 3 although external devices were rarely used and only as an optional clause, they were very influential in managing classroom talk. out of 3, grounder was the most external device used by the teachers. as such, the teachers invited student responses by convincing them with information preceding the request proposition. the information was given in such a way that it could indirectly modify the illocutionary force of request. table 3. distribution of maxim maxim t1 t2 t 3 t4 maxim violation t1 t2 t3 t4 relation 198 242 212 192 4 3 6 5 quality 204 245 218 195 quantity 202 239 213 191 2 3 5 4 manner 204 245 218 195 note: t: teacher the overall data suggests a range of teachers’ politeness strategies in the request. as previously noted in previous studies (tajeddin & pezeshki, 2014; yazdanfar & bonyadi, 2016), politeness markers were predominantly utilized as a strategy to request. similarly, in hieronimus c. darong, a. effendi kadarisman, & yazid basthomi nobel: journal of literature and language teaching 225 volume 11, number 2, september 2020, 217-233 this study, the teachers used internal devices, which are mostly in the form of syntactical downgraders. in addition to the internal devices, the teachers employed some external devices appearing in the immediate context of speech acts as optional clauses. at this point, politeness markers were used as linguistic expressions to signal the politeness, which is in line with some previous research studies (behnam & nirromand, 2011; chang, 2008; niroomand, 2012; zhu, 2012). as such, the consultation devices might be functioned to ask cooperation and totally from the i (speakers)-perspective. this is acceptable as the one who initiates and controls the talk was the teacher whose authority and rank are higher than the students. subsequently, politeness markers such as "please and if you don't mind" were used similarly in request cooperation, all of which were used to lower the degree of imposition on the addressee. meanwhile, hesitators appeared where pauses are necessarily done to confirm the student's response. the use of such pauses was beneficial to negotiate meaning. at this point, the teachers cared about interpersonal responsibility in such a way that they shared their intentions with the students. the aims were to respect student's responses regardless of being the wrong response they received. in addition, pauses were pertinent to soften the impact of direct request. other markers were also found, such as play-downs, committers, understaters, hedges, and downtoners. the following extracts illustrate the use of those devices. extract 1 t: do you think i could delete all? s: no…. only d? t: d or e? s: d t: what about the other? r: how many paragraphs do you have to have? s: three t: what about the topic sentence? would you mind opening your book? this extract shows how the teacher asked for the cooperation to delete the wrong answer. in this regard, the cooperation was made in the i (speaker)-perspective as the agent of action and categorized as a strong hint of non-conventionally indirect. unlikely, ‘what you mind opening your book" was in the hearer (students)-perspective and was regarded as query preparatory of conventionally indirect. both were categorized as lexical (phrasal) downgraders internal modifiers, which mitigate the force of the question as a request. the use of consultation devices might be helpful in a way that they keep the actual social interactions that speakers try to achieve in their communicative acts (getting help and sharing feelings or attitudes). relying on the mutual assumptions of cooperativeness and the nature of context, the speaker (teacher) tried to achieve the intended effects of sharing their social intention with politeness markers in teachers’ request nobel: journal of literature and language teaching 226 volume 11, number 2, september 2020, 217-233 their interlocutors and creating expectations of cooperation intentionally (carassa & colombetti, 2015). extract 2 t: ok. thank you. have you all got the turn to share the story? did you find something interesting about your friend's story? s: yes. we have got many. t: good. share with us, please? ok, nia. could you please stand up? so everyone can see your face ↓ hello↑ listen, please↓ the extract shows that the word "please" was used in the context of asking students to share the story and uttering a little bit louder voice. to soften the request, the teacher used it as a modifier occurring within the speech act as a supportive move, which can be either downgrader or upgrader. subsequently, they both functioned to mitigate and enhance the illocutionary force of the request. the former and the last "please" belonged to the intensifier that is preceded by phrasal upgraders. referring to directness level, the first and the last belonged to mood derivable and the second is categorized as query preparatory of conventionally indirect. at this point, the appearance of the marker "please" was a strategy to soften the impact of direct request, which is rude and impolite. it is in line with the argument that a request is a kind of imposition on the hearer, and; the speaker had better avoid a direct request as it is rude and impolite (brown & levinson, 1987; leech, 1983; yule, 1996). extract 3 t: right. this is also a modification because it is a phrase. what phrase? s: noun phrase. t: ahh.. common↑ are you sure? what is the head? s: exhausted. t: the head is exhausted. so this is a noun phrase. the linguistic expression “ahh” was a non-lexical phonetic material and functioned to soften the directive speech act. instead of saying disagreement expression, the speaker (teacher) rather used this expression. in addition, this marker was used in the context of warning the hearer (students) of giving a wrong response and requesting them to reconsider and provide a new response (extending the talk). this was another strategy to soften the illocutionary force of the directive speech act. aside from the three mentioned, the teachers used some play-downs, downtoners, hedges, understaters, and commiters as politeness markers. these structures were used to get the hearer (students) to perform some kind of action. the following extracts provide examples of how teachers used them in their interaction (extract 4 and 5). besides, in extract 5, there is an example of maxim violation as another pragmatic strategy used by teachers in their request. hieronimus c. darong, a. effendi kadarisman, & yazid basthomi nobel: journal of literature and language teaching 227 volume 11, number 2, september 2020, 217-233 extract 4 t: why do you come here? s: for studying. t: ok. do you think she understands my question? s: yes, she does. t: i don’t know why she understands my question↓could you tell me? s: she knows the context. t: right. i was thinking you might add context there.↓ it is also one aspect of being communicative. i was wondering if you have that one. the extract shows how the teacher reduced the perlocutionary effect of directive speech act on the students. the teacher requested them to put context as one of the requirements in authentic assessment. instead of asking direct requests, the teacher used play-down as an internal modifier to soften the impact of the request as an ftas. this appeared within the speech act and functioned to mitigate its force (downgrader). another interesting part of this extract was the use of grounder (i don't know why she understands my question. can you tell me?). this external modifier was preceded by a reason (an adjunct to the head) before coming to the utterance as a request. likely, the function indirectly modified the illocutionary force of request. however, this appeared in the immediate context of the speech act and is an optional clause. extract 5 t: all right. now. who is next? john, please! s: ((the flood was caused by the storm)) (the student mispronounced the word flood) t: what did you say? i don't think everyone here can hear your voice. you have a beautiful voice. could you speak louder, please? s: the flood was caused by the storm! t: ok. good... i think you can also find two other causes in the text. t: ok. what about the greenhouse? s: yes. that is one of the causes. t: well, could you explain why? the extract enacts the speaker (teacher) to commit himself to the propositional content of the utterance. these devices, the so-called committers, were employed as an internal modifier to lower the extent of directive speech act. in this respect, the teacher made sure the propositional content of his utterance and yet still as a request for the student to perform an action. in other words, the locutionary force was employed from the i (teacher)-perspective, but the illocutionary force was from the hearer (student)-perspective. as such, form and function can be separated. when the form and function of the utterances were examined together, it became evident that a relationship existed between the two (carr, schrock, & dauterman, 2012; frazier, dillon, & clifton, 2017; freed, 1994). in addition to the internal modifier, the politeness marker was used in the form of an external modifier, that is, sweetener (you have a beautiful voice. could you speak louder, please?). this device, similar politeness markers in teachers’ request nobel: journal of literature and language teaching 228 volume 11, number 2, september 2020, 217-233 to the internal modifier, functioned as an illocutionary modification. the way to modify was by putting it as an adjunct to the head in the immediate context of the utterance. another pragmatic aspect of the politeness principle shown in extract 8 was grice’s concept of maxim violation. the teacher violated the maxim of relevance (relation) and quantity. (t: what about green house?). in this respect, the teacher gives unnecessary information, which is not relevant as he required them to see the other two causes in the text. however, the teacher made it purposefully to let the student explore their idea (t: well, could you explain why?). at this point, the teachers tried to extend the talk by violating the maxim of relevance. the overall data of the present study shows the use of politeness markers and maxim principles in producing speech acts of request. in this context, a speech act is a linguistic expression that has a performative function, mostly as a request for students to do an action. each type is associated with a particular illocutionary act. this act can be stated both in direct and indirect ways. illocutionary acts are expressed directly when the syntactic form of utterances matches its illocutionary force. however, in many cases, as in request, it is regarded as being impolite. subsequently, to mitigate or to soften the impact of the request, the speaker may use indirect utterance, that is, utilizing a syntactic form, which does not match the illocutionary force of the utterance as found by yazdanfar and bonyadi (2016). referring to this, the present study corroborates previous findings in a way that politeness is a matter of choice of being direct or indirect (manik & hutagaol, 2015; mohammadi, nejadansari, & manijeh, 2015). in this regard, the use of politeness markers found in this study was employed in the form of indirect utterances employing both internal modifiers (syntactic interrogative downgraders and lexical consultative downgraders). they were used as linguistic expressions (except hesitators) by teachers to show politeness, which does not match the illocutionary force of request. saying it differently, the modification devices, as shown in the findings, might mitigate the illocutionary force of the request by using indirect utterances. in addition to the internal modifiers, the use of grounder, sweetener, and disarmer as external devices was also found. following blum-kulka and olshtain's (1984) and house and kasper's (1981) framework of the level of directness to signal the politeness, the utterances illustrated in the extracts are regarded as teacher's strategies to modify the illocutionary speech acts of request. as such, the external modifications, as adjuncts to the head, are functioned to modify (mitigate) the illocutionary force of request or to decrease the degree of directness. in other words, this study mirrors the previous studies that, aside from internal modifiers, the directness can be mitigated (face-threat mitigators) by using some modification hieronimus c. darong, a. effendi kadarisman, & yazid basthomi nobel: journal of literature and language teaching 229 volume 11, number 2, september 2020, 217-233 devices, both external and internal devices (tajeddin & pezeshki, 2014; yazdanfar & bonyadi, 2016). interestingly, while very useful in categorizing and understanding illocutionary speech acts in isolation, the data do not show how the students understand them. in other words, the tools that students have to understand the illocutionary value to a speech act are somewhat unclear. luckily, as cited in christison (2018), grice says that when we perform illocutionary acts, we engage in rule-governed behavior. furthermore, four general principles or maxims (cooperative principles) were offered to lead interlocutors in identifying presuppositions, thereby enabling students to assign illocutionary value. it should be kept in mind; however, when the principles were violated in purposeful ways, there is an obvious reason for the violation. by offering irrelevant information, the speaker is either communicating or trying to have something (christison, 2018). in this context, teachers intentionally violated the maxim for the sake of managing conservation and let the topic open. as such, the violation (maxim of quantity, relation) is beneficial to get the response and provoke students thinking. the relevant question is, “should the teachers be polite to their students?” the social status of the speaker (teacher) or the authority is higher than the students?” as such, the assessment of the request strategy relies on the social distance and power of the participants. since the teacher's status is higher than the student's, the assessment of directive request still goes on interpersonal responsibility in terms of sharing a good proportional intention to the students. this is corroborated by zhu (2012), noting that request strategies assessment must be assessed in situational factors of social power, rank, and social status of imposition. asymmetric power relations and social distance affect the use of politeness (eshghinejad & moini, 2016). moreover, previous findings suggest that politeness might be reached when one or more maxims are fulfilled (manik & hutagaol, 2015). however, as it is previously mentioned in the introduction part, this presupposition might only be seen as the context of interaction model (irf), which is not feasible and still, anyhow, debatable to a certain setting. the class is no more drawn on power relationship and emphasize more on equality and partnership. moreover, the power does not solely rely on authority but also the illocutionary force of the utterances carrying the certain intention of the speakers (carassa & colombetti, 2015; darong et al., 2020). the violation is intentionally done for the sake of the value of interpersonal relationships. as noted by yule (1996), politeness strategies are very crucial to examine as people employ them in their social interaction and specific contexts, knowing what to say, how to say, and to whom be said. the term context here is not only concerned politeness markers in teachers’ request nobel: journal of literature and language teaching 230 volume 11, number 2, september 2020, 217-233 with physical context but also refers to the proper usage and function of utterance with a particular goal, such as to extend the talk or response as found in this study. conclusion this study deals with politeness markers that were employed by teachers in an indonesian efl classroom. concerning the findings, some conclusions can be drawn. first, the use of external devices, which are also called adjunct to the head acts or enquirers (grounder, sweetener, and disarmer) and internal modifiers, were used by the teacher to soften the impact of requests as ftas. second, in the meantime, in producing the speech act of request, teachers intentionally violated the maxim for the sake of a particular goal that is to share the interpersonal responsibility of extending the talk. this present study suffered from some limitations that should be taken into account for further studies. first, as this study only investigated teachers' politeness markers involving maxim analysis at the university level, there is no guarantee that what has been found is similar to other teachers at other school levels. as such, the aspects to analyze might be possibly seen in a large number of participants and necessarily investigated from different angels involving other variables and more instruments of data collection. furthermore, the present study was conducted in an observational way of dealing with an authentic classroom language. further studies might be carried out by giving more concerns on intentional interventions to investigate whether a certain pragmatic aspect is teachable or not. as such, the classroom is consequently viewed as a setting in which learners may learn something as a result of well-planned pedagogical actions governed by pragmatic acquisition through some behavior and languages. second, since this present study only analyzed teachers' politeness markers in classroom interaction, other pragmatic aspects (questioning function and questioning strategy and other speech acts) and other aspects of classroom interaction (interactional features, the pattern of interaction) can be further investigated. references ahmadian, m.j., & dastjerdi, h.v. 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(2003). key topics in sociolinguistics: politeness. new york, usa: cambridge university press. wijayanto, a., prasetyarini, a., & hikmat, m. h. (2017). impoliteness in efl : foreign language learners ’ complaining behaviors across social distance and status levels. sage open, (july-september), 1–15. doi: 10.1177/2158244017732816 yazdanfar, s., & bonyadi, a. (2016). request strategies in everyday interactions of persian and english speakers. sage open, (october-december), 1–11. doi: 10.1177/2158244016679473 yule, g. (1996). pragmatics. oxford, uk: oxford university press. zhu, w. (2012). polite requestive strategies in emails : an investigation of pragmatic hieronimus c. darong, a. effendi kadarisman, & yazid basthomi nobel: journal of literature and language teaching 233 volume 11, number 2, september 2020, 217-233 competence of chinese efl learners. relc journal, 43(2), 217–238. doi: 10.1177/0033688212449936 appendix transcription convention code meaning t teacher s student (response) . period, end of a sentence ? question . . short time pause line an emphasis when speaking above the normal speech level = speaker's talk continues or the second speaker's talk is latched onto the first speaker without noticeable pause () non-linguistic sounds, e.g. laughing ↑ rising intonation ↓ falling intonation () comments by transcriber (( )) problematic hearing that transcriber is not certain adapted from gardner (marie and rohan, 2011) volume 12, number 1, april 2021, 43-59 available at http://jurnalfahum.uinsby.ac.id/index.php/nobel/article/view/344 doi: 10.15642/nobel.2021.12.1.43-59 revealing higher education students’ readiness for abrupt online learning in indonesia amidst covid-19 arum nisma wulanjani1, lilia indriani2 universitas tidar, jl. kapten suparman 39 potrobangsan, magelang utara, central java, indonesia1,2 article info abstract covid 19 pandemic has influenced many sectors, including education. the outbreak hinders teaching and learning activities, which have usually been carried out in a face-to-face meeting. in higher education, online learning becomes a crucial need to keep the teaching and learning going on. it has been a sudden shift for students of the english education study program at tidar university to have online teaching and learning throughout the whole semester. this study explores the students’ readiness for online learning and investigates the aspect that tangles their online learning. a total of 188 students, from first-year students to senior students, participated in this study. the online learning readiness scale (olrs) and interview were used to appraise the students’ readiness for online learning. internet selfefficacy, self-directed learning, learner control, motivation for learning, and online communication self-efficacy were assessed. the result of the scale revealed that the students were at a moderate level of online learning readiness. the highest contribution to their readiness was from their motivation for online learning. moreover, surprisingly, the biggest challenge was the learner control. they were mainly distracted by other online activities during their online learning. also, conducting online learning needs to involve various technologies and more structured activities to enhance their readiness. article history: received october 2020 accepted november 2020 published april 2021 keywords: covid 19 pandemic; abrupt; online learning; students’ readiness; olrs ©2021 uin sunan ampel surabaya correspondence: p-issn 2087-0698 email: arum_nisma@untidar.ac.id e-issn 2549-2470 http://jurnalfahum.uinsby.ac.id/index.php/nobel/article/view/ arum nisma wulanjani & lilia indriani nobel: journal of literature and language teaching 44 volume 12, number 1, april 2021, 43-59 introduction since the first quarter of 2020, covid-19 has become a pandemic worldwide. once the world health organization (who) announced covid-19 as a global pandemic, the world rushed to cover all potentials, which resulted in the addition of positive patients covid-19, including the cessation of public activities, social or physical distancing, and a lockdown announcement (chavez et al., 2020). the cessation includes the demand for working and learning from home. these kinds of situations hit the education system in some affected countries, and indonesia is no exception. the government has made drastic changes to adjust the teaching and learning process. all students at the early childhood education level up to the higher education level were forced to change their regulations in distance learning (churiyah et al., 2020). the implementation of distance learning by engaging the use of technology is noted in carrying out the teaching and learning activities in a structured manner in which there is normal, substantive, and supportive communication or relationships between students and teachers (bozkurt et al., 2015; buselic, 2012; griffiths, 2016). furthermore, online learning emphasizes the synchronous and asynchronous models which offer internet-based learning. in conducting synchronous learning, students and teacher are engaged in direct interaction through any online media. meanwhile, in asynchronous learning, students and teachers are not engaged directly at the same time (rasmitadila et al., 2020). practically, in higher education, online distance learning could take shape as the flipped classroom, hybrid, mixed asynchronous-synchronous, and all asynchronous learning. for sure, the application of distance or online learning needs the involvement of the internet and technology use. it seems that technology takes over online learning, but teachers and students’ role goes beyond the appearance of technology. online learning does not stop only at the use of technology, but it emphasizes how students connect with content, instructors or teachers, and other students; to acquire information and advance through learning experience (eko et al., 2020). it is undeniable that online learning has brought many benefits to education, as postulated by some online researchers (aljawarneh, 2020; alomyan, 2017; eko et al., 2020; linjawi & alfadda, 2018). however, the most troubling is the unresolved issue of online learner retention rates (doe et al., 2017). smith (2010) also found out that more than 40% of students of online students appear to break off of online classes in total. besides, doe et al. (2017) mention that technology can facilitate social exchange. still, ultimately social experiences are essential for the emotions of the students, not technology. in essence, the emotional experience affects. the emotional experience, in turn, influences how actively the learner engages. in conclusion, one revealing higher education students’ readiness nobel: journal of literature and language teaching 45 volume 12, number 1, april 2021, 43-59 significant factor that cannot be overlooked in any online attrition rate discourse is how ready students for online learning. in line with the previous proofs, students’ readiness to use technology was one of the most prominent keys to successfully conducting online learning in indonesia during the covid-19 pandemic (hasani et al., 2020). they found that students’ readiness is a predictor of online learning. students’ self-competence, which refers to students’ self-efficacy in ict, is one of the success keys of online learning. in line with (chung et al., 2020), the more confidence the students in using ict will enhance their readiness to complete their online learning. readiness is a potent factor in the effective implementation of e-learning. the most critical readiness factor in this context is the readiness of students, professors, and technology. the attitude of individuals, especially learners, is also a key factor determining how online learning could be conducted successfully (ali, 2010; rasouli et al., 2016). thus, a teacher needs to examine students’ readiness to conduct online learning. most researchers used online learning readiness scale (olrs) proposed by (hung et al., 2010). five aspects are being concerned, such as computer/internet self-efficacy, self-directed learning, learner control, motivation for learning, and online communication self-efficacy. many investigations mentioned previously highlighted the importance of assessing students’ readiness for online learning. there are still limited related studies that explore more in which aspect of readiness students encounter difficulty in enhancing their readiness and abrupt online learning for higher education in indonesia. as kementerian pendidikan dan kebudayaan republik indonesia (mendikbud/ministry of education and culture) (cited in eko et al., 2020) has announced, the covid-19 pandemic results in the usual direct full face-toface learning in the classroom switch to an online learning setting, which probably will last until the end of the semester. having full online learning throughout the semester is a new challenge for both the teachers and the students. in line with the situation above, the english education study program students at tidar university, indonesia, have impacted an abrupt adoption of the learning system. they were forced to shift their learning routines from flipped and blended or hybrid learning to fully online learning for the whole semester. that was such an abrupt shift for the students to adjust themselves to promote their learning achievements. by focusing on the students’ readiness for abrupt online learning, this study investigates their readiness covering the five aspects proposed by hung et al. (2010) and which aspect becomes a nuisance for the students during the abrupt online learning. regarding the indefinite condition of the covid 19 pandemic in indonesia, resolving aspects that become a burden for the students on online learning is crucial in this study to promote online learning success. arum nisma wulanjani & lilia indriani nobel: journal of literature and language teaching 46 volume 12, number 1, april 2021, 43-59 review of literature teaching amidst the covid-19 pandemic covid-19 outbreak has changed educational institutions in many countries, from elementary to university, in how they educated their students. as one of the countries that the outbreak has impacted, indonesia has also faced a sudden shift in education. from the government, stakeholders, educational institutions, teachers, and students must work together to find ways to face the shift due to the covid-19 pandemic (fansury et al., 2020). finding the best way to keep the teaching process going on is such a challenge during the pandemic. having such conventional or face-to-face learning has no longer become a possible option during the pandemic. a global shutdown for educational institutions has been announced to prevent the spread of the virus. through the ministry of education and culture, the government then issued education policies to conduct sfh or school from home (churiyah et al., 2020) and move the conventional classroom to an online classroom (agung et al., 2020). the need to conduct online learning has been considered one solution to keep the teaching and learning process. this policy has urged teachers to change the way they teach. they need to adapt quickly to facilitate their students through methods and strategies for online learning continuity. choosing online learning amidst the pandemic era is one of many considerations to provide students a meaningful learning experience instead of burdening them with the demands of achieving all curriculum requirements during the learning process in the pandemic era (rasmitadila et al., 2020). online learning the indonesian government has changed education policies during the pandemic era and has turned the implementation of teaching and learning in all educational institutions. instead of experiencing academic losses, the students have to accept the sudden shift in how they learn from conventional to an online classroom. while it was not new to change to the education field but to embrace online learning, it was very sudden to replace the conventional learning method (mohalik & sahoo, 2020). indeed, the teachers and the students need to adjust themselves quickly to survive in conducting and joining online learning. in line with chung et al. (2020), they agreed that the “online movement” is the largest and the most vital shift in education. online learning is a learning model that highlights the involvement of the internet. online learning is one type of distance learning in which education occurs over the internet. furthermore, online learning has become the most popular approach, which continues to grow revealing higher education students’ readiness nobel: journal of literature and language teaching 47 volume 12, number 1, april 2021, 43-59 fast over the past decade (wan husin et al., 2016). wan husin et al. (2016) also state that one of the reasons for its popularity is flexibility. it allows teachers to utilize various software and media to construct and deliver their courses in online learning. its flexibility further facilitates learning to be held synchronously and asynchronously (rasmitadila et al., 2020). although there are many challenges in conducting online learning, online learning provides bunches of flexibility. moreover, most students preferred online learning due to its flexibility in learning, time management, and access (smith et al., 2019). students’ preference for online learning can indicate that online learning positively impacts their learning achievement. students’ positive experience has a significant role in their learning success since it influences how effective learning has been conducted to achieve learning outcomes (azis et al., 2019). all the condition above has concluded that online learning is the best approach to adopt to assure the continuity of education in indonesia during the pandemic era (rasmitadila et al., 2020). student’s readiness in online learning online learning provides multilayers challenges both for teachers and students. in conducting successful online learning, there are, of course, many circumstances that need to fulfill. students’ readiness in online learning has appeared as a significant factor affecting online learning success. through the years, many studies have been conducted around online learning readiness among higher education students (al-said, 2015; chung, noor, et al., 2020; dray et al., 2011; hung et al., 2010; linjawi & alfadda, 2018; hasani et al., 2020; neupane et al., 2020). their studies reveal that students’ readiness has a significant role in facilitating their successful online learning. students’ readiness covers both technical skills and their attitudes toward online learning. furthermore, students’ technology-related skills and attitudes toward online learning lead them to meet learning goals and expectations (händel et al., 2020). in assessing students’ readiness in online learning, hung et al. (2010) proposed five dimensions covering students’ skills in the use of the internet, students’ skills in online communication, students’ self-directed learning, students’ control in online learning, and also students’ motivation in online learning. he suggests that teachers need to give special attention to those dimensions in conducting online learning. preparing students to join online learning helps them experience positive and successful online learning. teachers need to utilize students’ readiness in online learning to ensure they can carry out online learning (churiyah et al., 2020). most of all, having a sudden shift from the conventional classroom to online learning for the whole semester is such a shock for indonesian students. thus, this study tried to assess arum nisma wulanjani & lilia indriani nobel: journal of literature and language teaching 48 volume 12, number 1, april 2021, 43-59 students’ readiness towards online learning to give significant evidence for the stakeholders in educational institutions to delve deeper into the quality of online learning they have conducted to improve it for the continuity of online learning during the pandemic era. method research design a qualitative research design was applied in this study. it applied a case study method. this research described a specific condition of specific participants in-depth analysis. this method explained a specific learning or teaching process or research environment (vance et al., 2016). participants there were 188 students engaged actively in this study as the participants. they were the students of the english education study program at tidar university. from first-year students to senior students took part in this study. data collection the online learning readiness scale (olrs) proposed by (hung et al., 2010) was employed as the main instrument to gather the data in this study. the scale has five main dimensions: computer/ internet self-efficacy, self-directed learning, learner control, motivation for learning, and online communication self-efficacy. those five main dimensions covered a total of 18 sub-dimensions. the instrument has been validated by hung et al. (2010) and confirmed by chung et al. (2020). the scale for readiness can be seen in table 1. as shown in table 1, five dimensions should be assessed to assess students’ readiness in online learning. furthermore, each dimension has its sub-dimensions, which can indicate students’ readiness achievement online learning. the researcher used a 4-point likert scale in which there is no neutral option. ideally, a good scale for researchers uses the 4 point scale to get specific responses (munshi, 2014). the likert scale had options such: strongly disagree, disagree, agree, and strongly agree. an open-ended interview was conducted for secondary data to understand the students’ nuisance faced during online learning. table 1. online learning readiness scale dimensions main dimensions sub-dimensions 1. computer/ internet self efficacy cis1: feeling confident in using ict. cis2: feeling confident in managing ict for online learning. cis3: feeling confident in using ict to find or gather information for online learning. 2. self-directed learning sdl1: executing the study plan. sdl2: seeking help for solving problems sdl3: handling time well revealing higher education students’ readiness nobel: journal of literature and language teaching 49 volume 12, number 1, april 2021, 43-59 sdl4: preparing learning goals sdl5: expecting higher performance 3. learner control (in an online context) lc1: managing learning progress lc2: being distracted by other online activities lc3: repeating online instructional materials 4. motivation for learning (in an online context) mfl1: having enthusiasm for new ideas. mfl2: having the desire to learn mfl3: progressing from their mistakes. mfl4: sharing ideas with others 5. online communication self-efficacy ocs1: feeling confident in using online learning technologies ocs2: feeling confident in expressing themselves through text ocs3: feeling confident in posting questions or responses source: (hung et al., 2010) data analysis the likert scale used in this research ranged from 4 points as the highest and 1 point as the lowest. after collecting the points from the questionnaire, the mean of each dimension was then calculated and determined to represent the specified sub-dimension readiness levels. the readiness scale was then put as follows: table 2. students’ readiness scale level mean value level 1 <2 low 2 <3 acceptable/ moderate <3 – 4 high adapted from linjawi & alfadda (2018) the interview was conducted online. the researcher posted the questions on a certain learning management system (lms) or platform, and then the students were asked to record their answers and posted to the platform. by considering the five dimensions in olrs, the students were asked about their experience during online learning. the questions covered their experience using the internet or various online learning platforms, performing and completing activities or tasks using ict, the activities conducted in online learning, and their biggest challenge. descriptive analysis was then generated for data reporting, including for the interview results. the data were then displayed in charts. a broader and deeper meaning of the data analysis was then exposed by data triangulation to bring up the significance of the problem and contradictory ways of viewing it. results and discussions students’ online learning readiness arum nisma wulanjani & lilia indriani nobel: journal of literature and language teaching 50 volume 12, number 1, april 2021, 43-59 the mean of each dimension of olrs was calculated to find out how ready the students in participating the online learning. these five dimensions were computer/ internet self-efficacy, self-directed learning, learner control, motivation for learning, and online communication selfefficacy. the overall students’ online learning readiness can be seen in the chart below: figure 1. overall students’ online learning readiness from figure 1, it can be seen that the students’ mean scores varied between 2.75 to 3.24, and the range shows that there was a nearly wide range from moderate to high level of readiness for online learning. the result above revealed that the students had the highest level of readiness in the motivation for learning (ml) dimension. their motivation for online learning shows the highest level of all. on the other hand, they had the lowest mean score in the learner control dimension. with the mean score of 2.75, their ability to control their online learning dropped at a moderate or acceptable level. the more detailed result of each dimension was presented in the figures below: figure 2. students' readiness in computer/ internet self-efficacy figure 3. students’ readiness in self-directed learning students' online communication… students' motivation for learning learner control students' self-directed learning students' internet self-eficacy confidence in using internet to gather information/ knowledge confidence in managing itc for online learning confidence in performing itc expecting higher learning performance preparing learning goals handling time well seeking helps for solving problems executing study plans revealing higher education students’ readiness nobel: journal of literature and language teaching 51 volume 12, number 1, april 2021, 43-59 figure 4. students’ control in online learning figure 5. students’ motivation for online learning figure 6. students’ online communication self-efficacy each figure above represents the students’ readiness for each sub-dimension. in the figures, the red color signs the lowest mean from each sub-dimension. the figures revealed that in some sub-dimension, the students faced a nuisance during online learning. the lowest mean level was the students’ readiness to control their online learning. the mean was only 2.3. they had difficulties in managing their online learning from other online activities distractions. on the contrary, the students had the highest readiness to use the internet to gather information or knowledge for their online learning. it was proven by the mean score for its sub-dimension, which reached 3.42 out of 4.00. their readiness in this sub-dimension was at a high level. the overall result shows that the students’ readiness for online learning was high, proven by the mean, which reached 3.03 out of 4.00. the interview results the interview results were concluded into four mainframes. they covered: their experience in using the internet or various online learning platforms, performing and completing activities repeating online instructional materials being distracted by other online activities managing learning progress sharing ideas to others progressing from their mistakes having desire to learn having enthusiasm to new ideas feeling confident in posting questions or responses feeling confident in expressing themselves through text feeling confident in using online learning technologies 2,5 2,6 2,7 2,8 2,9 3 3,1 3,2 3,3 arum nisma wulanjani & lilia indriani nobel: journal of literature and language teaching 52 volume 12, number 1, april 2021, 43-59 or tasks by using ict, the activities conducted in online learning, and also their biggest nuisance on online learning. from then on, the result is concluded into four mainframes, as follows: most of the students did not face any difficulty in using the internets. they quickly adapted to use any online resources to gather the information they needed for their online learning. some of the interview results were as follows: “i agree with technology learning; it adds new knowledge and experience. using technology or other learning media makes me more interested and passionate about learning. my suggestion is better to use learning media like google meet because if you use google meet, everyone can listen well, if only in love videos or material. there might be something that is not paying close attention.” “as we have to face online learning, we truly need to keep maintaining our learning english motivation. i love the quiz and assignments given, especially in listening class, because i know my weakness. i rarely practice my listening skill. in conclusion, i love simple daily listening activity through elita.” most of the students enjoyed using different technologies to perform the activities and also their tasks. some of them said that it would be more interesting if there are more various technologies used in online learning, including using the game application to support online learning. but on the other hand, they were in trouble with managing their time in online learning. they were overwhelmed in completing tasks or assignments on time. they always asked for additional time to complete their projects. some of the interview results were as follows: “i think our learning process so far was excellent, but maybe the lecturer can use the better application, software or website which interaction can occur between lecturers and students there like google meet, etc. because i think google meet is unique and have a functional interface with a lightweight size and fast, efficient management, user-friendly that all participants can follow.” “i would like to suggest that learning activities use technologies more often. i think that will be more effective. besides, we can learn many new technologies that we have not known before. thanks” “maybe, lecturers can add a longer deadline for every assignment. maybe it can help us to do assignments better.” most students suggested having more interactive communication during online learning; it includes peer to peer and peers to the lecturer. providing clear instructions and more chances for interactive discussion would help them understand the material given and evaluate their works. having more various activities would also enhance their interest in participating actively in online learning. some of the interview results were as follows: revealing higher education students’ readiness nobel: journal of literature and language teaching 53 volume 12, number 1, april 2021, 43-59 “i suggest to the lecturer when the lecturer gives us some assignment or giving some opinion on the forum do not give us time too fast, because we need more time to think and need more time when we want to submit our ideas or opinions.” “my suggestion is whatever the activities are; i hope there will be feedback for us to make sure the correct materials, to make the same perception about the materials, to be an evaluation for our assignment. i think that video explanation and discussion are more effective than just give assignments without explanation. thank you.” “the role of the lecturer has changed from being a transmitter knowledge, the main source of information, expert material, and the source of all answers become as a learning facilitator, trainer, collaborators, knowledge navigators, and partners learn from controlling and directing all aspects of learning.” “i think the lecturer acted well. the lecturer gave clear instructions and made us more familiar with applications that we had not previously known.” “lecturers could guide us with the direction that is given to help us understand the materials given and guide us to complete the task according to what is commanded. lecturers, of course, have a significant role both in the face of faceto-face learning and in online learning as well.” most students had the same problem avoiding distractions from other online activities, such as opening instant messages (whatsapp), which does not relate to activities or material in online learning. moreover, they said they were constantly distracted to browse other online sources that do not relate to the learning instructions. some of the interview results were as follows: “i worry about this lesson because sometimes i do not focus on quizzes, too many distractions during online learning.” “i feel the hardest challenge is i need to maintain my focus harder.” discussion the findings above revealed that the students generally indicated that they were ready for online learning. they had high readiness for online learning, characterized by the overall readiness mean in 4 factors as 3.03 out of 4, which indicates a high level of online learning readiness. several images can be drawn from the findings. firstly, the students have high confidence in using the internets to find online resources in gathering information related to the material given during online learning. secondly, they found it was challenging to perform the arum nisma wulanjani & lilia indriani nobel: journal of literature and language teaching 54 volume 12, number 1, april 2021, 43-59 activities or the tasks assigned by applying various online learning models triggered by their interest in participating in every activity given, which surprisingly leads them to have high readiness in learning motivation dimensions. those two findings were the most significant contribution to their online learning success. surprisingly, the findings stated in the paragraph above are contrary to research results from several researchers (chung et al., 2020; ermakova et al., 2017; linjawi & alfadda, 2018; hasani et al., 2020; mohalik & sahoo, 2020; rasouli et al., 2016). they found that computer/ internet self-efficacy had an enormous role in contributing to the student’s success in online learning. they stated that the students’ self-efficacy in operating and using the internets was the most prominent factor affecting students’ readiness for online learning activities. thus, students with more experience and more competence in using the internets are more ready to abruptly adopt distance learning and succeed in their use of online learning. this study reveals that students’ motivation in online learning can also promote the success of online learning. meanwhile, this study also exposed the biggest challenge in online learning. besides the internet connection, as always mentioned in many studies related to online learning, it lacked control of their learning. there were too many online distractions during online learning. the students were having difficulty focusing only on online learning. it led them to the delay of assignment submission. it was also found that having asynchronous online learning made them miss the learning schedule and the deadline for task submission. having some nuisance, especially in controlling other online distractions and managing their time, can negatively affect their online learning. those distractions led them into dissatisfaction with their online learning performance. this finding is supported by some other researchers, such as (chung, noor, et al., 2020; chung et al., 2020; linjawi & alfadda, 2018; rasouli et al., 2016). in their studies, they found that learner control was such a lack for students during online learning. it was a strong predictor affecting students’ readiness for online learning. besides the online distraction that became troublesome for the students, each subdimension mean was also revealed that the students still lacked confidence in posting or expressing their questions and opinions in discussion forums. this competence belongs to the online communication self-efficacy dimension. the mean was categorized at a moderate level in the sub-dimension, with the achievement 2.79 out of 4.00. it means that the dimension needs more attention. from the interview result, the lecturer’s role had such an effect in triggering and motivating the students to participate more actively in online learning. getting more clear instructions could help them understand what they should do in online learning. understanding the instructions given could encourage them to be involved in any activities conducted in online revealing higher education students’ readiness nobel: journal of literature and language teaching 55 volume 12, number 1, april 2021, 43-59 learning. as a result, they would be more confident in participating in any discussion in the forum, asking questions, and even responding to any comments or questions from their friends. this condition is in line with the previous research findings by (hasani et al., 2020). the other factor that affects students’ perceived readiness is uncertainty avoidance or ambiguity. this ambiguity refers to the possible ambiguous and confusing situation that may derive from a poorly structured online course without specific guidance and regular input or feedback from the lecturers in the sense of online learning (triandis & hofstede, 1993). furthermore, this study also revealed the need to have a personal relationship. most of the students uncovered that they need more chances to communicate with the lecturers. they need the lecturer to be always ready when they need assistance or explanation. they felt more secure and confident when their lecturer was prepared to assist them whenever they needed help during online learning. this fact was also supported by (händel et al., 2020; weidlich & bastiaens, 2018). they found that rapport with teachers and learning content is highly important for learning and relationships between students and their peers. students need to engage in humanto-human contact in the online learning environment, establishing personal relationships. since the chance to interact and communicate directly is hard to fulfill in online learning, the student’s presence is crucial for online learning. by noticing their presence, they will experience meaningful learning (joksimović et al., 2015). above all, teachers need to be readily accessible online and, if possible, in person for the students to prevent feelings of isolation (hall & villareal, 2015; hunt & hunt, 2015; joksimović et al., 2015). conclusions this study shows an acceptable level of the students’ readiness for online learning. from all the five dimensions, three of them were at a high level of readiness. the students have high readiness covering computer/internet self-efficacy, motivation for learning, and online communication self-efficacy. the study revealed that the highest factor contributing to the students’ readiness was their motivation in online learning. their enjoyment triggered their motivation to actively participate and perform various online learning activities by using multiple technologies. on the other hand, the online distraction took them to an unsatisfying condition in online learning. the students felt it difficult to control themselves from other online distractions, which were not related to the instructions given during online learning. moreover, they also need a arum nisma wulanjani & lilia indriani nobel: journal of literature and language teaching 56 volume 12, number 1, april 2021, 43-59 sense of belonging to meaningful learning. online communication self-efficacy became the other challenge in this study. to improve students’ readiness in online learning, the lecturers need to improve how they construct instructions and activities for online learning. more various activities, technologies, and challenging tasks would be suggested for the lecturers in conducting online learning. further, building more communication, lecturers to students-students to students, would also be strongly recommended to enhance the students’ confidence in online learning. future studies should compare online readiness to learn among broader groups of participants, including students from different fields and geographical backgrounds. students’ satisfaction with their online learning also requires further investigation by using multidimensional and wider multi-item instruments. moreover, a deeper study related to students’ experience in online learning, which may impact stakeholders’ decisions about how online learning will continue in the future, is necessary to conduct. conducting a varied deeper study will also help universities develop online teaching and learning to educate learners who can meet the demands of the industrial revolution 4.0 era. acknowledgments financial support 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(2018). technology matters the impact of transactional distance on satisfaction in online distance learning. international review of research in open and distance learning, 19(3), 222–242. doi: 10.19173/irrodl.v19i3.3417 1 african american english (aae) and slang used by jim and huck finn in the adventures of huckleberry finn dian riesti ningrum, zuliati rohmah email: rie_5t1@yahoo.com; zettira@gmail.com state islamic university sunan ampel surabaya abstract: african american english and slang are now become interesting topics among linguists for its unique characteristics and usage in daily society as vernacular language. this paper analyses the use of african american english and slang used by an african american and a caucasian american in the adventures of huckleberry finn novel. findings propose that african american english and slang are particulary used by african american speakers as their daily language, but non african americans may choose this variety as their language choice. key words: african american english, slang, the adventures of huckleberry finn african american english (henceforth, aae) constitutes one of non-standard english variety as a vernacular language used by almost all african americans. the previous study on the use of african american english has provided some evidences that data from phonological and phonetic variables in african american english have been a debatable linguistic concern, especially, related to consonantal variables followed by vowel quality, prosody, and voice quality in african american speeches. public broadcasting service (n.d) states, “over the past 50 years, linguists have conducted a great deal of scientific research on aae, but the public has not been well informed about what language features characterize this dialect and where it came from” mailto:rie_5t1@yahoo.com mailto:zettira@gmail.com 2 some findings proposed that african american english is developed from the pidgin language brought by slaves from different language who were transported form africa to america. over time, this language was increasingly developed as the children acquired in their homes. afterward, reaser and wolfram (in askin, n.d.) add that though slaves became such a large population, they did not teach english and had limited contact with english speakers, some features of this creole were passed from generation to generation (african american english, n.d., para. 2). trudgill (1983) and wardhaugh (2006) classified the african american english feature based on its grammar and sound. in the form of grammar, they distinguish ten features of african american english as the absence of –s in third person singular present tense forms, the absence of copula, the use of “invariant be”, special auxiliary verb uses of “been” and “done”, the aae question inversion, existensial “it” functions as “there”, the use of multiple negations, the use of “ain’t”, the use of aae pronoun forms, and verb form “is” and “was” replace “are” and “were”. whereas in the form of sound, it is classified into five features such as deletion of “l” and/or “r” after a vowel sound, voiceless “th” sounds pronounced as “t” or “f”, voiced “th” sounds pronounced as “d” or “v”, word final consonant clusters especially those ending in “t” or “d”, also the use of [n] to replace [ŋ]. another feature of non-standard language is slang, which is a non-standard varieties of the language that sounds odd to other people. slang is usually used by certain group of people or community and it can be understood by the group itself. according to holmes (2001), “slang is the linguistic prerogative of young people and generally sounds odd in the mouth of an older people” (p. 167). slang language shows the attitudes of the group or sub-culture that uses them. yourdictionary (2013), argued that “slang can appear as a brand new word, a new meaning for an existing word, an abbreviation for a word, or a word that 3 becomes more generalized than its former, narrow meaning” (history of american slang words, para. 3). slang is used for many purposes. some people use slang or nonstandard language to make themselves different from others and look smarter. on the other hand, people who use slang are reputed as uneducational people and often underestimated. according to coleman (2012), “standard language means socialization and conformity while non-standard language means criminality and rebellion. no wonder slang users are scary” (p. 1). in relation to literary work, the english language used in the work is not only in the form of standard english but also in the form of nonstandard english. this paper will present the results of the investigation on the african american english and slang which, particularly, appear in the adventures of huckleberry finn written by mark twain. the investigation of the african american english and slang use concerns with mark twain’s the adventures of huckkeberry finn involving jim and huck finn as the main characters in the novel. the adventures of huckleberry finn was written by samuel langhorne clemens whose pen name is mark twain who was born in florida, missouri, united states on november 30th 1835. his famous novel was the adventures of tom sawyer published in 1867 and its sequel entitled the adventures of huckleberry finn in 1885 and it is often called the great american novel. to be more specific, jim is a unique person who really believes in myths, while huck finn is a cunning young boy about thirteen or fourteen years old. he has a strick, scary, big, fifty years old father who has left him after his mother died. the paper will uncover whether the african american english and slang are used to show the identity of the speakers. this paper, however, does not take the variation of data into account, for the main discussion of this study is to reveal the african american english and slang features used by the main characters in the adventures of 4 huckleberry finn and the reasons of the use of those varieties in the conversation. method in conducting this study, the analysis of the adventures of huckleberry finn was focused on the dialogues between jim and huck in this novel. content analysis was applied to understand the phenomena of aae and slang used by jim and huck. according to krippendorff (2004), “content analysis entails a systematic reading of a body of texts, images, and symbolic matter, not necessary from an author’s or user’s perspective” (p. 3). the utterances of jim and huck from the first until seventeenth chapters were constitute as the data in this study. krippendorff (2004) also added that the steps to conduct content analysis research are: unitizing, sampling, recording/coding, reducing data, inferring, and narrating the answer to the research questions (p. 83). with content analysis, the african american english (aae) features that are used by jim and huck finn were uncovered through a close reading to the text and answer the research question by interpreting the text. findings and discussion in line with the research questions, the findings present the african american english and slang features and function of the use of aae and slang by jim and huck finn. the african american english and slang features based on the data collected from the utterances of jim and huck finn in the adventures of huckleberry finn, it was found out ten african american english features as shown in table 1. 5 table 1. the use of aae by jim and huck finn the aae features jim huck finn uses of been and done   existensial it  multiple negations   the use of ain’t   is and was replace are and were  deletion of l and/or r  voiceless th sounds are pronounced as t or f  voiced th sounds are pronounced as d or v  word final consonant clusters   the use of [n] to replace [ŋ]  to give clearer pictures of the use of aae by jim and huck finn, examples of their utterances containing aae are shown below. 1. special auxiliary verb uses of been and done jim’s utterences: huck finn’s utterances: “doan hurt me—don’t! i hain’t ever done no harm to a ghos’ . . . . . . . “ (p. 26) “why, how long you been on the island, jim?” (p. 26) “no, but i been rich wunst, and gwyne to be rich agin . . . . . . . “ (p. 29) “who done it? we’ve heard considerable about these goings down . . . . . . . “ (p. 36) “so i done it. den i reck’n’d i’d inves’ de thirty-five dollars . . . . . . . “ (p. 29) “i hain’t been doing a single thing, aunt sally, i hope to gracious if i have.” 6 2. existential it functions as there this feature is only applied by huck finn. the example is, “jim! quick, jim, it ain’t no time for fooling around and moaning” (p. 44). the standard english of the utterances would be, “jim! quick, jim, there’s no time for fooling around and moaning.” 3. the use of multiple negations multiple negations are used by both jim and huck finn. jim’s utterences: huck finn’s utterances: “mighty few—an’ dey ain’t no use to a body . . . . . . . “(p. 29) “well, he did act like he was drunk, but it ain’t no matter now . . . . . . . “ (p. 39) “they don’t do nothing! why, how you talk! they just set around.” (p. 49) “quick, jim, it ain’t no time for fooling around and moaning . . . . . . . “ (p. 44) 4. the use of ain’t similar to the previous feature, ain’t are also applied by both jim and huck finn. jim’s utterences: huck finn’s utterances: “mighty few—an’ dey ain’t no use to a body . . . . . . . “(p. 29) “and ain’t you had nothing but that kind of rubbage to eat?” (p. 27) “de man ain’t asleep—he’s dead. you hold still—i’ll go en see.” (p. 32) “git up and hump yourself, jim! there ain’t a minute to lose . . . . . . . “ (p. 40) “well, den, dey ain’t no sense in a cat talkin’ like a man . . . . . . . “ (p. 51) “shucks, it ain’t calling you anything . . . . . . . ” (p. 51) 7 5. verb forms is and was replace are and were these features are applied only by jim, and below are the examples. “i doan k’yer what de widder say, he warn’t no wise man nuther . . . . . . . “ (p. 50) “ . . . . . . . en i warn’t gwyne to show mysef on de bank in de daytime.” (p. 28). 6. deletion of l and/or r after a vowel sound similar to the above point, these features are applied only by jim. the following utterances are the examples. “no, i didn’t lose it all. i on’y los’ ‘bout nine of it . . . . . . . “ (p.29). “ . . . . . . . boun’to git yo’money back a hund’d times, de preacher says! . . . . . . . “ (p. 30) 7. voiceless th sounds (referred to as theta or /θ/) are pronounced as t or f again, this feature is applied by jim, not huck finn. two sentences below are the examples. “i couldn’ git nuffn else.” (p. 26) “……huck, tell we could do sumfn—but we’s all right now …. “ (p. 72) 8. voiced th sounds (thorn or /ð/) are pronounced as d or v this feature is pronounced by jim as appear in the examples below. “what’s de use er makin’ up de camp fire to cook . . . . . . . “ (p. 26) “ain’ dat gay? en what dey got to do, huck?” (p. 49) “why, yes, dat’s so; i—i’d done forgot it . . . . . . . . “ (p. 49) 9. word final consonant clusters this feature is applied by both jim and huck finn. 8 jim’s utterences: huck finn’s utterances: “i couldn’ git nuffn else.” “ . . . . . . . so, now, le’s know all about it.” “what do dey stan’ for? . . . . . . . my heart wuz mos’ broke bekase you wuz los’ . . . . . . . “ 10. the use of [n] to replace [ŋ] this feature is only uttered by jim as shown below. “ . . . . . . . ‘long ‘bout six in de mawnin’ skifts begin to go by . . . . . . . talkin’ ‘bout how yo’ pap come over to de town . . . . . . . “ (p. 28). “ . . . . . . . we’s doin’ blame’ well, en we better let blame’ well alone . . . . . . . “ (p. 42) among the ten features of aae, all of them were applied by jim, the african american. huck fin only utilized half of the features. this is probably because he is a white american; his use of the aae is limited compared to jim. the fact that huck finn as a white american uses aae is in line with the research findings of adharini (2006) and tejo (2011) that african american english is not only spoken by black people, but also white people do as well as the blacks. marliahadi (2007) also found that a close relationship between black and white people may influence the shiftings on their language use. in addition to ten aae features above, slang was also found out in this novel. slang is a unique, odd, and new words or phrases that made by some particular communities to indicates their existence and being different with others. from five types of slang suggested by fidayanti (2012), there were only four types of slang used by jim and huck finn, they are: blending, clipping, backformation, and transformation form. table 2 shows this phenomenon. 9 table 2. the use of slang words and phrases by jim and huck finn types of slang jim huck finn blending  clipping   backformation  transformation form   1. blending blending is one of a slang word formation process that is created by combining two words into one (fidiyanti, 2012). the example is as follows as applied by jim, “. . . . . . . lemme look at you chile, lemme feel o’ you.” 2. clipping clipping is one of slang word formation which is formed by shortening the words. clipping was applied by both jim and huck finn. jim’s utterences: huck finn’s utterances: “de cow up ‘n’ died on my han’s.” (p. 29) “couldn’t they see better if they was to wait till day time?” (p. 37) “ . . . . . . . , bekase he says dey warn’t business ‘nough for two banks . . . . . . . “ (p. 29) “buck went off ‘thout waking me up.” (p. 73) 3. backformation backformation is the word mistakenly assumed to be a derivative of it without changing the meaning. here are some examples of this type of slang used by jim. “ …. well, he sot up a bank, en say anybody dat put in a dollar … “ (p. 29). “ …… i uz hungry, but i warn’t afeard ….. “ (p. 28) 10 “ …… onless you counts dem kings dat’s in a pack er k’yards ….. “ (p. 49) 4. transformation form transformation form is the way how to create a new word or phrase by changing the meaning rather than the form of the word. the examples are as follows. jim’s utterences: huck finn’s utterances: “yes. you know that one-laigged nigger dat b’longs to old misto bradish? (p. 29) “ . . . . . . . despise me for keeping mum—but that don’t make no difference.” (p. 37) “ . . . . . . . dat wuz de smartes’ dodge! . . . . . . “ (p. 59) “please to don’t poke fun at a poor girl like me, mum.” (p. 38) “but looky here, huck, who wuz it dat ‘uz killed in dat shanty ef it warn’t you?” (p. 27) “the whole fifteen, mum.” (p. 39) to highlight the abovementioned findings, it is important to note that one of the most frequently used aae features found in the adventures of huckleberry fin that is the use of ain’t. this feature is excessively used by jim and huck finn to change the term is not, am not, has not, have not, and so on. the use of ain’t is illustrated as follows. 1 jim : “is a cat a man, huck?” 2 huck : “no.” 3 jim : “well, den, dey ain’t no sense in a cat talkin’ like a man. is a cow a man? –er is a cow a cat?” 4 huck : “no, she ain’t either of them.” 5 jim : “well, den, she ain’t got no business to talk like either one er the yuther of ‘em. is a frenchman a man?” 6 huck : “yes.” (chapter xiv, p. 51) this conversation happened when jim and huck found boots, blankets, clothes, and all sort of other things, such as, a lot of books, spyglasses, 11 and three boxes of seegars. then they had a litle debate about someone’s language. the conversation above shows that jim and huck finn usually use ain’t to refer to are not, and is not. reasons of the use of aae and slang by jim and huck finn from both tables above, it shows that jim uses all features of the african american english (aae) as his daily language. some slang words and phrases are used in aae features. the word like de, en, killin’, mawnin’, poke fun, keeping mum, are among the examples. it means that slang can be used in another variety like african american english. this phenomenon happens because jim is a black slave or nigger so that he usually uses the aae. from his social background as a slave, it shows that jim is from lower class. as an example, it can be seen from his utterances below: jim standard english de man ain’t asleep the man isn’t sleep no, but i been rich wunst no, but i have been rich once they don’t do nothing! they don’t do anything! trudgill (1983) states that social background is one of the clues which can appear among the language users and it can be seen from their grammatical differences (p. 44). the example above may show the differences between jim’s language and standard english seen by its grammatical features. people who gain better education will speak properly rather than people who do not get education. furthermore, looking at jim’s background, it proves that someone’s identity can be seen from his or her linguistic characteristic. jim, who is african american, is influenced by african american ethnic and culture. his linguistic characteristics show his identity as an african american. 12 while huck finn, who is white american, only uses some features of aae such as special auxiliary verb uses of been and done, existensial it, multiple negations, the use of ain’t and also word final consonant clusters. looking at his social background, he is a white american teenage boy around thirteen years old. his father is a drunker and he tries to escape from his father’s violance. then widow douglas teaches him a slight education such as reading, table manner, and attitude. his language changes when he meets jim and they finally live together. as shown in the conversation explained above, he usually uses aae features in chapter 1-17 because in those chapters, he frequently speaks with jim. it shows that there is a relationship between social situation and language variety in style-shifting and dialect switching. in addition, holmes (1992) found the following: “certain social factors have been relevant in accounting for the particular variety used. some relate to the users of language—the participants; others relate to its uses—the social setting and function of the interaction. who is talking to whom(e.g. wife-husband, customer-shop keeper, bossworker). the setting or social context (e.g. home, work, school). the aim or purpose of the interaction (e.g. informative, social)” (p. 11) hence, the use of aae and slang by huck is because he is influenced by the social situation where he has a close friendship with jim who is an african american slave. this is to show his solidarity to jim because he had promised that he would not send jim back to his owner and keep his secret. conclusion and suggestions the african american english has two basic features, grammar and sound, which are devided into several types. special auxiliary verb uses of been and done, existential it functions as there, multiple 13 negations, the use of ain’t, verb forms is and was replace are and were and vice versa, deletion of l and/or r after a vowel sound, voiceless th sounds (referred to as theta or /θ/) pronounced as t or f, voiced th sounds (thorn or /ð/) pronounced as d or v, word final consonant clusters, especially, those ending in t or d, the use of [n] to replace [ŋ] are the aae features that are usually used by jim and huck finn. aae is usually employed by african americans, lower class people, or uneducated people. killin’, mawnin’, goin’, lookin’, evenin’, en, dey, dis, dem, dat’s, nuffin, sumfin, los’, lan’, en’ are the words that have been written in the text. jim, who is a slave, usually speaks aae when talking to others. it is one of language phenomenon that ethnic backgorund can easily inluence someone’s language. while, huck finn, who is white american, only occasionally uses aae to show a close relationship with jim. hence, having a close relationship can make someone shifts his or her language to show solidarity. jim and huck finn also use slang words or phrases in their conversations. this shows that slang sometimes can be used within the aae variety. references adharini. (2006). the african american vernacular english in missy elliot’s supa dupa fy. retrieved from petra digital collections. askin, h. (n.d). african american english. retrieved from http://www.learnnc.org/lp/pages/4816 coleman, j. (2012). the life of slang: a history of slang. available from http://www.amazon.com/the-life-slang-juliecoleman/dp/0199571996 fidiyanti, m. (2012). what is slangs? [pdf document]. holmes, j. (1992). an introduction to sociolinguistics. england: longman http://www.learnnc.org/lp/pages/4816 14 holmes, j. (2001). an introduction to sociolinguistics. second edition. england: longman. krippendorff, k. (2004). content analysis: an introduction to its methodology. california: sage publications. marliahadi, f. (2007). african american vernacular english (aave) and standard english (se) used in the future father in-law and son in-law \relationship in "guess who". retrieved from petra university digital collections. public broadcasting service. (n.d). about the book: adventures of huckleberry finn. retrieved from http://www.pbs.org/wgbh/cultureshock/teachers/huck/aboutbook. html tejo. (2011). the features of african american vernacular english used by the black and white characters in “white chicks” movie. retrieved from petra digital collections. trudgill, p. (1983). sociolinguistics: an introduction to language and society. london: penguin books. wardhaugh, r. (2006). an introduction to sociolinguistics. london: blackwell publishing. yourdictionary. (2013). history of american slang words. retrieved from http:// http://grammar.yourdictionary.com/slang/history-ofamerican-slang-words.html http://dewey.petra.ac.id/catalog/ft_detail.php?knokat=9603 http://dewey.petra.ac.id/catalog/ft_detail.php?knokat=9603 http://dewey.petra.ac.id/catalog/ft_detail.php?knokat=9603 volume 12, number 1, april 2021, 60-69 available at http://jurnalfahum.uinsby.ac.id/index.php/nobel/article/view/374 doi: 10.15642/nobel.2021.12.1.60-69 ethnocentrism and its effects as depicted in the kite runner novel nang gede rohmatullah1, riana permatasari 2 universitas islam sultan agung, jl. raya kaligawe km.4, semarang, central java, indonesia1,2 article info abstract this study analyzed the portrayal of ethnocentrism and its negative effects in khaled hosseini’s the kite runner using bizumic’s ethnocentrism theory. this study used descriptive qualitative methods; the data were collected from the novel in monologues, dialogues, and narratives. based on the data, ethnocentrism depicted in the novel taking setting in afghanistan was represented in terms of superiority and in-group preference. the novel depicted that one ethnic, the pashtun, felt more superior to the hazara. this superiority made the pashtun always evaluate other groups based on their standard. they built the in-group preference in which they regard their standard as the best compared to the hazara. in addition, the negative effects of ethnocentrism were manifested into three points: violence against other groups, ethnic wars, and desire to control the territory. in short, ethnocentrism causes differences in thoughts and opinions between one group and another and further affects their relationship negatively. article history: received march 2021 accepted april 2021 published april 2021 keywords: ethnocentrism, negative effects of ethnocentrism, conflicts ©2021 uin sunan ampel surabaya correspondence: p-issn 2087-0698 email: permatasari@unissula.ac.id e-issn 2549-2470 http://jurnalfahum.uinsby.ac.id/index.php/nobel/article/view/ ethnocentrism and its effect nobel: journal of literature and language teaching 61 volume 12, number 1, april 2021, 60-69 introduction humans’ sociability is a nature that leads humans to live together to meet their needs and help others meet their needs. in other words, they will live in a group to survive. in this world, various groups or ethnicities have different cultures, including values, norms, traditions, and others. the word ethnicity is different from race as their distinction is based on different aspects. race is differentiated based on physical characteristics, whereas ethnicity is distinguished based on cultural characteristics related to language, history, religion, and customs (montague, 1942). similarly, bos (2015) stated that ethnicity is socially constructed and historically contingent that further fosters solidarity among its members. due to the different cultures of many ethnicities around the globe, the conflicts that happen among these groups are usually called ethnic conflicts. ethnic conflicts still exist in this modern era, for example, ethnic conflicts in iran or other countries. the ethnic conflict is closely related to a tendency that one group feels like the most superior group known as ethnocentrism. according to sumner and keller (1911), ethnocentrism is defined as “the sentiment of cohesion, internal comradeship, and devotion to in-group, which carried with it a sense of superiority to any out-group and readiness to defend the interests of the in-group against the outgroup.” based on this statement, ethnocentrism deals with two main points: in-group devotion and the sense of superiority. these points lead to the effects of ethnocentrism itself. ethnocentrism brings negative effects in terms of intergroup relations (bizumic, 2014). it triggers conflicts among the ethnicities, including hostilities and ethnic wars. these affect how the different ethnicities live side-by-side in social, cultural, economic, and political aspects. pesic (1993:101) stated that “manipulating this kind of ethnocentric nationalism has been seen and the quickest and most effective method of gaining political power and maintaining control of the population.” from this statement, it can be concluded that ethnocentrism can positively build nationalism, but on the other hand, it could raise political power and control for the more superior group. the issue of ethnocentrism and its negative effects can be seen in the kite runner novel by khaled hosseini, which tells a story of the pashtun and the hazara ethnic in afghanistan. this novel was chosen as the object of the study as afghanistan has been known for having ethnic conflicts in this country. as stated by nisa’ (2014), who conducted the study about ethnic conflicts in the kite runner, there were three ethnic conflicts in the novel: rivalry, hostility, and hazara’s nang gede rohmatullah & riana permatasari nobel: journal of literature and language teaching 62 volume 12, number 1, april 2021, 60-69 struggle against the pashtun. these ethnic conflicts indicated that ethnocentrism issues exist in the novel that needs to analyze. the pashtun shows superiority and in-group preference to the hazara and further brings conflicts among people from these ethnicities. in brief, this study was intended to shed light on the portrayal of ethnocentrism and its negative effects in the novel. review of literature ethnocentrism ethnocentrism is not a novel issue as it has taken place in many countries consisting of various ethnicities for many years. the concept of ethnocentrism is closely related to human nature; in this case, it is egocentrism. it is aligned with what mcgee says that “ethnocentrism as a group level analog to egocentrism, that is, as ethnic group self-centeredness” (1900: 37). further, egocentrism is realized by people who are egocentrically put more attention to themselves than other people (kruger, 1999). the notion of self-centeredness is supported with the understanding that ethnocentrism is also defined as the view of things in which one’s group is the center of everything (sumner, 1906, quoted in branner, 2013). because of this view, they will see themselves as having better qualities than other ethnicities as they always judge different cultures based on their standards and values. thus, it is not surprising if ethnocentrism deals with the feeling of superiority as sumner and keller said that, “the sentiment of cohesion, internal comradeship, and devotion to the in-group, which carries with it a sense of superiority to any out-group and readiness to defend the interests of the in-group against the out-group” (1991: 11). ethnocentric people will devote their attention to their group, or sumner called it as in-group; it builds a sense of superiority to other groups and a need to defend their group’s interest from other groups or called out-group. the notion of ingroup superiority is also pointed out by bizumic (2014), who stated that there is a belief in ingroup superiority. thus, discussing ethnocentrism involves in-group and out-groups, where the ethnocentric group believes in superiority. another point related to ethnocentrism is highlighted by njoroge and kirori (2014), who said that ethnocentrism would raise a tendency of the people to favor their group over other groups. the ethnocentric group will strongly put in-group preference into account. it is because they want ethnic purity (bizumic, 2014). in an ethnocentric group, people will choose to interact with their group members or even marry the same group. moreover, the in-group preference will influence ethnocentrism and its effect nobel: journal of literature and language teaching 63 volume 12, number 1, april 2021, 60-69 how the people judge other ethnics; they will evaluate the different groups based on their standards. if the other groups have differences with them, they will see them as an inferior group. bizumic added, “intergroup expressions are concerned with the view that the in-group is more important than out-groups and involved preference for one’s own ethnic in-group over out-groups, belief in in-group superiority, wish for ethnic purity, and approval of exploiting out-groups for in-group needs” (2012: 37). not only about the in-group preference, but it is also integrated with the approval of exploiting out-groups for in-group needs. it can be about raising political power and control. bizumic (2012: 38) further explained six dimensions of ethnocentrism are divided into two second-order factors. the first factor is intergroup ethnocentrism, which is related to the relation among the groups. intergroup ethnocentrism includes preference, superiority, purity, and exploitativeness. these four aspects affect the relation of one group with other groups. meanwhile, the second factor is intragroup ethnocentrism, which is related to the relation among the group members. the intragroup ethnocentrism consists of group cohesion and devotion. it means that the members have a strong devotion and cohesion for their group, manifested in solid faith and pride. from this notion, it is clear that ethnocentrism brings negative and positive effects. because of intergroup ethnocentrism, there is a big possibility of conflicts. according to bizumic (2014), ethnocentrism may not directly result in wars, but it can trigger intergroup conflicts and lead to actual hostilities and wars. furthermore, bizumic (2014) conveyed that: the concept of ethnocentrism should be important to peace psychologists given that it could contribute to direct (i.e., overt, brief, episodic, sporadic) kinds of violence among ethnic groups, such as ethnic wars, but also to structural (i.e., slow, covert, societally arranged) kinds of violence because it gives more social value to certain groups over others. from that statement, the violence experienced by the out-group can be in direct forms or structurally arranged. direct forms of violence can be manifested in ethnic wars. in contrast, the more dangerous violence is the structural kinds of violence as it affects how society sees how one group has more values than others. in brief, ethnocentrism brings negative effects on how one group will live side by side in a certain area. nang gede rohmatullah & riana permatasari nobel: journal of literature and language teaching 64 volume 12, number 1, april 2021, 60-69 method this study belongs to qualitative research as the data were in the form of monologues, dialogues, and narratives. there were several steps taken to collect the data. the first step was reading the novel several times to get a clear picture of the story. the second was identifying the data related to the research question. the third was looking at the data and removing the data that were not closely related to the research question, or it can be said as reducing the data. the fourth step was classifying the data into a table consisting of the data, the data type, and the reference supported the data. after the data were collected, the data were analyzed using ethnocentrism theory by bizumic to answer the research question. discussions of main themes in the discussion, there are two points conveyed to answer the research problems. the first is the portrayal of ethnocentrism in the novel the kite runner. the second is the negative effects of ethnocentrism depicted in the novel the kite runner. ethnocentrism depicted in the novel the kite runner ethnic conflicts in afghanistan have been taken place for many years. the conflicts become the root of ethnocentrism embedded in society as it deals with the nation’s long history. the previous study conducted by nisa’ (2014) revealed that in the kite runner novel, there were three ethnic conflicts, including rivalry, hostility, and the hazara’s struggle against the pashtun. however, the study has not discussed ethnocentrism in the novel that is very close to the ethnic conflicts. thus, this study aimed to fill the gap by analyzing ethnocentrism to get a more comprehensive picture of how the ethnic issues were depicted in the novel. based on the data, the portrayal of ethnocentrism is divided into two points, including superiority and in-group preference. based on bizumic’s theory, there are two second-order factors in ethnocentrism, including intergroup ethnocentrism and intragroup ethnocentrism. the data from the novel indicated that intergroup ethnocentrism manifested in superiority and in-group preference. in terms of feeling superiority, the novel depicts that the pashtun feels superior to the hazara. the following is the quotation representing the superiority in the novel. the following week, after class, i showed the book to my teacher and pointed to the chapter on the hazaras. he skimmed through a couple of pages, snickered, handed the book back. “that’s the one thing shi’a people do well,” he said, picking up his ethnocentrism and its effect nobel: journal of literature and language teaching 65 volume 12, number 1, april 2021, 60-69 papers, “passing themselves as martyrs.” he wrinkled his nose when he said the word shi’a like it was some kind of disease (hoseini, 2003: 9). in the quotation above, amir’s teacher, who belongs to the pashtun, gives negative judgment and feels more superior to the hazara, which is shown by the word, “he wrinkled his nose when he said the word shi’a, like, it was some kind of disease,” (hoseini, 2003: 9). in addition, the teacher also considers the only thing that the hazara does well is being martyrs. having thought of the hazara as a disease and martyrs indicates that the teacher perceived the hazara as being the inferior group. another quote that supported the portrayal of the pashtun’s superiority is “a loyal hazara. loyal as a dog,” (hoseini, 2003: 68). in this quote, assef speaks to hasan, who was one of the hazara group members. assef considers the loyal hazara is like a dog. in this context, most hazara people work as slaves who will always follow their master’s order. assef considers what a dog does to its master is like what the loyal hazara does. the feeling of superiority is one of the manifestations of ethnocentrism; as sumner & keller (1911) stated, ethnocentrism raises the attitude of feeling superior to other groups. moreover, the following quote depicts the pashtun’s feeling superior and looking down to other groups: “you know, i asked myself that same question the other day. and there’s an answer, but not a good one. let’s just say they didn’t tell us because your father and i... we weren’t supposed to be brothers.” “because he was a hazara?” i willed my eyes to stay on him. “yes.” (hoseini, 2003: 295) the quote shows amir and shorab’s conversation about amir and hassan’s past friendship. amir said hassan could not be friends with amir because hassan came from the hazara family. according to gudykunst, ethnocentric groups see themselves as superior to other groups treated as inferior. gudykunst further said that in ethnocentrism, there is a group that feels itself the greatest so that they cannot make a relationship such as the friendship between different groups. the severed relationship between the hazara and the pashtun is also depicted in the following quote, of all the neighborhood boys who tortured ali, assef was by far the most relentless. he was, in fact, the originator of the babalu jeer, _hey, babalu, who did you eat today? huh? come on, babalu, give us a smile! _ and on days when he felt particularly inspired, he spiced up his badgering a little, _hey, you flat-­‐nosed babalu, who did you eat today? tell us, you slant-­‐eyed donkey! (hoseini, 2003: 36) nang gede rohmatullah & riana permatasari nobel: journal of literature and language teaching 66 volume 12, number 1, april 2021, 60-69 the quote above shows how the hazara kids and the pashtun kids cannot build a friendship. the pashtun kids tend to mock the hazara kids by addressing bad words such as calling them babalu that carries meaning as a ghost. in addition, assef also calls ali flat-nosed babalu and slant-eyed donkey. those words imply what sumner and keller said about ethnocentrism as how a group feels superior to other groups, which causes disharmony in the life between groups (1911). ethnocentrism also emerges in the form of in-group preference. a quote in the novel the kite runner concerning in-group is, “he wedded my mother, sofia akrami, a highly educated woman universally regarded as one of kabul’s most respected, beautiful, and virtuous ladies. and not only did she teach classic farsi literature at the university, she was a descendant of the royal family” (hoseini, 2003: 15). the quote tells that amir’s father married sofia akrami, a pashtun woman who became a lecturer in kabul. it indicates that the pashtuns want to keep the purity of their group, so they marry their group member. the situation is in accordance with byzumic (2014), who said that ethnocentrism covers in-group preference to keep the purity of the group as a sense of wanting to preserve the culture, for example, maintaining offspring by marrying another pashtun. another quote that discusses the depiction of in-group preference in the novel the kite runner is, “afghanistan for pashtuns, i say. that’s my vision” (hoseini, 2003: 38). in this quote, assef said afghanistan is only for the pashtuns. these words depict assef’s interest in making afghanistan only for pashtun by facing against the hazara. this statement implies sumner and keller’s (1911) definition of ethnocentrism as “the sentiment of cohesion, internal comradeship, and devotion to the in-group, which carries with it a sense of superiority to any out-group and readiness to defend the interests of the in-group against the out-group.” the explanation above shows that the novel expresses the sense of superiority and in-group preference. these two points are also connected with the wish of keeping the purity. this depiction is related to what bizumic (2014) called intergroup ethnocentrism. intergroup ethnocentrism affects how the different ethnicities live together. sumner and keller said that ethnocentrism causes disharmony in the life between groups (1911). in the kite runner, the pashtun and the hazara disharmony is portrayed by how the pashtun felt more superior and refused to live together with the hazara. they also tried to make afghanistan only for them, not for other ethnicities. ethnocentrism and its effect nobel: journal of literature and language teaching 67 volume 12, number 1, april 2021, 60-69 the negative effects of ethnocentrism in the kite runner novel the intergroup ethnocentrism further results in some negative effects. this study found three effects of ethnocentrism in the novel, including violence against other groups, ethnic wars, and desire to control the territory. the first effect of ethnocentrism portrayed in the novel is violence against other groups. one case is hasan’s mother was raped by a soldier from the pashtun. she was raped for the sake of the soldier’s pleasure. this case implies what gudykunst (2003) stated that ethnocentrism enables the superior group to treat the other group for their pleasure. another evidence was found when assef threw hasan a rock when he wanted to take hasan’s kite. we crossed the residential street and were trekking through a barren patch of rough land that led to the hill when, suddenly, a rock struck hassan in the back. we whirled around, and my heart dropped. assef and two of his friends, wali and kamal, were approaching us” (hoseini, 2003: 35). throwing hasan’s back with a rock is a part of violence against other groups. as a pashtun, assef felt unbothered to hurt hasan since hasan was merely a hazara. even for a trifling matter like a kite, a member of the superior group could easily hurt others seen as inferior. the second effect found in the story is the ethnic wars. the ethnic wars started a long time ago, as stated in history. “it said that hazara had tried to rise against the pashtun in the nineteenth century but the pashtun had “quelled them with unspeakable violence,” (hoseini, 2003: 9). from this quotation, it is stated that the ethnic war has taken place since the 19th century between the pashtun and the hazara. the words “quelled them with unspeakable violence” indicate that violence was a common thing to do in gaining the political power. the following statement supports the notion that the ethnic war has taken place in afghanistan’s history. i blew the dust off it, sneaked it into bed with me that night, and was stunned to find an entire chapter on hazara history. an entire chapter dedicated to hassan’s people! in it, i read that my people, the pashtuns, had persecuted and oppressed the hazaras”. (hoseini, 2003: 9). in this quote, amir is reading his mother’s old book. in the book, it is written that the pashtun group fought with the hazara group and pashtun won. the ethnic war is closely related to the third effect of ethnocentrism: the desire to control the territory. the ethnocentric group feels it is the most powerful party in the nation. they have a sense of wanting to rule a region because they want other groups to follow the rules that have been nang gede rohmatullah & riana permatasari nobel: journal of literature and language teaching 68 volume 12, number 1, april 2021, 60-69 made. gudykunst (2003) said that in ethnocentrism, a group would forcing other groups to think and do as they do. there is a quote showing the case, his blue eyes flicked to hassan. “afghanistan is the land of pashtuns. it always has been, always will be. we are the true afghans, the pure afghans, not this flat -‐ nose here. his people pollute our homeland, our watan. they dirty our blood.” (hoseini, 2003: 38). the quote shows a conversation between assef and hassan. according to assef, the hazara group does not deserve to live in afghanistan. assef wants afghanistan to be governed by the pashtun group so that the pashtun group will control the whole country. assef’s statement is aligned with what sumner said that ethnocentrism is a readiness to defend the interests of the in-group against the out-group. from the data above, ethnocentrism brings negative effects as depicted in the novel, including the violence against the other group, ethnic war, and desire to control the territory. these three effects connect with the efforts of the pashtun to gain political power and control. thus, intergroup ethnocentrism is very dangerous because it affects how the groups live together and interact in a certain area. the conflicts will always occur as the superiority and in-group preference will always be perceived by the pashtuns. conclusion in conclusion, this study sheds light on how ethnocentrism can influence how a group perceives and treats another group. the intergroup ethnocentrism was depicted in the novel in terms of superiority and in-group preference. further, it brings negative effects in the relation of the pashtun and the hazara. the pashtun has committed violence towards the hazara people. moreover, there is a desire to control the territory and gain political power. as a result, the relations of these two groups are not in harmony resulting in an ethnic war in the country. thus, to avoid ethnic conflicts, people should be aware that ethnocentrism can negatively influence intercultural relations if they do not understand that every culture may have different values, beliefs, etc. these differences among ethnicities do not put a particular group as a superior one, but they form the group’s identity and uniqueness from one to another. ethnocentrism and its effect nobel: journal of literature and language teaching 69 volume 12, number 1, april 2021, 60-69 references bizumic, b. (2012). theories of ethnocentrism and their implications for peacebuilding. australian national university. bizumic, b. (2014). who coined the concept of ethnocentrism? journal of social and political psychology, research school of psychology, 2(1), 3-10. doi: 10.5964/jspp.v2i1.264 branner, l. (2013). the impacts of country-of-origin and ethnocentrism on consumers’ product evaluations. retrieved from https://gupea.ub.gu.se/bitstream/2077/34025/1/gupea_2077_34025_1.pdf. bos, m. (2015). ethnicity and ethnic groups: historical aspects. international encyclopedia of the social & behavioral sciences, 2nd edition, vol. 2. doi: 10.1016/b978-0-08-0970868.62015-9 gudykunst, w. b., & lee, c. (2003). cross-cultural and intercultural communication. ccc theories. california: sage. hosseini, k. (2003). the kite runner. new york: riverhead books. kruger, j. (1999). lake wobegon be gone! the “below-average effect” and the egocentric nature of comparative ability judgments. journal of personality and social psychology, 77(2), 221– 232. doi: 10.1037/0022-3514.77.2.221 mcgee, w. j. (1900). primitive numbers. annual report of the bureau of american ethnology (1897–1898), 19, 825–851. https://repository.si.edu/bitstream/handle/10088/91699/primitive%20numbers.pdf?sequen ce=1&isallowed=y montague, a. (1942). man’s most dangerous myth: the fallacy of race. new york: columbia university. nisa’, k. (2014). the ethnic conflicts in khaled hosseini’s the kite runner. english letters and language department. maulana malik ibrahim of malang. http://etheses.uinmalang.ac.id/8336/1/07320067.pdf njoroge, k. (2014). ethnocentrism: significance and effects on kenyan society. nairobi: pan african university. pesic, v. (1993). the cruel face of nationalism. journal of democracy, 4(4), 100–103. doi: https://doi.org/10.1353/jod.1993.0053 sumner, w. g., & keller, a.g. (1911). war and other essays. new heaven: yale university press http://etheses.uin-malang.ac.id/8336/1/07320067.pdf http://etheses.uin-malang.ac.id/8336/1/07320067.pdf 15 extracurricular program for student speaking improvement fikri yanda state institute for islamic studies sunan ampel surabaya fikri_yanda@yahoo.co.id abstract: this qualitative study explores the role of english students club as an extracurricular program to improve the english speaking skill of the students of the english education department in the faculty of tarbiyah (islamic education) state institute for islamic studies (iain) sunan ampel surabaya. the informants were 21 students of the english education department who were joining the club as its members. they were to fill out the questionnaires made by the writer. in further, an interview was conducted for finding more details on the club. the findings suggest three areas of concerns: 1) the students of english department are suggested to join english students club as an alternative to improve their english speaking skill; 2) the programs in the club were related to speaking improvement; 3) suggestions made by the writer in order to improve the organization management. key words: english students club, speaking improvement introduction english has become a very important language in the world. it is used formally or informally by the people all around the world. some countries will consider it as its native language; some others will take it as the second or the foreign language. as stated by bloomfield in hanunah (2009: 3), english is used widely all over the world. almost in all fields of occupations and professions, english takes a very important 16 role as one of the requirements for applying a job. therefore, to learn english is a must for the people whose native language is not english, if they want to develop their carriers in this global era. in indonesia, english is not a strange language. moreover, the government has made it as one of the important foreign languages to learn, except the national language: bahasa indonesia. although the curriculum for teaching english stated that it can be taught at least at grade for of the elementary school, english is even taught from kindergarten. the english teaching and learning can be found until the university level (hanunah, 2009: 5). however, the result of the studies in relation with the achievement of the english learning and teaching shows that it still need more development. it can be seen from the people who can speak or write well in english are still far from satisfaction (cahyono and widiati, 2011: 36). the question is “how could the process of teaching and learning for about twelve years (from kindergarten until high school) show that unsatisfactory result?” there should be problems or inconsistencies in implementing the curriculum in the process of learning and teaching. in response to the failure of the educational process by the government through educational institutions: elementary, junior, and high schools, the students in the university level who were the output of those schools were looking for an alternative for them to improve their english ability, especially in speaking. they, then, created a community containing themselves as students, aiming at achieving the goal they didn’t get in their previous schools. the names for the community could be varied. for examples, the names are english club, english community, english debate community, etc. nevertheless, the goal is all the same: english speaking improvement. in the state institute for islamic studies (iain) sunan ampel surabaya, there were several particular students communities. the students in adab faculty (faculty of letters) conducted an informal 17 students’ community called “english community”. they organized the community independently from the faculty intervention. usually, they had the meetings after the lectures had done. another student’s community in purpose of speaking improvement was found in the faculty of tarbiyah (islamic education). differently with one in adab faculty, this community was under the faculty management as the student organization. that was the student association (himpunan mahasiswa jurusan/hmj) of english teaching department (pendidikan bahasa inggris). there was also another student organization called as the student association of foreign language development (lembaga pengembangan bahasa asing/lpba). both organizations had similarities in foreign language ability development. almost all of the members of the organizations were the students of english education department. in a preliminary observation, they were interested in joining in such organizations because of its purpose in foreign language development, especially english. since they were studying english as their major of study, they needed to add extra knowledge and experiences from outside of the classroom sessions. the subject of the study was the english club managed by lembaga pengembangan bahasa asing (student association for foreign language development). at the beginning, the club aimed at facilitating the english education department students in iain sunan ampel surabaya to have a place for practicing and improving their english speaking skill outside of the classroom sessions. this organization was established and organized by the students of the department. based on the preliminary observation, the club’s weekly activities (the club established weekly meeting during lecturing active days: monday to friday) were such as discussions in particular topics which are factual, conversations, and debate. 18 the nature of speaking speaking is about how to produce the oral text that has meaning and been understood by the speaker – hearer. nunan (1995: 2)states that speaking is interactive processing information. it means that without speaking, we cannot give the information to others. fulcher (1997: 24) also states that speaking a language is especially difficult for foreign language learning because the effective oral communication requires the ability to use the language appropriately in social interaction involved not only verbal communication but also paralinguistic element of speech, the learners, therefore, feel that speaking is a difficult skill of language learning. in further, nunan (1995: 3) states that “at the process of producing oral text, there are several elements which build up the construction of speech such as vocabulary, grammar, pronunciation, fluency, and accuracy”. the uses of each component above are various depending on the context, environment and background in which the person gets involved in a communication. learning foreign language will not have any meaning without learning to speak the language. allen (1965: 35) states that “since many languages do not have written form and we learn to speak before we learn to write or read, then language is primarily what is spoken and secondary what is written.” so, learners have to learn to speak the target first then learn to write or read in the following stages in order to have good communication well. speaking means someone’s ability to express himself in daily life by using word orally. it is also an ability to express systematized idea in accordance with the content fluently in real communication. while the elements of language such as pronunciation, stress, intonation, grammatical structure an vocabulary of target language at a normal speed as those of native speakers are needed in the real communication (hanunah, 2009: 15). 19 speaking ability is an important thing in the process of language learning. as stated by hanunah (2009: 15), the ability is important because by mastering it, we also master the language. therefore, it is non sense that someone is expert in a language but he/she can’t speak the language as well. speaking ability, according to fulcher (1997: 67) is defined as the ability to express oneself in live situation in précis word or the ability to converse to express sequence of ideas fluency. he also states that oral production or speaking ability is an ability to use essential pronunciation, stress, intonation, grammatical structure, and vocabulary of the foreign language at a normal rate of delivery for native speaker of the language. littlewood (1984: 54) added that oral ability is the act and expression of speaking ability. the following are several definitions of oral skill: 1) the ability to understand short passage of english; 2) the ability to answer questions that require short or extended answer; 3) the ability to ask questions to elicit short or extended answer; 4) the ability to use orally a fair number of elementary sentence patterns; 5) the ability to reproduce orally the substance of a short passage of english after having heard it several times and read it. talking about speaking, there are several aspects to be considered. according fachrurrazy (2011: 82), speaking has four aspects to be considered: 1) ideas; 2) fluency; 3) diction (choice of words); and 4) accuracy (pronunciation, stress, intonation, and grammar). pronunciation nunan (1995: 5) states “one key to success in learning to speak a foreign language is having good pronunciation.” it is not all necessary for the students to sound like native speakers (though some may have that goal). it is important, however, to be comprehensible. in order to help learners improve their pronunciation, it is important to understand information about how the sounds of english are produced. 20 in addition, fulcher (1997: 25) defines pronunciation as the way in which a word is pronounced. the goal of pronunciation practice is not merely to make the learners memorize to talk about the voice of consonant vowels, intonation, stress, and rhythm but to enable them to produce those tongues in their utterances. particular problems occur in much pronunciation when the learners have great difficulty hearing pronunciation features which we want them to reproduce. frequently speakers of different first language have problems with different sounds. so the important testing of pronunciation for listening to the learners who consistently make a pronunciation error is not easy. communicative competence speaking ability is related to the communicative competence as the basic competence. the communicative competence makes one could communicate with others. brown (2000: 246) states four different components or subcategories of the communicative competence. the first two subcategories reflect the linguistic system; the last two define the functional aspects of communication. they are: 1. grammatical competence grammatical competence is the aspect of communicative competence that encompasses knowledge of lexical items and of rules of morphology, syntax, sentence-grammar semantics, and phonology. 2. discourse competence according to brown, discourse competence is the ability to connect sentences in stretches of discourse and to form a meaningful whole out of a series of utterances. 3. sociolinguistic competence this is considered as another sub-competence of communicative competence. it contains the knowledge of socio-cultural rules of language and of discourse. 4. strategic competence. 21 this includes the verbal and nonverbal communication strategies. this competence produces actions to compensate for breakdowns in communication. methodology the method of the study was qualitative. this study aimed at finding out whether the english students club could be a solution or an alternative to improve the speaking skill for the students of the english education department, the qualitative study fit the purpose of this study. creswell (2003: 74) gives a limitation for a qualitative study as, “in a qualitative project, the author will describe a study problem that can best be understood by exploring a concept or phenomenon. the qualitative study is exploratory and writers use it to explore a topic when the variables and theory base are unknown. as morse (1999) states quoted by creswell (2003: 74): the characteristics of a qualitative study problem are: 1) the concept is “immature” due to a conspicuous lack of theory and previous study; 2) a notion that the available theory may be inaccurate, inappropriate, incorrect, or biased; 3) a need exists to explore and describe the phenomena and to develop theory; 4) the nature of the phenomenon may not be suited to quantitative measures.’” the use of qualitative methods in study is almost always discussed in theoretical terms (davies, 2007: 135). there are particular reasons for this: 1. although qualitative study –broadly definedhas a long history, much of the intellectual argument for its expanded use emerged in the second half of the twentieth century and was linked to perceived weaknesses in quantitative study. particular aspects targeted were the partial view of the complex social reality that survey study was seen to be delivering and the extent to which this limited perspective was largely driven by the writer’s own perception of the field being investigated. concern was felt that the interviewee’s subjective 22 perspective was not adequately accommodated by quantitative methods. 2. qualitative study uses its gathered data to create theoretical ideas, compared with experimental study that starts with a theoretical position and accumulates data in order to test its validity. the two methods have quite different study objectives. 3. the roots of qualitative study as we know it can related to some complex areas of philosophical, psychological and sociological discourse revolving around questions such as: how do we know what we know? how do we know what other people feel? is what people say different from what people do? how can writers interpret their findings without bringing into play their own gender, age or life experiences? feminist writers in particular had a sense that masculine perspectives tended to be predominant in sociological empiricism and theorizing and that this demonstrated the lack of the objectivity in traditional study methods. if we categorize people, say as black, young or disabled, and then use categories to compare them with other people, do the comparisons have a legitimate meaning? in particular, is the meaning that writers impose upon them the same as the subjects of the study would recognize for themselves? data collection the technique for collecting data in this study mainly used survey with questionnaire as the instrument. the survey is best used for the study as this study is trying find out the description of the subject of the study. the survey with questionnaire could take data as many as needed for a descriptive qualitative study as stated by nazir (2005 : 54). the use of the questionnaire in this study aims to find out the description of the students of english education departments as the 23 subject of the study who join the english students club as well. also, it is to find out the views of them on the club they have joined for certain times. questionnaire the questionnaire contains 11 questions. the questions are mainly to find out the description of the english students club and whether it could be an alternative to improve english speaking skill in the views of the members. the first 1-5 questions are to find out the description of the members. the last 5-11 questions are to conduct the views of the members about the club. the main question of the questionnaire is “do you think by joining the community your english speaking skill will improve?” this is to find out the members’ belief on the english students club ability in improving their english speaking skill. there were 21 respondents responded to the questionnaire. they are the members of the club and also the students of the english education department. interview to support the data from the questionnaire, the writer also conducted an interview as another instrument. as stated by arikunto (2006 : 166), the interview aimed at checking the data from the questionnaire and describing the data that was not answered yet by the questionnaire. the interview used in this study can be recognized as an unguided interview. arikunto (2006: 156) said that the unguided interview is an interview without a list of questions or a guide to ask. in this type of interview, the writer was free to ask any kinds of questions. however, it was still in the scope and the limitation of the study. also, it was to ask any questions which are not answered yet by the questionnaire. the interview was conducted to find out the description of the club more in detail. the details were the programs of the club in order to 24 improve speaking skill. the problems faced by the organizers in establishing the club was discussed as well as in the interview. discussion this study tried to find out whether the english students club contributed to the speaking improvement of the students of the english education department. using descriptive qualitative design, the data were collected using questionnaire. the overall findings suggested the students to join the english students club in order to improve their speaking skill. the findings that are taken from the questionnaire result will be described below: 1) the description of the members based on the questionnaire, almost all of the members of the english students club have been joining the community about two semesters or more. twelve members (57%) have been joining the community for two semesters. eight members (38%) have been joining it for more than two semesters. only one member (5%) have joined it just for one semester. in general, the members of the community knew the community from their friends (12 members or 57%) while six members (29%) got the information of the community from the pamphlets or brochures. the rest, three members (14%) got the information from other sources. in response to the question “how often do you follow the community meetings?” there were twelve members (57%) ticked the option of “sometimes” to join the agendas of the community. eight members (38%) answered “often” to join it. only one member (5%) ticked “always” in joining all agendas of the community. meanwhile, the background of the members who had joined other communities with a similar purpose: speaking improvement before joining the club were 13 members (65). the rest eight members (35%) had not joined such a community before. 25 the findings also showed 12 members (57%) joined other activities outside of the club in purpose to improve speaking skill. it was only nine members (43%) didn’t join any other activities but only in the club. 2) the members’ view on the club in answering the question about the improvement they had got so far from the club, ten members (47%) doubted that by joining the community will be able to improve their speaking skill. moreover, two of them (10%) didn’t believe it at all. however, nine members (43%) still believed that the club could help them improving their speaking skill. in addition, 15 members (71%) stated that the club contributed just a little on their speaking improvement. four members (19%) believed that the improvement they had got so far was because of joining the english students club. however, the rest two members (10%) didn’t put it having any contribution on their improvement. thereafter, the members described any improvements they had got so far from the club. the most important improvement wished from the members was getting better to speak in english (eight members/38%). some of them felt not able to make friendship when they joined the club (four members/19%). some believed that they gained more knowledge and speaking practice (five members/24%). but, still, there were the others who felt nothing after joining the club (nine members/42%). from all activities or programs the club had, the members mostly like: discussion/debate (12 members/57%), the club orientation (eight members/38%), only one member (5%) liked none from those activities. in choosing between learning speaking inside of the classroom and the club, eight members (38%) preferred learning inside of the classroom. the reason was that there were more materials and explanation. the classroom learning and teaching process was more supportive and effective. the teaching and learning methods were better 26 and more creative. the structure was better than in the club. since it was under the control and the monitor of the teacher, it was manageable. in the other hand, six members (28%) preferred to develop speaking skill inside of the club because the situation was more free, fun and fresh, while the classroom learning and teaching process was so serious and monotone. meanwhile, the rest five members (24%) chose both learning in the classroom and the club. the description of the english students club english students club was a student activity organized by the student association for foreign language development (lpba). almost all of its members was the students of english education department. the main purpose of the club was to improve the foreign language skill of the members, included english. the activities were such as organization orientation, weekly discussion or debate, and international seminar. 1. club orientation it is an annual event for introducing the club and its activities preview to the new members of the club. it is the most favorite program to the members. in the program, the new members were taught basic speaking. the advantage of the program was also building emotional relationship between the members. 2. discussion the discussion was established once a week. the system of the discussion was almost like a seminar or presentation. each member has his/her own role, such as a moderator, a speaker, a check person who would check and correct the grammatical errors and errors in pronunciation and spelling. the description: 1) moderator 27 in this position, one should control all sessions of discussion and the opinions delivered, from the beginning until the end. the moderator is to open the discussion and gives an introductory description of the topic discussed. it is to build the audiences’ understanding into the topic. 2) presenter presenter is the one to deliver and present the topic in details and more overall. the topics were decided by the members. sometimes, the organizers would take any experts on the topic, or even an english native speaker to be the presenter. 3) error checker this person has a job to check and monitor all errors in grammar or pronunciation done by the members. sometimes, the role was taken by the moderator. dictionaries and other material books became the references in correction. 4) audience other members of the club who took no position in the discussion would take place as the audience. they would respond the presentation by questions, comments, arguments, or suggestions. 3. debate another activity was debate. this activity is closed to discussion. instead, the format is different. in debate, there were arguments and rebuttals. the members would be divided into two big groups. one group is to support the called as the affirmative. the other is to oppose it as negative group. 4. international seminar this annual event is held once a year, usually in the middle of the semester. it is called as an international seminar because the presenters or the speakers of the seminar were usually english native 28 speakers. the presentation and discussion were also delivered in english. conclusion to answer the challenge of the global era people need to improve their communication skill, especially in the languages used widely by the people all around the world. one of the languages is english. moreover, english has positioned itself as the most important international language to be mastered compared other languages. particularly, the people of the countries which its language is not english, such as indonesia, no matter what, should do more efforts in order to master it. as it is in the field of academic, business and professionals where the communication skill is really important, one would be difficult to go further without it. answering the challenge, the students of english department of iain sunan ampel took the opportunity to provide a place for them to increase their ability in communication. they created the english students club in order to improve their speaking skill. the findings of the study shows that the interesting and creative programs made in the club, also supported by the situation and motivation to learn, the club can be the place for them to achieve the goal: speaking improvement. references allen, harold b. 1965. teaching english as a second language. usa: mc graw-hill book company. arikunto, suharsimi. 2006. prosedur penelitian: suatu pendekatan praktik. jakarta: rineka cipta. brown, h. douglas. 2000. principles of language learning and teaching. new york: pearson education. 29 cahyono, b.y. & widiati, u. 2011. the teaching of english as a foreign language in indonesia. malang: state university of malang press. creswell, john w. 2003. study design: qualitative, quantitative, and mixed methods approaches. california: sage publications. davies, m. b. 2007. doing a successful study project: using qualitative or quantitative methods. new york: palgrave macmillan. fachrurrazy. 2011. teaching english as a foreign language for teachers in indonesia. malang: state university of malang press. fulcher, glenn. 1997. testing second language speaking. london: pearson education limited. hanunah. 2009. the problems faced by the second semester students’ of english department at tarbiyah faculty iain sunan ampel surabaya in learning speaking. a thesis at faculty of tarbiyah iain sunan ampel surabaya. littlewood, william t. 1984. foreign and second language learning. cambridge: cambridge university press. nazir, moh. 2005. metode penelitian. bogor: ghalia indonesia. nunan, david. 1995. language teaching methodology. prentice hall europe. ur, penny. a course in language teaching. cambridge: cambridge university press. 30 problems in teaching english for specific purposes (esp) in higher education gita andriani sriwijaya university andriani.gita@yahoo.com abstract: english for specific purpose appeared due to the awareness that general english course was not suitable for the learners’ need, especially in higher education. in the teaching of esp, the materials are focused on the learners’ needs or their specific fields of study and it is assumed that they have basic language skills of general english. the purpose of this study was to analyze the problems that arise in teaching english for specific purpose (esp) in higher education. the writer investigated the problems and the causes by reading many literature reviews related to the topic. the findings showed that there are five main problems in esp. they are related to (1) teaching pedagogy, (2) the teachers ,(3) the design of the course, (4) students’ ability and (5) students’ needs. some suggestions are also given to solve the problems in teaching english for specific purpose in higher education. key words: esp, problems, higher education. background hutchinson & waters (1987, as cited in suzani, yarmohamadi, & yamini, 2011, p. 181) define english for specific purpose (esp) as “an approach to language learning which is based on learner need.” the notion of esp came up in 1960s and it was often associated with a special language or register. at that time, register analysis was used to design esp course but the results failed to meet desired outcomes (brunton, 2009). after that, target situation analysis became popular in mailto:andriani.gita@yahoo.com 31 esp course design. another definition is according to far (2008, p.3), “esp is as recognizable activity within the broader professional framework of english language teaching (elt), with implications for the design of syllabuses and materials as well as its presentation and then evaluation.” based on the definitions above, it can be inferred that esp is an english course of which the syllabuses and the materials are adjusted with learners’ desire. in this globalization era, science and information flow heavily which finally force learners to be able to communicate in english. english for specific purpose (esp) is designed to meet learners’ need. it emerged due to the awareness that english for general purposes did not meet the learners’ need. brunton (2009, p. 2) states that “esp has increased over the decades as a result of market forces and a greater awareness amongst the academic and business community that learners’ needs and wants should be met wherever possible.” the learners need not only the general knowledge of the language use but also the specific vocabulary in relation to their subject matter. the learners need to be exposed with the material in relation to their specific field in order to able to develop their knowledge. moreover, hutchinson & waters (1987, as cited in brunton, 2009) explain three reasons for the emergence of esp. they are the demands of a brave new world, a revolution in linguistics and a new focus on the learner. in the asian educational context esp has turned into a trend and a reality (chen, 2011). teaching english in higher education should be directed to the specific purpose in relation to its major. by having esp subject, students are hoped to know the specialized vocabulary so that they are able to read and find information related to their field in english. rasekh and simin (2011, p. 2) assert that: a significant aspect of language instruction at a tertiary level is learning english for a given purpose, with the specific aims of getting to know specialized vocabulary, enlarging one's knowledge of the subject matter by reading in english 32 and being able to use the language in the prospective profession or study areas by becoming prepared for some common situations such as carrying out higher level studies, going for an interview or conducting professional correspondence (rasekh & simin, 2011, p. 2) there are many subdivisions of esp. for instance, english for business purposes, english for medical purposes, english for occupational purpose, english for computer students, or english for accounting. these subdivisions are based on the needs’ analysis to meet the significance mentioned above. since esp is intended for specific disciplines, the methodology used in class should be designed in such a way to fulfill the learners’ need. according to suzani et.al (2011), in language teaching and learning success depends on human elements and non-human elements. human elements are related to the teachers’ role and also the learners’ characteristics. the interaction in the classroom between student and teacher or students and students are also included in human elements. textbook, syllabus, teaching aids and the number of hours are involved in non-human elements. those factors have potential to be challenges in teaching english, especially esp. besides, the basic foundation of esp, need analysis, could be one of problems in esp. this paper discussed about the problems in teaching english for specific purposes in higher education/tertiary level as well as their solutions. it is hoped that by knowing some problems arising in esp, authority, teachers and educational practitioners could reflect their own conditions and take some steps to prevent the same problem. those who face the same problems could learn based on the suggestion given to cope with them. definition of esp dudley-evans & st. john (1998, as cited in brunton, 2009 p. 2) describe esp as below: absolute characteristics 1. esp is defined to meet specific needs of the learners. 33 2. esp makes use of underlying methodology and activities of the discipline it serves. 3. esp is centered on the language appropriate to these activities in terms of grammar, lexis, register, study skills, discourse and genre. variable characteristics 1. esp may be related to or designed for specific disciplines. 2. esp may use, in specific teaching situations, a different methodology from that of general english. 3. esp is likely to be designed for adult learners, either at tertiary level institution or in a professional work situation. it could, however, be for learners at secondary school level. 4. esp is generally designed for intermediate or advanced students. 5. most esp courses assume some basic knowledge of the language systems. the description above showed the limitation of what esp is. since it is intended to meet specific needs of the learners, esp course emphasizes on need analysis before beginning the course. it is the basic part of esp course and can not be neglected. richards (2001, as cited in massouleh & jooneghani, 2012, p. 60) defines needs analysis as, “procedures used to collect information about learners’ need.” it starts with the question ‘why do these learners need to learn english? the awareness why the learners learn english will influence the content of the language course (hutchinson & waters, 1987, as cited in massouleh & jooneghani, 2012). problems in teaching esp chen (2011) describes language pedagogy as the challenge of esp in taiwan. one main problem is the widespread opinion that there is no solid theoretical basis to support the teaching esp. there were confrontations whether esp should be viewed as a tool or a discipline, whether esp should be considered a practical skill or knowledge capital 34 and whether esp instructors should be “insiders” or “outsiders”. it is argued whether language teachers or subject teacher that should teach esp. the paper concludes with the dilemma that differentiating esp instructors into “language teacher” and “subject teachers” only continues the rigid power structures within the academic hierarchy. other study, for example the one conducted by ho (2011), revealed that course designers and teachers encountered problems related to the design of the course, the task, assignments and the teaching methods. the researcher described the teaching esp in a university in hong kong which emphasized on developing students’ english communication skills needed in workplace and/or in academic setting. the students were expected to learn to write and engage in spoken activities related to a number of documents over a period of 13 weeks. they should learn for example how to conduct a meeting, write an agenda, minutes, a memorandum report, a letter and a technical proposal and give oral presentation. due to the need to achieve so many learning outcomes in a short period, the problems arose. the other problem in esp is related to students’ reading skill. a study conducted by rezaei, rahimi, & talepasan (2012) showed that mostly learners have problems in understanding the concepts of syntactic units in reading text. for example, they do not understand what is the concept of subordinate clause or passive forms. it has also been observed that they did not have problems in understanding the meaning so the reseacher assumed that the learners have problems in the form of language. the research proved that the learners encountered problem in syntactic units. the problem arouse due to the different structure of english and persian language. learners and their needs in higher education are also problems in the teaching of esp. these problems are found in the study written by suzani et.al (2011). the data showed that the learners complained about several things. first, the inappropriate time of conducting esp course which is offered in the lower semester. they thought they were not ready 35 enough for the course. second, the class was usually too crowded so the students could not concentrate on their study. third, it concerned with inappropriate class hours. it was claimed that class’ hours were usually postponed. fourth, summer course could reduce learners’ motivation. it was due to the shortage of time and excess of specific materials. fifth, the learners found incompatibility between their previous knowledge and esp course they have. sixth, most in esp classes, the students were just required to memorize terminology. they feel frustrated for not applying them in authentic context. seventh, the students stated that sometimes the teachers were unable to cope with unwanted problems of teaching esp in their educational setting. the study also discussed about problems in relation to course books and teaching materials. there are some points concerning this problem. first, the students did not know about the goals they would achieve and the materials they should prepare for exam. second, the students felt dissatisfied with the translation method used by the teacher because they think they did not learn anything practical out of the textbook. third, memorizing a large numbers of terminology is also shortcoming in the method. fourth, there was not enough tie in vocabulary learning and the last is, after having exam , the learners usualy soon forget the vocabulary they learn. the next problem in the teaching of esp could be seen from the study conducted by alameddine (2012) in teaching business english for arab speakers. the writer found four major problems in teaching business english. they are: (1) negative transfer, (2) the difference in writing strategies, (3) prepositional knowledge and (4) collocational patterns. negative transfer means the use of prior knowledge in the production of l2 which results into unacceptable forms. for example, in arabic (l1), the structure of sentence is : verb + subject+object, while in english the strusture is: subject+verb +object. the sentence become ate maya apple instead of maya ate apple. besides, arabs writing style is 36 filled with embelished literary style as opposed to the english rhetoric. this difference became problem for the learners. the last study which would be discussed here is the study by khasawneh (2010). the study investigated the academic writing problems of arab postgraduate students of the college of business at universiti utara malaysia. the study proved that students faced problems in relation to vocabulary, register, organization of ideas, grammar, spelling and referencing. discussion based on the studies presented above, problems in teaching english for specific purposes (esp) could be categorized into five broad problems. they are (1) teaching pedagogy, (2) the teachers ,(3) the design of the course, (4) students’ ability and (5) students’ needs. in teaching pedagogy, it involves the unclear theoretical basis of esp whether esp should be viewed as a tool or a discipline or whether esp should be considered a practical skill or knowledge capital. besides, teachers sometimes are trapped in teaching english for general purpose. in relation to this problem, the authority of the institution should make clear standard of the teaching of esp in higher education. moreover, teachers sometimes only ask the students to memorise terminologies in the subject field. this coud make students feel stressed since they did not use it authentic context. jendrich & wisniewska (2011) argue that a task is a tool that makes language teaching more communicative. they propose how to design tasks to make teaching more meaningful for learners. one of the tasks is a group project by taking advantage of technology. they further argue that students enjoy interacting wth peers and engage willingly in meaningful communication. the second problem is concerned with teachers. it is in relation to identity crisis of the teachers. there is an argument about who should teach esp, whether it is language teachers or subject teachers. language teachers sometimes do not understand the material fully, so they will get 37 difficulty in explaining the content of for example reading text. meanwhile, the subject teachers sometimes have language problem which will block them in teaching english for specific purpose. anthony (2011) argues that the best position to teach the learners are nonspecialist esp practitioners. he further explains that “the target products that learners require can vary dramatically and evolve rapidly over time, especially after the learners enter the workplace” (anthony, 2011, p. 3). so it is better to train the learners in the processes of observation, recording and analyzing text since it will result in skills they need in the real world. the third problem is about the design of the course. sometimes there are too many materials to be mastered in a very little time. the design of the course should be made in such a way to cover this problem. as has been stated at the beginning that need analysis plays an important role in esp. therefore, before designing the course, the authority should conduct needs analysis first in order to know what is students’ goal. dudleyevans and st. john (1998, as cited in songhori, 2008) offer comprehensive concept of needs analysis which include environmental situation, personal information about learners, language information about learners, learners’ lacks, learners’ needs from course, language learning needs, professional information about learners and how to communicate in the target situation. the next problem deals with the students’ ability. authority should avoid conducting esp course in earlier semester. this will lead to unsuccesful course since the students have not mastered their subject fully, let alone to understand their subject in english. this is not in accordance with the learners’ need which should be considered first. the authority should also consider the time and also the amount of workload of the students. it is useless to have too many materials but there is not enough time to cover all the materials. it is better for the authority to take the most important parts of the material which meet the learners need to be designed in esp course. 38 the last, the studies explained before have proved that learners encountered problems in reading, vocabulary, writing and grammar. it happens due to the lack knoewledge of basic language use so they encounter problems in esp which focus more on content. in relation to this, cultural differences which lead to negative transfer sometimes become factor of unsuccesful esp course. teacher should pay attention to teaching methodology in order to be able to help the learners to be succesful in esp course. conclusion teaching of english for specific purpose is necessary in higher education due to the demand in academic setting or workplace later on. teaching esp means the teacher focuses the material to content of students’ subject field or knowledge which should be run based on the needs analysis. this lead to several problems in the teaching of esp. there are five major problems found by the writer. first, it is related to teaching pedagogy. second, it is concerned with the teachers. third, the design of the material also becomes challenge in esp. fourth, it deals with students’ ability which cover their basic knowledge about language use. the last is students’ need which sometimes is not fullfilled by esp course. some practical suggestions are explained in coping with the poblems that arise in esp. the first thing that need to be considered is the need analysis. this is the basis of teaching esp or it can be said that it is the foundation. by having clear need analysis, course designer will be able to design suitable course intended special for the learners. the second is by improving the teaching methodology. memorizing terminologies is not a good way for succesful learning. it should also be included in authentic context so that the learners will easily absorb the knowledge. students prior knowledge related to basis language use should also be taken into consideration. for example by providing general english course first before taking esp. finally, it is suggested 39 that more studies are conducted in order the know more about the ways to cope with the problems happen in the teaching of esp. references alameddine, m. (2012). teaching business english for arab speakers. american academic and scholarly research journal, 4(4). anthony, l. (2011). products, processes and practitioners: a critical look at the importance of specificity in esp. taiwan international esp journal, 3(2). 1-18. brunton, m. (2009). an account of esp-with possible future directions. english for specific purposes, 3.(24). 1-15. chen,y. (2011). the institutional turn and the crisis of esp pedagogy in taiwan. taiwan international esp journal, 3(1). 17-30. far, m. m, (2008). on the relationship between esp & egp: a general perspective. english for specific purposes world, 1(7). ho, b. (2011). solving the problems of designing and teaching a packed english for specific purposes course. new horizon in education, 59(1).119-136. jendrich, e. & wisniewska, h. (2011). esp: how to design challenging tasks for adult learners in “ict for language learning” 3rd international conference materials. retrieved from www.pixelonline.net/ ict4ll2010/common/download/ proceedings_pdf/clil01jendrych,wisniewska.pdf massouleh, n.s, & jooneghani, r.b. (2012). needs analysis: esp perspective on genre. journal of education and practice, 3(6). 6070. rasekh, a.e, & simin, s. (2011). teaching english for specific purposes: a no man’s land area of activity: investigating esp courses administered in iranian universities. english for specific http://www.pixel-online.net/%20ict4ll2010/common/download/%20proceedings_pdf/clil01http://www.pixel-online.net/%20ict4ll2010/common/download/%20proceedings_pdf/clil01http://www.pixel-online.net/ict4ll2010/common/download/proceedings_pdf/clil01-jendrych,wisniewska.pdf http://www.pixel-online.net/ict4ll2010/common/download/proceedings_pdf/clil01-jendrych,wisniewska.pdf 40 purposes world: online journal for teacher,32. retrieved from http://www.esp-world.info/ articles_32/ doc/simin.pdf rezai, a., rahimi.m. a, & talepasan, s. (2012). exploring efl learners reading comprehension problems in reading esp texts. sino-us english teaching, 9(3). 982-987. songhori, m. h. (2008). introduction to needs analysis. english for specific purposes world, 4. 125. suzani, s. m, yarmohammadi, l. & yamini, m. (2011). a critical review of the current situation of teaching esp in the iranian higher education institutions. the iranian efl journal, 7(6). 179204. http://www.esp-world.info/%20articles_32/%20doc/simin.pdf volume 12, number 1, april 2021, 29-42 available at http://jurnalfahum.uinsby.ac.id/index.php/nobel/article/view/350 doi: 10.15642/nobel.2021.12.1.29-42 perfectionism in “perfect slumber party,” a soundtrack of sofia the first: the big sleepover mirotin eka wahyuningsih 1 universitas islam negeri sunan ampel, jalan a. yani 117, surabaya, indonesia article info abstract this study explores the representation established by “perfect slumber party,” a soundtrack of sofia the first: the big sleepover, on perfectionism, acceptance, and social equity. the representation of soundtrack seen from a musical meaning perspective is conducted by analyzing the diverse and subjective perspectives of ‘perfectionism’ among the born royal, embodied by princess amber and her ally and the new princess, denoted by princess sofia. the finding shows that the music brings the debate between establishing and eliminating social classes based on the acceptance or rejection of non-perfection. furthermore, the part of lyrics sung by sofia reinforces her to be a bold and brave heroine delivering a positive message to the viewers. article history: received november 2020 accepted march 2021 published april 2021 keywords: perfectionism, acceptance, social equity, musical meaning © 2021 uin sunan ampel surabaya correspondence: p-issn 2087-0698 email: mirotineka@gmail.com e-issn 2549-2470 http://jurnalfahum.uinsby.ac.id/index.php/nobel/article/view/350 perfectionism in “perfect slumber party” nobel: journal of literature and language teaching 30 volume 12, number 1, april 2021, 29-42 introduction today, the soundtrack is not only appreciated as the addition of the movie but also as the autonomous element that can build its independent meaning. music in movies or television series enhances the emotional effects delivered to the audiences. the effects of watching a part of a movie or series (represented by moving pictures and thoughtfully selected songs) evoke sadness, happiness, and gloom. bullerjahn & güldenring (1994), based on their qualitative and quantitative analysis method entitled “an empirical investigation of effects of film music using qualitative content analysis,” conclude that music in the film polarizes the emotive atmosphere and affects the comprehension of the plot. music has an impactful consequence in establishing a complete movie since it is likely to be dull and flat without it. disney has a long history of employing musical elements in its movies and series. horn (2007) notes that walt disney, in 1928, brought the first cartoon talkie (a movie with soundtrack) stared mickey mouse called steamboat willie, which had blended music, sound effects, image, and dialogue. since that production, every movie or series by disney has always been accompanied by remarkable tailored music. hischak and robinson (2009), in their book the disney song encyclopedia, state that disney had profound respect for the musical power in storytelling, and some of disney’s early animated endeavors were articulated mostly by song. snow white and seven dwarfs (1937) and cinderella (1950) were the two earliest disney princess movies complemented by songs. the songs were famous and attractive. successively, disney princess movies have always been renowned for the songs reinforced the storytelling. today, the measurement of the movie soundtrack’s fame is conducted by checking the sum of viewers of the movie soundtrack video uploaded on youtube. in 2013, frozen was released to the cinema and attained commercial success. such success was followed by the fame of its soundtracks. “let it go,” one of the frozen soundtracks, has obtained 2.2 billion views on the disney uk youtube channel and 716 million views on walt disney animation studios youtube channel on november 15th, 2020. “a whole new world,” a soundtrack from another disney movie, aladdin, has been watched by 79 million viewers on the disney music vevo channel, and 205 million viewers have viewed that same song sung by zayn malik and zhavia on november 15th, 2020. besides, “reflection,” a soundtrack of mulan (1998), “i see the light” from tangled (2010), “colors of the wind” from pocahontas (1995), “how far i’ll go” from moana (2016), and other disney’s soundtracks are famous all over the world. disney uses music as the signature not only for movie production but also for tv series. music shows the uniqueness and charms of a motion picture. hischak notes the rise of television in the 1950s became a new venue for disney studios as they developed the music mirotin eka wahyuningsih nobel: journal of literature and language teaching 31 volume 12, number 1, april 2021, 29-42 into a standard requirement of the emerging art form. disneyland and mickey mouse clubhouse were two of disney television’s earliest programs (2009). furthermore, hundreds of disney songs have deep-rooted on viewers’ collective minds through the accessibility and affordability of television entertainment (hischak, 2009). nowadays, disney junior, one of the disney channel series owned by the walt disney company, broadcasts popular programs such as mickey mouse clubhouse, elena of avalor, fancy nancy, doc mcstuffin, and sofia the first. those programs are accompanied by selected music to strengthen the aesthetic and commercial ideals of the program. this research specifically reviews music from sofia the first the series. music from sofia the first, a cgi animated series created by disney television animation, is a suitable object to be analyzed because it repeatedly employs songs that represent a definite idea conveyed by every episode. the series had been aired from 2012 to 2018. sofia is a little girl living happily in a village that ‘suddenly’ turns into a princess after her mother marries king roland ii. sofia’s sudden transformation as a princess leads to numerous adaptation processes and adventure series involving disney’s favorite theme, good versus evil, and the importance of a family. like other typical disney princesses, sofia, accompanied by clover, her best animal friend/ rabbit, becomes her favorite children’s heroine. reading such description, sofia the first matches typical disney princess, as stated by azmi et al. (2018, p. 687): disney princess movies have their signature elements. the movies usually have nice soundtracks, the characters are accompanied by cute animals, and the main theme is good versus bad…contain strong messages about the importance of family relationship. this theme is suitable for its target audience, who are young children who most probably will instill the positive messages when they watch the movies repeatedly. azmi’s statement supports the importance of soundtracks as part of disney production, and music even becomes their distinctive values. audiences watch disney production for the beauty of picture and story and entertain their ears, as hischak mentions that the tremendous success and development of the disney song experience have become presented to every man, woman, and child (2009). in every episode, selected songs are used to empower specific issues delivered to the audience. “i am not ready to be a princess” and “true sisters” are songs to highlight an episode entitled “sofia the first: once upon a princess.” the songs are intended to show how sofia adapts to her new role and task as a princess. “the simple life” in the episode “the baker king” shows the dream of another life owned by king roland ii. “the magic in the music,” which accompanies episode “the princess prodigy,” empowers the story of musical geniuses. perfectionism in “perfect slumber party” nobel: journal of literature and language teaching 32 volume 12, number 1, april 2021, 29-42 among numerous sofia the first soundtracks, this research specifically chooses “perfect slumber party” from “the big sleepover” episode. this soundtrack highlights the important issue related to social phenomenon and equality among classes, specifically about perfection, social equity, and acceptance. hence, this research is going to explore “perfect slumber party,” which emphasizes the dilemma encountered by princess sofia, princess amber, and their friends related to their differences. “perfect slumber party” is sung by four animated princesses: princess sofia, princess amber, princess hildegard, and princess clio (yet princess amber dominates the song). this song tells about princess amber’s willingness, supported by princess hildegard and clio, to have an elegant princess sleepover. however, they are bothered by the fact that sofia has invited two common girls, jane and ruby, from the village to join their supposedly royal slumber party. the “un-royal” behavior of the girl annoys the princesses. initially, sofia asks to give them a chance because they are fun as friends. however, the princesses initiate the term “fit in” to emphasize the upper class’s certain standard. sofia then convinces them that she will make ruby and jane “fit” the standard. this research will explore the development of representation on “perfect slumber party” by employing a mixture of popular culture and psychological approaches. perfectionism and acceptance, as mentioned above, are the depiction brought by the music. besides, those are supported by the demands of the balance of inputs and outputs of social equity for the princesses feel that ruby and jane have failed to contribute sufficiently while fully accepting the benefits of the fabulous princess party. review of literature sofia the first as one of disney princesses disney princesses are well-known globally, representing beauty, elegance, magical elements, love, and dream. azmi et al. (2016) categorize three main eras of disney princesses based on gender portrayal. the first generation of disney princesses contains three movies, cinderella, sleeping beauty, and snow white and the seven dwarves. thus, the three princesses like cinderella, aurora, and snow white, who are generally characterized as kind, submissive, and beautiful, belong to the first era. those princesses rely more on male characters’ appearance to be free from their problems. in the later generation, disney princesses still have more similarities with the previous generation but develop in some ways. mulan (1998), beauty and the beast (1991), the little mermaid (1989), and pocahontas (1995) are mirotin eka wahyuningsih nobel: journal of literature and language teaching 33 volume 12, number 1, april 2021, 29-42 reinvented by disney as the representatives of the second generation. england, descartes, & melissa (2011) quoted in azmi et al. (2016), stating that the female heroine still preserves the stereotype of gender because they do not accomplish the last rescue at the end of the movie without the male heroes participation. rapunzel, tiana, anna and elsa, and merida from tangled (2010), princess and the frog (2009), frozen (2013), and brave (2012) are the third generation of disney princesses. they are very independent, brave, adventurous, bold, and dedicated to pursuing their dream with the minimum help of men. wilde (2014) supports this by declaring that today princesses are given a repackaging with constructive connotations of courageousness, empathy, and faithfulness that young women can follow, giving instances of self. furthermore, garabedian (2014) states that modern disney princesses should be selfdetermined, fearless, and heroic compared to the past generation because the present-day viewers demand to look at the strong female leads who can stand together with their male counterparts. hence, disney boosts the awareness of egalitarianism between man and woman, as well as supports a universal approval of the notion that one is not known by in what way he/she is born. still, they are appreciated because of their actions. seeing the previous fact described above, it is clear that sofia the first belongs to disney’s third-generation princess. although other princesses are presented in the form of movies (tangled then developed into animation series, rapunzel’s tangled adventure) and sofia the first is animated series, those are made by disney represented the adventure of female heroine with their own distinctive obstacles and troubles. the characterization of sofia as brave, independent, adventurous, kind, and with minimum help of male characters shows that sofia belongs to third generation princess that is consciously made to fulfill the contemporary demand of showing the tough female heroine. the princesses are also well-known for their influence on women as well as little girls. guizerix (2013) states that disney has a powerful marketing strategy that relies on the mother’s nostalgia for disney princesses and their enthusiasm to instigate in her own daughters the identical princess love, a trend known as “the power of [disney’s] legacy among mothers.” according to azmi et al. (2016), the animation of disney princess is specifically intended to match children’s attentiveness in which the essential lessons are transported through thrilling songs and characters. sofia the first is one of disney princesses specifically intended for kids based on a) the age of heroine, princess sofia, and her friends are kids who are still attending school, b) sofia’s adventures are more suitable and related to childhood experience c) the conflicts are related to child development. furthermore, schildbach (2014, p. 1) states: perfectionism in “perfect slumber party” nobel: journal of literature and language teaching 34 volume 12, number 1, april 2021, 29-42 in particular, disney has been presented with this challenge; as a cinema powerhouse with an audience primarily made up of children, there is a perception that disney has a moral responsibility to present accurate and unbiased representations of all cultures. schildbach believes that disney has an obligation toward its children’s fans around the world. delivering positive moral values that will be role models for the kids should be carried out entirely. sofia the first becomes one of their tools to fulfill such obligation. music and motion picture the relation between music and motion pictures has become an interesting subject to explore. the music showed in the movie is carefully selected to support the flow of the story. bullerjahn & güldenring (1994) quoted pauli (1976, p. 104) on the three basic sets of the link between music and motion pictures: 1. paraphrasing (paraphrasierung): the particular character of the song keeps in touch with the definite content of the image; the results are actually additive. 2. polarization (polarisation): the precise character of the song changes the vague or undefined content of the image toward the character of the song. 3. counterpoint (kontrapunktierung): the precise character of the song opposes the definite content of the picture; thus, the song transports irony or commentaries on the content of the image in another way. based on this categorization, music is selected based on a certain goal, or specifically definite representation. in addition to music as an object of cinematic representation, goldmark, kramer, and leppert (2007, pp. 6-7) have created three categories of representation: a) meaning (musical meaning). what is involved in this representation is not only “content” but also social positioning, the discursive construction of both subjects and objects, and the musical intertext embracing the effect of performance, tradition, allusion, citation, and history. b) agency (musical agency). representing music means making it the object of analysis, as well as identifying it as a component of a world and as an operating strength in the creation of that world, not only as an enhancement or attachment to such world. c) identity (musical identity). music in the film represents itself via internal difference, a split via its acoustic and symbolic value, elicited by the cinematic-imagistic-dramatic context. mirotin eka wahyuningsih nobel: journal of literature and language teaching 35 volume 12, number 1, april 2021, 29-42 perfectionism, acceptance, and social equity theory perfectionism, acceptance, and social equity theory are important elements in supporting this research. hewitt and flett’s model quoted by lundh (2004) differentiates three dimensions of perfectionism in terms of the direction of perfectionism: perfectionistic demands towards oneself (self-oriented perfectionism), perfectionistic demands towards others (other-oriented perfectionism), and perceived perfectionistic demands from others towards oneself (socially prescribed perfectionism). perfectionism is related to the degree of acceptance. furthermore, lundh (2004) defines acceptance into three categories; self-acceptance (accepting oneself as one is—unconditional self-acceptance), other-acceptance (a person’s ability to admit others as they are), experiential acceptance (to accept/admit one’s experiences (views, state of mind, etc.) and let them do what they to do, without suppressing or controlling their behavior). the link between perfectionism and acceptance establishes positive perfectionism, combining the acceptance of non-perfection and the aspiring perfection. perfectionism and acceptance will define the different values standard followed by a born princess, ordinary-turned-into princess, and common girl reflected in “perfect slumber party.” the root of such differences is in the calculation of what people give and what people get. that is a simple definition of equity theory. furthermore, hatfield et al. (2011) state that equity theory is related to a maximally profitable relationship when people accurately give and get what they deserve from their relationshipsno more and no less. this definition is supported by adam, quoted by miner (2015), stating the equity theory is an exchange whereby the individual gives something and gets something in return. inputs or investments are what people give in relation. in contrast, outputs are what people get. inequity results in disappointment either in anger (under reward) or guilt (over reward). discussion of main themes this research seeks the representation building process and the aesthetic value-adding on one of sofia the first soundtracks. the song’s lyric contains the debate among princesses on the inputs and outputs of ruby and jane, who surprisingly annoy the princesses because of their perceived low standard behavior according to typical royal values. this discussion starts with the description of ‘fit in’ and perfectionism to define the initial different perspectives among them, and is followed by the portrayal of inputs and outputs as part of social equity to explore the root of the initial conflict, and in the end, describes acceptance and non-perfection to show how the princesses solve the conflict. perfectionism in “perfect slumber party” nobel: journal of literature and language teaching 36 volume 12, number 1, april 2021, 29-42 “fit in” and perfectionism in the episode ‘the big sleepover’ from season 1, episode 2 of sofia the first, princess amber and her step-sister, princess sofia, hold a royal slumber party that is not only any slumber party since this is the first slumber party since sofia turned into a royal princess. princess amber invites princess hildegard and princess clio, the most popular princesses from their school, while sofia invites jane and ruby, the village girls, sofia’s best friends since she has not turned into a princess. amber is disappointed with sofia’s guests, so sofia promises her that her friends are fun to be around. however, sofia’s friends fail to adjust the royal slumber party standard. the princesses, amber and her friends, complain, and sofia replies on their lyrical song “perfect slumber party.” based on the categorization made by goldmark et al. (2007) in their book “beyond the soundtrack: representing music in cinema,” musical meaning, musical agency, and musical identity construct the representation of film music. after understanding each definition, the first category, musical meaning, is the most suitable foundation for exploring “perfect slumber party” rather than two other categories since this research focuses primarily on how music drives and forms, reveals and alters cinematic narratives. to find the representation of this song based on musical meaning is to represent what this song really characterizes based on its content and social positioning. related to its content and social basics, the song brings diverse views on the royal sleepover standard. amber and her ally believe in the ‘high and elegant’ standard of royal sleepover; (amber) we do our hair, we have some tea and when we sing it’s soft and [amber, clio, and hildegard] always on key [amber] and by chance, if we should dance, we’d waltz elegantly [clio and hildegard] that’s our perfect slumber party (perfect slumber party lyrics, n.d.) amber, hildegard, and clio are born princesses who have lived their whole life under the principles and rules of the royalty. wilde (2014) says the way in which disney princesses are packaged to expose ideals of what it means to be a princess, and thus a young lady in a westernized culture. for princesses, related to western culture, do the hair, drink the tea, sing, and waltz should be carried out elegantly and sophistically to state their highest rank in the society and to prove their capability as a leader. princess is a role model and leader of her mirotin eka wahyuningsih nobel: journal of literature and language teaching 37 volume 12, number 1, april 2021, 29-42 society who provides the example of being a graceful, charming, educated heroine. attending the slumber party in a palace is not an exception in proving their standard. such royal slumber party standard is perfection in the perspective of born princesses. perfect is defined by the lyric “at a perfect slumber party, everybody’s gotta fit in.” ‘fit in’ is a distinctive term that emphasizes that others besides the princesses joining the royal event should follow the royal rules. “snort,” “squeal,” and “running around with pinecones” done by ruby and jane are indeed not part of that standard. this term also builds a clear restriction that the royal slumber party only fits a particular group of girls while the commoner will do extra hard work to reach such a standard. hence, perfectionism by the emergence of the slogan “fit in” follows the second direction of perfectionism (other-oriented perfectionism) which perceived perfectionistic demands (of the princesses) towards others (ruby and jane). a royal slumber party is a social setting and limitation that intended people should follow. as mentioned, the role taken by princess amber and her ally as the makers of demand refers to their insecurity because of unfulfilled perfection. the princesses’ insecurity is triggered as ‘fit in’ used carelessly by sofia. according to amber and her ally, ‘fit in’ is supposed to be a boundary among classes so that people will sit in according to their social position. by inviting guests that socially lower than the princess and such guests behaving un-royally means the threat of class boundary. the clear differentiation among high, middle, and lower are no longer applied. however, sofia, with her previous background as a common village girl, feels the need to argue that such ideal perfection does not need to be applied by singing: “at a perfect slumber party why should we all act the same?” this attitude shows her understanding that boundary among classes is not needed. also, the demand toward others to follow specific standards limits the uniqueness of relation. inputs versus outputs according to adam, quoted by miner (2015), social equity theory covers inputs and outputs elements that balance what people are giving and receiving from relationships. it is noted from the song that princess amber and her ally suspect ruby and jane, as commoners, do not contribute enough to the relationship. the inputs brought by them are smaller compared to outputs they received. the slumber party is the form of relation in equity theory. adam, quoted by miner (2015), states that the inputs are education, intelligence, skill, social status, personal appearance, and possession of tools. while, outputs of attending the party are a status symbol, pay, fate uncertainty. princess hildegard and princess clio attend enchancia palace riding a royal perfectionism in “perfect slumber party” nobel: journal of literature and language teaching 38 volume 12, number 1, april 2021, 29-42 carriage with the best attribute from head to toe; shining and appealing dress and the finest hairdo on top. they bow and greet the two princesses with a royal formal attitude and politeness. the two royal princesses act according to their princess setting. they act to fulfill the tradition of the perfect princess slumber party as mentioned in the lyric; [clio and hildegard] that’s our perfect slumber party [amber] and that’s the way it’s always been (perfect slumber party lyrics, n.d.) however, ruby and jane come to the palace by a humble carriage to transport things while wearing a simple commoner gown. they greet sofia in a casual manner. comparing the inputs carried by princesses, ruby and jane contribute lesser. they have lower education, royal social interaction skill, social status, personal appearance, even possession of tools in attending the slumber party. however, amber and her ally believe that they receive the most outputs equal to other guests. the status symbol’s output is the pride of attending a royal slumber party; pay is the benefits of enjoying the palace and its royal services; fate uncertainty is related to the future relationship between the host and guest of the party. jane and ruby enjoy the outputs by providing minimum output, which creates disappointment and eventually threatens the continuation of royal slumber party tradition. and our patience is wearing thin. they need to quit. you must admit (perfect slumber party lyrics, n.d.) it is mentioned previously that inequity of inputs and outputs results in disappointment either in anger (under reward) or guilt (over reward). surprisingly, jane and ruby assumed to be “over reward,” do not feel the guilt. the lacking of such emotion is because ruby and jane are unable to measure their inputs. they come as sofia’s guests and become happy associates with princesses in a royal setting. the above quotation shows that ruby and jane’s presence with their ignorance toward royal slumber party protocol has threatened princess amber and her ally’s comfort zone. the princesses are ready to throw them away to protect their territory and pride. on the other hand, princess sofia has a different perception of ruby and jane’s inputs and outputs. she sings; mirotin eka wahyuningsih nobel: journal of literature and language teaching 39 volume 12, number 1, april 2021, 29-42 at a perfect slumber party why should we all act the same? cause at a perfect slumber party isn’t fun the name of the game? why can’t they bounce on every bed? or wear a dozen pinecones all over their head? (perfect slumber party lyrics, n.d.) sofia is ready to give a different alternative; what if the inputs have other contents? inputs may consist of fun, novelty, a little bit of rebel, and happiness. another form option of inputs provided by sofia activates the possibility that ruby and jane deserve to obtain the outputs. “bounce on every bed,” “wear a dozen pinecones all over the head,” and “different act” that are so not princess, may open another door of fresh relationship in the slumber party; “give their dance a single chance. it may be as fun as they said”, the lyric sung by sofia suggesting that by opening arms to welcome different inputs may increase the outputs. acceptance of non-perfection the soundtrack, as mentioned previously, covers the dialogue among princesses defining ‘fit in.’ initially, sofia tries to convince the other that ruby and jane have different qualities to join them. however, the other princesses refuse to negotiate, and finally, sofia is ready to obey them by singing, ‘i’ve gotta help ’em fit in.’ employing positive perfectionism on this soundtrack, as defined previously, by combining acceptance of non-perfection and aspiring perfection shows a surprising result, although the ending of this episode tells that the princesses are ready to have fun and accept ruby and jane’s input in the party. however, the song has not reached such an agreement. according to the princesses, except for sofia, the lower inputs of ruby and jane are categorized as non-perfection. the failure to accomplished perfection hinders the development of ‘acceptance.’ acceptance is also established by tolerance and lenience. still, more importantly, it supports the efforts to obtain perfection or almost perfection. the failure to produce an effort and hard work to attain perfection is based on the doubt of princesses on the lyric; “(hildegard) they’re never gonna fit in” and “[amber] at a perfect slumber party. they’ll never fit in.” such lyrics reflect a strong rejection of ruby and jane’s presence and suggests their leaving from the party. furthermore, the elimination of ruby and jane means that output should only be received by the deserved and prospered guests and supports highclass existence. thus, amber and other princesses are unable to obtain the second type of acceptance, other-acceptance (a person’s ability to admit others as they are), as mentioned previously by lundh (2004). perfectionism in “perfect slumber party” nobel: journal of literature and language teaching 40 volume 12, number 1, april 2021, 29-42 in addition, ruby and jane have attained self-acceptance (unconditional self-acceptance), the first type of acceptance suggested by lundh (2004), which defines their unmindful and ignorant attitudes toward royal slumber party standard. they show their true self as village girls and refuse to be princess-like. although their attitude and appearance are the sources of conflict, they continue to become who they really are. it means self-acceptance sometimes is on the contrary with other-acceptance based on this song. the acceptance of sofia and her alternative definition of non-perfection is the counterpart of royal princesses’ view on classes. it means sofia has obtained the third type of acceptance, experiential acceptance (to accept/admit one’s experiences (views, state of mind, etc.). sofia believes people from different classes are able to associate and befriends in various class settings. the differences of class and background should not be a reason to limit the relation. thus, what is brought by ruby and jane is not a threat for the high class but an offer to accept a new kind of relationship that breaks the classes’ barrier. conclusion “perfect slumber party” is not merely an ornament for sofia the first: “the big sleepover.” this music provides a musical representation that not only supports the meaning of this episode but also is able to build its own meaning if it is separated from the story. the bargaining of perfection and acceptance delivered by the lyric illustrates the relativity of the established standards. a diverse definition of perfection as well as inputs and outputs of social equity among the born princesses, amber and her ally, and the new princess, sofia, are caused by their life experiences and environments. sofia has experienced both lives in a village and palace and socialized with people from both environments. meanwhile, amber and her ally have been living and experiencing the royal environment and royal treatment for their whole life. sofia is benefited from her wider and various experiences, which establish her deep understanding of perfection. sofia has given the second direction of perfectionism that demands certain values toward others’ different approaches. demanding certain perfection toward others should be followed by tolerance and understanding of the context. those two attitudes will help the establishment of acceptance if non-perfection occurs. disney has a tendency to relay positive messages to its viewers, particularly children. princess sofia is characterized as the symbol of a brave, humble, and nice princess with a unique background (a common girl turning into a princess). the established background mirotin eka wahyuningsih nobel: journal of literature and language teaching 41 volume 12, number 1, april 2021, 29-42 strengthens her position as someone who is able to embrace diversity. based on the lyric’s argument among princesses, princess sofia is the only princess defending ruby and jane, reflecting her bold and brave attitude to fight inequality of classes. she is also ready to make her friends ‘fit in’ the demand of royal standard. this is how disney fulfills their obligation, as previously mentioned by schildbach, to transport positive knowledge to its viewers and highlight their support toward equality. this finding also supports the concept established by garabedian that people should be appreciated because of their actions, not because of their heredity and rank. references azmi, n. j., rashid, r. a., rahman, m. a., & safawati, b. z. (2016). gender and speech in a disney princess movie. international journal of applied linguistics and english literature, 5(6), 235–239.doi: 10.7575/aiac.ijalel.v.5n.6p.235 azmi, nor jijidiana, rashid, r. a., & wahab, z. (2018). young girls perception of beauty in disney princess movies. international journal of asian social science, 8(9), 686–693. doi: 10.18488/journal.1.2018.89.686.693 bullerjahn, c., & güldenring, m. (1994). an empirical investigation of effects of film music using qualitative content analysis. psychomusicology: a journal of research in music cognition, 13(1–2), 99–118. doi: 10.1037/h0094100 garabedian, j. (2014). how disney is redefining the modern princess. james madison undergraduate research journal, 21(2), 22–25. goldmark, d., kramer, l., & lepert, r. (2007). beyond the soundtrack: representing music in cinema. new york: gareth steven publishing. guizerix, j. (2013). from snow white to brave: the evolution of the disney princess. thesis. florida atlantic university. hatfield, e., salmon, m., & rapson, r. l. (2011). equity theory and social justice. journal of management, spirituality and religion (vol. 8, issue 2, pp. 101–121). doi: 10.1080/14766086.2011.581818 hischak, t. s., & robinson, m. a. (2009). the disney song encyclopedia. lanham: the scarcrow press, inc. horn, g. m. (2007). movie soundtracks and sound effects. berkeley: university of california press. lundh, l. g. (2004). perfectionism and acceptance. journal of rational emotive and cognitive behavior therapy (vol. 22, issue 4, pp. 255–269). springer. doi: 10.1023/b:jore.0000047311.12864.27 miner, j. b. (2015). charismatic leadership theory. in organizational behavior 1: essential theories of motivation and leadership. doi: 10.4135/9781483386874.n60 perfect slumber party lyrics. (n.d.). retrieved april 26, 2021, from https://www.metrolyrics.com/perfect-slumber-party-lyrics-the-cast-of-sofia-thefirst.html perfectionism in “perfect slumber party” nobel: journal of literature and language teaching 42 volume 12, number 1, april 2021, 29-42 schildbach, l. (2014). sensuality, camels, and islam: disney music and american perception of the middle eastern experience. thesis. chapman university. wilde, s. (2014). repackaging the disney princess : a post-feminist reading of modern day fairy tales. journal of promotional communications, 2(1), 132–153. volume 12, number 2, september 2021, 158-167 available at http://jurnalfahum.uinsby.ac.id/index.php/nobel/article/view/377 doi: 10.15642/nobel.2021.12.2.158-167 the genesis african identity crisis through wole soyinka’s death and king’s horseman malesela edward montle university of limpopo, polokwane, south africa article info the main thrust of this study was to explore the genesis of the african identity-crisis from the (pre) colonial times to the postcolonial age. the colonialists revolutionized the cultural backdrop of africa and imposed european values upon african natives. this affected the social, economic, and political identities in africa. today, the imagination of identity-crisis in the african continent is appalling. notwithstanding her potential to grow socio-economically and politically due to the dispensation of emancipation, africa is still at the periphery of identity-crisis. this qualitative paper argued that the jeopardy of african culture bred identity crisis in the contemporary states of africa that hinders the continent from progressing. the hegemony of europeans threatened to bring african culture to a dead end. this is exemplified by soyinka’s death and the king’s horseman, which mirrors the propagation of western ideologies that africans ultimately became infatuated with to a degree of perceiving their own culture as unsophisticated. this is developed through the wilful relinquishment of african cultural practices because of european intervention. article history: received march 2021 accepted august 2021 published september 2021 keywords: africa, colonialism, culture, identity, west © 2021 uin sunan ampel surabaya correspondence: p-issn 2087-0698 email: edward.montle@ul.ac.za e-issn 2549-2470 http://jurnalfahum.uinsby.ac.id/index.php/nobel/article/view/ malesela edward montle nobel: journal of literature and language teaching 159 volume 12, number 2, september 2021, 158-167 introduction the downfall of colonialism galvanized the african independence movement to rediscover african identity. in the heart of the quest to reconstruct africa lay the aim to revive and preserve the african cultural identities that the colonial undertones virtually dismantled during the imperial era. despite the dispensation of independence and autonomous efforts, african societies are yet to rehabilitate and re-essentialize their cultural identities, which the colonialists eroded. the continent is still plagued by the enduring legacies of colonialism which stigmatize africanism. for instance, montle (2020) finds that most african women today subscribe to eurocentric ideals of beauty at the expense of afrocentric depictions of beauty in an effort to attain social class, attractiveness, and privilege. hence, they resort to skin whitening. this is a brainchild of colonialism that still domineers today as western identities were glorified and african identities degraded during the colonial era. the colonialists engaged in the supremacy and repression of african culture with no efforts to dialogue with it as “it was simply discarded as backward, primitive and lack any positive value to warrant any serious consideration. african cultures were disparaged as barbaric, primitive, irrational, and debased” (anyaehie, 2013, p. 151). the coercion of alien identities upon african natives engendered an african identity crisis. the genesis and unfolding of this african identity crisis are reflected in soyinka’s death and the king’s horseman through the western molding of yoruba customs and rituals, of which, sudha (2004, p. 245) claims, “they demonstrate the possibilities for articulating resistance to colonialism.” the city of yoruba in the story is portrayed as a cultural and spiritual world that believes in rituals and supernatural powers. the ceremonial rituals in the play that resonate with african identities, such as cultural dances, music, incantatory and metaphorical language, elucidate this. furthermore, soyinka divulges the dawn of the african cultural identity crisis through the invasion of european forces in africa that instigated a clash of cultural identities (yoruba vs. british culture). this study will be a textual appreciation of soyinka’s death and the king’s horseman. based on this study, soyinka’s death and the king’s horseman is relevant as a lens through which the threshold of african identity crisis could be conceptualized. review of literature the transition from pre-colonial africa to colonial africa and eventually postcolonial africa marks a major development in terms of the shift of cultural identities in the continent. the genesis african-identity-crisis nobel: journal of literature and language teaching 160 volume 12, number 2, september 2021, 158-167 this section gives a strong focus on the origin and future of african culture. furthermore, ancient africa is better known and commemorated through its distinguished culture. this involves africans’ means of survival in the olden days such as farming, gathering, herding, and hunting, of which still contribute towards the economic growth of africa: “even though agriculture is believed to be one of the mainstays of africa’s achievement of the sustainable, there are enormous challenges that have to be overcome if africa can fully tap into agriculture’s potential” (ahenkan & osei-kojo, 2014, p. 165). equally important, art is another epitome of ancient african culture. fleming & falola (2005, p. 134) identify iron as one of the artistic elements rich in african history: “the use of iron tools marks the significant moment of african civilization. iron tools enhanced weaponry, allowed groups to clear and manage dense forests, plow fields for farming, and basically better everyday lives.” some of the examples that epitomize african identity are traditional masks. according to encarta (2009), masks have secured an essential place in the rituals practiced by many societies in the world. in most cases, these masks are worn by hunters, spiritualists, and dancers. the masks are believed to be in possession of supernatural powers. in support of this point, encarta (2009) affirms that “the dancer who wears a mask in a ceremony is frequently believed to be transformed into or possessed by the spirit inhabiting or represented by the mask.” sociological approach the study crystallizes the african identity crisis through the lens of soyinka’s death and king’s horseman. from a sociological perspective, the selected narration reflects the african society and its challenges that come to grips with identity. giddens (2006, p. 25) notes that “specifically, the sociological imagination involves an individual developing a deep understanding of how their biography is a result of a historical process and occurs within a larger social context.” moreover, the identity of an individual, group, or society pivots on various factors that comprise characteristics, culture, religion, meaning, reactions, perceptions, and societal attitudes. the advent of colonialists in the african continent instigated a reassertion and re-subscription to the identity that africans embraced prior to imperialism. the pre-colonial african identities often portray firm credence in cultural rituals and ancestral worship. death and king’s horseman imagines and reimagines the african life before and after contact with alien qualities that the colonialists imposed. the interface between the african and western identities resulted in a cultural identity crisis. the conqueror enforced his legacy while the conquered suffered a loss of his aboriginal identity and culture. giddens (2006, p. 25) states that “sociological imagination is an outlook on life that tries to break away malesela edward montle nobel: journal of literature and language teaching 161 volume 12, number 2, september 2021, 158-167 from the monotony of day to day life.” the attainment of independence, which saw the reinstation of power to the previously colonized, inspired efforts to break away from the sociocultural and psychological identities molded by the colonial influence. hence, this study examines identity-crisis in african societies using a literary mirror to conceptualise the problem. the clash of african and western cultural identities the intervention of colonial powers in the ancient city of yoruba gave birth to seemingly perpetual colonial legacies. prior to the arrival of the british office in yoruba, the city exulted in its culture and values that underpinned their identity and sense of belonging. however, the advent of the colonialists changed the landscape of yoruba. new identities from the western perspectives were introduced to the people of yoruba, to which some of the african natives yielded. when pilkings manipulated elesin to regard his cultural obligation of sacrificing himself as absurd, he gave in but later regretted his actions: “you did not save my life, district officer. you destroyed it” (soyinka, 1975, p. 204). this marks the acquisition of european cultural identities by some of the african natives. by influencing elesin to turn his back from his cultural duty, pilkings believes that he has saved his life. however, elesin cannot salve his guilty conscience as he realizes that he has failed his people and lost a son, olunde. it is olunde who performed the sacrificial death on behalf of his father, elesin, in an effort to preserve his african cultural identity. the onset of european elites in the yoruba world initiated a clash of identities. western motivation posited elesin in the heart of african and western identities. bakay (2015, p. 514) asserts that “elesin is always surrounded by a crowd. his identity is defined by his relations with other people.” elesin’s identity as the king’s horseman comes with the responsibility of committing suicide after the death of the king. nevertheless, elesin refuses to sacrifice himself and “rejects the communal yoruba values” bakay (2015, p. 511). he notes: “my powers deserted me. my charms my spells, even my voice lacked strength when i made to summon the powers that would lead me over the last measure of earth into the land of the flashless…” (soyinka, 1975, p. 68). the story demonstrates a dissent between african and european cultures. pilkings views elesin’s selfsacrifice as a savage and vicious practice: “if they want to throw themselves off the top of a cliff or poison themselves for the sake of some barbaric custom what is that to me? if it were ritual murder or something like that, i’d be duty bound to do something. i can’t keep an eye on all the potential suicides in this province” (soyinka, 1975, p. 31). the genesis african-identity-crisis nobel: journal of literature and language teaching 162 volume 12, number 2, september 2021, 158-167 gargati (2010, p. 42) asks the question: “why won’t they question the logic behind such an act of barbarism?” olunde’s words: “no, i am not shocked, mrs. pilkings. you forget that i have now spent four years among your people. i discovered that you have no respect for what you do not understand” (soyinka, 1975, p. 192) point out the height of the conflict between his culture (african) and mrs. pilkings’ (european). based on the quarrel above, it is blatant that mrs. pilkings and olunde cultures are at war and therefore have distinct views. mrs. pilkings anticipated olunde to have the same view as hers based on elesin’s suicidal ritual because he received education in europe. however, olunde lingered firm when it came to his african identity. thus, he disappointed mrs. pilkings, who thought that olunde’s stay in europe would have him relinquish the african identity and embrace the west’s: “don’t make it so simple mrs. pilkings. you make it sound as if when i left, i took nothing with me” (soyinka, 1975, pp. 53-54). the colonizer deemed the yoruba culture as peculiar and therefore introduced christianity to uphold a firm influence upon the african natives. sudha (2004, p. 282) asserts that “through simon pilkings we see the attempt of the colonizer to undervalue the religion of the natives over christianity. this was the first step towards cultural colonialism.” pilkings berates the rituals that the people of yoruba perform and believes that his christian religion is worthy of being practiced. he states: “now joseph, on the honour of a christian-what is supposed to be going on in town tonight?” (soyinka, 1975, p. 167). however, crow & banfield (1996, p. 82) argue that “the colonialists… while being horrified at what they can only understand as native barbarism, fail to recognise that they are ritualists too and are themselves embroiled in actions that others might find senseless and barbaric.” olunde shamed mrs. pilkings as he declined to take a stand beside the western perspective: the death of olunde, elesin’s son, having returned from britain on completion of his medical studies is not accidental. it is deliberately tailored to smear western hallowed profession, which is medicine. that, despite encomiums that would have been showered on olunde because of his achievement, it is considered worthless in the face of african culture and tradition (gargati, 2010, p. 42). despite receiving western education, olunde maintains his honor for the yoruba culture and takes his father’s responsibility to commit suicide to ascend the spirit of the king to eternal life. elesin’s son, olunde, was unsuccessfully persuaded to champion eurocentric thoughts and stereotypes against african cultural identities. the pilkings had thought olude’s stay in europe for a more extended period had shaped his reaction, attitude, and perception in life. however, he firmly held on to his heritage. malesela edward montle nobel: journal of literature and language teaching 163 volume 12, number 2, september 2021, 158-167 discussion of the main themes the researcher has relied on a textual analysis method to interpret, examine and understand the foundations of the african identity crisis through soyinka’s death and the king’s horseman. the findings from the narration above are presented and discussed in line with the objective of this study which is to explore the genesis of the african identity crisis. in soyinka’s death and the king’s horseman, prior to the invasion of the city of yoruba by the british influence, the people of yoruba embraced their african cultural identities devoid of western inspiration. elesin, as the horseman, is both “the mediator between the dead and the living as well as mediation itself” (soyinka, 1975, p. 84) and, therefore, is compelled to commit a ritual suicide subsequent to the king’s death, according to the yoruba culture. nevertheless, the presence of british powers in the city of yoruba quivered the identity of the african natives. iyaloja’s words: “i warned you, if you must leave a seed behind, to be sure it is not tainted with curses of the world. you have betrayed us. we fed you sweet meats such as we hoped, awaited you on the other side, but you said no; i must eat the world’s leftovers” (soyinka, 1975, p. 210), express disappointment towards elesin as failed to fulfill his duty as a result of european intervention. it is the colonial administrator, simon pilkings who perceives elesin’s spiritual obligation as nonsensical, illegal, and nothing but murder: jane: “you mean a ritual murder?” pilkings: “must be. you think you’ve stamped it all out. but it is always lurking under the surface somewhere” (soyinka, 1975, p. 26). consequently, pilkings’ intrusion ingrained a kernel of rebellion in elesin’s mind as he developed reservations and eventually relinquished his duty to perform the suicidal ritual. msiska (2007, p. 70) notes that “pilkings’ intervention is not simply a castor of colonial meddling in the indigenous culture, rather it is an external factor that unintentionally strengthens the institution of the carrier instead of undermining it.” pilkings’ disregard for the yoruba culture and desire to stop elesin from executing his duties validates the colonialists’ stereotypical view of africans and considering them as backward and having “no cultural traditions of their own, no religious, economic or political background worthy of serious attention” (roscoe, 1977, p. 1). elesin’s veer and reluctance to perform the ritual suicide due to colonial persuasion demeans the african cultural identity. essentially, rituals are a common practice in african death. king (2013, p. 232) states that “from an african perspective, death is a natural transition from the visible to the invisible spiritual ontology where the spirit, the the genesis african-identity-crisis nobel: journal of literature and language teaching 164 volume 12, number 2, september 2021, 158-167 essence of the person, is not destroyed but moves to live in the spiritual ancestors’ realm.” thus, in death and the king’s horseman, when the king died, a sacrificial death ought to be performed by his equestrian. moreover, the people of yoruba in the story upheld the belief that the king’s spirit would not ascend to the afterlife if elesin does not sacrifice himself. before the colonialists infused elesin’s mind with reservations, he was prepared to perform the suicidal ritual and even made wishes: elesin: who does not seek to be remembered? memory is master of death, the chink in his armour of conceit. i shall leave that which makes my going the sheerest dream of an afternoon. should voyagers not travel light? let the considerate traveller shed, of his excessive load, all that may benefit the living (soyinka, 1975, p. 159). baloyi & makobe-rabothata (2014, p. 236) note that “like birth, death is characterized by a series of cultural rituals and rites of passage which at times continue for the duration of the mourning period, as long as the living dead is remembered and continues to influence the actions of the living.” the demise of the king in the story brought about ritual practices with elesin’s self-sacrifice being the ultimate one: “richly, richly, robe him richly, the cloth of honour is alari sanyan is the band of friendship boa-skin makes slippers of esteem (soyinka, 1975, p. 156). elesin is given all the honor he demands. his last duty as the equestrian amongst the people of yoruba is prized above the responsibilities he has ever performed in his life. amongst his desires, elesin was granted a night to spend with a virgin girl who was already betrothed: elesin: … tell me who was that goddess through whose lips i saw the ivory pebbles of oya’s river-bed, iyaloja, who is she? i saw her enter your stall; all your daughters i know well… her wrapper was no disguise for thighs whose ripples shamed the river’s coils around the hills of ilabi iyaloja: she has one step already in her husband’s home. she is betrothed. elesin: then honour me. i deserve a bed of honour to lie upon. … elesin: my wish transcends the blotting out of thought in one moment’s tremor of the senses. do me credit. and do me honour. i am girded to the route beyond… let seed that will not serve the stomach on the way remain behind (soyinka, 1975, pp. 20–21). the people of yoruba consented to elesin’s request to have the beautiful virgin he lusted after to be sacrificed in bed. iyaloja notes: “the voice i hear is already touched by the waiting malesela edward montle nobel: journal of literature and language teaching 165 volume 12, number 2, september 2021, 158-167 fingers of our departed. i dare not refuse… my sons wish is mine. i did the asking for him, the loss can be remedied. but who will remedy the blight of closed hands on the day…” (soyinka, 1975, p. 2). thus, baloyi (2008, p. 90) posits that: rituals are forms of expressions and connections performed by individuals, groups of people, or communities in communication with the living-dead and the supreme being. in traditional african thought of death, the grieving process is characterised by rituals such as the bereaved family members shaving their hair, and the slaughtering of a domestic animal. the british elites in the yoruba city criticize the rituals impelled to be performed owing to the death of the king. pilkings condemns elesin’s responsibility to help the king ascend to eternal life through suicide. when pilkings discovers that elesin is set to sacrifice himself from amusa’s report, a man from the yoruba city who has converted to christianity, he states: jane:… you have learnt to argue i can tell that, but i never said you make sense. however cleverly you try to put it, it is still a barbaric custom. it is even worse it’s feudal! the king dies and a chieftain must be buried with him. how feudalistic can you get! (soyinka, 1975, p. 53) in line with the above, the african natives and colonialists possessed different views towards death, which conflicted with one another. thus, baloyi and makobe-rabothata (2014: 232) note that “all systems are influenced by, and based on a particular epistemological paradigm consistent with that particular cultural context.” in the same manner, frederick (2009, p. i) remarks: in western societies, death has traditionally been seen as the departure of the soul from the body. in this tradition, the essence of being human is independent of physical properties. because the soul has no corporeal manifestation, its departure cannot be seen or otherwise objectively determined; hence, in this tradition, the cessation of breathing has been taken as the sign of death. from the experiences reflected in the narration, it is worthy to point out the african societal role that aided the colonialists to occasion an identity crisis. according to south african history online (2005), european forces effortlessly conquered some african societies due to the rivalries amongst the african natives. the colonialists convinced others to join forces with them against other africans. the victory over african kingdoms menaced african culture as colonialists authorized western identities upon africans, including religion, european languages, and leadership. moreover, africans such as amusa in death and king’s horseman adopted western identities such as converting into the christian religion that the colonial introduced, thus, engineering identity-crisis. this is also portrayed through elesin, who the genesis african-identity-crisis nobel: journal of literature and language teaching 166 volume 12, number 2, september 2021, 158-167 abandoned his yoruba culture and championed eurocentric thinking. he ultimately refused to perform the sacrificial deemed it absurd in the same way that the colonialists, mr. and mrs. pilkings, did. conclusion soyinka’s death and the king’s horseman reflected on the genesis of the african identity crisis. in essence, whilst the african societies practiced their own customs and values as mirrored in soyinka’s death and the king’s horseman, the colonial office arrived and introduced a different perception to manipulate africans. this is demonstrated through elesin’s treachery to his people as he changed his mind concerning his commitment to sacrifice himself. amongst the colonizer’s strategies to outwit the african natives, religion seems to be a “sacred engagement with that which is believed to be a spiritual reality” (williams, 2008). through religion, the british office in the yoruba society established a western identity in the heart of african culture. this is justified by african natives such as amusa, who converted to christianity and served in the british police office. notably, the african cultural identity crisis emerges from the dawn of the invasion of africa by colonial powers. elesin’s cultural identity crisis began the moment he relinquished his ultimate duty as the king’s horseman. to this note, the british colonial office is the cornerstone of the african cultural identity crisis. africans were subdued with tactics such as western religion and values. references ahenkan, a., & osei-kojo, a. 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(2013). in discourse-toward a pan-african psychology: drum rolls for a psychology of emancipation. journal of black psychology, 39(3), 223–231. https://doi.org/10.1177/0095798413478076 montle, m. e. (2020). debunking eurocentric ideals of beauty and stereotypes against african natural hair(styles): an afrocentric perspective. journal of african foreign affairs, 7(1), 111–127. https://journals.co.za/doi/abs/10.10520/ejc-1d59060f0e msiska, m.-h. (2007). postcolonial identity in wole soyinka. rodopi. roscoe, a. (1977). mother is gold: a study in west african literature. cambridge university press. south african history online. (2005). south african history online (saho). https://www.sahistory.org.za/about-us soyinka, w. (1975). death and the king’s horseman. w.w. norton and company. sudha, k. p. (2004). soyinka’s vision of life as projected in his major works. university of calicut. williams, r. (2008). civil and religious law in england: a religious perspective. ecclesiastical law journal, 10(3), 262–282. https://doi.org/10.1017/s0956618x08001403 56 the premises of symbolic interactionism in buchi emecheta’s the slave girl and the joys of motherhood bheny prehartini satyawati stkip pgri sidoarjo abstrak: literature remains an important part of every society because of its didactic and aesthetic functions. from the preliterature era to the present, literature is still as a source with which to appreciate human creativity and burden to look at human experiences and actions, more critically, satirically and sometimes, pleasurably. literature has the ability to stimulate human consciousness to reality and points to human folies. through the major forms of literature, writers of all ages have been able to capture the social, political and cultural moods and experiences of their societies. keywords: language, meaning, symbollical interactionism background novel explores many thematical issues in society and has been consistently investigated by many thesis writers because of its social, economical, cultural, religious and political relevance. the textual materials are constructed to be enjoyable, comprehensible and also applicable by society (habib, 2005: 2). in a nutshell, the investigation toward one of the literary genres is pointed to reveal the aesthetic value of the interwoven bond between elements of literary development, and also expected to take the values in it. this study uses two novels to find the values. these values are universal since they are applied in the performance of society, such as 57 moral values, ethics, religion, and culture. these values are reflected in the characters, by describing mind, characteristics and behavior. in addition, how a character interacts with other characters also deserves attention. besides using the language which is easier to be understood by everyone, the interaction between characters also makes use of both verbal and non-verbal symbols. the way how people think of a lot of practices is determined by the language. language is actually not only seen as a 'means of exchange message, but symbolic interactionism sees the position of the language more as a set of ideas that is exchanged to others symbolically that is symbolic communication. this statement is supported by blumer (1969: 78-79): symbolic interaction (it will be abbreviated as si) refers to the individual as a special character of interaction between human beings especially in a real when human beings tried to interprete or ‘define’ the act and not solely to interact by giving response to each other. therefore, the interaction is mediated by using symbols, interpretation, or determine the meaning from others is equivalent with the process of interpretation between stimulus and response of human behavior. different use of language ultimately determines the difference in the way human thinks. however, many meanings of a language is determined by the context or social construction, often individual interpretation was instrumental in the modification of the symbol that we caught in the process of thought. meaning refers to the language and refers to the process of thinking. then language determines how the meaning and thought processes. thus, all three are closely interrelated. interaction is the third major study in the perspective of si. by harmonizing themselves with the expectations of others, then it is possible the interaction to happen. the more capable person takes over social feeling and translates the form of identity or selfhood. basically human interaction uses symbols, and the way humans use symbols, represents what they mean to communicate with others. 58 from the former discussion, the thesis writer would like to use the three premises of si to make interconnection with the two african novels. this is based on nooy’s opinion that the three premises of si are highly relevant to the processes of literary criticism (nooy, 2009: 40). and the african novels are very interesting to read and there is unique custom in africa that we can learn as the experience of life. the people that are presented and studied in the two stories experience life in a world that is filled with modern and traditional ways of life. by living in a blended world, the modern and the traditional one, the characters presented in the two stories have to face a challenging life. therefore, for the thesis writer it is very interesting. the two novels which will be discussed, the slave girl (1977) and the joys of motherhood (1979) (those will be abbreviated as tsg and tjom) are written by florence onye buchi emecheta. she is one of the most well-known female writers in africa. she was born on july 21, 1944 in lagos, nigeria. this study discusses buchi emecheta’s works because they give influence to nigerian society eventhough buchi emecheta has written not more than 20 novels. she is not only a successful author but also has an astounding academic record. the theme of her works is mostly talked about the condition of women in africa. she also has written numerous plays for the bbc, as well as children’s books. in the early 1980s she ran a publishing company called ogwugwu afor and she was a member of the britain’s advisory council on race. she got some awards for her career, which include new statesman jock campbell award for tsg, 1979, selected as the british home secretary’s advisory council on race, 1979, arts council of great britain, 1982, and one of the best british young novelist, 1983 (http://postcolonialstudies.emory.edu/ buchi-emecheta/). this study uses these two novels that have postcolonial elements and they convey similar issue in case of si, but those elements are not going to be analyzed from colonial point of view as the sources of data. this analysis uses the three premises of si theory advanced by george http://postcolonialstudies.emory.edu/%20buchi-emecheta/ http://postcolonialstudies.emory.edu/%20buchi-emecheta/ 59 herbert blumer. it is known that the author of the novel tsg (1977) and tjom (1979), have a specific purpose to be conveyed to the reader through the meaning, language, and thought of the novel revealed in the interaction of each characters. research method this study explores the two novels: tsg and tjom written by buchi emecheta and is designed to get information on the central characters in tsg and tjom objectively. then, the data and the result of data analysis are in the form of phenomenon description such as words, phrases, sentences, statements and dialogues of the main characters and that appear in the novel. since the objective is to describe the premises of si of the main characters, the study will apply sociological approach from sociology which is proposed by george herbert blumer in his theory of si. the analysis of si by using the literary works are basically identical with literary analysis as nooy’s stated that the three premises of si are highly relevant to the processes of literary criticism (nooy, 2009: 40). the defining feature of ‘naturalistic research’, according to blumer in hammersley (1989: 153) that it attains to understand a phenomenon or indication which is happening naturally in natural context through the whole observation in certain surface without any changes. the main purpose is to observe and understand human behavior or group behavior in certain situation (blumer, 1979: xxiv). analysis 1. meaning the concept of meaning is used to analysis of the main characters’ interaction. blumer analysis the that human act toward things or other people which given by meanings they understand about the object or the human beings, and an interpretive process is used by the person in each instance in which he must deal with things in his/ 60 her environment. it is shown that humans act depend on the meaning toward an object and it is not adhere to the object but appear from human thought. the process of meaning formed in the two novels are when the main characters learn everything by observing the environment around them. they find the meaning and define the interaction of other people when they are interacting. from the experience they encounter, the two main characters have a different experience action toward the things. in tsg, ojebeta grows and becomes a good mature lady. people define ojebeta depends on her daily life that people see from her life in past and now. ojebeta was by no means a bad-looking girl. her greatest assets were her carriage – for she was straight as a palm, a feature she inherited from her parents – and her white teeth which flashed every time she smiled. she had very shiny black hair, which ma made sure was cut very closely to her head every other week to avoid her having lice. her skin was often darkness brown possible without being actually black. her face, too, would have been as smooth and beautiful as her body were it not for the leafy patterns her parents had had tattooed on her cheeks and forehead. on of inner qualities was that ojebeta did not know how to tell lies; in fact perhaps sometimes she was too outspoken to be tactful, just like the majority of people from ibuza who prided themselves on being capable of speaking their mind, whatever the consequences (tsg, p.132). from blumer theory, it can be studied that people define ojebeta through interpretative process. they give meaning from ojebeta’s daily performances and then conclude after observing her. it is from her parents from ibuza. the people’s obrservation results interpretive process that ojebeta’s face, too, would have been as smooth and beautiful as her body were it not for the leafy patterns her parents had had tattoo on her cheeks and forehead. she has good inner 61 qualities of not to say something in lying. her attitudes make her people proud of her (tsg, p.132). while in tjom, nnu ego grows and becomes a good mother. she has capability to assign and reveal the meaning in the relationship among her family and environment. but after all the times, she becomes a good mother for her children. it is illustrated below: “what is the matter?” she asked at last when she saw that oshia’s temper was not so violent. “come , son, tell your mother. tell ...” (tjom, p.99). “he isn’t my friend any more. they told me to go away.” “well, oshia, you can’t force people to invite you to their sarah.” ... nnu ego could see in her mind’s eye what must happened...” (tjom, p.99). from blumer ‘s point of view, it is studed that when nnu ego talks with her son oshia, she can understand what happens to her son. then she tries to explain the situation and she promises to oshia will send him to school like other children in lagos when she gets money. it can be defined based on blumer theory, nnu ego learns how to handle her children patiently when they have some cases. what she has already done is very great. she proves that she not only can be a good mother for her children but also she can be a good wife by accepting the new wife and share a husband with other wife. nnu ego is not only as the mother of her boys but the spiritual and the natural mother of this household. her relation with the second wife seems good for the first time. it can be seen from what nnu ego says: “but, daughter, you need to know your husband. you go to him, i’m sure he has many tales to tell you.” (tjom, p.123). 62 from blumer theory, it can be defined that nnu ego tries to make a joke with adaku then she laughs the first real laughter she has let herself indulge in since the arrival that morning. nnu ego may look very happy as senior wife. but actually she feels so hurt and does not know what to do for welcoming the new second wife. from the above explanation, based on blumer’s point of view it can be understood that nnu ego has capability to assigns and reveals the meaning in the relationship among her family and environment. she proves that she can be a good mother for her children. she also proves that she can be a good wife by accepting the new wife then sharing a husband with other wife. even it is so hard for her, but the life must go on whatever will happen then. 2. language language is the source of meaning. human beings get the meaning of something by interaction with the others so it can be stated that meaning is the result of social interaction (morrione, 2004: xiii). meaning is not attributed to the object, but negotiated through the language used. language is the form of symbol so that the theory is called as si (blumer, 1969: 3). based on the understandable meaning, someone can give a useful name to differentiate the object, characteristics of the object, characterization or other behavior. so that the second blumer’s premise is that human has capability of naming something. therefore, if we wish to understand human behavior we must know how people define the things – objects, events, individuals, groups, structures – they encounter in their environment. in tsg, the process of learning language, ojebeta learns from how people name something like chi and dibia. this is very important process of naming something when the individual want to learn meaning through the language. the situation of giving a name on a thing begins with ojebeta as the only baby girl 63 who can be born and alive in her family. they believe this because of chi does not want the baby alive. so her father okwuekwu oda brought ojebeta to the dibia, a native doctor says that he must tie her with safety charms in order to make her alive. then ojebeta’s father goes to get the charms that must consist of cowries, tops of tins brought by potokis, and real bells from metal (tsg, p.10). all dibia give to ojebeta are symbols of living. this is what ibuza trust in the dibia as a native doctor. then, ojebeta has special appreciataion from the dibia and she must visit him once a year as gratitution. from the above story, based on blumer’s theory it can be understood that ojebeta learns how people in ibuza name things like chi as they believe as a personal god that will guide a person’s life. the chi also may influence the human’s life in positive or negative thing. she learns also about the dibia who can give them solution for the health problem. those two names are common name in ibuza. while in tjom, the process of learning language, nnu ego learns from how people name something like chi, ogogoro and dibia. all of girls are lovely babies and she says she is only now with the son she will start love her husband and there is no reason to hate her husband. in ibuza, a wife is a labour for husband (tjom, p.53). nnu ego believes that her chi will help her to make her dream come true. another naming thing is mentioned in the following quotation: nnu ego had asked wide-eyed, “why do they call our ogogoro illicit? many of my father’s friends were jailed just because they drank it.” (tjom, p.111). people in ibuza calls one of the drinks is ogogoro as a locally made alcohol. it beverage nnaife serves the guests with lots and lots of ogogoro. they drink this kind of drink to celebrate the new baby comes then give the name for a baby. people sing and dance until they are tired of doing both. 64 the next is when people in lagos get ill, they will come to the dibia as the following quotation: oshia started to smile, stifling the urge to laugh out loud. “mother, do you mean the type of medicine man you used to take me to? the one that said that the ghosts were in father’s old guitar?” nnu ego nodded. “such dibias helped us look after you.” (tjom, p.193). from the above quotation, it is clear that dibia can help oshia to give medicine for him. nnu ego believes that all hope the dibia and all those medicine men is speaking the truth. from the above story, based on blumer’s theory that human beings have the unique ability to name things, it can be understood that nnu ego learns how people in ibuza name things like chi as they believe as a personal god that will guide a person’s life. the chi also may influence the human’s life in positive or negative thing. then she learns ogogoro as a local drink which is made of alcohol in ibuza. she learns also about the dibia who can give them solution for the health problem. those three names are common name in ibuza. 3. thought thought is the process of role taking others. this premise is thought that modifies each individual’s interpretation of symbols (blumer, 1969: 5). in this case, the individual must give valuated symbol shown by others accurately. so that it is easy for them to anticipate others. it is shown that meaning is not the final thing but it is always in progress of giving meaning which is continuing. here the individual interprets the symbol modified with the process of thinking. in this case, the individual must be sharp to value the symbol of others so he/ she is able to anticipate the act of others. in tsg, the process of thought, ojebeta learns how to learn a religion in the church and modernity in one of local church 65 missionary society school. she has changed from little girl as a slave and gets good experience from the owner. but she never forgets her people and custom in ibuza. after all, ojebeta arrives in ibuza and spends the time with her people. she looks differently from her people with traditional custom and ojebeta becomes modern person. one of instance of her modernity is shown below: ‘it’s the work of the devil. the bible and the catechism books say so. i must be married in church.’ (tsg, p.157). from the above quotation, it can be learnt that ojebeta can think and dream that like other women, ojebeta dreams to be a bride and married in a church as in common christian belief. the reasons why they have to married in the church are stated below: 1631 this is the reason why the church normally requires that the faithfull contract marriage according to the ecclesiastical form. several reasons converge to explain this requirement: [132] sacramental marriage is a liturgical act. it is therefore appropriate that it should be celebrated in the public liturgy of the church; marriage introduces one into ecclensial order, and creates rights and duties in the church between the spouses and towards their children; since marriage is is a state of life in the church, certainty about it is necessary (hence the obligation to have witnesses); the public character of the consent protects the “i do” once given and helps the spouses remain faithful to it. (http://www3.nd.edu/~afreddos/courses/264/ccc-matri.htm). therefore, it is shown that ojebeta learns the good thing in her life and becomes religious person as she gets from the church in every weekend. that is a good dream from a religious point of view. she also feels free after she is back to her people there in ibuza. no one complains to everything she does. it is shown in the novel: http://www3.nd.edu/~afreddos/courses/264/ccc-matri.htm 66 ojebeta did not need this latter admonishment at all. she was happy to be free, to enjoy her people, to watch her small savings grow, to go with her age-group and friends to the big market to select the abada material to buy for this celebration or that one (tsg, p.161). from blumer’s theory, it can be understood that ojebeta learns something important in her environment. it seems that she has her charms with her people in ibuza. after nine years she leaves ibuza since her childhood. she never regret for all she encounters for several years. because all of she gets is more than everything in her life. while in tjom, the process of thought, nnu ego has already proved that she can be a good daughter for her parents, a good wife for her husband, a good mother for her children and a good mother for her household. she does the best struggle for them so her dream to be a good mother has already come true. nnu ego’s jealous still reveals in her scream at nnaife and his girl: “where are we going to put them all?” she screamed at her husband and the girl, whom she suspected would soon start breeding as well. “have you gone mad or something?” she went on bitterly: “we only have one room to share with my five children, and i’m expecting another two; yet you have brought another person (tjom, p.184). from the above quotation, it can be understood that nnu ego does not want to hide her disapproval that she refuses to share a room with her husband’s new girl and all their children. she also does not want that girl sleep on her bed. besides, it is probably because nnaife could not earn much money. so it makes nnu ego work hard to find money for survival. the point is only one reason that nnu ego is jealous of the new wife. the process of nnu ego had an ability to take role with others. here is as new couple, in nnu ego’s second marriage she does 67 not understand what christianity is all about but, like any bride bring from home, she simply follows in her husband’s footsteps. they will return on a bus which for her was a great treat, that coming home in style (tjom, p.48). from the above story, it can be learnt that nnu ego just follows her husband on every first sunday afternoons go to ibo community that holds their own christianity. she learns about christianity from her husband by attending the ibuza family meeting for the first sunday in each month to lagos island. the different situation happens when nnu ego has had two girls at the same time with adaku has a son. unfortunately adaku’s son does not live for more than a few weeks, he dies of convulsions. it makes adaku into deep depression and becomes almost impossible to live with. she blames everybody and everything for her loss. then nnu ego tries to reason with her: “you are still young and conceive very easily: don’t give in to this little setback.” (tjom, p.128). from the above situation, it can be understood that nnu ego understands what adaku feels because of lost a son. she ever has the same experience which makes her want to kill herself. based on blumer’s point of view that human beings have an ability to take role the other, nnu ego can take role with other women by sharing a husband and can give good entertaint to adaku in sadness condition. the next situation is illustrated when nnu ego hears her father’s illness. he is very old now and would like to see the boys (tjom, p.149). nnu ego knows she can delay her journey home no longer (tjom, p.149). nnu ego must go and see her dying father. then she says goodbye to her father. nnu ego and her daughters shave the father heads of the widows and dress the in the mourning outfits (tjom, p.152-153). after all, nnu ego knows that people will 68 soon start saying: “you have already proved you are a good daughter, but a good daughter must also be a good wife.” (tjom, p.155). from the above story relates to blumer’s point of view, it can be learnt that nnu ego has already proved that she can be a good daughter for her parents, a good wife for her husband, a good mother for her children and a good mother for her household. she does everything for her family as the best struggle for them. therefore, her dream to be a good mother has already come true. discussion this theory is relevant to be used to analyze the two novels. some blumer’s three premises of si found in two novels. in tsg, the process of meaning, ojebeta learns everything by observing the environment around her. she finds the meaning and defines the interaction of other people. from the experience she encounters, she grows and becomes a good mature lady. the process of learning language, ojebeta learns from how people name something like chi and dibia. on the process of thought, ojebeta learns how to learn a religion in the church and modernity in one of local church missionary society school. she has changed from little girl as a slave and gets good experience from the owner. but she never forgets her people and custom in ibuza. in tjom, the process of meaning, nnu ego learns everything by observing the environment around her. she finds the meaning and defines the interaction of other people. from the experience she encounters, she grows and becomes a good mother. the process of learning language, nnu ego learns from how people name something like chi, ogogoro and dibia. on the process of thought, nnu ego has already proved that she can be a good daughter for her parents, a good wife for her husband, a good mother for her children and a good mother for her household. she does the best struggle for them so her dream to be a good mother has already come true. 69 conclusion the thesis writer concludes that the novels the slave girl and the joys of motherhood by buchi emecheta found that the theory from herbert blumer’s three premises of symbolic interaction between the individual are stated in those novels. in addition, the phenomenon such as political conflict, economic, custom, and religion from the main characters are experienced by them as the impacts in their life. the process of meaning formed in the two novels are when the main characters learn everything by observing the environment around them. they find the meaning and define the interaction of other people when they are interacting. from the experience they encounter, the two main characters have a different experience action toward the things. in tsg, ojebeta grows and becomes a good mature lady. while in tjom, nnu ego grows and becomes a good mother. she has capability to assign and reveal the meaning in the relationship among her family and environment. she proves that she not only can be a good mother for her children but also she can be a good wife by accepting the new wife and share a husband with other wife. the process of learning language formed in the two novels is happened when the main characters learn from how people name something in their ibo custom. on the process of thought formed in the two novels is happened when the main characters learn the use of meaning by the actor occurs through a process of interpretation. bibliography blumer, herbert. 1969. symbolic interactionism: perspective and method. usa: prentice hall-inc. emecheta, buchi. 1977. the slave girl. england: heinemann. emecheta, buchi. 1979. the joys of motherhood. england: heinemann. 70 habib, m.a.r. 2005. a history of literray criticism: from plato to the present. blackwell publishing ltd. harmmersley, martyn. 1989. the dillema of qualitative method: herbert blumer and the chicago tradition. new york: routledge. morrione, thomas j. 2004. herbert blumer: george herbert mead and human conduct. usa: rowman and littlefield publishers, inc. nooy, wouter de. 2009. formalizing symbolic interactionism. netherlands: universiteit van amsterdam. ________. 2012. biography of buchi emecheta. http://postcolonialstudies.emory.edu/buchi-emecheta/. 07/ 11/ 2012 – 12:58. ________. 2013. cathechism of the catholic church part ii, section http://postcolonialstudies.emory.edu/buchi-emecheta/ http://www.shmoop.com/joys-of-motherhood.%2007/%2011/ http://www.shmoop.com/joys-of-motherhood.%2007/%2011/ 71 american dream in john steinbeck’s the grapes of wrath and jeffrey archer’s kane and abel ima masofa (imamasofa@gmail.com) department of language and letters education, graduate program, surabaya: universitas negeri surabaya abstract: this article attempts to analyze the american dream in john steinbeck’s the grapes of wrath and jeffry archer’s kane and abel. the article uses american dream concepts and historical background to analyze the characters. the study aims at comparing two different literary works coming from two different cultures, nationalities, and historical background. the article studies the concepts of the american dream which holds three key points, better, richer, and fuller life with opportunity according to ability or achievement.the results of this article can be formulated as follows: 1) both have the american dream and different achievements and effort to gain the american dream through the representation of the characters of ma joad in the grapes of wrath whose american dream is unattainable and abel in the kane and abel whose american dream is attainable. (2) both ma joad and abel struggle to concretize the american dream while ma joad cannot achieve the american dream through her hard effort. abel achieves the american dream. therefore, ma joad’s mobility is downward, while abel’s is upward. (3) the similarities of the two novels are the descriptions of the main characters that are poor people to achieve and struggle for the american dream. keywords:american dream concepts, comparative literature, historical background. mailto:imamasofa@gmail.com 72 background susan bassnett defines that comparative literature involves the study of text across cultures, interdisciplinary and that it is concerned with patterns of connection in literature and other studies across both time and space (1993:1). according to henry remak in susan bassnett, american school of comparative literature is to find out what lies beyond the similarities and dissimilarities (social condition, economic condition, political conditions, cultures, architectures, beliefs, religions, and so on), and thus, the things beyond the similarities and dissimilarities of the literary works are not limited to literature only but can go to other discipline (1993:31). comparative literature can be applied in the american dream that is reflected in john steinbeck’s the grapes of wrath and jeffry archer’s kane and abel because theyhave similarities and differences in the american dream. adams defines that the american dream is a dream of a land in which life should be better, richer and fuller for everyone, with opportunity according to ability or achievement (1931:418). the american dream is a dream of better life as comfortable life, richer life as wealth possession, fuller life as selfactualization with opportunity according to ability and achievement. john steinbeck was an american novelist whose books, including his landmark work, the grapes of wrath, often dealt with social and economic issues. steinbeck's novels can be classified as social novels dealing with the economic problems of rural labor (bloom, 2005:8). he won a pulitzer prize in 1940 and a national book award (bloom, 2005:12). the grapes of wrath describes the idea of unattainable american dream. certainly, he writes about the struggle that is in america of the 1930s (bloom, 2005:12). the article writer chooses ma joad as the object of the study. ma is the backbone of the joad family: strong-minded and resolute. jeffrey archer is a british member of parliament who is also an internationalbestseller writer. (www.famousauthors.org/jeffrey-archer).jeffrey archer’s kane and abel tells that abel is an immigrant from eastern europe who clawed his way into the attainable american dream (archer, 1979:556). this article writer will analyze how the american dream concepts are described in john steinbeck’s the grapes of wrath and jeffry archer’s kane and abel, how the struggles of the main characters in john steinbeck’s thegrapes of wrath and jeffry archer’s kane and abel toget the american 73 dream and the similarities and differences of the american dream in john steinbeck’s the grapes of wrath and jeffry archer’s kane and abel. the two novels have same themes that it is the american dream. the articlewriter will apply american school of comparative literature, american dream concepts, and historical background research method this research in purpose to analyze how the american dream is described in john steinbeck’s the grapes of wrath and jeffry archer’s kane and abel, and how the struggle of the main characters in john steinbeck’s thegrapes of wrath and jeffry archer’s kane and abel to get the american dream and the similarities and differences of the american dream in john steinbeck’s the grapes of wrath and jeffry archer’s kane and abel is a library research. the main data is taken from novels john steinbeck’s the grapes of wrath published in 1946 and jeffry archer’s kane and abel published in 1981. the supporting data is taken from articles, journal of literature, e-book, and other related sources which have relationships with the main data. the collecting data technique includes intensive close reading, note taking, classifying the data, interpreting, and discussing the data. after the novels been analyzed, then the data will be displayed into the tables which been discussed previously, the next chapter contains of discussion will discuss the findings have been founded by using data source and expert triangulation. research findings 1. american dream in john steinbeck’s the grapes of wrath and jeffrey archer’s kane and abel. a. american dream in john steinbeck’s the grapes of wrath 1. life 1.1 better life ma joad has loan to the bank because the dust bowl destroys her land. her suffering can be seen in this following quotation: “her face hardened and her eyes grew cold.” i never had my house pushed over,”she said.” i never had my fambly stuck out on the 74 road.i never had to sell-ever’thing–heretheycomenow” (steinbeck,1946:94). from the historical background, the article writer knows that at the time california was a prosperous area where it became a destination for many people around america suffering the dust bowl to go there. in the novel, the dust bowl causes peasants to fail to harvest their crops. the following quotation shows how ma joad expresses her opinion about her vision that their efforts in california are to gain a better life. yes,that’s a good way. but i like to think how nice it’s gonna be, maybe, in california. never cold. an’ fruit ever’ place, an’ people just bein’ in the nicest places, little white houses in among the orange trees. i wonder-that is, if we all get jobs an’ all work-maybe we can get one of them little white houses. an’ the little fellas go out an’ pick oranges right off the tree. they ain’tgonna be able to stand it, they’ll get to yellin’ so (steinbeck,1946:113). to have a little white house is a visualization of how a better life can be achieved in the mind of ma joad. however, in california, ma joad cannot achieve the better life that is described by owning the little house. 1.2 richer life ma joad moves from a place to other places in california to gain a better and richer life. better life is closely related to richer life. when someone has a richer life, it means he has a better life. to have much money is an indication of being rich. being rich is the standard of a better life. the following quotation shows the previous statements: “winter’s on the way. i jus’ hope we can get some money ‘fore it comes. tent ain’tgonna be nice in the winter.” ma sighed, and then she straightened her head.”tom,” she said,”wegotta have a house in the winter” (steinbeck,1946:453). the upcoming winter will make the family live in a horrible situation, jobless, and no money. 75 1.3 fuller life ma joad wants to gain fuller life that her family can work in california where is yellow paper telling how they need folks to work. she decides to leave oklahoma to get the fuller life: she said. “your father got a han’bill on yella paper, tellin’ how they need folks to work. they wouldn’t go to that trouble if they wasn’t plenty work. costs’em good money to get them han’billsout.what’d they want ta lie for, an’ costin’ em money to lie’?” (steinbeck,1946:113). ma joad cannot gain the fuller life in weedpatch camp. 2. opportunity ma joad cannot achieve the opportunity because she is an okie and harsh condition. ma joad as okies are pejorative adressing names that are described in john steinbeck’s the grapes of wrath through ma joad, that has dirty, ignorant, degenerate, sexual maniac qualities and become thieves (steinbeck, 1946:354). 2.1 ability ma joad’s ability to pick peaches twenty boxes in the hooper ranch all day only get one dollar for supper. 2.2 achievement in hooper ranch, ma’s family gets job but the wages is low so they are still poor. b. american dream in jeffrey archer’s kane and abel. 1. life 1.1. better life abel decides to go to america for achieving the better life. his decision can be seen in this quotation: wladek began to face the fact that he could never turn to a land peopled by such ghosts, until he had made something worthwhile of his life. with that single thought in mind he set his heart on going to america, as his countryman tadeusz kosciuszko of whom the baron had told so many enthralling tales, had done so long before him. the 76 unites states, described by pawelzaleski as the’ new world’. the very name inspired wladek with a hope for the future and a chance to return to poland in triumph (archer, 1981:178). abel decides to achieve the american dream in america as new world for him. 1.2. richer life because of new york stock market was trouble, davis leroy commits suicide by jumping out window because cane and cabot bank takes possession of the freeholds (archer, 1981:270). therefore, abel becomes the richmond hotel owner (archer, 1981:299). 1.3 fuller life abel searches job from brooklyn to queens. then he finds work in a butcher’s shop which paid nine dollars for a six and a half day week, and allows him to sleep above the premises (archer, 1981: 206). next, abel get better job at plaza. in the morning he works and in the evening, he enrolls for night course in english at columbia university (archer, 1981: 206). 2. opportunity abel has opportunity to escape from a russian labor camp and was lucky enough to reach america. his opportunity lives in america is country in the world where he can arrive with nothing and become a millionaire through damned hard work regardless of his background (archer, 1981:391). 2.1. ability abel searches job from brooklyn to queens. then he can work in a butcher’s shop which paid nine dollars for a six and a half day week, and allows him to sleep above the premises (archer, 1981: 206). next, abel get better job at plaza. in the morning he works and in the evening, he enrolls for night course in english at columbia university (archer, 1981: 206) 2.2. achievement abel achieves richer life by owning the richmond hotel. abel achieves richer life that it is proved by his donation to the polish democrats in 77 chicago. the baron achieves profit over the decade. therefore abel has paid back all the loans(archer, 1981:384). c. comparison of american dream in john steinbeck’s the grapes of wrath and jeffrey archer’s kane and abel 1. similarities the two characters that are studied, ma joad and abel that are described in john steinbeck’s the grapes of wrath and jeffrey archer’s kane and abel are also parts of the people that try to gain the american dream. both ma joad and abel try to find the better, richer, and fuller life for everyone, with opportunity according to ability or achievement. even though the two characters, ma joad and abel come different from culture, times, and social background but both of the really have intention to gain the points of the american dream. they face the problems that can be obstacles to achieve the dream, but they try to make the dream come true in the future. ma joad has a dream about the better, richer, and fuller life that can take place in an american area, california, so does abel who has a dream about the better life also in a place in american area, in this case new york. from the historical background, both are influenced by the horror of malaise in 1930’s. malaise gives effects to many people around the world, both rich and poor people. ma joadhas to face a condition of the banks’ taking over on her land where is worsened with the coming of the dust bowl; while abel faces the malaise when he is in boston and faces the hardship during the event. 3. differences yet the two characters try to make the american dream come true, but they face different problems and how they behave against the challenges that they have to overcome. to respond the difficulties of malaise to make the american dream come true, ma joad cannot beat the powerful institution like banks which take her land from her possession. the process of the bank’s acquisition over her land is the start of her hard efforts to bear on the dream which becomes a catastrophe for the family. abel, on the other hand is one that can take advantage from the malaise. he can have hotels after the boss leaves them because of desperation, and finally the boss commits 78 suicide. from the historical background, malaise causes some people commit suicide because they cannot stand with the condition. 2. the struggles of the main characters in john steinbeck’s thegrapes of wrath and jeffry archer’s kane and abel in their efforts to get the american dream comparison of struggles in john steinbeck’s the grapes of wrath and jeffrey archer’s kane and abel 1) similarities historically people travel from europe to fight against the hardship that may challenge the dreamers of the new land. from generations to generations, the hard struggles occur among the fighters of the american dream. one of the descendants of the early americans that try to gain the american dream is ma joad and her family. both ma joad and abel struggle to hard to make the american dream by facing the great depression that gives impact on ma joad by banks’ taking over the land of the farmers in which ma joad is one of the farmers. by the bank’s action ma joad must leave her land and experience displacement. the process of displacement forces her to dream about the dream land. the struggle of fighting the great depression is also experienced by abel. abel has to struggle to face the difficulties during the great depression. he struggles to find the dream land after being disposed when he lives in poland like ma joad who experiences dispossession. 2) differences both ma joad and abel struggle hard to make the american dream comes true, but they have different experiences to bear the dream on. while ma joad struggles to make the american dream come true by selling all of her belongings in the her hometowns, oklahoma, and go to the dream land, california without gaining successfulness, abel starts his struggles by leaving his hometown in slonim, poland, working in the u.s’s embassy in constantinople, and go to the dream land, newyork. from the different destinations of ma joad and abel, the article writer can conclude that ma joad 79 chooses a farming area, while abel prefers an urban area. the different destinations are related to their intention that what they are going to do when they arrive. ma joad is a farmer, so that she wants to bring her dream of the american dream into reality by becoming a peach picker, while abel, realizing that he arrives in a big city, he struggles to bring his american dream into reality by achieving a bachelor degree and learning english while working. ma joad’s obstacles to achieve the american dream are due to the response of the californians who do not expect her arrival there. when ma joad as an okie makes contacts for the first time with the people where the destination of the imaginative dream is fought for, she faces an antagonistic way from the people. on the other hand, abel does not face an antagonistic way from the american people 3) the similarities and differences of the american dream in john steinbeck’s the grapes of wrath and jeffry archer’s kane and abel. 3.1 similarities both characters that are studied, ma joad and abel have similarities in their ideas on the american dream. both of them come from poor people. because of the poverty that they suffer, both characters that are studied want to have a better life. both of the characters want to make the dream come true by living and struggling in the united states. living in america means that both ma joad and abel have a dream about the success life in the dream land. the great desire of achieving the american dream is both of the novels owned by the following generations from the previous generations like ma joad as well as the first generation that migrates to america like abel. ma joad in john steinbeck’s the grapes of wrath works in her land to achieve the american dream that is described in california. to achieve the american dream as they expect does not mean that they will get the dream come true easily. the hardship to achieve the dream for both characters is in the form of the terrible great depression in 1930’s. the great depression strikes both characters fiercely. the great depression 80 makes both of them become resent less after banks plan to take over the places they work. ma joad experiences displacement, while abel faces uncertainty about his future after his boss, leroy commits suicide. 3.2. differences okies have lived in america from generations after generations. from their ancestors they have inherited the land that they work in, so that their ancestors have made the dream easier to gain, but it is ruined when the great depression and the dust bowl come. okies struggle to achieve the american dream from their ancestors. okies are pejorative addressing names that are described in john steinbeck’s the grapes of wrath quality through ma joad, that has dirty, ignorant, degenerate, sexual maniac qualities and become thieves (steinbeck, 1946:354). as an okie, ma joad does not have opportunity to get the american dream in california because californian people think that okies will cause problems in there. the californian people think that okies will cause problem in california. ma joad is an american. her ancestors live there from previous generations, while abel is a first immigrant generation. the different background results a condition that is typically different. ma joad tries to concretize the american dream by continuing the dream that is started by previous generation. from the story, it can be discussed that ma joad’s family has already had a land and the family can start their farming activities well. they have their own land. everything is ruined with the great depression and it is worsened with the coming of the dust bowl. on the other hand, abel is a first generation of immigrant coming from europe, poland. by becoming the first generation of immigrant, abel starts every fortune he fights for the dream from zero. he does not inherit a land and own a piece of land in america. it is completely different compared to ma joad. she does not start her struggle to make the dream come true from zero because she has already had a piece of land. the other different aspect that can be studied is that ma joad tries to concretize the dream by moving to an american land, california. the choice is rationally done for a farmer family because california is a good place in the history of the american farming in normal time; moreover ma joad faces 81 the dust bowl in which california does not suffer from the terrible natural disaster. therefore, it can be understood that ma joad and her family move to california to get the american dream. on the other hand, abel tries to concretize the dream by moving to an american land, boston, massachusetts. boston is a big city that opens a great opportunity for many people to find jobs. at the beginning he works as a butcher, and then he works as an employee in a hotel. while working, he also learns english, so that this skill helps him to gain his dream. the different destination and way to concretize the american dream influence the results of the mobility that they have. ma joad is a typical farmer that tends to concretize her dream by finding a fertile land, and therefore she stays in california, while abel is a type of one that wants to achieve a higher level of society, therefore he prefers urban area, boston to the fertile land of california. abelfinds opportunity to achieve the american dream so that he tries to getabetter job, from a butcher into an employee in a hotel. the awareness of upgrading his knowledge by learning english in his leisure time describes abel’s mobility. his upward mobility shows that abel tends to adapt the changes, while ma joad still depends on one field of job, farming. abel has a wider opportunity to gain upward mobility because his eagerness to learn something new and his starting occupation once he arrives in america as a butcher. as a butcher, at least he has something to earn, while ma joad does not have a good opportunity because she and her family have already been in such condition without jobs. this difference results a difference response. while ma joad tries to keep living by finding any job the family can have, so that food is the first priority, abel can have a better expectation because he has already had a job, even though he starts as a butcher. this position results him to have leisure time to learn another skill, english. discussion in john steinbeck’s the grapes of wrath does not meet the elements, and aspects of adams’ concepts of the american dream because ma joad as a main character in the novels cannot achieve the concepts of the american dream that are better, richer, and fuller life for everyone, with opportunity according to ability or achievement. she as an okie does not opportunity to get 82 proper job california. in jeffry archer’s kane and abel meetthe elements, aspects of adams ‘concepts of the american dream. abel as main character can achieve the concepts of the american dream because he as polish has opportunity to achieve the concepts. conclusion the american dream in john steinbeck’s the grapes of wrath is unattainable but the american dream injeffry archer’s kane and abel is attainable. in john steinbeck’s the grapes of wrath, the main character fails to struggle achieving the concepts of the american dream. she does downward mobility and achieves unattainable of the american dream. but jeffry archer’s kane and abel, the main character does upward mobility and succeeds to struggle gaining the concepts of the american dream. the novels have different cultures of the main characters. in john steinbeck’s the grapes of wrath, the main character is an okie but in jeffry archer’s kane and abel, the main character is a polish. bibliography abrams,1999. a glossary of literary terms. usa:thomson learning,inc. adams,jamestruslow.1931. the epic of america.usa:garden city books archer,jeffrey. 1981. kane and abel. britain: coronet books barnet, sylvan,et.al , 2003 a short guideto writingabout literature, 9th ed. new york: longman. bassnett,susan.1993. comparative literature acritical introduction.uk: blackwell publishers. bloom,harold.2005.bloom’s guidejohnsteinbeck’s the grapes of wrath.philadelphia: chealsea publisher. bortolussi,marisaanddixonpeter.2003.psychonarratology.newyork:ca mbridge university press. 83 cullen,jim.2003. the american dream: a shorthistory of an idea that shapeda nation.newyork:oxforduniversity press.datesman,maryanne,et.al,1997.theamericanways, an introduction to american culture.new york: prentice hall regents. denzin, norman k; lincoln, yvona,1994. handbook of qualitative research. london: sage publications. dziewanowski,1999. land and peoples (negaradanbangsa). jakarta: pt widyadara. . encyclopedia of sociology, 2nd ed macmillan galegroup, 2000, p.2711. gillies,marryann,et.al, 2007.modernist literature: an introduction. edinburgh:edinburgh universitypress. hochschild,jennifer. 1995. facing up to the american dream. newjersey:princetonuniversitypress. harmon, william and c. hugh holman. 1996 handbook to literature, 7th ed. englewood cliffs: prentice hall. huberman, michael, et.al.1994.qualitative dataanalysis. usa: sage publications. johnson,heather beth.2006.the american dreamland, the power of wealth. newyork:routledge. johnson,sarah.2002.http://historicalnovelsociety.org/guides/defining-thegenre/defining-the-genre-what-are-the-rules-for-historical-fiction/ jost,francois,1974.introductiontocomparativeliterature.usa:thebobbs -merrill company,inc heiferman,ronald,2003.worldwarii.china:toppan printing co,,(hk.) ltd. macionis, gerber, john, linda, 2010. sociology7th canadian ed. toronto, ontario: pearson canadainc. http://historicalnovelsociety.org/guides/defining-the-genre/defining-thehttp://historicalnovelsociety.org/guides/defining-the-genre/defining-the84 saunders, peter, 2010.social mobility myths. great britain:cromwell press grouptrowbridewiltshire. sigler,jay,1969.the conservative tradition inamerican thought. new york: putnam’s sons. stachura, d. peter, 2004.poland 1918-1945: aninterpretive and documentary history of the second republic.newyork: routledge. steinbeck, jhon,1946.the grapes of wrath. usa:bantam books tyson, lois, 2006.critical theory today. usa:routledge. volkmer,walter,1969.the liberal tradition in american thought. new york: g. putnam’ssons weisstein,ulrich.1973. comparative literatureandliterary theory. london: indiana university press. wernick, robert,1977. world war ii-time-life booksalexandria,virginia.new jersey:time-life books inc. http://www.nobelprize.org/nobel_prizes/literature/laureates/1962/steinbeckbio.html http://www.nobelprize.org/nobel_prizes/literature/laureates/1962/steinbeck-bio.html http://www.nobelprize.org/nobel_prizes/literature/laureates/1962/steinbeck-bio.html 41 the social change as the impact of german’s invasion in john steinbeck’s the moon is down murni fidiyanti murnifidiyanti@uinsby.ac.id state islamic university sunan ampel surabaya abstract: the moon is dows is one of john ernest steinbeck’s novels. it was published in 1942. based on this novel, steinbeck wanted to express his idea about the ambition of the german armies to conquer all europe. of course, the invasion creates conflict both to the government and the people of the country being invaded and it has impact to the social change. keywords: social change, impact, invasion introduction social change illustrates the development of a society. widely, it describes all changes in the society which influence norms, status, roles, relation among people, and relation with other society. mostly, all changes disrupt established routines and relationship and require new adjustments. some changes that look quite innocuous may actually produce major disruptions. paul p harton and robert l harton (1983:108) state that social change is change in social structure and social relationship such as in status systems, sex relation, population distribution, power systems or organization. the effect of social change make some old institutions, norms, roles and even relation ineffective and create new needs to fulfill. the result of the social change creates a modification of the normative and value of the structure of society. 42 the moon is down describes the situation of world war ii. the novel was created by john steinbeck in 1942, which was written to show his empathy in facing the situation of world war ii. the novel presents the german invasion in norway as a part of plans to invade many countries in european continent. john steinbeck attempts to tell about the portrayal of war when the german invaded norway. it exposes the feeling, emotion, and reaction of people that change social condition. he also presents the psychology of the norwegian in facing german invasion. how their attitudes in facing the german armies change their social behavior before. further, the moon is down is a vivid picture of violence in the war, especially some abuse treatment that appears in it. it is a story of anger and refusal of people to german because of their treatment and motives. this novel also shows the social phenomena as response of german invasion cause the social change. further observation explains that the social change has close relation with the chaotic situation as the impact of german invasion. the native makes reactions to the german armies. they produce many resistances and brought fearing to the german armies. they also tried to boycott the german’s facilities and killed the german armies. mostly, in the moon is down, the social change is influenced by the german abuses. the forms of the german abuses are killing, torturing, and capturing toward them and it caused suffering to the natives. in accordance with illustration before, this writing intends to discuss whether it is true or not invention drive the social change. it also intends to discuss the proliferation of the social change. the impact of german’s invasion on the norwegian society in the moon is down  the social condition before invasion in the moon is down 43 it was morning in the one of the town of the norway. the town suddenly was occupied by the german armies. for a moment, the occupation was well done, the defenders defeated, and the war finished. several hours before, the postman and the policeman were sent away to the ocean. perhaps, these moments will change norway in the coming several months. those moments can be seen in the quotation below. “by ten-forty five it was all over. the town was occupied, the defenders defeated, and the war finished. the invader had prepared for this campaign as carefully as he had for larger ones. on this sunday morning the postman and the policeman had gone fishing in the boat mr. corell, the popular storekeeper. the postman and the policeman were several miles at sea when they saw the small dark transport, loaded with soldier, go quietly pass them”. (steinbeck, 1964:1) the norway loss above shows the condition of the national defense. their national defense was inferior to the german armies. they were too weak to stop the invasion. their armies were smaller than then german armies. it was caused by the social condition of norwegian. in the past, the social condition developed peacefully for a long time. there was no war for a long time. they didn’t know how to fight with others. “it’s been so long since we conquered anybody or anybody conquered us” (steinbeck, 1964:9) when the german armies, led by colonel lanser, who was supported by fine officers: captain bentick, captain loft, liutenant tonder, liutenant prackle and major hunter successfully occupied norway, the native still did not realize what happened to them. they didn’t know whose man was in front of them, what they wanted and what they had to do. “they haven’t had a war for a hundred years. they’ve forgotten about fighting”. (steinbeck, 1964:31) perhaps, the norwegian lived at peace for a long time. since the sweden invaded the norwegian back in the late 1880, they never fought with other nation. in the first world war, they become a neutral state. “during world war i, norway maintained an effective neutrally” 44 (1989:478). they rejected to joint with each groups in world war i. “they have lived at peace so long that they do not quite believe in war”. (steinbeck, 1964:10) the norwegian are obedient and good people. at the time, they demonstrated to the german that they were a harmless people. other behaviors of the norwegian are shown in hunter’s conversation below. “hunter said, ‘i wonder whether the man who wrote it was ever in occupied country. these people are harmless enough. they seem to be good, obedient people”. (steinbeck, 1964:24) since the german armies occupied the norway, the social condition of the norwegian starts on a new stage. they are not autonomous states. they are under the control of german armies now. automatically invasion changes the social condition. the norwegian faces condition that they never face before. the invasion produces collective fear among them. it also creates a condition where the natives become strangers in their home. it is indicated in the quotation, “we have never been conquered for a long time (steinbeck, 1964:11) from the above description, for the norway, it is clear that the norway lived in a peaceful situation for a long time. there has been no war for a hundred years in norway. therefore, this condition affected the norwegian behavior. the behavior becomes good, obedient, powerless, and peace loving.  the social process of norway during the invasion in the invasion, the social process is started by the identification of their identities, “who we are and who you are”. the identification raises labialization toward community or person in the society, in-group and out-group. in previous chapter it is described that in-group has the same feeling of membership, such one’s family, clique, fraternity. out 45 groups are all groups toward which one has no feelings of membership or belonging-other families, other clique, other club and organization. the same feeling influences the social process between the german armies and the native. the german armies tend to interact with other than the native. with regard to the description the labialization of the groups, automatically, give raise to the conflict. then, the development of the invasion raises the social process between the conquerors and the conquered. paul b horton and robert l horton in introductory sociology define the social processes as “the repetitive kind of behavior through which people interact with one another” (1983:74). basically, the invasion forms two social processes in the society. the most common processes are associates and disassociate processes. the first processes deals with warm interaction between the invader and the natives. the second process is the symbol of the rejection of the natives. the probability of the social processes is shown bellow. “ mayor orden said, i don’t know, either.’ he turned to the colonel. sir, i am of this people, and yet i don’t know. some people accept appointed leaders and obey them. but my people have elected me. the made me and they can unmake me. perhaps they will if they think i have gone over to you. i just don’t know.” (steinbeck, 1964:16) as a leader, mayor orden cannot predict the acceptance of the natives. the associate process will happen if they cooperate with the german. then, they will obey the german rules. when they refuse the existence is symbolized by rejecting the rules, the disassociate process is happen. this can be shown is the quotation below. “they must. they are an orderly people. they don’t want trouble. ‘he waited for major reply and none come. ‘is that not so, sir?’ the colonel asked. major orden twisted his chain. ‘i don’t know sir. they are orderly under own government. i don’t know how 46 they would be under yours. it unthuoched ground, you see. we have built our government over four handred years.” (steinbeck, 1964:15) implicitly, the quotation above indicates the tendency of the social process. for the native the german armies are strangers. this point of view can raise the associate or disassociate among them toward the german armies. the same thing is also stated by f. paul b horton and robert l horton, in introductory sociology,” toward our in-group we tend to be sympathetic, helpful, trusting, and protective”. (1982:31) a. the associate process of norwegians to mayor orden, something that is unpredictable is the threat of george corell, a local man, who has helped the natives for a long time. even, in the day of invasion he lent his boat and donated lunch, targets, cartridges and prizes for a shooting competition to local troops, postman and the policeman. the threat of george corel is showed in the quotation below. “he said, very formally, ‘your excellency, our friend, george corell, prepared this town for the invasion. our benefactor, george corell, sent our soldier into the hills. our dinner guest, george corell, had made a list of every fire arm the town. our friend, our george corell” (steinbeck, 1964:13) the statement also indicates the first associate process between george corell and german armies. not only does the he welcomes their coming but also help them in preparing invasion. the kindness of george corell does not only preparing the invasion. he also helps them in locating the armies. he prepares his warehouse for the house of the armies. “by ten-thirty-eight the riddles six were buried, the parachutes were folded, and the battalion was billeted in mr. corell’s 47 warehouse by the pier, which had on its shelves blanked and cots for a battalion.” (steinbeck, 1964:12) now, the german armies invaded norway. the local troop was defeated in a moment. the townsman stared the gray-helmeted men who carried sub-machine guns in their arms astonishingly. later the leader of the german armies, colonel lanser, sent a letter to the local government. he needed an appointment with the local government to ask the local to cooperate with them. surprisingly, the local government accepted the request. they also prepared his arrival well as below. “by ten forty five mayor orden had received the formal request that he grant an audience to colonel lanser of the invader, an audience which was set for eleven sharp at the mayor’s five room palace”. (steinbeck, 1964;2) this appointment shows the strategy of german armies to reach their motive. they use collaboration with the local government rather than build their own government. this collaboration means that there are associate processes between the local government and the german armies. in the following days, the existence of german armies in norway gives a great impact on the german armies’ psychology. the german armies, as conquerors, face a dilemma. as soldiers they must do their job but as human, they need to interact with the natives. young says that man, as human organism, lives in environment both physical and social (1956:11). in this context, the german armies must do the order of the leader including kill the native. on the other side, as a part of social environment, they also interact with the norwegian. this situation can be seen from the dialogue between colonel lanser and liutenant prackle below. 48 “and the girl, ‘lanser continued, ‘the girl, lieutenant, you may rape her, or protect her, or marry her-that is of no importance so long as you shoot her when it is ordered”. (steinbeck, 1964:102) the quotation above also indicates the social process of the german armies. the german armies attempts to interact with the native even though they must shoot the native if the leader order it. in the associate process above we see two phenomena. first, the associate process happens between the local men with german armies. it happens before invasion and after invasion. second, the associate process happens between the local government and the german. this process shows the domination of the german armies to the local government. b. the disassociate process of norwegians the german armies enter a new step, where the invasion effect to the consideration in the townsman. slowly, the people denounce the norwegian attitude toward the invaders. some people reject the order to work with them. some people denounce by closing their mouths to invaders. furthermore, this situation will influence the presence of the german as suggested by the following lines: “at the mine the soldiers carefully search every every miner who went into the shaft, searched and researched. and the soldiers were nervous and rough and they spoke harshly to the miners. the miners looked coldly at them, and behind their eyes was a little fierce jubilance”. (steinbeck, 1964:105) calmly, the social process between the native and german armies develops into cold situation. communication cannot be effectively among them. the native close their mouth and the german armies are nervous in facing the native. moreover, the native do not feel comfortable with this situation. 49 on the contrary, the german’s oppression on the local man provokes reaction from the native. young says that anger, which obviously becomes associated with many hostile reactions, is demonstrated in various ways (1956:30). from this statement, it is understandable that the native people demonstrate in many ways. the people do not use banners protesting the german’s presence or shoot the german armies but they disturb the german’s facilities. “accident happened on the railroad, which clung to the mountains and connected the little town with the rest of nation. avalanches poured down on the tracks and rails were spread. no train could move unless the tracks were first inspected.” (steinbeck, 1964:57) however, an atmosphere of disassociate processes dominate toward the presence of german armies. and it is realized by the german armies before. in relation with the atmosphere, they establish a new government which sustains the local government. this method cannot stop the reaction from the norway. another method also concern approaching the townsman. the following quotation shows another german’s method to stop the people’s resistance: “mayor orden, you know our orders are inexorable. we must get the coal. if you people are not orderly, we will have to restore that order by force. ‘his voice grew stern. ‘we must shoot people if it is necessary. if you wish to save your people from hurt, you must help us to keep order. now, it is considered wise by my government that punishment emanate from the local authority. it makes for a more orderly people.” (steinbeck, 1964:47) the way german approaches the natives is by threat. they threaten the native by their force. they will also emanate the leader of the government from the local authority. 50 all the german efforts in approaching the native fail. the native shows disassociate process dominantly. they reject the presence of the german armies.  the social change as the impact of invasion social change is a change in social structure and social relationships-such as in status of systems, sex religion, population distribution, power systems or organization. cultural change is change in the culture of societyin its norms, values, technology, art, literature, or religion. this distinction is not very important, and the terms are often used interchangeably; or the term social change is simply used to include both (paul b horton and robert l horton, 1983:108). it is easy to see how the invasion speeds the social change. it is started from the ruin or sustains the government and followed by the acceptance of the invader. the invasion also creates opportunities in shifting differential powers. besides it must be remembered that conquers brings another culture. the armies have some orders in the norway. a. the changes of the social behavior in further development, some changes appear after the invasion. the silence is more encompassing after sunset. light sting from the windows of a few remaining building. only monosyllable voice come from another world, penetrates the windows flitting between the leaves, and then disappears in the hills dark. the townsmen pass the time in discussions or in a nightly prayer gathering closed. the routine and relation change. they still work in the coalmine like before. but slowly, the townsmen feel hatred to the german. they close their mouth to them. they look like a cool man. it is described in the statement below. “in the town the people move sullenly through the streets. some of the light astonishment was gone from their eyes, but a 51 still of anger had not take its place in the coal shaft the workingmen pushed the coal cars sullenly. the small tradesman stood behind their counters and served the people.” (steinbeck, 1964:39) the warm situation also disappears. the situation becomes full of anger from the people. the people leave their habit to stand in the street. now, they like to leave the street stay in their homes. the condition can be seen from the quotation below. “the people did not stand in the street along, but they entered the door closed and there seemed to be eyes looking from behind the curtains, and when the military went through the street or when the patrol walked down the main street, the eyes were on the patrol, cold and sullen.” (steinbeck, 1964:51) in the previous pages, it is mentioned that the norwegian cannot fight. therefore, the reaction does not present violence. to norwegian flourish in their new behavior is also part of reaction toward german armies. the norwegian see a good opportunity the revenge. waiting a moment to make revenge will establish their behavior slowly. they become silent to the german armies as one of the development of their behavior. “the people of the conquered country settled in a low, silent, waiting revenge”. (steinbeck, 1964:57) when the interaction is symbolized in cold interaction, the german armies face dead people. they are afraid of this condition. the following quotation depicts the evidence: “these people! these horrible people! these cold people! they never look at you. he shivered. ‘they never speak. they answer like dead man. they obey; the horrible people and the girl are frozen!” (steinbeck, 1964:60) 52 b. the changes of the governmental institution the displacement of the government institution is the consequence of the invasion. the successful invasion cannot be separated from the new institution. the government is under the control of the invader. thus the invader will take over the control of the government. in a minute invader could control the town. at ten forty five, the invader finished the invasion. “by ten-forty-five it was all over. the town was occupied, the defeated, and the war finished”. (steinbeck, 1964:1) when the german armies finished the battle and the government is under the control, normally, the leader of the government usually is changed by the invader. but colonel lanser, the leader of invader, takes the local government to handle the authority. he does not make a change. “the colonel said quickly, ‘we know that, and so we are going to keep your government. you will still be the major, you will penalize and reward. in that way, they will not give trouble”. (steinbeck, 1964:15) the police is taken in order to reduce the reaction of the local man. more importantly, it will stabilize the social condition. it is also hoped that the local government makes collaboration with the invaders. “it isn’t that, ‘he said. ’we have found that when a staff lives under the roof of the local authority, there is more tranquility. ‘you mean, ‘said orden, the people feel there is collaboration involved?” (steinbeck, 1964:17) in supporting their policy, the invaders use the house of major orden as headquarters. “upstairs in the little palace of the mayor, the staff of colonel lanser made its headquarters”. (1964:19) this policy is part of the strategies of the german armies in order to get their motive to get mines. they do not show the domination 53 explicitly. implicitly, they drive the local government. the german armies cover their aim under local authority. of course, the strategy of making major orden as a leader does not automatically makes a peace but more than that. the resistance is bigger. when it is realized, the invader changes the strategy and takes the control of authority directly. “lanser shook his head slowly and then he called, ‘sentry! the door opened and a soldier appeared in the doorway. ‘sergeant, ‘said lanser, i have place mayor oren under arrest. you will see that orden is guarded and you will bring winter here immediately”.(steinbeck, 1964:104) conclusion from the analysis, we find that the german invasion is inspired by the movie. the motive of the german armies is to get the coalmines. the german need the violins to support their great ambition in conquering the europe. because the ambition of the german armies to conquer all europe whether or not their motive to gain the coalmines in norway is so strong in order to support their ambition. by getting the coalmines they believed to have powerful support to fulfill their ambition. therefore, they invaded the norway. invasion normally will create conflict both to the government and the people of the country being invaded, including the norway. to the government of norway the conflict resulted in the institutional changes and to the society in disassociates and associates process. the two changes bring about social changes which eventually caused social class. these are all the side effect of the german’s invasion to the norwegian and the social process of the social changes which are described in the scheme below: 54 what we can learn from discussion is that the social change is dynamic and therefore it always develops. it is true that the change is caused and affected by social phenomena in a society, what happens in norway is one example of how the norway has encountered the change. bibliography green, arnold w.1960. sociolog; an analysis in modern society. united states : prentice-hall. inc. hay, collins. 1996. re-stating social and political science. philadelphia : open university press. horton, paul b and robert l horton. 1982. introductory socilogy. illinois; dow jones-irwin homewood. kenney williams. 1966. how to analyze fiction. new york; monarch press. 55 kurniawan, eka. 2002. pramuedya ananta toer dan sastra realisme sosialis. yogyakarta : jendela. marx, karl in andy bernard and tery burges.1996. sociology explained. great britain: cambridge university press. mccarthy, paul. 1981. john steinbeck. new york : frederick ungar publishing co. midgard, john. 1989. a brief history of norway. kotoborn : nye nikkolog olsens tykkeri. parenti, michael. 1992. “imperialsm”. mary hawkesworth (ed). encyclopedia of government and politics. volume i. newyork : chapman and hall, inc. savage, katharine. 1964. the story of the second war. usa : henry z. walck inc. scott wilbur s. 1962. five approaches of literary criticism. london : collier macmillan publisher. steinbeck, john. 1964. the moon is down. new york : bantam book, inc. tedlock, e.w. and c.v. wicker. 1967. steinbeck and his critics. alburque : university of mexico press. young, kinbal. 1956. social psychology. united states : appleton century croft inc. 160 presuppositions in mobile phone advertisements nita puspita sari 1 , zuliati rohmah 2 state islamic university sunan ampel surabaya ntpspt@gmail.com, zettira@gmail.com abstract: the present study aims to describe the types of presuppositions contained in mobile phone advertisement and to describe the functions of presuppositions contained in mobile phone advertisement. the descriptive will describe and interpret phenomena related to presuppositions. the analysis of the mobile phone advertisements shows that the most dominant type of presuppositions found in selected slogans is lexical presuppositions. in terms of the functions of presuppositions in the advertisement, committing in implicit competition and making the advertisement short and memorable is the functions which are most frequently used. keywords: pragmatics; presuppositions; advertisements 1. introduction presupposition is a central topic in pragmatics. presuppositions can mean previous estimates. when the speaker or the writer says or writes something without explaining it clearly, the listener or the reader already has previous estimates about the person or what is being discussed. there have been a number of researchers who discuss presuppositions with a variety of topics and research focuses (see, for example, simons, 2003 & 2010; khaleel, 2010; chemla and bolt; 2011, ahmed, 2011; hashim, 2014; lam, 2009; and dewi, 2015). some of the researchers talk about the meaning and the types of presuppositions that are used in a variety of media such as english journalistic (khaleel, 2010), religious islamic text (hashim, 2014), food advertisements (lam, 2009), talk show (dewi, 2015) and so on. khaleel’s (2010) study on english journalistic texts focused the analysis on presupposition triggers. this research collected data from six english journalistic texts which were randomly selected. the six english journalistic texts were from the national newspapers and the regional newspapers. this research is very interesting in terms of topic choice, however, the topic discussed was too broad—it analyzed all branches of presuppositions triggers—the researcher lacked focus on the topic being discussed. presupposition triggers are divided into three types, they are existential mailto:ntpspt@gmail.com mailto:zettira@gmail.com 161 (definite description), lexical (implicative verbs, factive items, change of state verbs, verbs of judging, counter factual verbs, conventional items, iteratives) and structural (cleft constructions, wh-questions, adverbial clauses, comparative constructions, counter factual conditionals, non restrictive clauses). in the analysis, the researcher analyzed all types of presuppositions and their sub-types. it would be better if the study focused on one type only, but discussed it thoroughly. another study on presuppositions was also conducted by chemla and bolt (2011). the researchers focused their analysis on the processing of the presuppositions; dynamic semantics versus pragmatic enrichment. in this article, the researchers developed and tested two processing accounts of presupposition projection, the global-first model and the local-first model, inspired by dynamic semantic and pragmatic theories respectively. when a presupposition triggers (realize) occurs under negation (zoologists do not realize that elephants are mammals), the sentence is most commonly interpreted with the same global presupposition (elephant are mammals) as if negation was not present. alternatively, the presupposition may be locally accommodated so that the presupposition may become part of what is negated. in experiments conducted in this analysis, the researchers found that the participants tend to get a global interpretation more quickly than the local interpretation. the research focuses on discussing the results in terms of dynamic semantics versus pragmatic models enrichment. furthermore, ahmed (2011) focuses on pragmatic studies that discusses the presuppositions as a pragmatic inference toward a new conceptualization of the term. the analysis is almost the same as the previous analysis conducted by khaleel (2010). the researcher discussed about the presuppositions triggers but with a different data source. the researcher analyzed how existential presupposition operates in english religious texts and how it can be identified. existential presupposition was investigated through the use of proper nouns and the names of persons that operate as a distinctive feature due to the frequency of occurrence in islamic religious texts. the research is very interesting as the researcher focused on one type of presupposition triggers, that is, existential presuppositions, that makes the researcher able to conduct an in-depth analysis on the data. however, the data source was too general. he did not specify the islamic religious texts used as the data source, whether it is from the qur’an, hadist or other texts. the latest analysis was conducted by dewi (2015) focusing on presuppositions in mario teguh’s speeches. the researcher found the six types of presuppositions suggested by yule (1996). the most interesting of all is the research conducted by lam (2009). in his study, lam discusses the relationship between presuppositions in advertisement and the hong kong’s culture. this article gives details on the functions of presuppositions in the ads and the ways in which cultural aspects 162 are reflected in the ads. the researcher analyzes how the hong kong’s culture is reflected in the food advertisements. presuppositions always appear in every conversation because the conversation certainly has meaning in the sentence, it makes the interlocutor use a presupposition."a presupposition is something the speaker assumes to be the case prior to making an utterance" (yule, 1996, page 25) and “presupposition can be informally defined as an inference or presupposition whose truth is taken for granted in the utterance of a sentence“(huang, 2007, page 65). yule (1996) devides types of presuppositions into six, they are, existential presupposition, factive presupposition, lexical presupposition, structural presupposition, non-factive presupposition and counterfactual presupposition. the function of presuppositions is to gear certain responses or predictions that are considered in accordance with the existing use of the spoken sentence. for example, in “my wife is pregnant,” the presupposition is ‘the speaker has a wife’. the phenomenon of presupposition is not only used in religious islamic texts, food advertisements, novel, movie and so on, but also used in the mobile phone advertisements. many advertisements compete to offer products at affordable prices and claim to sell good quality gadgets. the advertisement writer makes use of presuppositions in the advertisements to attract potential buyers. advertisement is very important in business because advertising is closely related to the marketing strategy. advertisement is a part of promoting a product or service. “advertising is a sales message directed at a mass audience that seeks through persuasion to sell goods, services or ideas on behalf of the paying sponsor” (burke, 1980, page 6). consumers get information about the product with advertisements. thus, large companies will spend a lot of money to advertise their products and promote what consumers get when they buy the product. the cost to create advertisement is quite expensive because it requires the media to boost the selling of the products. therefore, any company that wants to advertise a product or service should be able to choose the right media so that it can escalate the selling point. there are a variety of media to advertise products or services, one of which is the brochure. to advertise products or services, media advertising through brochure is considered cheaper than other media such as tv’s advertisements, billboards, posters and so on. in addition, the slogan of advertisement is also important in introducing a product or service to consumers because an attractive slogan will make consumers become interested in buying the product or service being offered. slogans are the sentence used to convey a message about the product or service. usually a phrase used in advertising slogan is easy to remember. this paper focuses on presuppositions of slogans in mobile phone advertisements, especially in brochures. this is because recently the 163 competition in gadget technology and sale is increasingly prevalent. this paper analyzes various slogans of mobile phone promotion to know what types and functions of presuppositions that are often used to attract consumers. yule’s (1996) theory on preposition has a great contribution on the analysis of the types of presuppositions existing in the brochures. lam’s (2009) article is one important source in analyzing the functions of presuppositions. in brief, this paper focuses the analysis on the types and functions of presuppositions in mobile phone advertisements, especially, in brochures. 2. methodology the study of presuppositions in mobile phone advertisements applied descriptive research method. this study describes, interprets phenomena such as conditions or existing relationship using scientific procedures to address the research questions related to types and functions of presuppositions. descriptive method is a research method which describes systematically a situation or area of interest factually and accurately (isaac and michael, 1987, page 42). the data in this study were words, sentences and pictures taken from slogans in the mobile phone advertisements, especially in the brochures, gathered from mobile phone counters in plaza marina and wtc surabaya on january 2015. twenty one slogans from fifty collected slogans were analyzed by identifying, classifying and explaining them to find the types and functions of the presuppositions. 3. findings in line with the research questions, the findings are presented in two sub headings: the types of presupposition and the functions of presupposition in advertisements. a. the types of presupposition in mobile phone advertisements based on data collected from the mobile phone advertisement, four types of six types of presuppositions by yule (1996) are found out. the following figure shows the results of the analysis of the types of presuppositions in the mobile phone ads. 164 figure 1: the results of the types of presupposition figure 1 shows the types of prepositions existing in the brochures, they are, existential presupposition (8 items), factive presupposition (7 items), lexical presupposition (12 items) and structural presupposition (3 items). in this study, non factive presuppositions and counter factual presuppositions are not found. one slogan can contain more than one type of presuppositions, therefore, out of twenty one brochures, it was found out thirty presuppositions. 1) existential presupposition existential presupposition is presupposition which does not only assume the existence of something in the sentences that show ownership, but also more widely assumes the presence of existence of the statement in the utterances. since all data that have been analyzed by the writer, there are eight slogans or 27% containing existential presuppositions. the eight data from the slogan which contain existential presuppositions are data no 2, 4, 7, 8, 13, 16, 19 and 21. figure 2 show three examples of data containing existential presupposition. series1; existential presuppositio n; 8; 27% series1; factive presuppositio n; 7; 23% series1; lexical presuppositio n; 12; 40% series1; structural presuppositio n; 3; 10% existential presupposition factive presupposition lexical presupposition structural presupposition 165 figure 2: existential presupposition let us see an example of existential presupposition from data no 16. the data contain an interesting slogan. through this slogan, the readers directly geared to make presuppositions that there is a smart phone with a mini size compared to other smart phone in general. the slogan "mini in size" already represents the existence or characteristic of a smart phone with the oppo n1 mini's brand. the slogan contains existential presuppositions because through the slogan "mini in size", the readers can see the existence which is shown through the word "mini" in the slogan. in short, data no 13, 16 and 19 contain the existential presupposition. the slogans and pictures shows the existence of a smart phone which can be seen clearly by the readers in the ads. 2) factive presupposition factive presupposition is presupposition which appears from information delivered and expressed with words which show a fact or news which is absolutely true. there are seven slogans or 23% containing factive presuppositions. the seven data from the slogan which contain factive presuppositions are data no 3, 4, 9, 12, 14, 18 and 20. figure 3 shows the ads containing factive presupposition. 166 figure 3: factive presupposition. by seeing the slogan, the readers will make presuppositions in accordance with the facts in the slogan. when the readers read the slogan "the super tablet" (data number 9), the readers will make presuppositions that this smart phone certainly has tremendous advantages compared to other smart phones in general. the slogan contains factive presuppositions since it gives real information or facts. the slogan is actually describing the many advantages of this smart phone by summarizing it in a short, attractive slogan, “the super tablet”. hence, the ads shows facts about the sophistication of smart phones that are offered to the readers. 3) lexical presupposition lexical presupposition is the presupposition obtained through utterances which are interpreted through assertion in the utterances. since all data that have been analyzed by the writer, there are twelve slogans or 40% containing lexical presuppositions. the twelve data from the slogan which contain lexical presuppositions are data no 1, 6, 8, 9, 11, 12, 14, 16, 17, 19, 20 and 21. the following is a more detailed explanation of the data no 17, 20 and 21. the slogan from the data no 20 in figure 4, for example, show a slogan "high performance" which contains an implied meaning because the readers will begin to make a presupposition that this smart phone will be very suitable for the high-performance job. the ads further appeals to the reader by mentioning that the smart phone is equipped with a dual sim, offline maps and even microsoft office. all these advantages remain wrapped with beautiful design with cheerful colors such as shown in the picture of the brochure. the slogan contains a lexical presupposition because through the slogan “high performance”, the readers are wondering about the meaning of the slogan and finally make presuppositions based on the words and the picture. 167 figure 4: lexical presupposition 4) structural presupposition structural presupposition is a presupposition which is expressed through utterances containing a clear structure that can be directly understood without looking at further use of the words. from all the data that have been analyzed by the writer, there are three slogans or 10% containing structural presuppositions. the three data from the slogan is containing structural presuppositions are data no 5, 10 and 15. the following is a more detailed explanation of the data no 10 and 15. figure 5: structural presupposition 168 obviously that the advertisement no 10 is different from that in the data no 15 but both contain structural presupposition. ads in number 15 contains a structural presupposition because the word “does your phone camera have a night life?” is an interrogative sentence which is expressed with clear structure and can be directly understood as a rhetorical question. the presupposition that the readers will make is that this phone has a camera that can capture night life very excellently as shown in the brochure. the brochure shows the picture of a woman portrayed in the night, hence, it shows the result of the camera. the ads show that the phone certainly has a sophisticated camera and great for photographing at night even in the dark. after analyzing the whole data and found four types of six types of presuppositions, the writer concludes that the lexical presupposition’s type is the type which most often used by the advertisers in the gadget competition through advertising slogan in a brochure. the advertisers are not interested in using non factive presuppositions and counterfactual presuppositions. the advertisers might be afraid if their advertising slogans become ambiguous or biased and not understood by the readers that make their product lost in competition. b. the functions of presupposition in mobile phone advertisements in this study, there are three functions of presupposition in advertisements found during the data analysis. the functions are presenting implied competition, causing readers to consider the existence of the products or service and making the advertisement short and memorable. figure 6 shows the results of the analysis of the functions of presuppositions in the mobile phone brochures. the functions of presenting implied competition and making the advertisement short and memorable are used in similar frequency, which is,16. the functions of causing readers to consider the existence of the products or service is applied not as often as the other two functions. it is only used 4 times. 169 figure 6: functions of presuppositions 1) presenting and winning implied competition presenting implied competition is one of the functions of presupposition in the advertisement which is often used in advertising discourse and an important function of it is to make comparative advertising and most importantly to avoid breaking the law. nokia lumia 1020’s advertisement with slogan “stunning 41 megapixel camera” is the example of the data which contain presuppositions that implied competition with other products. the slogan contains implied competition because through the slogans, the advertisers try to thrust certain advantage if the readers buy this smart phone. the advantage is in the form of sophistication of the camera up to 41 megapixels that makes the pictures look very nice and clear like the results of d-slr cameras. the readers will make presuppositions that the sophistication of nokia lumia 1020's camera is not owned by other smart phones in general because other smart phones are usually equipped with a camera 2-8 megapixels. 2) causing readers to consider the existence of the products or services causing readers to consider the existence of the products or service is one of the functions of presupposition in the advertisement. it may cause “the readers to consider the existence of objects, propositions and culturally defined behavioral properties” (sells and gonzalez, 2002). samsung galaxy note 4’s advertisement which slogan “do you note?” is the example of the series1; presenting implied competition; 16 series1; causing readers to consider the existence of the products or service ; 4 series1; making the advertisemen t short and memorable; 16 170 data which contain presupposition that cause readers to consider the existence of the products or service. through the slogan, the advertisers create the readers who like to make notes or make design. they realize that readers will desperately need this smart phone to support the performance. the readers will make presuppositions that if they have this smart phone, they can make important notes such as schedules, plans or design, etc. very easily. in their busy days, they no longer need to carry a notebook wherever they go. through this smart phone, they can write notes, edit, make a design and even can directly share it through social media. this sophisticated smart phone will greatly help the performance of the users. 3) making the advertisement short and memorable making the advertisement short and memorable is a further function of using presupposition in the advertisement. i phone 5s’s advertisement which contains the slogan of “forward thinking” is the example of the data containing presupposition that makes the advertisement short and memorable. this slogan is very short and very easy to remember. through the very short slogan, the readers will directly remember the previous presuppositions that this smart phone is already one step ahead than other smart phone because this smart phone presents sophistication earlier before other smart phones. in terms of the functions of presuppositions in advertisement, implicit competition and making the advertisement short and memorable is the function which most frequently used. 4. conclusions every speaker has a different assumption and this may allow every speaker to have different presupposition. through slogans and pictures in the advertisements, the advertisers hope that the readers make good prejudices or presupposition so that the readers will be interested in buying it. the advertisers apply four kinds of presuppositions to attract the prospective customers. the presuppositions are employed and inserted in the advertisements to present implied competition, cause readers to consider the existence of the products or service and make the advertisements short and memorable. 5. references ahmed, m.s.m. (2011).presupposition as a pragmatic inference toward a new conceptualization of the term. international journal of business and social science, vol. 2 no. 7. 171 burke, j.d. (1980). advertising in the market place (2 nd ed). new york: mc.graw-hill, inc. chemla, e. & bolt, l.a. (2011). processing presuppositions: dynamic semantics vs. pragmatic enrichment. dewi, f. k. (2015). mario teguh’s presupposition in the “golden ways” program in the making of jodoh episode. diponegoro university: unpublished thesis hashim, s.s.m. (2014). existential presuppositions in religion islamic texts: pragmatic implication. international conference on arts, economics and management. huang, y. 2007. pragmatics. new york: oxford university press. isaac, s& michael, w. b. (1987). handbook in research and evaluation for education and the behavioral sciences. san diego: edits publishers. khaleel, l. m. (2010). an analysis of presupposition triggers in english journalistic texts.j. of college of education for women, vol. 21. lam, c.k.y. (2009). what is useful about presupposition in advertisements and what does it reflect? a sociolinguistic study of hong kong culture. the university of hong kong. levinson, s.c. (1983). pragmatics. london: cambridge university press. sells, p., & gonzalez, s. 2002. presupposition in the language of advertising. simons, m. (2003). presupposition and accommodation: understanding the stalnakerian picture.in philosophical studies 112: 251-278, 2003. simons, m. (2010). presupposing. carnegie mellon university. yule, g. (1996). pragmatics. oxford: oxford university press. volume 12, number 2, september 2021, 188-198 available at http://jurnalfahum.uinsby.ac.id/index.php/nobel/article/view/402 doi: 10.15642/nobel.2021.12.2.188-198 love of nature and women in john masefield’s “beauty” and goran’s “women and beauty”: a comparative study mariwan hasan,1 saman mohammed2 university of sulaimani, kirkuk road, sulaimani kurdistan region, iraq1 university of human development, sulaymaniah, iraq2 article info this research is a comparative study entitled love of nature and women in john masefield’s “beauty” and goran’s “women and beauty.” textual and analytical approaches are used to analyze the poems to highlight the differences and similarities between the two poems. the analysis compares and contrasts both poems by each topic of discussion, including the theme and the rhyme pattern. this paper finds that although both masefield and goran come from different cultures and periods, the earlier from the romantic era while the latter is a modern poet, their poems agree in expressing the beauty of nature. however, the poems then state that the beauty of nature is nothing compared to the beauty of their beloved ones. the analysis also explores the different portrayals of nature that the poets depict and the rhyme pattern they prefer. this study then shows that the same issue can always come from works from a very different time and culture. article history: received june 2021 accepted august 2021 published september 2021 keywords: love, nature, women, comparative literature, influence © 2021 uin sunan ampel surabaya correspondence: p-issn 2087-0698 email: mariwan152@live.com e-issn 2549-2470 http://jurnalfahum.uinsby.ac.id/index.php/nobel/article/view/ mariwan hasan & saman mohammed nobel: journal of literature and language teaching 189 volume 12, number 2, september 2021, 188-198 introduction this article aims to portray the love of nature and women in two poems coming from different times and places. john masefield’s “beauty” was firstly published in 1903 in a collection of poems: ballads. meanwhile, goran’s “women and beauty” was written in the kurdish language in 1950 in the kurdistan region, yet owing to the existing influence of the english writers in general and the special influence of masefield (awareness, 2021). this study is unlike the existing studies since no scholar in kurdistan or outside kurdistan, either in kurdish or other languages, touched upon this comparative study. although goran has been compared to some english poets like wordsworth (karim, 2021), lovelace, bysshe shelley, and wilde (murad, 2019), john masefield and his influence have never been mentioned in any studies yet. it is an initiation in which the researchers shed light on the role of masefield as a famous poet whose influence is reflected in goran’s poem “women and beauty.” a thematic similarity is touched upon in this study. the difference is not quite substantial that the researchers did not take it into deep consideration. the two poems will be compared thematically, which is allowed according to the french school of comparative literature, in which one influences the other. in this case, goran abdullah is influenced by john masefield, so conducting such a comparative study is possible. goran’s role as a kurdish romantic poet has been touched upon by some scholars (ahmed, 2008; mahmud, 2007; muhiadeen, 1997; saed, 2003). moreover, the influence of oscar wilde and some romantic poets such as shelley has been talked about by some kurdish researchers (karim, 2021; murad, 2019). still, the influence of john masefield on goran in general and more particularly on him in writing “women and beauty” has not been tackled so far. so, this study will be a source for world scholars who will research into comparative study and kurdish literature as well. review of literature english romantic poetry romanticism is an artistic, literary, and intellectual movement that originated in europe toward the eighteenth century; it was at its top from 1800 to 1850. the meaning of romanticism changed through time. “romantic” meant visionary or imagination in the seventeenth century because of the birth of a new genre, “novel,” which was mentioned as texts of imagination written love of nature and women nobel: journal of literature and language teaching 190 volume 12, number 2, september 2021, 188-198 in a romantic language. in the eighteenth century, by the age of enlightenment, romanticism eclipsed. in the nineteenth century, romantic meant the expression of personal feeling or desire, emotions, and feelings, which were the main idea of romanticism. romanticism started in england in the early fourteenth century. the first generation of english romanticism was william blake, william wordsworth, and samuel tayler coleridge. however, it was wordsworth and coleridge’s lyrical ballads that became the birth signal of romanticism. in lyrical ballads, wordsworth defines poetry as “the spontaneous overflow of powerful feelings: it takes its origin in emotion recollected in tranquility: the emotion is contemplated till, by a species of reaction, the tranquility gradually disappears, and an emotion, kindred to that which was before the subject of contemplation, is gradually produced and does itself actually exist in the mind” (weber, 2020). one of the characteristics of english romantic poetry is imagination. john keats said, “i am certain of nothing but of the holiness of the heart’s affections and the truth of imagination” (rutherford, 2013). so imagination is really powerful in poetry, especially in romantic poetry, because it uses strong words to show the poet’s power. another important characteristic of english poetry is love for nature (weber, 2020). nature inspires poets; there is a union between nature and man because nature gives joy and pleasure. another important feature is the sublime in romantic poetry. in literature, sublime is the use of language and description. another feature is the expression of personal feelings for a woman, or the poet's beloved or the poet describing the beauty of his beloved, or it is an expression of power and passion. kurdistan in twentieth century at the beginning of the twentieth century, the ottoman empire became weak in kurdistan. at that time, the family of sheikh of barznja was famous. the ottomans always tried to be close to them, and they invited them to mosul. unfortunately, sheikh said, father of sheikh mahmud, passed away because of an accident. from that time, sheikh mahmud became the leader of the kurdish people. he was in all government meetings from the fall of the ottoman empire to control the english people. in kurdistan, he was the founder of the movement of people liberation. sheikh mahmud fought for kurdistan’s freedom all the time. he became the symbol of arm potent and holy amongst the kurdish people, especially by the poets and intellectuals of the time, because he symbolized hope (saed, 2003, p. 140). hartshorne (1980, p.199) states, “i was reading some of the works of shelley and byron translated into the turkish language. but after the downfall of the mariwan hasan & saman mohammed nobel: journal of literature and language teaching 191 volume 12, number 2, september 2021, 188-198 ottoman empire and after i had some mastery over the english language, i was able to read their works directly” (qtd. in karim, 2021, p. 51). the researchers chose the two poems by the two poets is due to the similarities the two poems share despite the cultural differences. the influence of the english writers such as oscar wilde, percy bysshe shelly, robert herrick, and some more has been discussed by some kurdish or english scholars. still, john masefield’s influence on goran has not been talked about yet. masefield’s “beauty” and goran’s “women and beauty” seemed like two similar poems written in different languages; the former was in english while the latter was kurdish. both poems also share the same structure and the subjects they talk. regarding the power of the kurdish language, one can say that it was not a strong language because the kurds were divided and sent to four countries, turkey, syria, iran, and iraq. the kurdish language was spoken by people, but it was not the language of education. none of those countries were allowed to teach the kurdish language or teach kurdish in the areas where their population was kurdish. furthermore, there were some movements in fighting against the government as the kurds were asking for freedom. the kurdish writers during this time endeavored to use their native language in their writings. kurdish nationalists soon realized the fear of occupation of their land by ottomans and qajar king. so, for the success of their case, they realized that outside help was needed to internationalize it. they were not successful in their effort to gain the support of the european forces except for some support from russia. the purpose of this was to keep the kurds away from agreements with the turks or with christians. the period of kurdish romantic poetry is different from the victorian one; the romantic poetry of the kurdish people started in the late nineteenth century and the beginning of the twentieth century. the pioneer of this period is goran abdullah. discussion of the main themes about the poets john edward masefield, a 20th-century poet and writer, was born on june 1, 1878, in ledbury, herefordshire, england, and died on may 12, 1967, in abingdon, berkshire. when he was six years old, his mother died. he lived with his father and his aunt. later his father died because of a mental breakdown. he has been educated at king’s school in warwick. he was the poet laureate love of nature and women nobel: journal of literature and language teaching 192 volume 12, number 2, september 2021, 188-198 of the united kingdom from 1930 until his death. he wrote many kinds of poems, and the one we studied was “beauty.” john masefield’s poem “beauty” is quite possibly the most romantic poem that can blend a universe of feelings. mainly, the poem revolves around two types of beauty. the first one is the beauty of nature, and the second one is the beauty of women. he has used many different literary devices, for example, simile, personification, metaphors, and onomatopoeia. the poem contains eight lines. in the first six lines, the poet speaks about the difference between nature around him and the world. masefield seems best when it comes to acquiring pictures from nature. however, “beauty,” being one of his odd, has extraordinary importance. at the point when it comes to using pictures in the sonnets, masefield is intentionally accelerating the use of some images he has commended in different sonnets. goran abdullah was the most influential kurdish poet of the romantic period and the leader of the new kurdish poetry. it is said that he was not merely a poet but rather a translator and a “member of iraqi communist party” (abdulla goran (1904 – 1962), n.d.). besides, he was acquainted with the poetry composed in arabic, turkish, and persian. goran lived in halabja, a mountainous area in the kurdistan region of iraq. his interest in nature started from his childhood, and he wrote poetry to criticize those who underestimate the role of nature. he also spent some time in kirkuk as a student. during his time in kirkuk, he became familiar with arabic language and literature, and from the arabic, he became aware of turkish literature. he was so eager to know more about the culture of the english-speaking countries. for this reason, he educated himself and learned the english language. one of the most important resources that influenced goran was western literature, especially english literature. from the beginning, he got familiar with english literature, from translated masterpieces to the turkish language. goran says himself, “i have read some of the shelley and lord byron’s works in turkish, but after the ottoman empire destroyed, and getting some expert in the english language, i could read all their works in english” (muhiadeen, 1997). khaznadar points out that “during the second world war, [goran] worked from september 1943 till the end of 1944 along with ramzi qzzaz and rafeeq chalak in the east radio near the city of jafa in palestine. being a radio broadcaster (qtd. in murad, 2019, p. 998) made him familiar with english and literature. this has significantly influenced him and made him borrow mariwan hasan & saman mohammed nobel: journal of literature and language teaching 193 volume 12, number 2, september 2021, 188-198 from english literature and poetry and compose his masterpieces (poems) in a pure kurdish language, empty of foreign words. the most important side of goran’s poems is nature. the beautiful nature of kurdistan directly influenced goran to write his poems. he benefited from kurdish poets before him, such as xani, mawlawi, nail, salim, and kurdi. goran knew five different languages, so he also benefited from all poems written in foreign languages, especially english literature, persian literature, and arabic literature (mahmud, 2007). goran’s love for kurdistan is clearly expressed in his poem “kurdistan.” it becomes evident that the beauty of kurdistan’s mountains, valleys, hills, snow, and water made him the poet of nature. i have been nurtured by these valleys, summits and hummocks, / my breath is full of the fragrant breeze of your highlands, / my lips are satiated by your snow waters, / my gaze is used to the sight of your silvery twilights / reflecting on evening snows, / my ears are habituated to the music of your waterfalls / pouring down from high quarters above snow to green landscapes. // my tongue bloomed with your beautiful speech, / with words of your mountain songs, / the words of folk tales told around fireplaces, / the words of your children‘s lullabies. / when blood stirs in my veins, it does so under the power of your love, / i know. (abdulla goran (kurdistan) lyrics + english translation, n.d.) in “women and beauty,” goran completely points out all beauties, especially the beauty of nature and women. love of nature in both poems masefield’s “beauty” (masefield, 1903, p. 36) contains eight lines. in the first four lines, the narrator speaks about several views of nature around him and the world. line 1: “i have seen dawn and sunset on moors and windy hills” talks about the poet who watched the dawn (sunrise or morning) and sunset, or he has seen the beauty of sunrise and sunset on moors. here moors can be considered as “plants” and on windy hills. in line 2: “coming in solemn beauty like slow old tunes of spain,” the narrator here used simile, comparing two different objects. the coming of dawn and sunset (line 1) was compared to the old tunes of spain in the sense that old tunes of spain are considered very pleasant, and they were considered euphonic. so, by the comparison, the narrator expects the reader to feel great happiness and satisfaction when his beloved arrives compared to such a piece of wonderful music. “i have seen the lady april bringing the daffodils / bringing the springing grass and the soft warm april rain” (lines 3-4). here april is considered as a lady. the narrator personifies april as a lady because a lady gives birth to children. in april, many flowers love of nature and women nobel: journal of literature and language teaching 194 volume 12, number 2, september 2021, 188-198 bloom like daffodils, and the grass grows they make people feel comfortable. moreover, the soft showers of april rain are very pleasant, and it appeals to his senses. in line 5: “i have heard the song of the blossoms and chant of the sea,” the technique of personification has been used. the blossoms have been personified because only humans can sing a song; blossoms and flowers cannot sing. the phrase “chants of the sea” means song of the sea. the sea has been personified because waves of the sea produce music that appeals to his ears, and the sound of the blossoms and sea are euphonic. furthermore, in line 6: “and seen strange lands from under arched white sails of ship,” the narrator points out that he has visited many places by crossing the seas under the curved white sails of the ship. he has seen the beauty of the sea, and he has heard the music of the sea waves. from here, the narrator makes a shift from the sea to the land. up until the sixth line, the narrator explains all the beautiful things he has seen in nature. goran’s poem “women and beauty,” from the first until the seventh line, describes the beauty of kurdistan’s nature, including mountains, falls, sky, valley, and fruits: i have seen stars in the sky i have gathered flowers in spring’s garden dews from trees have wet my face i have observed dusk on many horizons the rainbow after torrential rain is arched opposite to the sun the new roz’s sun, may’s and june’s moon (goran’s “women and beauty”) he described the most beautiful views of nature a person can imagine realistically. goran shows the influence of the seasons: spring and autumn, but spring is the most beautiful season among all seasons. besides that, he has used four gestures of feeling, and the reader feels a special kind of pleasure because it’s in a way that gives us all those beautiful nature views in a simple way. in other words, he uses a simple, pure kurdish language, and special joyful music is felt (mahmud, 2007). love of women in both poems in masefield’s “beauty,” the narrator shifts the idea of nature’s beauty to the woman’s beauty. up until the sixth line, he expresses the beauty of “dawn and sunset” (line 1), “daffodils” (line 2), “the springing grass and the soft warm april rain (line 4). the narrator also enjoys “the song of blossoms and the chant of the sea” (line 5) as well as “the strange lands” (line 6). however, in the next two lines, the narrator states that all those beautiful things in nature cannot compare to the beauty of his lover, “but the loveliest things of beauty god ever has showed to me, / are her voice, mariwan hasan & saman mohammed nobel: journal of literature and language teaching 195 volume 12, number 2, september 2021, 188-198 and her hair, and eyes, and the dear red curve of her lips” (lines 7-8). those lines contrast the physical beauty of nature to the physical beauty of his beloved. the main point is that the narrator has seen so many beautiful things in nature, he has crossed the sea, and he has seen the beauty of the sea and heard the sound of music of the waves, and he has seen many different lands, but the loveliest of them all are his beloved’s eye, hair, voice, and lips. meanwhile, in “women and beauty,” until the seventh line, the poet describes the beauty of nature, then his description shifts to the description of the beauty of women and his beloved. it is crystal clear in the following lines after line 7: but nature without the smile of my darling is all void of light is without tune when the wind brings not her voice to please me; what star, what wild rose is as red as her cheeks, her nipples and lips; what blackness stills as in her eyes black as her lashes, brows or her loose hair? what height is as beautiful as her height what glow as light as in her eyes? what longing, desire, and staying is as magical as that of love. (goran’s “women and beauty”) 1 goran keeps describing nature like he is addicted to its gorgeous view. still, eventually, he brings his ideas into the poem that every beauty in nature is nothing without his beloved one, who completes nature. so, goran says that nature without lovers equals zero. in other words, goran says that nature is never completed without the smile of his beloved one, like “void of light” and “without tune” (lines 9-10). nature without lovers means no lovers (mahmud, 2007). by this poem, goran expresses that the beauty of a woman is the source of every other beauty. similarities and differences between the two poems the similarities can be seen in the titles of the two poems and their contents, as the two poems describe the beauty of nature and women. masefield’s poem is romantic, but goran’s poem is modern, yet the subjects of these two poems are the same. their languages are different in two ways: the language of masefield’s poem is romantic as it contains descriptions of nature and 1 this poem has been translated from kurdish language into english language by mariwan hasan available at: (https://lyricstranslate.com https://lyricstranslate.com/en/afret-u-ciwani-women-and-beauty.html love of nature and women nobel: journal of literature and language teaching 196 volume 12, number 2, september 2021, 188-198 women's innocence. meanwhile, goran’s poem is pure kurdish and is empty of arabic, turkish, or persian words, although he knew these languages besides english. the main similarity between john masefield’s “beauty” and goran’s “women and beauty” is the theme of the poems, which is the beauty of nature. from the first line, masefield describes the most beautiful views in nature that he has seen in his life. he describes the beauty of sunrise and sunset. masefield also describes the musical sounds of nature, like the sound of waves and all the beautiful places he has visited in his life. meanwhile, goran described the most beautiful views of kurdistan’s nature that influenced him. he also describes the music of nature, like the sound of grasses and the singing of the birds. both poets describe nature from the first line until they get to the point that they contrast and point out their real feelings. this is the next thing on which both poets seem to agree. they both have the same view that all the beautiful things in nature are nothing without the beauty of a woman or their beloved one. another similarity between both poems is the way the poets use the language. both masefield and goran started their first line with the same subject and verb. masefield wrote, “i have seen dawn and sunset on moors and windy hills,” while goran wrote, “i have seen stars in the sky.” they also used the same object for the verb, which is the sky. masefield portrayed the beauty of the sky when the sun rises and sets, while goran depicted the sky at night with the stars. by this point, one might argue that masefield’s influence was evident in goran’s poem. regarding the difference between both poems, masefield and goran portray nature differently. while masefield describes oceans, sunset, and the places he traveled, goran describes kurdistan’s valleys and mountain falls. yet, at one point, they represent the same thing, which is the beauty of spring. the geography of the areas goran describes in his poem is narrower than the geography of the poem by masefield, which was due to the political situation in the kurdistan region as the iraqi government during goran’s time-limited traveling for people in general and the kurds in particular. the following different thing about the poems is the rhyme pattern. in “beauty,” masefield used abab cdcd and trochaic metrical pattern, a metrical foot composed of two syllables; a stressed syllable followed by an unstressed syllable. meanwhile, goran’s “women and beauty” is written in aabb. goran used this rhyme pattern because he wanted to point out what was in his mind freely, which expresses the talent of the poet (ahmed, 2008, p. 101). mariwan hasan & saman mohammed nobel: journal of literature and language teaching 197 volume 12, number 2, september 2021, 188-198 conclusions this article compares and contrasts two poems written by two different poets coming from two different cultures. “beauty” is written by john masefield, a british poet who lived in the romantic era. meanwhile, “women and beauty” is written by goran abdullah, a kurdistan poet coming from the modern era. since both poems come from a different culture, the language used is also different. “beauty” is written in english, while “women in beauty” is written in kurdistan. despite the different language that the poems use, both express the same theme: the beauty of nature. masefield and goran also seem to agree that the beauty of nature is nothing without the beauty of their loved ones. concerning the differences, both poems portray nature differently since masefield prefers the sea and lands while goran chooses the valley and mountains. the two poems also have different rhyme patterns, “beauty” employs abab cdcd, while “women and beauty” uses abab. all in all, the comparison between the poems implies that the cultural difference of the author might not hinder them from expressing the same universal issue, which is about the love of nature and women. references abdulla goran (1904 – 1962). (n.d.). kurdish academy. retrieved september 29, 2021, from http://kurdishacademy.org/?page_id=866 abdulla goran (kurdistan) lyrics + english translation. (n.d.). retrieved july 16, 2021, from lyricstranslate.com ahmed, p. a. (2008). goran’s poetic style. kudology center. awareness. (2021). goran: the poet of beauty and nature. katnews. https://katnews.co/cgblog/4664/ سروشت-و-جوانی-شاعیری-گۆران .html karim, b. h. h. (2021). a study of the comparative elements of nature and beauty in the poetry of william wordsworth and abdullah goran barzan. technium social sciences journal, 15(january), 47–54. mahmud, f. (2007). nature in goran’s poems. sardem publishing house. masefield, j. (1903). ballads. elkin mathews, vigo street, w. muhiadeen, g. (1997). goran and herrick a comparative study between two poems “to the daffodils” and “to the convolvulus.” journal of kirkuk university humanity studies, 4(2), 34–42. murad, i. a. (2019). literary indebtedness: selected english and kurdish texts. journal of garmian university, 6(2019), 996–1008. https://doi.org/10.24271/garmian.5thc68 rutherford, a. (2013). lord byron: the critical heritage (a. rutherford (ed.)). routledge. love of nature and women nobel: journal of literature and language teaching 198 volume 12, number 2, september 2021, 188-198 saed, m. (2003). sensual nationality and national spirit in goran’s dialect poetry. journal of university of sulaimani, 4(3), 134–152. weber, k.-l. (2020). raising environmental awareness via literature: perceptions of nature and the city in nineteenth-century and contemporary british poetry [rheinischen friedrichwilhelms-universität bonn]. https://nbn-resolving.org/urn:nbn:de:hbz:5-57482 121 the woman struggle of being a governess in anne bronte’s agnes grey nuwailah rochmah lentera ilmu indonesia, sidoarjo nailah.ridh@gmail.com abstract: in the victorian era, the existence of governess held unique position and became a social phenomenon in england. the governess became a popular figure in fiction. many authors of governess novels drew on their own experience as a governess. among these authors is anne bronte. in her first novel agnes grey, she depicted the life of governess throughout its female main character named agnes grey. this thesis focuses on analyzing that female main character and her struggle of being a governess. the aims of the thesis are to examine the motive that leads agnes grey to be a governess and to reveal her struggle to face the oppression from her employers within her being of governess depicted in the novel. since studying on woman, this thesis basically uses feminism theory which mainly focuses on womanhood. marxist feminism is additionally used to examine governess as working woman is as woman source of oppression. besides, inside the analysis the thesis also tries to correlate some points with islamic views. keywords: victorian; governess; feminism. 1. introduction literary texts are assumed to be ideological in the sense that they cannot give us a knowledge of the social formation; but they do give us something of equal importance in analyzing culture, an imaginary representation of real relations (eagleton & milne 329). therefore, literary works represent real life of it. there are many authors who cover their conditional surroundings into their works. thus there must be found a very close relation between one literary work and the era when it is made. every literary work covers its own historical and sociological background based on its period. one period that cannot be neglected is victorian period as one period of literature development. the victorian period marks the beginning of change of feminist activists (lee, 1997). 122 many women started to be aware of their right much bravely. it can be proven by the existence of women writers who tried to bring all the issues around women and their sufferings such as gender inequality and oppression through literature. in this period, there were bronte sisters who were very popular of their literary works: charlotte, emily, and anne bronte. unlike her two sisters who were well-known earlier of their novels, anne bronte finally proved that she herself was also able to make an agreeable novel like her two sisters. her first novel was successfully finished and published in 1847, entitled agnes grey. this novel showed that anne bronte was one of woman authors who were aware of a notable issue around women in that era. it tells about a woman who trains and teaches children in their own home, called a governess. governess was a woman’s profession in victorian era which was distinguishable from other jobs. because of victorian custom which forbade women to have activities outside the house, having job—for example, so then governess, for some reasons, was considered as one and only possible job which would not endanger woman’s social status of middle class when she had to go into employment. it tells a story of a clergyman’s daughter who decided to earn her own living as a governess in order to help the financial state of her family which gets into the ruin because of the unlucky fate of her father in his business. the story seems so natural since it is partly based on the author’s experience. therefore, the way anne bronte described the difficulties that agnes has during her being governess is a detail representation that has been delivered so well to the readers so that we, as the readers, can really feel how hard is her struggle as a governess. this study has two objectives. the first is to explain the motive that leads agnes grey to be a governess and the second is to reveal the struggle of agnes grey to face the oppression from her employers within her being of governess as depicted in the novel. 2. literature review a. character and characterization character is a personage in a narrative or dramatic work and it is also a kind of prose sketch briefly describing some recognizable type of person (baldick, 37). it can be simply said as people who build up a story. characters often become interesting object chosen for analysis. interpreting character’s moral qualities can be performed through analyzing the characters’ speaking, doing, and thinking. by exploring the characters, readers can get some moral lessons implemented in real life since a character possesses a strategic position to deliver messages, values, and all things that the author wants to give to the readers (nurgiyantoro, page 167). talking about characters, it is supposed to talk about characterization, too. characterization means ways which an author or writer presents and 123 reveals the characters’ personalities within creating the story. commonly, in characterizing the characters, there are two ways that an author usually uses. those are direct and indirect characterization. using direct manner means that the author describes directly about the character. the author attributes the qualities of characters in direct description. otherwise, in indirect manner of characterization the author does not merely tell the characters but showing them to the readers through how the character looks, what the character does, what the character says, what the character thinks, and how the character affects other characters (baldick, 2001, page 37). so characters and characterization cannot be separated each other. also, characters become an important point to analyze in this study. the writer tries to reveal agnes grey’s struggle in helping to maintain her family’s financial condition by being a governess who lives uncomfortably and gets oppressed by her upperclass employers through the speaking, the doing and the thought of characters involved. b. feminism this study also tries to reveal the woman character and her struggle so that feminism theory is involved. feminism can be roughly defined as a movement that seeks to enhance the quality of women’s lives by defying the norms of society based on male dominance and subsequent female which implies the emancipation of women from the shackles, restrictions, norms and customs of society. it demands that women should be treated as autonomous subjects, and not as passive objects. it seeks to achieve equality between men and women in moral, social, economic and political fields. the objective of that movement is the creation of a new identity for women and making them aware of their rights (shihada, 2005, page 121). marxist-feminism is a sub-type of feminist theory which focuses on the social institutions of private property and capitalism to explain and criticize gender inequality and oppression (bertens, 2001, page 80). rosemarie putnam tong, in her book ‘feminist thought’ reinforced that either class or sex as the primary source of women’s oppression strove to present capitalism and patriarchy as two equal partners colluding in a variety of ways to oppress women (tong, 2009, page 115). so, marxist feminist claims that the system of patriarchy and capitalism is the source of women’s oppression. this study intends to apply is theory in examining the struggle of agnes grey. the writer uses this theory to analyze how class division between agnes grey and her employers constructs a capitalist system and how her family’s thinking especially her father about her inequalities become a system of oppression for her, and how she struggles along with it. 124 3. findings to explain the motive that leads agnes grey to be a governess, firstly it has to understand her character and situation. agnes grey is a character of eighteen years old girl and a daughter of a clergyman as it is evident from the following mention of her parents, she comes from a decent family: my father was a clergyman of the north of england, who was deservedly respected by all who knew him; and, in his younger days, lived pretty comfortably on the joint income of a small incumbency and a snug little property of his own (bronte, 1877, page 3). this means that agnes is not rich. she just comes from adequate family that her father only has a small amount of money. actually, although agnes family has no large sum amount of money but it is at first never troubling their life, especially, agnes. although they are not rich, the father “liked to see his house comfortable, and his wife and daughters well clothed, and well attended; and besides, he was charitably disposed, and liked to give to the poor, according to his means, or some might think, beyond them” (bronte, 1877, page 6). as it is obvious from the excerpt above, agnes has a very comfortable background, and lives in a happy family. unfortunately, that entire comfort situation does not last long. it starts when one day; agnes’s father is suggested by a kind friend, a merchant, to double his private property by entrusting him with the money he spared, promising him a fair share of the profits. but unfortunately, “the vessel, which contained [the] fortune, had been wrecked, and gone to the bottom with all its stores, together with several of the crew, and the unfortunate merchant himself” (bronte, 1877, page 7). thus, the family is suddenly impoverished and this is the point when agnes’ life begins to change. in order to help her family to solve that financial problem, agnes said “i wish i could do something” (bronte, 1877, page 12) to her mamma. from this statement, the writer argues that agnes character shows a value of marxist feminism which rejects the construction women as a class of passive consumers (madsen, 2000, page 65). agnes’s awareness that she hopes to do something to earn money means that she, as woman, thinks that she is not only consuming but also able to produce something. agnes has prepared in mind what she wants to do and she tells it to her mom: ‘but i have another scheme in my head, mamma, and have had long, only i did not like to mention it.’ ‘indeed! pray tell us what it is.’ ‘i should like to be a governess.’ (bronte, 1877, page 12) 125 from the quotation above, the writer sees that agnes character performs the spirit of feminism in which women become autonomous decision makers that they have the right and freedom to decide their own careers and life patterns (tong, 2009, page 15). unluckily, her father, mother and sister cannot accept her idea. they think that agnes has no capability in doing that. however, agnes struggles a lot to convince them all. being rejected by all her family members does not interfere herself with the plan she decides. she still argues that becoming a governess is the best way. how delightful it would be to be a governess! […] to earn my own maintenance, and something to comfort and help my father, mother, and sister, besides exonerating them from the provision of my food and clothing; to show papa what his little agnes could do; to convince mamma and mary that i was not quite the helpless, thoughtless being they supposed. (bronte, 1877, page 14) it seems that she chooses to be a governess for two reasons. the main purpose is that she hopes to earn money in order to help her family’s financial condition which is getting worse at that time. she does not wish to trouble them of her life needs. the additional reason is that she wants to prove to her father, mother, and sister about her capability. agnes who is always treated like a child tries to show them that she has been mature. finally she gets the permission and sent away to be a governess. nevertheless, the conflicts arise again. by the system of capitalism, then she often gets oppressed by her employers. in capitalism, oppression appears in some ways: violence, powerlessness, exploitation and marginalization. therefore this study tries to reveal the struggle of agnes grey in facing the oppression from her employers within her being of governess. the first family who hires is bloomfield family. master tom, the eldest child, has troubled agnes the most. it is very hard to make him obey the order. he does not want to be ruled. on the other hand, he loves ruling others, his sisters and also agnes, his governess. the worst of all is he likes to use violence in making others obedient towards his command. “master tom, not content with refusing to be ruled, must needs set up as a ruler, and manifested a determination to keep, not only his sisters, but his governess in order, by violent manual and pedal applications” (bronte, 1877, page 34), this performs that agnes is oppressed through tom’s violence. however, agnes does not simply let tom to do all the things he wants, especially to violate her. […] i determined to refrain from striking him, even in selfdefence; and, in his most violent moods, my only resource was to 126 throw him on his back and hold his hands and feet till the frenzy was somewhat abated. (bronte, 1877, page 34) from the excerpt, the writer sees that agnes does not merely accept tom’s attitude. she makes an effort to protect herself from his violence but still using way which does not injure him. the naughtiness of children is not only one thing that agnes should handle. she has to cope with the parents, too. mr. and mrs. bloomfield frequently leave the fault of their children on agnes side. one example is when tom, mary and fanny escape from the schoolroom and run out of the house into the garden, where they plunge about in snow, shout and scream in exultant glee. agnes has attempted to catch them and get them in but she fails. suddenly agnes hears a voice behind her, in harshly piercing tones, exclaiming. this is mr. bloomfield’s shouting. he is showing his anger towards agnes. he is angry of his children’s wickedness of playing around outside in the snow. agnes explains that she has made an effort to get them in but they do not listen to her. ‘but i insist upon their being got in!’ cried he, approaching nearer, and looking perfectly ferocious. ‘then, sir, you must call them yourself, if you please, for they won’t listen to me,’ i replied, stepping back. ‘come in with you, you filthy brats; or i’ll horsewhip you every one!’ roared he; and the children instantly obeyed. ‘there, you see!—they come at the first word!’ ‘yes, when you speak.’ (bronte, 1877, page 47) in this quotation, the writer supposes that agnes is also oppressed by the parents. mr. bloomfield is angry to agnes whom he considers irresponsible of his children. agnes does not let her employer to wrong her that way because she has tried to control them. mr. bloomfield still forces her to get his children in. agnes refused to do it. she thinks what she has done is enough. she is even asking bravely to mr. bloomfield to do it himself. it is her struggle to show her power. powerless is the other mode of oppression in capitalism (young, 1990, page 40). by refusing to be always wronged and boldly command her employer is her struggle to show that she is not powerless. she has power either to deny or to order even though she is just a governess in bloomfield family. the other mode of oppression in capitalism is exploitation. capitalism thrives on exploiting its laborers. labor power is the one commodity which in the process of being consumed produces new value (young, 1990, page 49). the oppressive treatment in exploiting agnes service can be seen through agnes utterance, “about christmas i was allowed to visit home; but 127 my holiday was only of a fortnight’s duration” (bronte, 1877, page 43). in this utterance, the writer sees a disappointment in agnes character of her only short holiday. she adds “how intensely i had longed for my holidays, how greatly i was disappointed at their curtailment” (bronte, 1877, page 43). it means that her employer does not give her enough time to have a break. in other words, agnes is exploited. working for less than a year, she is fired by the bloomfield family but it does not make her give up. she tries again to be a governess in murray family. here, although the situation is a bit better but she still often gets oppressive treatment. the worst of all is that in this family she is marginalized. the marginalization towards agnes can be seen through the part when agnes admits that she is lonely because she is restricted inside the household of her employer without a chance to communicate liberally with the people around. “[…] the lonely drudgery, of my present life: for i was lonely. never, from month to month, from year to year, except during my brief intervals of rest at home, did i see one creature to whom i could open my heart, or freely speak my thoughts with any hope of sympathy, or even comprehension: never one…” (bronte, 1877, page 125) from the statement above it can be seen clearly that agnes has a lonely life within her being governess. she has no other friends to share with, a friend to talk to about things freely because it is impossible to do such things with her employers. she is marginalized from the society. however, agnes attempts to make the situation better. she does not let herself to be vulnerably marginalized all the time. “and thus i made a few acquaintances among the cottagers; and occasionally, i went to see them on my own account” (bronte, 1877, page 111). this excerpt shows that agnes tries to interact with the surrounding society. until she succeeds to make a friend with “poor nancy brown, with whom i could enjoy a single moment of real social intercourse, or whose conversation was calculated to render me better, wiser, or happier than before” (bronte, 1877, page 125). the struggle of agnes grey results in the highest point in which she finally succeeds herself to be free from the system of capitalism. she, with her mother, build a school of their own so that she does not need to be employed by other people. this makes them have the authority on herself to do anything they want. 4. conclusion agnes grey is woman of the main character in this story that appears from the beginning to the end to narrate all the experiences she has. her 128 family is decent. however, one day it becomes more unfortunate by the fact that her father loses a lot of amount of money in the case of failure of his business that creates the worse condition of finance. agnes decides to give help by deciding to be a governess as the way which is considered that such job cannot degrade her middle class status because the patriarchal custom in that era limited women from the workplace but governess is viewed as an extraordinary profession. her decision to be a governess at the first time denied by her family. they see agnes, as the youngest child, must be incapable of that great responsibility to teach and take care of children. however, she tries to convince them over and over again until they finally let her do so. through the deeper analysis, the writer reveals that the motive which leads agnes grey to be a governess is two reasons. the main aim is to help her family to get better condition of finance after the bad luck of her father’s loss of money in business. the second motive is to give evidence to her father, mother, and sister who always regard her as a child in her teen age that she has been capable enough with her own life. furthermore, she often gets oppressive treatments from her employers, and even their children. in bloomfield family where she has her first experience of becoming a governess, she has to deal with children who are so naughty and uncontrolled. violence from the children and exploitation of her work by the parents are the kinds of oppression she ever got but she never just accepts those things helplessly. she always struggles a lot for her right to survive. although she is at last fired from the bloomfield, but she does not give up directly. next, she is employed by the murray family. in murray family, the condition is not so far different. here, she also often gets oppressed. besides exploitation, she is also marginalized. however, agnes makes more attempts to do some efforts in order to defend her right. her highest achievement of struggle is when she finally builds a school of her own with her mother which releases her from the necessity to be a governess so she does not need to accept any oppression from her employers anymore. based on the explanation stated earlier, it seems that agnes performs as a feminist in which she struggles a lot for her decision. she is specifically a marxist feminist who can earn money and also succeeds to set herself to be free from the patriarchal and capitalism system that oppress her. 5. references baldick, c. (2001). the oxford concise dictionary of literary terms. new york: oxford university press inc. bertens, h. (2001). literary theory: the basics. new york: routledge. bronte, a. (1877). agnes grey. london: newby. 129 eagleton, t. and milne, d. (1996). marxist literary theory. oxford: blackwell publishers ltd. lee, e. “the victorian web”. brown university, 1997. web. 13 dec 2013 <http://www.victorianweb.org/gender/womlitov.html> madsen, l. (2000). feminist theory and literary practice. sterling: pluto press. nurgiyantoro, b. (2010). teori pengkajian fiksi. yogyakarta: gadjah mada university press. “qur’an”. web. 18 may 2014 <http://quran.com/> shihada, i. m. (2005) “a feminist perspective of virginia woolf’s selected novels: mrs. dalloway and to the lighthouse”. diss. al-aqsa university. tong, r. p. (2009). feminist thought: a more comprehensive introduction. philadelphia: westview press. young, i. m. (1990). justice and the politics of difference. new jersey: princeton university press. volume 12, number 2, september 2021, 243-259 available at http://jurnalfahum.uinsby.ac.id/index.php/nobel/article/view/371 doi: 10.15642/nobel.2021.12.2.243-259 differentiated instructions for asd students in an efl class lifia alex sandra1, lemmuela alvita kurniawati2 universitas kristen duta wacana, jl. dr. wahidin sudirohusodo no. 5-25 yogyakarta, central java, indonesia1, 2 article info abstract this study aimed to investigate the implementation of differentiated instructions (di) for autism spectrum disorder (asd) students in an efl class and investigate the teachers’ views on the use of di in an efl class. this study employed a qualitative method and used an observation and interview checklist as the research instruments. conducted in a private inclusive elementary school in yogyakarta, indonesia, this study involved three classes, i.e., grade 2, grade 3, and grade 6, and two english teachers who have experience teaching asd students in an inclusive classroom setting. the observation and interview showed that di was implemented in two ways, i.e., the english teachers designed different assessments for asd students, and 2) the english teachers provided extra assistance for asd students. the findings indicated that di helped asd students accomplish all inclass english assignments, and it helped asd students follow the language of instructions in the english class. at the end of the article, implications and contributions for both inand pre-service english teachers who teach asd students in an inclusive class are offered. article history: received march 2021 accepted august 2021 published september 2021 keywords: asd, di, teaching english to asd students, inclusive school © 2021 uin sunan ampel surabaya correspondence: p-issn 2087-0698 email: pipitkh@staff.ukdw.ac.id e-issn 2549-2470 http://jurnalfahum.uinsby.ac.id/index.php/nobel/article/view/371 differentiated instructions nobel: journal of literature and language teaching 244 volume 12, number 2, september 2021, 243-259 introduction singal (2016) claimed that 57 million children in 2011 were out of school, most of whom were special needs children. this phenomenon shows that students with special needs might face some challenges in education compared to regular children (ryan & quinlan, 2017; stafford, 2017; valvi et al., 2020). with special needs or not, all students need the education to experience positive, successful social interactions with students, teachers, and others (simeonsson et al., 2001). in other words, all children, both regular and special needs, need the education to acquire knowledge and life skills to support their life in society. since the students’ needs and abilities in the classroom are various, especially in inclusive schools (where regular students learn in the same class with special needs students), the teacher may implement differentiated instructions (henceforth di) in teaching (kurniawati, 2020). endal et al. (2013) define di as “a process in teaching and learning for students of differing abilities in the same class.” (p. 3). in other words, di may help students burgeon their potential by considering students’ needs, abilities, and learning styles. implementing di requires teachers’ participation and schools and the whole environment (endal et al., 2013). in addition, jahan et al. (2017) explained di is “the practice of evolving and adapting instruction, developing, modifying and using materials, and conducting different student based on assessments to meet the learning needs of individuals, especially in a diverse classroom.” to support the implementation of di, tomlinson (2001) argued there are classroom elements that teachers need to consider in applying di: 1) content; 2) process; and 3) products (quoted in jahan et al., 2017). content focuses on differentiating the information that the students will achieve in the learning process. furthermore, the process emphasizes determining the classroom activities to help the students master the content. third, products are the climax in the learning process where the students need to the extent or apply what they have got from the materials. each element is designed based on three characteristics of the students with disabilities, i.e., 1) readiness, 2) interests, and 3) process (tomlinson, 2001). educating students with special needs, especially autistic spectrum disorder (asd) students, may challenge some teachers in the classroom activities. some teachers who do not have basic skills for this kind of student may find teaching difficult. baxter et al. (2015) and roberts and williams (2016) stated that “children who are given the diagnostic label of asd will experience a severe impairment in their reciprocal social interactions” (p. 2), where this case somehow adds more challenges for the teachers. moreover, roberts and williams (2016) stated that children with asd may have problems in speech and language delay, learning difficulties, and hearing impairment. furthermore, norwich (1994) in morley et al. (2005) lifia alek sandra & lemmuela alvita kurniawati nobel: journal of literature and language teaching 245 volume 12, number 2, september 2021, 243-259 stated that “teacher’s attitudes towards the inclusion of children with sen (special education needs) can have a considerable impact on their educational experiences” (p. 4), that means by teaching the autistics, the teacher may have a new beneficial educational experience. padmadewi and artini (2017) claimed that in indonesia, many schools and teachers have limited material development and teaching skills to cope with the autistic students. as this limitation occurs, teachers may find it difficult to have some teaching strategies to deal with the autistic students. in conclusion, educating asd students may be challenging as teachers receive limited knowledge and teaching skills about how to design teaching instruction for asd students in regular classes. many previous studies have discussed di for asd students (aftab, 2015; block & zeman, 1996; cha & ahn, 2014; endal et al., 2013; morley et al., 2005; robertson et al., 2003). the findings of the studies previously mentioned explained the planning, design, and implementation of di in education. additionally, some previous studies were also conducted to discuss the implementation of di for asd students in english class (jahan et al., 2017; padmadewi & artini, 2017; park & thomas, 2012). jahan et al. (2017) claimed that english teachers urgently need assistance in teaching special needs students. park and thomas (2012) found that english teachers barely consider learners’ backgrounds appropriate in english classes in saudi arabia. differential materials for the special needs students were one of the biggest challenges for the english teachers, and they did not have enough training in implementing di. furthermore, padmadewi and artini (2017) investigated the implementation of di in english class through visual media as asd students tended to be visual learners. related to the methods, some previous studies about the implementation of di used qualitative, quantitative, and mixed methods. qualitative methods by using interviews can be found in cha and ahn (2014), endal et al. (2013), marlina and efrina (2019), morley et al. (2005), padmadewi and artini (2017), and park and thomas (2012). further, quantitative methods can be found in aftab (2015) and jahan et al. (2017). additionally, some other studies used mixed methods, such as in shareefa et al. (2019), robertson et al. (2003), and siam and al-natour (2016). unlike previously conducted qualitative studies that used interviews as the research instruments, this qualitative study gathered the data from the class observations and interviews with the teachers. additionally, previous studies also investigated the implementation of di at a different educational level. in preschoolers, there was a study conducted by machů (2015). cha and ahn (2014), padmadewi and artini (2017), and tomlinson (2000) investigated the implementation of di in elementary schools. additionally, in high schools, there were studies differentiated instructions nobel: journal of literature and language teaching 246 volume 12, number 2, september 2021, 243-259 conducted by aftab (2015) and block and zeman (1996), endal et al. (2013), and marlina and efrina (2019). in higher education, some studies about di in english classes were researched by kurniawati (2020), kurniawati et al. (2019), and subekti, 2020). therefore, this study was conducted in a private elementary school in yogyakarta, indonesia, as there were limited studies about the implementation of di in english classes for elementary school students. hence, it can be said that many previous studies investigated di implementation. yet, there were limited studies that investigated di implementation in an english class. therefore, this study was conducted to explore the implementation of di in teaching students with autism in english classes. additionally, this study aimed to investigate the english teachers’ perspectives in implementing di. method research design this study applied qualitative methods by using observations and interviews. in cohen et al. (2007), it was stated that qualitative research has the job of “making sense of data in terms of the participants’ definitions” (p. 461). that means the qualitative methods seek the participants’ point of view, not generalizing the result of the data. additionally, qualitative methods focused on the smaller number than quantitative methods, yet the data that would be collected were rich and detailed (cohen et al., 2007). therefore, qualitative methods were chosen because this study wanted to seek in-depth data from reality. to interpret and construct data from participants, the researchers applied the interpretivism paradigm to seek the participants’ experiences and perceptions (thanh & thanh, 2015). moreover, the interviews in this study were aimed to seek meaningful data from the various viewpoints of the teachers, as it is acceptable in interpretivism to have different points of view from different individuals (thanh & thanh, 2015). research participants the participants in this study were three elementary students and two english teachers. elementary school was chosen because learners have a chance to grow up and become a part of the nation (kapur, 2018a). in other words, students in elementary school started to build their habits to become themselves. the school for this study was one of the private schools in yogyakarta. this school is also one of the inclusive schools that applies an international curriculum. the main reason why this school was chosen was because of the number of special needs students there. there were 16 special needs students, from a total of 105 students. the lifia alek sandra & lemmuela alvita kurniawati nobel: journal of literature and language teaching 247 volume 12, number 2, september 2021, 243-259 special needs students included those who had asd, down syndrome, dyslexia, speech delay, and slow learners. more specifically, there are 4 asd students placed in grade 1, grade 2, grade 3, and grade 6. the students became the participants during the observation, and the english teachers were the participants during the observations and interviews. this school makes its inclusiveness not only from the autistic and general students, but also from the other aspects, such as the students’ gender balance, ethnicity, nationality, religion, and economics. since the students are studying in many aspects of inclusiveness, they are taught that they are unique and special. research instruments this study used an observations checklist and interviews guideline with the english teachers. the observations in this study aimed to find the frequency of di that the teachers used. further, the teachers' interviews aimed to expose their subjective opinions about the autistic students’ participation in class (dornyei, 2007). moreover, dornyei (2007) also stated that “interview is a social, interpersonal encounter, not merely a data collection exercise” (p. 361) that meant the interviews in this study were not aimed to generalize the perspective of the teachers, yet, it was aimed to see the different point of view in teaching students with autism. furthermore, the interviews focused on the teachers’ views and experiences in their teaching in inclusive classes. thus, the interviews were used to make sure some things that the researcher got from the observation. the observations were done in english classes in grade 2, grade 3, and grade 6. these grades were chosen because those classes had at least one asd student in each class. the observations were done on purpose as it allowed me to collect data naturally based on the actual situation (cohen et al., 2007). moreover, the observations enabled me to get the data “directly at what is taking place rather than relying on second-hand accounts” (cohen et al., 2007: 396). through the observations checklist, there were 22 items in total. the items were adapted from tomlinson (2000). from 22 items, they were divided into four aspects: 1) content (6 items); 2) process (7 items); 3) products (6 items); and learning environment (3 items). there were a checklist box and note box in the observation checklist, which aimed to investigate some phenomena during the observations. furthermore, the interviews with two english teachers were collected after observing their classes to get in-depth data. cohen et al. (2007) claimed interviews as an “interpretation of the world in which they live, and to express how they regard situations from their point of view” (p. 461). this meant the interviews were used to get the theoretical opinion from the differentiated instructions nobel: journal of literature and language teaching 248 volume 12, number 2, september 2021, 243-259 participants. moreover, laing (1967) in cohen et al. (2007) also stated that the interviews tended to be more intersubjective, not merely subjective or objective. this meant that even though the interviews were subjective, they still needed to be objective. the data collected through interviews should be based on a real-life situation, not merely an opinion. the interviews checklist had 14 questions. the first seven questions were aimed to investigate the asd students’ participation in the classroom. further, the other seven questions were aimed to investigate the implementation of di delivered by the teachers. data collection and analysis dornyei (2007) commented that social phenomena observed should occur naturally, without any manipulations. first of all, the researcher collected data through observations. the observations were done in english classes with special needs students by sticking to the observation checklist. the observations were conducted during february – april 2020 (two months). interviews with the english teachers were done right after the class observations. as interviews were one of the instruments used to gain personal opinions (dornyei, 2007), results from the interviews answered the research question one with reliable data. in analyzing the data, the researchers followed the steps proposed by cohen et al. (2007) about data analysis. first, the results of interviews and observations were respectively transcribed and narrated. secondly, the data was coded. thirdly, themes were generated from the codes in transcriptions and narrations. fourthly, the results of the analysis were verified by consulting the themes to the english teacher participants. finally, the researchers reported the results of the analysis. ethical consideration to get permission from the school, the researchers first asked the school principal to interview some english teachers and observe some classes with asd students. greene and hogan (2005) stated that it is essential to give consent forms to the participants before the interviews to give them a chance to choose whether they agree to participate in the study. it was suggested that the consent forms were delivered verbally and written about the study, its implications, and its impact (greene & hogan, 2005). the written consent forms were given to the english teachers, and the students would be verbally informed about the consent form through their teachers. since the school had its research institution, it issued the permission letter, not the school principal. then, the permission letter was delivered to the school principal, the english teacher, and the homeroom teacher. the letter contains some agreements about classes that could be observed and the teachers of each class. before performing the interviews, the school informed lifia alek sandra & lemmuela alvita kurniawati nobel: journal of literature and language teaching 249 volume 12, number 2, september 2021, 243-259 the english teachers about them. further, the consent forms for the interviews were given to the english teacher right before the interviews began. during interviews and observation, to keep the participants’ identities confidential, all the names of both the english teachers and asd students involved in this study would be mentioned as pseudonyms. results and discussions the interviews were done with two english teachers, rose (english teacher for grades 6) and illa (english teacher for grades 1 and 3), with 3 and 4 years of experience teaching asd. both teachers agreed that they had never learned about dealing with special needs students nor asd students when they were in college. the observations with 4 english classes were done: once for grade 6, twice for grade 3, and once for grade 1). the asd students were ben (grade 6, asd low spectrum), andy (grade 3, asd low spectrum), and jonathan (grade 1, asd high spectrum). research question 1: to what extent do teachers employ di in teaching students with autism in english class? based on the observations and the interviews conducted, these two themes were generated; 1) the english teachers designed different assessments for asd students, and 2) the english teachers provided extra assistance for asd students, as seen in table 1. table 1. emerging themes for research question 1 theme 1 the english teachers designed different assessments for asd students theme 2 the english teachers provided assistance for asd students theme 1: different assessments in english class were given based on the asd students’ ability from the observation, ben, andy, and jonathan got different worksheets from the other students. it could be seen from these observation reports: observation in ben’s case: after explaining and giving the examples, the english teacher then distributed the worksheets to the students. in ben’s worksheets, he had to fill in the blanks using “either … or” or “neither … nor”, with simplified sentences, for example, “rabbit eats either carrot or grass.” on the other hand, the other students got a more complex one, “sunny likes sweeties. she often eats either candy or ice cream.” [ben/01] differentiated instructions nobel: journal of literature and language teaching 250 volume 12, number 2, september 2021, 243-259 observation in andy’s case: the english teacher continued the lesson by asking the students to fill in the blank into a piece of paper. then, the english teacher showed the questions in the powerpoint slide, and each slide consisted of 5 questions. afterward, the english teacher asked andy to write only three answers out of 5. she said, “it’s ok, andy, you don’t need to write all the answers. just write 3 of them.” at first, andy still did not get it and tried to write all the answers in a full sentence: “this pair of socks are smelly.” meanwhile, what the english teacher actually asked andy was to write “smelly” only. then, she reminded andy once again, “andy, you don’t need to write the full sentence. just write only three answers on your paper.” [andy/02] observation in jonathan’s case: the english teacher asked the students to make a role play as a seller and a buyer. as jonathan seemed still upset after being forced to join the role play, he was excluded from this activity. then, when his other friends were busy playing a role, jonathan suddenly stood up and watched his friends. seeing this, the paraprofessional tried to approach him and asked him to sit down on his chair. he obeyed, and the paraprofessional attempted to make him repeat the conversation between the seller and the buyer: “what do you like to buy?” “i want to buy a banana, milk, and bread.” “how much do you need?” [jonathan/01] based on the observation reports presented above, it could be seen that the asd students got a different level of worksheets to check their understanding of the materials presented by the teachers. in ben’s case, he got a separate worksheet with simplified questions. in andy’s case, he got a different worksheet, as seen from the first observation. as from the second observation, the english teacher gave him the same questions as the other students but reduced the number of questions for him to answer. moreover, in jonathan’s case, he did not get a worksheet, but he got a different task. from the observations, other students performed the role play with their peers, but jonathan only repeated the simplified conversations between the seller and the buyer with the paraprofessional. the findings presented above were supported by the interviews with the english teachers, rose and illa. from the interviews, rose and illa said they had three different levels of worksheets for the students: high, medium, low. the level represented the students’ ability. for the leveling, the teachers had some considerations before deciding the worksheets’ level for asd students, as rose commented: lifia alek sandra & lemmuela alvita kurniawati nobel: journal of literature and language teaching 251 volume 12, number 2, september 2021, 243-259 “first, we [the teachers] need to see the asd students’ ability by doing observation and need analysis. after that, we discussed some matters related to the worksheets’ level that will be given to the asd students.” [rose] additionally, both english teachers agreed to treat asd students differently because they are “special.” rose commented: “i gave him different tasks, of course. in this school, we [the teachers] have three different levels of worksheets: high, middle, and low. for ben, i gave him the low level.” [rose] the findings presented above are in line with the previous study conducted by tomlinson (2001). he asserted that some students could handle such complex materials, but others might need more time to process the information from the teachers. as seen from the observations, the asd students got a simplified worksheet. moreover, from the observation reports and the english teachers’ testimony, it could be seen that ben, andy, and jonathan got different treatments in terms of the worksheets. these findings were aligned with tomlinson's (2000) theory that stated the asd students needed special treatments to understand the materials. in addition, santrock (2018) also commented that the asd students had complexity in understanding the materials. therefore, it was entirely understandable that asd students were given simplified worksheets to understand the materials easily. in addition, as reported by the observation results and also the interviews with english teachers related to the modification of the worksheets, it was the teachers’ responsibility to adjust the assessments so that the asd students could understand the materials better (otanjac, 2016; park & thomas, 2012). as seen from the observation results, di implementation was supported by tomlinson's (2001) theory. tomlinson (2001) claimed that the differentiation in the “content” and “process” elements containing some information that were differentiated by the teacher and also classroom activities. this theory justified the results of the observations that the asd students somehow got a less complex worksheet. in andy’s case, specifically, he got simplified materials where he only had to make a sentence from certain words while the other friends had to make their own poem. in other words, the differentiations occurred in the classroom towards the asd students lead to the positive effect where they were able to follow the lesson. theme 2: the english teachers provided extra assistance for asd students from the observation in ben, andy, and jonathan’s class, the english teachers played an extra role as a paraprofessional or someone who provided additional assistance. they guided asd students during each teaching and learning activity. 2 teachers in each class were differentiated instructions nobel: journal of literature and language teaching 252 volume 12, number 2, september 2021, 243-259 observed. when one teacher acted as a paraprofessional for asd students, the other handled the whole class to run the class activities. it can be seen from the observation that the english teacher, who was a paraprofessional providing extra assistance for asd students, helped the asd students to stay focused during the class, calmed the asd students in a stressful situation, provided behavioral support, re-explained the topic to asd students, and assisted the asd students in doing the assignments. the observation reports would be presented as follow: observation in ben’s case: … when rose distributed the worksheets, the paraprofessional also helped him finish the task by guiding ben to find the correct answers. she said, “is it ‘either’ or ‘neither’ that comes with ‘or’?”. when ben got it wrong by writing “neither” in his worksheets, the paraprofessional helped him by asking, “are you sure this is the correct answer?” and ben said, “no.” so the paraprofessional asked again, “then what is the correct answer?” “either?” ben asked, “yes. write it down.” the paraprofessional replied. [ben/01] observation in andy’s case: … in doing the worksheets, the paraprofessional guides him to find the correct answers by pointing and saying, “how do you say ‘wall’?”, after andy said “wall,” the paraprofessional continued, “which one of these that has the same sound as ‘wall’?” then andy was able to point at “small.” after some questions, andy could finish his worksheets by filling out all the questions. [andy/01] observation in jonathan’s case: … when jonathan finished his worksheets, the paraprofessional asked for some pictures used during the role play. she tried to ask jonathan to do the role-play. she said, “jonathan, i want to buy a banana. which one is the banana?” jonathan saw the pictures on the table and gave the banana picture to her. after that, the paraprofessional asked him, “jonathan, which one of these pictures that you want?” and he pointed at the bread without saying a word. the paraprofessional then asked him, “what is this?” but he did not answer, so the paraprofessional tried to give him a clue by saying, “bre… ?” then jonathan said, “bread.” [jonathan/01] from the observation reports presented above, it could be seen that the english teacher, who is also the paraprofessional, had a different portion in helping the asd students. in ben’s case, the teacher helped him stay focused in doing his worksheets. in andy’s case, the teacher not only helped him in staying focused but also in finishing his assignments. further, jonathan’s teacher seemed to help him a lot in making him understand the materials presented by the teachers and doing the role play. lifia alek sandra & lemmuela alvita kurniawati nobel: journal of literature and language teaching 253 volume 12, number 2, september 2021, 243-259 the english teacher who acted as a paraprofessional represented di in terms of differentiating the “content” of instruction, as stated by tomlinson (2001). teachers could provide additional guidance through the older grade students, teachers, schools, technologies, or communities. in this case, the “additional guidance” given resembled the assistance from the teacher, who also acted as a paraprofessional. the observation shows that the paraprofessionals had a significant role in the asd students’ learning process. the presence of the paraprofessionals made them understand the materials and finish the assignments. they also provided extra guidance for the asd students during the class. further, robertson et al. (2003) stated that “the paraprofessionals' role was to help to keep the students focused on the task, to provide any accommodations or modifications necessary, to help increase their understanding and minimize any social/academic frustration” (p. 126). this statement corresponds to the observation in ben, andy, and jonathan’s classes. in their classes, they got helped by their teacher, who was also a paraprofessional for them. the paraprofessional helped them stay focused in the classroom and also to do the assignments. in addition, from the interviews, both illa and rose commented that by having their partner as the paraprofessional for the asd students, the asd students were able to follow mostly all class activities. illa and rose commented: “i think we, in this school, are lucky because there are two teachers in a class. when i get a turn to teach in front of the class, my partner will help me to assist the asd students. she will act as a paraprofessional for asd students to help me deal with both andy and jonathan.” [illa] “based on my experience with ben, he could stay focused and follow all class activities when my teacher-partner assisted him from beginning till the end of the english lesson. if not, i don’t know how he will follow the class” [rose] based on the excerpts stated above, it could be seen that the teacher who also played a role as a paraprofessional had an essential role in helping asd students’ academic performance. as the asd students found it hard to understand the materials (santrock, 2018), the presence of a teacher who acted as a paraprofessional could help them learn. english teachers who at the same time served as paraprofessionals were an example of di in the “process” stage, as posited by tomlinson (2001). during the teaching and learning process, asd students received extra assistance from their teacher in completing classwork, understanding the topics, behaving properly, calming them in stressful situations, and encouraging social interactions with their friends (padmadewi and artini's, 2017). in summary, the di implementation delivered by the english teachers for the asd student was considered successful to a certain extent. from the results of observations and interviews, differentiated instructions nobel: journal of literature and language teaching 254 volume 12, number 2, september 2021, 243-259 it can be seen that the english teachers implemented di both to regular treatments (the presence of the paraprofessional) and assessments. as seen from tomlinson (2001), the teachers have made differentiation in the “content” and “process” criteria. thus, the di implementation in rose’s and illa’s class helped asd students in learning. research question 2: what are the teachers’ views on the use of di in the english class? based on the interviews done with rose and illa, these two themes were generated. the first theme was di helped asd students in accomplishing all in-class english assignments. the second theme was di helped asd students follow the language of instructions in english class. table 2. emerging themes for research question 2 theme 1 di helped asd students in accomplishing all in-class english assignments theme 2 di helped asd students follow the language of instructions in english class theme 1: di helped asd students accomplish all in-class english assignments illa and rose claimed that using di in their classes helped asd students to finish their tasks without being left behind. they commented: “as i give them [andy and jonathan] simplified worksheets, they are able to finish it. i also try to create the level of difficulties in my students’ level of ability, so they will able to finish it, and they would not think that the worksheets were too easy.” [illa] “since i give him [ben] the different worksheets, he could finish it at his best, in which he did not skip any numbers, and the scores are pretty good. so, i think di works really well in my class.” [rose] to be more specific, illa and rose gave examples of how different the worksheets that they gave to their asd students in english class: “for jonathan, i usually give him pictures that he has to match; meanwhile, the other students may have short-answered questions or even role play. for andy, if the other students have to make a poem, he will have to match the rhyming words.” [illa] “in english class, for example, reading, if the other students will have a passage with open-ended questions, ben will have a passage with multiple choice or matching.” [rose] regarding the testimony from the english teachers stated above, it can be concluded that asd students could finish the worksheets because they were simplified. these findings were aligned with otanjac's (2016) theory which stated that it was the teachers’ responsibility to simplify or even modify the instructions and the worksheets. further, in tomlinson's (2001) lifia alek sandra & lemmuela alvita kurniawati nobel: journal of literature and language teaching 255 volume 12, number 2, september 2021, 243-259 “readiness” characteristic of planning a lesson, he stated that teachers had to be ready to keep in mind that every student had a different level of readiness. thus it is hoped that teachers create such differentiations. since illa and rose realized that ben, jonathan, and andy had different starting points, they tried to modify and simplify the worksheets given to the asd students. in addition, jahan et al. (2017) claimed that one of the benefits of di was to gain students’ achievements. this theory was aligned with the excerpts as the asd students could do their worksheets that represented their achievement. moreover, seen from the observation results, implementing di for asd students helped them understand and do the in-class assignments. these findings were aligned with valiandes' (2015) study. valiandes (2015) showed that by implementing di in a mixed ability classroom, students participated more actively in the learning process and worked at their own speed. this study, therefore, justified the findings that andy, jonathan, and ben could finish their in-class assignments. in conclusion, giving di to the asd students helped them complete their assignments given in class. theme 2: di helped asd students follow the language of instructions in english class. from the interviews with both english teachers, illa and rose stated that giving di to the asd students helped them follow the lessons. they commented: “most of the time, the paraprofessional helps me by repeating the instructions for andy and jonathan. as i have other students to take care of, the paraprofessional helped me a lot … when i was explaining, but andy or jonathan did not focus. i usually will call their names and say, ‘andy, or jonathan, what are you doing?” [illa] “when he [ben] was off task, i usually ask the paraprofessional’s help, and then, the paraprofessional will sit next to him and usually say something like, ‘how far have you been?’ and the paraprofessional will sit there until he finishes.” [rose] based on the excerpts, the asd students were able to follow the activities in the classroom with the help of the paraprofessionals, who helped and facilitated them during the class activities. as tomlinson (2001) proposed, the presence of the paraprofessional was one of the di in the “content” criteria. therefore, through the paraprofessional, the asd students could follow the language of instructions in english class. according to santrock (2018), one of the characteristics of asd students was learning difficulties. therefore, english teachers need to be aware of any kinds of asd students’ needs. through repeating instructions, getting their attention, and reminding them to stay on task, the english teachers realized that it was part of their responsibilities to handle asd students (robertson et al., 2003). further, by giving help differentiated instructions nobel: journal of literature and language teaching 256 volume 12, number 2, september 2021, 243-259 to the asd students through differentiation, the english teachers had fulfilled one of their roles in the classroom, where they had to ensure that all the students achieved the same goals (morley et al., 2005). in addition, the findings from excerpts were aligned with tomlinson's (2000) theory that special needs students, specifically asd students, need special treatments so that they would understand the lessons. additionally, from the results of the interviews, it was found that asd students could follow the lessons when they understood the language of the instructions. these findings aligned with ernest et al.'s (2011) study that di helped students improve and gain other skills. in ernest et al.'s (2011) study, the implementation of di in reading class had helped students with asd gain their reading skills. seen from how the paraprofessional helped jonathan, andy, and ben follow the language of instructions in the class, it could be said that di positively impacted them. in other words, di could help asd students follow the language of instructions, and it helped them understand the lesson. conclusion di as a teaching method for students with different abilities who learn with the other students in the same class has long been implemented in some schools. however, in indonesia, teachers who have implemented this method in their english class are not many this study found that the english teachers used di by designing different assessments for asd students and providing extra assistance. moreover, towards implementing di in english class, teachers perceived that di helped asd students accomplish all in-class english assignments. it helped asd students follow the language of instructions in english class. these findings have several implications and contributions for the in-service and preservice english teachers. hopefully, for the in-service english teachers, this study provides them with more insights related to the implementation of di in the instructional design. for instance, this study found that differentiating the worksheets' level helped asd students understand the materials and finish them. therefore, they were not left behind. furthermore, for the in-service teachers, this study found that homeroom teachers could play a role as paraprofessionals to assist the asd students. therefore, the findings give some insights into the homeroom teachers who act as english teachers and paraprofessionals who help asd students. in addition, for the pre-service english teachers, some implications can be considered. firstly, the pre-service teachers gain their insights in dealing with asd students, as this study propose how di helped asd students in the class, for example, by giving different level of lifia alek sandra & lemmuela alvita kurniawati nobel: journal of literature and language teaching 257 volume 12, number 2, september 2021, 243-259 worksheets. secondly, the english pre-service teachers can reflect on some phenomena in this study and evaluate the best treatment for asd students in an inclusive education context. lastly, the english pre-service teachers could consider di one of the methods used to teach asd students. further, this study provides some contributions for research in english language education. it added more literature related to the implementation of di in english class, as there is limited literature in the english education field. moreover, this study shows that di can be implemented in english classes to teach asd students. it indicates that di is not limited to certain subjects but can be implemented in english class and other subjects. some recommendations can be conducted for further studies based on the results of this study. firstly, further studies are recommended to investigate more about the effectiveness of di used in the classroom. second, further studies might investigate other methods that can be used to teach asd students instead of di. additionally, further studies might elaborate more about the treatments suitable for the asd students in english class, besides the presence of the paraprofessionals. lastly, further studies might investigate how english teachers design the teaching instructions in an inclusive education context. further studies might refer to nordlund (2003) as the framework to design di for asd students. references aftab, j. 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(2020). preparing inclusive class for the children with special needs during covid -19 crisis. educational quest: an int. j. of education and applied social science, 11(3), 183–187. https://doi.org/10.30954/2230-7311.3.2020.5 volume 12, number 2, september 2021, 214-227 available at http://jurnalfahum.uinsby.ac.id/index.php/nobel/article/view/416 doi: 10.15642/nobel.2021.12.2.214-227 representation of muslim women in online news: study of critical discourse analysis savira uswatun hasanah universitas airlangga, jl. dharmawangsa dalam, surabaya, east java, indonesia article info this study mainly investigates the representation of muslim women in online news. this article analyzes the data using corpus linguistics combined with critical discourse analysis (cl-cda) supported by the topic modeling method. the data used are the news articles with approximately 50 thousand-word tokens. the selected news is news published in 2013-2021. the news was chosen because it can represent the social view of muslim women since the news has the power to influence people’s perspectives. the results show that the direction of media representation towards muslim women is gradually leading to a better direction. factors that bring a negative image to muslim women are generally due to the “black fashion,” which is associated with “terrorism.” however, modernization makes today’s muslim women more critical. they have the freedom to express their opinion, take important positions, and support feminism and gender equality movements. the use of the niqab is generally prohibited in european countries because it is considered an extremist. but, the covid-19 pandemic has also changed the image of the niqab to be more accepted in society. niqab users are now seen as “face-covering experts,” which attracts a lot of people. article history: received june 2021 accepted august 2021 published september 2021 keywords: corpus-based critical discourse analysis, topic modeling, world view of islam © 2021 uin sunan ampel surabaya correspondence: p-issn 2087-0698 email: savira.uswatun.hasanah-2020@fib.unair.ac.id e-issn 2549-2470 http://jurnalfahum.uinsby.ac.id/index.php/nobel/article/view/ savira uswatun hasanah nobel: journal of literature and language teaching 215 volume 12, number 2, september 2021, 214-227 introduction media is closely related to society. the media is the right tool to identify a society, considering that the media reflects real-life situations. print and electronic media function as a medium, a place for disseminating information. the information conveyed can then be considered entertainment or education to make the public aware of the current situation. the media also act as a place where our voices are published. there are various kinds of media that we can find, such as newspapers, books, magazines, and so on. in line with technological developments, electronic media such as tv news, the web, and social media have many important impacts on society. technological developments make it easier for people to get information. they can get the information they want with just one click. with this convenience, one can observe whatever is being discussed (nity & singh, 2017). media has social power, considering that the media has a persuasive nature. the media can be a place to insert plans and opinions. social power can be tied to various parties such as groups or institutions. these parties tend to be able to control the thoughts of those who are less powerful in society. control includes actions to regulate or gain status, position, wealth, and so on (dijk, 1995). the study of media framing is a topic that cannot be avoided because it plays an important role in society. research on media framing has attracted the interest of several researchers such as d’angelo and lombard (2008), ge and wang (2018), bornholm and roland-forsman (2019). d’angelo and lombard (2008) examine the influence of the press in political campaigns. this study links political campaigns with audience perceptions. this perception is seen from two sides, namely positive aspects and negative aspects conveyed through media content. it was found that the media used three media framing methods, namely channel, strategy, and accountability. the results showed that the audience tends to have negative perceptions. audiences also believe that the media, especially news, are the only reliable source of information (d’angelo & lombard, 2008). ge and wang (2018) investigate the representation of ordinary people in the news. technological developments make the media realize that the public wants to play an active role from the bottom up in the published news. so, people often act as the main focus in the news. this study examines how the media acts as a medium to represent the opinions of ordinary people, especially regarding social conflicts. the results show that ordinary people perform both positively and negatively. both are closely related to the government, which tends to be presented as an antagonist. on the positive side, ordinary people are presented as parties who support government policies. on the other hand, as a negative side, ordinary representation of muslim women nobel: journal of literature and language teaching 216 volume 12, number 2, september 2021, 214-227 people are presented as parties who criticize, reject, or violate government policies (ge & wang, 2018). bornholm and roland-forsman (2019) analyze the representation of children as participatory identities on social media. the results showed that children perform three selfrepresentation actions: receiving input, understanding others, and preparing to decide action. through participation, children learn extensively and criticize situations bornholm & roland-forsman, 2019). a myriad of studies has been conducted to investigate the analysis of media framing. however, little information was found regarding media framing of the representation of muslim women in the world. thus, efforts to find framing media around the world are still considered incomplete. in this study, the researcher aims to identify the representation of muslim women in online news as we know that the focus of news from year to year can be different. as in 2020-2021, the focus of the news will be on the covid-19 pandemic situation. this research is corpus research because the researcher collects a lot of related news for analysis. news was chosen because it is a reflection of social situations. the topic of representation of muslim women in the world was selected because this topic is a sensitive topic for several countries. every country has its views on muslim women depending on the environment, belief, culture, and many other aspects. review of literature corpus-based critical discourse analysis currently, many theories work with corpus linguistics, such as applying corpus linguistics (cl) to the theoretical framework of critical discourse analysis (cda). corpus linguistics is an empirical method that uses corpora or big data as the object of research. this method aims to analyze the tendencies, probabilities, patterns, and phenomena of language. statistical significance is one of the results that can be obtained using corpus linguistics. in corpus linguistics, various aspects can be analyzed, such as word lists, collocations, concordance, and so on (cheng, 2013). critical discourse analysis (cda) is one of the areas of linguistics that examines the relationship between language and ideology (fairclough, 1995). critical discourse analysis is generally criticized for having weaknesses in its analytical methods. cda is considered to produce fragmentary or incomplete results because it uses qualitative methods. in addition, the qualitative method used also makes many people think that data analysis is only based on savira uswatun hasanah nobel: journal of literature and language teaching 217 volume 12, number 2, september 2021, 214-227 subjective prejudice. lack of academic rigor makes the results of cda analysis easily questionable (cheng, 2013). corpus linguistics and critical discourse analysis are a good combination in investigating language phenomena. in textual analysis, random sampling is used to analyze big data. with the quantitative method of corpus linguistics, lexico-grammatical patterns and lexical collocations can be found. on the other hand, critical discourse analysis plays an important role in linking textual, cognitive, and social phenomena (cheng, 2013). the three-dimensional model is one of the cda frameworks proposed by fairclough. this model focuses on three important aspects, including discourse, interpretation, and social conditions. this method can be used to analyze textual features, reader interpretation, and relevance in real-life contexts (fairclough, 1995). external factors cannot influence textual analysis. on the contrary, discursive analysis and social analysis are strongly influenced by external factors (stilman, 1997). topic modeling the topic modeling algorithm is often used to analyze various things such as trend analysis, text mining, and article collection analysis (lin & he, 2009). topic modeling makes it possible to provide a “content map” supporting research because it can simplify research and increase accuracy in the analysis process. a broad and dense corpus can be revealed using topic modeling by investigating the patterns used. inductively, this model can organize large amounts of text. topic modeling can be used to investigate a wide range of topics without any hypothetical limitations. the basic idea of this model is that a document will relate directly to a topic seen from the group of words used (törnberg & törnberg, 2016). the stability aspect is built by the association of terms and semantic similarity (belford & greene, 2020). islamic world view sacred religion has influenced all aspects of social life. religion is a reflection of one’s unanimity of mind that leads to the question of self-existence in this world and the hereafter. the islamic perspective even affects aspects of political power and leadership. al-quran, as a guide, sees a leader as a person who has a high commitment to god and humans (chak, 2012). in society, many muslims have immigrated to other countries, such as europe. in fact, the existence of immigrants is considered only for a short time, not permanent. many muslims who wanted to settle longer in europe ended up disappointed. they then return to representation of muslim women nobel: journal of literature and language teaching 218 volume 12, number 2, september 2021, 214-227 their identity by contacting mosques, spreading knowledge about their own country, and teaching islam. honor killings often appear instead of taking justice. many non-muslim majority societies associate muslims with extremism, terrorism, and personal exile. many problems like injustice, suicide attacks, lack of tolerance exist in society in the name of religion (schirrmacher, 2008). a very crucial topic related to muslims in society is the position of women. in islam, women are equal to men. women are endowed with dignity, protection, and respect. however, in the view of western society, they consider women with headscarves and robes to be “oppressed creatures.” muslim women are often the subject of discrimination in society (schirrmacher, 2008). method this study used a qualitative method to investigate the representation of muslim women in online news. qualitative research is an interpretative approach that can identify and define research problems. this method is advantageous in investigating social phenomena such as language’s role in social life (palmer palmer & bolderston, 2006). sample corpus contained a collection of news about muslim women around the world with approximately 50.000 words tokens became the data in this study. the top 25 results of word lists identified in antconc became the sample data. those world lists were used as an important aspect in determining topics. instrument the researcher became an important instrument in data analysis. the antconc application was used in this research to identify the word list as the starting material for determining the topics. data collection several steps were taken to collect the data. those steps are as follows: savira uswatun hasanah nobel: journal of literature and language teaching 219 volume 12, number 2, september 2021, 214-227 figure 1: the procedures of data collections data analysis figure 2: the process of data analysis the topic modeling captured a discursive landscape that then reflected the situation and views of muslim women in the world. the topics represented the events or problems related to the image of muslim women. there are many ways to analyze the corpus, the researcher formulated the keywords to search the news, e.g "muslim women in the world news", "modern muslim women news", so on the researcher searched the news related to muslim women on the internet using the keywords that have been prepared. the researcher set the news in the format "plain text / .txt" the researcher saved the documents that have been collected into one folder the data collected were processed using antconc corpus identified the word list traditionally analyzed the concordance based on the 25 top world list. determined the topics topic 1 topic 2 topic 3 so on representation of muslim women nobel: journal of literature and language teaching 220 volume 12, number 2, september 2021, 214-227 including analyzing collocations, wordlists, keywords, or other elements (törnberg & törnberg, 2016). in this study, the researcher focused on investigating word lists which were then analyzed the concordance manually. the topics obtained were then examined and then explained in depth. results and discussions results the following is the word list that appears based on antconc. the researcher took the top 25 world lists that can represent muslim women in online news. words such as women, muslim, muslims, islam, and so on were not included in the word list being considered. this is because the words are too broad or general, so they cannot define muslim women. rank freq word rank freq word 1 106 public 14 65 communities 2 98 hijab 15 62 ban 3 98 niqab 16 61 against 4 97 fashion 17 59 community 5 96 wearing 18 59 france 6 95 face 19 58 law 7 91 wear 20 58 media 8 88 rights 21 57 french 9 80 woman 22 55 society 10 73 men 23 54 countries 11 69 social 24 54 political 12 68 clothing 25 53 burqa 13 66 uk from the results above, the following topics are concluded: islamophobia the first topic is islamophobia. islamophobia is a topic that leads to islam and muslims in western countries (bleich, 2012). islamophobia can be likened to social anxiety towards islam and muslims. many non-muslims have a fear of islam and muslims (abbas, 2004). this fear is caused by the mindset or stereotypes about islam and muslims that are spread. negative stereotypes then make non-muslims think that muslims are enemies, so there are many rejections of muslim groups (zúquete, 2008). savira uswatun hasanah nobel: journal of literature and language teaching 221 volume 12, number 2, september 2021, 214-227 islamophobia comes with various forms of action. the most common of them are acts of violence in public places against muslim women. this can be seen in the data below: data 1 “earlier in october another video went viral, showing two new south wales police officers verbally abusing two muslim women, threatening to falsely charge them as an accessory to murder. in both cases, the victims were women and visibly muslim, wearing a head covering (hijab), and the perpetrators were white men.” islamophobia mostly occurs in multicultural societies where various cultures, religions, and beliefs are in a place. european countries are one of the places where there is islamophobia towards muslim women. the data shows that two new south wales police officers became perpetrators of public violence against two muslim women. verbal abuse was received in the form of threats of “terrorism or murder” charges. this is due to anxiety caused by negative stereotypes regarding the use of the hijab, which is associated with terrorism or extremism. muslim women’s “all black” fashion is the root of islamophobia. most europeans think that using the burqa, niqab, and all kinds of muslim identities is a form of extremism. it becomes a concern for the government. as the impacts, there are discriminations against muslim women, such as banning the use of the niqab, burqa, burkini, and so on. this phenomenon occurs as the following data: data 2 “for at least a decade there have been calls to ban muslim face coverings in the uk. in the aftermath of the brexit referendum in 2016, more than half the british population said they supported a burqa ban.” data 3 “in the past, advocates of such laws have argued that face-covering is a sign of religious extremism, social separation and patriarchal oppression of muslim women.” fashion “all blacks” such as the burqa, niqab, and hijab is a concern for western countries such as the uk. they consider that the religious attribute is a symbol of extremism that results in social separation. thus, the government decided to ban the use of muslim women’s attributes written into the law. women’s empowerment women’s empowerment increased rapidly regarding their capacity or equality in the social, political, educational, and economic fields (hasin et al., 2018). freedom to make representation of muslim women nobel: journal of literature and language teaching 222 volume 12, number 2, september 2021, 214-227 choices in life, express oneself creatively, and occupy important positions are examples of women’s empowerment actions. women have always been portrayed as being governed and constrained by norms and rules. however, along with human awareness, women gradually get the right to determine their life choices freely. this can be seen from the narrative below: data 4 “but many of the refugee women in question have taken advantage of their new lives in western, secular societies to ask for divorce – often from abusive husbands they had to marry as young girls. they had not been forced to marry the men for religious reasons but often because they came from rural backgrounds where patriarchy (and patriarchal interpretations of islam) were predominant.” the fact that the distribution of the muslim population massively increased is inevitable. many muslim women become immigrants and move to western countries. the muslim woman takes advantage of this situation to make a decision in her life to divorce, which she cannot do in the country of muslim women. there are various prohibitions, regulations, consequences regarding divorce. there are various considerations for the divorce that they take, including the abusive attitude of the husband due to patriarchal understanding and early marriage. technological developments and the rapid use of social media play an important role in women’s empowerment movements. muslim women can actively and creatively express their talents through their works, one of which is fashion development. this can be seen from the narrative below. data 5 “the biggest players in the development of islamic fashion are young muslim fashion bloggers. these young muslim women, sharing ideas, styles and trends with one another, have become pseudo-celebrities within the blogging world.” muslim women understand that there is a developmental technology across the world. muslim women are now actively promoting women’s fashion, empowerment, and gender equality through social media. the data shows that the development of islamic fashion is closely related to the efforts of young muslim bloggers in sharing ideas, styles, trends. thus, muslim women’s fashion, which was previously known to be closed or even associated with acts of terrorism, now appears more fashionable, trendy, and modern to be more accepted by the wider community. modern women often become role models for other muslim women. they are the drivers of women’s empowerment, gender equality. they take an important position as the main savira uswatun hasanah nobel: journal of literature and language teaching 223 volume 12, number 2, september 2021, 214-227 focus of the news. the following is an example of a character whose work has been exposed by the news: data 6 “sydney-based blogger delina darusman-gala created the first muslim fashion blog in australia, posting images of herself wearing “everyday” hijab styles. such blogs have encouraged other muslim women to freely express themselves without political constraints.” many muslim women are the focus of the news because of their work and achievements, one of which is delina darusman-gala. delina became the first woman who dared to express her freedom by posting herself wearing a casual hijab. this is a sign of delina’s critique of political constraints. delina considers that political constraints cannot prevent muslim women from wearing anything their wishes and beliefs. stereotype shift from early 2020 to 2021, all countries in the world have experienced a covid-19 pandemic which requires people to be careful by keeping a distance, maintaining cleanliness, and using masks. the use of masks with the same appearance as the niqab makes muslim women more accepted by non-muslim societies. many prohibitions on the use of the niqab are considered a barrier to the communication process, but the pandemic has refuted, requiring masks. a niqab is not a barrier to communication. today, muslim women are even considered “experts on covering face” whose experience has become interesting for nonmuslims. this can be seen in the following narrative: data 7 “in january i was able to reach 16 women who agreed to be interviewed about their experiences of wearing the niqab one year into the pandemic. i found that many recently adopted the niqab because walking around with a covered face became less daunting as more people appeared in public with face masks. as i found, many wanted to wear the niqab to underscore the religious character of this practice.” the covid-19 pandemic has had a positive impact on muslim women in western countries. they become more confident in using the niqab or face covering, considering that many people use face masks to ward off the virus. they are no longer considered “weird” and “dangerous” in society. in fact, they are more accepted by society. muslim women in restraint muslim women are highly guarded by religious rules and societal norms. thus, muslim women tend to lack their rights in making decisions. this often happens in muslim-majority representation of muslim women nobel: journal of literature and language teaching 224 volume 12, number 2, september 2021, 214-227 countries or middle east countries. these prohibitions can take the form of a ban on roaming outside the home, early marriage, a driving ban, and so on. one of them can be seen as follows: data 8 “yet even those girls and parents who would like to delay marriage often have little choice because of poverty and the fact that women in slum neighborhoods have fewer opportunities to earn an income than men do.” women are often the victims of social norms. muslim women who work are considered inappropriate, so they choose to marry early. they do not have equal opportunities as men in finding work, especially poor muslim women, who are shaped by society to continue to depend on men. the essence of hijab in islam muslim women are very closely related to the obligation to use the hijab, which is written and regulated in the koran. hijab is not only a form of fashion, but the hijab has a philosophical history in it. there are many reasons why the hijab is an important aspect for muslim women, including: data 9 “however, at the same time others started to wear the hijab to show their commitment to their religious faith. the hijab therefore cannot be a fixed symbol, but is far more flexible and changeable – and certainly cannot be deemed a marker of terrorism.” data 10 “today, some women wear the hijab to signal pride in their ethnic identity. this is more so for immigrants in europe and the united states, where there has been an increase in islamophobia.” in its function, the hijab is written in the koran as a protector of women. many muslim women use the hijab as a form of commitment to their religious beliefs. muslim women use the hijab as the pride of their identity, even in european society, which is attached to islamophobia. discussion muslim women in online media are often represented as weak, oppressed, and constrained. concerning the muslim diaspora, muslim women are often the targets of public violence by non-muslim communities. this is very reasonable considering the many negative stereotype views against muslims, including acts of terrorism. also, muslim women with savira uswatun hasanah nobel: journal of literature and language teaching 225 volume 12, number 2, september 2021, 214-227 muslim attributes become the targets of violence due to anxiety about acts of extremism. this phenomenon has even become an important concern for the government so that there are discriminatory actions and bans on the use of muslim women’s attributes. however, the direction of media representation of muslim women is gradually leading to a better direction. the number of women who promote women’s empowerment and gender equality increases the confidence of muslim women to express opinions, share experiences and make decisions. even muslim women can also take an important role in a public position, one of which is being an important figure in developing muslims globally. the development of technology is very helpful for women’s empowerment. women become more active in sharing ideas, experiences, styles, and even women become more confident to show their identity as muslims. on the other hand, the covid-19 pandemic has opened the eyes of the non-islamic community that covering one’s face will not interfere with the communication process. muslim women with the niqab or face covering are becoming more accepted in non-muslim societies. they can blend in and not feel “weird.” this is because of the policy on the use of masks. even this pandemic has made muslim women wearing the niqab become important speakers about their experiences while covering their faces. many non-muslim communities later became interested in “learning to cover their faces.” the issue of gender inequality and the image of women in the media has become an essential issue in several countries. this issue is always detrimental to women. not only in non-muslim countries, but this issue also occurs in muslim-majority countries. it was found that women in the media are the ones who get less justice. in addition, muslim women are also very close to the patriarchal ideology that makes women inferior (dalton, 2019; mcdonald & charlesworth, 2013; yasmin, 2021). however, the changing of times and situations are also important aspects in constructing the image of muslim women. in recent years, several phenomena have been implied in the media, including the existence of islamophobia caused by several extremism events associated with islam as a terrorist religion in several western countries. however, over time, the issue was closed with news about efforts to empower women. these efforts lead to a stereotype shift that makes western society more accepting islamic women as beings who also have human rights. the results show that the media portrays a new face for muslim women who are more accepted in society. apart from the fact that women have talents that must be considered, the covid-19 pandemic has prevented them from being “weird” because of the “all black fashion” that characterizes them. representation of muslim women nobel: journal of literature and language teaching 226 volume 12, number 2, september 2021, 214-227 language plays a vital role in women’s self-actualization in the modern era. language becomes a tool to express women’s freedom in showing their identity. in line with fairclough’s opinion about the power of the media, the media has the ability to persuade the thoughts of the readers. in the media, there are intentions to be conveyed to society with various strategies used. the strategy can be in the form of diction selection, persuasion of interpretation, and media association with the relevance of the current situation in society (fairclough, 1995; hidayah & milal, 2016). this phenomenon can be seen from the results in this study that the media can change society’s view of the image of muslim women in a more positive direction. initially, women were marginalized, but modernization made women play an active role in society. conclusion the direction of media representation of muslim women is gradually leading to a better direction. factors that bring a negative image to muslim women are generally due to “black fashion” associated with “terrorism.” however, modernization makes today’s women more critical. they can express opinions, take important positions, and support feminism and gender equality movements. the use of the niqab is generally prohibited in european countries because it is considered an extremist. the covid-19 pandemic has also changed the image of the niqab to be more accepted in society. acknowledgments all thanks to those involved in the incoll (international conference on linguistics and literature) held at uin sunan ampel surabaya in providing the opportunity for this research. thanks to the masters of linguistics lecturers who have provided knowledge and suggestions to conduct this research. references abbas, t. 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(2016). muslims in social media discourse_ combining topic modeling and critical discourse analysis. discourse, context and media, 13(part b), 132142. https://doi.org/10.1016/j.dcm.2016.04.003 wernholm, m., & reneland-forsman, l. (2019). children’s representation of self in social media communities. learning, culture and social interaction, 23(2019), 1–15. https://doi.org/10.1016/j.lcsi.2019.100346 yasmin, m. (2021). asymmetrical gendered crime reporting and its influence on readers: a case study of pakistani english newspapers. heliyon, 7(8), 1-6. https://doi.org/10.1016/j.heliyon.2021.e07862 zúquete, j. p. (2008). the european extreme-right and islam: new directions? journal of political ideologies, 13(3), 321-344. https://doi.org/10.1080/13569310802377019 volume 12, number 2, september 2021, 277-291 available at http://jurnalfahum.uinsby.ac.id/index.php/nobel/article/view/399 doi: 10.15642/nobel.2021.12.2.277-291 a comparative study on the theoretical development of functions of language with reference to bühler, jakobson, and halliday markandan rubavathanan  uva wellassa university, badulla 90000, sri lanka article info abstract this paper attempts to describe and compare the functionalist explanations of the language of bühler, jakobson, and halliday. these three functionalists are not the leading figures to propose the theory of functions of language, but their descriptions of the theoretical framework and the natural selection of language usages have proven to be more credible and therefore accepted by the linguistics community today. since these functional insights are original conceptions, there have been significant theoretical developments, and there is now a large evidence base to authenticate the contemporary theoretical development. this study, thus, discusses the specific claims of the theoretical framework of the three functionalists, highlights their similarities, and differentiates major characteristics on the queries of how the functionalists explain their observations of functions of language and theory of language explain the multiplicity of language functions. this comparison has revealed that the functionalists initially have perceived the importance of an individual’s language as a social need and the ubiquity of these comparisons. the complexity of social comparisons presents a potentially fruitful explanation. further, this paper recommends that explanations be considered for studying languages and other semiotic resources. article history: received march 2021 accepted august 2021 published september 2021 keywords: functional linguistics, bühler, jakobson, halliday, language functions © 2021 uin sunan ampel surabaya correspondence: p-issn 2087-0698 ruban@uwu.ac.lk e-issn 2549-2470 http://jurnalfahum.uinsby.ac.id/index.php/nobel/article/view/ a comparative study on the theoretical development nobel: journal of literature and language teaching 278 volume 12, number 2, september 2021, 277-291 introduction language plays a vital role in human lives. language is one of the modes of meaning making-social semiotic resources invented by human civilization and is the most important resource of linguistic communication in social processes (halliday, 1978). language is an exclusively human property, and humans can use it to communicate with each other. nowadays, human language is realized acoustically, visually-spatially, and graphologically only by itself or amalgamated with other social semiotic resources (hodge & kress, 1988; leeuwen, 2005). it is used to express and exchange information and knowledge, prompt human activities, committed itself to doing something in society. it opens, keeps, and ends social interactions in a context and channels and interchanges the aesthetic of verbal artifacts. in other words, language is a system that helps people express thoughts, feelings, meanings, and serves different purposes through speaking, listening, writing, and reading by using signs and sounds. when exchanging their thoughts and feelings by using their natural languages as resources for making meanings, people do not habitually realize what actually language is doing or what they are doing with language (finch, 2003). however, there is a social group behind every human language, and it is a crucial element of communication among that group. language is used by groups of people to meet their needs on every occasion. they do it with a particular purpose. if a person from a certain group uses their language, s/he chooses linguistic elements and organizes them consequently to accomplish their needs. similarly, a distinct number of languages are born articulated, constructed, and used as a collective thing among different groups of people. these languages consist of tens of thousands of linguistic signs, organized systemically in structures to make meaning(s). this organization of language usages exhausts the functions of those elements of organizations individually and holistically. some of these functions of a language are so conventional that they are ever noticed. some other functions are very noticeable or even abstract. e.g. tamil clause: 1. naan maambalam saappidukiren. (i mango eat.) i eat mango (i naan + eat –saappidukiren (present tense) + mango -maambalam) though tamil has been identified ‘structurally’ as an sov language, ‘functionally’ its grammar allows people to use the same linguistics elements in different ways which are common, meaningful, and acceptable. those are: 2. naan saappidukiren maambalam. markandan rubavathanan nobel: journal of literature and language teaching 279 volume 12, number 2, september 2021, 277-291 3. maambalam saappidukiren naan. 4. maambalam naan saappidukiren. 5. saappidukiren naan maambalam. 6. saappidukiren maambalam naan. in the above examples, the elements of a clause are organized in different positions with structural meaning but different in experimental or referential and textual and informational meaning. hence, to identify and explain them, it is required to have holistic conceptual theories and interpretable models. functions refer to what elements of language do in a real context instead of what they might mean literally. the use of functions of language to communicate is natural. as demonstrated by the above example, one structure may have various functions; thus, the appropriacy, formality, and degree of the functions must be considered to understand how functions work in a context. to find out the functions of language, some questions need to be administered related to language elements and their functions in a structure: − how is the language used by social representatives/individuals? − how does language operate in different socio-cultural contexts? − how does language function in structured discourse and text? − how are functions of language organized and expressed with different meanings? looking at structure only from the outside or inside, this domain lacks understanding language functions and defining the same. heterogeneous thinkers, theorists, grammarians, and linguists have tried to understand and identify the functions of language oriented towards evolving a modal according to their perspective of language functions. on the whole, it is realized that what has been discussed in this regard in the past are not functions of language but functions of certain parts interrelated with language. functions of language have to be explained and modeled, looking at the structure of linguistic elements from both inside and outside. at the same time, focusing only on the function of linguistic elements can turn into the mistreatment of just organizing specific clauses for specific situations. mixing the functions of linguistic elements and organized structures gradually as language users improve their understanding of linguistic elements’ underlying structure and function will help them put appropriate phrases into use to obtain their language functional goals. hence the key objective of this article is to investigate the development of the theory of the language through a comparative study specifically focusing on the language explanations of bühler, jakobson, and halliday. a comparative study on the theoretical development nobel: journal of literature and language teaching 280 volume 12, number 2, september 2021, 277-291 review of literature for more than two millennia, functions of language have been a phenomenon among scholars who had tried to identify and explain their findings as their conceptual frameworks and models. as elissa (2017, p. 28) stated, interest in the use or functions of language has a history in the western tradition that dates back to antiquity insofar as classical. later, scholars were concerned with language use in logic, rhetoric, and poetry and with ontological questions broadly on relationships between languages, thought, and reality. hence, it can be stated that the functions of language are a theory that has been used to describe the act of effective communication since the past. in ancient greek, debra (2002) explains, scholars from the academia of athens heraclitus, cratylus, plato, aristotle, and some other colleagues were asked to expose the viewpoints that may answer as explanations to a projected problem on the relations between words and objects. they were asked whether ‘names’ are ‘conventional’ or ‘natural’ and whether ‘words’ have an ‘intrinsic relation.’ they stated that language is an ‘organon’ a tool, an instrument for communication. one significant diagnostic of these works is that they allow for perspectives that are difficult to determine based on objective circumstances whether they are acceptable or unacceptable, correct or incorrect, and there is no single predefined solution. however, their interpretations were self-influenced. eco (1976) elaborates that in the seventeenth century, english poet john milton defined language as “the instrument conveying to us things useful to be known.” later, in the preface of his dictionary published in 1755, the greatest lexicographer samuel johnson convinced that language is a tool to convey thoughts and feelings. these instrumentalists conventionally agreed that a language is a tool or instrument for achieving the needs of exchanging thoughts and feelings. following that, even during the period of the father of modern linguistics, ferdinand de saussure, it has been recognized that a solid understanding of the research process in languages, mainly functions of language, is required as a prerequisite for the development of a proper framework, analytical method, and theories for the field of linguistics. saussure (2003) considered human beings to have a language faculty and that faculty of every language has a system of rules and structures (langue) to produce text (parole). saussure’s perception of the construction of language is the arbitrary nature of the sign. to be more specific, there is a number of natural languages consuming a number of distinct words for the same object. from the interpretation, he clinched that there is no intrinsic arbitrariness markandan rubavathanan nobel: journal of literature and language teaching 281 volume 12, number 2, september 2021, 277-291 between language and objects. saussure’s ideas impacted most of the theoretical studies in human language in the twentieth century. subsequently, karl bühler (1990), who modeled the ‘organon’ concept of language in which he moderately acquired some ideas from plato, developed the concept of language as an instrument. this idea became very influential among linguists. unlike plato, bühler created one of the most important aspects of language functions of language. during his period, other scholars in the field of linguistics, philosophers, and psychologists were also very much concerned with his ideas and influenced them over the years. in the same way, during 1930, one of the modern literary theorists, roman jakobson (1971), and some other linguists from the prague school of linguistics were also intemperately influenced by the ideas of saussure, but still, see to important work on communicative functions of language. for them, language is a formal abstraction. it has a set of units subject to rules about structure between its units. the most common criticism about this perception is explaining the meaning of language usage and the loss of the view about functions of language. at the same time, the prague school emphasized functional structuralism. one of the cofounders of the school, mathesius (1936, 1975), developed a theory of information structure with functional characteristics. he criticized it as a weakness to view language as a whole system. his thinking prevailed until 21st-century scholars reflected them still further. one of the students of mathesius, vachek (1976), elaborated the theory based on the idea of the variation that spread throughout the language system, making the variation between the focal point and the periphery of that system, has paid much to the improvement of contemporary developments in linguistic research. he emphasized that linguistic researchers have to pay more attention to the role of language and how to study the usages of language as a system. according to malinowski (1936), the usage of language in a situation should be studied based on a theory. for that, he developed the concept of context of a situation in which the text is uttered. further, he elaborated the context of the situation as an environment where all kinds of text are produced. his observation is that an “utterance has no meaning except in the context of situation.” with this theoretical approach, he classified the functions of language into the four “essential primitive uses of speech: speech in action, ritual handling of words, the narrative, ‘phatic communion’” (malinowski, 1936, p. 309). for that reason, it is important to see malinowski as one of the necessary pillars of pragmatics. malinowski’s functional concepts about language suddenly began to influence european grammarians and linguists in general. the notion of context of situation influenced british linguist j. r. firth. firth (1935) has pointed out that all studies in linguistics are the study of a comparative study on the theoretical development nobel: journal of literature and language teaching 282 volume 12, number 2, september 2021, 277-291 meaning, and all meanings of language are the functions in a context of a situation. to describe the context, he drafted a framework that could be used to study text in context. for that, he identified phenomena to get the meaning of the text as follows: 1. participants in the text of the context of a situation; 2. actions of the participants in that context; 3. surroundings and other related features of that context; and 4. effect of an expressed action; what changes were brought. halliday (1985, 1994) collected all ideas about the notion of the functions of language, analyzed them, and developed a conceptual framework to interpret the functions of language. later it was known as the theory of systemic functional grammar (sfg), formerly known as systemic functional linguistics (sfl). systemic functional grammar, unlike other structural linguistic methods, emphasizes the parts of language and their organization as central functions of a language. discussion of the main themes bühler’s model of functions of language in the first half of the twentieth century, karl bühler illustrated the concept, the linguistic representational functions of natural language through his model of language as organon (1990). bühler presented the most often remembered identification of the triangular model of language functions based on plato’s explanation of language in cratylus. i think it was a good idea of plato’s when he claims in cratylus that language is an organon for the one to inform the other of something about the things. there is no question that such information takes place, and the advantage of taking it as the starting point lies in the fact that all or most other cases can be derived from this one typical case by reduction; for as far as fundamental relationships are concerned, informing by means of language is the richest of the manifestations of the concrete speech event. the list the one to the other about the things names no fewer than three relational foundations (bühler, 1990, pp. 30–31). bühler presented it in papers published in 1933. however, it had already been preformulated as a concept of three basic functional dimensions of language in his article on sentence-theory published in 1918. he referred to the three functions as an ‘organon-model,’ as follows: 1. ausdruck: indication of the speaker’s feelings and attitudesexpressive function 2. appell: influencing listeners’ reactions appeal function 3. darstellung: objects and state of affairs representation (bühler, 1990). markandan rubavathanan nobel: journal of literature and language teaching 283 volume 12, number 2, september 2021, 277-291 after some time, bühler redeveloped the model by emphasizing that each language sign has three semantic functions. “it is a symbol by virtue of its co-ordination to objects and states of affairs, a symptom (anzeichen, indicium: index) by virtue of its dependence on the sender, whose inner state it expresses, and a signal by virtue of its appeal to the hearer, whose inner and outer behavior it directs as do other communicative signs” (bühler, 1990, p. 35). figure 1: the organon model (1934) by karl bühler in this model, three additional components and functions of jakobson can be added to the inner triangle. the code is formed in the upper left corner linking the sender to the object and register. the upper right corner linking the receiver with the object and register is the message. the corner connecting the sender and receiver is the channel. to put it another way, without a channel, there is no common context; without a message, there is no sender; without a code, there is no receiver. it is the sender who shapes the message and can do it for his benefit, no matter what it means and whether someone receives it. the receiver’s arrow points to the code. channel and context are interdependent because there must be a common memory or experience to have a common frame of reference. figure 2: components of communication process (sender-receiver) bühler (1934) a comparative study on the theoretical development nobel: journal of literature and language teaching 284 volume 12, number 2, september 2021, 277-291 the most important difference between the 1934 versions of the organon-model and bühler’s previous (1918, 1927) concepts of language functions is the impact of saussure’s cours de linguistique générale (course in general linguistics), published in 1916 and became the most influential book for contemporary intellectuals. then it was translated into german in 1931. bühler gives careful consideration to saussure’s definition of the sign and the langue – parole distinction. he criticizes saussure’s presentation of the ‘speech circuit’ as a relapse into outdated ‘psycho-physics’ and insists that language comprises different types of signs (bühler, 1990, pp. 31–34). bühler cites three communicatively oriented theorists as authorities in support of the organon-model: philipp wegener (1885), friedrich christian karl brugmann (1925), and alan h. gardiner (1932). to be fair to bühler, it must be pointed out that the work of the organon-model (1934) concentrates on the representational function and thus covers only part of the theoretical horizon of the organon-model. despite the criticism, the model has proved its enduring value as a powerful stimulus for debate. it became particularly influential for the development of functionalist language theories, via its quotation (ironically, as the “traditional model of language”) and augmentation to a six-functions-model by roman jakobson’s essay linguistics and poetics (1960), which informed later functionalist theorists, such as dell hathaway hymes (1967) and michael alexander kirkwood halliday (1978). roman jakobson’s model of the functions of language in the twentieth century, russian theorist roman jakobson influenced contemporary theorists, linguists, and intellectuals by pioneering structural analysis of language, poetry, and art. his extraordinary writings such as metalanguage as a linguistic problem (1985), firstly published in 1956, linguistics and poetics (1960), firstly published in 1958, and linguistics and communication theory (1971), firstly published in 1960, were grounded to draw his model of communication. in his model, jakobson adopted saussure’s ideas from the cours de linguistique générale and transformed them into his interpretations. also, jakobson was influenced by shannon and weaver’s (1948) model of communication (1964) and buhler’s (1934) functional models of organon. jakobson established his model focused on structures of language and its basic functions to exchange information between communicators. according to jakobson, language is to be studied in all the differences in its functions. he differentiates six communication functions of natural language. all functions are related to a dimension of the communication process. the communication model formed by jakobson is markandan rubavathanan nobel: journal of literature and language teaching 285 volume 12, number 2, september 2021, 277-291 given below where the communicative stratum in capital letters and the accompanying functional stratum within brackets in small letters: figure 3: roman jakobson’s communication model (1960) concerning the jakobson model, addresser (the communicator – utterer or writer) sends message (in different modes – spoken sounds, written text, images, emoji, etc.) to addressee (the communicator – listener, hearer, audience, reader, viewer, and receiver). to be successful with the communication, the message needs a context, its setting may be small or large, and it can be verbal or nonverbal; a code (common discursive mode, common language), mutually understood by communicators entirely or at least partially; and a contact, the physical channel and mental connection among communicators allow communication to move in and continue. according to jakobson (1985, p. 115), bühler’s model was “confined to these three functions – emotive, conative and referential – and the three apexes of this model – the first person of the addresser, the second person of the addressee, and the ‘third person’ proper – someone or something spoken of.” jakobson derives from bühler’s model the concept of the “functions” of language and the problematization of information received by a receiver (bradford, 1994). in bühler’s model, the recipient does not simply break down the communication engaged with; the communication is understood to mean the effect on the recipient, which depends on the overall communication situation, including the internal elements of the sender and the status and behavior of the recipient and their relationship with the referrer. the jacobson model is also a model of the transmission of communications from the sender to the receiver and the distribution of the six functions performed by speech. according to jacobson, every act of communication consists of six elements. they can be tabulated as follows: a comparative study on the theoretical development nobel: journal of literature and language teaching 286 volume 12, number 2, september 2021, 277-291 table 1. six elements/factors of verbal communication by jakobson (1960) target factor source factor function context/referent message referential denotative cognitive language as a referent representative informative addresser /sender message emotive expressive addressee/ receiver message conative appellative directive imperative contact/channel message phatic relational contact code metalingual metasemiotic message message poetic aesthetic rhetoric jakobson’s model considers not only the communicator, communication, and recipient but also context, language, and metalanguage codes and contacts necessary for understanding communication. in other words, jakobson’s model provides a way to study information and semantic problems, including why the message received may be different from the message sent. it is no longer necessary to assume that the sender’s and recipient’s languages are the same; the broad term context makes us understand that human communication is not just a simple act of coding, communication, and interpreting. halliday’s metafunctions halliday derived the notion system of signs from saussure (1922), information structure from mathesius (1975), context of the situation from malinowski (1923) and firth (1957), threefold functions from bühler (1934), options from vachek (1976) and analyzed them then placed function as the central property of language. when halliday began to develop the theory in the 1960s, the functional model was usually not an organizational model of the language itself but based on considerations outside the language (halliday, 1985). he tried to explain the configuration of the elements of the natural language based on their functions. but in order to pursue our own investigation, we have to take a further step: a step that interprets functional variation not just a variation in the use of language, but rather as something that is built in, as the very foundation, so the organization of language itself, and particularly to the organization of the semantic system. in other words, function will be interpreted not just as the use of language but as a fundamental property of language itself, something that is basic to the evolution of the semantic system. this amounts to saying that the organization of every markandan rubavathanan nobel: journal of literature and language teaching 287 volume 12, number 2, september 2021, 277-291 natural language is to be explained in terms of a functional theory (halliday, 1985). halliday recognized the intrinsic language function of creating text, the textual function additionally. halliday found that language is organized into three functions: ideational function, interpersonal function, and textual function. because of their diversity of the functions of the elements of the language, he identified the term ‘meta-function’ as his “own model” to interpret functions of language (halliday, 1975). the term meta-function distinguishes the comprehensive functions from the micro-functions such as theme, subject, and actor of grammatical organization and the macro-functions such as instrumental, regulatory, and heuristic of early child language. the structural function of clauses differs from the structural options of the transitivity system, structural options of the mood system, and structural options of the theme system. but none of these options sets itself fully specifies the structure of the clause; each determines a different set of structural functions. therefore, the systems based on structural functions are divided into three groups: transitivity, mood, and theme. these tags relate specifically to the clause system in which they relate to these general elements of the language. halliday’s meta-functions are not the labels of different uses of the language from the external views but the functional principles of the internal organization of lexicogrammar and semantics. all three functions are simultaneously organized in a clause (halliday & matthiessen, 2014). 1. ideational function: this function specifies that a language is used to represent our experience of our world. this function can be identified as two functions, namely experiential and logical. the experiential function is organized by the system of transitivity with a typical grammatical resource. this conveys the message about what matters get communicated, participants involved in the communication, and the circumstances where it was taking place. 2. interpersonal function: according to this function, language is a resource for communicators, and it directs both speaker and listener to continue the communication process. the interpersonal function is organized by the system of mood and modality with typical lexico-grammatical resources available in a language. the function is to examine the types of relationships established through dialogue, the attitudes of the interacting partners towards one another and towards expression, the types they find interesting, how they take turns negotiating, etc. a comparative study on the theoretical development nobel: journal of literature and language teaching 288 volume 12, number 2, september 2021, 277-291 3. textual function: by this function, language can be demonstrated as a resource for creating and presenting text by facilitating to express the experiences and indicate participants’ relationships in the communication process. the textual function is organized by the point of departuretheme and landing point – rheme is the basic textual resources in lexicogrammar. it involves looking at the different types of cohesion, the different patterns of emphasis and emphasis used to bond the different parts of the conversation together, etc. e.g., 7. raja goes to university table 2: metafunctional interpretation of a clause meta-functional interpretation of a clause positions its simultaneous functions of meanings, structures, grammatical units, and organization. this illustration evokes both intrinsic and extrinsic functions of language. conclusion language is a system of communication-based upon linguistic elements and the combination of elements into clauses/sentences. to use a particular language, language functions should be incorporated. this means how we use language, how we communicate in a social situation, and how language works in a text or what we do with that language. the various functions of this language need to be explored. for that, we need models to interpret from a conceptual framework. conceptual models are the backbone of empirical and theoretical studies. to understand the fundamentals of the functions of language, conceptual models formed by the above three proponents tried to explain the basic functions of language from different perspectives. malinowski’s distinction between pragmatic function, magical function, and phatic speech communication was based on field studies, while bühler’s division of representation, expression, and conative functions was based on experimental analysis. although bühler developed the organon-model into an integrative model of the essential objects of psychological research: a subjective experience, social behavior, and structures of objective sense, his model and his conceptual theory offer a wealth of new perspectives for function structure/system raja go (es) (to) university ideation experiential transitivity actor process (material) circumstance (location) interpersonal mood subject finite residue textual theme theme unmarked rheme markandan rubavathanan nobel: journal of literature and language teaching 289 volume 12, number 2, september 2021, 277-291 functional oriented linguistics, and this theory strand a possible underground influence on the models of jakobson and halliday. the complication of jacobson’s six function model is always limited by the assumption that perfect communication can be achieved by completely restoring context. halliday’s meta-functional model covers the range from small and single lexico-grammatical units to the whole text. this shows that the functional description is the underlying basis of the unified description of the language. references bradford, r. (1994). roman jakobson: life, language and art. routledge. https://doi.org/10.4324/9780203979839 brugmann, k. (1925). die syntax des einfachen satzes im indogermanischen. de gruyter mouton. https://doi.org/https://doi.org/10.1515/9783111586304 bühler, k. (1990). theory of language: the representational function of language (f. g. donald (ed.)). john benjamins. debra, n. (2002). the people of plato: a prosopography of plato and other socratics. hackett publishing. eco, u. (1976). a theory of semiotics. indiana university press. elissa, a. (2017). what is a system? what is a function? in t. bartlett & g. o’grady (eds.), the routledge handbook of systemic functional linguistics. routledge. finch, g. (2003). how to study linguistics: a guide to understanding language (2nd ed.). palgrave macmillan. firth, j. r. (1935). the technique of semantics. in papers in linguistics: 1934-1951 (pp. 7–33). oxford university press. https://doi.org/https://doi.org/10.1111/j.1467968x.1935.tb01254 gardiner, a. h. (1932). the theory of speech and language. oxford university press. halliday, m. a. k. (1975). learning how to mean: explorations in the development of language. edward arnold. halliday, m. a. k. (1978). language as social semiotic: the social interpretation of language and meaning. edward arnold. halliday, m. a. k. (1985). spoken and written language. oxford university press. halliday, m. a. k. (1994). introduction to functional grammar. edward arnold. halliday, m. a. k., & matthiessen, c. m. i. m. (2014). halliday’s introduction to functional grammar (4th ed.). routledge. hodge, r., & kress, g. (1988). social semiotics. polity press. hymes, d. h. (1967). models of the interaction of language and social setting. journal of social issues, 23(2), 8–38. jakobson, r. (1960). closing statement: linguistics and poetics. in t. a. sebeok (ed.), style in language (pp. 350–377). mit press. jakobson, r. (1971). linguistics and communication theory. in selected writings ii: word and a comparative study on the theoretical development nobel: journal of literature and language teaching 290 volume 12, number 2, september 2021, 277-291 language (pp. 570–579). mouton. jakobson, r. (1985). metalanguage as a linguistic problem. in r. stephen (ed.), selected writings vii: contribution to comparative mythology. studies in linguistics and philology, 1972-1982 (pp. 113–121). mouton. leeuwen, t. v. (2005). introducing social semiotics. routledge. malinowski, b. (1936). the problem of meaning in primitive languages. in i. a. richards & c. k. ogden (eds.), the meaning of meaning: a study influence of language upon thought and of the science of symbolism (4th ed., pp. 296–336). kegan paul, trench, trubner. mathesius, v. (1936). essay on theory of structural grammar (pokus o teorii strukturální mluvnice). slovo a slovesnost, 2(1), 47–54. mathesius, v. (1975). a functional analysis of present day english on a general linguistic basis (j. vachek (ed.)). de gruyter mouton. https://doi.org/https://doi.org/10.1515/9783110813296 saussure, f. de. (2003). course in general linguistics (c. bally, a. sechehaye, a. riedlinger, & r. harris (eds.)). payot. shannon, c. e., & weaver, w. (1964). the mathematical theory of communication. the university of illinois press. vachek, j. (1976). selected writings in english and general linguistics. academia. wegener, p. (1885). untersuchungen ueber die grundfragen des sprachlebens. max niemeyer. markandan rubavathanan nobel: journal of literature and language teaching 291 volume 12, number 2, september 2021, 277-291 appendix 1. comparison of explanations of bühler, jakobson and halliday functions of language bühler jakobson halliday ausdruck (speaker’s expressive function) addresser /sender’s emotive expressive interpersonal function appell (listeners’ reactions appealing function) addressee/ receiver’s conative appellative directive imperative darstellung (representation function) context/referent referential denotative cognitive language as a referent representative informative ideational function (experiential & logical functions) contact/channel phatic relational contact textual function code metalingual metasemiotic message poetic aesthetic rhetoric 172 grammatical cohesion in “the miracle worker” movie himmatur rofi’ah state islamic university sunan ampel surabaya rofiah_himmatur@yahoo.com abstract: this study attempts to analyze of the use of grammatical cohesion in “the miracle worker” movie script. the basic purpose of this present study is to investigate the frequent of grammatical cohesion in movie script and the function. this descriptive study found out that all the grammatical cohesions suggested by hassan and halliday can be seen in this movie except nominal ellipsis. in addition, this research also found three important functions of references, two functions of substitute, six functions of conjunction and only one function of ellipsis. keywords: cohesive device; grammatical cohesion; the miracle worker. 1. introduction grammatical cohesion is one part of cohesive devices. grammatical cohesion is very important to format the sense of sentences. grammatical cohesion can be in the form of words, utterances, phrases that exist in the text to correlate one element to the other element. the previous studies on cohesive device have provided some evidence that grammatical cohesion is always found. nevertheless, the previous researchers forget that grammatical cohesion has other interesting angles to be analyzed. one of the angles is the functions of grammatical cohesion use. many researchers use text as their data sources (see, for example, fulcher, 1989; muslimah, 2007; setyowati, 2007; ahmed, 2008; akindele, 2011; fukuade, 2012; gocic, 2012; rahimi & ebrahimi, 2012 and shanaz & imtiaz, 2014) motivate me to take different data. a data source that is used in this study is movie script. in grammatical cohesion use, the speaker surely has intention. therefore, the listener or reader has to know what the speaker means. in the other word, understanding function of grammatical cohesion is needed to avoid misunderstanding. this study uses halliday and hasan’s theory that divide cohesive device into two types, which are grammatical cohesion and lexical cohesion. grammatical cohesions are forms of cohesion realized through grammar (halliday and hasan, 1976, page 6). grammatical cohesion is divided into four kinds, they are reference, substitution, ellipsis, and conjunction, whereas lexical cohesion consists of two kinds, namely, reiteration and collocation. mailto:rofiah_himmatur@yahoo.com 173 halliday and hasan (1976, page 37) classify reference into three types, they are: personal, demonstrative, and comparative. personal reference is reference by means of function in the speech situation, through the category of person. the category of personal consist of three classes of personal pronouns, possessive determiners (usually called “possessive adjectives”), and possessive pronouns. the examples of personal reference are: i, me, my, mine. demonstrative reference is reference by means of location, on a scale of proximity (near, far, neutral, time), e.g. this, these, that, those, here, now, then, there, and the. comparative reference is indirect reference by means of identity or similarity, e.g. same, equal, identical, identically, such, similar, so, similarly, additional, so+ quantifier (e.g. so many), better, comparative adjectives, and adverbs, etc. there are three types of substitution, that are nominal (one, ones, same), verbal (do), and clausal (so, not) substitution. the substitute one/ ones in nominal always functions as a head of a nominal group. the verbal substitute is “do”, and it functions as head of a verbal group. ellipsis is used to replace words omitted from the middle of a quoted sentence (paul and goione, 1973, page 263-264). ellipsis consists of three parts namely nominal, verbal, and clausal ellipsis. nominal ellipsis means ellipsis within the nominal group. nominal ellipsis involves the upgrading of a word functioning as deictic, numerative, epithet, or classifier from the status of modifier to the status of head. verbal ellipsis means ellipsis within the verbal group. clausal ellipsis has a two-part structure consisting of modal element plus propositional element. halliday and hasan (1976, page 303) state that conjunction is on the borderline of the grammatical and lexical cohesion. it means that the set of conjunctive elements can probably be interpreted grammatically in terms of systems, but such an interpretation involves lexical selection in terms of meaning. conjunction consists of five categories: additive, adversative, causal, temporal, and other conjunction. additive conjunction is expressed by the words and, and also, nor, and…not, or, or else, furthermore, in addition, etc. adversative relation, which means contrary to expectation covers some words include ‘yet’, ‘though’, ‘only’, ‘but’, ‘however’, ‘nevertheless’, ‘despite this’, ‘actually’, etc. the causal relation consists of the words so, then, hence, therefore, consequently, because of this, for this reason, on account of this, etc. temporal conjunction includes then, next, after that, just then, at the same time, etc. as mentioned before, cohesive devices are divided into two types, that are; grammatical cohesion and lexical cohesion. however in this study, the researcher focuses only on grammatical cohesion. this is because most of the previous studies prefer to analyze cohesive device wholly or grammatical cohesion partly. the researcher feels that this study is necessary to be 174 conducted. discovery of grammatical cohesion in “the miracle worker” movie will complete the previous studies on grammatical cohesions. 2. method in conducting this study, the analysis of “the miracle worker” movie was focused on the four main characters’ utterances in this movie. they were anne sullivan, kate keller, arthur keller, and james keller from the second until the last scenes were constitute as the data in this study. the characters in this movie mostly used grammatical cohesion in their dialogue. descriptive method was applied to understand the kinds of grammatical cohesion and their functions. the data of this study were from the dialogues in “the miracle worker” movie (1979). 3. results and discussion this part presents the frequency and the function of each types of grammatical cohesion found out in “the miracle worker” movie. a. grammatical cohesion in “the miracle worker” movie the first step is identification of cohesive devices found in the data source in the form of utterances of the 4 main characters in this movie, they are: anne sullivan, arthur keller, kate keller, and james keller. the grammatical cohesion found in this movie is shown in table 1. table 1. percentage of grammatical cohesion in the movie. grammatical cohesion total percentage personal reference 703 83% demonstrative reference 32 4% comparative reference 11 1% nominal substitution 1 0% verbal substitution 2 0% clausal substitution 2 0% verbal ellipsis 2 0% clausal ellipsis 1 0% additive conjunction 55 7% adversative conjunction 20 3% causal conjunction 8 1% temporal conjunction 11 1% all types of grammatical cohesion are used by the four main characters in this movie except nominal ellipsis. in 38 scenes, the are 848 grammatical 175 cohesive devices. from 848 cohesions, 83% is personal reference. it appears 703 times. in other word, personal reference is the most often used devices within the movie. the most frequent reference is personal reference. additive conjunction is in the second place, which is, 7% (55) times, followed by demonstrative reference which appears 32 times (4%). adversative conjunction then follows, which is, 11 time appearance (3%). comparative reference is 11 times, causal conjunction is 8 times, and temporal conjunction is 11 occurrences or 1% of appearance. the last is verbal substitution, verbal ellipsis, and clausal substitution, each appears twice. nominal substitution and clausal ellipsis appear once each. to give clearer table of the grammatical cohesion used in “the miracle worker” movie, examples of the utterances containing grammatical cohesions are shown below. 1. personal reference personal reference is the term used as a referential item to something or someone within the framework of the discourse. in this study, there are 703 of personal references that cover all of the classes. it is the most frequent grammatical cohesion that is found. for example, “your” in line 37 and “your” in line 38 refers back to “james” in line 37. arthur : your sister is none of your concern, james. (37) don’t you have some occasion you need to dress for? (38) 2. demonstrative reference demonstrative references that are found in this study are 32 references. it takes the third position in this study. the demonstrative reference that is found in this study indicates scale of proximity that implicate near, far, neutral, and, time. “this” in line 255 is referring to “the alphabet” in line 255 too. james : she has no idea what words even are. how can she spell them? (252) annie : if her fingers learn the letters now. (253) then maybe someday her brain will learn that they have a meaning. (254) james : did you make up this alphabet? (255) 3. comparative reference there are eleven examples of comparative references in this movie. the purpose of comparative references is to indicate resemblance which is a referential property. “more important” in line 192 refers to “ language and light” in the same and the following line. 176 kate : miss sullivan, perhaps you were misled as to hellen’s (189) condition. she can neither see nor hear. (190) annie : but if it is her senses that are impaired and not her mind. (191) she must have language. language is more important to the mind than light is to the eye. (192) 4. nominal substitution nominal substitution in english is the replacement of an item which is the head of a nominal group. it is expressed through the use of one/ones, the same and so (halliday and hasan, 1976). james : well father, i hope you got your story ready. (31) arthur : what story is that? (32) james : the one you’re going to tell…. (33) 5. verbal substitution the verbal substitute is ‘do’, and it functions as head of a verbal group. in verbal substitution, substitution of verb takes place. the verbal substitute in english is do. this operates as head of a verbal group, in the place that is occupied by the lexical verb. as far as verbal substitution is concerned, there are two examples in this movie. “they does get long” in line 590 indicates substitution of “bicker” in line 589. kate : how is she miss sullivan? (585) annie : fine, i’ve teach her stitch yesterday. now can’t get her to stop. (586) kate : it’s so quite in house without her. when captain and (588) james aren’t bicker now days (589) annie : i know they does get long. (590) kate : oh, we was close too when james’s mother was live…… (591) 6. clausal substitution in clausal substitution, the whole clause is substituted by the presupposed anaphoric reference. in this study, there are two clausal substitutions. “not really” in line 458 substitutes “it’s no use” in line 457. annie : i’ll try to protect him, i failed. it’s no use (457) not really. the only hope. (458) 7. verbal ellipsis verbal ellipsis refers to ellipsis within the verbal group where the elliptical verb depends on a preceding verbal group. there is an example of 177 verbal ellipsis in this movie. for example in line 519 “do you” explicitly skips the word “like” in line 518. arthur : miss sullivan, do you like this child? (518) annie : do you? (519) 8. clausal ellipsis there is a set of data of clausal ellipsis in this movie. arthur : oh, look! what is she spelling? (674) annie : water. (675) the question in line 674 “what is she spelling” is answered by word “water”. line 675 omits clause “she is spelling” to simplify the answer. the omission of word “she is spelling” indicates there is clausal ellipsis here. the relation between line 674 and 675 shows the omission of a clause. so, it is verifying that this data is clausal ellipsis. 9. additive conjunction additive conjunction is used to coordinate the sentences in order to be able to be classified into the same position or condition and also give clue that there is an additional statement which supports the preceding sentence. the most frequent additive conjunction use are “and” and “or”. an example additive conjunction is in line 35. james : well father, i hope you got your story ready. (31) arthur : what story is that? (32) james : the one you’re going to tell. (33) when the little savage kills somebody. your honor. (34) i had no idea that poor deaf and dumb child could be so violent. (35) 10. adversative conjunction adversative conjunction acts to indicate “contrary to expectation” and is signaled by “yet, though, only, but, in fact, rather”, etc. the amount of this type is twenty. an example of this type is in line 450. kate : after this morning’s lesson. (449) the captain wants me to dismissed you, but i’m (450) going to insist you here. (451) annie : thank you. (452) 178 11. causal conjunction causal conjunction expresses “result, reason and purpose”. it shows the cause and effect. there are only eight causal conjunctions found in this study. line 44 contains causal conjunction “so” in sentence. james : how can i invite people here? (40) aunt : but surely your friends don’t think that hellen is any (41) reflection on you. (42) james : hellen is the real head of this house. (43) she’s probably just pretending she can’t speak or hear so she doesn’t have answer to anyone. (44) from this example, it can be observed that there are two sentences that relate one another. “she can’t speak or hear”. (1) “she doesn’t have answer to anyone”. (2) both of them are connected by “so”. the use of causal conjunction indicates that the first and the second sentence are related and continuous. it means that the first sentence causes the second sentence to occur. it can be conclude that causal conjunction has key position in forming and clarified a meaning in sentence. 12. temporal conjunction the last category of conjunction is temporal and links by signaling sequence or time. annie : i know they does get long. (590) kate : oh, we was close too when james’s mother was live, but (591) then hellen come along and need so much attention (592) annie : s-o-u-p. (593) uh such as lady…………… (594) to conclude, this study finds all of the parts of grammatical cohesions mentioned by halliday and hasan (1967), except nominal ellipsis. the total of grammatical cohesion use in this study is 848 times. the most frequent grammatical cohesion is reference, especially, personal reference (703). it makes this reference as a dominant in this study and notes 83 % appearance of all grammatical cohesions. 179 a. function of grammatical cohesion used in “the miracle worker” movie the concern of this study is to describe the language use by the characters in “the miracle worker” movie, especially, the grammatical cohesive devices used in communication. every single word produced by the speaker has certain functions and meanings. grammatical cohesion is not an exception. surely, a speaker has a purpose when using a grammatical cohesion. there are three functions of grammatical cohesion found within the movie. first, reference has three important functions, that is, to avoid repeating the same words, to point out a scale of proximity, and to compare something or situation. second, substitution and ellipsis are applied to simplify and make the utterance more accurate. the last is conjunction, it has six functions are to relate similar or identical words, to coordinate sentences which have the same context, to support previous sentence, to opposite the preceding statement, to connect between cause and effect in a sentence, and to connect chronology. beside the functions are mentioned above, the general and basic function of grammatical cohesion is to relate words, clauses, phrases, or sentence in order to make the sentence meaningful. the function of grammatical use in this movie is explained through examples depicted bellow. 1. reference from this study, the researcher finds some of reference functions. there are three functions of reference that is used by the characters in their conversation. a. to avoid repeating the same word example. james : is that what you’re trying to do? (99) make hellen happy? (100) nothing makes her happy. everything you give her only (101) makes her worse. (102) arthur : she can have these little things that make her happy. (103) the first function is to avoid repeating the same words. the pronoun “her” and “she” refers to the same person. the examples above are personal references that are used to replace the word “hellen”. b. to point out a scale of proximity the next function is to point out a scale of proximity. it is shown by the following example. 180 arthur : and they expect one blind person to teach another one? (224) how long was employed at that school? (225) kate : well, she—she wasn’t employed there. (226) she was one of their best students. (227) the word “there” is a demonstrative reference that indicates a scale of proximity. the use of this reference based on the object location. c. to compare something or situation the last function is to compare something or situation for comparative reference. actually, this function is only used by the comparative reference. in this function, need words to be compared. this function is proven in this example. kate : miss sullivan, perhaps you were misled as to hellen’s (189) condition. she can neither see nor hear. (190) annie : but if it is her senses that are impaired and not her mind. (191) she must have language. language is more important to the mind than light is to the eye. (193) the word “more” indicates comparison between two words. so it means that comparative reference is used to compare the two words, phrases, clauses or sentence. 2. substitution the function of the substitution can be seen from the meaning of the word “substitution” itself. the meaning is replacement, which shows this grammatical cohesion has function to change word or clause. there are two functions of substitutions. a. to change word or clause kate : how is she miss sullivan? (585) annie : fine, i’ve teach her stitch yesterday. now can’t get her to stop (586) kate : it’s so quite in house without her. when captain and (587) james : aren’t bicker now days. (588) anni : i know they does get long. (589) kate : oh, we was close too when james’s mother was live… (590) from this excerpt the speaker, change the word “bicker” with “does”. the function of substitution appears in this sentence by word “does”. 181 b. to simplify a sentence. actually the most important function of substitution is to simplify a sentence. this is shown in the following example. kate : how is she miss sullivan? (585) annie : fine, i’ve teach her stitch yesterday. now can’t get her to stop (586) kate :it’s so quite in house without her. (587) when captain and james aren’t bicker now days. (588) annie : i know they does get long. (589) kate : oh, we was close too when james’s mother was live (591) according to the preceding sentence, the word “does” indicates substitution of the previous verb. with the word “does” the speaker does not need to mention the word “bicker” in the sentence. in the other word, the speaker tries to simplify the sentence by using “does”. 3. ellipsis ellipsis has similar function as substitution. both of them is used to simplify a sentence, but the rule of ellipsis in simplifying a sentence is omitting word or clause. nevertheless, sentence that uses ellipsis is still understandable. this can be seen from the following example. arthur : oh, look! what is she spelling? (674) annie : water. (675) 4. conjunction in this study, the researcher finds four functions from four categories of conjunction. a. to relate similar or identical words the first function of additive conjunction is to relate a word to another word that is the same or identical. the following example shows the phenomenon. annie : how do make her understand? (694) how do i tell you? (695) i don’t know anything. (696) they’re satisfied. give them back their child and their dog (697) both houses broken. everyone satisfied (698) 182 everyone out me. (699) the identical words meant here are child and dog. they have similarity as nouns in this sentence. so, the use of additive conjunction is justifiable. b. to coordinate sentences which have the same context arthur : and have kate’s heartbroken again? (70) kate : i’m prepared for my heart to break any number of times, (71) captain. (72) aunt : i’ll write to him myself you like, katie. (73) arthur : there isn’t going to be any cure, and the so one (74) we can accept that fact the better off we’ll all be. (75) the sentence “there isn’t going to be any cure” and “the so one we can accept that fact the better off we’ll all be” does not have correlation, but it uses additive conjunction “and” because both of the sentences have the same context. and it makes these sentence need additive conjunction to relate them and makes the message can be delivered. c. to support previous sentence in this function, conjunction used to add information to support the previous sentence. it is shown in following sentence. arthur : what can we do, evelyn? (59) the only thing left to do is to take hellen to an asylum and (60) kate would never stand for it. (61) aunt : well, have you tried. (62) these sentences need appropriate conjunction to relate them. in other word, this appropriate conjunction to connect the supporting statement that makes the sentence clearer. d. to oppose the preceding statement the second conjunction is adversative that has function to contradict the statement in the preceding sentence and to relate the sentences in contrast. for the example. annie : hellen ate from her own plate, with her a spoon all by (435) herself and she folded her napkin. (436) annie : the room’s wreck, but she folded her napkin. (437) i’ll be in my room mrs. keller. (438) 183 from this example, it can be concluded that the meaning between the first and the second sentence are contrastive. to unite the two sentences have contrastive meanings, we need to use additive conjunction. the purpose is to make the sentences relate in meaning. e. to connect between cause and effect in a sentence the next is causal conjunction that has a function as connector of cause and effect in a sentence. for example. arthur : and how do you purpose to do that when she runs away from you? annie : if she runs to you, i don’t want a hope. (501) i’ll have to live with her somewhere else. (502) bring hellen there after long ride, so she won’t recognize (503) it. you can see her everyday if provide she doesn’t know (504) you here. (505) the first parts of the sentence, “bring hellen there after long ride” and “she won’t recognize it” indicate that there is cause and effect relationship in those sentences. the first part of the sentence is the cause of the second part. thus, the addition of the causal conjunctive “so” makes the sentences understandable. f. to connect events chronologically the last is temporal conjunction that has function to connect events chronologically. for example. annie : i know they does get long. (590) kate : oh, we was close too when james’s mother was live, but (591) then hellen come along and need so much attention. (592) annie : s-o-u-p. uh such as lady…………… (594) connecting events chronologically is the basic function of temporal conjunction and it is shown in the example above. it can be understood that the time order is provided by the temporal conjunction use in those sentences. the sentence “we was close too when james’s mother was live” is indicated as the first occurrence and followed by the next sentence “hellen come along and need so much attention”. in conclusion, the grammatical cohesion is needed by a speaker or reader to produce language correctly. it is used to arrange sentences to make them better understood. the use of grammatical cohesions has to be appropriate with their function. some types of grammatical cohesion have similar function, they are substitution and ellipsis. so, in understanding sentence the listener has to beware of the difference between the two. 184 4. conclusion in conclusion, the grammatical cohesion used in this movie is very important to format the sense of sentences. the most frequent grammatical cohesion in this study is personal reference. thus, personal reference is very important and has key position in constructing a meaning. the researcher suggests for future researchers to look at exophora as cohesive devices which are not found in this study. the study in cohesive devices exophora is rarely found. it may become a chance for the next researcher to investigate cohesive devices, exophora. and the next researcher can use different focus from different angle. the previous studies mostly use research articles and academic publications as the source of data. so, it is recommended to choose other sources of data in order to present different results of data analysis. 5. references ahmed, a. r., 2008. “references as a cohesive device”, adab alrafidayn, vol. 52, 2008. akindele, j. 2011. cohesive devices in selected esl academic papers. research paper, african nebula. fakuade , g., sharndama , e. c. 2012. “a comparative analysis of variations in cohesive devices in professional and popularized legal texts”. british journal of arts and social sciences. vol.4 no.2, http://www.bjournal.co.uk/bjass.aspx online a accessed on march 2015. fulcher, g., 1989. “cohesion and coherence in theory and reading research”. journal of research in reading 12 (2), 146-163. gocić , m. s., 2012. “cohesive devices in legal discourse”. linguistics and literature. vol. 10, no 2, july 2012. muslimah, s.i. 2007, an analysis on cohesion in short poetries of robert frost, thesis. state islamic university malang. paul, r and goione, p. w. 1973. perception and persuasion. a new approach to effective writing. new york: montclair state university. rahimi, a., ebrahimi, n. a. 2012. lexical cohesion in english and persian texts of novels. mediterranean journal of social sciences. vol.3(11). 185 shahnaz, a., imtiaz, a. 2014. “how a text binds together : discourse analysis of a newspaper article”. international journal of english and education. volume: 3, issue:1. january 2014. setyowati , r. 2007. a study of cohesive devices found in the main character’s utterances of drama ‘’macbeth’’ by william shakespeare: undergraduate thesis. the miracle_worker. 1979. downloaded on 28 june 2015 from https://en.wikipedia.org/wiki/the_miracle_worker_%281979_film%29 https://en.wikipedia.org/wiki/the_miracle_worker_%281979_film%29 volume 12, number 2, september 2021, 228-242 available at http://jurnalfahum.uinsby.ac.id/index.php/nobel/article/view/426 doi: 10.15642/nobel.2021.12.2.227-242 impoliteness and gender differences in the edge of seventeen movie suhandoko1, uul lyatin2, dian riesti ningrum3 1, 2, 3) universitas islam negeri sunan ampel, jalan jend. a yani 117, surabaya article info abstract this paper aims to analyze the impoliteness strategies performed by the main female character (nadine) and her male interlocutors in the edge of seventeen movie. taking nadine’s impolite utterances and her male interlocutors as the data, this study found a thought-provoking fact that women who have been stereotyped as “powerless” language users also have the potential to use impoliteness strategies as a way of negotiating and constructing their identity. while both genders could use impoliteness strategies to negotiate and construct their power and identity in interactions, there were differences in the use of the strategies. women prefer to use positive impoliteness while men use negative impoliteness strategies. the use of positive impoliteness among women is influenced by their empathetic nature to social relations. any sensitive topic to social relations is considered effective as a face-threatening act. on the other hand, men use negative impoliteness to force their interlocutors to submit to their will, a trait of male dominance. by suppressing the freedom of choice of the interlocutor, the negative face is threatened. from these findings, it can be concluded that impoliteness can be used, by men and women, as a tool to exercise their power and construct their gender identity. article history: received june 2021 accepted august 2021 published september 2021 keywords: gender, impoliteness strategies, edge of seventeen movie © 2021 uin sunan ampel surabaya correspondence: p-issn 2087-0698 email: suhandoko@uinsby.acid e-issn 2549-2470 http://jurnalfahum.uinsby.ac.id/index.php/nobel/article/view/ suhandoko, uul yatin & dian riesti ningrum nobel: journal of literature and language teaching 229 volume 12, number 2, september 2021, 227-242 introduction as a means of communication, language serves as a medium for a person to express his thoughts and desires to others. through language also, a person can build and maintain social relationships and cooperate with each other (ramelan, 1984, p. 36). still, often through language, one’s relationship with others loosens and even becomes worse. therefore, for harmonious relations with others, everyone must have a polite attitude and language towards others. politeness in language is the key to reducing friction in personal interactions and showing self-awareness of the dignity of others in the language. however, this language politeness rule is often violated, either intentionally or unintentionally, it potentially causes conflict with other people. in linguistic studies, this phenomenon is discussed in the study of impoliteness. impoliteness is a negative attitude towards certain behaviors that occur in certain contexts. according to culpeper (1996), impoliteness is a strategy deliberately carried out by the speaker to damage or threaten the interlocutor's face or make the other person feel that way. this argument shows that the act of language impoliteness depends on the speaker’s intention and the listener’s understanding of the speaker’s intention. culpeper (1996) divides impoliteness strategies into bald on record, positive impoliteness, negative impoliteness, sarcasm or mock politeness, and withhold politeness. since its establishment, impoliteness theory has invited many researchers to examine it in various conversation settings and media, such as movies (see benabdellah, 2018; dhorifah, 2016; pratama, 2020; sani & suhandoko, 2020). dhorifah (2016), analyzing the impoliteness strategy in the boyhood film, and sani and suhandoko (2020), analyzing the impoliteness strategy in the hancock film, found a pattern of interaction between power and the use of impoliteness strategies used by the characters. they discovered that impoliteness is one of the means to show one’s power over the interlocutors, and interestingly, the choice of impoliteness strategy may damage the interlocutor’s face in different ways. while dhorifah (2016) and sani and suhandoko (2020) focused on how impoliteness strategy is used to exercise power, benabdellah (2018), pratama (2020), and aydınoğlu (2013)examined how impoliteness strategies interplay with gender differences. benabdellah (2018) analyzed the impoliteness strategies used by female protagonists in disney films. although the study shows that male characters dominate the use of language impoliteness compared to female characters, female protagonists also use certain impoliteness strategies to show their defensive position over their inferiority by showing strength, challenge, and disapproval. pratama (2020) analyzed the conversation of the big wedding movie characters to investigate impoliteness and gender differences nobel: journal of literature and language teaching 230 volume 12, number 2, september 2021, 227-242 the impoliteness strategies and how the strategies interplay with gender differences. aydınoğlu (2013) examined the impolite speeches employed by the men and women characters in geralyn l. horton’s plays. slightly different from benabdellah (2018) and aydınoğlu (2013), who found language impoliteness to be dominated by men, pratama (2020) argues otherwise. women were reported to dominate the use of impolite language in their interactions. this is similar to what mills (2005) expressed that in today’s professional world, women are encouraged to display language masculinity because of the demands of workplace and professionalism. the last two studies discussed above show that language impoliteness is also related to gender differences because, in some cultures and social realities, men and women are separated by the division of work and responsibility. gender in language has a different meaning from sex. gender is not part of one’s essence, what one is, but an achievement, what one does. gender is a set of practices through which people construct and claim identities, not simply a system for categorizing people. gender practices are about establishing identities and managing social relations (eckert & mcconnell-ginet, 2013, p. 305). gender also allows us to distinguish and talk about people as a feminist or masculinist in their everyday interactions (coates, 2015). even though numerous studies have been conducted to shed light on impoliteness and gender, little attention has been paid to investigating preferred impoliteness strategies by different genders. this study aims to examine the gender preferences on the impoliteness strategies used in their interactions. using the edge of seventeen movie, an american comedy-drama released in 2016, the study compared how two genders use the impoliteness strategy. thus, this research will add to the treasures and important additional contributions related to the study of impoliteness and its relation to gender differences. the edge of seventeen movie tells about nadine as the main character who is talkative and rebellious. nadine was very close to her father, but her father died when she was thirteen. after her father's death, who always supported her, nadine’s relationship with her mother and brother, darian, deteriorated. often, he had to get into arguments with his classmates, his school teacher, and even with his mother and siblings. many of her conversations show impolite speech with older people and other characters in this film. based on the background of the research above, this study aims to answer two research problems formulated as follows: (i) what is the impoliteness strategy used by the female main character and her male interlocutor in the film edges of seventeen? (ii) how are gender differences related to the use of impolite strategies in edge of seventeen? suhandoko, uul yatin & dian riesti ningrum nobel: journal of literature and language teaching 231 volume 12, number 2, september 2021, 227-242 literature review impoliteness culpeper, bousfield, and wichmaan (2003, p. 1546) define impoliteness as the “communicative strategies designed to attack the face, and cause social quarreling and disharmony.” speech or language that is not polite can trigger a bad situation or even a conflict. when someone uses language that is not polite, then he triggers a dispute between others. people who choose to use offensive language have goals that can damage good relations with others. according to culpeper (1996), there are five types of impoliteness strategies: bald on record (bor), positive impoliteness (pi), negative impoliteness (ni), sarcasm, or mock politeness (smp), and withhold politeness (wp). bald on record occurs when someone threatens another person’s face directly by not minimizing the facial attack. this type of strategy is usually found in imperative sentences that are straightforward and unambiguous. positive impoliteness is when a speaker attacks the other person’s face to gain respect, dominates or imposes his will on the other person, such as by ignoring the other person, using bad identity markers, using taboo words, or making others feel uncomfortable. negative impoliteness occurs when someone uses words that are “deliberately designed to damage the wishes of the recipient’s negative face.” in this strategy, the speaker tries to alienate the interlocutor in his social relationship by intimidating, demeaning, mocking, and hindering others physically and verbally. sarcasm is the intentional act of someone trying to act polite but not genuine or forced politeness that is not sincere. withhold impoliteness is when a person intentionally demonstrates a failure to be polite in language. gender and impoliteness linguistics research that focused on the relationship between language and gender was pioneered by lakoff (2004). in his book language and status of women (1975), he put forward a theory about female language features. lakoff points out that there are many reasons for language differences between men and women. described as more confident, men like to speak in public with correct vocabulary. however, the language used by women is not confident, not open (preference for symbolic language), and they must be careful when expressing certain content and often use more complicated words or signs. a popular assumption implies that language use, including language politeness and impoliteness, is influenced by gender differences (coulmas, 2005, p. 36). language impoliteness, according to mills (2005), can only be understood if it relates to the impoliteness and gender differences nobel: journal of literature and language teaching 232 volume 12, number 2, september 2021, 227-242 understanding of groups or communities, whether in the form of class, racial or ethnic stereotypes, and even gender. wardhaugh (2009) specifically studied the language differences between men and women. the language difference does not mean that the languages of the two genders are completely distinct and separate. however, they are still one but have different characteristics in use by men and women speakers. women are more likely to retain the language while men are innovative and up-to-date. from the description above, it is clear that the phenomenon of language is closely related to gender diffe rences. linguistic phenomena such as impoliteness are very concerned about what causes speakers to be rude. one of the reasons for disrespect among speakers is gender differences. in terms of language use, compared to men, women are known to be more polit e due to their language marginalization and powerlessness. lakoff (2004) argues that women’s language marginalization and powerlessness are reflected in the way women are expected to speak and be discussed following sociocultural expectations. furthermore, he said that the politeness of language by women was due to their social status, which still received discriminatory treatment in society. women are also known to prefer to avoid conflict, as evidenced by an awareness of faces characterized by indecision or uncertainty (mills, 2005). therefore, negative (im)politeness to save or attack interlocutors’ negative face of the other person is preferred by women in their interactions (hobbs, 2003). however, amid women's emancipation in recent decades, women have been extensively involved in professional work. professional, educated, or middle-class women who work in a business environment feel called to be linguistically masculine because certain situations require them to show their power and identity (mills, 2005). it suggests that impoliteness is no longer perceived as a linguistic feature socio-culturally attributed to a particular gender. instead, it is a series of judgments made by the actors of the interaction on the appropriateness of the language use. method this research employed a qualitative method. according to dörnyei (2007, p. 38), qualitative research is fundamentally interpretive, and a researcher can develop research problems more broadly by using this qualitative method. employing content analysis, this study aims to draw conclusions about language impoliteness and the use of different gender impoliteness strategy choices from the transcription of recorded material (krippendorff, 2004). suhandoko, uul yatin & dian riesti ningrum nobel: journal of literature and language teaching 233 volume 12, number 2, september 2021, 227-242 the data were in words, phrases, and sentences produced by the main female character named nadine and her male interlocutors. the data source would be the transcript of the edge of seventeen movie downloaded from https://www.scripts.com/script/the_edge_of_seventeen_20132. after the data were collected, the researchers re-examined the data to avoid unnecessary and erroneous data. after the data was confirmed, the researchers compiled the code for the next stage of analysis. coding was done by highlighting the utterances that show culpeper’s impoliteness strategies (culpeper et al., 2003). these codes include br (bald-on record), pi (positive impoliteness), ni (negative impoliteness), sm (sarcasm/ mock politeness), and wp (withhold impoliteness). after that, the researchers analyzed the differences in the choice of impoliteness strategies of the two genders (nadine and her male interlocutors). to triangulate the results of data analysis, in the fourth stage, the researchers conducted a focus group discussion involving the researchers and two senior lecturers in the english department at an islamic university in east java, indonesia. focus group discussion was intended to obtain feedback and correction and confirmation of the results of the analysis so that the data that has been analyzed and interpreted is valid and free from errors. fifth, the researchers present their findings in the form of a narrative, and the last step is to interpret the data to answer the research questions formulated. findings and discussion impoliteness strategies used by nadine and her male interlocutors in the edge of seventeen movie this section answers the first research question on how the impoliteness strategy is used by the female main character named nadine and her male interlocutors in the edges of seventeen movie. this study found 38 conversations containing impoliteness strategies. the most dominant type of impoliteness strategy is negative politeness with 13 utterances. then, bald on record with 11 utterances, positive politeness with six utterances, sarcasm or mock politeness with six utterances, and the last withhold politeness with two utterances. bald on record culpeper's bald on record impoliteness strategy refers to the use of intentionally attacking hearers' face in a concise way (1996). in the data, the researcher found 11 conversations categorized as bald on record impoliteness. excerpt 1 https://www.scripts.com/script/the_edge_of_seventeen_20132 impoliteness and gender differences nobel: journal of literature and language teaching 234 volume 12, number 2, september 2021, 227-242 nadine: “i didn’t want to raise my hand and be all, ‘excuse me. these kids are pretty confusable.’ just thought maybe you’d want to know.” excerpt 1 above shows how nadine instructed mr. bruner to understand the confusion of his students in class. instead of using polite language such as "sorry sir, i want to let you know that we are struggling to understand your lesson." nadine prefers to use direct and clear speech such as "i don't want to raise my hand and be everything, just thinking maybe you want to know." the use of clear and ambiguous language is a substrategy of bald-on record impoliteness. excerpt 2 mr. bruner: “maybe, nobody likes you.” in excerpt 2, mr. bruner used straightforward language to attack nadine's face. the context of this conversation is when nadine was having lunch with mr. bruner in the school cafeteria and told him that she has no friends and is not interested in making friends. she said that neither she nor the people around her would ever reach an agreement. hearing this, mr. bruner straightforwardly said, "maybe, nobody likes you." positive impoliteness positive impoliteness refers to actions that are intentionally performed to attack the interlocutor's positive face (culpeper, 1996). a positive face refers to a person's desire to be accepted, sympathized, supported, noticed, and appreciated by others. attacking other’s positive means doing the opposite ways, such as intentionally ignoring the presence of others, excluding a person from activities and communities, being unsympathetic, the use of taboo words and identity markers, and so on. in the data, the researchers found seven conversations categorized as positive impoliteness. the following data present them in more detail. excerpt 3 nadine: “mom’s boobs are jangling around a dentist’s face. see it, darian. see mom’s titties all up in that dentist’s face.” in the excerpt, nadine used inappropriate words to describe her mother when she phoned her brother, darian. nadine tells darian that her mother was dating a dentist and was leaving the house in the next few days. the use of taboo words itself is considered impolite, let alone making mother an object of ridicule. negative impoliteness negative impoliteness refers to language use performed to attack the interlocutor's negative face wants (culpeper, 1996). a negative face refers to the desire to be independent suhandoko, uul yatin & dian riesti ningrum nobel: journal of literature and language teaching 235 volume 12, number 2, september 2021, 227-242 and free from imposition or domination by others. the linguistic output strategies include frightening, ridiculing, invading others' space, interruption, and so on. in the data, the researchers found 13 conversations categorized as performing negative impoliteness. the following data present them in more detail. excerpt 4 nadine: “if you do that, i will do something equally terrible to you. i will tell everyone on facebook that you pluck your nipples.” in the excerpt above, nadine threatened her mother by spreading her mother's secret to social media. threatening the other person, especially a mother, is an impolite act that aims to damage a person's negative face. by threatening others, the speaker instills confidence that actions detrimental to the interlocutor will occur and make the interlocutor submit to her will. excerpt 5 mr. bruner: “now, i know that it was a long lecture, and you probably don’t recall, but, uh, was there any point during it where you thought to yourself, ‘gosh, i wonder what it’s like to actually have a life?” in the dialogue above, mr. bruner bantered at nadine for her disrespect in the class. the sentence of mr. bruner to nadine, “gosh, i wonder what it’s like to actually have a life,” meant to insinuate that nadine was not the person people around her were expected to be because of her foul language and behavior and being rebellious. mr. bruner’s statement was an intentional impoliteness to make nadine feel condescended. the actions of frightening, demeaning, invading the space, underestimating, and making others feel indebted may intentionally threaten the negative face wants of others. sarcasm or mock politeness here the face-threatening act is carried out using an insincere politeness strategy. in the data, the researchers found six conversations that included sarcasm or mock politeness. excerpt 6 nadine: “oh, face it. you can’t wait to take me home so you can be mom’s little hero.” in the excerpt above, nadine mocked darian in clear, high-pitched words. her mother asked darian to pick her up at mr. bruner's house. darian's obedience to their mother encouraged nadine to insinuate that he would be their mother's hero if he managed to bring nadine home. impoliteness and gender differences nobel: journal of literature and language teaching 236 volume 12, number 2, september 2021, 227-242 excerpt 7 mr. bruner: “have a nice life without me. fuckers.” in the excerpt above, mr. bruner teased nadine with sarcasm that he wished her a happy life without him. this statement was clearly insincere because no one in this world wanted to think of himself as a nuisance so that his absence would make anyone else happy. the expressions like, "have a nice dream. have a nice day. have a good study." are good expressions, but if taboo words follow it, it is considered insincere and classified as fake or sarcasm/mock politeness. withhold politeness withhold politeness refers to the absence of politeness where it is expected. keeping silent when politeness would work is the appropriate example of withhold politeness. in the data, the researchers found two conversations categorized as withhold politeness. the following data present them in more detail. excerpt 8 nadine’s mother: “you promised. now, get out of the car.” nadine: (sighs) while in the car, nadine’s mother was angry with her and asked her to get out of the car. nadine responded with silence, looked at her mother, and then left to make her feel guilty for asking her to leave. so, what nadine does is considered as sub-strategies of withhold politeness. from the explanation above, it can be concluded that the most frequently used impoliteness strategy by both men and women is negative impoliteness. culpeper (1996, p. 358) argues that negative politeness strategies undermine the interlocutors’ negative face wants. as individual beings, humans always want to have the freedom of action without feeling impeded by others. the act of frightening, demeaning, invading space, belittling, and making others feel indebted can intentionally threaten the wants of other’ negative faces. the second impoliteness strategy used by nadine and her male interlocutors is the baldon record strategy to attack the interlocutor’s face directly without any effort to minimize the face attacks. bald on record generally occurs in situations where there is a clear power hierarchy, where a superordinate can subordinate others (sani & suhandoko, 2020). however, the use of bald on record impoliteness by people with higher positions to people with lower positions is commonplace. it will be different if subordinates disclose the bald-on record impoliteness to their superiors. the face damage will be much more significant. an suhandoko, uul yatin & dian riesti ningrum nobel: journal of literature and language teaching 237 volume 12, number 2, september 2021, 227-242 example of this is what nadine said to her teacher, mr. bruner, “i didn’t want to raise my hand and be all. just thought maybe you’d want to know.” not only did she physically show her refusal, nadine openly said that she did not want to answer the questions her teacher asked. the third most frequently used impoliteness strategy found in the data is the positive impoliteness strategy. as social beings, humans want themselves to belong to or be considered by the surrounding community. therefore, intentionally ostracizing someone in social relationships is an impoliteness act that can damage the positive face of others (culpeper, 1996). nadine was noted six times to use positive impoliteness strategies, including insulting and using taboo words. although her male interlocutors used a number of taboo words, nadine just laughed at and considered it a joke instead of an impoliteness act. furthermore, another impoliteness strategy found in the movie is sarcasm or fake politeness. a deliberately fake or insincere strategy is sarcastic. in this study, the female main character (nadine) used sarcasm more often than her male interlocutors. following drucker et al.'s (2014) statement, women prefer to use sarcasm when speaking impolitely to male interlocutors. the use of female sarcasm to men is a form of mocking attitude towards men as a manifestation of their social struggle for equality. the strategy of impoliteness that is rarely found is withhold politeness. similar to the research results of pratama (2020) and sani and suhandoko (2020), withhold politeness is seldom used as it is an unlikely effective impoliteness strategy to threaten the face of others. gender differences and impoliteness strategies stereotyped beliefs about gender-appropriate behavior may give us information about how an utterance is judged to be offensive or impolite (mills, 2005). in this section, the researcher compares the choice of impoliteness strategies used by the main female character (nadine) and her male interlocutor. of the 38 conversations containing inappropriate language, 23 of them were spoken by nadine and 15 by her male interlocutor. from this proportion alone, we can conclude that there are slight differences in the use of impoliteness strategies from the two genders. this comparison can be seen in the following figure. impoliteness and gender differences nobel: journal of literature and language teaching 238 volume 12, number 2, september 2021, 227-242 figure1. impoliteness strategies used by main female character (nadine) and her male interlocutors from figure 1, we can see that there are quite prominent differences regarding the choice of impoliteness strategies between the two genders, particularly in the positive and negative impoliteness strategies employed. it was noted that women used more positive impoliteness strategies, while men used negative impoliteness strategies. this study found that women used more positive impoliteness strategies to attack the hearers’ faces. positive impoliteness is the act of intentionally attacking other persons’ positive faces by making them feel unwanted, dissociated from the community, and unsympathetic. a positive face reflects conversational interaction among intimates. women were identified to put more effort into good social relationships with their interlocutors; therefore, enthusiasm, affection, and openness are common characteristics of women’s language in interaction (coates, 2015). this, in turn, has implications for the impoliteness strategies women employed. the use of positive impoliteness strategies among women seems to be mainly motivated by their desire to membership in communities. making other people feel comfortable, accepted, sympathized, cared for, approved, and associated is important for maintaining harmonious social relationships. hence, echoing alonso-almeida and josé álvarez-gil (2021) and aydınoğlu (2013), women’s acts of making interlocutors feel dissociated, ignored, unsympathetic is considered an effective way of face-threatening acts. women are socio-culturally expected to use ‘feminine’ language, for example, hesitation, deference, tag questions, modality, and so on (lakoff, 2004). however, in certain situations, they are driven to use more direct language, signaling their professionalism and independence. women being assertive are no longer judged as aggressive and unfeminine. 5 6 5 5 2 6 1 8 1 0 0 1 2 3 4 5 6 7 8 9 bald on record impolitenes positive impoliteness negative impoliteness sarcasm/mock politeness withhold politeness nadine nadine's male interlocutor suhandoko, uul yatin & dian riesti ningrum nobel: journal of literature and language teaching 239 volume 12, number 2, september 2021, 227-242 instead, it is seen as “a reflection of pragmatic competence” aiming to achieve powers and vent negative feelings (beebe, 1995, p. 154). women's preference to be more cooperative in their speech than men should not lead us to naively assume that women are intrinsically more "polite" and less "impolite" than men. while women tend to capitalize on social intimacy in their impolite speech, men were found to exploit the negative face attacks when making the impolite speech. a negative face refers to the desire to be independent and free from imposition or domination by others. the study found that the negative impoliteness strategy was used more by men, although the difference was not significant compared to women. men are traditionally shaped as dominant, independent, autonomous, and individual beings. therefore, men often have to encounter situations where they must maintain their position (kimmel, hearn, & connel, 2005). stereotypically masculine speech is viewed as more assertive and forceful, aiming to build a position in the hierarchy. it has implications for the way men treat their interlocutors in showing their dominance and independence by invading the interlocutor’s space and making others feel belittled, powerless, diminutive, imposed, and dependent. the study, to some extent, seems to further strengthen tannen's (1990) argument that men's view of the world as a "battlefield" determines their use of impolite speech in negotiating their superiority over the interlocutors (p. 9). on the other hand, women's view that the world is a "relationship network" makes excluding intimacy and closeness in interactions effective to damage their interlocutors' faces. the study, however, is not to suggest the assumption that women are not assertive in their speech, let alone lead to the early conclusion that assertiveness in speech is male-domain. women and men were found to be assertive in different ways. while men tend to capitalize on their independence and dominance, women exploit social networks in their impolite speeches. studies have shown that, in certain situations, women have been exposed to the need to use stereotypically masculine speech strategies, especially in the workplace, to enact their power (mullany, 2008). therefore, gender should not be considered the sole reason that makes us believe that men and women speak differently. beyond that, our assessment of stereotyped gender behavioral norms in certain communities of practice should also determine the impolite speech used (mills, 2005). although “impoliteness constitutes the communication of intentionally gratuitous and conflictive verbal face-threatening acts which are purposefully delivered” (bousfield, 2008, p. 72) and therefore “cause social conflict and disharmony” (culpeper et al., 2003, p. 1546), impoliteness would highly depend on the impoliteness and gender differences nobel: journal of literature and language teaching 240 volume 12, number 2, september 2021, 227-242 context and the judgment the interactant made concerning the behavioral norms working in the community of practices. conclusion this study has investigated the impoliteness strategies performed by the main female character (nadine) and her male interlocutors of the edge of seventeen movie and how the choice of impoliteness strategies used interplays with gender differences. this study has demonstrated that women who have been deleteriously stereotyped as “powerless” language users also can use impoliteness strategies as a way of negotiating and constructing their identity in today’s changing world. while both genders could potentially use impoliteness strategies to negotiate and construct their power and identity in interactions, there were slightly notable differences in the use of the strategies. women prefer to use positive impoliteness while men use negative impoliteness strategies. the use of positive impoliteness among women is influenced by their very sensitive nature to social relations. any sensitive topic to social relations is considered effective as a face-threatening act. on the other hand, men use negative impoliteness to force their interlocutors to submit to their will, a trait of male dominance. by suppressing the freedom of choice of the interlocutor, the negative face is threatened. from these findings, it can be concluded that impoliteness can be used, not only by men but also by women, as a tool to exercise their power and construct their gender identity. this finding is, of course, open to debate especially dealing with the choice of impoliteness strategies used by men and women. therefore, the present researchers suggest future investigations on which types of impoliteness strategies men and women preferred in multiple settings involving both broader and smaller communities or practices to examine whether such behavioral norms on the appropriateness of the language use are relatively fixed and static or dynamics and fluid. references alonso-almeida, f., & josé álvarez-gil, f. (2021). impoliteness in women’s specialised writing in seventeenth-century english. journal of historical pragmatics, november. https://doi.org/10.1075/jhp.20004.alo aydınoğlu, n. (2013). politeness and impoliteness strategies: an analysis of gender differences in geralyn l. horton’s plays. procedia social and behavioral sciences, 83(july 2013), 473–482. https://doi.org/10.1016/j.sbspro.2013.06.093 beebe, l. m. (1995). polite fictions: instrumental rudeness as pragmatic competence. in j. e. alatis, c. a. straehle, b. gallenberger, & m. ronkin (eds.), georgetown university round table on languages and linguistics 1995 (pp. 154–167). george university press. suhandoko, uul yatin & dian riesti ningrum nobel: journal of literature and language teaching 241 volume 12, number 2, september 2021, 227-242 benabdellah, f. z. (2018). impoliteness strategies and gender differences among disney modern protagonists. european journal of multidisciplinary studies, 3(4), 40–50. https://doi.org/10.26417/ejms.v3i4.p40-50 bousfield, d. (2008). impoliteness in the struggle for power. in d. bousfield & m. a. locher (eds.), impoliteness in language: studies on its interplay with power in theory and practice (pp. 127–154). walter de gruyter gmbh & co. https://doi.org/10.1515/9783110208344 coates, j. (2015). women, men and language : a sociolinguistic account of gender differences in language. routledge. coulmas, f. (2005). sociolinguistics : the study of speakers’ choices. cambridge university press. culpeper, j. (1996). towards an anatomy of impoliteness. journal of pragmatics, 25(3), 349–367. https://doi.org/10.1016/0378-2166(95)00014-3 culpeper, j., bousfield, d., & wichmann, a. (2003). impoliteness revisited: with special reference to dynamic and prosodic aspects. journal of pragmatics, 35(10–11), 1545– 1579. https://doi.org/10.1016/s0378-2166(02)00118-2 dhorifah. (2016). an analysis of impoliteness strategies in boyhood movie transcript. https://repository.uinjkt.ac.id/dspace/bitstream/123456789/36545/1/dhorifah fah.pdf dörnyei, z. (2007). research methods in applied linguistics : quantitative, qualitative, and mixed methodologies. oxford university press. drucker, a., fein, o., bergerbest, d., & giora, r. (2014). on sarcasm, social awareness, and gender. humor, 27(4), 551–573. https://doi.org/10.1515/humor-20140092/machinereadablecitation/ris eckert, p., & mcconnell-ginet, s. (2013). language and gender (2nd ed.). cambridge university press. hobbs, p. (2003). the medium is the message: politeness strategies in men’s and women’s voice mail messages. journal of pragmatics, 35(2), 243–262. https://doi.org/10.1016/s0378-2166(02)00100-5 kimmel, m. s., hearn, j., & connel, r. w. (eds.). (2005). handbook of studies on men and masculinities. sage publications. krippendorff, k. (2004). content analysis: an introduction to its methodology (2nd ed.). sage publications, inc. lakoff, r. t. (2004). language and woman’s place : text and commentaries. oxford university press. mills, s. (2005). gender and impoliteness. journal of politeness research, 1(2), 263–280. https://doi.org/10.1515/jplr.2005.1.2.263/machinereadablecitation/ris mullany, l. (2008). “stop hassling me!" impoliteness, power and gender identity in the professional workplace. in d. bousfield & m. a. locher (eds.), impoliteness in language: studies on its interplay with power in theory and practice (pp. 231–252). de gruyter. https://doi.org/10.1515/9783110208344.4.231/machinereadablecitation/ri s impoliteness and gender differences nobel: journal of literature and language teaching 242 volume 12, number 2, september 2021, 227-242 pratama, m. r. (2020). the gender difference on the use of impoliteness strategies in the big wedding movie [undergraduate thesis, universitas islam negeri maulana malik ibrahim]. http://etheses.uin-malang.ac.id/22780/ ramelan. (1984). introduction to linguistic analysis. ikip semarang press. sani, f. r., & suhandoko. (2020). power and impoliteness in hancock action movie. englisia: journal of language, education, and humanities, 8(1), 25. https://doi.org/10.22373/ej.v8i1.6847 tannen, d. (1990). silence as conflict management in fiction and drama: pinter’s betrayal and a short story ‘great wits.’ in a. d. grimshaw (ed.), conflict talk: sociolinguistic investigations of arguments and conversations (pp. 260–279). cambridge university press. wardhaugh, r. (2009). an introduction to sociolinguistics. john wiley & sons. volume 12, number 2, september 2021, 199-213 available at http://jurnalfahum.uinsby.ac.id/index.php/nobel/article/view/422 doi: 10.15642/nobel.2021.12.2.199-213 conceptual metaphors in kahitna’s song lyrics raudlotul jannah1, khusnul istiqomah2 universitas islam negeri sunan ampel surabaya, jl. jend. a. yani 117 surabaya, east java, indonesia1,2 article info every song has lyrics, and lyric undeniably contains one or two messages or ideas that a songwriter wants to express. that being said, songwriters usually use conceptual metaphors to make their songs aesthetically audible and emotionally evocative to the heart of the listeners when they hear the song or when they understand what was written in the lyrics. unlike the previous research that merely focused on the types of conceptual metaphors but failed to analyze the image schemas of the metaphors, this present research aims to find and describe how conceptual metaphors and the image schemas of the metaphors are used in kahitna’s song lyrics. the data were analyzed based on conceptual metaphor theory from lakoff and johnson’s (1980) and kovecses’s (2010) combined with the image schema proposed by johnson (1987) and saeed (2016). the research shows that there are nine conceptual metaphors found in kahitna’s song lyrics: “passion of love is wave in the sea,” “love relationship is a journey,” “deepest heart is sea,” “heart is a container,” “love is concrete object,” and “longing is waves.” in addition, containment schema, path schema, and force schema are also found in this research. article history: received june 2021 accepted august 2021 published september 2021 keywords: conceptual metaphors, song lyrics, kahitna © 2021 uin sunan ampel surabaya correspondence: p-issn 2087-0698 email: raudlotuljannah@uinsby.ac.id e-issn 2549-2470 http://jurnalfahum.uinsby.ac.id/index.php/nobel/article/view/ raudlotul jannah & khusnul istiqomah nobel: journal of literature and language teaching 200 volume 12, number 2, september 2021, 199-213 introduction the song is one of the media that can express ideas, messages, feelings, or even protests against what is happening around us. every song has lyrics, and each line of the lyric contains a certain message that a songwriter wants to convey to the listeners of the song. song lyrics can be expressed in a straightforward or non-figurative language, but they can also be written in a more poetic or figurative language. often we find metaphorical phrases or sentences whose meanings are different from what is literally written in the lyrics and sometimes not easily understood by laypeople. nevertheless, with their innate language capacity and creativity, humans can produce utterances or sentences in their literal or non-literal meanings and understand a certain concept or idea through other concepts represented in their metaphorical languages or expressions. metaphor is frequently used as a rhetorical device to give a beautiful impression of how we communicate, attract our interlocutors with beautiful words and linguistic expressions, or even express our deep emotions precisely. this view of metaphor is in line with the characteristics of traditional metaphor claimed by kovecses (2010), stating that metaphor is a linguistic phenomenon used for artistic and rhetorical purposes. people intentionally use metaphorical expressions because they find similarities between two different entities that they are expressing. they also believe that metaphor is for the sake of special linguistic effects that they need to show in their communication, and it has nothing to do with everyday human thought and reasoning. such a long-established view of metaphor was debunked by scholars in cognitive linguistics such as lakoff and jhonson (1980, 2003) in their seminal work ‘metaphors we live by.’ they claimed that metaphor is not merely a property of words but a property of concepts. it has the function to understand better specific concepts or thoughts that one has experienced in their daily life, not just for special linguistic effects or rhetorical purposes. metaphor is everywhere and used by common people in their daily communication as an inevitable process of how people understand certain concepts in their minds. they further argued that the conceptual system of how people perceive the world and act in their life is essentially metaphorical. metaphor is permeated in everyday human realities, not just a matter of words or linguistic expressions but also a representation of thought and action. consequently, people cannot separate their life from metaphor because it is what they live by, and they cannot normally function without it. in the last few decades, conceptual metaphor has become an interesting topic to be investigated, especially for those concerned with the study of cognitive linguistics. the fact conceptual metaphors nobel: journal of literature and language teaching 201 volume 12, number 2, september 2021, 199-213 that metaphor is prevalent in everyday communication and is a matter of words or flourished language expressions and thoughts and actions makes it worthwhile to explore and study further. many researchers studied conceptual metaphors in ordinary or extraordinary languages, such as literary works like poetry or song lyrics (septiyana, 2019; anudo and kodak, 2017; johansson, 2016; kamaliah, 2013). most of them analyzed the types of conceptual metaphors and the conceptual meaning of the metaphors in song lyrics. their analysis focused on investigating how love, life, and death were metaphorically expressed and conceptually understood in the song lyrics. similar to the previous studies, johansson (2016) and kamaliah (2013) also studied conceptual metaphors in song lyrics by identifying the source domains and the target domains of conceptual metaphors about love, life, and death. in addition, kamaliah (2013) tried to reveal which metaphor of love, life, and death was more dominantly used in coldplay’s song lyrics. similar to the previous studies, conceptual metaphors in mass media were also investigated by dessiliona and nur (2018), nuryadin and nur (2021), and haula and nur (2018). their studies focused on the types of conceptual metaphor and its image schemas in mass media such as magazines and newspapers. slightly different from the above, aulia and nur (2020) also studied conceptual metaphors in terms of their types, image schema, and the meaning of metaphors used in online magazines. the studies figured out that three types of metaphors: structural, orientational, and ontological metaphors, were used in balance, but for the image schema, the force schema was the most dominantly used in online magazines. they also revealed that the use of metaphors was to implicitly express the author’s intention to attract the readers towards the content of the texts. from the existing research, it can be claimed that understanding conceptual metaphors and finding the true meaning of the metaphors used in song lyrics and any other media of communication are still relevant to be studied today. this is because metaphor is fluid, and language is dynamic. people have different concepts in their minds toward something or action. this causes them to create and use different metaphorical expressions in their communication regarding their experiences and knowledge of the world. what was revealed from the previous studies about conceptual metaphors and their true meanings in the song lyrics could be different from what is currently investigated. hence, this study explores the conceptual metaphors found in kahitna’s song lyrics, one of the popular band singers in indonesia. all the lyrics were originally written in indonesian, and for the sake of this study, the lyrics were translated into english. this research also explores the source domain and the target domain and describes the image schemas of the metaphors simultaneously. most of the studies mentioned above only raudlotul jannah & khusnul istiqomah nobel: journal of literature and language teaching 202 volume 12, number 2, september 2021, 199-213 focused on the types of conceptual metaphors and did not analyze the image schemas of the metaphor; therefore, they could not clearly explain the source domain and the target domain of the conceptual metaphor itself. this is the gap that this study is trying to deal with. it focuses on analyzing the conceptual metaphors regarding their source and target domains and the image schemas of the metaphors found in kahitna’s song lyrics. this research used kahitna’s song lyrics because kahitna is one of indonesia’s most famous and popular band singers. kahitna’s songs are well-known for their love songs and their unique lyrics. most of kahitna’s song lyrics tell and express love-related stories commonly experienced by common people regardless of their ages and social status. the majority of the lyrics were written in lay languages or common word choices. still, the words or phrases chosen in the lyrics were amazingly captivating and attractive to the hearers. even so, each stanza of the lyrics contains deep meaning and concepts that are wrapped in metaphorical expressions. such language triggered people to question and dig deeper into their thoughts and actions represented in the song lyrics. review of literature conceptual metaphor conceptual metaphor is understanding one concept in terms of another concept. two domains participate in the conceptual metaphor, namely the source domain and target domain. the source domain is the conceptual domain from which we draw metaphorical expressions to understand another conceptual domain. meanwhile, the target domain is the conceptual domain that is understood this way. for example, people usually have a perception that life is like a war. thus, in the metaphor “life is a war,” the target domain is ‘life,’ and the source domain is ‘war.’ in this metaphor, the concept of life is understood with the concept of war. based on the conceptual metaphor theory, the target domain usually contains abstract concepts, while the source domain, which is used to understand the target domain, is more concrete (lakoff & johnson, 1980; kovecses, 2010). argument is war is a well-known conceptual metaphor initiated by lakoff & johnson (1980, 2003). in this metaphor, the concept of war as the source domain is used to understand the concept of argument as the target domain. this consideration becomes apparent in expressions like “your claims are indefensible” and “i’ve never won an argument with him.” when an argument is conceptualized as a war, it influences and shapes how the arguments will take and how we strategize to win the arguments. the metaphorical concept is systematic, so that the language we use to talk about that aspect of the concept is also systematic. conceptual metaphors nobel: journal of literature and language teaching 203 volume 12, number 2, september 2021, 199-213 for this reason, the metaphor argument is war contains expressions from the war vocabulary, such as indefensible, strategy, win, and other words that are commonly found and used to describe war. furthermore, lakoff and johnson (2003) explain that metaphorical expressions are pervasive in our daily language and systematically tied to metaphorical concepts. metaphor is not merely a figurative language or an extraordinary language that we can live without. still, it’s a part of how people think or understand something through the nature of their activities or experiences. mapping in conceptual metaphor mapping is a systematic set of correspondences between the constituent elements of the target domain and the source domain in a conceptual metaphor. it means that systematic identification of the target domain and the source domain is a metaphorical mapping. the mapping explains why the particular expressions mean what they do and provides a basic overall structure for our notion of the target domain, such as the concept of an argument. without the metaphor, it would be difficult to imagine what our concept of argument would be. kövecses (2010) lays out correspondences between constituent elements of the source domain and those of the target domain. in giving the correspondences or mapping, he reverses the target-source order of the conceptual metaphors to yield source-target. he adopts this convention to emphasize that understanding typically goes from the more concrete to the more abstract concept. in this case, he used journey as the source domain while love as the target domain. table 1. correspondences or mapping of love is journey (a) source domain: journey (b) target domain: love the travelers the lovers the vehicle the love relationship itself the journey events in the relationship the distance covered the progress made the obstacles encountered the difficulties experienced decisions about which way to go choices about what to do the destination of the journey the goal(s) of the relationship this table is the systematic set of correspondences or mappings that characterize the conceptual metaphor of “love is a journey.” the constituent elements of the conceptual domain in (a) are corresponding to the constituent elements of the conceptual domain in (b). image schema image schema plays a significant role in the formation of conceptual metaphors. it comes into existence through recurrent physical interactions between body and environment or bodily raudlotul jannah & khusnul istiqomah nobel: journal of literature and language teaching 204 volume 12, number 2, september 2021, 199-213 experience. saeed (2016) argues that our physical experience of being in the world, how we act, perceive our environment, move our bodies, etc., shape the basic conceptual structure to understand thoughts across a range of more abstract domains. the notion of image schema was initiated by johnson (1987), defining that an image schema is a dynamic pattern of conceptual interactions that brings coherence and structure to physical experience. it is a cognitive pattern that enables us to understand the world around us and reveal the possibility for abstract thinking. based on johnson’s proposal of image schema, saeed (2016) examined three different image schemas: containment, path, and force schema, which provide a connection between bodily experience and higher cognitive or conceptual domains the first is the containment schema. it derives from our physical experience that the human body itself is a container. our experience of being physically located within bounded locations like rooms, beds and putting objects into containers can form an abstract schema of physical containment. it represents an entity within a bounded location. it has specific experientially-based characteristics such as (1) containers are a kind of disjunction: elements are inside or outside the container, (2) containment is typically transitive: if the container is placed in another container, the entity is within both, as johnson says: “if i am in bed, and my bed is in my room, then i am in my room.” in addition, this schema is also, in essence, neither static nor restricted to images. the schema may be dynamic. for example, the visual field is often conceived as a container, such as: “the ship is coming into view.” another example is activities that can be viewed as containers, such as: “he is deep in thought”; “she is in love,”; “they stood in silence.” the second is the path schema. this schema reflects our everyday experience of moving around the world and experiencing the movements of other entities. typically, our journey has a beginning and an end, a sequence of places on the way and direction. based on such experiences, the path schema contains a starting point “a” and an endpoint “b” and a sequence of contiguous locations connecting from point a to point b. this schema has some associated implications such as: (1) since a and b are connected by a series of contiguous locations, getting from a to b implies passing through the intermediate points, (2) paths tend to be associated with directional movement along with them, say from a to b, (3) there is an association with time. since a person traversing a path takes time, points on the path are readily associated with the temporal sequence. thus an implication is that the further along the path an entity is, the more time has elapsed. those implications are evidenced in the metaphorical extension of this schema into abstract domains. for example, when we talk of achieving conceptual metaphors nobel: journal of literature and language teaching 205 volume 12, number 2, september 2021, 199-213 purposes as paths, “she is writing a thesis, and she is nearly there” and “i meant to finish writing it yesterday, but i got sidetracked.” the third is the force schema, which contains a basic force schema of compulsion. the essential element of this schema is a force to move along a trajectory to reach a certain goal or destination. in achieving the goal, the force may be blocked or may continue. when the force meets an obstruction, it can act in various ways: diverting or continuing by moving the obstacle, passing through it, or removing it. removal of restraint or a blockage allows an exertion of force to continue along a trajectory. these force schemas are held to arise from our everyday experiences as we grew as children, moving around our environment and interacting with animate and inanimate entities. the process of metaphorical extension also extends this schema into more abstract domains. for example, it is an emotion that is commonly conceptualized in terms of forces: “the recital moved him”; “anxiety pushed her deeper into depression”; “my father pushed me into getting a new job.” method this is descriptive qualitative research focused on describing the conceptual metaphors found in kahitna’s song lyrics. the analysis of the study was based on the theory of conceptual metaphor proposed by lakoff and johnson (1980) and kovecses (2010). furthermore, this research also used saeed’s (2016) image schema, rooted from johnson’s image schema theory (1987), to explain the metaphorical understanding of how love and heart are metaphorically expressed in kahitna’s song lyrics. the data were taken from kahitna’s song collection on musica studios youtube channel. there were two videos of kahitna’s song collection entitled ‘kahitna lagu koleksi terbaik & terpopuler kahitna (vol 1): the best collection and most popular kahitna’s songs (https://www.youtube.com/watch?v=e6wjz61yhqm) and ‘kahitna 15 lagu terbaik & terpopuler (hq audio): the fifteen best and most popular songs of kahitna’ (https://www.youtube.com/watch?v=vgm4j1ejo7a&t=1829s). there are 30 songs altogether in the two-song collection videos released from 1994 to the present. these thirty songs were chosen as the object of the study on conceptual metaphor due to the uniqueness of the song lyrics. many metaphorical expressions were found in almost every lyric of kahitna’s songs. the lyrics are simple, yet they contain some concepts of how love and heart are portrayed. the data analysis of this research involved five steps. the first was translating kahitna’s song lyrics from indonesian into english. the second step involved identifying the metaphorical expressions from the song lyrics that have been previously translated into https://www.youtube.com/watch?v=e6wjz61yhqm https://www.youtube.com/watch?v=vgm4j1ejo7a&t=1829s raudlotul jannah & khusnul istiqomah nobel: journal of literature and language teaching 206 volume 12, number 2, september 2021, 199-213 english. the third was classifying the data based on the concepts found in the metaphorical expressions by mapping the source domain and the target domain found in the metaphorical expression of the lyrics. the fourth was analyzing the meaning of the metaphor, the literal meaning of metaphorical language, and compared it with non-literal meaning from the metaphorical language contained in the song lyrics. the researchers also analyzed the image schema of the metaphors by looking at the metaphorical expression in song lyrics and categorizing it according to the characteristics of each type of image schema. the last was describing the conceptual metaphors found in the song lyrics. the last was explaining and analyzing the target domain and the source domain of the metaphors in the song lyrics. results and discussions there are two things that this study aims to reveal: the conceptual metaphors and the image schema used in the conceptual metaphors found in kahitna’s song lyrics. the first part of this discussion presents the findings of the conceptual metaphors, and the image schema will be presented afterward. after collecting and analyzing the data, this study reveals six conceptual metaphors in kahitna’s songs. it is well known that kahitna was one of the most popular indonesian male band singers in the early 2000’s. most of the song lyrics tell about love, love stories, love affairs, and the ups and downs in a love relationship between two lovers. based on the understanding of conceptual metaphor and image schema theories initiated by lakoff and johnson, kahitna’s song lyrics contain conceptual metaphors of love and love relationship as follows: ‘passion of love is wave in the sea,’ ‘love relationship is a journey,’ ‘deepest heart is sea,’ ‘heart is a container,’ ‘love is a concrete object,’ and ‘longing is waves.’ each of the conceptual metaphors from the data will be described as follows. the data were coded by il (indonesian lyric) and el (english lyric). the passion of love is wave in the sea this conceptual metaphor was found in the lyrics of ‘cerita cinta,’ the main song in kahitna’s album entitled ‘cerita cinta.’ this song talks about a love story of a man who fell in love with a woman. the man was happy when finding out that the woman also had the same feeling for him. the feeling of love was surging in their hearts. this is the snippet of the lyrics telling how they both felt and what they kept in their hearts: (il) tak ku sangka kita sama (el) i couldn’t believe we had the same feeling (il) telah menyimpan getar cinta conceptual metaphors nobel: journal of literature and language teaching 207 volume 12, number 2, september 2021, 199-213 (el) we’ve kept this wave of love (il) biar cinta bergelora di dada (el) let the love surges in the chest it can be seen from the metaphorical expression of this song with the word ‘surges’ that means ‘a sudden powerful forward or upward movement’ caused by a natural force like a tide. in this sense, the passion of love has the same concept as the wave in the sea. the sea has two waves, namely tides and ebbs. when the tide is high, it means that a great wave movement is happening. when love surges, it means that the emotion or feeling of love has affected someone powerfully. and such a feeling commonly occurs when someone is in love, and the feeling surges when lovers meet someone they love. the greater the feeling of love they have, the greater the surge or the passion they feel in their hearts, just like the surge or wave in the sea. for this reason, the passion of love is understood as a surge or wave in the sea. in the conceptual metaphor framework, ‘passion of love’ is the target domain and ‘wave/surge in the sea’ is the source domain. love relationship is a journey almost all the lyrics of kahitna’s songs talk about love or love relationships between two lovers, whether happy ending love or unrequited love that cannot be realized due to some stumbling blocks or obstacles. this concept of a love relationship is represented and understood as a journey in which the lovers are the travelers trying to reach a certain destination or goal in their love relationship. this way of thinking and understanding about love relationship was found in three different songs of kahitna: ‘mengapa terlambat,’ ‘merenda kasih,’ and ‘bintang.’ (il) kau datang mengapa terlambat? (el) why did you come late? (il) jangan pergi, ku tak ingin semua ini berakhir (el) don’t go, i don’t want everything to end (il) bilakah mungkin kau kan menunggu (el) is it possible for you to wait (il) sampai batas waktu yang tak kau tahu (el) until the time limit that you don’t even know the bold words in those lyrics: come, go, wait, time limit, and end are commonly used in a journey. when people take a journey, they come and go. they might wait and set a certain time limit to reach a destination. this concept of the journey was used to understand the concept of love relationships in kahitna’s song entitled “mengapa terlambat,” which talked about a love story of a man who was in love with a woman when he already had a girlfriend. she came late when he was already in a commitment with another woman. the song described how restless and confused he was because he did not know what to do with his love, yet he did not raudlotul jannah & khusnul istiqomah nobel: journal of literature and language teaching 208 volume 12, number 2, september 2021, 199-213 want to end the relationship as well. he was stuck and found the difficulty of his relationship with the woman he loved, whether he had to end this relationship or wait indefinitely. the metaphorical expression of ‘end’ in the lyric means a final part of something. it is the end of the love story between two people who are in love. the travelers sometimes have to end the journey even though they have not yet arrived at their destination. some difficulties or obstacles such as bad weather, bumpy roads, unhealthy conditions, and uneasiness might get in their way to stop them from reaching their destination. or else, it might be possible that one of the travelers goes their separate way in the middle of their journey for a specific reason or condition. in the love concept, the lovers might also have to end their love relationship for certain reasons, such as feeling uncomfortable, incompatibility, or not having the same life values and goals towards their destination. other lovers might not be able to continue their love relationship because they were trapped in a situation or condition that was not possible for them to be together. one of them is already in a marriage relationship, and they have to choose a difficult option, whether to leave the married partner or choose another lover. these difficulties or obstacles in a love relationship were depicted in the snippet lyrics of kahitna’s song: (il) bila cinta memang harus memilih (el) if love had to choose (il) katakanlah pasti kepadaku, dia atau daku yang mendapatkan cintamu? (el) tell me the truth, is it him or me who’s gonna have your love? (il) dan bila kita memang harus berpisah, biarkan aku dengan jalanku (el) and if we have to be separated, let me be with my own way these lyrics were taken from kahitna’s song entitled “merenda kasih.” this song portrays a man desperately waiting for the certainty of a love relationship with his woman who happened to have another man as her lover. the man challenged the woman to decide which lover she was going to choose. for whatever it was, the man was ready to accept the woman’s decision. he would accept it gracefully and go on with his life and the beautiful love story he has ever had with her. waiting without any certainty made the man ready to accept any possibility, even for the worst one, that is, separation from his lover. separation in a love relationship can be considered an obstacle or difficulty that hinders two lovers from reaching their goals in life. similar to the lyrics above were the ones written in the song entitled ‘bintang.’ (il) meski mungkin aku yang harus pergi (el) although maybe i’m the one who have to go in this lyric, the word ‘go’ does not literally mean moving from one place to another, like traveling and moving from one place to another. still, it means ‘leaving a relationship’ or ‘stop and not continue the relationship’ due to obstacles they found in their love journey. conceptual metaphors nobel: journal of literature and language teaching 209 volume 12, number 2, september 2021, 199-213 when one leaves a relationship, separation occurs between the two lovers. this can be considered an obstacle or difficulty to achieve a certain goal in their love relationship. a love relationship and a journey can share similar concepts manifested in their linguistic expressions, such as go, come, start, end, late, early, separate, etc. for example, in the journey concept, travelers sometimes face obstacles that block their way to reach a certain destination. and at that time, they have to decide where to go. meanwhile, in the concept of love, the lovers also sometimes experience difficulties in their relationships. they also have to choose what to do with their relationship, choosing to keep going on with their relationship, or being separated from each other. both travelers and lovers go for a purpose. the travelers go to the destination they want to visit. the lovers also have goals to achieve a certain goal in their relationship, such as getting married, building a happy family, and having children together with their loved ones. thus, in this conceptual metaphor ‘love relationship is a journey,’ we can understand that ‘love relationship’ as the target domain is understood through the concept of ‘journey’ as the source domain. deepest heart is sea this conceptual metaphor was found in kahitna’s song entitled “takkan terganti.” this song tells about a love relationship that has ended. even though the two lovers had been separated, the man is still thinking about the woman. he could never forget about the woman that he loved. for him, she is the only one that stays in his heart and will never be replaced. (il) hanyalah kau yang ada di relungku (el) you’re the only one in the depth of my heart the metaphorical expression of ‘the depth of my heart’ means the distance from the top or surface to the bottom. the indonesian word “relungku” means the innermost part of someone’s heart which is similar to the depth of the sea. the deepest part of someone’s heart is conceptualized as a bottomless sea that can store many living things, such as fish, marine plants, and other creatures in the sea. in this concept, the heart can also be perceived as a place to keep someone in it, in the sense that the lovers can keep everything, all the experiences and the memories related to the one that they love in their heart. therefore, the source domain of ‘sea’ was used to understand the target domain of ‘deepest heart.’ through this conceptual metaphor, we understand that someone’s heart is like a sea where everything can be stored and stay in it. heart is a container (il) tersimpan di dalam hatiku (el) you are stored in my heart raudlotul jannah & khusnul istiqomah nobel: journal of literature and language teaching 210 volume 12, number 2, september 2021, 199-213 this lyric was taken from kahitna’s song entitled “rahasia cintaku (the secret of my love).” this song is about a man who loves a woman but doesn’t dare to express his feelings. he was doubtful whether she liked him too or not. therefore, he prefers to hide his feelings in his heart and make it a secret that no one else could ever know about. the ‘heart’ in this lyric was understood as a container in which we can store something. ‘you are stored in my heart’ means that the man has feelings towards the woman, but he could not express it. instead, he kept his feelings as a secret and stored them in his heart. the heart is conceptualized as a container that can be used to save or keep many things, including the feelings of love. in this case, the heart is where the man keeps his love for the woman he loves. love is a concrete object (il) cinta tak pernah goyah selamanya (el) love will never ever be wobbly this song is about the determination of a man who would move far away from his village to work and leave his girlfriend all alone there. he promised her that he would be back soon and convinced her that his feelings for her would never change and will always love her forever. the word ‘wobbly’ in this lyric was used to describe how steady his love was. in this case, the love of the man was perceived as a concrete object that is solid and will never be shaken. ‘wobbly’ literally means ‘move or cause to move from side to side.’ love as a target domain is conceptualized with a concrete object that can be seen and touched, such as tables and wheels. a table can be wobbly because its legs are too short or too weak. but unlike its literal meaning, ‘wobbly’ in this lyric means ‘to change or fade away.’ so, it means that the man’s feeling of love will stay solid and never change or fade away for her. he will always love her whenever and wherever he is and promised that his love is only for her. longing is waves (il) deru hatiku menembus batas rindu (el) the roar of my heart penetrates the limit of longing this lyric was taken from kahitna’s song entitled “sampai nanti.” this song describes a man’s hope to be forever and together with a woman that he loves. he was missing her so much that the sounds of his heartbeats were like the roaring thunder sound. the metaphorical expression ‘roar’ means a thunderous, resounding, or prolonged sound made by something inanimate; the roar is the sound of thunder or big waves rolling off the beach. the sea has an up and down movement of water. this movement of seawater is called waves. the roar will be conceptual metaphors nobel: journal of literature and language teaching 211 volume 12, number 2, september 2021, 199-213 heard clearly when the waves are high. the roaring sound is a sign that the waves are rising and can hit anything around them. just as the roar of a giant wave that is strong and can destroy everything, the roar of the heart can also penetrate or destroy anything that gets in its way because of its strength. the roar of the heart here means a strong feeling of wanting to have something or wishing for something to happen. in this case, the man desires to be with someone he loves forever. therefore, the conceptual metaphor “longing is waves” is a beautiful expression to embody the abstract feeling of longing with the concept of concrete waves in the sea. after finding and presenting the conceptual metaphors in kahitna’s song lyrics, we aim to reveal from this study is the image schema used in those metaphors. the researchers found all three kinds of the image schema based on saeed’s (2016) theory: containment schema, path schema, and force schema. the first schema is the containment schema. this schema derives from our experience of the human body itself as a container. for example, the metaphorical expression “you’re the only one in the depths of my heart” is taken from kahitna’s song entitled “takkan terganti.” this song describes the sad feeling of a man who cannot forget the woman he loves. the conceptual metaphor of this metaphorical expression is “deepest heart is sea.” according to johnson (cited in saeed, 2016), containment schema derives from our experience of the human body as a container. the song lyric says that “you’re the only one in the depths of my heart.” the heart here has a function like a container in which we can put anything. in this case, the songwriter describes that only one person in his heart. it means that there is only a woman he loves. the second schema is the path schema. path schema reflects our everyday experience of moving around the world. a journey has a beginning and an end, a sequence of places on the way and direction. therefore, the path schema contains a starting point “a,” an endpoint “b,” and a sequence of contiguous locations connecting them. for example, the metaphorical expression “and if we have to separate” is taken from kahitna’s song entitled “merenda kasih,” this song tells a man waiting for an answer from a woman he loves about who she will choose as her lover. the conceptual metaphor of this metaphorical expression is “difficulty in relationship is journey.” if we go from source to destination along the path, we must pass through every intermediate point. passing any point on the path, a person may get sidetracked or find something getting in one’s way (johnson, 1987). the man and the woman have found something that is disturbing their relationship. in the end, one of them had to go and separate from each other. raudlotul jannah & khusnul istiqomah nobel: journal of literature and language teaching 212 volume 12, number 2, september 2021, 199-213 the last is force schema. force schema arises from our everyday experiences as we grew as children, such as moving around our environment and interacting with animate and inanimate entities. for example, the metaphorical expression “the roar of my heart pierced the limits of longing” is taken from kahitna’s song entitled “sampai nanti.” this song describes the man’s hope to be with the woman he loves. the conceptual metaphor of this metaphorical expression is “longing is waves.” a force meets an obstruction and acts in various ways, such as diverting or continuing by moving the obstacle or passing through it (saeed, 2016). longing is the obstruction encountered by the man. when they are not together, it makes the man miss her very much. a longing that is so great can penetrate its limits like a giant wave that can hit anything around it. it describes the man’s feelings who always wants to be by her side and can’t be away from her. conclusion this research focused on analyzing the conceptual metaphors and the image schemas found in kahitna’s song lyrics. six conceptual metaphors of love-related relationships were revealed from this study: (1) passion of love is wave in the sea, (2) love relationship is a journey, (3) deepest heart is sea, (4) heart is a container, (5) love is a concrete object, and (6) longing is waves. the conceptual metaphor requires two different concepts or domains: source domain and target domain. the source domain is usually more abstract than the target domain. this study exposed that passion of love, love relationship, deepest heart, heart, love, and longing are the target domains. meanwhile, wave in the sea, a journey, sea, a container, a concrete object, and waves are the source domains used to understand the meaning of the concept lies in the target domains. this research also revealed three image schemas used in the conceptual metaphors in kahitna’s song lyrics: containment schema, path schema, and force schema. in addition, it can be claimed that conceptual metaphors found in kahitna’s song lyrics were not merely about using figurative language to beautify the lyrics. still, they are part of how people conceptualize their understanding of certain concepts in love-related relationships. references anudo, c.n. & kodak, b. (2017). a conceptual analysis of love metaphors in selected popular dholuo music. international journal of innovative research and development, 6(3), 168-176. retrieved on 31 january 2020 from https://www.researchgate.net/publication/316191419_a_conceptual_analysis_of_lov e_metaphors_in_selected_popular_dholuo_music. https://www.researchgate.net/publication/316191419_a_conceptual_analysis_of_love_metaphors_in_selected_popular_dholuo_music https://www.researchgate.net/publication/316191419_a_conceptual_analysis_of_love_metaphors_in_selected_popular_dholuo_music conceptual metaphors nobel: journal of literature and language teaching 213 volume 12, number 2, september 2021, 199-213 aulia, z.n. & nur, t. (2020). metafora konseptual dalam rubrik unak-anik kahirupan majalah online manglé: analisis semantik kognitif. lokabasa, 11( 2), 226-236. retrieved on 15 april 2021 from https://ejournal.upi.edu/index.php/lokabasa/article/download/25251/pdf dessiliona, t. & nur, t. 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(2019). an analysis of conceptual metaphor meaning in owl city songs. thesis. salatiga: iain salatiga. https://ejournal.upi.edu/index.php/lokabasa/article/download/25251/pdf https://www.researchgate.net/publication/335746117_metafora_konseptual_dalam_lirik_lagu_band_revolverheld_album_in_farbe_conceptual_metaphor_in_songs_lyric_revolverheld_band_album_in_farbe https://www.researchgate.net/publication/335746117_metafora_konseptual_dalam_lirik_lagu_band_revolverheld_album_in_farbe_conceptual_metaphor_in_songs_lyric_revolverheld_band_album_in_farbe https://www.researchgate.net/publication/335746117_metafora_konseptual_dalam_lirik_lagu_band_revolverheld_album_in_farbe_conceptual_metaphor_in_songs_lyric_revolverheld_band_album_in_farbe https://e-journal.unair.ac.id/mozaik/article/download/10929/6206 https://ejournal.upi.edu/index.php/psg/article/view/545 https://diglosiaunmul.com/index.php/diglosia/article/download/72/98 145 an analysis of tarzan’ language acquisition in the movie tarzan of the apes (1999) zahratul awwaliyyah yayasan pendidikan buana, sidoarjo rarazahra48@gmail.com abstract: this study concerns to the analysis of language acquisition in the movie tarzan of apes (1999). the study focuses on the character of tarzan, how his own language is and how he passes his process of language acquisition. the study is descriptive qualitative because this study describes the process of language acquisition in the movie of tarzan of the apes. the writer uses some theories about language acquisition from noam chomsky, b.f. skinner and some other supporting theories to conduct this study. by this study, the writer finds that tarzan has no language until he meets other humans because he does not have supporting environment to get language acquisition. he is able to communicate with animals and vocalizes some sounds. tarzan begins his language acquisition after he meets other humans; keywords: language acquisition, tarzan of the apes. 1. introduction humans are created with special organ, it is brain. brain is the central of all activities which are done by humans including speaking a language. noam chomsky believes that humans are genetically imprinted with knowledge about language which is often referred to as ‘the innate hypothesis’ (aitchison, 2007, page 21). on the other hands, a harvard psychologist b.f. skinner claims that language is a set of habits gradually built up over the years. according to him, no complicated innate or metal mechanisms are needed (aitchison, 2007, page 8). these two different arguments appear the nature-nurture controversy, the question whether language is partly due to nature or wholly due to learning or nurture comes up. its controversy has been discussed for century, even now, it is still up to date. the story of tarzan of the apes also reflects the language acquisition that must be passed by every human being. here, tarzan experiences the delays of language acquisition. he does not hear the sounds of human language until he meets jane. indeed, he seems to understand animal mailto:rarazahra48@gmail.com 146 language and has his own signal. the explanations above are the reasons why the writer decides to take this movie as the focus of the research. she will try to analyze the language acquisition of the character of tarzan and the application of the nature-nurture controversy in this case. 2. research method this study is a descriptive qualitative study. the writer applied the qualitative research in this study. the source of the data in this study was a movie entitle tarzan of the apes, and the data are taken from the scenes, transcripstion and some notes. not all scenes in the movie were used as the main data, there were criteria to make the scenes became the main data, such as: the scene should reflect the language acquisition process and could answer the research questions. 3. findings this section reports the findings related to the stages experienced by tarzan in acquiring language. the stages are crying and cooing, using animal sounds, meeting people for the first time, imitating other human’s voices, start learning human language, making progress quickly, and further learning. crying and cooing data 1: scenes 03 (minutes 02.51 – 06.10) kala, a mother of gorilla, was listening to a strange voice when her fold wanted to move their nest; she came to the voice source. she found a tree house and a baby inside it. (baby crying) [a man voice, song] a dream is gone | but where there´s hope | somewhere something is calling for you | two worlds one family | trust your heart | let fate decide | to guide these lives we see [baby tarzan] (crying) (gorilla sniffing) (wind howling) (gasping ) [baby tarzan] (crying) | (crying) | (crying continues) | (crying) [kala] huh? | eh? | (sniffing) | achoo ! [baby tarzan] (coughing) | (cooing) | (laughing) | (cooing) [kala] (sniffing) [kala] agh ! | (grunts) 147 [baby tarzan] (cooing) [kala] (sniffing) | (snarls, growls) | (snarling, growling) [baby tarzan] (cooing) | (gasps) [kala] (snarls) [baby tarzan] (cooing) [kala] (snarling) [baby tarzan) (laughs) in this scene, like other babies, tarzan only does two things, crying and cooing. coos are acoustically more varied than cries, as infants exercise some control over their articulatory organs to produce a greater variety of sounds (carrol, 1998, page 259). infants are able to coo at least in their end of the second months old. after cooing stage, by about six to seven months, the babbling stage begins. it means, tarzan is at least two months old and not more than six months old when kala finds him. it reflects that tarzan’s articulatory organs develop well since he is able to coo. data 2: scene 05 (minutes 08.01 – 09.10) after finding and saving tarzan from a cheetah, kala brought him to the gorillas fold. she decided to take care of tarzan as her own son eventhough at first kerchak, her couple, could not receive tarzan. [terk] mommy, look! look over there [a gorilla] kala, she´s back! | (sighs) [a gorilla] are you all right, dear? [kala] i'm fine | no, really, honestly. | it's just that i got a little bit... sidetracked. (all gasping) [terk] well, isn't that, uh-| well, so-| well, it's just so, so- | that's freaky-lookin', okay? that's what it is. [terk’s mother] terkina! [terk] well, it is! | i mean, what the heck is it anyway? [kala] he's a baby. [terk] ow ! i can't- [baby tarzan] (cooing, laughing) [terk] so, where's his mama? [kala] well, i'm going to be his mother now. (baby cooing) [terk] you know, he´s not so bad | once you get used to him. | kala's gonna be its mother now. in this scene, the writer point to the case of tarzan is raised by kala, a mother gorilla. this case does not only happen in the movie, but also in the 148 real life. over the past centuries there have been a number of reported cases of children raised by wolves, pigs, sheep, and other animals. data 3: scene 08 (minutes 12.31 – 14.10) tarzan was growing up under kala’s nursing. by the visualization of tarzan in this scene, the writer estimated that tarzan was five years old. in this scene, he had some conversation with kala and terk, a young gorilla that was being his best friend. [kala] mmm | (gasps) | tarzan ? | tarzan ? [tarzan] (trumpets like an elephant) i sure scared you, mom. whoa. [kala] you sure did! can't you imitate any quieter animals? [tarzan] oh, mom, they're no fun. wanna see me be a leopard? | (snarling ) [kala] why don't you just come up with your own sound? | (screeching) [tarzan] mmm. (yelling sounds) [baby gorillas] (imitating yelling sounds) [mother gorillas] kala ! [tarzan] (yelling ) | oops. [kerchack] (quiet growls) [tarzan] hee-hee. [terk] tarzan, thank goodness, you're all right! kala and i have been so worried! | thank you. thank you so much for finding him, kerchak. you are such a wise and caring leader. | run. [tarzan] ooh! | um- [terk] hello! are you thick in the head? [tarzan] what? [terk] how many times do i have to tell ya? if you want kerchak to like you, stay away from him! [another young gorilla] come on, terk! step on it! | last one there's a dung beetle! [terk] yeah ! and the first ones gotta eat it! [tarzan] terk, can i come? [terk] well, yeah, you could if you could keep up, but... you can't really keep up. | wait up, guys. |wait up! right behind ya. there are two points which are pointed in this scene. first, tarzan has some conversations with the gorillas, kala and terk. second, tarzan imitates 149 the sounds of some animals and he has his own sound, the sound hears ‘auoo..uooo..auoo..uooo’. in this scene, the writer estimates that tarzan is five years old. he does not speak language at all. it normal to tarzan that he does not speak language. on the other hand, tarzan looks like talking to the gorillas and other animals. the question is that whether animals do speak language or not. while language in the strict sense may be uniquely human, numerous other species have their own means of communication, many of which appear to share at least some, if not all, of the properties of language. data 4: scene 16 (minutes 24.01 – 25.20) tarzan was bent on being a best ape, and then he learned anything in the jungle where he lived. he trained hanging on a tree, avoiding some wild animals such as snake and crocodile, using a sharp stone for the head of spear and etc. the way he walked was similar to the ape; his feet and hands touch the ground. this scene shows the development of tarzan, since he was a child until he was being an adult. in this scene, there was not conversation between the characters, there was only visualisation of tarzan’s struggling to be the best ape as he wanted and background song which reflected the scenes. here, the writer thinks that tarzan has the high intelligence. he can adapt to the environment which actually does not belong to him. it is shown by the part when tarzan makes a weapon which is made by sharp stone which animals will not do that. but his intelligence does not make him being able to speak instantly. it reflects the fact that, even though the nature of language capacity commons to all humans, without learning supporting environment, the process of language acquisition will not run well, even it can stop at all. using animal sounds data 5: scene 17 (minutes 25.21 – 26.25) in this scene, tarzan has been an adult. he had some conversation with kala as his mother. tarzan played with terk, a gorrilla, and tantor, an elephant, as his best friends. until this scene, he did not realize that he was a human, not a kind of animal. [kala] don't even think about it. [tarzan] how'd you know it was me ? [kala] i'm your mother. i know everything. | where have you been ? [tarzan] i thought you knew everything. [terk] hey, auntie "k." you're looking remarkably groomed today. [kala] hello, terk. 150 [ terk ] not the neck. not the neck there, "t." [tarzan] (grunting) [tantor] whoa ! okay. it's all fun and games till someone loses an eye. please stop. somebody´s gonna get hurt. [terk] and it's always me. please. [ terk ] cramp in the calf ! |okay, you win ! ow, ow ! okay ! you win. hello ? yo, yo, let go ! [tarzan] oh, sorry, terk. [terk] what kind of animal are you ? [tantor] i've been thinking lately that maybe tarzan could be some subspecies of elephant. [terk] what, are you crazy ?an elephant ? [tantor] listen to me. think about it. he enjoys a peanut. | i enjoy a peanut. [terk] he looks nothing like you ! in this scene, the writer takes focus on the sound which is vocalized by tarzan. the writer finds one kind of sounds, it is grunting. the sound of grunting is audibly “eergh.. eergh..”. tarzan uses this sound for having conversation with his friend, in this scene, he talks to terk. if we see from the perspective that animal do not speak, but they do signalling and it signal refers to predator alarm call or food call. the writer thinks that it sound does not refer to one of signal purpose, but it only refers to animal interactions. data 6: scene 18 (minutes 26.26 – 29.10) sabor, a cheetah, hide behind a tree, fortunetaly tarzan saw it. tarzan and kerchak were getting fight with sabor. kerchack was almost lost, but tarzan helped him. after that, tarzan got fight with sabor only by himself. [tarzan] (growling) [sabor] (roars) [tarzan] (snarling) [sabor] (roaring) (roaring) [kerchak] (growling) [sabor] (quiet growling) [kerchak] (sighs) | (growling) [tarzan] (yells) [sabor] (shrieking) [tarzan] (growling) [sabor] (growls) [other gorillas] (cheering) 151 [tarzan] (growls) [sabor] (growls) [tarzan] (growling) | (growling continues) [sabor] (rustling) [other gorillas] (chittering nervously) [tarzan] (grunts) | (panting) [other gorillas] (cheering) [tarzan] (yells) [other gorillas] (cheering) [tantor] (trumpets) there are two kinds of sounds which are vocalized by tarzan in this scene. the first sound is growling, it is audibly “aarrgghh.. aarrgghh..”. the writer considers that it sound is close to the sound of roar which is vocalized by some kinds of wild animals, like lion, tiger, panther and cheetah. based on the movie, the purpose of this sound is such a predator alarm call. tarzan vocalizes this sound to give a signal for his gorillas fold as warning and also for the predator to go away. the second sound is yelling, it is audibly “auooo..uoooo..uuooo”. its sound becomes tarzan’s own signal. he vocalizes his sound many times in many scenes. from the movie, yelling becomes tarzan’s own signal which other animals do not vocalize it. the writer considers that the sound has two purposes. the first purpose is to be a signal that tarzan comes to an area. and the second purpose is to show up his presence to the environment of the jungle especially to the gorillas fold like what happens in the last part of this scene, when he is successful to beat down sabor. meeting people for the first time data 7: scene 25 (minutes 37.01 – 39-10) tarzan realized that there were other creatures like him. he met jane and helped her from a baboon troops. for the first time, he was very close to human, a same creature like him, jane. tarzan looked like analyzing jane, he touched some parts of jane body and compared with his. [jane] i'm in a tree with a man who talks to monkeys. ooh, i can't do this! i can't-oh ! this is good. this is... very good. | (gasps) | wait. one, two-| (gasps) | ohh! | it can't get any worse, can it? | (thunderclaps) | obviously, it can. | (sighs) | (gasps) | (screams) ah... no! oh! | (grunts) [tarzan] (tarzan comes closer to jane) [jane] stay back. no, don't. don't come any closer. please, don't. what are-what are you doing? | (laughing) [tarzan] (touch jane’s foot) 152 [jane] please don't. that tickles. no, get off, get off-get off! it serves you right. | stay away from me like a very good wild man. you, stay. | i'm warning you. | my father won't take kindly to you— | no. that's— [tarzan] (came closer to listen to jane’s heartbeat) [jane] now, that's close enough. | how dare you? [tarzan] (pulled jane’s head asking her to listen his heartbeat) [jane] (gasps) wha-| ohh ! humans are special creatures which always have curiosity, moreover for something that they see for the first time. it also happens to tarzan, along he lives in jungle, and he saw a human, a species like him for the first time. based on the movie, tarzan does not respect personal boundaries. he meets jane for the first time, and of course, they do not know each other. tarzan comes too close to jane, indeed, he touches some part of her body. he does it because tarzan is very curious to jane. between humans and animals really have different world, moreover wild animals. and for many years, tarzan lives in the jungle; he is isolated from human life. the explanation above belongs to the theory of b.f. skinner, the learning theory. parents teach their children by reinforcement in each verbal behaviour. by their parents or people around their environment, children learn to give the name of objects, so they know and understand the meaning of the words that they hear everyday and are saved in their memory, and then they do observation in their environment. from this theory, children acquire language by the learning process and the experience that they get from the environment. tarzan does not pass this process; he does not have parents or caregiver and environment that are able to teach him language. therefore, he does not speak and has no language at all until he meets other humans. tarzan begins his language acquisition after he meets jane, the one who teaches him language and humans’ habit. imitating other human’s voice data 8: scene 26 (minutes 39.11 – 40.50) jane realized that he was with a wild man. tarzan and jane introduced themselves each other. tarzan imitated every word that jane spoke to him. for the first, jane thought that jane could speak, but she understood that tarzan could not speak human language then. [jane] (gasps) | um-| (heartbeats) | oh, oh. | oh, dear. | oh, dear, oh, dear. oh, dear! | yes, thank you. it's a lovely heartbeat. [jane] it's very nice. [tarzan] it's very nice. 153 [tarzan] oh, thank you. i can't do a thing with it in this humidity though. it's-| you-you do speak. | and all this time i thought you were just a big, wild, quiet, silent personthing. | why didn't you tell me? i must say i'm rather curious as to who you are. i'd love- [tarzan] (grunts) | tarzan. | (grunting) | tarzan. | tarzan. | (grunting) [jane] oh, i see ! [tarzan] oh, i see ! [tarzan] tarzan (pointed to himself) | oh, i see (pointed to jane) [jane] no, no, no. | no. | (clears throat) | i'm jane. [tarzan] no, no, no. | no. | (clears throat) | i'm jane. [jane] no, no. [jane] jane (pointed to herself) | tarzan (pointed to tarzan) | jane (pointed to herself) [tarzan] jane. [jane] exactly | (voice of rifle shot) [jane] clayton! | (voice of rifle shot] [tarzan] clayton! [jane] extraordinary! um, please, can you take me to my camp? [tarzan] (makes rifle shot sound) [jane] yes! clayton! | wonderful! | um, could we-um, can't we walk? [tarzan] can't we walk? jane realized that tarzan did not speak, he had no language. he only imitates what jane talks to him, without understanding what jane’s purpose. the writer thinks that it normally happens to tarzan. it this scene, tarzan speaks in english for the first time though he does not understand what it means. it indicates that tarzan’s articulatory organs are in normal function, even though its organs are not used for speaking at all before. humans have some articulatory organs which support their ability to speech, some organs which differentiate them with other creatures. that is, the human brain and vocal tract have a number of slightly unusual features. by themselves, these features are not sufficient to indicate that people can talk. but if we first assume that all humans speak a language, then a number of puzzling biological facts fall into place. they can be viewed as partial adaptations of the body to the production of language (aitchison, 2007, page 50). every human’s vocal tracts have special features that support their speaking capability. for example, human teeth are unusual compared with those of other animals. another important difference between humans and monkeys concerns the larynx, which contains the ‘voice box’ or ‘vocal cords’. strangely, it is simpler in structure than that of other primates. but 154 this is an advantage. air can move freely past and then out through the nose and mouth without being hindered by other appendages (aitchison, 2007, page 51). the explanation above indicates that language is nature to humans; the capability to speak is biologically triggered behaviour. this fact supports the theory of chomsky’s innateness hypothesis, humans are predestined to speak. humans have given by god the perfect organs structure to support the capability to speak. data 9: scene 31 (minutes 47.21 – 48.50) jane told her father, mr. porter, about tarzan. about tarzan’s personal characteristic, how he walked, how he acted and others. they were very interested in tarzan. [jane] well, he didn't stand up right, he sort of crouched, like that. [porter] really? [jane] supported his weight on his knuckles. [porter] on the knuckles! [jane] see? | exactly like a gorilla! [porter] extraordinary! [jane] ah, it was amazing! | and he bends his elbows out like this, | and then he walks like this. [porter] oh, i see ! | like aunt lsabel ! [porter] bup-bup-bup, oh-oh | this is capital! | mmm. | oh, janey, jane! | what a discovery! | a man with no language, no human behaviour. [jane] and no respect for personal boundaries. [porter] how do you mean? [jane] he was this close, daddy! | staring at me. he seemed confused at first, as if he's never seen another human before. | his eyes were intense and focused and-i've never seen such eyes. [porter] oh, shall l, ahem, i leave you and the blackboard alone for a moment [jane] daddy, stop it. the point is, think of what we could learn from him. | we must find him. [clayton] ooh! | professor, you are here to find gorillas, not indulge some girlish fantasy. [jane] fantasy? i didn't imagine him! | tarzan is... | (gasps) | real. in this scene, jane figures out about tarzan to his father. she tells his father about how the way tarzan walks by his both feet and hands. jane tells his father the impression of her first meeting with tarzan; she concludes that 155 tarzan does not speak because he has no language. tarzan is really being a big discovery for jane and his father. in this scene, the character of mr. porter mentions the name “aunt isabel”, perhaps it refers to isabelle, one of famous cases of isolated and feral children. tarzan does not meet another human until he meets jane and her father; therefore his experiences only belong to the jungle and what inside it. he only makes interaction with his gorillas fold and other animals. tarzan uses his both feet and hands for walking like the way a gorilla walks and has no language. what happened to tarzan is normal since he does not have other humans as his caregiver and role model. human’s growth is influenced by their environment, that’s why what happens to tarzan is normal. start learning human language data 10: scene 33 (minutes 50.01 – 52.45) there was nothing conversation between the characters in this scene, there was only the back song which was perhaps a reflection of tarzan’s heart. in this scene, tarzan began learning language, human habits and many things correlated with human life. he was taught by jane and mr. porter. they taught tarzan alphabet and how to read, they showed some pictures and some words. tarzan was really learning about so many things that he never knew before he met jane. [a man voice, song] whatever you do | l´ll do it too | show me everything | tell me how | it all means something | and yet nothing to me | i can see there´s so much to learn | lt´s all so close and yet so far | i see myself as people see me | oh, i just know there´s something bigger out there | i wanna know | can you show me | i wanna know about these strangers like me | tell me more | please show me | something´s familiar about these strangers like me | every gesture | every move that she makes makes me feel like never before | why do i have this growing need to be beside her | ooo, these emotions | i never knew | of some other world far beyond this place | beyond the trees above the cloud | i see before me a new horizon | i wanna know | can you show me | i wanna know about | these strangers like me | tell me more | please show me | something´s familiar about | these strangers like me | come with me now to see my world | where there´s beauty beyond your dreams | can you feel the things | i feel | right now with you | take my hand | there´s a world | i need to know. in this movie, tarzan meets jane and mr. porter when he has been an adult. however, tarzan can be included into wild, isolated and feral children. 156 even though the case of tarzan only appears in the movie, the writer thinks that the case can be compared to some famous cases of isolated children such as victor, genie, isabelle and chelsea. if we see from the age when tarzan is found by jane, the writer thinks that tarzan’s case is close to the case of chelsea. both tarzan and chelsea are found when they have been adult. the writer estimates that tarzan meeting with jane when he is about 20th-25th years old and chelsea begins her language acquisition when she was 32th years old. the case which is the closest to tarzan’s case may be the case of wild man, victor. the boy appeared to be 11 or 12 years old, was naked except for what was left of a tattered shirt, and he made no sounds other than guttural animal-like noises (steinberg, 2001, page 126). his general appearance and behaviour were typical of the wild men of popular legend and he seemed to have survived on his own for years in the wild. the age when tarzan and victor were found by other humans are the same, their story was almost the same too. making progress quickly data 11: scene 34 (minutes 52.46 – 53.55) by only about a week, tarzan had been able to speak in language even though in the simple way. in this scene, tarzan could answer jane’s question and understand what jane’s purpose. [clayton] we´ve wasted all this time on what he wants. | the boat could arrive any day. | now ask him straight out. [jane] tarzan? will you take us to the gorillas? do you understand? [tarzan] i understand. [porter] ooh! good work, jane. [clayton] well? [tarzan] i can't. [clayton] what? [porter] what? [jane] why not, tarzan? [tarzan] kerchak. [jane] wh-wh-| (sighs) [a man voice, song] i wanna know | can you show me | wanna know about these strangers like me | tell me more | please show me | something´s familiar about these strangers like me | i wanna know. there are two things which are pointed in this scene. first, tarzan does not need a long time to have big progress in his late language acquisition. 157 second, the influence of tarzan’s age to the development of his late language acquisition. in the story of the movie of tarzan of the apes, tarzan looks like only need a short time to have a big progression in his language acquisition process. after a week passed since jane and her father taught tarzan human language (english), tarzan had given a good response for the question that were given by jane. here, the writer thinks that a week is too short to have a good and big progress in language acquisition for someone who is late to get it. victor at least needs 5 years in learning language to have a better development and he fails in some aspects. indeed, at the end victor is mute until his death in 1828 at the age of about 38. genie’s language acquisition was studied for about eight years, after which time she made little progress. while isabelle needs 20 months to have complete sentence in speaking language. chelsea, after 18 years she is raised, she has been able to communicate with other, to do reading and writing. all those famous cases became the reason why the writer thinks that a week is not enough to have a good response for a question that was tended to a human without language before. moreover in this scene, jane’s question to tarzan is complex enough. in this movie, tarzan looked easy to learn language. of course, he did not have a normal stage of language acquisition before, because he was isolated in the jungle until he met jane. when we analyse this case by using the theory of chomsky, it is possible to happen. even though tarzan was raised by gorilla and lived with them for a long time, however, the character of tarzan is a human being. abstracting from possible individual differences, there is some innate mental state common to the species that provides the basis for acquisition of knowledge of grammar, a characteristic that distinguishes humans from birds or apes (chomsky, 1981, page 3). that could be a reason why tarzan was easy to get his language acquisition even it was very late. further learning data 12: scene 47 (minutes 01.18.51 – 01.21.45) tarzan could not go to england with jane, he had to keep the gorillas fold. jane decided to stay in the jungle since she considered that she was falling in love with tarzan. mr. porter also decided to stay in jungle and let the ship go back to england without him and his daughter. [jane] london will seem so small compared to all this. [tarzan] i will miss you, jane. [captain] miss porter! [jane] i, i know. i'm coming. | (sighs) | well, i suppose we should say goodbye. 158 [tarzan] goodbye. [jane] (sighs, crying) | goodbye, tarzan ! [tarzan] goodbye. [porter] oh, i'm going to miss that boy. | jane, dear, i can't help feeling that you should stay. [jane] daddy, please don't. we've been through all of this. i couldn't possibly st-| i, i belong in england with you, with people, and-aah ! [porter] but you love him. | go on. [jane] (chuckles) | oh. [tarzan] oh ! [jane] (laughing) | (chuckles) [tarzan] uh- [jane] thankyou. | thanks for getting my glove. [tarzan] thankyou. [porter] (clears throat) | well--| (laughing) | but, what-| what am i doing ? captain ? | tell them that you never found us. eh ? | after all, people get los in the jungle every day. right ? | tootle-pip ! | (clears throat) | ooo-ooo-ee-ahooo. | (cheering) lenneberg argues that children clearly start talking at about the age of 2, and it seemed plausible that language ability ceased at around 13. normally, at the age of puberty, the humans’ language development is essentially complete, apart from vocabulary. humans will continue to accumulate lexical items throughout her life. but tarzan was not the same; he just began his language acquisition when he was meeting with other humans for the first time in his life. the writer thinks, if jane decides to come back to england and leaves tarzan in the jungle, tarzan’s language acquisition will stop. tarzan needs his entire life to acquire humans’ language, and he cannot do it only by himself. even though humans have language acquisition device which make speaking comes naturally, humans still need good environment that support the process of language learning. however, it would be wrong to think of language as something which is governed only by internal mechanisms. these mechanisms require external stimulation in order to work properly (aitchison, 2007, page 95). humans need a rich verbal environment during acquisition period, including the character of tarzan. 4. conclusion the movie of tarzan of the apes reflects the process of language acquisition which is passed by an isolated human being. this study takes focus on tarzan as the main character, how his own language and how he 159 passes his late language acquisition. tarzan is found by a mother of gorilla when he is still a baby, he is only able crying and cooing. it indicates that when tarzan is about more than two months and less than six months old. it also reflects that tarzan’s articulatory organs develop well since he is able cooing. his language acquisition stops since the day he is leaved by his parents, because he does not meet other humans in his entire life until he meets jane. based on the movie, tarzan does not speak at all until he meets jane and her father. he does not speak, but he does signalling. there are about three sounds that are vocalized by tarzan through the movie. the first sound is grunting, it is audibly “eergh..eergh. he vocalizes this sound by the low voice. the purpose of it sound is only to have interaction with the gorillas fold and other animals. the second sound is growling, it is audibly “aarrgghh.. aarrgghh”. the writer considers that the purpose of this sound is such a predator alarm call, to give a signal for his gorillas fold and for the predator to go away. the third sound is yelling which becomes tarzan’s own signal, it is audibly “auoo..uooo..uooo..”. it sound appears many times in the movie and has two purposes, the first purpose is to be a signal if tarzan comes to an area and the second purpose is to show up his existence. tarzan language acquisition begins when he meet other humans for the first time, jane and her father. when tarzan meets jane for the first time, he has no language at all but he is able to imitate what jane’s talking. it indicates that tarzan’s articulatory organs develop well even though its organs are not used before. tarzan gets his language acquisition by learning process, he is taught by jane and her father. in the story of the movie of tarzan of the apes, tarzan looks like only need a short time to have a big progress in his language acquisition process. however, a week is too short to have a good and big progress in language acquisition for someone who is late to get it. tarzan will continue to acquire language throughout for the rest of his life because jane decides to stay in jungle with him and he cannot do it only by himself. 5. references aitchison, j. (2007). the articulate mammal: an introduction to psycholinguistics fifth edition. new york: routledge. carrol, d. (1998). psychology of language: third edition. california: cole publishing company. chomsky, n. (1981). knowledge of language: its nature, origin and use. new york: praeger. steinberg, d., & nagata, h., & aline, d. (2001). psycholinguistics, language, mind and world. england: longman. volume 12, number 1, april 2021, 70-90 available at http://jurnalfahum.uinsby.ac.id/index.php/nobel/article/view/352 doi: 10.15642/nobel.2021.12.1.70-90 structure and written expressions of the toefl: linguistic and non-linguistic constraints rolisda yosintha1, sukma shinta yunianti2, boris ramadhika3 universitas tidar, jl. kapten suparman 39 potrobangsan, magelang utara, central java, indonesia1,2,3 article info abstract this study aimed at investigating the students’ linguistic and nonlinguistic constraints in doing the structure and written expression section of the toefl. this was a qualitative study in the form of a case study and was carried out in two universities in magelang, central java, indonesia. the data comprised document analysis on 42 students’ answer sheets on toefl and interviews with four students. the data were analyzed using the difficulty index (if) formula proposed by brown (2004) and the interactive model developed by miles and huberman (1994) for quantitative and qualitative data, respectively. the findings revealed that the students encountered three linguistic constraints in terms of grammatical items as caused by both intralingual and interlingual interference: active-passive verbs, double comparatives, and pronoun-noun agreement. besides, non-linguistic factors such as unpleasant past learning experiences and limited exposure to the l2 worsened their performance on the test. article history: received december 2020 accepted march 2021 published april 2021 keywords: toefl, structure, error, intralingual interference, interlingual interference ©2021 uin sunan ampel surabaya correspondence: p-issn 2087-0698 email: rolisda@untidar.ac.id e-issn 2549-2470 http://jurnalfahum.uinsby.ac.id/index.php/nobel/article/view/ rolisda yosintha, sukma shinta yunianti, & boris ramadhika nobel: journal of literature and language teaching 71 volume 12, number 1, april 2021, 70-90 introduction the acceptance of toefl (test of english as a foreign language) to gauge the english proficiency of non-native english speakers in terms of academic targets has interested many higher education institutions in indonesia in making use of this test to prove the quality of their graduates (iqbal & zurriyati, 2020; karjo & ronaldo, 2019; muliawati et al., 2020; silviyanti et al., 2020). to do so, these universities enact a regulation concerning a minimum toefl score as one of the graduation conditions for all students, with no exception. two universities in magelang, central java, indonesia, have implemented such regulations for quite some time. the students must reach a minimum of 425 toefl scores before they are allowed to take their final thesis examination. undoubtedly, this regulation comes with ease and difficulties for all parties, particularly the students. out of 42 students from those two universities taking a toefl preparation course in the academic year of 2019/2020, only eight students reached a score of more than 425, while the rest scored lower than that (yunianti et al., 2020). after the results of the post-test were analyzed, it was found that the average score in the structure and written expressions section was the lowest, i.e., 22.03. the second and first places were the listening and reading sections, with an average score of 29.18 and 36.23, respectively. this result shows that the structure and written expressions section was the most challenging part of the toefl for these students. it is somewhat surprising to find that the structure and written expressions section that is all about grammar with fixed rules, was the most problematic one for the test takers. unfortunately, there were few studies carried out to explore these constraints. most studies investigated students’ difficulties in answering the toefl test items in general (cho & blood, 2020; ginther & yan, 2018; halim & ardiningtyas, 2018; staples et al., 2018; syakur, 2019), or only in the listening and reading sections (nazri et al., 2020; samad et al., 2017; silviyanti et al., 2020; zalha et al., 2020). these studies confirmed that limited time, fewer basic skills, less practice, less motivation, and students’ differences were the main factors affecting the difficulties in facing the toefl test. in a more specific case, samad et al. (2017), nazri et al. (2020), and zalha et al. (2020) tried to figure out the students’ difficulties in doing the reading section of the toefl as well as the strategies they employed to tackle those difficulties. they found that identifying implied information, identifying stated detailed information, determining the meanings of difficult words using contexts, identifying main ideas, and determining meanings from word parts were some of the most challenging aspects in reading. to encounter those problems, most students employed skimming and scanning techniques, read the text with a purpose in mind, activated their background knowledge to guess the meaning of structure and written expression of the toefl nobel: journal of literature and language teaching 72 volume 12, number 1, april 2021, 70-90 difficult words, and doing literal translations to understand the text. other than in the reading section, some researchers have also investigated students’ difficulties in tackling the toefl listening section (afshar et al., 2020; silviyanti et al., 2020). they found that pronunciation is the most common barrier for the students in understanding what the speakers are talking about. if there are any studies carried out focusing on the structure and written expressions section, they were limited to investigating the problems that the students faced in terms of linguistic factors (akmal et al., 2020; nasution, 2019; putra, 2020; syahrin, 2020; tangkelangi, 2020). these previous studies tried to identify the grammatical items that posed the most challenging problems for the participants. the most problematic grammatical items that these students had included a subject-verb agreement, adjective clauses, and the reduced forms, inverted sentences, parallelism, and prepositional phrase. even worse, basic grammatical skills such as parts of speech and articles were also the areas where these students had not understood yet (putra, 2020; syahrin, 2020). in general, they affirmed that inadequate grammatical competencies among their participants were the main factor affecting this problem. considering the fact that the structure and written expressions section of the toefl has caused a lot of trouble for test-takers and the lack of studies on the non-linguistic factors affecting this matter, the researchers think that it is essential to carry out a thorough study on the constraints faced by students in answering the toefl test items in this section. the researchers speculate that these difficulties might be caused by some linguistic and nonlinguistic factors. the linguistic factors are those influenced by the nature of the language itself. in contrast, the non-linguistic factors are related to the students themselves, such as past experience in learning the language, personal perspectives on the language, exposure to the language, interest in the language, etc. based on the above assumptions, the present study is guided by the following research questions: 1) what are the linguistic factors affecting the students’ difficulties in doing the structure and written expression section of the toefl? and 2) what are the non-linguistic factors worsening the linguistic constraints? review of literature test of english as a foreign language (toefl) the english as a foreign language (toefl) test has been widely used as a proficiency test (j. d. brown, 2005). this test is to measure the english proficiency of non-native speakers. in some countries, students who want to go abroad must have toefl results with some rolisda yosintha, sukma shinta yunianti, & boris ramadhika nobel: journal of literature and language teaching 73 volume 12, number 1, april 2021, 70-90 minimum scores (sudrajat & astuti, 2018). toefl was initiated firstly by an american council in early 1962. it has three successive major formats: pbt (paper-and-pencil-based test), cbt (computer-based test), and ibt (internet-based test). there are two perspectives of its historical development. the first one is seen from the underlying concept of language ability, and the second perspective is to deal with the advancement of testing technology that characterizes toefl (sulistyo, 2009). toefl originally adopted the structural linguistic view, which believes that language is divisible in nature (sulistyo, 2009). the pbt has three subtests: listening section, structure and written expression section, and reading comprehension section. in the listening section, there are three linguistic layers: comprehension of fragmented sentences, comprehension of dialogues, and comprehension of texts larger than dialogues/monologues. in these layers, accuracy is tested frequently related to grammatical points. in addition to these, the grammar and written expression section clearly reflects grammatical complexities. rather than communicativeness, this section typically is viewing for accuracy of form. the third section, reading section, also suggests the influence of the structural linguistic view. this part frequently begins with a short text, sentential context, and presumably a paragraph with questions following it (burkett, 2018). in every language testing, including toefl, there may be social consequences called the washback effect. washback (barnes, 2017) is the influence of testing on teaching and learning. this term has come to prominence in the literature of english language teaching (thaidan, 2015). the impact on washback concerns the test assessments such as materials, teachers, and learners (mckinley & thompson, 2018). for example, in the structure and written expression section in toefl, the multiple-choice questions have four options with a particular response type. one of them is acting as a stimulus that functions to which the toefl takers will respond among the three disasters to avoid. this multiple-choice type of question enables the language elements to be measured bit by bit. however, the presentations of the items in the test follow and order with an increase in the difficulty level. this makes the toefl takers have to complete the questions whether the difficulty level fits their ability or not. this is because, in nature, the format of pbt does not permit the level of difficulty of the items (sulistyo, 2009). with an increasing level of difficulty, toefl takers tend to have a very high chance of making errors (hale et al., 1988). this is also similar to when l1 interference is related to mistakes and errors (watcharapunyawong & usaha, 2013). mistakes are described as unsuccessful use of grammatical rules; that means learners study the language structures comprehensively but fail to use them. failure is what it says to be a mistake. for error, it refers structure and written expression of the toefl nobel: journal of literature and language teaching 74 volume 12, number 1, april 2021, 70-90 to a noticeable deviation from the adult grammar of a native speaker (h. d. brown, 2007). it is reasonable to say that when toefl takers answer the questions, they make errors because they do not know the syntactic as well as lexical structures. as one of the psychological stages of error orientation, error competence is the active knowledge to recover from errors-making immediately and reduce the consequences (yaghoubi, 2009). common errors made by toefl takers are violating the rules of syntax (such as subject-verb agreement), ill-formed modal verbs, determiner-noun agreements, verbs with their nominal form, pronoun uses, missing commas, and apostrophes (gamon et al., 2013). sources of errors many experts have worked on this issue: what causes errors. broughton et al. (1980), as cited in kaçani (2014), list three main sources of errors: a) poor teaching – the syllabus design is usually not within the control of most ordinary teachers, causing them to have difficulties in teaching; b) inappropriate use of materials the teachers may select the inappropriate materials in teaching due to the too many choices of materials to teach available; c) faulty teaching – teachers may make mistakes in presenting the materials and mislead the students. norrish (1983) in yousuf and elyyan (2020) classifies the causes of errors into three: a) carelessness, which is related to the lack of motivation, being in a hurry or boredom; b) first language interference in which in the learning of l2, the l1 will interfere l2; c) translation in which the students translate their l1’s sentence or idiomatic expression into l2 word by word. another expert, brown (2007), as cited in terzioğlu and bostanci (2020), mentions four sources of errors: a) interlingual transfer – the students’ l1 influences the production of their l2; b) intralingual transfer – the faulty or partial learning of the l2 causes the errors; c) context of learning – the teachers or the materials cause the students to make faulty hypotheses about the l2; d) communication strategy – the students’ learning styles cause errors in their language production. grounded on those experts’ classifications, the researchers could conclude that the occurrence of errors could be traced back to two main sources, namely linguistic and nonlinguistic factors. linguistic factors are those caused by the first or the target language being learned by the students, such as first language interference or interlanguage transfer and intralingual transfer. meanwhile, the non-linguistic factors are those coming from other than the language, for instance, the students, teachers, materials, context of learning, etc. rolisda yosintha, sukma shinta yunianti, & boris ramadhika nobel: journal of literature and language teaching 75 volume 12, number 1, april 2021, 70-90 method research design this research aimed at investigating the difficulties encountered by students in passing the toefl, particularly in the structure and written expressions section. this study was qualitative in the form of a case study. a case study is preferred for this research for some rationales. first, this qualitative study intends to explore and describe the phenomenon in the actual context. the phenomenon refers to the constraints, both linguistic and non-linguistic, encountered by students in completing the structure and written expression section of the toefl. the linguistic constraints are those linked to grammatical items that are problematic for the students to solve. meanwhile, the non-linguistic constraints are the non-grammatical issues, such as those triggered by the nature of the test or the students themselves. second, doing a case study allows the researchers to find out cause and effect. in fact, one of the strong points of a case study is that it perceives impacts in actual contexts, knowing that context is a strong determining factor of both causes and effects (cohen et al., 2007). subjects the research subjects were 42 students joining a toefl preparation course in the academic year of 2020/2021. these students were from two different universities in magelang, central java, indonesia. a convenience sampling technique was employed to select the research subjects in which anyone conveniently available and willing to participate in the study could join. these students were from various majors such as informatics, management, accounting, law, mechanical engineering, indonesian language education, etc. most of them were students of upper semesters. only a few of them have ever taken a toefl test before; thus, the tests provided in this course were their first toefl test. data collection and analysis in this study, the researchers collected both quantitative and qualitative data. the quantitative data were collected through a document analysis technique in which the researchers analyzed a toefl-like test paper and the answer sheets of 42 students participating in this study. these documents were the documentation of the course organizers. meanwhile, in gaining the qualitative data, the researchers carried out an in-depth interview with four students whose average scores were the lowest. the interview was carried out online using google meet for about 45 minutes for each participant. they were separately interviewed so that the confidentiality of the data they provided could be ensured. the questions asked structure and written expression of the toefl nobel: journal of literature and language teaching 76 volume 12, number 1, april 2021, 70-90 during the interview covered open-ended items focusing on the reasons why the students made such errors in both the linguistic and non-linguistic aspects. creswell (2018) mentioned that open-ended questions in an interview could facilitate the participants to express rich and thick ideas and responses. the data obtained from the students’ test scores in the structure and written expressions section were analyzed quantitatively to identify their difficulties in doing the test. the level of difficulties for each test item was calculated by employing the difficulty index (if) formula proposed by brown (2004) as follows: if = number of students answering the item correctly total of students responding to that item having found the difficulty index for each number, the researchers identified the level of difficulty of each item and categorized them into difficult, medium, or easy. the categorization of the difficulty level was based on brown’s rule (2004) as follows: table 1. categories of difficulty level (brown, 2004) levels of difficulty if ranges easy > 0.85 medium 0.15 – 0.85 difficult < 0.15 once the quantitative data were collected and analyzed, the researcher could check the results by taking some qualitative data through interviews. the results were analyzed qualitatively using the interactive model suggested by miles and huberman (1994) in punch and oancea (2014). this procedure included three stages, namely data reduction, data display, and drawing and verifying conclusions. in the data reduction phase, the researchers reduced the raw data by selecting those that could answer the research questions only and organized them into themes. these data were then displayed in a chart format to make it easier for the researchers to seek meaning. at last, these data were verified to ensure the validity of the conclusions drawn. ethical consideration for this study required participants’ scores and personal opinions, the researchers asked their consent before the study began. the researchers did not only guarantee the confidentiality rolisda yosintha, sukma shinta yunianti, & boris ramadhika nobel: journal of literature and language teaching 77 volume 12, number 1, april 2021, 70-90 of their data but also ensured that the information they gave would not be linked to them. in that case, pseudonyms were used in both data collection techniques. results and discussions to answer the research questions, the researchers divide this section into two issues related to the structure and written expression section of the toefl, namely 1) the linguistic and nonlinguistics factors affecting the constraints, and 2) strategies employed to overcome the constraints. the linguistic factors causing difficulties in doing the structure and written expression section of the toefl to find the students’ constraints in doing the structure and written expressions section of the toefl and to answer the first research problem, the researchers analyzed 30 students’ answers for each test item by calculating the if number. based on the calculation, it was found that there were only 3 out of 40 test items that were considered “difficult” for the students (if < 0.15). meanwhile, the others were in the “medium” category (0.15 < if < 0.85) with 37 items, and not a single item belonged to the “easy” category (if > 0.85). the three most complicated items were those related to using double comparative structures, differentiating active and passive verbs, and matching pronoun-noun agreement, respectively. figure 1 shows the number of students answering these questions correctly and incorrectly and the if number for each question. figure 1. the three major linguistic constraints in the structure and written expressions section of the toefl 4 3 4 26 27 26 0,13 0,1 0,13 0 5 10 15 20 25 30 active vs passive verbs double comparative structures pronoun-noun agreement correct answer incorrect answer if number structure and written expression of the toefl nobel: journal of literature and language teaching 78 volume 12, number 1, april 2021, 70-90 as seen in figure 1, fewer than five students could answer those three questions correctly, resulting in an if number of less than 0.15. therefore, the use of active and passive verbs, double comparative structures, and pronoun-noun agreement were the linguistic factors affecting the students’ failure in doing well on the structure and written expressions section of the toefl. first, the most difficult test item was related to double comparatives (question number 13). in this item, the test takers should construct a sentence using the correct double comparative structure. double comparatives require test takers to construct phrases that express increasing or decreasing returns. this structure implies a cause-effect relationship; when something increases or decreases, it will cause something else to change as a result. according to bernoulli’s principle, the higher the speed of a fluid gas, --------------the pressure. a. it will be lower b. lower than the c. the lower d. lower it is the correct answer to this question is (c) the lower; however, most of the test takers chose (a) it will be lower (18 students) and (d) lower it is (9 students). constructing double comparative structures posed the test takers some problems as there were only three students correctly answered this question. thus, this question was categorized as “difficult” with an if score of 0.1. figure 2. students’ answers for double comparative structures 9 3 0 18 0 5 10 15 20 d c b a test takers choosing the options a n sw e r c h o ic e s rolisda yosintha, sukma shinta yunianti, & boris ramadhika nobel: journal of literature and language teaching 79 volume 12, number 1, april 2021, 70-90 the second most difficult item was about distinguishing between active and passive verbs. in this item, the test takers should complete the sentence using the most appropriate verb form. when analyzed from the structure of the verb only, all options may be correct. however, when meaning is taken into account, there would be only one correct answer, i.e., (d) generally trapped. carnivorous plants _____ insects to obtain nitrogen. a. are generally trapped b. trap generally c. are trapped generally d. generally trapped while the correct answer for this question is (d) generally trapped (active verb), there were more than half of the students choosing (a) are generally trapped or (c) are trapped generally that is in the form of passive verbs. with only four test-takers correctly answered this question, differentiating active and passive verbs was categorized into a “difficult” skill with an if score of 0.13. figure 3. students’ answers for active vs. passive verbs the third most complicated question was related to the pronoun-noun agreement. every pronoun must agree with the noun it refers to. these two components must match in both number and gender. for example, when the noun is “linda,” the pronoun must be “she”, while when the noun is “a dog and a cat,” the pronoun must be “they.” this concept has proved to be a constraint for test-takers since out of 30 answers, only four are correct answers. 4 14 1 11 0 2 4 6 8 10 12 14 16 d c b a test takers choosing the options a n sw e r c h o ic e s structure and written expression of the toefl nobel: journal of literature and language teaching 80 volume 12, number 1, april 2021, 70-90 the capital of the confederacy was originally in mobile, but they were moved to richmond. a b c d the correct answer to this question is (c) they were. the pronoun “they” must match the noun it refers to, i.e., capital. the noun “capital” is singular, and thus requiring a singular pronoun, i.e., it. when the subject is “it,” the verb following must be “was,” not “were.” only four test-takers correctly answered this question, while the rest failed to identify the nounpronoun agreement. therefore, the noun-pronoun agreement is labeled as “difficult” with an if score of 0.13. figure 4. students’ answers for noun-pronoun agreement with an if score of lower than 0.15, three skills in the structure and written expression section of the toefl, namely active-passive verbs, double comparatives, and noun-pronoun agreement, proved to be the linguistic constraints faced by test takers in doing the test. to shed light on the factors causing these linguistic difficulties, the researchers compared these findings with that of other researchers and interviewed four students whose scores in this section were the lowest to crosscheck the results. it was found that these linguistic constraints were mainly caused by two factors: 1) differences between the students’ l1 and l2, and 2) inadequate learning. the researchers were positive that these linguistic constraints might stem from the differences between the students’ first language/l1 (bahasa indonesia) and the target language/l2 (english). both interlingual and intralingual interference affect their performance in english. interlingual interference occurs when the students’ understanding of l1 affects their understanding of l2. in contrast, intralingual interference occurs when the students’ errors result from faulty or partial learning of the l2 (brown, 1994, as cited in fauziati, (2017)). in bahasa indonesia, there are no active-passive verbs, double comparatives, and nounpronoun agreement, which are as rich as those in english. it is in line with what el-dakhs et 8 4 12 6 0 2 4 6 8 10 12 14 d c b a test takers choosing the options a n sw e r c h o ic e s rolisda yosintha, sukma shinta yunianti, & boris ramadhika nobel: journal of literature and language teaching 81 volume 12, number 1, april 2021, 70-90 al. (2020), romano (2018), and fauziati (2017) have found that any structure may pose many troubles for non-native speakers of english, especially when they do not have an equivalent structure in their l1. consequently, the students found it difficult to adopt and use the system in their language production. both bahasa indonesia and english have double comparative forms. however, that of bahasa indonesia is not as complex as that of english. in bahasa indonesia, people simply say “semakin …, semakin …” to show an increase or decrease in returns. still, in english, the construction is quite rigid because one must understand how to construct a comparative structure first to be then able to construct the double comparatives. in fact, forming a simple comparative structure has already posed difficulties for students since they must know when to use -er and more with different adjectives or adverbs. consequently, their problems get more complicated when they have to construct double comparatives. when answering the double comparative structure, most students chose “it will be lower” to complete the sentence “according to bernoulli’s principle, the higher the speed of a fluid gas, ---------------the pressure.” both bahasa indonesia and english require a minimum of one subject and one verb to construct a sentence. these students are already accustomed to forming sentences using this formation, and thus they chose “it will be lower” that contains both subject and verb. one of the students said, “i am sure that a sentence must have at least one subject and one verb. in addition, these two components must be constructed in s + v formula. so, i’m sure the answer is it will be lower”. (respondent c) another student also added that she clearly remembered the course tutors always say that a sentence must have a subject and a verb so that she was positive to apply this rule in this question. based on these arguments, it could be assumed that the errors were caused by overgeneralization based on partial exposure to l2. therefore, it can be concluded that errors in double comparative structures could be linked to intralingual interference. bahasa indonesia also has active and passive verb forms. unlike that of english, passive construction in bahasa indonesia is quite simple, i.e., adding dior terprefix to the main verb. meanwhile, english passive verbs require a more complex construction using be + past participle form. many students do not even remember what be verb to use when they have different subjects and what past particle form to use. this condition gets worse when they have to decide whether to use active or passive verbs. when answering the active-passive verb question, most students chose the passive form instead of the active one. they thought that carnivorous plants are more appropriate to be structure and written expression of the toefl nobel: journal of literature and language teaching 82 volume 12, number 1, april 2021, 70-90 trapped, not to trap. there is a direct object “insect” following the verb, and thus the correct verb must be in the active form, i.e., trapped. the researchers assumed that this kind of error might be caused by the fact that indonesian people often tend to talk about people or objects around them rather than about themselves. in addition, indonesian culture that often shows modesty indirectly shapes the people’s habit of producing passive verbs instead of the active ones to hide the doer of the action (fauziati, 2017). however, it turned out that this error had nothing to do with those assumptions, as mentioned earlier. in the interview, respondent b said that he chose the active instead of the passive verb because he did not know how to construct passive verbs in english. he stated, “i knew that just like bahasa indonesia, english has a special formula for passive verbs. i remembered the course tutors ever explained passive verbs in one of our meetings, but i could not recall the formula”. (respondent b) meanwhile, respondent c mentioned that he did not even realize that this sentence needs a passive verb since he did not understand what the sentence wants to say. in addition, he also had no clue what sentence components should be put to complete the sentence. he said, “i didn’t know the meaning of this sentence, and i couldn’t guess what components should be there. maybe that’s why i didn’t even know that a passive verb was required to complete the sentence”. (respondent c) the reasoning behind errors in differentiating between active and passive verbs, as expressed by these respondents, concludes that this error was related to intralingual interference in which the error was caused by ignorance of l2 rules and semantic errors. like english, bahasa indonesia has pronoun and noun-pronoun agreement systems. this pronoun should agree with the plurality of its antecedent. however, the indonesian pronoun and noun-pronoun agreement systems are not as complicated as that of english. fitzgerald, rispoli, and hadley (2017) assert that english pronouns are linked to three grammatical persons and can take on several forms depending on the person (first, second, or third), number (singular or plural), case (subject, object, or genitive), and gender (masculine, feminine, or neuter). in contrast, the indonesian pronoun can be placed in any position in sentences and does not change. therefore, many students found it problematic to memorize all english pronouns with their different positions and match the pronoun to its antecedent. most students incorrectly matched the pronoun “they” to its antecedent “capital” in the following sentence “the capital of the confederacy was originally in mobile, but they were moved to richmond.”. the noun “capital” is singular, and thus the pronoun used must be “it.” however, most students failed to recognize this agreement matter. their carelessness might rolisda yosintha, sukma shinta yunianti, & boris ramadhika nobel: journal of literature and language teaching 83 volume 12, number 1, april 2021, 70-90 cause this inaccuracy in analyzing the sentence. respondent a affirmed that she did not realize that the pronoun “they” refers to the noun “capital,” so she chose another option. she asserted, “i didn’t think that the problem would be concerning the use of pronouns. once i read the sentence, i thought that the pronoun they was correctly used. i paid more attention to the word originally. to me, it should be original not originally”. (respondent a) in addition, respondent b mentioned that he understood the meaning of the sentence. still, he did not consider “they” as the incorrect structure because he knew that the pronoun “they” has appropriately matched the be verb “were.” he said, “i’m sure that the pronoun they must be matched to were as the verb. that’s why i didn’t look back at this option. i thought that the verb moved is the answer because i remembered the tutor ever explained that the verb be must be followed by v-ing”. (respondent b) the finding that the respondents were not affected by their l1 in answering this question shows that errors in the noun-pronoun agreement skill are caused by intralingual interference. in addition, even though they partially understood the materials, the participants had already known that the subject and verb agreement between they and were was correct, and they also remembered that the verb be could be followed by a present participle. this evidence affirmed that the nature of l1 does not interfere with their performance in this aspect, but partial exposure to l2 and incomplete application of the l2 rules do. the researchers’ explanation above, which stated that differences between the students’ l1 and l2 contributed to the students’ errors, was as predicted by lado (1957) as cited in wang and xiang (2016). he argued that the acquisition of l2 is much affected by l1 interference. he further acclaimed that the common elements in l2 will be easy to learn, while the differences tend to be complicated and grow to be the source of obstacles in learning. in addition, marton (1973) in lin and chuang (2014, p. 100) stated that learners’ mother tongue had a great influence in a second language learning course, especially where the second language was regarded as a foreign language, with learners acquiring the second language in schools without being entirely immersed in an intensive course or in a country where the second language was spoken. in such circumstances, it was a hard task for efl learners to acquire the foreign language. this assertion supported the students’ condition in this study since english is a foreign language that they rarely use other than at schools, and there are differences between their l1 and l2. based on this hypothesis, the researchers could conclude that the obstacles or the errors structure and written expression of the toefl nobel: journal of literature and language teaching 84 volume 12, number 1, april 2021, 70-90 the students committed in their l2 (double comparatives, active-passive verbs, and nounpronoun agreement) were positively correlated to the differences between their l1 and l2. inadequate learning was the other reason affecting the constraints the students encountered in doing the test. this factor caused the students’ competence errors as found in this study. corder (1967), as cited in nzerem and bob (2019), states that competence error occurs regularly and indicates the misunderstanding of the l2 system. this inadequate learning could be rooted back in the students’ motivation in learning english, especially grammar. harmer (2010, p. 51) asserted that “intrinsic motivation is especially important for encouraging success.” the students’ failure in doing the test indicated that they were extrinsically motivated to learn english. all of the four students interviewed in this study conveyed their will to learn english and succeed at it, and yet not all of them were motivated enough to do something to make it come true. the researcher then could say that to learn better, students have to have intrinsic motivation. this was as what gardner (2001), as cited in khodadad and kaur (2016), stated that motivation indeed was highly correlated with any l2 learning success or failure. moreover, he (2013) had explored this issue in particular on efl students’ individual differences in grammar learning. she found similar results that intrinsic motivation was a vital factor in efl students’ grammar learning and grammar competence development that would drive them to work at any necessary action to achieve it. other than extrinsic motivation, the context of learning was also evident to be one of the issues causing the students to have inadequate learning. the four students interviewed attested that they experienced the deductive teaching method through their nine years of learning at school. for them, this method proved effective for facing tests but not for language internalization. they confirmed that they got good results on the test, but they would soon forget the materials. it was in line with what benitez-correa et al. (2019) had revealed. they found that implementing the deductive approach in teaching grammar that usually comes with tedious and monotonous media was effective for students on short-term learning only. the non-linguistic factors causing difficulties in doing the structure and written expression section of the toefl the interview showed that two major non-linguistic factors affected the students’ performance on this test: past experience in learning l2 and exposure to l2. harmer (2010) asserted that students’ previous learning experience would influence their current learning outcomes, and it was proved valid. the students in this study revealed their unpleasant past rolisda yosintha, sukma shinta yunianti, & boris ramadhika nobel: journal of literature and language teaching 85 volume 12, number 1, april 2021, 70-90 learning experiences. respondents a and d said that they had a terrifying english teacher who often scolded the students back then in senior high school when they could not answer a question correctly. “my english teacher in senior high school was a ba***nese man. his voice was so loud that my friends and i were terrified during the lesson. he scolded us and even threw away our workbook when our work didn’t meet his expectation. i couldn’t enjoy the class, i always tried to avoid participating in the discussion, and thus my grades were not satisfactory”. (respondent d) in addition, all respondents confirmed that they were taught using a deductive approach all the time. their teachers or lecturers would directly give them the grammatical rules explicitly in the beginning, and thus they had no chance to generate the rules on their own critically. respondent d specifically mentioned, “my english teachers and even the tutors in this course had always taken the simplest way to teach us the grammatical skill. they directly showed us the formula and then gave some sentences as examples. maybe they were worried that the students could not generate the formulas on their own or maybe doing such thing will only be a waste of time”. (respondent d) such experience would indirectly shape the students’ beliefs and expectations about learning. they believed that learning english was so hard that they would not be able to understand it. they became passive during the learning process and lost their motivation to learn. they would try to avoid english in every chance they had to get in touch with it. consequently, this negative belief caused their english to be not well developed, and thus they failed the test. it is as what loh and teo (2017), tang, chung, li, and yeung (2016), ahmed (2015), djonhar (2014), and astuti (2013) have found that students’ past learning experience, especially what the teacher does in the classroom greatly contributes to the students’ success or failure. besides unpleasing past learning experiences, inadequate exposure to the l2 caused another problem for the students. it was indicated that the students had a few exposures to the language. whereas, to be able to learn and perform better in the test, they had to get in touch with the l2 as often as possible to get intake or input (pica, 2013) or be “exposed” to the l2 (lakshmanan, 2013; ullman, 2013; verspoor & schmidt, 2013). as the input was inadequate, inauthentic, and given in a one-way method, the students got insufficient exposure and were less exposed to the language. as a result, the students could not successfully acquire the language and failed the test. this was as expressed earlier by carrol and sapon (2002) in their study of foreign language proficiency level attained by language majors near graduation from structure and written expression of the toefl nobel: journal of literature and language teaching 86 volume 12, number 1, april 2021, 70-90 college that the more exposure to the target language, the greater the success of the students in proficiency tests (as cited in smith, 2016). conclusions based on the elaboration above, it can be concluded that both linguistic and non-linguistic factors could cause difficulties for students in doing the structure and written expression section of the toefl. the linguistic constraints were in three areas: active-passive verbs, double comparative forms, and noun-pronoun agreement. the students found it difficult to understand the meaning of the sentence due to their limited vocabulary, and thus they could not decide whether this sentence required an active or passive verb form. they also had difficulties concerning the application of the noun-pronoun agreement. failure in identifying antecedents caused them to commit errors in this aspect. double comparative posed even greater difficulty for the students to solve. they were accustomed to the subject-verb formula so that they generalized this rule in double comparative cases. some non-linguistic factors worsened the students’ performance on the test, such as unpleasant past learning experiences and non-supportive learning contexts, particularly the deductive teaching method and the inauthentic materials used in teaching. the linguistic errors were mainly caused by the interference between the students’ l1 and l2. when the students are confronted with particular english grammar, which is different from that of bahasa indonesia, they tend to use their knowledge of l1 to solve it. as a result, their grammar production sometimes falls into error. in addition, students’ extrinsic motivation and poor teaching were proved to be the sources of inadequate learning which further resulted in poor performance on the test. because toefl is widely used as a determinant of students’ english proficiency in indonesia, further studies on this area are very much needed, particularly those in the structure and written expression section. the present study results only apply to a limited number of students and could not be generalized into a broader context. the prospect of investigating more descriptive quantitative data would help clarify these findings. aiming to identify what measures could be taken to overcome these constraints could be pursued. overall, further research on this topic could benefit the students and teachers, lecturers, and policymakers. rolisda yosintha, sukma shinta yunianti, & boris ramadhika nobel: journal of literature and language teaching 87 volume 12, number 1, april 2021, 70-90 references afshar, m. r., gorjian, b., veysi, e., sharafi, s., & shekaramiz, m. 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(2020). post-test scores: toefl preparation for the students of universitas tidar and stmik bina patria (scores no. 2; pp. 1–3). universitas tidar. zalha, f. b., alfiatunnur, a., & kamil, c. a. t. (2020). strategies in dealing with the reading section of ‘toefl prediction’: a case of aceh efl learners. ijee (indonesian journal of english education), 7(2), 159-171. doi: 10.15408/ijee.v7i2.17622 volume 12, number 2, september 2021, 260-276 available at http://jurnalfahum.uinsby.ac.id/index.php/nobel/article/view/427 doi: 10.15642/nobel.2021.12.2.260-276 developing syllabus for ielts preparation program: focus on grammar for adult learners rosidah w. ningrum1, putri i.a ningtyas2, amalia s. hidayati3, hamamah4 universitas brawijaya, jl. veteran, malang, east java, indonesia1, 2,3,4 article info abstract since the ielts test demands high english proficiency, it has become a challenge for indonesian learners who are non-native english speakers. ielts requires a thorough knowledge of english grammar to make the test takers able to gain high scores. the test-takers, who are mostly graduate students from various backgrounds, frequently join ielts preparation classes. the previous research mainly focused on how teaching grammar is essential for students who want to take ielts. yet, the research about developing the syllabus for ielts preparation classes has not been discussed much in indonesia, making the information limited. therefore, developing the syllabus for ieltsbased grammar is critically important since it assists the teacher in fulfilling students’ expectations and increases the student’s understanding of mastering english language skills. the current study aims at developing an ielts-based syllabus for grammar to equip both students and teachers. the study adopted the developmental research proposed by borg and gall (2003). the syllabus was designed based on environment and need analysis obtained through interviews, placement tests, ielts simulations, and questionnaires. the outcome is a three-part syllabus equipped with various learning activities to motivate and facilitate students to improve their grammar and ability to achieve higher ielts scores. article history: received march 2021 accepted august 2021 published september 2021 keywords: syllabus, basics english grammar, ielts © 2021 uin sunan ampel surabaya correspondence: p-issn 2087-0698 email: rwulan.ningrum@gmail.com e-issn 2549-2470 http://jurnalfahum.uinsby.ac.id/index.php/nobel/article/view/ developing syllabus nobel: journal of literature and language teaching 261 volume 12, number 2, september 2021, 260-276 introduction english proficiency is the main requirement for non-native speakers who want to pursue education and/or work in english-speaking countries, which ultimately forces english learners to have a deeper understanding of english grammar in general. to measure their proficiency, english learners opt for standardized tests such as the international english language testing system (ielts) and obtain a specific score to pass the standard grade in each institution. once achieved, the ielts score can be used for various means, including scholarships, study abroad, or job recruitment. the international english language testing system (ielts) is one of the english language assessment tools to measure the ability of test-takers based on four language skills. green (2007) describes it as a high-stakes gatekeeping test universities use to screen applicants for language ability. it means this test will aim to reflect how proficient students’ english skills are when they interact at schools or universities, at work, and home with native english speakers. many english-speaking countries such as the united states, united kingdom, and new zealand require ielts tests for non-native speakers of english if they want to study or work there. in his research, green (2007) also stated that how a candidate performs on the test may have serious, future consequences for themselves. since each english-speaking country has different ielts passing grades, test-takers may find it difficult to reach the required passing grade if the countries or institutions they aim for demand a higher ielts score. furthermore, the ielts test is designed to measure four english skills that emphasize the accuracy and fluency of communication. therefore, test-takers must be fluent in all four english skills for at least holding a simple conversation with native speakers of english. this becomes one of the difficulties that the test-takers face to pass the test, particularly for indonesian test-takers who regard english only as their foreign language and therefore do not necessarily use english as their daily medium. to help these test-takers achieve the desired ielts score, many english courses nowadays provide ielts preparation classes for those who want to prepare for the ielts test. there are also times when test-takers have to take ielts tests several times to achieve the desired score. on the other hand, they also have to complete special training or courses before taking the test. the special training is aimed at one ielts test, so to meet the desired target, test-takers need to carry out repeated training, which is often futile and inefficient. several course activities can improve test-takers skills for preparation or practice before facing the actual test. however, as test-takers possess a different level of english proficiency, ielts instructors are faced with difficulties to provide the best and suitable materials and rosidah w. ningrum et al. nobel: journal of literature and language teaching 262 volume 12, number 2, september 2021, 260-276 activities to match each test-taker’s ability, and the hardship doubles when it comes to a large number of students in one class. as most test-takers include graduate students from various educational backgrounds, such as medical, law, engineering, and so on, instructors are challenged to find or develop the suitable. to solve these problems, test-takers can begin their preparation by enrolling in basic english classes to strengthen their knowledge of grammar, which is also the main focus of this study. this class requires teachers or instructors to guide test-takers to improve their language skills, mainly writing and speaking skills. this class is also equipped with a number of vocabulary exercises to help test-takers in their ielts test. moreover, teachers or instructors can also guide their test-takers to expand their ideas of specific topics in writing a satisfactory and grammatically correct essay. yang & badger (2015) stated that the ielts classes helped expand students’ vocabulary and develop their speaking confidence. this research also inspired the researchers to design the class based on the students’ needs to strengthen their basic english before entering the ielts class. besides, the researchers created a syllabus that contains essential material for ielts. as ielts is used for limited purposes in indonesia, the research information on teaching materials is limited, including the syllabus. so, this research is keen to showcase the syllabus and the combination of grammar and ielts material for students who want to increase their ielts scores. before joining the class, usually, test-takers have to take a premeditate placement test to observe their proficiency level, which instructors or teachers will then divide into classes based on the results. however, it has to be noted that despite the placement tests and test-takers’ types of learning, their english capabilities are considered equal (kubrushko et al., 2018). if such a perspective is employed in teaching basics english grammar, teachers or instructors can also improve test-takers’ skills, especially when the teaching itself is task-based. strengthening grammar knowledge is crucial for ielts test takers. from the research of yosintha et al. (2021), several factors cause students’ writing difficulties. the most significant factor is limited grammar knowledge, unpleasant learning experience, and limited exposure to poor l2. this is in line with a study conducted by vasbieva et al. (2019), which argues that teaching vocabulary and grammar via task-based learning method for ielts preparation has positively affected many efl learners’ try-out scores. not only that, by employing the right formula to teach english vocabulary and grammar, students’ learning performance is enhanced along with their language competence to compete in the global environment. developing syllabus nobel: journal of literature and language teaching 263 volume 12, number 2, september 2021, 260-276 by any means necessary, grammar is then viewed as both knowledge and ability, which every test-taker needs to be aware of before taking the real ielts test (richard and reppen, 2014). when viewed as knowledge, the focus is on sentence formations. on the other hand, when viewed as an ability, the focus is on how grammar is used in spoken and written discourse (jones, 2012). in other words, to improve and enhance test-takers’ scores, instructors and teachers must prepare for suitable materials focusing on grammar as it plays an essential role in all the four skills required in every ielts examination. besides, pham (2020) commented on his previous research about grammar in ielts writing. most students seem to have poor genre knowledge that they often attempt to use a variety of grammatical structures without considering whether these structures are appropriate for the writing test. in addition, a previous study regarding ielts preparation was conducted by nartiningrum et al. (2021) that analyzed the different types of writing errors made by students who were enrolled in an ielts preparation class. this study revealed that lexical resources and grammatical range and accuracy were the highest percentages of students’ errors in ielts essay writing. these statements showed that providing an appropriate syllabus with selective materials is essential to enhance students’ understanding before entering the ielts stage. the materials must integrate english grammar and all four language skills to make the teaching and learning session more advantageous to test-takers. the previous researchers mainly focused on how teaching grammar is essential for students who want to take the ielts test. yet, the research about developing the syllabus has not been discussed much in indonesia, making the information limited. therefore, this present study aims to develop the syllabus that would allow the ielts teachers to provide the material based on students’ needs and fulfill students’ expectations in achieving their targeted score. the teacher will have more references and numerous teaching materials in grammar aspects. moreover, by receiving selective materials from the syllabus, the students also will have a clear overview to set a study plan and focus on targeted grammar in ielts. review of literature english syllabus the significance of this research was to develop an english syllabus focusing on grammar for ielts preparation. in teaching, the importance of the syllabus is to specify the curriculum and the content of the lesson used to guide the learners for achieving the goals. brown (1995) stated that syllabus design could be defined as selecting and organizing instructional content, including teaching strategies to present learning activities and evaluation. in compiling the rosidah w. ningrum et al. nobel: journal of literature and language teaching 264 volume 12, number 2, september 2021, 260-276 syllabus, the content or things to be taught must be considered according to the students’ needs. the syllabus must include determining learning goals and objectives, indicators, materials, learning activities, and criteria of assessments. it should contain detailed and operational statements in learning and teaching that refer to the curriculum and design a series of lesson steps more narrowly based on the goals of each level. the syllabus is considered an essential route map in the teaching and learning process that should be designed based on need analysis, environment analysis, and application of principles (nation & macalister, 2010). analyzing those factors can be used as consideration of syllabus content to make sure that it is helpful for learners to improve their language mastery. it should cover everything the learners need to get a balanced knowledge of the language. furthermore, another part of the syllabus is the techniques and types of learning activities. it represents the format and presentation of lessons guided by the theory of language, teaching and learning theory, and theory of learners type (irfani, 2014). meanwhile, environmental analysis is essential to ensure that the course will be suitable, practical, and realistic based on a specific setting of education (nation & macalister, 2010). in addition, the selection of syllabus type is the primary decision that must be made by considering the analysis of students’ needs. according to richards and richards (1990), seven types of the syllabus are commonly found in current english as a second language courses. to strengthen students’ english grammar foundation for ielts preparation, a structural syllabus was selected to develop. according to graves (2000), a structural syllabus focuses on how the students can master the language’s grammar. however, along with the changes that are more directed toward communicative theories of language teaching and learning, the designing of the syllabus should tend to be expressed more in communicative terms (richards & richards, 1990). basic principles of grammar instruction grammar is an essential part of learning english, especially ielts. merriam-webster defines grammar as the study of the classes of words, their inflections, and their functions and relations in the sentence. grammar includes the structure of words, phrases, clauses, and sentences, right up to the structure of whole texts. based on this definition, it can be concluded that grammar is combining meaningful words structurally into a good sentence. grammar is not just a list of rules in forming sentences but an essential part of the structure of texts. four language skills, as listening, reading, speaking, and writing, are always related to grammar skills. english grammar is considered the basic material that needs to be studied before doing the ielts test. developing syllabus nobel: journal of literature and language teaching 265 volume 12, number 2, september 2021, 260-276 to approach the important principle of english learning, especially for ielts preparation, it is essential to know the basic principle of learning the language itself. this principle is a combination of learning grammar across four skills required on the ielts test. this principle follows the needs and lacks students regarding grammar on the placement test and need analysis. the principles of integrate grammar with the four skills were accommodated by richards and reppen (2014). grammar and reading teaching grammar can be involved in reading activities. teachers can guide the students to learn grammar by asking some questions related to the text. however, the focusing questions can be directed to grammatical choices made by the writer in the text. through this activity, teaching and learning grammar can be accommodated along with the reading comprehension in which students explore the grammar in text. grammar and writing writing courses often associate learning with grammar as the essential aspect of creating an essay. the integration of grammar in teaching and learning writing can be organized by several phases (feez and joyce, 1998) cited from (richards and reppen, 2014), namely building the context, modeling and deconstructing the text, joint construction of a similar text, independent construction of the text, and linking to related text. grammar and speaking english speaking activities can be taught by integrated grammar in different stages of the lesson. the type of activity still focuses on speaking, and students should be aware of the target grammar. it allows students to practice the grammar item through specific communicative tasks and activities. grammar and listening grammar instruction can be taught involving listening activities. in literature, it is called the parsing phase of listening comprehension. the parsing phase is the phase in the comprehension of audio input in which the listener will recognize grammar patterns. it is crucial not only for listening comprehension but also for the acquisition of language structure. the learning activity can be designed by asking the students to listen to the recording or view a video. then they should complete the blank sentence by using the correct grammar. ielts rosidah w. ningrum et al. nobel: journal of literature and language teaching 266 volume 12, number 2, september 2021, 260-276 nushi et al. (2021) wrote that the international english language testing system (ielts) is said to be one of the most popular high-stakes english language tests. it is “the world’s most popular language test for higher education and global migration.” almost all nonenglish speaking countries require ielts scores for students who want to pursue further studies abroad in english-speaking countries. to make their document eligible, the students must fulfill the standard score set by the host institutions. lestary (2020), in her research, stated that the studies in 2017 by tracer study universitas indonesia (tsui) and afs global research study have indicated that indonesian youths, in particular, are motivated to be fluent in english for jobs and studying abroad purposes. it means that if any indonesian student plans to pursue their further studies abroad, they are required to take an ielts exam with the targeted score. ahmadi et al. (2019) stated that ielts is a task-based test assessing the four language skills of listening, reading, writing, and speaking, where the total duration of the test will take around 2 hours 45 minutes in one seat. as evidence of english language proficiency, ielts academic is of pivotal importance for educational success in academic institutions. green at nushi (2021) describes it as “a high-stakes gatekeeping test used by universities to screen applicants for language ability.” how a candidate performs on the test may have serious, future consequences for the test. method this study utilized a developmental research design to develop the new product for educational purposes, such as a syllabus. according to borg & gall (2003), educational research and development are used to develop and evaluate educational products. the product was the syllabus for basics english grammar for ielts preparation. in adopting borg and gall’s (2003) theory, this study also involved need analysis, product development, expert validation, revision before the outcome was produced. the research participants were six students with various educational backgrounds and a teacher at edu urban institute. these students were all registered in the ielts preparation program. three different types of instruments were employed to conduct need analysis. first, an interview guide was used to conduct interviews with the teacher or instructor. second, a questionnaire was distributed to the appointed students via google form. the questionnaire included checklist questions and explanation questions. lastly, each student took a placement test which included multiple-choice questions, a speaking session, and an ielts simulation. nation and macalister (2013) argued that there are three different kinds of the curriculum design process, namely environment analysis, needs analysis, and the application of principles. developing syllabus nobel: journal of literature and language teaching 267 volume 12, number 2, september 2021, 260-276 it was expected that these processes could be attained through the instruments. to prove the significance of the results, the instruments were validated by using a triangulation method. investigator triangulation and environment triangulation were chosen by involving more researchers/ evaluators in the study. an interview guide was utilized to find out the information for environment analysis which included the condition of teachers and learners. the interview was conducted to observe the teaching and learning process, especially in the current covid 19 outbreaks. the interview guide consisted of six questions which revolve around the teacher’s educational background and her experiences in teaching english as well as any professional training, their opinion about the current outbreak to teaching and learning in general, the disadvantages and advantages arising during teaching sessions, as well as students’ knowledge about ielts. to adhere to the social distancing procedure during the pandemic, the interview was conducted via phone call. the researcher ensured that all the interviews and other research activities complied with the research guidelines to prevent bias when conducting the interview. the placement test was chosen as one of the needs analysis methods because the test can measure students’ present ability in understanding and applying english through the four language skills. the nature of the class itself is of a preparation class. the placement test given consists of 50 questions that have been developed by edu urban related to english grammar. the test was in the form of multiple-choice questions, speaking sections, and followed by ielts simulation. the score from the placement test was utilized to observe each student’s proficiency level before the course began. this step was essential in preparing the students to improve their english ability and help them in an ielts preparation class. a questionnaire was distributed to the students after the result of the placement test came out. the questionnaire contained the questions related to their learning situation and target situation analysis. the questions were adapted from a questionnaire constructed by kohoutová (2006), which was developed to observe english teaching for adult learners. hence, the questionnaire was suitable to be used for this study’s target participants. the students were asked to fill in the questionnaire and were required to follow the instruction given. the questions consist of three-part aspects: open-ended questions, tick-the-answer questions, and underline-the-answer questions. the researcher classified the questions into three types to obtain more information from respondents. for the open-ended questions, participants were free to answer them based on their own experiences. apart from observing the information, open-ended questions could also measure the length of participants’ sentences. tick-type questions allowed participants to choose their answer based on their experience, and underlinerosidah w. ningrum et al. nobel: journal of literature and language teaching 268 volume 12, number 2, september 2021, 260-276 the-answer questions could be used to answer other problems. the questions were based on three variables: the students’ necessities, expectations, and strengths and weaknesses. results and discussions environment analysis the data of environment analysis were obtained from interviewing the teacher of edu urban institute. according to nation & macalister (2010), environment analysis involves the factors that will substantially affect decisions about the goals to develop a course. they include teacher and students’ conditions, as well as teaching and learning situations as well. some basic information about the teacher of edu urban institute, as the participant of the research, was obtained during the interview session. the english class for adult learners is taught by one of the english teachers who graduated from the university of muhammadiyah malang, indonesia, majoring in english education. since 2015, she has started her teaching career in china and continued to india to teach english for adult learners, specifically in spoken advance and ielts preparation classes. in 2019, she built her institute in malang and focused on preparing english for students who want to pursue further studies abroad. as a teacher, she has broad, global teaching experience, especially teaching english for adult learners. in 2017, she was trained to become an ielts trainer at british academy, new delhi. when it comes to the student’s condition, it is observed that the majority of the students in the ielts preparation class are graduates from various educational backgrounds of nonenglish majors, such as medical, law, engineering, etc. some students aimed to continue their studies abroad, and others said they wanted to improve their english skills for their job. based on an interview with the teacher, she mentioned that ielts is not as popular as toefl, which was apparent from students’ reactions as they lacked the knowledge of how the ielts test would look the moment they registered for the class. the current situation of teaching and learning at edu urban institute is different from the previous condition. during the pandemic outbreak, all the teachers have started to change faceto-face classes into online classes. the teacher also mentioned that this condition had forced all the teachers and students to adapt to the new learning system. besides, the modules have also become the most significant challenge for all the teachers. edu urban institute mostly provides printed students’ handbooks, and the teachers would utilize the whiteboard during the class. additionally, there are times when the slow internet connection on both the students’ and the teachers’ part become the central issue during the class. need analysis developing syllabus nobel: journal of literature and language teaching 269 volume 12, number 2, september 2021, 260-276 according to nation and macalister (2010), need analysis is directed mainly at the goals and content of a course. it examines what the learners already know and what they need to know. the focus of need analysis revolves around students’ necessities, students’ expectations. to measure the need analysis, the researchers analyzed the placement test results and questionnaire that the students filled in. the placement test consists of 50 multiple-choice questions related to english grammar. each student was provided with a link to the placement test. test administrators guided the students to understand the test instruction and mark their answers on the test application. students were given 35 minutes to complete the placement test of the grammar section and 3 hours 45 minutes for the ielts pre-test (listening: 30 minutes, reading: 60 minutes, writing: 60 minutes, speaking: 11-15 minutes). figure 1: pre-test questions rosidah w. ningrum et al. nobel: journal of literature and language teaching 270 volume 12, number 2, september 2021, 260-276 table 1. student’s placement test result name score level of outcomes ielts level respondent 1 35 upper-intermediate 5.5 modest user respondent 2 29 intermediate 5.0 modest user respondent 3 29 intermediate 4.5 limited user respondent 4 32 upper-intermediate 5.5 modest user respondent 5 25 pre-intermediate 4.5 limited user respondent 6 22 pre-intermediate 4.0 limited user from the placement test, the students were classified into three categories, namely two students into the pre-intermediate level (33.33%), two students into the intermediate level (33.33%), and two students into the upper intermediate level (33.33%). on the other hand, the students are in the ielts pre-test’s limited and modest user level. of the total students, as many as 66.6% of students have not used grammar correctly. most of them cannot distinguish the present perfect structure and have not correctly used modal and gerunds. however, as many as 33.3% of students were able to use modal and gerunds, but they still could not use the present perfect properly. it can be concluded that all the students were still in the ielts band of 4.0 – 5.5, which means that they were still at a limited and modest level. in addition, students’ needs were also analyzed from the result of the questionnaire related to necessities, expectations, and strengths and weaknesses. students’ necessities are the demands of the target tasks. the questionnaires reveal their intentions and purposes in attending the ielts preparation class at edu urban institute. all students claimed they wanted to improve their skills since most of them planned to continue studying abroad through scholarships. to achieve their intention, they had to pass the minimum requirement of ielts scores in their destination campuses. besides, two students also mentioned that english is essential for their future careers, so they wanted to improve their english skills. english ability needs to be improved because they had to communicate with their foreign partners in the workplace. they were aware that english is essential for international communication as a lingua franca. concerning the language skills in meeting their needs to continue their studies and careers, all of the students are aware of the importance of all four english skills, including reading, listening, writing, and speaking. many students answered that the skills are “part of their ielts test.” therefore, they needed to improve them to pass the passing grade. the majority of the students also claimed that they need to improve either speaking, writing, or both. one student stated that they needed to improve their grammar. and one student felt that they needed to improve all language skills. in general, all students said that expanding vocabulary is one of developing syllabus nobel: journal of literature and language teaching 271 volume 12, number 2, september 2021, 260-276 their priorities. they are interested in working on english phrases and idioms. studying grammar and pronunciation in english is also essential for them. regarding the students’ wants, it refers to learners’ views about what they think is helpful. based on the questionnaire results, all students wish to get a high score for exam-related goals, such as the ielts test or university entrance examination. one of them stated they wanted to get a score of 8.0 on the ielts test. the most frequently (57.14%) used learning strategies. students were learning english through tv programs. a student studied english by working with english computer programs. and one of them practiced their english speaking skill by making conversation with other people. in class, they want to practice a lot related to the ielts test. they also wish to the activities that can improve speaking fluently and understand what people say in english in a fun way. as for communication in english, the students stated that they sometimes speak english outside the language classroom. 50% of students reported speaking in work-related and 50% in studies-related situations. all of the students said they were not confident about speaking english in front of a group of people. it relates to their need to improve speaking because they thought this skill was essential for communicating and understanding a native speaker. moreover, students felt it was difficult to write letters, emails, or essays. they think it is necessary to prepare essays for applying for scholarships or send emails to prospective advisors. the general goals of the class based on the placement test result and need analysis, the students lack grammar and received 4-5.5 for the overall score in the ielts simulation. the purpose of the program is to strengthen the students’ grammar and prepare the students to be masters in english academic. after the grammar section is complete, the students will continue to have an ielts preparation program and are expected to achieve a targeted score of 7.0 band. syllabus design based on critical findings of need analysis, goals, and objectives, this program prepares a basic syllabus for english grammar for adult learners: ielts preparation program. the syllabus is a detailed and operational statement of teaching and learning elements that translates the philosophy of the curriculum into a series of planned steps leading towards more narrowly defined objectives at each level. the syllabus components consist of objectives, instructional content, learning experiences, and evaluation. there are four steps in syllabus design such as planning, implementing, evaluating, and revising. this syllabus is the grammatical syllabus. it rosidah w. ningrum et al. nobel: journal of literature and language teaching 272 volume 12, number 2, september 2021, 260-276 means the syllabus from the topics or themes (such as culture, hobby, family, etc.) that organizing principlesequenced by the likelihood that the participants will encounter the syllabus. in general, the goals to be achieved in this study are to develop and enhance the grammar to write and speak appropriate english and increase the targeted score for ielts academic (band 6.5-7.0). in addition, specifically, the objectives to be achieved are the participants can use the grammar appropriately, the participants can write english with complex sentences, the participants can speak english in general topic with appropriate grammar: daily routines and general knowledge, the participants can develop their ideas with proper context. this syllabus focuses on tenses and consists of 6 meetings, with each meeting is allocated for 90 minutes. each meeting has a different topic and one topic for two meetings, including present tense (study abroad and favorite film), past tense (interesting place and technology), presents perfect tense (history place and my experience). every meeting, students do reading, listening, speaking, or writing activities to improve their language skills. the teacher conducts an assessment at each meeting, consisting of a cognitive assessment and a non-cognitive assessment. teachers refer to relevant sources, such as youtube, grammar for ielts by fiona aish & jo tomlinson, british council podcast, and edu urban modules. figure 2: syllabus of one of the present tense meetings developing syllabus nobel: journal of literature and language teaching 273 volume 12, number 2, september 2021, 260-276 figure 3: syllabus of one of the past tense meetings figure 4: syllabus of one of the present perfect tense meetings the ielts test is a tool to measure english proficiency. several language skills are involved in this test, including reading, writing, speaking, and listening. the ielts test can be used for further study abroad or work requirements. however, not everyone has a good command of english because most of them are not from the language field. they come from different fields. to achieve the required ielts score, some people take ielts preparation courses. based on the research findings, from need analysis (placement tests and questionnaires) and environment analysis, it can be seen that the students’ most significant weakness is in the field of grammar. grammar is the basis for language skills. someone who learns english has to understand well about structure or grammatical, for they need to speak english in the right grammatical. it is better to learn english with good structure because if someone is wrong in some structures, it may be wrong in meaning. an excellent ability to learn grammar may give some advantages for many aspects and educational or social aspects. speaking with good rosidah w. ningrum et al. nobel: journal of literature and language teaching 274 volume 12, number 2, september 2021, 260-276 grammatical in a formal or an informal situation is also better than speaking without the right grammatical. by accommodating the needs, lacks, and wants of the participants, this program was developed based on the principles of grammar-based learning. the principles of integrate grammar with the four skills were accommodated from richards and reppen (2014), including grammar and reading, grammar and writing, grammar and listening, and grammar and speaking. the syllabus is based on these learning principles according to the learning objectives to get the best results on the ielts test. multiple factors influence the candidates’ success in attaining the best results. however, one particular influence is the ability to demonstrate correct and appropriate grammar, the use of a wide range of sentence types, including some complex sentence types in both speaking and writing, strong vocabulary knowledge (vasbieva et al., 2019). for its application, learning tenses is directed to the four skills based on topics. in each meeting, the selection of topics taught to students is based on their needs and age (adult learners). the development of the syllabus for this study uses reference sources following the learning objectives. not only sourced from modules and books, but learning is also designed using audio and video-based sources. this audio and video-based reference source is taken from the british council podcasts and youtube. by using a variety of reference sources, student activities are also diverse. learning is done communicatively. joukoulian (2016), in her research, stated that in teaching grammar and sentence structure to non-native learners, both the communicative approach and the traditional approach would be more effective and efficient teaching techniques. students conduct discussions, demonstrations, presentations or express their ideas through writing. in a previous study, the participants believed in teaching grammar and vocabulary as a prerequisite to writing in harmony (e.g., decarrico, 2001; frodesen, 2001; fu, 2009; rajabi & dezhkam, 2014). agree with namaghi & safaee (2017), instead of teaching grammar and vocabulary as a prerequisite, they believed that knowledge of the language could be improved in writing through corrective feedback. participants thought that the writing course should involve candidates in writing tasks and improve their language by correcting lexical and grammatical mistakes. therefore, to achieve the four language skills in the ielts test, we designed this learning syllabus based on grammar to make it easier for students to master these language skills. developing syllabus nobel: journal of literature and language teaching 275 volume 12, number 2, september 2021, 260-276 conclusion this current research is the development of the syllabus for the ielts preparation program focusing on grammar for adult learners. the content of the syllabus was mainly about the grammar required for ielts. the design of the syllabus was expected to assist the teacher in planning the lesson and delivering the material. therefore, the syllabus has been designed to integrate four language skills and grammar. the students belonged to various backgrounds, such as law, engineering, medical, etc. during the consultation, the teacher informed that most of the students enrolled in the program were not familiar with the ielts test. hence, before starting the class, the students must conduct two types of placement tests, such as grammar section and ielts simulation. in the grammar section, the students could not use appropriate tenses and develop their ideas in complex sentences. this research has a limitation where the researchers cannot implement the syllabus due to limited time. so, future researchers could conduct a try out related studies, and hopefully, this research could add more materials to fulfill students’ target in increasing the ielts score. references ahmadi, s., riasati, m. j., & bavali, m. (2019). a comparison of writing performance of iranian ielts candidates facing chart topics vs. table topics in academic writing (task 1). international journal of instruction, 12(4), 17-34. https://doi.org/10.29333/iji.2019.1242a borg, w.r & gall, j.p. (2003). educational research an introduction, (7th ed.). new york: pearson education, inc. brown, j. d. (1995). the element of language curriculum; a systematic approach to program development. boston: heinle & heinle publishers. decarrico, j. s. (2001). vocabulary learning and teaching. in m. celce-murcia (ed.), teaching english as a second or foreign language (3rd ed.) (pp. 207-217). boston, ma: heinle and heinle. feez, s. & joyce, h. (1998). text-based syllabus design. sydney: national centre for english language teaching and research macquarie university. frodesen, j. (2001). grammar in writing. in m. celce-murcia (ed.), teaching english as a second or foreign language (3rd ed.) (pp. 233-248). boston, ma: heinle and heinle. fu, d. (2009). writing between languages: how english language learners make the transition to fluency, grades 4-12. portsmouth, nh: heinemann. graves, k. (2000). designing language courses: a guide for teachers. boston: heinle & heinle. green, a. (2007). ielts washback in context: preparation for academic writing in higher education. cambridge: cambridge university press. irfani, b. (2014). syllabus design for english courses. english education: jurnal tadris bahasa inggris, 6(1), 21-41. https://doi.org/10.24042/ee-jtbi.v6i1.517 joukoulian, a. (2016). teaching english as a foreign language today integrated approach versus communicative approach. aou.edu.lb. https://web.aou.edu.lb/research/documents/calr%207%20article%205.pdf rosidah w. ningrum et al. nobel: journal of literature and language teaching 276 volume 12, number 2, september 2021, 260-276 jones, w. (2012). assessing students’ grammatical ability. in: c. coombe, p. davidson, b. o’sullivan, & s. stoynoff (eds.) the cambridge guide to second language assessment, (pp.247–56). cambridge: cambridge university press. kohoutová, i. (2006). teaching english to adults: needs analysis. prague: charles university. kubrushko, p., shishov, s., kalnei, v., scaramanga, v., shafazhinskaya, n., & rabadanova, r. (2018). perception of educational information in the process of learning of construction and humanitarian universities students: comparative analysis. international journal of civil engineering and technology (ijciet), 9(11), 2331–2337. issn: 0976 – 6308. lestary, s. (2020). perceptions and experiences of mobile-assisted language learning for ielts preparation: a case study of indonesian learners. international journal of information and education technology, 10(1), https://doi.org/1067-73. 10.18178/ijiet.2020.10.1.1341 merriam-webster. (n.d.). grammar. in merriam-webster.com dictionary. retrieved september 28, 2021, from https://www.merriam-webster.com/dictionary/grammar. nation, i.s.p & macalister, j. (2010). language curriculum design. uk: routledge. namaghi, s.o. & safaee, s. (2017). exploring techniques of developing writing skill in ielts preparatory courses: a data-driven study. english language teaching; 10(3), 74-81. http://dx.doi.org/10.5539/elt.v10n3p74 nartiningrum, n., rayuningtya, p., & virgiyanti, d. f. (2021). error analysis of undergraduate students’ writing performances: ielts-based activities. journal of educational management and instruction (jemin), 1(1), 19-27. https://doi.org/10.22515/jemin.v1i1.3446. nushi, m., & razdar, m. (2021). ielts writing preparation course expectations and outcome: a comparative study of iranian students and their teachers’ perspectives. cogent education, 8(1), 1-24. https://doi.org/10.1080/2331186x.2021.1918853 pham, q. h. p. (2020). a corpus-based approach to grammar instruction in ielts writing classes. relc journal, 1-8. https://doi.org/10.1177/0033688220952170 rajabi, p., & dezhkam, e. (2014). the effect of explicit grammar instruction on improving writing accuracy of iranian efl learners. journal of elt and applied linguistics, 2(1), 61-76. richards, j.c., & richards, j.c. (1990). the language teaching matrix. cambridge: cambridge university press. richards, j.c., & reppen, r. (2014). towards a pedagogy of grammar instruction. relc journal, 45(1), 5-25. https://doi.org/10.1177%2f0033688214522622 vasbieva, d.g., vlasova, v.k., & novikova, y.b. (2019). efficiency of teaching english vocabulary and grammar on the basis of assignments in ielts format. xlinguae, 12(2), 99-110. https://doi.org/10.18355/xl.2019.12.02.09 yang, y., & badger, r. (2015). how ielts preparation courses support students: ielts and academic socialisation. journal of further and higher education, 39(4), 438-465. https://doi.org/10.1080/0309877x.2014.953463 yosintha, r., yunianti, s.s., & ramadhika, b. (2021). structure and written expressions on the toefl: linguistic and non-linguistic constraint. nobel: journal of literature and language teaching, 12(1), 70-90. https://doi.org/10.15642/nobel.2021.12.1.70-90 https://doi.org/1067-73.%2010.18178/ijiet.2020.10.1.1341 https://doi.org/1067-73.%2010.18178/ijiet.2020.10.1.1341 https://doi.org/10.1080/2331186x.2021.1918853 https://doi.org/10.18355/xl.2019.12.02.09 volume 13, number 1, april 2022, 1-17 available at http://jurnalfahum.uinsby.ac.id/index.php/nobel/article/view/406 doi: 10.15642/nobel.2022.13.1.1-17 facilitating student voice through sandwich principle of teaching (spot): research-led teaching in learning research program martina mulyani1, alviaderi novianti2  stkip pasundan, jl. permana 32 b cimahi, west java, indonesia1,2 article info abstract this study explores the implementation of the sandwich principle of teaching (spot) in facilitating the students to voice their thoughts properly while learning about research. this case study is guided by the theory of research-led teaching from walkington and spot from wahl. the study employed 30 students of higher education as research participants. in 14 weeks, the teacher alternately used traditional and collaborative learning. the students were involved in various learning experiences; formulating lesson goals, reading journal articles, selecting the article, identifying the gap, and choosing and defining research topics. the findings revealed that the integration of spot into research-led teaching provides guidance for the teacher to teach research and space to voice their thought under the learning research program. the findings show a positive attitude on students’ experiences in each stage of the learning research program through spot. based on the findings, it is concluded that the integration of spot into r esearchled teaching could provide the students a space to voice their thought in the learning research program. they got better learning experiences as they could engage actively in the class and voice their thoughts as well. article history: received august 2021 accepted february 2022 published april 2022 keywords: collaborative learning, sar approach, spot principle © 2022 uin sunan ampel surabaya correspondence: p-issn 2087-0698 email: n.alviaderi@gmail.com e-issn 2549-2470 http://jurnalfahum.uinsby.ac.id/index.php/nobel/article/view/ facilitating student voice nobel: journal of literature and language teaching 2 volume 13, number 1, april 2022, 1-17 introduction teaching and learning are developmental and dynamic processes for both teachers and students (lumpkin, 2020). as they construct knowledge, they should continuously grow in its process. teachers should change their beliefs on teacher-centered learning. they should leave the habit of spoon-feeding to the student in their learning process. it might be a great challenge for the teacher to convince students to be responsible in their learning (lumpkin, 2020). johnson (2017) showed that students could experience better in their learning when the teacher provides a highly effective design of the teaching and learning process, including assisting them in learning outside the classroom, setting the goal, engaging students to participate in the lectures, and solving problems in the indonesian context, in most cases, traditional teaching and learning remain dominant in universities and colleges (weinberger & shonfeld, 2018). especially in more theoretical classes, students tend to sit and listen to a lecture that has been structured and prepared by the instructor. at the same time, learning needs to significantly impact students’ knowledge (dehler & welsh, 2014). it has to encourage students to be actively involved in their learning. students have to be facilitated to voice their thoughts in the learning process, as rennie center for education research & policy (2019) acknowledges that student voice could help them construct the knowledge. the student’s voice represents democracy in the classroom. it is facilitated when students are involved in the teaching and learning environment that influences their study behavior. higher education students, who are more independent and responsible for their learning, should be facilitated and encouraged to voice their thought. as they are allowed to have a voice in school, it might lead to an increased likelihood that they will experience self-worth, engagement, and purpose in school (john & briel, 2017). rudd, colligan, and naik (2006) propose sar (student as a researcher), an approach to help students act as audience and as practitioners. student as a practitioner is a stage usually conducted in the final year of undergraduate study in which the students move from students learning subject matters to the beginning practitioner. it goes without saying that before practicing their skills, the students should be equipped with good working knowledge (lin & jain, 2018). likewise, in the case of administering research on the teaching of english as a foreign language (tefl), the students should manage themselves to understand the theory of learning, the theory of research, and not to mention the theory of language. the theory is the fundamental building block in learning martina mulyani & alviaderi novianti nobel: journal of literature and language teaching 3 volume 13, number 1, april 2022, 1-17 that students can share, review, and do research (schunk, 2012). there will be no research if there is no theory underlying it. preparing students to do research, the universities provide some disciplines in the area of research for students to learn. under the framework of sar, this stage is known as the researchled model in which the students learn about ongoing research in the discipline and the learning process is ‘information transmission’ model (griffiths, 2004; healey et al., 2010; xie et al., 2018). the information transmission instructional model demonstrates a teacher-centered teaching and learning model. the teacher’s role is to design lessons with predetermined goals and present knowledge and skills in a predetermined order. the students passively acquire teacher-specified knowledge and skills. recently, the transmission instructional model has been developed and improved. the old fashion model is named the traditional transmission model, and the newly-developed one is called the improved transmission model, respectively. the former applies the principle of teacher-centered learning (tcl) strictly. at the same time, the latter still satisfies the definition of the transmission instructional model but brings the characteristics of student-centered learning (scl) such as grouping and inductive method of teaching (xie et al., 2018). regarding learning research, it is essential that the teacher employs an improved transmission model rather than implement a traditional transmission model, especially in the stage in which students act as audiences to accommodate students’ voices. the improved transmission model can be carried out by combining the features of studentcentered learning (scl) into teacher-centered learning (tcl). a teaching model that caters to both scl and tcl in its learning process is the sandwich principle of teaching (spot). spot is the teaching model wahl (2005) proposed, as cited in (bock et al., 2020), systematically providing alternate phases of tcl and collaborative learning. spot has been applied in research and disciplines. most of them concerned on the effectiveness on the use of spot in teaching (billore, 2021; bock et al., 2020; kadmon et al., 2008; wang et al., 2018). however, the use of spot in research-led teaching is still underresearched. thus, with this in mind, the current study tries to integrate spot into the research-led stage to promote student voice in learning research programs; by using the spot and research-led teaching theory. in addition, variation and group teaching are commonly found in the classroom. under the learning research program, students employ two different behaviors as audience and as a practitioner. research led, the stage of learning research in which students act as an audience to receive information becomes the main interest of the study. regarding this, this research is significant at giving insight on teachers on the theoretical class facilitating student voice nobel: journal of literature and language teaching 4 volume 13, number 1, april 2022, 1-17 to not only deliver a lecture and spoon-feed the students but also allow them to be actively involved in constructing the knowledge. review of literature research-led teaching teaching can be research-led in which the students learn about ongoing research in the discipline. the learning process in this approach is the ‘information transmission’ model. however, during information transmission, the students should act as audiences in the researchled stage. through the teacher’s presentation, they receive information about the research, including the background, research process, and methodologies (walkington, 2015). concerning this, the study pays attention to the research-led phase. it attempts to implement the improved information transmission model by infusing spot in research-led teaching. the topic dealing with the improved information transmission model is worth researching. by far, people believe that information transmission instruction is teachercentered—the teachers design lessons with predetermined goals and present knowledge or skills in a predetermined order. in contrast, the students passively acquire teacher-specified knowledge and skills. this study then tried to improve the transmission instructional model into more student-centered by integrating scl characteristics into information transmission instruction. the study used spot (sandwich principle of teaching) to achieve the purpose, which will be discussed in the upcoming section. spot (sandwich principle of teaching) the sandwich principle is a teaching concept that focuses on individual learning and personal belongings (bock et al., 2020). it refers to a didactic method with regular alternation between individual and collective learning phases within a given learning unit (bock et al., 2021). since it implicates individual and collective learning phases, it facilitates both scl and tcl in its learning process. wahl’s (2005) spot, cited in huber & huber (2008), provides systematically alternate phases of tcl and collaborative learning. in the indonesian context, traditional learning that employs tcl is commonly found in the classroom (weinberger & shonfeld, 2018). students sit and listen to a lecture that has been structured and prepared by the instructor. this oldfashioned method is often supplemented with presentation slides, class notes, recitation, and memorization (andriyani, 2015). the educators are likely to make only a slight improvement martina mulyani & alviaderi novianti nobel: journal of literature and language teaching 5 volume 13, number 1, april 2022, 1-17 in their traditional teaching, although they seem to be knowledgeable for collaborative learning and be in favor of incorporating it into their teaching, collaborative learning is a variety of educational approaches exploring students or teachers and students’ intellectual effort to interact appropriately with one another. under collaborative learning, students usually work in groups, mutually searching for understanding, solutions, or meanings, or creating a product (laal & laal, 2012). collaborative learning accommodates the cooperative instead of the competitive situation. in a cooperative learning situation, students work in a team to help each other. the interaction is marked by positive goal interdependence with individual accountability. each student’s success depends not only on their performance but also on the group’s performance concerning establishedcriteria. some ways to structure positive interdependence within a learning group are a jigsaw and peer assessment (johnson & johnson, 1994 cited in evcim & i̇pek, 2013). peer assessment and jigsaw are two kinds of activities conducted under the framework of collaborative learning. peer assessment has been deployed for centuries and recently renewed, especially in the form of formative assessment. during peer assessment, students can function as assessors and assessees. since peer assessment is likely to involve intelligent questioning coupled with self-disclosure, it may promote self-assessment and allow the student to identify misconceptions and earlier errors (omar et al., 2018). jigsaw, differently, is a grouping strategy that enables peer assessment to occur. in a jigsaw, students can be organized into “expert” groups who work in a team to learn the material, assess and solve the problem, then return to their “jigsaw” groups to share their learning (halimah & sukmayadi, 2019). besides group working, another feature of scl used by the study is an inductive model of teaching. in this study, students are exposed to several journal articles to identify the gap, the aim of the research, the methodology, the analysis, the result, and the significance. the study, which focuses on facilitating student voice in the learning research program, tries to integrate spot in research-led teaching. spot, which combines tcl and scl, allows a student in research-led to act not only as an audience (students as audiences/saa) but also learn from inquiry and work together in a group to share information. capturing students’ voices, the study tries to picture the learning experience got through by students when spot is applied throughout the research-led stage and to scrutinize students’ engagement in the learning experience offered by spot in research-led teaching. facilitating student voice nobel: journal of literature and language teaching 6 volume 13, number 1, april 2022, 1-17 method this case study employed observation and interview as instruments for data collection. thirty juniors of one higher education in cimahi west java indonesia, who were involved in the study as the sample, were observed while engaging in a learning research program. some of them were interviewed about their perceptions regarding their activities in spot. the interview was conducted by the researcher, who also acted as the lecturer at the end of the semester. it focused on facilitating student voices. the study chose a learning research program as the course in which spot that accommodates both tcl and scl was applied. the research timeline can be seen in the table to come. table 1. research timeline activity meeting 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 figuring out the teacher and students’ perception about their role in the classroom negotiating the learning program with the appointed teacher involving students in selecting the goal and informing them about the collaborative learning and peer assessment, and negotiating the rule exploring the journal and identifying the gap in it. students seek for the journals and identify the gap in the journals of their group choices assessing peer presentation on the gap (jigsaw) reviewing the students’ journals exploring the journal and identifying the connection between title, and gap students seek for the journals and review the connection between title, and gap, in the journals of their group choices assessing peer presentation on the connection between title and gap (tea party jigsaw) reviewing the students’ journals and asking their preference between jigsaw and tea party jigsaw exploring the journal and identifying the connection between title, gap, aims, rq, and methodology students seek for the journals and review the connection martina mulyani & alviaderi novianti nobel: journal of literature and language teaching 7 volume 13, number 1, april 2022, 1-17 activity meeting 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 between title, gap, aim, and rq in the journals of their group choices assessing peer presentation on the connection between title, gap, aim, and rq (tea party jigsaw) reviewing the students’ journals students create the introduction for their research students present the introduction before the peer “expert” reflection students create a poster containing an introduction of their own research tcl = student as audience scl = students as participant in tcl, the core materials of the course were delivered in class, including how to present the background of the research, introduce the gap and aim, and specify the focus of the research in the form of a research question(s). on the other hand, during scl, the students worked in groups to select the articles, identify the gap and the goal of the research article, review the research questions and carry out peer assessment. in short, applying spot, the study offered various learning experiences, including the transmission of knowledge, collaborative learning, peer assessment, and reflection. the study began its investigation by introducing the research program to the students. thirty students who participated in the course were given an informed consent form, and they were asked to engage in weekly group work and jigsaw. the students were informed about all the activities they should take in the learning research program to decide whether to take part or not because it was voluntary. the learning research course was initiated by research-led teaching in which the teacher acts as the center of learning. however, in this study, the teacher used spot as the alternative way of teaching research. so, during research-led teaching, the center of learning was not merely the teacher, but the student had the opportunity to be the center of learning. in short, both tcl and scl were alternately demonstrated during research-led teaching in this study. the research-led teaching was started with tcl. the teacher explained some information related to research background, gap, aim, and questions, showed the students some sentences indicating such information, asked the students to work in a group, and let them identify the facilitating student voice nobel: journal of literature and language teaching 8 volume 13, number 1, april 2022, 1-17 targeted information in the articles given. then, the students shared their findings with their friends from different groups. at the end of the preparation stage, the teacher assessed the students’ understanding by providing corrective feedback. these activities were followed by scl. the teacher assigned students in groups to select articles of their interest, then students were asked to identify the research gap, aim, and methods in the articles chosen. later, the results of the group works were shared and examined by their peers during jigsaw and peer assessment. in a jigsaw, students can perform as experts by which they took part in reviewing the research articles and assessing their peer performances. carrying out this stage, the students demonstrated their ability in english and tried to convince their understanding of their chosen articles to their friends who would assess their performances. during jigsaw, the teacher monitored the students’ activity and provided some feedback and encouragement when they felt insecure and reluctant to speak in front of their peers. at the end of the jigsaw, the student held reflection, and the teacher provided some feedback regarding their comprehension and performances during jigsaw and peer assessment. tcl then retook place when the teacher provided their comment and suggestion about the student’s performance during jigsaw and peer assessment. then, the teacher opened the discussion and reflection regarding the material and asked students to suggest the activities in the next stage. the combination of knowledge transmission, collaborative learning, peer assessment, and reflection went into the cycle throughout the research-led teaching. the cycles of spot that were created and implemented by the author can be seen in the following figure. figure 1. the cycle of spot in research-led teaching figure 1 points out that traditional learning and cooperative learning can occur consecutively during research-led teaching. preparing for the collaborative learning was conducted in a conventional way in which the teacher presented some information regarding the research’s background, gap, aim, and research questions. once the students had got the basic knowledge of the research, collaborative martina mulyani & alviaderi novianti nobel: journal of literature and language teaching 9 volume 13, number 1, april 2022, 1-17 learning was launched. the students were asked to work in a group to select a research article and identify its gap, aim, and research question. then they shared their readings with their peers, who would listen and evaluate their comprehension of research. during this activity, the teacher monitored and provided feedback regarding the students’ performance and comprehension of research. the activity was then continued with tcl, in which the teacher reviewed the lesson and students’ achievement during scl. at the end of the cycle, the students did reflection and offered some views for the upcoming meeting. then the new cycle started again. results and discussions this study, which accommodated the use of spot into research-led teaching, was able to gain some findings regarding students learning experiences. the cycle of spot in research-led teaching in elt (see figure 1) consisted of the preparation stage, collaborative stage, re-introspect stage, and discussion stage using tcl and scl alternately. in the preparation stage, where tcl occurs, students get information about the research background, gap, aim and research questions. the students in the group then identified the gap, aim, and research questions in the articles given and discussed their newly gained knowledge with their peers to understand the research material better. in the collaborative stage, the activities tend to be more scl. the students worked in the group to select research articles and identify the gap, the aim, and the research. next, they shared their findings and provided evaluations while the teacher monitored and provided feedback. this stage was followed by the re-introspect stage, in which the teacher took control. the teacher reviewed the lesson and gave feedback, and finally, in the discussion stage, the students became the center of learning again. they did reflection and provided suggestions about the material and activities for the upcoming meeting. a clear description of the students’ experience in the learning-research program can be found in table 2. table 2 shows the students’ experiences when spot was infused into research-led teaching. it can be seen that spot allows students to serve as a listener and the center of learning. since the students play an active role in the learning process, it proves that the implementation of spot in the teaching and learning process is more effective and significantly leads to a better learning outcome than the traditional method of teaching (bock et al., 2021). in addition, by the students-active-role in the learning, the objective of teaching will also be facilely achieved as the students themselves are regarded as the core of education (bayramjacobs & hayirsever, 2016). the section to come was the dialogs capturing the students’ responses towards the learning experience. facilitating student voice nobel: journal of literature and language teaching 10 volume 13, number 1, april 2022, 1-17 table 2. student’s learning experiences domains activities learning experience preparation stage knowledge transmission • students listened to the teacher’s explanation about the gap, aim, and research questions • students identified the gap, aim, and research questions in the articles given • students worked in the group and collaborated to share their comprehension, contrast, and compare their findings • students assessed their friends’ english skills while presenting their work. collaborative learning jigsaw • students read many articles and selected the one that interested them • students shared their articles with their peers and discussed their findings in english • as the students in the group were given the responsibility to assess one another, they actively took part in the group work as they were accounted as individuals. peer assessment • students could compare and contrast their work with their friend • students could evaluate their friends’ english skills while presenting their articles • students felt a little bit nervous being afraid of providing unfair scores for their friend • students used their english during this activity re-introspect stage giving reflection • students provided their reflection about the articles and the learning activity • students shared their reflections and got feedback from the teacher discussion stage reviewing and brainstorming • students gave some opinions about the following activities they wanted to do the researchled teaching in this study consisted of the preparation stage, collaborative stage, re-introspect stage, and discussion stage. the preparation stage was begun by negotiating the goal with the students. the teacher offered some goals for students and told them the consequences following each goal. when the agreement about the goal was achieved, the teacher transferred the knowledge. the students’ responses toward knowledge transmission were that the teacher was the one who usually explained and presented the material. their statements can be found in the following table. martina mulyani & alviaderi novianti nobel: journal of literature and language teaching 11 volume 13, number 1, april 2022, 1-17 table 3. knowledge transmission students opinion de** “ya, seperti biasa. materi diterangkan di depan oleh guru, kita hanya mendengarkan. selanjutnya kita biasanya diminta membuat kelompok dan mengerjakan tugas bersama dalam kelompok tersebut. sejauh ini itu aja sih” (ya, nothing special. the teacher presents the material, and we listen to them. then they will ask us to form group works then provide us with some tasks to do. that is it.) ra**** “yah biasa aja, guru di depan kelas menerangkan dan siswa mendengarkan, bertanya kadang kadang atau siswanya di minta untuk melakukan presentasi dan guru memberi upan balik. ya gimana gurunya aja …yang standar aja.” (as usual, the teacher in front of the class explains the lesson, and the students listen. we, students, sometimes ask questions or do the presentation and listen to the teacher’s feedback. it is just up to the teacher. the standardized one.) di*** “seperti biasa tidak ada yang spesial, guru menerangkan siswa mendengarkan, atau sebaliknya siswa melakukan presentasi, guru memberi feedback. kita hanya melakukan apa yang diminta guru.” (as usual, nothing is special. the teacher presents and explains the material, the students listen or vice versa, the students are given time for the presentation, and the teacher provides feedback. we do what the teachers ask us to do) however, the study that implemented collaborative learning in this research-led stage found that the students can better comprehend the material by sharing it with their friends. in line with this, zhang and bayley (2019) found in their study that giving the students opportunities to dialogue with peers helps them enhance their knowledge and learning experience. in addition, through this sharing, students feel more comfortable and stress-free in discussing the topic of learning (filade et al., 2019). the upcoming table presents the students’ opinions regarding collaborative learning. table 4. collaborative learning student statement wi*** i share knowledge with my friends help each other to understand the material ri*** i can learn together during group work and ask my friend when i cannot understand something. ci** i discussed it with my friend. we help each other understand the task and respect each other when there are differences of opinion until we find the solution to our problem. the students’ opinions regarding research revealed that knowledge about research could be transmitted through the teacher’s explanation or group work in which students share their comprehension within the group and between the groups. the student’s participation in the group is also encouraged by the implementation of peer assessment which supports individual accountability as one element of collaborative learning. through peer assessment, students have the opportunity to assess and be assessed by their peers. moreover, through the implementation of peer assessment, since the students were encouraged to provide fellow students’ feedback about their works, their critical thinking might be developed (topping, 2009), and they were also trained to take greater responsibility (grob et al., 2018). further, facilitating student voice nobel: journal of literature and language teaching 12 volume 13, number 1, april 2022, 1-17 individual assessment enforces the students to review the lesson and prepare themselves to face it before the lesson. table 5. students’ perception of peer assessment t “de***.. gimana sandwich yang pertemuan kemarin? belajar dulu ga sebelum ke kelas?” (de*** how is the spot? have you studied the materials before the lesson?) d “ya maam, belajar dulu, mesti baca dan menguasai materi dulu. ya mau tak mau pokoknya belajar dulu sebelumnya” (ya, i must read and comprehend the lesson first. ya, like it or not, we must study prior to the lesson) the student, in this case, clearly said that she was forced to study at least the night before the class because her achievement was scored during peer assessment. peer assessment is one feature of collaborative learning that enables students to learn. they still felt doubtful about the objectivity of the assessment, though. their expressions regarding the objectivity of peer assessment can be found in the following statements. table 6. the objectivity of peer assessment turn actor statement 1 sa*** peer assessment is not objective. not all people do their job seriously 2 ro** some students provide subjective assessment since they know the assessee well 3 sa*** my friend does not understand the material at all, so i feel confused about what score should i give to him although peer assessment has weaknesses, the current study showed that it could encourage students to read many journals. during reflection, students said they managed to read more than 15 journals related to the topic of their interest. table 7. student’s interest in reading actor statement t “jurnalnya dibaca? semuanya ada 5 jurnalnya gimana.. dibaca ga?” (you read the journal, did not you? altogether, there are 5, so how did you read them?) d “waktu itu ada kira kira 15 (.) ya dibaca” (it was about 15 journals altogether, i read them all) t oh (.) that’s great 15 journals d “iya heheh (.) ya begitulah” (it is) t “bagus, sebelumnya berkeinginan untuk baca jurnal ga?” (before, did you have any attention to read the journal?) u “dulu nya ga .. (.) buat apa sih?” (no, i did not, i did not want to read the journal, what for?) the table pictured the students’ interest in reading research articles. the students contended that they did not bother reading journal articles before. nevertheless, since peer assessment was implemented, they managed to read many articles and gain much information martina mulyani & alviaderi novianti nobel: journal of literature and language teaching 13 volume 13, number 1, april 2022, 1-17 after reading some journals. equipped with the knowledge from reading, the students could give feedback concerning the terminology and teaching and learning activity in their class. table 8. students’ reflection actor statement opinion t “hehehe... kalau sekarang gimana, meneliti itu bagaimana?” (hehehe...by the way, how is it now, what do you think about research?) d “hehe jadi mikirin.. lucu ..” (yes maam, i start to think, and i keep thinking…that is funny.?) informing u “jadi sekarang mah kita harus ngerti topik dan isi nya tentang apa.” (yeah, now we really must know the topic and the content of the journal) confronting t “oooh... tadinya ga tertarik jadi tertarik ya?” (oooh...you firstly were not interested in reading journal but then you changed) d “kalau saya tergantung topiknya” (for me, ya it depended on the topic) reconstructing t “ok…belajar apa dari jurnal?” (what do you get from a journal?) d “apa ya ..misalnya ada informasi yang kata orang itu bener tapi kemudian menurut penelitian itu salah …jadi dengan jurnal informasi salah bisa diperbaiki.” (well … for example, there was a piece of information assumed to be true, but then it was denied by the journal. so journal provides confirmation or negation of the information) informing t “oh begitu… misalnya?” (i see...for example?) d “di extensive reading misalnya, kita harus buat reading log tapi readingnya di tentuin padahal kan extensive reading artinya kita membaca yang kita enjoy aja.” (for example, in extensive reading, we must make a reading log. however, the topic was given. in fact, extensive reading means we read the thing we enjoy reading.) confronting informing the table shows the students’ reflection regarding the “extensive reading course and its activity in the classroom.” they were able to give comments and evaluations after reading several journal articles. concerning the findings, there are some important things to highlight. first, research–led teaching, which generally provides room only for the teacher to present the material related to research, can also allow students to act not only as an audience but also as the center of learning through the implementation of spot, a teaching principle that integrates two distinguishing principles of teaching; tcl and scl. the implementation of spot in research–led teaching enabled students to set the goal and transmit knowledge. they worked in the group to share their comprehension and provide feedback. in addition, the students managed to assess their peers and conducted discussion and reflection towards the learning material and learning facilitating student voice nobel: journal of literature and language teaching 14 volume 13, number 1, april 2022, 1-17 activity. such activities characterize student-centered learning (ivaniš et al., 2009; xie et al., 2018). second, spot underlying the research-led teaching allows the teacher to carry out the activities using a collaborative learning framework to reinforce students’ learning research. these collaborative learning activities help students internalize their comprehension of the research gap, research aims, and specific topics (see tables 2, 3, and 4). this current study employed two activities of collaborative learning. they are the jigsaw and peer assessment. third, spot in research-led teaching allows the teacher to accommodate the student’s voice. jigsaw and peer assessment, the two collaborative learning activities, can facilitate students’ voices. during jigsaw, students can be organized into “expert” groups who work in a team to learn the material, assess and solve the problem, then return to their “jigsaw” groups to share their learning (halimah & sukmayadi, 2019). meanwhile, in peer assessment, the student who acted as “experts” can assess those who became students or audiences during jigsaw (halimah & sukmayadi, 2019). the opportunity of students to assess one another allowed them to set the rubric and prepare themselves to meet the criteria so that they were able to gain targeted or expected scores. while preparing for the peer assessment, the students said they managed to read many articles. the students stated they were motivated to get more information to fulfill their curiosity. this phenomenon goes in line with the theory of jigsaw, which facilitates expert groups to inquire the knowledge (halimah & sukmayadi, 2019) then later they were able to do self-assessment and identify misconceptions; in turn, the students were able to provide feedback (karami & rezaei, 2015; omar et al., 2018). in a nutshell, the study revealed that researchled based spot offers three strong points. spot in research-led teaching allows the students to act as audience and as the center of learning. it enables the teacher to employ collaborative learning activities through research-led teaching to accommodate students’ voices. conclusion the findings in the study pinpointed the learning experience the students got through in research-led teaching-based spot. it revealed that research-led teaching, which tcl generally dominates since it focuses on providing students the content in the subject matter, can turn out to be learning activities that facilitate students’ voices. the study, which integrates spot into research-led teaching, provided the student learning experiences that allowed them to act as audience and as the center of learning. when performing as an audience, the students can listen to the teachers and their peers during sharing. on the other hand, when acting as the center of martina mulyani & alviaderi novianti nobel: journal of literature and language teaching 15 volume 13, number 1, april 2022, 1-17 learning, the students can provide feedback and assessment to their peers. besides, the integration of spot into research-led teaching offers guidance for the teacher to teach research and provide them space to voice their thought under the learning research program. the findings showed that the students learn in transmitting knowledge in the preparation stage. they could communicate with their friend and pay more attention to the teacher’s explanation knowing that their comprehension would come to the test. while in the collaborative learning stage, this spot could facilitate the students to engage actively. they were willing to voice their thoughts and work in a group as they were accounted as individuals during peer assessment, although they felt afraid of subjectivity. in addition, in the re-introspect stage, students felt comfortable as they could read many articles of their interest. moreover, in the discussion stage, students were actively involved in determining the following activities. under the framework of researchled based spot, the teacher can employ collaborative learning in which the student can actively participate in group work and between groups activities, also conduct evaluation during peer assessment. further, the collaborative learning activities through which students can share their opinions about the learning activities and material allow research-led based spot to accommodate students to voice their thoughts in english properly. to sum up, it is concluded that the integration of spot into research-led teaching could provide the students a space to voice their thought in the learning research program. they got better learning experiences as they could engage actively in the class and voice their thoughts. for further research, it is suggested to investigate how far this spot has been implemented in a broader level of education and its impact on any student level. acknowledgments our gratitude goes to the teachers (lectures) and participants who volunteered to participate in the research. with their support, the research can be held. references andriyani, n. 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(2019). peer learning for university students’ learning enrichment: perspectives of undergraduate students. journal of peer learning, 12(1), 61–74. https://ro.uow.edu.au/ajpl/vol12/iss1/5 130 reviving the passion of life through suicide of veronika’s character in paulo coelho’s veronika decides to die fika alfianti aljannah state islamic university sunan ampel surabaya kalvya.notai@gmail.com abstract: this article deals with psychological approach which concerns the analysis of reviving the passion of life through suicide of veronika’s character in paulo coelho’s veronika decides to die. the study elaborates alfred adler’s individual psychology to analyze the process of reviving life’s passion happened in veronika’s character. in addition, the formalist criticism involves in this thesis with some limitation to describe the veronika’s character and to analyze her experiences in dealing with the suicide. the study aims to find out that the passion of life can be revived through the attempt of suicide. the method used in this thesis is qualitative, which is used by making the descriptive analysis through the actions and events that related to the identification process of reviving life’s passion done by veronika in the novel. the study finds that there is an ability to revive the passion of life through the failure suicide in veronika. the peoples’ innate for striving is driven veronika to overcome her inferiority feelings. moreover, the social interest influences veronika to create the power of herself, so that can change her style of life in order to perceive the goals of life. keyword: revival; passion of life; suicide; individual psychology 1. introduction the issue of search the meaning of life is raised in one of paulo coelho’s work veronika decides to die. therefore, the material choses for this research. the novel has several interests by discussing about life and death; sane and insanity; reality and identity; and love. veronika decides to die is the novel written by brazilian author, paulo coelho. the novel was published by harper collins in 1999. in addition, veronika decides to die is the result from coelho’s promise. paulo coelho had once promised himself not only to write his experiences in mental hospital but also promised that he would not do his work until his parents passed away. he just does not want to make any suffer is again to his parents because of her son had been a patient in a mental hospital. as being known that he was confined to a mental hospital in rio de mailto:kalvya.notai@gmail.com 131 janeiro three times during teenager. coelho is also the author of the alchemist that was published in 1988 and it launched him as an international bestseller authors. (cliff, 2015) the novel veronika decides to diehas veronika as the main character. veronika appears in the novel as a young girl, 24 years old, who has everything in her life but commits to suicide. she decides by herself the day on november 11, 1997 to kill herself by taking too many sleeping pills. then, instead of dying, veronika finds herself awakes in villete, a mental hospital. she feels increasingly uncertain, when a young doctor told her that the rest of her life leaving one week or more. knowing that her attempt to suicide fails and tell that she was about dying less of a week, the fear comes to veronika, and she is hopeless. in the villete, she meets many people that make her think deeply. therefore, she develops the personality by herself. moreover, veronika’s social interest also influences her to change her mind to set about life in order to overcome her inferior feelings. she starts to revive the motivation of her life and begins to build the goal in her life. finally, she strives to survive and respect the meaning of her life. the case that happens to veronika in the novel seems to have agreement with adler’s individual psychology. by choosing a novel of paulo coelho’s veronika decides to die and adler’s theory, this research deals with something fresh to analyze. veronika decides to die is a novel that tells more about the ways of veronika search the meaning of life than the case of her suicide or death. coelho as the author clearly describes the way of thinking of veronika’s character until she develops herself to achieve the meaning of life. so, it is interesting to analyze this novel through the individual psychology, to deeply know what would happen if someone is forced to face a precarious situation. therefore, the article will discuss about reviving the passion of life through suicide of veronika’s character in paulo coelho’s veronika decides to die. 2. theoretical framework individual psychology by alfred adler according to adler, individual psychology is a science that attempts to understand the experiences and behavior of each person as an organized the entity. through his theory, adler argues that an understanding of human personality has possible only in light of an understanding of the person’s goals. people have a purpose in life – to attain perfection – and are motivated to strive toward attainment of this ideal. adler proposes this movement toward perfection or completion, because of inferiority feelings – a continual struggle from minus to plus. otherwise, people will try to escape themselves from the worst to better condition. personal awareness mentions that adler seems to look ahead toward an individual’s betterment, instead of 132 considering everyone a prisoner of the past or biology (warga, 1983, page 44). individual psychology deals with everyone born with feelings of inferiority that may be increased by experiences such as parental rejection or over protection. thus, everyone struggles constantly to overcome real or imagined deficiencies. individual psychology holds that everyone begins life with physical deficiencies that activate feelings of inferiority – feelings that motivate a person to strive for either superiority or success. to adler, people are born with weak, inferior bodies—a condition that leads to feelings of inferiority and a consequent dependence on other people. it means that inferiority is a normal condition to each person, and it is the source of human to strive. human beings are continually developing themselves from minus to plus. on the contrary, few people feel difficult of how to compensate their inferiority feelings. people with an inability to overcome inferiority feelings intensivy them, leading to the development of an inferiority complex. people with an inferiority complex have a poor opinion of themselves and feel helpless and unable to cope with the demands of life. an inferiority complex can arise from three sources in childhood: organic inferiority, spoiling, and neglect. individual psychology limits the striving for superiority to those people who strive for personal superiority over others and introduces the term striving for success to describe actions of people who are motivated by highly developed social interest. it means that from adler’s theories, each individual is guided by a final goal. this striving for success or superiority may be frustrated by feelings of inferiority, inadequacy, or incompleteness arising from physical defects, low social status, pampering or neglect during childhood, or other causes encountered in the natural course of life. thus, adler suggests that people strive for success or superiority in an effort to perfect themselves, to make themselves complete or whole. all people develop their personality and strive for perfection in their own particular way. feist and feist (2009) writes that according to this theory, psychologically unhealthy individuals strive for personal superiority, whereas psychologically healthy people seek success for all humanity (page 70). it concludes that individual psychology emphasizes the nature of human being as social beings. therefore, the greatest achievement of individual psychology is when people’s strive necessarily not only for their individual goals but also for their social interest. it has psychologically unhealthy whereas people strive by personal gain to be superiority. people with inferiority complex lead them to set the high but unrealistically future goals. these condition are named by superiority complex. it seems like of what explained in the book of psychodynamic theories that people who see themselves as having more than their share of physical deficiencies or who experience a pampered or neglected style of life overcompensate for these deficiencies and are likely to have exaggerated 133 feelings of inferiority, strive for personal gain, and set unrealistically high goals (feist & feist, 2009, page 96). individual psychology leads the ideas on fictionalism that originates with hans vaihinger’s book the philosophy of “as-if”. vaihinger believes that fictions are ideas that have no real existence, yet they influence people as if they really existed. yet, feist also clompetely gives it with an example of a fiction that “men are superior to women.” although this notion is a fiction, many people, both men and women, act as if it were a reality (page 73). it means that people believe of what their perception, whether this notion is true or not. indeed, this fiction seems to have influence people to life with this subjective perception’s view.from adopting this view, individual psychology believes that there is fictional goals which people go to achieve it. this fictional or imaginational goals will make them strive and consciously give a direction onto their behavior. thus, toward in fictional finalism, the human’s style of life will be driven by. individual psychology emphasizes that people born with the weakness, which is have the origins into giving a sense of social interest. it likes an infant, who depends on some people around him or her. it such as their parents. infants intensively depend on their parents to could do anything of what they need. the parents’ character to contribute social interest of child is much needed. mother is the first important person in giving the biggest influence of the child’s social environment. toward his book, feist & feist (2009) write based on the theory comprehension that ideally, mother should have a genuine and deep rooted love for her child—a love that is centered on the child’s well-being, not on her own needs or wants. if mother favors the child over the father, her child may become pampered and spoiled. conversely, if she favors her husband or society, the child will feel neglected and unloved (page 76). it means that mother should give the healthy love relationship of their child without any compulsion of what her want. moreover, the healthy love relationship should be learned of the balance by true caring of the family and other people. in his theory, adler believes that people are forward moving, motivated by future goals rather than by innate instincts or causal forces. these future goals are often rigid and unrealistic, but people’s personal freedom allows them to reshape their goals and thereby change their lives. it is because they want to change their lives, so they will learn new attitude. this attitude create what adler’s call as style of life. it concludes that person develops a unique pattern of characteristics, behaviors, and habits, which adler calls a distinctive character, or style of life. basic style of life includes the dominant, getting, avoiding, and socially useful types. basically, both person who strive for success or superiority has their own particular way to achieve the goals toward style of his life. this as the adler calls creative power of the self. 134 the concept of the creative self is an outgrowth of adler’s concern with the mechanistic implications of his style-of-life construct. he concludes that the concept of the creative self implies that people create their own personalities, by actively constructing them out of their experiences and heredities. it means that creative power of the self is the ability to create an appropriate style of life. this theory believed that the individual creates the style of life. each person creates themselves, their personality, their character; these are all terms adler uses interchangeably with style of life. formalism: character and characterization this study sees the literary work as the literary itself, which has its own internal values. the study uses theory of character and characterization as the supporting theory. the theory of character and characterization is a part of the formalism. formalism, sometimes called new criticism (even though it has been around a long time), involves the careful analysis of a literary text’s craft. it means that formalism is one of the critical approaches and mainly concern in analyzing the literature text. formalism is one of literary critical approaches that contributes to interpret a literary work from the intrinsic values. formalists see the literary work as an object in its own right. thus, they tend to devote their attention to its intrinsic nature, concentrating their analyses on the interplay and relationships between the text’s essential verbal elements. it means that formalism focuses the analysis on the formal aspect and intrinsic values that shapes a literary work. the intrinsic values means as seem as the elements of literature text, like characters, plot, or theme. 3. findings the experiences of veronika in dealing with her suicide as the main character, veronika is a round and dynamic character. kennedy (1983) said that round characters, present us with more facets – that is, their authors portray them in greater depth and in more generous detail. such a round character may appear to us only as he appears to the other characters in the story. if their views of him differ, we will see him from more than one side (page 46). for instance, it means that round characters are complex, have more than one side capability to think or react. it is like a real person in the real life. veronika appeared to be round character in the novel. and she was shocked by how quickly she could change her mind, since only moments before she had thought exactly the opposite (coelho, 1998, page 6). she had sometimes thought: if i had a choice, if i had understood earlier that the reason my days were all the same was because i wanted them like that, perhaps… 135 but the reply was always the same: there is no perhaps, because there is no choice. and her inner peace returned, because everything had already been decided (coelho, 1998, page 46). it shows that veronika is a round character in the coelho’s novel veronika decides to die. both of the quotations describe how fast veronika changes her mind just like real person in the real life could be. she has a complex and multifaceted character. in addition, paulo coelho as the author of veronika decides to die also gives an image of veronika as a dynamic character. francis bacon writes in his article that dynamic character is when a character undergoes a change in values, beliefs, or behaviors as a result of his/her experiences (page 3). it means that dynamic character grows and progresses to a higher level of understanding in the course of the story. moreover, veronika, then, exhibits some kinds of change – of attitude, purpose, behavior, as the story progresses. veronika is a developing character who changes and grows to a new awareness of her life as the result of her experiences. paulo coelho as the author of the novel veronika decides to die uses the direct and indirect style to reveal the characterization of veronika. the explanations above describes the portrayal of veronika in the novel. the next analysis on how veronika deals with her suicide is devided into five points. the first point discusses about the failure of veronika’s suicide. because of her failure, veronika has been rescued and hospitalized to the villete. “i’m joking, it’s not really hell” the voice went on. “it’s worse than hell, not that i’ve ever actually been there. you’re in villete” (coelho, 1998, page 11) despite the pain and the choking feeling, veronika realized at once what had happened. she had tried to kill herself, and someone had arrived on time to save her. it could have been one of the nuns, a friend who had decided to drop by unannounced, someone delivering something she had forgotten she had ordered. the fact is that she had survived, and she was in villete (coelho, 1998, page 11-12). in the villete, she forces to face that her heart has irreversibly damage and her life is counted by five or a week left. this explanation become the second point entitled waiting to the death. a doctor tells that veronika’s life is five or one week left. the doctor says that her heart has damage. it is because four packs of sleeping pills she drinks before effecting to her heart, and makes it is irreversibly broken. the medicine cannot help to heal her heart. “your heart was irreversibly damaged, and soon it will stop beating altogether.” 136 “what does that mean?” she asked, frightened. “if your heart stops beating, that means only one thing, death. i don’t know what your religious beliefs are, but—” “when will my heart stop beating?” asked veronika, interrupting him. “within five days, a week at most.” (coelho, 1998, page 28-29) then, the third point contains of veronika’s feelings toward her comes to the villete. since the failure to commit suicide, veronika awakes in the villete and tells that her life within five days or a week left. it makes veronika experience the feelings that she never feels or pushes the feeling off from herself before. after analyzing the main data, this study categorizes veronika’s feelings into three points, they are: fearful, regret, and selfdefenses and self-awareness. during the night, however, she began to feel afraid. it was one thing to die quickly after taking some pills; it was quite another to wait five days or a week for death to come, when she had already been through so much (coelho, 1998, page 30). the quotation above describes that veronika is afraid of the death to come, although at the beginning she acts to be strong when a young doctor tells her worst condition, as of what written in the previous part. veronika gave herself up to the experience; she stared at the rose, saw who she was, liked what she saw, and felt only regret that she had been so hasty (coelho, 1998, page 103). regret is another crucial feeling happened on veronika in the villete. this feeling appears for several time after veronika had mused with herself. besides, this feeling has spur veronika to begin fighting for her life. as explained before in the beginning of this chapter, there are many aggressions that veronika made by herself. all of her aggressions are uses to defen herself. the first self-defense appears when she acts to be strong to young doctor who tells that she has not have long time to live because of some incurable heart problems. later on, the self-defenses done by veronika slowly change to be a self-awareness. it can be seen from veronika’s fear of the death, while she acts to be strong in front of the young doctor. the fourth point is about the experience of veronika in meeting with the other patients and makes good relationship with them.veronika meets zedka, eduard, and mari in the villete. zedka is the first person in the villete that veronika meets with, after her thought to ignore zedka’s voice. she helps veronika to find the meaning of being crazy. eduard is the second person 137 that veronika meets with, although in implied way. because it happens when veronika plays the piano for the first time in villete. it is known that eduard has a special relationship with veronika. he always asks veronika to play piano at night. another patient that veronika meets is mari. mari is the one who has been affected by veronika’s arrival in the hospital. mari rethinks about her existence in the villete. she imagines herself as if she were in veronika’s position who knows that the death is yet to come. the young woman’s case, though, was dramatic because she was so young and because she now wanted to live again— something they all knew to be impossible. some people asked themselves, what if that happened to me? i do have a chance to live. am i making good use of it? some were not bothered with finding an answer; they had long ago given up and now formed part of a world in which neither life nor death, space or time, existed. others, however, were being forced to think hard, and mari was one of them (coelho, 1998, page 112). the last point is about veronika’s experiences of heart attack.the doctor tells to veronika that her heart is irreversibly damage. it makes veronika get heart attack many times on her whole days in the villete. the heart attack comes to her unpredictably, although she does not know what is precisely to notice of this disease. she just feels sick in her heart and difficult to take a breath. sometimes, she feels dizzy and queasy. the very moment she thought this, she noticed a sharp pain in her chest, and her arm went numb. veronika felt her head spinning. a heart attack! (coelho, 1998, page 81). before veronika went to sleep, a nurse always appeared with medication. all the other women took pills; veronika was the only one who was given an injection. she never complained; she just wanted to know why she was given so many sedatives, since she had never had any problems sleeping. they explained that the injection was not a sedative but medication for her heart (coelho 46). veronika is the only patient who always gets an injection before sleeping. the nurse tells that it is for her heart. later, it is known that the injections that veronika receives before sleeping is not sedative anymore. it is a drug known as fenotal. it is used to give a stimulation after a heart attack. dr. igor is the only one who knows that the failed suicides tend to repeat the attempt eventually. therefore, he deliberately gives the fenotal to veronika for a week. he wants veronika to be aware of death so that she will 138 obviously review the meaning of her own life. then, veronika feels frightened for the first time when the doctor told that her life is less than five days or a week. her fear is appearent when the stimulation effect of heart attack occurred. indeed, by having time to think of death, veronika has remarked the process to revive her passion in life. using a drug known as fenotal, he had managed to simulate the effects of heart attacks. for a week she had received injections of the drug, and she must have been very frightened, because she had time to think about death and to review her own life. in that way, according to dr. igor’s thesis (the final chapter of his work would be entitled “an awareness of death encourages us to live more intensely’) the girl had gone on to eliminate vitriol completely from her organism, and would quite possibly never repeat her attempt at suicide (coelho, 1998, page 208). the veronika’s process to revive her passion of life seen from alfred adler’s individual psychology this section, divided into five points relates to veronika’s process of reviving the passion of life. the first point analyzes the feelings of inferiority experienced by veronika. in this point, the study tries to explain two of veronika’s feelings of inferiority. veronika’s experiences when she commits suicide signify that she has the feelings of inferiority. when she knows that her days are just the same day bay day, she thinks that her life has been boring and has no meaning. she thinks of the point to stay alive if every day just the same. no one knows of what will happen in the future and veronika acts as if she had known what would happen. she was even happier that she would not have to go on seeing those same things for another thirty, forty, or fifty years, because they would lose all their originality and be transformed into the tragedy of a life in which everything repeats itself and where one day is exactly like another (coelho, 1998, page 10). in this case, veronika experiences of what individual psychology called inferiority complex. people with inferiority complex have a poor opinion of themselves and feel helpless and unable to cope with the demands of life. veronika has a poor opinion of herself. she thinks that her life is meaningless and she feels helpless with everything that happens around her. in addition to inferiority feeling, veronika also experiences fearful of the death. this fearful feeling increases steadily whenever the heart attack comes to her. it demands veronika to overcome the inferiority feeling. 139 the second point discusses both veronika’s struggle for success and superiority. the case of suicide happens to veronika as part of superiority complex. people who see themselves as having more than their share of physical deficiencies or who experience a pampered or neglected style of life overcompensate for these deficiencies and are likely to have exaggerated feelings of inferiority, strive for personal gain, and set unrealistically high goals (feist & feist, 2009, page 96). veronika is a person with neglecting experience and inferiority complex. it leads her to set the high but unrealistic future goals. at twenty-four, having experienced everything she could experience—and that was no small achievement—veronika was almost certain that everything ended with death. that is why she had chosen suicide: freedom at last. eternal oblivion (coelho, 1998, page 8). veronika begins to strive for success when she feels regretful of her decision to commit suicide. once, her desire to alive comes, but she pushed it away and thinks that everything has been decided. she always does the same thing every time her desire of live comes. a faint desire to live seemed about to surface, but veronika determinedly pushed it away (coelho, 1998, page 40). veronika also marks her beginning to strive for success when she is interested in playing piano again. it is the biggest one she has been dreamed for a long time ago. it is the most of her want, which is buried since her mother rejects her wants. then, finally, she can bring her want up from the deepest of her heart and soul. in the last days of her life, she had finally realized her grand dream: to play with heart and soul, for as long as she wanted and whenever the mood took her. it didn’t matter to her that her only audience was a young schizophrenic; he seemed to understand the music, and that was what mattered (coelho, 1998, page 113). from this one out, it can be realized that veronika begins striving for herself not only for her individual goals but also for her social interest. therefore, it is concluded that veronika strives for success. she becomes psychologically healthy, and motivated to do something for social interests. then, the third point analyzes veronika’s fictional finalism. it examines of how veronika sees the life before committing to suicide until she revives her goal of life. individual psychology believes that people who strive for 140 personal superiority or success to attain completion always driven by their future goals. their expectation to the future has shaped by subjective perception. individual psychology adopts the ideas on fictionalism that originates from hans vaihinger’s book the philosophy of “as-if”. vaihinger believes that fictions are ideas that have no real existence, yet they influence people as if they really existed (feist & feist, 2009, page 73). in other words, the truth is just a matter of perspective. after the incident with the fraternity, she had sometimes thought:if i had a choice, if i had understood earlier that the reason my days were all the same was because i wanted them like that, perhaps… but the reply was always the same: there is no perhaps, because there is no choice. and her inner peace returned, because everything had already been decided (coelho, 1998, page 46). veronika seems to thinks about her chance to be making a decision before committing to suicide. unfortunately, she moves backward with her notion that there is no choice and everything already been decided. although the notion is a fiction, which is not have the real existence, but veronika believes in that. whether the notion is true or not, she believes in her perception. it makes the fiction seems to have influence on her life with this subjective perception. later, this study explains the stage of social interest that happens in veronika’s self. the stage of social interest in veronika’s lifes happens when she decides to make friends with another patient named zedka. although she thinks that she does not want to meet her for the first time because one of her wants is to be died and leaves villete soon. continually, she develops herself to be interested in social life. she also has improve herself after talking with mari. she does not lock herself anymore like a coward and worry about her dignity. she is not afraid to be different from other people or to be inappropriate person. she freely expresses herself as she wants to be, does not think and worry about what other people think of her. for a moment she considered ignoring the voice: she didn’t want to make friends, to develop a social circle, to create allies for a great mass revolt. she had only one fixed idea: death. if she really couldn’t escape, she would find some way to kill herself right there, as soon as possible (coelho, 1998, page 32). 141 her only option was to keep away from everything and everyone, to try to be in every way as she had been before, to obey villete’s rules and regulations (coelho, 1998, page 46). “i don’t want to see her. i’ve cut all my links with the outside world.” (coelho, 1998, page 81) three quotations above describes the veronika’s lack of social interest. the first quotation happens for the first time when she considers to make relationship with zedka. finally, she decides to meet zedka. the second quotation occurs after the tragedy of slapping the old man. veronika has sufficient time to move backward by keeping away from anything and everyone. the last quotation is from veronika’s utterances answering the nurse when she tells her that her mother came. therefore, all quotations implies that veronika has the lack of social interest at the beginning of her arrival in the villete. in the villete, veronika meets some mental patients, they are: zedka, eduard, and mari. they had been affected by veronika’s arrival in the villete. towards veronika’s case, they realizes of how important the life was, when they have a chance to live. on the other hand, the inmates have influenced veronika. zedka helps veronika to know the meaning of crazy. she talks too much about the sense of insanity. it makes veronika lose her bad assumption of a place full with mentally ill patients. another patient that veronika met is eduard. eduard is the schizophrenic admired veronika’s talent in playing piano. later on, eduard realizes that he falls in love with veronika, although veronika has already felt the feeling to eduard. finally, veronika recognizes the biggest thing she wants is playing piano with her soul through the rest of her life, although her audience is only eduard. playing piano becomes the basic reason for veronika to find her passion in life. she also realizes that she wants to see eduard before she dies. “don’t be afraid. today i asked dr. igor for permission to leave here and to choose a place where i can close my eyes forever. but when i saw you being held down by the nurses, i realized what it was i wanted to be looking at when i left this world: your face. and i decided not to leave” (coelho, 1998, page 193). once again, meeting eduard is marked of veronika’s biggest social interest ever in her life. however, she finally decides to die in front of eduard. she also tells eduard that she loves him. they escape from the villete together in order to grant the last of veronika’s wants. the last patient that veronika met is mari. the interaction between mari and veronika, hence, helps her to be the bravest person in the world without 142 worrying what other people think. all interactions that veronika did with the other inmates signify her social interests seen from individual psychology. the last point of this discussion is about the success of veronika to build her style of life and creative power. the inner self of veronika remarks her style of life and her creative power. she has the power to change her mind about life since her arrival in the villete. it begins from she slapping the old man – the members of the fraternity. then, it continues when she cries and regrets of what she decided in the front of the nurse. villete makes her thinks that it is free to act and think, because it is a mental asylum, and the insane people cannot be a judge anymore of what they behave. “a long time ago, when i was just a child, and my mother was forcing me to learn the piano, i said to myself that i would only be able to play it well when i was in love. last night, for the first time in my life, i felt the notes leaving my fingers as if i had no control over what i was doing. a force was guiding me, constructing melodies and chords that i never even knew i could play. i gave myself to the piano because i had just given myself to this man, without him even touching a hair o’ my head. i was not myself yesterday, not when i gave myself over to sex or when i played the piano. and yet i think i was myself.” veronika shook her head. “nothing i’m saying makes any sense.” (coelho, 1998, page 162) “you’ve got nothing to lose. many people don’t allow themselves to love, precisely because of that, because there are a lot of things at risk, a lot of future and a lot of past. in your case, there is only the present.” (coelho, 1998, page 162) the quotation describes that veronika realizes a power innate from herself. the creative power which gives her much sense. a strange sense that she almost cannot identify as herself. veronika tells this feeling to zedka at the time she waiting of eduard’s awake from ect treatment. she feels the feeling when she has play a piano after joining the sufi treatment. otherwise, zedka also tells to veronika that she has nothing to lose. implicitly, zedka suggests her to only enjoy the present in spite of the past or future. furthermore, veronika applies the zedka’s suggest when she escaped villete with eduard. she does not any mention and talk either past or future. eduard and veronika chose the most expensive restaurant in ljubljana, ordered the finest dishes, and got drunk on three bottles of 1988 wine, one of the best vintages of the century. during supper they did not once mention villete or the past or the future (coelho 200). 143 the end of the story shows that veronika escapes from villete with eduard without knowing what is the truth happen on herself. in fact, she does not know that her heart is rightly health. nothing curiously damaged of her heart. she does not know that the heart attack happened before is just counterfeit from the drug known as fenotal. therefore, by unknowing the truth, veronika, will be thought that every day is miracle because the death not come to pick her. hence, veronika will think that every day is her last day to live. by adopting that each day is a crucial, she will develops her style of life as well as every day is a miracle. she would consider each day a miracle—which indeed it is, when you consider the number of unexpected things that could happen in each second of our fragile existences (coelho, 1998, page 209). each action that veronika did out of her normal behavior is creative power. it comes from the innate self of veronika as a human being. individual psychology believes that innate capacity of people is flexibility toward their problem. anything occurs in her life because she wants it to happens. moreover, by thinking that each day is a miracle, veronika develops her style of life to be psychologically healthy person. 4. conclusion the analysis shows that veronika, as the main, round, and dynamic character, experiences many different things in her life when she committes suicide. those new different experiences begin when her committed to suicide fails. because of her failure in committing suicide, she is hospitalized in a mental asylum named villete. in the villete, the doctor tells veronika that her heart is damaged because the pills she has swallow in order to commit suicide. the doctor also says that veronika’s life is less than a week. she feels fearful, regretful, and creates the self-defenses that soon always becomes the feeling of her self-awareness. she also meets the other inmates: they are zedka, eduard, and mari. each of them unconsciously help veronika to rethink of her meaning life. later on, veronika falls in love to eduard. moreover, the sense of heart attack occurs in veronika makes her to act free without any consideration of peoples’ opinion toward herself. besides, veronika’s process of reviving the life’s passion seen from alfred adler’s individual psychology explain about veronika’s inferiority feelings, strives for success and superiority, fictional finalism, social interest, style of life and creative self. however, suicide is the result of veronika’s unrealistically high goal that driven from her inferiority complex. the result of this study shows that there is an ability to revive the life’s passion through a suicide experience. by forcing to face the crucial situation 144 of waiting the death, veronika becomes aware of life. she succeeds to revive her life’s passion through the failure of her suicide. 5. references adler, a. (1955). the practice and theory of individual psychology. london: routledge and kegan paul ltd. cliff, d. biography of paulo coelho. http://www.cliffsnotes.com/literature/a/the-alchemist/paulo-coelhobiography. 23 march 2015. web. 22 july 2015. coelho, p. (1998). veronika decides to die. new york: harper torch. feist, j. and gregory j. f. (2009). theories of personality 7 th edition. united states of america: the mcgraw-hill companies, inc. kennedy, x. j. (1983). an introduction to fiction 3 rd edition. boston: little brown and company. tyson, l. (2006). critical theory today: a user-friendly guide 2 nd edition. usa, new york: routledge. pdf. warga, r. g. (1983). personal awareness: a psychology of adjustment 3 rd edition. boston: houghton mifflin company. http://www.cliffsnotes.com/literature/a/the-alchemist/paulo-coelho-biography http://www.cliffsnotes.com/literature/a/the-alchemist/paulo-coelho-biography volume 12, number 1, april 2021, 136-157 available at http://jurnalfahum.uinsby.ac.id/index.php/nobel/article/view/382 doi: 10.15642/nobel.2021.12.1.136-157 muslim women representation in zoya hijab video advertisements: a multimodal analysis siti ramlah1, zuliati rohmah2, diana nur sholihah3 universitas islam negeri sunan ampel surabaya, jl. jend. a. yani 117 surabaya, east java, indonesia1,2 universitas islam negeri maulana malik ibrahim, jl. gajayana 50, malang, east java, indonesia3 article info abstract advertisement as a tool of marketing usually displays the best quality of products to be advertised through the best portrayal of the products and roles shown by actresses. women representation in media is often related to gender roles in society. gender stereotypes often determine how men and women should behave in society. our review of the previous research shows an inconsistency in the representation of women in media and advertisements. the current research collected data from zoya hijab video advertisements to reveal muslim women representation in the advertisements. the data analysis was conducted by applying multimodal analysis using kress and van leeuwen’s (2006) visual grammar and halliday’s (1994) systemic functional linguistics. the research results show the portrayal of muslim women in terms of physical appearance, occupation, behavior, and traits in the video advertisements article history: received january 2021 accepted march 2021 published april 2021 keywords: gender, multimodality, representation, advertisement, zoya hijab © 2021 uin sunan ampel surabaya correspondence: p-issn 2087-0698 email: sitiramlah05041998@gmail.com e-issn 2549-2470 http://jurnalfahum.uinsby.ac.id/index.php/nobel/article/view/3 siti ramlah, zuliati rohmah, & diana nur sholihah nobel: journal of literature and language teaching 137 volume 12, number 1, april 2021, 136-157 introduction the discussion about women representation in media and advertisement is always stimulating, and it cannot be separated from the dialogue about gender roles in society. gender is part of social order that can be defined as an acceptance of differences between men and women, physically and psychologically, and actions considered suitable for men and women. gender guides someone to become one of the social culture groups presented in the community—women or men. these differences between each gender class were initially based on roles mainly carried out in the community (abolaji, 2011; brannon, 2004; meyer, 2010). furthermore, the roles that women and men continue to play provide the basis for gender stereotypes. later on, the stereotypes of gender determine how men and women should perform in society (brannon, 2004). there are four features of gender stereotypes between men and women: physical characteristics, occupation, behaviors, and traits (brannon, 2004). women are described in several media as physically gorgeous. ideal women are those with beautiful faces and straight hair, white-skinned, tall, slim, and healthy. on the other hand, non-ideal women have many physical problems, are not healthy, do not have interesting appearances (hendrawan & nurfajrin, 2015; alagappar & selvaratnam, 2014). men are described as physically strong and dressed in a more simple way compared to women. in terms of occupation, women are often related to housework and domestic jobs. in the meantime, men are regularly connected with outside work or paid work (stankiewicz & rosselli, 2008). there are also behaviors often related to women, for example, speaking more softly and acting elegantly. besides, women are repeatedly associated with bad traits such as dependence, irrational, emotional, subordinate, and fragile. men are associated with several characteristics, such as selfish, complex, assertive, confident, rational, aggressive, and dominant (acevedo et al., 2006; aksu, 2005; brannon, 2004). these stereotypes are often displayed in various media such as books, magazines, and advertisements (fullerton & kendrick, 2000; johnston & swanson, 2003; shrikhande, 2003). more detailed investigations on women representation in media, however, have offered inconsistent results. the existing studies by hendrawan and nurfajrin (2015), patria (2015), alagappar and selvaratnam (2014) have shown a uniformity with the living gender stereotypes. patria (2015) portrayed women as obedient and silent in safety riding banners on the road. alagappar and selvaratnam’s (2014) study collected data from a foreign malaysian women’s magazine also described women in their stereotypical gender roles. in the magazines, youth and good looks of women are emphasized. women are also depicted as sex objects, passive, dependent or weak. unlike these studies, another study by kataria & pandey (2014) found muslim women representation nobel: journal of literature and language teaching 138 volume 12, number 1, april 2021, 136-157 contradictory results regarding gender stereotypes. they found out that, in the youtube advertisements, women are mostly described as a decision-maker, a woman with a free spirit and an independent woman. women are less represented as a mother, ordinary woman or seducers. thus, the stereotypical roles are not prominent in the youtube advertisements some other studies found combined representations of women according to gender stereotypes in certain aspects and in contradiction to the stereotypes in the other features. setiawan (2008), for example, found women portrayed to exist in workplaces but are still expected to be sexy and eye-catching. similarly, fathimah (2014), who focused her investigation on dettol television advertisement, also discovered that women are represented both as warm and affectionate as well as strong and knowledgeable. then, the investigation by johnston and swanson (2003) represented a mother as both selfish and selfless, independent and dependent, successful and unsuccessful, as well as intelligent and unknowledgeable. hence, to date, there is an inconsistency in the portrait of women in media studies which needs further exploration. to respond to this, the present research investigates the muslim women representation in indonesian television advertisements. a number of researchers have focused their studies on the advertisement, for example, nielsen (2013), mukarromah (2016), and hasanah (2019). however, they analyzed advertisements by focusing on the persuasion aspect of the advertisement. none of them tried to portray the representation of women in the ads. moreover, hasanah (2019) merely analyzed the video transcript of the advertisement and left the pictures, music, and written text in the advertisement video unanalyzed. to respond to this, the current study employs multimodal analysis as a research procedure to analyze zoya hijab television advertisements because television advertisements use more than one communication mode to create meanings and convey messages. they do not only show visual images, motions, and written texts but also present voices and sounds. moreover, television advertisements are analyzed since television plays a vital role in developing perceptions of sex roles. they reflect people’s attitudes toward gender and influence how people understand gender roles in society (acevedo et al., 2006; correa, 2011; johansen, 2012). the visual data that include views, angles, and the meaning of the composition were analyzed based on kress & van leeuwen’s visual grammar (2006), that is, the general grammar of contemporary visual design that describes how the elements—people, places, and objects as well as motions—are portrayed together to convey messages. meanwhile, the verbal data in the form of written and oral texts were analyzed based on systemic functional linguistics siti ramlah, zuliati rohmah, & diana nur sholihah nobel: journal of literature and language teaching 139 volume 12, number 1, april 2021, 136-157 (halliday, 1994) as a theory related to the function of linguistic structures in the text and how these structures make meaning in various cultural situations. zoya hijab advertisements are analyzed to see how muslim women are represented in indonesia nowadays. zoya is a leading brand name for hijab products designed to help cover a woman’s body parts from the view of men who are not her husband (see www.zoya.co.id). all zoya hijab advertisements involve various muslim women, as the figures appear in the ads. hence, this study investigates the representation of muslim women in terms of physical appearance, occupation, behavior, and traits in the visual and verbal modes of television advertisements. review of literature gender society has a set of ideas about how we expect men and women to dress, behave, and present themselves. the role of gender in society means how we are expected to act, speak, dress, and organize ourselves based on the sex assigned. for example, girls and women are generally expected to dress in feminine and polite, accommodating, and nurturing ways. men, in general, are expected to be reliable, aggressive, and brave (meyer, 2010). every society, ethnic group, and culture has gender role expectations. however, they can be very different from one group and another group. they can also change in the same society from time to time. for example, pink is considered a masculine color in the u.s., while blue is considered feminine (abolaji, 2011). stereotypes are widely accepted assessments or biases about a person or group. however, they are too simplified and not consistently accurate. gender stereotypes can lead to unfair treatment because of a person’s sex (brannon, 2004). there are four basic types of gender stereotypes. the first is “personality.” for example, women are often expected to be accommodative and emotional. in contrast, men are usually expected to be confident and aggressive. the second is “domestic behavior.” for example, some people hope that women will take care of children, cook, and clean houses, while men take care of finances, work, and do home repairs. the third is “job.” some people quickly assume that teachers and nurses are women and that pilots, doctors, and engineers are men. and the fourth is “physical appearance.” for example, women are expected to be thin and elegant, while men are tall and muscular. men and women are also expected to dress in stereotypical ways for their sex (men wear pants and short hairstyles, women wear dresses and put on make-up). muslim women representation nobel: journal of literature and language teaching 140 volume 12, number 1, april 2021, 136-157 gender in an advertisement as a product of human culture advertising can reveal many cultural factors. culture is believed to influence advertising content. in masculine countries, men are more often depicted in traditional images than in feminine countries. research on magazine and television advertisements conducted in many countries shows a high level of sexism towards women. women tend to be portrayed either in degrading ways or in stereotypical behaviors of sex-role (acevedo et al., 2006). gender differences in advertising are not a phenomenon that only exists in developing countries but a phenomenon worldwide. multimodality and systemic functional linguistics kress & van leeuwen (1996) elucidated the concept of multimodality to refer to the use of various modes in communication at the same time. it also refers to analytical procedures for studying texts with many elastic modes, such as television advertisements. this aims to see how the various modes are combined to create a meaningful whole. the modes of communication can be in the forms of written and oral language, as well as pictures and videos. when technological tools develop rapidly, access to multimedia and various software applications can be easily done by people using various modes in art, writing, music, and movies, and other types of interactions and performances every day. multimodal in advertising focuses on the interpretation of communication as an event to deliver messages and offer meaning from the speaker to the audience, including consumers. the systemic functional linguistics approach to multimodality is inspired by the work of halliday (1978), who considered language as a social semiotic and introduced systemic functional theory as an approach to study language. the systemic functional linguistics is organized around the “meta-functional meanings, that is the experiential meanings (undertakings through processes, participants, and circumstances), interpersonal meanings (engagement and expression of modality), and textual meaning (organization of parts)” (lim, 2018, p. 3). in other words, as stated by ledin and machin (2018), metafunctions have been used in sfl to explain how language is organized to fulfill three basic functions: the need to communicate ideas and experiences (the ideational metafunction); to form social relationships and identities (the interpersonal metafunction); and to create coherence (the textual metafunction). the systemic functional linguistics implements a genre-based approach towards multimodality. the systemic functional linguistics emphasizes the ‘grammar’ of multimodal texts by analyzing how every semiotic aspect takes part in meaning-making via ‘system networks’ and the contact and incorporation of these properties as a multimodal unit. this siti ramlah, zuliati rohmah, & diana nur sholihah nobel: journal of literature and language teaching 141 volume 12, number 1, april 2021, 136-157 approach uses language as a reference where the norms of meaning-generating by other semiotic resources are made. the systemic functional theory is considered a theory of meaning since its fundamental concept is related to the meaning-making process. systemic functional theory suggests that the meaning-generating process is a matter of selection. it is vital to note here that metafunctional meanings are created through semiotic choice within a system network. this approach highlights the generic features of texts and introduces the strategies used to engage viewers. the systemic functional approach also discusses a meta-language, the modes, and meanings in multimodal texts. halliday (1994) revealed that grammatical language might contain broad meaning that can be narrowed down by considering the metalanguage aspects. these can be in the forms of images, objects, practices, and sounds and music accompanying the verbal language. the application of the systemic functional approach in the analysis of video advertisements considers how written and spoken texts in multimodal communication are understood by considering images, sounds, colors, gazes, and other elements. hence, the systemic functional approach is applied to a specific genre, which is video advertisements using multimodal analysis to uncover the representation of women in the ads. method this study used a descriptive qualitative research project by conducting a multimodal analysis of muslim women in the zoya hijab video advertisement. in this study, a multimodal analysis was used to see the meaning of the representation of muslim women, which was built by verbal and visual semiotic modes in the zoya hijab video advertisement. this study applied multimodal analysis based on visual grammar kress and van leeuwen (2006) and halliday systemic functional linguistics (1994). the verbal data were all speeches produced in the advertisements and the written texts contained in the video advertisements of zoya hijab. meanwhile, visual data were all scenes in the advertisement that contain images of muslim women. the data were obtained from zoya hijab video advertisements available in various youtube channels downloaded in october 2018. six zoya hijab video advertisements were selected for research because they involved muslim women who played a significant role in the advertisements. first, zoya hijab my true friend (duration: 30 seconds) was downloaded from iklan tv indonesia channel at https://www.youtube.com/watch?v=eap2eipeslu. second, zoya hijab cantik nyaman halal (duration: 15 seconds) was obtained from tvc collection indonesia channel at https://www.youtube.com/channel/uc_ilafnys4fjenjyhrcjotq https://www.youtube.com/channel/uc0zhz1gjjkisd9iif8ghv0q muslim women representation nobel: journal of literature and language teaching 142 volume 12, number 1, april 2021, 136-157 https://www.youtube.com/watch?v=rbpr_crsgl8. third, zoya hijab and fashion (duration: 30 seconds) was available in my beauty in my hijab channel at https://www.youtube.com/watch?v=sk0kxym9plo. fourth, zoya hijab passion made possible (ramadan with zoya) (duration: 30 seconds) was downloaded from febi rusmayadi channel at: https://www.youtube.com/watch?v=sk0kxym9plo. fifth, zoya hijab saatnya move on dalam kerudung sekolah zoya (duration: 26 seconds) was downloaded from shafira group tv channel at https://youtu.be/cjkzl9fptks. sixth, zoya hijab video advertisement "zoya hijab lebih pas untuk cantikmu" version (duration: 29 seconds). the researchers selected the data related to the issue of muslim women representation in the advertisements. the data analysis of the verbal and visual modes of this study involved five steps. the first was choosing a scene that consists of the appearance of muslimah as the unit of analysis. scenes refer to “different phases of actions that occur in integrated space and time. the second step involved identifying the elements of visual data. the third was analyzing visual data based on kress and van leeuwen’s (2006) visual grammar. the visual analysis only includes narrative representation, conceptual representation, representation and interaction, and the meaning of the composition. narrative representation includes analyzing elastic or movement and categorizing it into action processes, reactional processes, speech, and mental processes, conversion processes, or geometric symbolism. the conceptual representation categorizes data into analytical processes, classification processes, or symbolic processes. the representations and interactions include analysis of views, frame size, and relative angles. meanwhile, the meaning of the composition includes an analysis of the value of information in visual data. the fourth was identifying and analyzing verbal data using halliday (1994) and systemic functional linguistics. the last was combining the verbal and visual data analysis and interpreting the findings based on the relationship between verbal and visual data. findings and discussions based on the visual and verbal data analysis, the researchers found out muslim women representation in the video advertisements in four dimensions: physical appearance, occupations, behaviors, and traits. more detailed findings are as follows. physical appearance in terms of physical appearance, muslim women are portrayed as elegant, reflecting a glowing aura, and looking gorgeous. https://www.youtube.com/channel/uc8lupyx_0jj3tavfzzsyijq https://www.youtube.com/watch?v=sk0kxym9plo https://www.youtube.com/channel/uc84k3ojhqy0cmsasavs0rra https://youtu.be/cjkzl9fptks siti ramlah, zuliati rohmah, & diana nur sholihah nobel: journal of literature and language teaching 143 volume 12, number 1, april 2021, 136-157 a muslim woman is elegant by wearing a hijab data 1 (minutes 00: 10-00: 11) voice: dan membuatku lebih elegan (and it makes me more elegant) figure 1: an elegant muslim woman physical appearance in this advertisement, the use of spoken language dominates the written language. the oral language “dan membuatku lebih elegan” convinces the viewers that wearing a hijab has benefits, that is, to be elegant. the sentence is pronounced after the previously spoken language, which states the positive impact of wearing the zoya hijab. the written text “sentuhan kristal swarovski” (swarovski crystal ornament) linked to the tacked ‘zoya’ on the hijab forehead shows that the elegance is increasingly sparkling with the presence of the crystal. the close-up appearance of the upper face taken from the side shows that elegance is more than beautiful. the appearance of the actress who directs her eyes down, indicating that elegance in the hijab, suggests muslim women be submissive, polite, maintain the view of men who are not their partners and have dignity. the purple color on the veil symbolizes that elegance must be maintained. the red color means that women must be brave to take a stand to protect themselves. the blurry background behind her made the audience focus on the elegance of the woman with the hijab. the muslim woman’s aura glows by wearing a hijab data 2 (minutes 00: 04-00.06) voice: suamiku bilang auraku bercahaya (my husband states that my aura is glowing) muslim women representation nobel: journal of literature and language teaching 144 volume 12, number 1, april 2021, 136-157 figure 2: a glowing aura woman physical appearance the oral language saying “suamiku bilang auraku bercahaya” (my husband states that my aura is glowing) indicates that the glowing aura in that sentence is caused by the hijab. the sentence is an argument in the form of benefits obtained from the hijab. while the husband gives a remark, the woman’s two hands on the face gestured the glowing sensation. she says that the aura of her face is getting more radiant with the hijab covering her head. the voicing of the sentence is very happily articulated, showing that wearing a hijab makes her very comfortable and peaceful. the grey color of the hijab with a combination of blue color indicates that the days are always fresh and vibrant while carrying out activities with her hijab. muslim women look gorgeous by wearing a hijab data 3 (minutes 00: 00-00: 04) voice: waktu pertama berhijab semua orang bilang kamu cantik banget (for the first time wearing a hijab, everyone said you were really gorgeous). figure 3: a gorgeous muslim woman physical appearance the spoken language “waktu pertama berhijab semua orang bilang kamu cantik banget” (for the first time wearing hijab, everyone said you were gorgeous) is the opening argument that wearing a hijab has a positive effect. the spoken language implies that the woman previously did not wear a hijab. when wearing a hijab, she receives a positive response from the surrounding people that wearing a hijab makes her look more beautiful than before. then the sentence continues with several arguments regarding the benefits of the hijab. the appearance of blue and white colors on the veil shows that beauty due to the wearing of the hijab makes it like the first time born in the world with a clean heart and beautiful appearance. siti ramlah, zuliati rohmah, & diana nur sholihah nobel: journal of literature and language teaching 145 volume 12, number 1, april 2021, 136-157 the eyes show that the woman enjoys the essence of beauty with her veil that has made her move to a better condition than before. hence, the physical portrayal of muslim women in the advertisements as elegant, radiating glowing aura, and looking gorgeous conforms with the gender stereotypes mentioned by brannon (2004), hendrawan and nurfajrin (2015), and alagappar and selvaratnam (2014). occupations detailed analysis of the muslim women’s portrayal of occupations demonstrates that although wearing hijab, muslim women are depicted as having various jobs ranging from a prestigious job as a medical doctor to a domestic job as a housewife. muslim women as career women data 4 (minutes 00: 02-00: 08) voice: passion bagiku, bukan berarti hanya melakukan sesuatu, namun mewujudkan apa yang kamu cintai (passion for me, does not mean just doing something, but realizing what you love). data 5 (minutes 00: 40-00: 45) voice: mengoleksi beberapa karya membuatku termotivasi untuk selalu berkreasi dan menciptakan karya yang lebih baik lagi” (collecting a number of works motivated me to always be creative and create better works). figure 4: a career muslim woman here, the voice “passion bagiku, bukan berarti hanya melakukan sesuatu, namun mewujudkan apa yang kamu cintai” (passion for me, does not mean just doing something, but realizing what you love) is an opening statement to explain the passion owned by the woman. the passion she pursued is as a designer of clothing and a hijab for women. with what she has been up to now, she has realized her dreams through her passion. the visual appearance in the video shows the woman touches some of her clothes and flower beds pinned on her outfit as the results of her work, then types something on her laptop. all of these represent a muslim woman who works as a syar’i and hijab fashion designer. the muslim women representation nobel: journal of literature and language teaching 146 volume 12, number 1, april 2021, 136-157 navy color blazer embroidered with flowers in cream color presents a portrait of a very professional figure. moreover, there are several hijabs apparent in the background of the video. then the voice says, “mengoleksi beberapa karya membuatku termotivasi untuk selalu berkreasi dan menciptakan karya yang lebih baik lagi” (collecting several works motivated me always to be creative and create better works). as a muslim woman, she likes to buy hijab and syar’i clothing to wear as a reference in creating new designs for her own hijab company. here, one of the motivations to improve competency in designing a hijab is by collecting several hijabs produced by other people so that she is motivated to create better designs. the desire to work better was shown when she saw her collection of clothing. the expressions of the woman in the advertisement show that she wants to develop her work. it is also apparent that she also wants to convey that women wearing a hijab can also become career women. a muslim woman as a student data 6 (minutes 00: 12-00: 16) voice: hijab bukan penghalang aku beraktivitas. saatnya move on dalam kerudung sekolah zoya. (hijab is not a barrier for my activities. it's time to move on in the zoya school veil). figure 5: a muslim woman as a student the spoken language “hijab bukan penghalang aku beraktivitas. saatnya move on dalam kerudung sekolah zoya” (hijab is not a barrier to my activities. it is time to move on in the zoya school veil) convinces the viewers that having activities while wearing hijab is possible. a student can perform activities in school although she is putting on her hijab. she is not discriminated against by her friends because of wearing a hijab. after all, the hijab is not a barrier. however, it is in each person to move-if, for example, received an inadequate response. furthermore, the advertisement assures the viewers that the most suitable hijab for young siti ramlah, zuliati rohmah, & diana nur sholihah nobel: journal of literature and language teaching 147 volume 12, number 1, april 2021, 136-157 women still in school is zoya’s hijab because zoya is created with a suitable design for teens and students. the background of the boutique, which is dominated by pink and cream, tells us that the place to get the zoya hijab is friendly and easily accessible because the zoya shops have spread everywhere. the navy-colored veil that the woman wears in the advertisement is a representation of the color of junior high school students’ uniforms. while the icon of the sun and the lights that move behind the woman is a complementary symbol that wearing a zoya’s school hijab is very comfortable all day long and for all activities. a muslim woman as a medical doctor data 7 (minutes 00: 05-00-09) voice: sesibuk apapun saya selalu merasa nyaman dan cantik dengan zoya (although i am super busy, i always feel comfortable and beautiful with zoya). figure 6: a medical doctor muslim woman the sentences spoken verbally, “sesibuk apapun saya selalu merasa nyaman dan cantik dengan zoya” (although i am super busy, i always feel comfortable and beautiful with zoya) is an opening persuasion about the benefits of wearing a hijab, which is then followed by another persuasion in the next turn. the written language “lula kamal, health practitioner” states that the figure in the advertisement is named lula kamal, a medical doctor. with her prestigious job as a health practitioner and a celebrity, of course, she is very busy. muslim women representation nobel: journal of literature and language teaching 148 volume 12, number 1, april 2021, 136-157 nevertheless, whatever business she has, she remains veiled under any circumstances. furthermore, the hijab she wears always makes her even look more beautiful. the profound pink dominance on the clothes shows a sweet and beautiful aura. the combination of light blue adds the beauty that looks fresh with a hijab. the grey background made attention centered on the pink clothes worn by the woman in the ads. the woman’s statement in the advertisement is uttered very firmly that wearing a hijab made her more active at work. she indirectly says that the hijab does not prevent her from having a job. muslim women as models data 8 (minutes 00: 10-00: 17) voice: siapa bilang berhijab tidak bisa gaya? pasti belum kenal zoya (who says that hijab can't be stylish? definitely, she does not know zoya). figure 7: muslim women as models the oral language siapa bilang berhijab tidak bisa gaya? pasti belum kenal zoya (who says that hijab cannot be stylish? she must not know zoya) is said by one of the models in indonesia, known from the written text beside the two women figures. usually, most models are not wearing hijab. however, the advertisement opposes the general tendency where usually hijab prevents somebody from getting a job. the woman in the advertisement shows that the hijab does not prevent her from obtaining a job. with the hijab, she can still be a model. she implies that other models or any female in general who do not wear the hijab do not know zoya. by becoming a model while wearing the zoya hijab, the women are fashionable as other women without a veil. the variety of colors apparent in the costumes put on by the two models in the advertisement show that there are many variations of clothing and hijab launched by zoya suitable for the models’ lifestyle. the grey background makes the audience focus on the figures of two women who are wearing the stylish hijab. a muslim woman as a housewife data 9 (minutes 00: 18-00: 22) siti ramlah, zuliati rohmah, & diana nur sholihah nobel: journal of literature and language teaching 149 volume 12, number 1, april 2021, 136-157 voice: yang memahami gayaku, hanya zoya (who understands my style is only zoya). figure 8: a muslim housewife another woman in the advertisement says, “yang memahami gayaku, hanya zoya (who understands my style is only zoya).” the written text shows that the voice is uttered by a housewife. this spoken language combined with the written text also includes a series of persuasion to convince the viewers about zoya’s strengths, similar to some of the previous encouragement previously stated by several other women in the ads. here, the ad tries to persuade the viewers that the hijab style designed by zoya is suitable for a housewife. the simple design displays a red dress and a yellow veil, representing a dedicated, independent mother. the bag brought by her complements her appearance as a mother, ready to shop for essential goods for all family members. in short, the representation of muslim women related to jobs in zoya hijab video advertisements does not always go along with the gender stereotypes suggested by brannon (2004), hendrawan and nurfajrin (2015), and alagappar and selvaratnam (2014), in which women are characterized as working mainly in the domestic area. here, the conceptual representation of women as a career woman, a student, as well as a medical doctor is similar to that of kataria & pandey (2014) who found out that women were mostly described as a decision-maker, a woman with a free spirit and an independent woman. behaviors regarding behaviors, muslim women are portrayed as always trying to be better and radiating warmth to the family trying to be better data 10 (minutes 00: 00-00: 03) voice: zoya mendukung perubahanku lebih baik lagi (zoya supports my changes to be better). muslim women representation nobel: journal of literature and language teaching 150 volume 12, number 1, april 2021, 136-157 figure 9: a muslim woman’s behaviour the written text “my true friend” with the background of some muslim women’s clothings on display and the woman who is a famous model, laudya cinthya bella, in the advertisement shows that the fashion design created by zoya has the potential to become a good friend in life. this means that the fashion will always be with her everywhere she is. alternatively, it becomes a guideline for other women to wear an everyday dress. this is then followed by the voice saying that, “zoya mendukung perubahanku lebih baik lagi” (zoya supports my changes to be better). this spoken language is the start of the encouragement that zoya has had an essential role in women’s lives, that is, to help them to behave better than before. the facial expression with the smile shows gratitude, and the glance of the eyes that do not direct at the camera shows that the woman’s imagination about her past without hijab. then she decided to wear a hijab. with the hijab, the beautiful female model is always compelled to behave as a good woman. she has started her transformations by wearing a hijab, and it has improved her behavior and attitude ever since. giving warmth and happiness to the family data 11 (minutes 00: 38-00: 40) voice: aku bisa menyalurkan kehangatan dalam keluargaku (i can channel warmth to all members of my family) figure 10: a muslim woman behavior a few minutes earlier in the ad, a visual action is shown. the woman in the advertisement held a video call with her mother and sister. then, she moves to the mosque background, where the woman in the advertisement goes to the mosque when she hears the adhan (calling for siti ramlah, zuliati rohmah, & diana nur sholihah nobel: journal of literature and language teaching 151 volume 12, number 1, april 2021, 136-157 prayers), which is followed by an oral language accompanied by a written text, “aku bisa menyalurkan kehangatan dalam keluargaku” (i can channel warmth to all members of my family). what is meant by channeling warmth towards the family is that she is the one who is obedient to god’s call for prayers on time, thus, can have a positive impact on the family. because keeping prayers at times is the same as keeping love for parents because each prayer is usually followed by sending prayers for the whole family, especially parents. in short, the representation of muslim women’s behaviors in the zoya hijab advertisement, muslim women are trying to improve themselves; therefore, they are able to bring happiness to the family. traits analysis on traits shows that confidence, steadfastness, self-awareness, honesty, and independence are among the qualities attached to the muslim women in veils. confidence data 13 (minutes 00: 03-00: 09) voice: dia yang memahami cantikku seutuhnya, dia yang membuatku tampil percaya diri (it is the one that fully understands my beauty that makes me look confident). figure 11: confident muslim women the written language that reads, “model hijabnya menyempurnakan bentuk wajah,” is the motivation for women that by wearing a hijab, everyone can improve her appearance, making her confident in interacting with friends. then, the spoken language, which says, “dia yang memahami cantikku seutuhnya, dia yang membuatku tampil percaya diri (it is the one that fully understands my beauty that makes me look confident)” informs the viewers that it is zoya hijab that can understand the beautiful side of women and complete the beauty by its design that muslim women representation nobel: journal of literature and language teaching 152 volume 12, number 1, april 2021, 136-157 makes the muslim women have personal confidence. it is also a persuasion to buy zoya hijab since it positively impacts making women confident to make relationships with other people. the visual image portrays two women depicted embracing and smiling at each other. the stylish hijabs with a combination of colors worn by both increase their confidence when interacting with one another. this ad sends a message that wearing a hijab can make women more confident and be accepted by people from different levels of society. steadfastness data 14 (minutes 00: 01-00: 07) voice: setiap hari aku bertambah tegar, melihat lebih jelas melalui pencapaian dan pengabdian (every day i become more determined to see more clearly through my achievement and devotion). figure 12: a steadfast muslim woman the traffic density and congestion are shown in the advertisement to describe an important trait owned by the woman in the ads: steadfastness. despite the bad traffic, lula kamal shows her persistence in carrying out her everyday activities in her fashionable, colorful hijab produced by zoya. she throws away her bad emotion and shifts it into a positive thing by reading a newspaper. the women’s voice, “setiap hari aku bertambah tegar, melihat lebih jelas melalui pencapaian dan pengabdian (every day i become more determined to see more clearly through achievement and devotion)” highlights the visual image portraying the dedicated woman in her modish hijab despite the stressful situation due to the awful traffic. the breath of the woman celebrity displayed in the advertisement shows her skills in managing her emotion. the expression on her face shows that her achievements and dedication so far are the result of determination against various obstacles that she consistently applies to achieve success. hence, in this ad, the hijab presents the portrait of persistent women. self-awareness data 15 (minutes 00: 23-00: 28) siti ramlah, zuliati rohmah, & diana nur sholihah nobel: journal of literature and language teaching 153 volume 12, number 1, april 2021, 136-157 voice: dimanapun aku, selalu kuingat siapa diriku (wherever i am, i always remember who i am). figure 13: a self-aware muslim woman the hustle and bustle of a career woman with important events make her go to various places. this is shown in the ad with lula kamal as the actress playing a career woman wearing a tasteful outfit. the written text shows that zoya creates the veil. the visual image combined with the oral expression, “dimanapun aku, selalu kuingat siapa diriku” (wherever i am, i always remember who i am), exhibits her self-awareness as a muslim woman. she is fully aware of her identity as a muslim woman who always wears a hijab and covered her body wherever she is. the woman’s expression with closed eyes and a smiling face indicates that she always promises to be consistent with the hijab. she will try hard to keep her identity as a muslim woman with a hijab, whatever problems she will confront in the process. thus, data 15 provide a woman’s representation with self-awareness as her trait. muslim women representation nobel: journal of literature and language teaching 154 volume 12, number 1, april 2021, 136-157 honesty data 16 (minutes 00: 06-00: 10) voice: namun mewujudkan apa yang kamu cintai dan menjadi jujur akan dirimu sendiri (but realizing what you love and being honest to yourself). figure 14: an honest muslim woman the ad contains spoken language, “namun mewujudkan apa yang kamu cintai dan menjadi jujur akan dirimu sendiri” (but realizing what you love and being honest with yourself), which is a reflection that achieving everything a muslim woman aspires to or realizing the target of life must be done honestly, not by cheating or unethical action. honesty is one of the characteristics of muslim women who wear hijab. the written text in the ad, “medina zein indonesian entrepreneur,” states that a woman entrepreneur wearing a hijab is portrayed as having honesty as her important attribute. a smiling facial expression with eyes looking up displays that what she says is one of the principles of her life that should not be shaken by anything even though she is a fashion and hijab businessman. it is apparent that what she says is coming from her heart that business is not always bad. honesty in doing business will make her worthwhile. independence data 17 (minutes 00: 14-00: 19) voice: jauh dari rumah membuat aku terlatih untuk menjadi wanita yang mandiri (away from home makes me trained to be an independent woman). figure 15: an independent muslim woman siti ramlah, zuliati rohmah, & diana nur sholihah nobel: journal of literature and language teaching 155 volume 12, number 1, april 2021, 136-157 the landscape of singapore city is revealed in the ad, and the woman’s position in the advertisement in the car informs the viewers that she is not at home with her family. she is in a city abroad to pursue her career. the position of looking outward from the side glass of the car shows that she is contemplating on her life that has brought her to the success she is achieving right now. the visual image is accompanied by the oral language, “jauh dari rumah membuat aku terlatih untuk menjadi wanita yang mandiri” (away from home makes me trained to be an independent woman). this hijab woman represents a person who has an independent nature, is not always dependent or spoiled by her family. the muslim woman described here has a positive attitude due to self-training, and she is consistent with the hijab even though far away from home. concluding about the traits of muslim women represented in zoya hijab advertisements, including confidence, steadfastness, self-awareness, honesty, and independence, is similar to the portrait of modern women mentioned by setiawan (2008). the features he attributed to the ‘new women’ are independent, active, and sexy. only the last one is not assigned to the muslim women represented in zoya hijab advertisements. conclusion by using multimodal analysis focusing on visual and verbal data in the zoya hijab video advertisements based on kress & van leeuwen’s visual grammar (2006) and halliday’s (1994) systemic functional linguistics, the researchers have found muslim women portrayal in the video ads in the forms of physical appearance, occupation, behavior, and traits. the muslim women apparent in the ad wear the type of outfit normally worn by common muslim women but with smart and stylish designs. seen from their physical appearance, the muslim actresses are graceful in their hijab. with their glowing aura, they look stunning in their fashionable hijab. in terms of conceptual representation, zoya hijab video advertisements represent muslim women as career women, students, health practitioners, models, and homemakers—complete roles both in public and domestic spheres. zoya hijab video advertisements also show respected behaviors of muslim women who are always trying to be better and giving happiness to their families. additionally, the flow of events or the processes of doing, acting, and events in the advertisements represent muslim women as having self-reliance, persistence, selfawareness, integrity, and independence as the attributes assigned to the muslim women in veils. muslim women representation nobel: journal of literature and language teaching 156 volume 12, number 1, april 2021, 136-157 an advertisement as a tool to boost the marketing of a product presents pictures of muslim women who become the target of its market by bringing positive portrayal of the actresses of the same gender. in the advertisements, the muslim women with their hijab are portrayed as motivators to the viewers. instead of being weak, the muslim women are portrayed as having equal quality with the viewers or even better quality than them in physical appearance, occupations, behaviors, and traits. references acevedo, c. r., nohara, j. j., arruda, a. 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(2008). women as sex objects and victims in print advertisements. sex roles, 58(2008), 579-589. doi: 10.1007/s11199-007-9359-1 http://digitalcommons.unl.edu/businessdiss/34 https://www.iiste.org/journals/index.php/rhss/article/view/16823 https://etheses.uin-malang.ac.id/ https://pure.au.dk/ http://www.etd.lsu.edu/ volume 12, number 1, april 2021, 91-111 available at http://jurnalfahum.uinsby.ac.id/index.php/nobel/article/view/372 doi: 10.15642/nobel.2021.12.1.91-111 integrating social media into english language learning: how and to what benefits according to recent studies kadek puspa ariantini1, ni komang arie suwastini2, ni luh putu sri adnyani3, gede rasben dantes4, i gusti agung sri rwa jayantini5 universitas pendidikan ganesha, jl. udayana no. 11, singaraja, indonesia1,2,3,4 universitas mahasaraswati, jl. kamboja no. 11a, denpasar, indonesia5 article info abstract social media has become an integral part of life, including in the field of education. this study aimed to explore social media as a teaching and learning tool, its use, and its benefit for students of english as foreign language. this study applied library research from george (2008), where the sources of the data were previous studies on the use of social media in the context of english as foreign language, published in reputable international journals or accredited national journal ranked sinta 1, sinta 2, and sinta 3, between 2015 to 2020. the review revealed that youtube, whatsapp, facebook, instagram, and twitter have been frequently applied as english learning media through various activities that matched the features provided by the respective social media. their implementations in english learning have been argued to positively impact the students’ language skills, vocabulary, grammar, pronunciation, spelling, motivation, as well as their creative and critical thinking. these results reflect a positive attitude toward social media as an inseparable part of the students’ 21st-century learning contexts. however, more studies need to be conducted to optimize the use of social media for improving students’ english and their 21st-century skills. article history: received march 2021 accepted april 2021 published april 2021 keywords: 21st-century skills, english as foreign language; social media; learning media ©2021 uin sunan ampel surabaya correspondence: p-issn 2087-0698 email: arie.suwastini@undiksha.ac.id e-issn 2549-2470 http://jurnalfahum.uinsby.ac.id/index.php/nobel/article/view/ kadek puspa ariantini, et al. nobel: journal of literature and language teaching 92 volume 12, number 1, april 2021, 91-111 introduction with the exponential development of information/communication technology (diamandis & kotler, 2012), life has changed, affecting the skills needed by future occupations and how people learn to prepare for these coming occupations (trilling & fadel, 2009). as digital devices become very affordable for most people, they become parts of people’s daily lives, including studying (dantes et al., 2017; artana et al., 2018; dantes et al., 2019; suwastini et al., 2020, utami et al., 2021). one of the most generic digital technologies used by most of the world’s population is social media (abu-shanab & al tarawneh, 2015; xodabande, 2017), with 3.6 billion users in 2020 globally (statista, 2020). this growing number of social media users opens more contextual learning opportunities (anggraeni, 2018; boholano, 2017; lau, 2018; song & bong, 2016; listiani, 2021). it is because they can provide relevant information, sharing knowledge, ideas, thoughts, life stories with the support to accessing course content, video clips, material transfer, instructional notes (ansari & khan, 2020; baruah, 2012; beemt, thurlings, & willems, 2019; eyo, 2016). in the increasingly fragmented society of the 21st century, social media can provide social connectivity in everyday human life (alsaadat, 2018) because they can assist in communication, interaction, and collaboration (assegaff et al., 2016), which are in line with 21st-century skills that should be developed to prepare the students for their future (trilling and fadel, 2009; puspawati et al., 2021). according to chisenga et al. (2014), there are fifteen categories of social media applications, namely audio sharing applications, blogging applications, micro-blogging applications, social networking services, voice over internet (voip) applications, academic social networking sites, social bookmarking applications, online calendars, photo sharing applications, presentations, video sharing applications, online collaboration applications, online mapping tools, cloud storage applications, and discussion platforms. among these fifteen categories, social media primarily used in indonesia are youtube, whatsapp, facebook, instagram, twitter, line, messenger, linkedin, and telegram (statista, 2020). recent studies have focused on applying social media to improve student’s general learning skills, media literacy, learning performance, and motivation (boholano, 2017; camus et al., 2018; lundy & stephen, 2015; ma’azi & janfeshan, 2018; menzies, petrie, & zaab, 2017). specific to english learning, social media have been argued to support students’ english proficiency (ahmed, 2019; alwehaibi & adulrahman, 2015; espinosa, 2015; listiani et al., 2021) while improving their multiliteracies (eisenlauer, 2020; elkaseh, wong & fung, 2016), their intercultural awareness (ozdemir, 2017), critical thinking (pattanapichet & wichadee, 2015), in more authentic learning (vanek, king & bigelow, 2018) with more independent and integrating social media nobel: journal of literature and language teaching 93 volume 12, number 1, april 2021, 91-111 self-regulated learning (wang & chen, 2018). various studies have argued on the benefits of implementing social media for improving the students’ english skills (i.e., al-arif, 2019 and damanik, 29019) as well as students’ vocabulary, grammar, and spelling (i.e., aloraini, 2018; ayuningtyas, 2018; çetinkaya & sütçü, 2018; pérez-sabater & montero-fleta, 2015; listiani et al., 2021). however, preliminary observations on the previous studies showed that not all social media had been implemented as learning media, especially in english language learning. closely related to the data provided by statistia (2020), the social media most often researched in indonesia related to its implementation in efl are facebook, youtube, twitter, instagram, and whatsapp. what is more important is that it is also observed that the implementations of social media in efl are still conducted partially, leaving some of their potentials untouched. one of the most striking examples is the lack of studies that observe the use of youtube videos for improving students’ grammar despite the many videos about grammar use in youtube and the lack of studies that implement facebook/whatsapp for improving students’ spelling despite its compatibility with the device’s spelling check feature. thus, the present study will critically review previous studies that implement social media as in efl. it aims to provide a comprehensive summary of what social media have been implemented as learning media in efl contexts, what activities have been conducted to improve students’ english, how they can be optimized, what benefits have been proven by the previous studies, and the possibilities of gaining more benefits. as a preliminary study, this library research can spark ideas on what social media can be implemented and what activities can be conducted to benefit the students’ english. method as a preliminary study, the present study was conducted as library research that utilized previous studies related to the topic under investigation (george, 2008). the following diagram describes how george’s diagram of the library research process is adopted into the present study. kadek puspa ariantini, et al. nobel: journal of literature and language teaching 94 volume 12, number 1, april 2021, 91-111 figure 1: adapting george’s (2008) model of library research procedure as illustrated in the above diagram, the first step in this study identified the topic to be researched. in this step, the researcher identified the topic of social media that can be used for teaching. the second step was proposing the research questions, namely what social media have been implemented in efl, what activities have been conducted in the implementation of social media in efl, and what benefits have been proven by implementing social media in efl. the third step was determining the research plan, including browsing and skimming for information related to the research questions by reading books, articles, websites, and observing social media. in the fourth step, three decisions were made. firstly, the databases used for selecting the data sources were determined, namely semantic scholar, education research information center (eric), google scholar, taylor & francis online (tandfonline), and science and technology index (sinta). secondly, the references used as data sources were determined, namely articles supported with relevant websites and applications for observing the social media implemented in the previous studies. thirdly, google scholar was decided as the application used for retrieving the articles. due to the research’s independent funding, the present study only used articles that are open source. the fifth step determined the criteria of the articles used as sources in this study: the articles were published in reputable international journals indexed by scopus and national journal integrating social media nobel: journal of literature and language teaching 95 volume 12, number 1, april 2021, 91-111 accredited by science and technology index (sinta), index sinta 1, sinta 2, and sinta 3 and they were published between 2015 to 2020. the keywords used for retrieving the articles were “social media and efl,” “benefits of social media in efl,” “improving english with social media.” with these keywords, around forty-two articles were retrieved. they were then closely read in the sixth step, from which it was determined that most of the articles retrieved implemented either facebook, youtube, whatsapp, twitter, and instagram. it was decided that the present study would be limited on the use of these five social media in english learning, followed by the exclusion of articles irrelevant to the five social media. another search was conducted to retrieve more articles related to the use of these five social media in english learning using the keywords “youtube improving english,” “facebook for improving english,” “whatsapp for improving english,” “twitter for improving english,” “instagram for improving english.” these cyclic processes resulted in thirty-two articles used as sources in this present study: twenty-five were published in reputable international journals. seven of them were published in accredited national journals. in the seventh step, the thirty-two articles were then critically read to gain insights. the articles arguing for facebook, youtube, whatsapp, twitter, and instagram were summarized, activities in their respective implementations were mapped, and the benefits argued from each implementation were synthesized. from these insights, theses for answering the research questions were proposed in step eight. in the next step, the theses were then elaborated into arguments about the types of social media used in english learning, the activities implemented, what could be done more, and what benefits offered by these implementations were outlined. the outline was then developed into the draft of the research report in this article, which was then revised according to further readings of the articles and suggestions from colleagues and reviewers. results and discussions the social media implemented as teaching and learning tools the research’s first question was to identify the social media mainly used as learning tools in english learning. the question was first answered in the fifth and sixth step of the research when a general search on social media use in the efl context was conducted using general keywords “social media” instead of social media’s specific names. the search results confirmed the data from statistia.com on the most used social media in 2020. it was then decided that the present study would focus on the five most researched social media for learning kadek puspa ariantini, et al. nobel: journal of literature and language teaching 96 volume 12, number 1, april 2021, 91-111 media in efl contexts, namely instagram, youtube, facebook, whatsapp, and twitter. the reading of the thirty-two articles summarized the mapping of the study’s social media as follows. figure 2: social media used in efl from figure 2 above, it can be observed that out of the thirty-two studies selected as the source of data for the present study, eighteen of them reported on the implementation of facebook in efl contexts, followed by whatsapp with ten studies, youtube and instagram were reported to be used in eight studies. meanwhile, six studies used twitter in the efl context. it should be noted that by any means, this diagram represents the actual numbers and percentage of researches that implemented social media for improving students’ english. the study only included those reported in reputable international journals and accredited national journals (ranked sinta 1, sinta 2, and sinta 3). only articles marked as open source and can be accessed without subscription included in this study. however, the revelation of facebook as the most implemented social media for learning tools in the efl context among the thirty-two studies investigated in this study is parallel with the several surveys that reveal facebook as the most used social media. the websites https://www.statista.com/topics/2478/mobile-social-networks/, https://buffer.com/library/social-media-sites/, https://revive.digital/blog/most-popular-socialmedia/, https://spark.adobe.com/make/learn/top-social-media-sites/, https://www.dreamgrow.com/top-15-most-popular-social-networking-sites/ list facebook as the most used social media. with more than 2 billion users worldwide, it is understandable that researchers such as al-arif (2019), akayoğlu et al. (2020), alshabeb & almaqrn (2018), alshenqeeti (2018), badri et al. (2018), çetinkaya & sütçü (2018), elkaseh et al. (2016), 18 10 8 8 6 0 5 10 15 20 25 30 facebook whatsapp youtube instagram twitter a m o u n t social media social media used in language learning https://www.statista.com/topics/2478/mobile-social-networks/ https://buffer.com/library/social-media-sites/ https://revive.digital/blog/most-popular-social-media/ https://revive.digital/blog/most-popular-social-media/ https://spark.adobe.com/make/learn/top-social-media-sites/ https://www.dreamgrow.com/top-15-most-popular-social-networking-sites/ integrating social media nobel: journal of literature and language teaching 97 volume 12, number 1, april 2021, 91-111 espinosa (2015), ghouali & benmoussat (2019), klimova & pikhart (2019), majid & stapa (2017), ozdemir (2017), ramdani & widodo (2019), pattanapichet & wichadee (2015) rodliyah (2016), siddig (2020), suswati & saleh (2019), and vanek, king & bigelow (2018) chose to observe how facebook impacted the students english. çetinkaya & sütçü (2018), espinosa (2015), siddig (2020), for example, saw this preference among their students as the opportunities to prompt english practices through a media that they use voluntarily. for ramdani & widodo (2019), facebook promotes english learning engagement because they feel at ease with this social media. rodliyah (2016), on the other hand, seized the discussion group feature on facebook as the right platform to prompt students to write and speak in english, as well as to listen to and read their friends’ opinions through group interactions. the survey from https://www.statista.com/topics/2478/mobile-social-networks/ recognizes whatsapp as the most used messaging application in the world. its implementation in efl seemed to have been inspired by the exact reason for its popularity: the ease of use offered by whatsapp (akayoğlu et al., 2020; al-arif 2019). for example, ayuningtyas (2018), çetinkaya & sütçü (2018), and damanik (2019) relied on the accessibility of whatsapp through mobile devices to promote english among their students. minalla (2018) saw the group chat feature offered by whatsapp as a place to share ideas. likewise, awada (2016) perceived the whatapp group chat as a suitable place for sharing explanations and teaching material. for rajab & al sadi (2015), siddig (2020), and suswati & saleh (2019), whatsapp is one of the technologies that made learning english more accessible, more interesting, and more contextual to the students’ 21st-century context. youtube may come third and in a tie with instagram among the thirty-two studies investigated here. yet, many articles reporting the use of youtube in efl contexts were locked behind a paywall and thus inaccessible for this study. as the second most used social media globally according to https://buffer.com/library/social-media-sites/ https://revive.digital/blog/most-popular-social-media/, https://spark.adobe.com/make/learn/top-social-media-sites/, and https://www.dreamgrow.com/top-15-most-popular-social-networking-sites/, youtube has been widely implemented as learning media because it is one of the most visited social media globally (alshenqeeti, 2018; alwehaibi, 2015; eisenlauer, 2020; siddig, 2020; wang & chen, 2019; yusri et al., 2018). according to al-arif (2019) and alshabeb & almaqrn, 2018; youtube appeals to students because it is fun, easy to access, and offers a wide range of videos with interactivity connects the students globally. for alshenqeeti (2018), youtube has features that allow uploading, sharing, and watching videos that offer various formats and content that https://www.statista.com/topics/2478/mobile-social-networks/ https://buffer.com/library/social-media-sites/ https://spark.adobe.com/make/learn/top-social-media-sites/ https://www.dreamgrow.com/top-15-most-popular-social-networking-sites/ kadek puspa ariantini, et al. nobel: journal of literature and language teaching 98 volume 12, number 1, april 2021, 91-111 can be very useful to facilitate the students’ learning interests. alwehaibi (2015) focused on the wide range of content shared through youtube as a platform to provide their students with relevant information to facilitate university students’ problem-solving skills. the audiovisual nature of youtube content has been seen as a pivotal point that makes youtube preferred by students (yusri et al., 2018). together with youtube, instagram is also widely used by students today. among the thirty-two studies observed, eight studies argue for the use of instagram as media for learning english (al-arif, 2019; akayoğlu et al., 2020; aloraini, 2018; alshabeb & almaqrn, 2018; gunantar & transinata, 2019; prasetyawati & ardi, 2020; suswati & saleh, 2019; wulandari, 2019). for prasetyawati & ardi (2020) and gunantar & transinata (2019), the caption feature on instagram promotes students’ motivation to write in english. besides, instagram has also been widely used for uploading short videos and recorded information. for wulandari (2019), this feature motivates the students to speak in english. twitter has ranked the fourth most visited social media according to https://www.adobe.com/express/learn/blog/top-social-media-sites. twitter has been widely used as learning media (chawinga, 2017; tur & marin, 2015), including english learning. among the thirty-two studies observed, six of them identified twitter as the media used by efl students (akayoğlu et al., 2020; alshabeb & almaqrn, (2018); alshenqeeti (2018); badri et al. (2017); pérez-sabate & montero-fleta, (2015). for pérez-sabate and montero-fleta (2015), twitter’s interactivity promotes the development of students’ vocabulary. al-arif (2019), akayoğlu et al. (2020), and badri et al. (2017) saw interactivity as an opportunity to promote communicative skills and collaborations among students. from the thirty-two articles reviewed in this study, the five top social media used in efl are facebook, whatsapp, youtube, instagram, and twitter. although the study limits the articles used as the source of data in such a way that it could only include thirty-two articles, which is in no way representative of all studies concerning the use of social media in efl, these five top social media identified in this study do correlate with the general trend in social media users. facebook, youtube, instagram, and twitter are the four top most popular social media in 2020, according to https://www.adobe.com/express/learn/blog/top-social-mediasites. in the meantime, whatsapp is considered the most popular messaging application in the world by https://www.statista.com/topics/2478/mobile-social-networks/. thus, the use of these most popular social media in efl indicates that researchers and educators have been keeping up with the 21st-century contexts of their students by utilizing the students’ digital literacy and their digital lifestyle as an opportunity to promote more effective learning. https://www.adobe.com/express/learn/blog/top-social-media-sites https://www.adobe.com/express/learn/blog/top-social-media-sites https://www.adobe.com/express/learn/blog/top-social-media-sites https://www.statista.com/topics/2478/mobile-social-networks/ integrating social media nobel: journal of literature and language teaching 99 volume 12, number 1, april 2021, 91-111 however, as chisenga et al. (2014) indicate, there are many more social media available, which could be beneficial for educational purposes, such as academic social networking sites (i.e., mendeley and researchgate), presentations (i.e., slideshare and slidesix), cloud storage applications (i.e., dropbox and skydrive) and discussion platforms (i.e., google groups and dgroups). most of these applications have been widely used and implemented by researchers and academicians. however, their specific contributions as learning media in efl contexts seemed to have not been made formally researched and documented. it indicates broad choices for future research topics concerning these social media implementations to improve students’ english or improve general instructions. activities in social media used as tools of teaching and learning in line with social media classifications from cisenga et al. (2014), facebook, whatsapp, and instagram belong to social networking service (sns). youtube belongs to the videosharing application, while twitter belongs to the microblogging application. these social media allow students to create an account for free and to become fans of other accounts. in facebook and whatsapp, students can “add’ other people’s accounts; in instagram and twitter, it is called to “follow,” and in youtube, it is called to “subscribe.” sns like facebook and whatsapp provides features for uploading or sharing pictures and videos, liking or disliking someone’s updates, commenting on other people’s sharing, making groups, and doing personal chat. video-sharing applications like youtube only allow sharing videos, browsing for videos, commenting on shared videos, like or dislike shared videos, and sharing videos to other applications. microblogging like twitter has video and picture sharing, too. it allows only four pictures and one video simultaneously, with a limited number of characters for its updates and contents. these features have been utilized in previous studies for improving instructions (boholano, 2017; camus et al., 2016; chawinga, 2017; lundy and stephens, 2015; zachos et al., 2018). among the use of social media observed in the thirty-two articles investigated in the present study, facebook, whatsapp, youtube, instagram, and twitter have been implemented in efl contexts through 5 major activities, namely activity 1: sharing/finding information/media/ material; activity 2: joining/ following/making account; activity 3: making/doing group activity/q and a/ online discussion; activity 4: posting assignment/ summary/ video; and activity 5: practicing language skills/vocabulary/grammar/spelling. the following diagram displays these activities among social media implementation as learning media in the efl context. kadek puspa ariantini, et al. nobel: journal of literature and language teaching 100 volume 12, number 1, april 2021, 91-111 figure 3: activities of language learning with the implementation of social media from figure 3 above, it can be observed that the thirty-two articles observed in this study mostly identified the collective use of most of the possible activities allowed by the features provided by the social media. studies on facebook as learning media in the efl context have identified that the learning process activities included all five major categories. the most often used feature identified by the total twenty-two studies on the use of facebook was sharing/finding information such as journals, articles, and videos (akayoğlu et al., 2020; alshenqeeti, 2018; elkaseh et al., 2016; espinosa, 2015; ghouali & benmoussat, 2019; pattanapichet & wichadee, 2020; rodliyah, 2016; ramdani & widodo, 2019; rodliyah, 2016; siddig, 2020). ten studies reported that making/doing group activities or question and answer, or online discussion can be done in a group or facebook page (al-arif, 2019; alshabeb & almaqrn, 2018; espinosa, 2015; klimova & pikhart, 2019; ozdemir, 2017; pattanapichet & wichadee, 2020; ramdani & widodo, 2019; rodliyah, 2016; siddig, 2020; vanek, king, & bigelow, 2018). nine studies identified the activity of practicing language skills, vocabulary, grammar, or spelling through watching videos, doing an online presentation, and making summary (al-arif, 2019; ghouali & benmoussat, 2019; klimova & pikhart, 2019; pattanapichet & wichadee, 2020; rodliyah, 2016; suswati & saleh, 2019; rajab & al-sadi, 2015; rodliyah, 2016; siddig, 2020). eight studies identified the activity of posting assignments in the form of videos, summary, or essay (espinosa, 2015; ghouali & benmoussat, 2019; klimova & pikhart, 2019; majid & stapa, 2017; pattanapichet & wichadee, 2020; rodliyah, 2016; suswati & saleh, 2019; vanek et al., 2018). the least used feature is joining/following/making accounts by joining english language forums which were only identified in two studies (al-arif, 2019; alshabeb & almaqrn, 2018). 10 2 10 8 9 7 0 8 1 4 9 0 0 5 1 4 0 0 6 2 4 1 0 1 0 0 2 4 6 8 10 12 activity 1 activity 2 activity 3 activity 4 activity 5 a m o u n t activities of language learning with the implementation of social media facebook whatsapp youtube instagram twitter integrating social media nobel: journal of literature and language teaching 101 volume 12, number 1, april 2021, 91-111 the use of whatsapp as learning media in efl context is mainly used for making/doing group activities or question and answer, or online discussion (al-arif, 2019; akayoğlu et al., 2020; awada, 2016; ayuningtyas, 2018; damanik, 2019; siddig, 2020; suswati & saleh, 2019). question and answer can be conducted through whatsapp group chats or using voice notes to increase verbal interaction (damanik, 2019; minalla, 2018). whatsapp is also valuable for sharing/finding information, media, or material which can be done through making learning community/group (al-arif, 2019; akayoğlu et al., 2020; ayuningtyas, 2018; çetinkaya & sütçü, 2018; damanik, 2019; siddig, 2020; suswati & saleh, 2019). in terms of practicing language skills, vocabulary, grammar, or spelling which are identified in four studies, whatsapp can be modified for reading activity (damanik, 2019; minalla, 2018; rajab & al-said, 2015; suswati & saleh, 2019). additionally, suswati & saleh (2019) reported that whatsapp is useful in posting assignments in the form of videos, summaries, or comments, which can be managed through whatsapp group chats. meanwhile, youtube is mainly used for sharing/finding information, media, or material, especially in the form of educational videos (al-arif, 2019; alwehaibi, 2015; eisenlauer, 2020; wang & chen, 2019; yusri et al., 2018; yusri et al., 2018). alwehaibi (2015) and al-arif (2019) reported that they gain information from the videos and write the obtained information. youtube also enables its users to post assignments in the form of videos, summaries, or comments (alshenqeeti, 2018; alwehaibi, 2015; eisenlauer, 2020; wang & chen, 2019; yusri et al., 2018). oral presentation assignments let the students practice their speaking. however, youtube is rarely used for the fifth category, where only alwehaibi (2015) reported the use of youtube as a place to present an oral presentation. meanwhile, the second and the third categories for youtube were not identified in any study. studies on instagram as learning media in efl context mainly were found for online discussions, such as giving online feedback on student’s work in the comment section (akayoğlu et al., 2020l; al-arif, 2019; aloraini, 2018; alshabeb & almaqrn, 2018; prasetyawati & ardi, 2020; suswati & saleh, 2019). akayoğlu et al. (2020), al-arif (2019), alshabeb & almaqrn (2018), and gunantar & transinata (2019) reported the use of instagram for sharing/finding information, media, or material. furthermore, practicing language skills, vocabulary, grammar, or spelling through the video creation and video upload was identified in two studies by alshabeb & almaqrn (2018) and suswati & saleh (2019). uploading book reviews, article reviews, or videos to the instagram account was assignment submissions identified by wulandari (2019). however, recent studies have not identified either using instagram for following accounts as part of activities for improving english. it is unexpected kadek puspa ariantini, et al. nobel: journal of literature and language teaching 102 volume 12, number 1, april 2021, 91-111 because there are instagram accounts that focus on english learning, such as @english_grammar_and_idioms (https://www.instagram.com/english_grammar_and_idioms) or @englishbuster (https://www.instagram.com/englishbuster) that give valuable inputs about english usage. among other social media, twitter is the least used in the categories shown in figure 2. there were only four studies from akayoğlu et al. (2020), al-arif (2019), alshenqeeti (2018), and badri et al. (2017) reporting its use in sharing/finding information, media, or material. one study from alshabeb & almaqrn (2018) reported its use in following educators’ accounts and discovering new vocabulary. another study reported twitter for posting assignments by typing it (pérez-sabate & montero-fleta, 2015). meanwhile, there was not any study that identified the use of twitter for making/doing group activity/ question and answer/ online discussion. thus, only facebook has been used for all categories, while twitter was documented with the least activities for english learning. however, when reviewed from individual studies, some features that could have been very influential for the students were not optimally exploited. it is understandable that each study, especially those with controlled variables, might focus only on specific features. however, it is also a strong indication that further studies on the other features are also urgently needed for the same reason: they are all part of the students’ digital contexts of learning, and their implementations into the classroom would improve the learning process. the benefits of using social media as teaching and learning tools with the prevalence of social media, many benefits can be procured for students (boholano, 2017; camus et al., 2016). in the context of efl, social media have been argued to promote the practice of language skills, improve students’ vocabulary, grammar, pronunciation, and spelling, as well as prompt motivation and creativity. among the thirty-two articles observed in the present study, almost all of the benefits were identified in social media implementations into english lessons, as displayed in table 1. from table 1, it can be observed that facebook and instagram have been argued to improve students’ four skills, grammar, vocabulary, pronunciation, and spelling, while improving students’ learning motivation and creativity. youtube is deemed beneficial for students’ four skills, grammar, vocabulary, pronunciation, motivation, and creativity. whatsapp is argued to help students in the four language skills, vocabulary, pronunciation, motivation, and creativity, but not students’ grammar and spelling. meanwhile, twitter is https://www.instagram.com/english_grammar_and_idioms https://www.instagram.com/englishbuster integrating social media nobel: journal of literature and language teaching 103 volume 12, number 1, april 2021, 91-111 argued to support students’ speaking and writing skills, improving students’ vocabulary, pronunciation, spelling, and creativity. table 1. benefits of using social media for english learning no. social media benefits reading skills listening skills speaking skills writing skills grammar vocabulary pronun ciation spelling motivation creative/ critical thinking 1. facebook √ √ √ √ √ √ √ √ √ √ 2. whatsapp √ √ √ √ √ √ √ √ 3. youtube √ √ √ √ √ √ √ √ √ 4. instagram √ √ √ √ √ √ √ √ √ √ 5. twitter √ √ √ √ √ √ √ facebook has been deemed to improve student’s english proficiency (alshabeb & almaqrn, 2018; espinosa, 2015; siddig, 2020; wang & chen (2019). facebook has been argued to impact students’ reading skills (akayoğlu et al., 2020; al-arif, 2019; alshenqeeti, 2018; badri et al., 2017). facebook is also referred to have positively affected the students’ listening skills (al-arif, 2019; alshenqeeti, 2018). in terms of writing skills, akayoğlu et al. (2020), alshenqeeti (2018), ghouali & benmoussat (2019), klimova & pikhart (2019), majid & stapa (2017), suswati & saleh (2019), vanek, king, & bigelow (2018) argue that facebook can impact students’ written production positively. in the meantime, ramdani & widodo (2019), ozdemir (2017), and vanek, king, & bigelow (2018) have proven the improvement of their students’ speaking during the use of facebook in their efl class skills positively (ramdani & widodo, 2019). besides, students’ english vocabulary is also reported to be improved through the use of facebook by al-arif (2019), çetinkaya & sütçü (2018), and rodliyah (2016). besides, facebook is also argued to benefit efl students in terms of grammar (al-arif, 2019; rodliyah 2016), pronunciation (al-arif (2019), spelling (rodliyah, 2016), motivation (espinosa, 2015), as well as students’ creative and critical thinking (ozdemir, 2017; vanek, king, & bigelow, 2018; wang & chen, 2019). whatsapp is argued to positively affect the students’ efl learning (damanik, 2019, siddig, 2020). whatsapp is argued to improve students’ reading skills (al-arif, 2019; akayoğlu et al., 2020; badri et al., 2017; damanik, 2019; rajab & al-sadi, 2015; minalla, 2018). according to al-arif (2019), damanik (2019), and minalla (2018), video-sharing and voice-note features in whatsapp promote students’ listening and speaking skills. since whatsapp is a text-messaging application, its use for improving students’ writing skills has kadek puspa ariantini, et al. nobel: journal of literature and language teaching 104 volume 12, number 1, april 2021, 91-111 been widely researched (akayoğlu et al., 2020; awada, 2016; ayuningtyas, 2018; damanik, 2019; minalla, 2018). whatsapp has also been argued to improve students’ vocabulary (alarif, 2019; ayuningtyas, 2018; çetinkaya & sütçü, 2018; minalla, 2018), grammar (al-arif, 2019), pronunciation (al-arif, 2019), motivation (awada, 2016; minalla, 2018; rajab & alsadi, 2015), and students’ creativity (badri et al., 2017, damanik, 2019). in general, youtube is argued to promote better efl learning (alshabeb & almaqrn, 2018; alwehaibi, 2015; wang & chen, 2019). youtube has been hailed as the social media that can promote listening skills (al-arif. 2019; alwehaibi, 2015; wang & chen, 2019), speaking skills (al-arif, 2019; wang & chen, 2019; alshenqeeti, 2018), and improving students’ vocabulary (al-arif, 2019; alwehaibi, 2015; wang & chen, 2019), pronunciations (al-arif, 2019; alwehaibi, 2015; siddig, 2020), as well as their creative and critical thinking (al-arif, 2019; alwehaibi, 2015; yusri et al., 2018). perhaps it is because youtube relies mainly on videos as audiovisual media. they are best used to improve students’ listening and speaking skills, vocabulary, and pronunciation, both from having models from the videos and creating youtube content as parts of their english assignments. the audiovisual media also appeals to the students, motivating them to learn english (al-arif, 2019; alwehaibi, 2015; alshenqeeti, 2018). however, youtube videos often include subtitles and descriptions that can act as reading prompt for students (al-arif, 2019; alwehaibi, 2015). meanwhile, watching videos on youtube can also prompt students to make comments and summary in written form to improve their writing skills (al-arif, 2019; alwehaibi, 2015). responses toward the videos (both oral and written) and the making of spoken videos require students to practice their grammar while also getting familiarized with grammar in use through the videos they watch (al-arif, 2019). as social media combines pictures, videos, and captions as its main features, instagram has been argued to promote students’ overall english proficiency (alshabeb & almaqrn, 2018). instagram’s captions have been claimed to be beneficial prompts to improve the students’ reading and writing skills (al-arif, 2019; aloraini, 2018; suswati & saleh, 2019; gunantar & transinata, 2019), while the videos watched and shared are deemed beneficial for improving the students’ listening and speaking skills (al-arif, 2019; suswati & saleh, 2019). the consumption and production of videos and captions and instagram can promote students’ grammar, vocabulary, pronunciation, and spelling (al-arif, 2019; aloraini, 2018; alshabeb & almaqrn, 2018; gunantar & transinata, 2019; prasetyawati & ardi, 2020). as one of the most visited social media globally, instagram seemed to appeal to students’ motivation to learn, promoting their language productions (al-arif, 2019; akayoglu, 2020; suswati & saleh, 2019; integrating social media nobel: journal of literature and language teaching 105 volume 12, number 1, april 2021, 91-111 wulandari, 2019). most importantly, the productions of captions, pictures, and videos to be uploaded to the students’ instagram accounts is argued to have triggered creative thinking, along with critical captioning and commenting (al-arif, 2019; suswati & saleh, 2019). for badri et al. (2017), creative and critical thinking is one of instagram’s most important benefits for efl students. among the thirty-two articles reviewed in this study, six of them observed twitter as learning media in the efl context. the most referred benefit of twitter is its possibility to prompt creative and critical thinking among students (al-arif, 2019; alshenqeeti, 2018; pérezsabate & montero-fleta, 2015). for pérez-sabate & montero-fleta (2015), the limited number of characters allowed when tweeting and replying to a tweet prompts creative and critical thinking. writing something concisely includes the skill to synthesize opinion, which is more complicated than mere compositions without limitation of words. according to tur & marin (2015), such a creative and critical process can promote education in general. although twitter does not have a feature that detects grammatical errors, twitter is argued to improve students’ grammar (al-arif, 2019; pérez-sabate & montero-fleta, 2015). since twitter has a feature that allows the tweeting of short videos, it is deemed to be beneficial for improving student’s speaking skills and pronunciation (al-arif, 2019; alshenqeeti, 2018), although both the tweet and the videos are argued to promote vocabulary building (al-arif, 2019; pérez-sabate & montero-fleta, 2015). specifically for the tweets, its written nature is argued to be beneficial for improving students’ spelling (alshabeb & almaqrn, 2018; pérez-sabate & montero-fleta, 2015). from the above discussions, it can be observed that social media can be beneficial for improving students’ english. while facebook, whatsapp, youtube, and instagram are argued to improve students’ language skills, twitter’s benefit for improving students’ reading and listening skills is not yet revealed by the thirty-two articles investigated in this study. it is somewhat unexpected since twitter’s updates are mainly short texts, pictures, and short videos that should trigger quick comprehension of the texts and videos to promote reading and listening skills. in terms of language aspects, facebook, youtube, and twitter are agued to benefit students’ grammar, yet the same benefit is not documented in the implementation of whatsapp in efl. perhaps the intended colloquial nature of whatsapp chats does not promote grammatical sentences among students. still, whether or not this feature should be detrimental for students’ grammar should be considered an opportunity that needs to be researched further. while the five social media are deemed beneficial for students’ vocabulary and pronunciation, whatsapp and youtube have not been purported to improve students’ spelling. it is somewhat kadek puspa ariantini, et al. nobel: journal of literature and language teaching 106 volume 12, number 1, april 2021, 91-111 baffling because whatsapp is integrated into its mobile phone or desktop setting when using whatsapp desktop. it means all the sentences written in the chat (group and personal) can be set to mark spelling errors. unfortunately, the spelling error markers do disappear once the text is sent. thus, all five social media have been argued to improve students’ motivation, creativity, and critical thinking, except for twitter, whose motivational benefit has not been documented among the thirty-two studies. these results are remarkable because it reflects that students and teachers already recognize the converging of students’ digital lifestyle, the availability of digital thinking tools to support learning with the shifts in the importance of knowledge and how to extract them from/with the digital networks widely available in the 21st century. as trilling and fadel (2009) argued, the convergence of these four aspects has shifted how students learn and the learning process’s goal beyond the achievement of language skills, aspects, and content into the communicative, collaborative, creative, and critical skills of the 21st century. conclusion from the critical review of the thirty-two articles in this study, three broad conclusions can be derived. firstly, the five social media most researched in their implementations in efl contexts are facebook, whatsapp, youtube, instagram, and twitter. the use of the five social media as efl learning media are sharing/finding information, media, or material; followed by posting assignment, summary, or videos; and then making/doing group activities, questionand-answer, or online discussion; followed by practicing language skills, vocabulary, grammar, spelling; and the least popular activity documented is joining, following, or making account educational accounts. from these activities, the benefits argued by the previous studies are the improvements of the students’ reading, listening, speaking, and writing skills, vocabulary, pronunciation, spelling, motivation, and their creative/critical thinking. these findings reflect a robust change in social media treatment as a positive aspect of the students’ english learning. this conclusion is inspiring because the findings show that both teachers and students have now embraced the 21st-century contexts of digital lifestyles and learning tools as an integral part of the learning process toward the mastery of 21st-century knowledge and skills. while in no way the present studies provide a conclusively representative summary of all studies conducted on the implementation of social media for improving integrating social media nobel: journal of literature and language teaching 107 volume 12, number 1, april 2021, 91-111 students’ english, it is safe to suggest that further studies need to be conducted to cultivate the ever-developing features offered by social media to optimize the students’ learning process. references abu-shanab, e., & al-tarawneh, h. 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(2018). social media use in higher education: a review. education sciences. doi: 10.3390/educsci8040194 https://www.adobe.com/express/learn/blog/top-social-media-sites https://www.statista.com/topics/2478/mobile-social-networks/ https://buffer.com/library/social-media-sites/ https://revive.digital/blog/most-popular-social-media/ https://spark.adobe.com/make/learn/top-social-media-sites/ https://www.dreamgrow.com/top-15-most-popular-social-networking-sites/ volume 12, number 1, april 2021, 112-135 available at http://jurnalfahum.uinsby.ac.id/index.php/nobel/article/view/366 doi: 10.15642/nobel.2021.12.1.112-135 politeness strategies used by the students with regional multicultural background ribut surjowati  wijaya kusuma university, jl. dukuh kupang xxv no.54 surabaya, east java, indonesia article info abstract this study aimed to describe the politeness strategy used by the students of language and science faculty in wijaya kusuma surabaya university with different regional multicultural backgrounds. the data in this qualitative study were taken from 20 participants, in which 10 participants were non-javanese, and 10 participants were javanese. the data were collected, documented, transcribed, reduced, and coded to make the analysis easier. the analysis was done by following these procedures 1) the data were classified based on the students’ place of origin, types of politeness, and the strategies they used and displayed 2) the data were analyzed using brown’s and levinson’s theory of politeness strategies. the finding reveals that both groups of students used negative and positive politeness strategies; however, the types of strategies are different. the non-javanese students used strategies of apologizing and being pessimistic in negative politeness strategy while the javanese students used strategies of apologizing, hedging, and giving deference. in positive politeness strategies, the non-javanese students used strategies of avoiding disagreement, promising, exaggerating, and seeking agreement; meanwhile, the javanese students used avoiding disagreement, exaggerating, and giving for reason strategies. article history: received march 2021 accepted april 2021 published april 2021 keywords: politeness strategies, positive politeness, negative politeness, regional multiculture ©2021 uin sunan ampel surabaya correspondence: p-issn 2087-0698 email: surjowati88@gmail.com e-issn 2549-2470 http://jurnalfahum.uinsby.ac.id/index.php/nobel/article/view/ ribut surjowati nobel: journal of literature and language teaching 112 volume 12, number 1, april 2021, 112-135 introduction politeness is the expression of the speakers’ willingness and intention to lessen face threats done by certain face threats being acted towards another (mills, 2003). it is the ability to please others through external actions. it is also a social skill whose purpose is to confirm that everyone feels encouraged in social interaction (whatt; 2003 and foley; 1997). furthermore, yule (1996) states that politeness is a polite way of social behavior, which differs from culture to culture. every culture has a different perception of politeness concept. in other words, speakers of the same culture share similar assumptions and backgrounds. still, they differ between cultures, resulting in different perceptions of politeness. this interesting finding triggers some research about politeness strategy in a different culture by linguists (baresove, 2008, sukarno, 2018, anderson, 2009, aubed, 2012, salvesen, 2015). for example, sukarno (2018) investigated politeness strategies, linguistic markers, and social context to deliver requests in javanese. it showed that the social context determined four types of politeness strategies found; direct, indirect, less direct, and most direct. the linguistic markers found are sentence moods, speech levels, passive voice, and supposition/condition, which function as politeness strategies. furthermore, baresove (2008) explored politeness strategies in two different cultures, american and japanese, in delivering rejections in letters. it is found that different mechanisms underlying the rejection require different politeness strategies. it means that there are different ways of using politeness strategies in rejections between americans and japanese. moreover, aubed (2012) investigated five different patterns of direct polite requests, rendering these patterns from english into arabic to see how they are realized politeness request in english and arabic. he found that polite markers, which give the utterances the force of polite requests, in arabic are more than those in english. indonesians are always taught to practice politeness in their daily life either in behaving and communicating. the eastern culture, and particularly indonesian, plays a major role in influencing politeness strategies. the youngers respect the elders, the inferiors respect the superiors, such as doctor and patient, students, and lecturers. as eshghinejad and moini (2016) say in their research, most participants used a negative strategy when they sent in text messaging to their professors to show respect, deference, and distance. this means that while the students communicated with their lecturers, they preferred using negative politeness strategies to demonstrate their respect to their lecturers. politeness strategies nobel: journal of literature and language teaching 113 volume 12, number 1, april 2021, 112-135 the various studies mentioned previously have focused on the influence of different cultural backgrounds in politeness strategies, such as the strategies used by japanese vs. americans, english vs. arabic, norwegians vs. english (baresove, 2008, aubed, 2012, salvesen, 2015). the current study is focusing on using politeness strategies based on a smaller scope of cultural background. the writer tries to observe more details about politeness strategies by considering the participants’ regional multicultural backgrounds. knowing that indonesia consists of islands, it is assumed that various politeness strategies will be identified. thus, people will get information about politeness strategies that can be used to communicate well. politeness is then a culturally defined phenomenon that applies good manners and behavior intended to save the speaker’s or the addresses’ face (makejeva, 2017). brown and levinson (1987) point out that american culture is generally referred to as a culture highly applying positive politeness, which is quite different from japanese culture that emphasizes indirectness and politeness to prefer using negative politeness strategy (takano, 2005; fukushima, 2000). furthermore, various researches have shown that in japanese, direct realizations of acts that impose on the hearer, such as requests, refusals, or permission, are commonly used when the hearer has a different status from the speakers. meanwhile, indirect realizations must be implemented when the hearer is superior or a social distance between the communicators (barešová, 2008). this study aims to examine the use of politeness strategies by students having a different regional cultural background in the faculty of language and science, wijaya kusuma university surabaya. furthermore, this study did not analyze why a certain group of students using certain politeness strategies. review of literature pragmatic competence the concept of pragmatic competence originates from pragmatics, a subfield in linguistics which is the study of a language from the user point of view (crystal in kasper, 1997). al-erayani (2007) recognized pragmatics competence as the learners’ ability to use appropriate speech acts in a given speech act event and use appropriate linguistic forms. pragmatic competence is an essential part of communicative competence (lihui and jianbin, 2010). as kasper (2001) states, pragmatic competence refers to acquiring pragmatic knowledge, which is a basis for proper communication in real-time. ribut surjowati nobel: journal of literature and language teaching 114 volume 12, number 1, april 2021, 112-135 politeness politeness is a social phenomenon that promotes good interpersonal relations is, at present, undoubted. it is part of the socio-cultural knowledge of the people of society, a knowledge which is needed to have a normal life in that society (kazerooni and sams, 2015). as politeness has both non-linguistic and linguistic realizations, it is, therefore, regarded as part of the sociolinguistic, sociopragmatic, or communicative competence of the speakers of a certain language. based on this perspective, politeness is seen as the verbal actions by societies to facilitate interaction (lakoff, 1973). brown and levinson (1978) mention that politeness strategies are developed to save the hearers’ ‘face’ during the conversation. in other words, politeness is the use of some strategies through which humans understand and cooperate. holmes (1992) adds another definition of politeness which is as an act emphasizing the effort of being good to others. a polite person makes others feel comfortable. it is an act of being linguistically polite while building verbal communication with other people well. politeness, according to holmes, is an attempt to emphasize shared attitudes, values, and the effort to avoid intruding on other people. politeness strategies face in brown’s and levinson’s (1978) concept means the public self-image of a person. it leads to that emotional and social sense of self that every person has and expects everyone else to recognize (yule, 1996). in this case, all the people involved in communication intend to maintain two types of ‘face’ during interaction: positive face and negative face. positive face refers to the need to be accepted and liked by others and feel that the social group shares common goals. meanwhile, a negative face refers to the right to independence of action and the need not to be imposed on others. applying this notion of ‘face,’ politeness consists of positive politeness and negative politeness. brown and levinson (1987) propose four types of politeness strategies. the first strategy is positive politeness, defined as redress directed to addressee’s positive face, his main desire to his wants or actions acquisitions and value resulting from them should be thought as desirable. it is usually identified in groups of friends or where people in the given social situation know each other quite well. this strategy tries to minimize the distance between the speaker and hearer, which is carried out by expressing friendliness and solid interest in the hearer’s need to be respected (minimize the fta). the second strategy is negative politeness, which is the basic claim to politeness strategies nobel: journal of literature and language teaching 115 volume 12, number 1, april 2021, 112-135 territories, personal preserves, and rights to non-distraction (brown and levinson, 1978). the negative politeness strategy empathizes with the hearer’s negative face and emphasizes avoiding imposition on the hearer. types of negative politeness strategy are indirect asking forgiveness, minimize imposition, and indirect using indirect speech acts, asking questions, hedge, be pessimistic about things, giving deference, apologize to the other person, impersonalize things, state the imposition as a general social rule or obligation by using ‘request’ as a noun rather than ‘want’ as a verb, go ‘on record’ as incurring debt, or not ‘indebting’ to the other person, nominalize things. the third strategy is bald on record, which, unlike the negative and positive politeness strategies, does not try to minimize the threat to the hearer’s face, although there are ways that bald on-record politeness can be used in minimizing face-threatening acts implicitly, such as advising on a non-manipulative way. it is a direct way of saying things without any ministration on the imposition in a direct, clear, unambiguous, and concise way of saying things (brown and levinson, 1978). the last strategy is the off-record strategy, a communicative act in which people use indirect utterance to be polite. factors influencing the choice of strategies some speakers have certain reasons for choosing certain politeness strategies in communicating with others (brown and levinson, 1992) because the particular strategies intrinsically afford certain payoffs or advantages, and the relevant circumstances are those in which one of these payoffs would be more advantageous than any others. a priori considerations by applying a particular politeness strategy, a speaker can potentially get some advantages. for example, when he/she chooses bald on record strategy, he/she can enlist public pressure against the addressee or in support of himself. he can be regarded as being honest for indicating that he trusts the addressee. he gets credit for his outspokenness and avoids the danger of being seen as a manipulator. he can avoid being the danger of being misunderstood, and he can have the opportunity to pay back in the face whatever he has potentially taken away by the fta. by going off record, a speaker can profit in the following ways: he can get credit for being tactful, non-coercive; he can run less risk of his act entering the ‘gossip biography’ that others keep of him; he can avoid responsibility for the potentially face-damaging interpretation ribut surjowati nobel: journal of literature and language teaching 116 volume 12, number 1, april 2021, 112-135 using positive politeness, a speaker can minimize the face-threatening aspects of an act by assuring the addressee that the speaker considers himself to be ‘of the same kind,’ that he likes him and wants his wants. furthermore, by using this strategy, a speaker can avoid or minimize the debt implications of ftas such as requests and offers, either by referring (indirectly) to the reciprocity and ongoing relationship between the addressee and himself or by including the addressee and himself equally as participants in or as benefactors from the request or offer. using negative politeness, a speaker can benefit in several ways: he can pay respect, deference to the addressee in return for the fta, and can thereby avoid incurring a future dept; he can maintain social distance and avoid the threat of advancing familiarity towards the addressee; he can give a real ‘out’ to the addressee. the circumstances: sociological variables three factors influence the certain choice of strategies. the first is the social distance (d), which is the composite of psychologically real factors (status, age, sex, degree of intimacy) in which all of them determine the overall degree of respectfulness in a given speech situation. the social distance is based on the symmetric relation between the speaker and the hearer. the second factor is the relative ‘power’ (p), which is the general point that a speaker tends to use a greater degree of politeness with superior people. the relative power is based on the asymmetric relationship between the speaker and the hearer. these types of power are mostly found in a hierarchical setting such as the military and workplace. the third factor is absolute ranking, which is politeness regarding the context of the situation. for example, borrowing money from the boss is hard, but someone will do it in an urgent situation. there will be different strategies someone will use. they will use polite utterances in the first context, but they will not consider using polite utterances in the second context because the situation is urgent. the last factor is cultural background, which is a factor that can not be neglected because this factor plays a vital role in determining a speaker in using politeness strategies. some studies in communicative acts indicate that social norms might vary from one culture to another. therefore, it is possible for seeing what is accepted in one culture could be rejected in another (banikalef, alladin, and alnatour, 2015; sukarno, 2010 in sukarno, 2018). the speech act is determined by universal pragmatic principles, as searle (1975), brown and levinson (1987), leech (1983) claim. however, they may be released differently across languages and cultures (lee, 2003; wierzbicka, 1992). research from non-english speaking cultures reveals some politeness strategies nobel: journal of literature and language teaching 117 volume 12, number 1, april 2021, 112-135 findings that many speech acts are perceived differently in politeness in these cultures (alsulami, 2015) because language and culture are inseparable (wierzbicka, 1992 in sukarno, 2010). furthermore, chen (2001) in eshghinejad (2016) says that language people use is an indicator of their social and cultural identity, so in the context of english learning contexts, students’ social and cultural identities determine the language used in the environment and the language reflects their identity. method this study is a descriptive qualitative study. the focus is on the types of politeness strategies used by the students with regional multicultural backgrounds. the data source was the students who study in the faculty of language and science at wijaya kusuma surabaya university. the data were taken from the students’ politeness strategies used while communicating with the lecturers via whatsapp. due to limited participants, the data were divided into two allotments; those collected from the javanese participants and non-javanese participants. ten non-javanese students and ten javanese students participated in this study, and they are from java and outside java. data collection procedures are as follows: as the role of the researcher was the data collector, after deciding the source of the data, the valid data were collected, documented, transcribed, and reduced to sort the utterances containing politeness strategies. the data were coded to make the analysis easier. every datum was given codes based on the types of politeness strategies, the name of students which indicates the original place they are from, for example, (n/ag/rr/j) which means that the data identified is from rara, who are javanese, categorized as a negative politeness strategy and belongs to avoid disagreement type. by identifying the students’ names, the writer was automatically able to identify where they are from. the procedures of data analysis are 1) the data were classified based on the students’ place of origin, which is divided into two, namely java and non-java, 2) the data were reclassified based on the types of politeness strategies the students used, 3) after classification was done, the data were then displayed. by displaying the data, the writer could identify what data would be analyzed and how they were analyzed. the last activity after displaying the data was analyzing them using brown’s and levinson’s theory of politeness strategies. ribut surjowati nobel: journal of literature and language teaching 118 volume 12, number 1, april 2021, 112-135 results and discussions results after the data were collected and classified, the writer found that there are only two types of politeness strategies that the students used, namely negative politeness, positive politeness. tables 1 and 2 display the politeness strategies used by the non-javanese students and javanese students based on the data. the data exposes the findings that both groups of students used negative and positive politeness strategies but different strategies. negative politeness negative politeness strategies are intended to avoid giving offense by showing deference (brown and levinson, 1978). the main focus for using this strategy is to assume that the speakers (hereby the s) may not be imposing on the hearers (hereby the h) and intruding on their space. the finding also reveals that the types of negative politeness strategies implemented by the students do not belong to one certain type of strategy, but mostly, they consist of several types of negative politeness strategies in one utterance. here, non-javanese students implemented apologizing and being pessimistic strategy in communicating with the lecturer, while javanese students used the strategy of apologizing, hedging, and giving deference. table 1. negative politeness no types of politeness strategies non-javanese students javanese-students 1 apologizing √ √ 2 being pessimistic √ 3 hedging √ 4 giving deference √ apologizing excerpt 1: selamat siang mam, maaf mengganggu waktunya mam. mam apakah saya boleh ijin membuat grup seminar on elt? terima kasih (np/a/dc/nj) good afternoon ma’am, sorry to bother you, ma’am, may i make a group for seminar on elt? thank you (np/a/dc/nj) from the datum above, it is identified that the s uses the strategy of apologizing after she opens the question by saying selamat siang (good afternoon). the utterance stating her apologize to the h is used to indicate her powerless position as a student compared to the h, who happens to be her lecturer. the s realizes that asking such a question may cause the h’s disappointment politeness strategies nobel: journal of literature and language teaching 119 volume 12, number 1, april 2021, 112-135 because it may interpret that the students did not pay attention to the instructions. there is a big barrier in the relationship between them since the s has no equal position with the h. therefore, the s seems to have no courage to impose the h to answer the question. the above question implements a negative politeness strategy because the s has no intention to build a closer relationship with the h by saying selamat siang (good afternoon) before asking the lecturer. the opening term the s uses sounds formal and indicates a distance relationship she has with the h. the strategy of apologizing can also be seen in that utterance as the student says maaf mengganggu (sorry to bother). this strategy was done to avoid image of offending the lecturers. the student was very careful to interact with the lecturer. she keeps a distance from the lecturer as the one who controls the class. therefore, apologizing is a strategy that is used to omit an impingement between speaker and hearer. in implementing this strategy, the s from the data above expresses it by giving a reason, begging forgiveness, and begging for explanation. in short, by apologizing for doing the fta, the s can indicate her reluctance to impose on the h’s negative face and therefore redress the imposition. ribut surjowati nobel: journal of literature and language teaching 120 volume 12, number 1, april 2021, 112-135 excerpt 2 selamat siang mam, mohon maaf mengganggu waktunya. assigment meringkas bab konteks multidimensi upload dimana ya mam? (np/a/fr/j) good afternoon ma’am, i am sorry to bother you, where should i upload the assignment entitled chapter multidimension context (np/a/fr/j) it can be identified from that datum that an s opens her question by saying selamat siang (good afternoon) and asking for forgiveness as she realizes that she has bothered the h by saying mohon maaf menggangu waktunya (i am sorry to bother you). by saying such terms, she expects that the positive face of the h. therefore, this strategy is carried out to minimize the h’s fta and avoid the image of offending the h as the s wants to look more polite than if she uses a positive politeness strategy by maintaining her distance to the h. being pessimistic a different negative strategy implemented is also identified in this research. the difference lies in the way the s constructs the utterance showing her pessimism by giving some excuses why she could not submit the task on time, as seen below: excerpt 3 selamat malam mam, ini saya dorci sepurlina. maaf mam saya ngirim tugasnya telat dan menggunakan wa teman saya karena hp saya eror dari kemarin mam. terima kasih mam. (np/pe/dc/nj) good evening mam. i am dorci sepurlina. i am so sorry; i am late in submitting the task, and i used my friend’s phone because mine has been broken since yesterday (np/pe/dc/nj) it can be seen that the student begs for forgiveness for her inability to submit the task on time. she begs the lecturer to give her dispensation to submit the task the next day because she has to be in the hospital for being late in submitting the task and her handphone was broken. by telling the reason and asking for forgiveness, the student expects forgiveness from the lecturer, and she would permit the students to submit the task the following day. the utterance above gives a signal that there is a social distance between the two interlocutors. each of them is in their position as a student who is less powerful and the lecturer who is powerful. the powerless s, the student, has no courage to impose the powerful h, the lecturer, to accept her reason for not submitting the task on time. the reasons addressing the lecturer have a purpose of saving her face from being threatened by the lecturer. politeness strategies nobel: journal of literature and language teaching 121 volume 12, number 1, april 2021, 112-135 the s might feel guilty and disappointed because she realized that it was her fault for not submitting the task on time. the strategy of showing her pessimist feeling is used by telling the h why she did not submit the task on time. although the utterance sounds useless for influencing the h’s decision, it implicitly carries a meaning that the s still expects the h’s generosity to forgive the s. in short, the strategy of being pessimistic is used by the s to manipulate her upset and her intention to impose the h but have no courage to do so as she has quite distance relationship with the h. hedging similar to positive politeness, negative politeness also considers the face. however, positive politeness is related to a positive face, while negative politeness is related to a negative face. this means that the speaker wants to have absolute freedom but at the same time soften the imposition on the hearer and redress the negative face threat (bousfield, 2008). one of the negative politeness strategies is hedges. hedging devices are how linguistic politeness can be manifested as one of the subgroups of pragmatic markers. the function is “to soften the propositional content of the message.” in other word, hedges are those pragmatic markers which attenuate (weaken) the strength of an utterance (willamova, 2005). the hedges identified in this research can be seen in the datum below. several data reveal that the students use this device to minimize the imposition on the h, who is the lecturer. excerpt 4: assalamualaikum mam, maaf mengganggu, permisi, saya ini mau bertanya mam, kok ini nilai saya ccu dapat d ya mam? padahal saya sering submit tugas via email mam, ada buktunya, mohon sedikit pencerahannya ya mam. (np/h/rr/j) assalamualaikum ma’am, sorry to bother you. excuse me. i want to ask ma’am about my ccu score. i got d, didn’t i, ma’am? as a fact, i often submit the assignment via your email. please explain to me a little (np/h/rr/j) the utterance is delivered when the s wanted to confirm the score she received in her ccu subject. she felt that the lecturer was not supposed to give her such a low score because she felt that she had collected all the assignments. however, she had no courage to complain directly to the lecturer. she has to keep a distance from the lecturer because of the different positions they have. ribut surjowati nobel: journal of literature and language teaching 122 volume 12, number 1, april 2021, 112-135 the hedges are a particle, word, or phrase that modifies the degree of membership of a predicate or a noun phrase in a set, and it is called partial (brown and levinson, 1987). the hedge used in the data above is the word sedikit ( a little) which means a little. instead of directly saying, “i need your explanation,” she said she needed a little explanation about her problem. the word sedikit (a little) implicitly reveals a purpose to restrict the extent of fta that means not much explanation, which will take the h’s time. the next word that shows the negative strategy is ‘please,’ which, according to brown and levinson (1987), is an example of negative politeness to indicate a conventionally indirect instruction. this utterance is used to soften her want to the h’s explanation, and she tries to save the h’s negative face and reduce the threat of imposition. in other words, this strategy is expected to avoid coercing the h (the lecturer). excerpt 5: assalamualaikum mam saya alfira, mau menanyakan mam masih di kampus mam, kan? saya dan yudha mau krs mam,ini saya sudah dijalan.terimakasih mam maaf mengganggu. (np/he/rr/j) assalamualaikum ma’am, my name is alfira. you are still in campus, aren’t you? yudha and i want to consult about krs. we are on the way, ma’am. thank you, sorry to bother you. (np/he/rr/j) there is a different way of opening an interaction. the student might open the conversation by saying good afternoon while others greet and introduce herself. the word choice used in excerpt five is considered a proper greeting for muslims, and it shows that the student respects the lecturer, who is also a muslim. assalamualaikum is an arabic word that has a beautiful meaning; peace be upon you. therefore, by saying assalamualaikum, implicitly, the student expects the lecturer not to feel annoyed because they would bother her. the students’ struggle to respect the lecturer is expressed again in closing the conversation: “thank you and sorry to bother you.” the point that the s wants to stress is the question she delivers to the h. it is a strategy for being humble to the h, therefore saying assalamualaikum is important to cover her only want. the question, mam ada di kampus, kan? (you are still in campus, aren’t you?) is the second indication if the s does not want to impinge the h to do what she wants to. though actually, the question carries a meaning that damages the h’s face, the s successfully makes it indistinct because of such strategy. politeness strategies nobel: journal of literature and language teaching 123 volume 12, number 1, april 2021, 112-135 giving deference giving deference is a strategy used by an s to satisfy the h’s wants to be treated as superior. since the h is treated as more powerful and superior than the s, the s will choose some lexical features that are humble and pleasing. she will also create friendly verbal communication. excerpt 6: assalamualaikum mam, maaf mengganggu, permisi, saya ini mau bertanya mam, kok ini nilai saya ccu dapat d ya mam? padahal saya sering submit tugas via email mam, ada buktinya, mohon sedikit pencerahannya ya mam. (np/gd/rr/j) assalamualaikum ma’am, sorry to bother you. excuse me. i would like to ask ma’am about my ccu score. i got d, didn’t i, ma’am? as a fact, i often submit the assignment via your email. i need a little of your explanation, please (np/gd/rr/j) the above datum consists of some word choices that tend to show the s inferior position, such as assalamualaikum and ma’am. those identified words are usually used as an opening conversation with someone whom the s respects. assalamualaikum is a good greeting for muslims, which carries a good meaning and can create face saving act (fsa). by saying assalamualaikum as an opening in a conversation, the s wants to show that she is humble to the h and expects to help the h satisfy her want as a superior. another word choice that shows the s’s intention to be humble to the hearer is ‘ma’am’. as a specific addressing term, ma’am is usually used to respect someone who is superior to her and deserves respect. therefore, this strategy is specific and focused; it performs the function of minimizing the particular imposition that the fta unavoidably affects (brown and levinson, 1992). in other words, it is a strategy that prioritizes respect behavior. the various type of giving deference strategy is identified in which the s uses universal greeting in indonesia; permisi (excuse me) ma’am. that phrase is used when somebody feels that he will make someone else give an unexpected reaction or answer to the question he has made. in the above context, the s is sure that she bothers the h. it implicitly indicates the s’s concern about the h’s feeling. she is afraid of bothering the h, so to look polite and respect the h, she opens the question by asking permission first. in that way, there will be a clear position between the s and the h. the s puts herself in a safe position as a student, and she puts the h in a higher position than hers. this also indicates the s’s way of satisfying the h’s wants to be treated as superior. ribut surjowati nobel: journal of literature and language teaching 124 volume 12, number 1, april 2021, 112-135 positive politeness positive politeness is a politeness strategy that is implemented to function the social relationship run smoothly with others. this politeness strategy is politeness that deals with the positive face. yule (1996) says that positive politeness is “a face-saving act concerned with the person’s positive face.” this strategy is intended to show solidarity and emphasize that both the interlocutors expect the same thing and have a common goal. brown and levinson (1978) add that positive-politeness utterances are used as an expression of intimacy. it means that by using a positive politeness strategy, the s wants to minimize the distance between her and the h. table 2 shows no-javanese students tend to use more positive politeness than javanese students. there are four types of politeness strategies employed by non-javanese students. meanwhile, there are only three types of politeness strategies used by javanese students. when people decide to communicate using a positive politeness strategy, they determine to offer friendship because this strategy is considered solidarity (yule, 1996). table 2. positive politeness no types of politeness strategies non-javanese students javanese students 1 avoiding disagreement √ √ 2 promising √ 3 exaggerating (interest, approval, sympathy with hearer) √ √ 4 seeking agreement √ 5 giving for reasons √ avoiding disagreement this is one type of positive politeness strategy which stresses the harmony between the s and h. brown and levinson (1992) say that fta can be redressed by expressing the willingness to agree with the h or avoid disagreement with the h. in this case, the s can show her agreement with the hearer, although implicitly, she has a different perspective about something. excerpt 1: mam, kalau saya pakai judul ini boleh apa gak? improve comprehension students listen to songs to increase vocabulary for english. mam klau ini bisa apa gk (pp/av/kr/nj) politeness strategies nobel: journal of literature and language teaching 125 volume 12, number 1, april 2021, 112-135 is it okay, ma’am, if i use this title? improve comprehension students listen to songs to increase vocabulary for english. how about this? (pp/av/kr/nj) in the above data, the s is making a conversation with the h. they are discussing the title for her scientific writing. the research titles the s proposes are always rejected by the h. however, she keeps trying to impose the h with the same questions to get a “yes” answer. this strategy of avoiding disagreement can be identified by using pseudo-agreement kalau (if) when they ask questions to the h. the purpose of using that strategy is to avoid conflict with the h because before asking a question, this s had dissatisfied the h for the mistakes she had made many times. therefore, she realizes that the strategy of avoiding disagreement by using pseudo agreement such as if is believed can create a good atmosphere in the communication with the h because this strategy has something to do with the notion of self-politeness, which means that the s typically attends to their own and their partner’s face during interaction (johnson, 2007). asking such questions will avoid blunt disagreement and lessen the h’s negative face. excerpt 2 di elena ditulis untuk buka buku halaman 26-29, tapi konteks yang dibuku dengan pertanyaan di elena berbeda. saya pikir paragrafnya based on book, makanya saya tanya kembali (pp/av/bry/nj) there is an instruction in elena to open page 26-29, but the context in the book and the question in elena is different. i thought the paragraph is based on the book. that is why i ask you again (pp/av/bry/nj) two signals represent the use of strategy to avoid disagreement in the above data, namely by repeating the previous sentence stated by the h and using the pseudo; tapi (but) and makanya (that is why). both of them are used to confirm that the s has the intention to satisfy the h’s positive face, although the questions implicitly express his different perception about the task given by the h. doing such strategy, the s is confirmed to be able to build a friendly relationship with the hearer. excerpt 3: owh, jadi kita harus cari di internet dulu ya (pp/av/rr/j) owh, so, we have to find the source from the internet, right? (pp/av/rr/j) ribut surjowati nobel: journal of literature and language teaching 126 volume 12, number 1, april 2021, 112-135 a student produced the above utterance while she discussed with the lecturer the topic for her paper. all of the students in the class, including the s, had difficulty finding the appropriate topics, so they all had to read some previous studies on the internet. it was not easy for the lecturer to guide the students to find the appropriate topics and titles for their paper, and surely, this condition triggers the lecturer’s impatience. to achieve the lecturer’s positive face, a student uses a strategy of avoiding disagreement. that strategy was implemented by the s to show to the h that she understood the h’s wants and expectations and wanted to convince her that she will do as the h has instructed. the pseudoagreement jadi (so) is a sign that there is a disagreement between the s and h. however, the s does not want to show it as she is a student who is supposed to obey the lecturer. therefore, the term jadi is functioning as a face-supporting device. it is expected to satisfy the h’s positive face wants. pragmatically, the utterance shows the s’s failure in understanding the h’s wants and expectations, but she is successful in getting support and in offering a common ground with the strategy she implements. therefore, harmonious and smooth interaction can be done successfully. promising the next politeness strategy identified in the research is giving promise. this strategy is implemented to minimize the potential threat and show that the h and the s are in a good relationship. the s can offer or promise something to the h. the s may tell that she certainly does something for the h. in other words, this strategy shows the s’s good intention in satisfying the h’s wants. the following datum shows how this strategy can maintain a good relationship between them. excerpt 4: ohh maaf mam, kemarin jaringan tidak stabil jadi saya tidak mendengar penjelasan dengan baik, oke mam, nanti saya ganti. (pp/p/dc/nj) ohh, sorry ma’am, yesterday, the network was not good, so i could not hear your explanation well, okay mam, i will change it (pp/p/dc/nj). excerpt 5: h: kamu cari buku tentang spinning wheel s: oke mam. nanti coba saya cari lagi s: oke terimakasih mam (pp/p/dc/nj) h; you find a book about spinning wheel s: okay, ma’am. i try to find it again politeness strategies nobel: journal of literature and language teaching 127 volume 12, number 1, april 2021, 112-135 s; thank you, ma’am (pp/p/dc/nj) the s says that she would change the topic and find a book about the spinning wheel, in this case, by promising to find that book and read it. the s has an intention to build good cooperation with the h. by not showing her disagreement and argumentation when the h told the s to read a book of spinning wheel, she certainly shows her goodwill to obey the h’s instruction. this strategy is used to redress the potential threat of some ftas; therefore, it can minimize her imposition to the h and satisfy her positive face. exaggerating (interest, approval, sympathy with hearer) exaggerating is a politeness strategy used when an s wants to save an h’s positive face. this strategy is possibly be done by showing that something seems important than it is. an s uses this strategy to highlight her feelings toward an h by showing her similar interest, approval, or sympathy. excerpt 6: assalamualaikum, ini saya kristina latiurlina turnip sudah mengirimkan tugas english for hotel and tourism di elena ya (pp/ex/kr/nj) assalamualaikum, i am kristina latiurlina turnip has submitted english for hotel and tourism assignment in elena (pp/ex/kr/nj) the conversation above took place when a student was instructed to do some exercises of a certain subject online. to redress the fta, she implemented a politeness strategy by using exaggerated expressions. she says that she has submitted the exercise on time on the lsm platform. by doing such a thing, the s expects the h to get satisfied and happy since she shows that she obeys the h’s instruction. informing the lecturer that she has submitted the task is not necessary as the lecturer does not instruct her to do so; therefore, such an action is not important for the lecturer, but the s does it to take the h’s interest and sympathy so that there will be a good relationship between them. excerpt 7: mam saya dian ayu sudah mengumpulkan tugas saya ke elena (pp/ex/da/j) ma’am i am dian ayu has submitted the assignment in elena (pp/ex/da/j) a student is trying to show the lecturer that her want is admirable by exaggerating her statement with exaggerating stress that she has submitted her task. the s here wants to satisfy the ribut surjowati nobel: journal of literature and language teaching 128 volume 12, number 1, april 2021, 112-135 h’s positive face and claim common ground so that the h will be pleased. informing that the s has finished doing the task and submitted it on time is not instructed by the h. therefore, it is only the s’s strategy to have the h’s sympathy. seeking agreement to save an h’s fta, an s may use a strategy of seeking agreement. it is a strategy that makes the s find a possibility in which she can agree with the h’s statement in safe topics or doing repetition, for example, repeating a hearer’s sentences or request, as the agreement may also be stressed by reacting part or all the speaker utterance (brown and levinson, 1987). excerpt 8: jadi hotel and tourism tidak wajib kah mam? (pp/sa/dc/nj) so hotel and tourism subject are not compulsory, isn’t it ma’am? (pp/sa/dc/nj) berarti hari ini ada web meeting kan mam? (pp/sa/dc/nj) it means that there is no web meeting today, right, ma’am? (pp/sa/dc/nj) the datum above shows how an s tries to show her cooperation with an h by repeating what the h has told her. in the conversation between an s and h, the h, who happens to be the s’s advisor, told her not to program that subject because it is just optional; therefore, the s tries to save the h’s positive face by seeking an agreement from the h’s statement. she uses a strategy of seeking agreement by making repetition of the h’s utterances. this situation is also similar to the datum in excerpt six, in which a speaker wants to satisfy the positive face of the hearer by giving a positive response to the hearer’s utterance. the speaker expresses her agreement indirectly by repeating what the hearer instructed using question tag, berarti hari ini ada web meeting kan? (it means that there is no web meeting today, right, ma’am?) the speaker’s response gives an implied meaning that she has understood the instruction but to satisfy the hearer’s wants, the speaker needs to emphasize it by repeating her words. the strategy is also meant that the speaker can minimize the threat of being judged as a lazy student. giving for reason giving reason is one of the positive politeness strategies that emphasize a speaker’s good will to cooperate with a hearer by giving reasons. the speaker does this to make her wish understandable by the hearer. therefore, the hearer agrees to help the speaker in making her wish. politeness strategies nobel: journal of literature and language teaching 129 volume 12, number 1, april 2021, 112-135 excerpt 9: mam, mohon maaf sebelumnya ini kan saya lagi mengunjungi nenek saya di desa dan baru saja datang sekalian membenahi taman yang kemarin dibikin oleh anak anak kkn. saya mendapat laporan kalau bannernya roboh. disini saya juga tidak tau transportasi umumnya ada atau tidak, mungkin saya bisa dijemput ayah agak siang karena ayah masih kerja. kalau tugas saya kumpulkan hari kamis bisa mam? (pp/gr/rr/j) ma’am, i apologize, right now i am in my grandmother’s house in the village, and i just arrived. i had to fix the garden, which was built by kkn students. it was reported that the banner was damaged. there are also no public transportations in this place. therefore, i have to wait for my father to pick me up in the afternoon. is it okay if i submit the task on thursday, mam? (pp/gr/rr/j) this s is one of the cross cultural understanding (ccu) students who was late for submitting the task. she was informed by the h that she failed in ccu class because of an incomplete task she submitted; however, she tries to impose the h by saying a reason for being late in submitting the tasks. the strategy used by the s is giving reasons for her actions, and it is meant to convince the hearer’s that she did it because of an important reason. she also wants to show the h that she did not neglect the h’s instruction just like that. in this way, the s has satisfied the h’s positive face because she has expressed her solid interest in the h’s need to be respected. discussion linguistic politeness is defined as how language is used in verbal interaction/communication to show consideration for the feelings and desires of the speakers to create good interpersonal relationships. therefore, a speaker employs a certain politeness strategy to maintain good relationships with the hearers. moreover, gleason and ratner (1998) observe that politeness means acting to concern others’ feelings and involves both those actions related to the positive and negative face. brown and levinson (1987) distinguish between positive and negative politeness. these two types of politeness involve redressing threats to—negative and positive faces. a negative face is defined as the addressee’s want to have his freedom of action unhindered and not imposed by others. meanwhile, a positive face is defined as the addressee’s desire to be liked and approved by others. positive politeness is employed to show solidarity, familiarity, symmetry, balance, the horizontal feature of communication, or it can be said as a highly sociable environment. however, negative politeness is employed to show respect, impersonalization, and avoidance behavior (brown and levinson, 1987). ribut surjowati nobel: journal of literature and language teaching 130 volume 12, number 1, april 2021, 112-135 the data have revealed that the students who are from java prefer using negative politeness strategies compared to the ones from outside java. table 1 shows that though both of those two different groups of students use negative politeness strategies, they differ in numbers and types as yule (1998, 60) redefined the notion of politeness as a polite way of social behavior, which differs from culture to culture. javanese people have recognized the concept of politeness and implemented this concept in their daily activities. for example, when talking to older people or someone respectful, a speaker must be careful in choosing diction and sentence structures because the javanese are concerned with tata krama (manners) and andhap asor (humble). furthermore, grice (1981) in sukarno (2010) introduces the term implicature, which means that what the speaker means, implied or suggested, differs from what the speaker wants. therefore, it is often considered less polite when a speaker expresses his idea directly. meanwhile, negative politeness is defined as strategies in which a speaker addresses other people’s negative faces by showing distance and impersonality (vinagre in hobjila, 2012). when a speaker uses this strategy, there is an intention not to be close to the hearer. she wants to keep her distance from the hearer because of some considerations such as social status and social distances. therefore, when javanese students use politeness strategy, for example, in datum (np/h/rr/j), the s used hedging strategy to show that she did not want to impose the h and so not make the h felt irritated. the s realized that the word sedikit (a little) could avoid coercing the h. the students determine using this negative politeness strategy because they may feel some differences in degree, age, and position. after all, a person will employ politeness utterance when he interacts with a person he has not known well or older or has a higher position than her (brown and levinson, 1987). the data about positive politeness strategy used by non-javanese students and javanese students show that non-javanese students used more positive politeness strategy. they are students who prefer showing familiarity although they communicated with their lecturer. it shows that age, social distance, and relative power do not influence them to determine their strategy. as brown and levinson (1987) stated, though politeness is controversially universal, it has different definitions and implications from culture to culture. every language community has a politeness system, but the details related to that system are varied since the face is related to the most important cultural ideas concerning the social persona, virtue, redemption, and religious concepts (brown and levinson; 1987 and saeed (2009). non-javanese students in the faculty of language politeness strategies nobel: journal of literature and language teaching 131 volume 12, number 1, april 2021, 112-135 and science in this research are the ones from papua, maluku, makassar, and lampung in which they do have a different concept of politeness as javanese have tata krama (manners) and andhap asor (humble). therefore, these concepts influence their way of practicing politeness in their daily activities. this finding is similar to the one found by saeed (2009) in mansoor (2018), who mentions research carried out by sifianou in 1992 finds positive face strategies are the most predominant in the greek politeness system while negative face strategies are what the english system of politeness is more oriented towards. it may mean that cultural background influences the interlocutors employ politeness strategies while communicating with others the findings explained have revealed that there are differences in politeness strategies the students prefer to use. it is indicated that several factors influenced their decision to use different strategies such as relative power and sociological variables such as status, age, and cultural background. some javanese students who prefer to use negative politeness to non-javanese students are believed that their culture strongly influences the politeness strategies they used. as aziz (2017) in sukarno (2017) says, some fundamental values in javanese culture play an important role in determining how the javanese speak and act politely. one of the values is andhap asor (lowering oneself while exalting others), which means that while communicating with someone who has a different status, age, position, and social distance, one must be able to please him/her by not imposing their wants and not underestimate him/her. this situation can be seen from the students’ strategy in opening the questions by saying assalamualaikum and asking for an apology. the way they open the question implicitly reveals that the students want to respect the lecturer as someone who has a higher position and older than them. another value is tanggap ing sasmito (the ability to interpret the hidden will of the speech partner). this statement can be interpreted as unnecessary for people to directly say their wants to someone. another value is tata krama means tatanan bhasa (the arrangements of language or speech levels). it means that the javanese students are taught to consider the right language when they want to talk to someone else, either with a higher status, position, or older. these values may indirectly determine the javanese students used negative politeness strategy when communicating with the lecturer since they realize that they have different academic status. the use of negative politeness strategy also reveals their value of adhap asor as they have goodwill not to give offense to the lecturer during the interaction. the s opens the question with a greeting and an expression of apologizing. these also reveal the values of tata krama the students ribut surjowati nobel: journal of literature and language teaching 132 volume 12, number 1, april 2021, 112-135 from java have because these two expressions are examples of showing lexical politeness to the lecturer. similar research carried out by habwe’s (2010) also reveals that different strategies are offered to behave politely, such as in culture-oriented politeness, in the muslim’s culture, in the context of age, the younger is expected to greet the elders first when they meet as a reflection of their respect to the elders. meanwhile, the positive politeness strategies were used more frequently by the non-javanese students. these strategies highlight the s’s wants to build a friendly friendship with the h (yule, 1996). in their culture, they are not introduced to the exact cultural values such as those found in java, but it does not mean that they ignore polite lexical behavior because it may be possible that their way of expressing politeness is different from javanese, as some researchers claim that social norms might differ from one culture to another (banikalef, alladin, and al natour, 2015; sukarno, 2010 in sukarno, 2018). for them, openness, solidarity, and friendship are the reflections of politeness, and they showed those values without considering the different status, ages, or even positions as found in the positive politeness strategies the non-javanese students have done. conclusion studying politeness strategies used by the students with regional multicultural backgrounds is interesting as it will give information about the different types of strategies they used when communicating with the lecturer so that the results of this study can be used as a recommendation to both of the interlocutors to communicate properly. this current study finds that both groups of students used the same politeness strategies, namely negative and positive politeness strategies. however, they used different types of strategies in negative and positive politeness strategies. the non-javanese students used strategies of apologizing and being pessimistic in negative politeness strategy while the javanese students used strategies of apologizing, hedging, and giving deference. furthermore, for positive politeness strategies, the non-javanese students used strategies of avoiding disagreement, promising, exaggerating, and seeking agreement, while the javanese students used avoiding disagreement, exaggerating, and giving for a reason. from those results of the study, it is identified that non-javanese students used more positive politeness strategies than javanese students, and cultural background is believed to determine this different choice of strategies they use. politeness strategies nobel: journal of literature and language teaching 133 volume 12, number 1, april 2021, 112-135 references al-eryani, a. a. 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(revised ed). oxford: oxford university press. 186 inserting arek culture in a syllabus proposed for bipa class in institut teknologi sepuluh nopember surabaya kartika nuswantara 1 , niki raga tantri 2 institut teknologi sepuluh nopember (its surabaya) kartika.nuswantara@yahoo.co.uk, nikitantri@gmail.com abstract: in view of the need of multiculturalism and indonesian cultures introduction to bipa learners, the teaching and learning indonesian cultures develop into essential part beyond the learning of bahasa indonesia itself. countless studies mentioned that learning a foreign language is more meaningful if there is an involvement of the teaching of its culture. in addition to bahasa indonesia materials, the materials and references provided for bipa learners contain rich-cultural indonesian values, yet – too extensively. in this research, the writers tried to propose a syllabus that supports not only linguistic competence in bahasa indonesia but also more local culture values which is close to bipa learners’ context. the local culture context applied in this research is surabaya culture, arek culture. r&d research method was used and the framework of teaching culture by brooks (1968) was included in this study. the finding of this study provided valuable implications to bipa learners as well as bipa instructors with regards to bahasa indonesia competences and the introduction of one of local culture values in indonesia. keywords: syllabus; teaching bahasa indonesia; multicultural; arek culture. 1. introduction in recent years, the teaching of bahasa indonesia gains its importance due to the increasing interest to cope with this language. the government has put forth various programs to make people of different countries come to see the country and further they stay to learn the language. say, some programs promoted by the ministry of foreign affairs have made people around the world to come. darmasiswa program, for example, has given allowance for those who are interested to come closer to indonesia tourism and cultures. then, a longer stay is also provided for students who are eager to pursue their master or doctoral degree in indonesia. this sort of programs have made mailto:kartika.nuswantara@yahoo.co.uk mailto:nikitantri@gmail.com 187 people not only to have a look on the beautiful spots and culture, but their stay has given an endorsement to get closer to the language. then, the teaching of bahasa indonesia practitioners start a new session to take the challenge to create fruitful programs to make learning bahasa indonesia accessible to any foreigners who want to learn the language. among other universities in indonesia, institut teknologi sepuluh nopember surabaya (its) was one who had been in charge to host the academic programs for knb (developing countries partnership program). students from different parts of developing countries were granted the scholarship for pursuing their bachelor, master or doctoral program in universities in indonesia. since the first day of the students coming in indonesia, most of them could hardly speak the language; therefore, as soon as they reached the selected campus, they were given facilities with language learning. in the attempt to foster the capacity of bahasa indonesia proficiency, its provided programs namely bahasa indonesia for survival and bahasa indonesia for academic purposes. books from the state language center (entitled lentera) was adjusted, then finally the institution produced its own hand out. other university, state jakarta university also published the book entitled bingkai bahasa indonesia, then its also started producing one entitled ayo belajar bahasa indonesia. yet, all books were identified to miss the local culture that helped the foreign students to immerse in the real life situation. therefore, the present study aims to propose syllabus for teaching bahasa indonesia in which local culture becomes inseparable part from the language. the study figured out a proposed syllabus developed to make learners understand the surrounding people custom and culture. the importance of inserting cultures in teaching of a language remain undeniable since hantrais (1989) proposed that a language always brings culture in which derives from beliefs and practices within society’s life that shapes the forming of individual’s views. this sight also supported by emmitt and pollock (1997) who was stated that people speaking different languages with different behavioral and cultural backgrounds tend to convey different world point of views. this is happened since language is rooted in culture and culture is described and passed on by language from one generation to the next. therefore, different languages will possess different limitations originating from different cultural backgrounds which finally reflect different individual’s point of views. thus, it is unavoidable that teaching and learning the language will entwine with learning and then understanding the culture. this is in line with allwright & bailey (1991) who stated that learning a new language involves the learning a new culture. in the interaction between nonnative and native of a language, the factor of successful conversation is not only to accomplish it well since both parties understand the language, but also in that interaction shares cultures which are established in smooth interactions and both of them 188 attempt to minimize misconceptions or prejudices. likewise the international students in its who held different cultural background, there was a probability of misunderstanding, even prejudices or stereotyping during the process of communication happened with people in surabaya. hence, it will become a challenge for bipa teachers to alter these negative thoughts into positive conceptions by introducing the local culture via teaching bahasa indonesia to foreign students. arek culture is embedded in surabaya society and becomes the identity of surabaya community. it was the results of hybridization among three cultures; islam majapahit, mataram, and modernity of dutch cultures (chalik, 2010). these cultures reunited in jembatan merah, one of areas in surabaya near port, and turned into a central point of the acculturation of all cultures during nineteenth and early twentieth century. these cultures, which were taken along chinese, arab, malay, and javanese people, then, expanded all over sidoarjo up to malang. the characteristics of arek culture are famous with religious, nationalistic, egalitarian, and tolerant. most famous of the renowned characteristics of arek culture, especially people who resides in surabaya, are honest and concise (abdillah, 2015; basir, et al., 2015; priyanto, 2013). despite the fact that surabaya culture is identical with javanese culture, surabaya community rarely includes politeness or courtesy in its discourses. the other characteristics are democratic, and high solidarity. typically, surabaya people are appraised social relations rather than social status (abdillah, 2015). they are reflected on day-to-day activities, such as being friendly to stranger, involving in community service (kerjabakti), and being helpful. however, the process of learning culture is not as appealing as the teaching culture itself. the integration of teaching culture in a foreign language classroom has a long story of debates for decades. the dilemma of culture definition influences the contents of culture that will be delivered by the teachers. the culture contents—whether the teacher should deliver the form of everyday interaction between people in a certain group or deliver the materials related to literature or fine arts—are problematic. here, the researchers borrow white’s (2011) terms of teaching culture approaches, teaching pop-culture approach and teaching high-culture approach. related to this drawback, recent study relates to the teaching culture proposed by brooks (1968). brooks classified five sub-definitions of culture and stresses for teaching culture; biological growth (culture 1), personal refinement (culture 2), literature and the fine arts (culture 3), patterns for living (culture 4), the sum total of a way of life (culture 5). according to his recommendation, the teacher should focus on culture 4 to teach culture for learners from beginner-level language courses. culture 4 includes learning the native community’s thinking, believing, saying, doing, eating, wearing, paying, enduring, resenting, honoring, laughing at, fighting for, and 189 worshiping in typical life situations. after the students understand this culture level, they are expected to be able to understand the native’s literature and fine arts (culture 3) and gradually interpret the native community’s characteristics embedded with their artworks (culture 5). related to the background mentioned above, research and development would be the bases for developing a proposed syllabus that consider culture as one point to be inserted in the teaching of the language in class. therefore, the present study is aimed at a) figuring out the evidence whether the already existing syllabus has already accommodated the real life language for interaction; and b) finding a possible way of developing a proposed syllabus in which local culture is inserted and introduced to help learners understand the customs of the surrounding people. 2. review of literature a. syllabus: definition and kinds a syllabus is vital in the language and learning activities since it is used to guide the teaching and learning process so that it can achieve the intended goals or competencies for the students. for teaching language, a syllabus is, at least, consists of learning objectives, language, and linguistic performance (hutchinson &waters, 1987). the function of a syllabus is as a “summary of the content to which learners will be exposed” (yalden, 1987, page 87). thus, a syllabus contains gradual learning activities, from simple into complex, comprising language macro and micro skills with specific learning objectives. referring to the syllabus approaches, there are basically two approaches available to course designers, namely, product-oriented which focuses on the product of language learning that frequently adapts the needs of both external and internal factors (i.e. students, teachers, curriculum objectives) and process-oriented or the analytical approach which is developed by considering the flaws in product-oriented courses in order to to improve the communicative language skills. as learning bahasa indonesia is something that is new from the knb students, the present research leads the syllabus into the product oriented syllabus in which the designers were open to take the control towards what was going to be inputted in the process of learning. there are three kinds of product oriented syllabus; the structural approach, the situational approach, and the notional/functional approach. the structural approach focuses on the selection and grading the content from simple to complex grammatical items (rabbini, 2002). the learning objective is to enrich the students’ grammar collection in stages as it will be performed as the outcome of the students’ competencies. however, this approach leads into criticism since it only focuses on one aspect of language and there is no specification toward the language use of spoken or written aims. 190 situational approach aims to provide the students with language competences based on situational needs rather than grammatical units. the organization of this approach is based on the list of situations which is reflected from day-to-day communication in the students’ environment. this approach may contain the grammatical structure that relates to the situations. in addition, it supports the learner-centered process since it refers to the students’ needs (wilkins, 1976). however, the dilemma of this approach lies in the fact that there are many kinds of language functions in everyday communication that cannot be covered in the whole learning activities. thus, situational approach sometimes fails to fulfill the students’ individual needs and the contents merely cover the general situations where not all students make use of the language functions. the criticism toward structural and situational approaches brought into account and results in the proposition of national/functional approach. the goal of this approach is enabling the students to comprehend the communicative purpose and conceptual meaning of language, where grammatical items and situational elements are included as supplementary units (brumfit and johnson, 1979). to achieve these objectives, the course designers should be able to analyze the various types of communication that the learners have to confront. hence, there is a need analysis process in the production of notional-functional syllabus. to be engaged with the aims of this approach, another unit is also considered to be attached in this syllabus, viz. culture unit. b. arek culture arek culture grew between the condition of politic and economic interests. it expanded during colonization era, when singosari, daha, jenggala, majapahit and mataram kingdoms collapsed and then turned into small fragmented regions or small regimes (abdillah, 2015). however, the spirit of its culture was still developed among the competition of powers and battles. between 4 a.d. until 9 a.d., arek culture developed within small islands and was influenced by coastal culture. as stated by abdillah (2015), arek means a boy. it was an epithet taken from contemporary version of javanese language. arek was identified as a greeting form in social interaction and became culture identity in the area called surabaya. it refers to the casual situations and high solidarity among societies. the formations of arek culture occurred in three processes; the first was in 4 a.d. until 9 a.d. when it was developed in the middle of power competition, the second was in dutch colonial period, and the third was after indonesia independence day. it can be inferred that arek culture grew with the situation of struggle and the spirit of fighting from colonization. since arek culture has a long history in its process of development, it came into the combination of cultures brought in respectively. the chaotic of 191 monarchy era which took along the culture of java, hindu, and islam shaped arek people into religious characteristics. in the meantime, the battle incident between arek people and dutch formed the characteristics of high solidarity, tough, nationalistic, and egalitarian. also, surabaya area became the place of trading between javanese, arab, chinese, and malay people. the central point of acculturation occurred among them, which shaped arek people to become tolerant among diversities. 3. research method incorporating to the objectives of the study, research and development (r&d) research design was used. it was aimed to solve the problems in educational contexts by means of producing appropriate learning materials, including instructional media, instructional assessment, as well as syllabus (latief, 2011; gall, et al. 2003). r & d began with finding the information about the problem or the need of the subject study in the form of need assessment, studying recent theories of educational product development, developing the product, validating the product by the experts, and testing the products. related to the model of the syllabus development, richard’s model (2001) was adapted. the following course development dimensions became the basis in developing the syllabus, namely developing a course rationale, describing entry and exit levels, choosing course content, sequencing course content, planning, and preparing the scope and sequencing plan. thus, to be in need with this study, the adaptation was implemented in the arrangement of need analysis, selection or development of syllabus type, production of syllabus in objective and content integration, expert validation, revision and production of syllabus, field testing, and evaluation. however, since the researchers had limited time to conduct the entire stages in respected arrangement, expert validation, field testing, and evaluation were not discussed in this paper. 4. findings the present study has set itself the objective of focusing on the presentation of the plentiful data derived from an in-depth interview with the students. the data collected provided rich insights relevant to the practices of the teaching of bahasa indonesia in the classrooms. this means as an attempt to revisit the embodied syllabus. thus, the basic objectives of this part of the research project are to identify students’ learning experience, to identify students’ perceptions on how language materials are taught and learnt in class, to identify students’ expectation for better learning bahasa indonesia in the classroom. 192 a. preparation for a new syllabus: the results of need analysis the participants involved in the study are 10 students of knb program who were at the phase of preparation classes for master programs in its. data were gathered through interviews with the participant for which the author design an open ended interview guide. the data derived from the interview are transcribed and directly analyzed by using descriptive qualitative methods, underwent the procedures of data reduction, first and second level coding as well as pattern coding. codes resulted in groups of categories, ‘labeled’ by a specific name (miles & huberman, 1994). then, similar concepts with common characteristics were clustered into themes. dealing with prior experience in learning bahasa indonesia, there were some questions given to the participants. first, whether they had any experience in learning a language before their first arrival in indonesia. all participants admitted that they did not have any experience of learning bahasa indonesia, so the class that they had in clc its was the first experience for them to deal with bahasa indonesia. next, the authors wanted to know about their motivation in learning the language. two of them said that they came to a decision to study in indonesia because they obtained good recommendation about the good quality of the universities in indonesia. then learning the language was the basic thing they needed to cope with before they really immersed into the academic activities. the five of them were interested in the nature; they came to indonesia for two reasons studying and enjoying the natures and cultures as well. having an indonesia class would be an advantage for them as they expected to be able to surf around indonesia besides taking the academic program. the rest admit that their coming to indonesia was just a coincidence as they were appointed to get the grant from indonesian government. the following question was about how learning in class helped them to cope with day to day interactions. all of them could not deny that the class was very useful although it did not really help when they were outside the class. inside the class with the instructors, they encountered a lot repetition and slow speed, then rich explanation; then this made them produced ‘pseudo’ communication. the communication was developed based on the class setting. such things were far different from those of in real interaction. the participants learned the real context from real interaction brought by their buddies (i.e. indonesia students who come voluntarily assist them in immersing into a real life setting.). in conclusion, the first experience of the participants to learn the language was in the class in clc its. then, what strongly initiated them to learn the language was their eagerness to immerse into real life interaction; and the learning class seemed fail to provide ample setting for day to day interaction, but blending with native speakers gave more contribution in approaching live-interactions. 193 with regards to the materials for bipa learners, clc its designed materials for bahasa indonesia class. the materials were devided into two parts that were based on two different purposes. one set was aimed for helping learners coping with day-to-day interaction while another set was for assisting students to cope with the academic purpose. the former was selected to be the source for the present study. from the interview with the participants who completed the materials, it could be figured out that (1) the already existing materials hardly reflected the real situation of day-to-day interaction, (2) the expressions used in the sample dialog was far from natural dialog since it was adjusted to the western custom, (3) local customs were not either explicit or implied in the sample dialogs (4) less sample dialogs that could reflect dialogs in real situations. furthermore, some suggestions were mentioned based on the participants’ interview results. the participants thought that the materials should also include some points about the local culture or custom due to the fact that the class almost failed in accommodating students to cope with dayto-day communication as the materials missed some points dealing with the custom of the surrounding people. therefore, sample talks that happened in the real setting should be given after the standard use of a language given. the participants found difficulties since their limited vocabulary failed to help them guess the meaning as they were not familiar with the context. in fact, the context was very often far from the given context in the book as the live context was blended with the custom. b. evaluation of existing material bahasa indonesia in the day-to-day instructional materials or as it was titled as ‘bahasa indonesia for survival’ in its, consists of nine units. the units contained both language macro and micro skills. since the material was intended for survival, the macro skills were more focused on listening, speaking, and writing activities. reading materials were dominated with conversation models. short reading materials were presented on two-last units. each unit contained language micro-skills, for example structures and vocabulary. the units were arranged based on language functions and topics; greetings and introduction, introducing sounds and words, introducing numbers, introducing time and dates, shopping, forms and colors, position and transportation, food and topic, and daily activities. the activities of macro skills went along the language function or topic presented in the unit, as well as the vocabulary. the micro skill, structures, discussed simple sentence, simple interrogative sentence, and prefixes ‘me-‘ and ‘ber-‘. concerning with the difficulty of contents, actually the material was well-arrangement. it was graded from the easiest until the most difficult topics of bahasa indonesia. letters are introduced in the beginning of the content, as well as the introduction of their sounds. in addition, numbers were 194 also taught in the beginning lesson. according to suyitno (2007), the materials should be arranged based on the level of difficulties of the students; the easiest topic in the beginning graded to the most difficult topic at the end of lesson. it can minimize the students’ tiredness in learning bahasa indonesia. yet, the language skills taught in the materials were unfocused based on the aim of the learning objectives for language’s survival. the materials intended to make the learners able to use the skills of communication in day-to-day activities, nevertheless the skills were dominated by reading activities and writing. the vocabulary used in the materials were also too general. as a matter of fact, some contexts in the reading conversation materials were too formal and rarely used by surabaya people. this is conflicting the sense of language for daily basis since it was always characterized by informal language (suyitno, 2007). below is one of the conversation model examples taken from the previous material. anisa bertemu michael di perpustakaan. (anisa meets michael at the library) anisa : selamat pagi. nama saya anisa. anisa larasati. (good morning. my name is anisa. anisa larasati.) panggil saya nisa. nama anda siapa? (call me anisa. what is your name?) michael : michael angelo, tetapi anda bisa panggil saya michael. (michael angelo. however, you can call me michael.) anisa : senang bertemu dengan anda michael. anda berasal dari mana? (nice to meet you, michael. where do you come from?) michael : dari australia. (from australia.) anisa : di mana tempat tinggal anda di surabaya? (where do you live?) michael : di jalan dr. sutomo nomer 23. anda pegawai di sini? ( in dr. sutomo street number 23. are you an employee here?) anisa : iya. saya adalah petugas administrasi. anda bekerja di surabaya? (yes, i do. i am an administrative officer. do you work in surabaya? michael : tidak. saya mahasiswa its. (no, i don’t. i am an its student) as seen in the above example, the way annisa greets michael with “selamat pagi” (good morning) is rarely happened in surabaya people’s 195 situation. then, the way michael and annisa introduce each other is not natural as it adjusts western custom. surabaya people rarely use an expression of ‘senang bertemu dengan anda” (nice to meet you) and tend to reply the greetings directly with the points of the conversation or problems. it was based on the characteristics of surabaya people in which concise and rarely used courtesy after greetings on daily basis. based on the example of material mentioned above, the materials actually have been aware of students’ ability to learn language, yet, the conversation samples are neglected the learning process in natural settings. that is why, according to the results of interview, some participants stated that the materials were not reflected the actual discourses of surabaya people. they felt disconnected among the intercommunication environment. thus, the new syllabus was designed to cope with the needs of the students to have communication skills in daily basis using bahasa indonesia. the local culture, arek culture, was inserted to increase the cross-cultural knowledge of the participant about surabaya people. c. designing the syllabus: general conditions and content accommodating the participants’ needs, the researchers adapted notional-functional type for the new syllabus. it is best-suited to insert communicative purposes and conceptual meaning of language, as well as grammatical items and introducing situational elements of communication. also, notional-functional type is designed for the development of oral proficiency through the use of contextual learning (laine, 1985, page 28). it refers to the fact that the participants should speak bahasa indonesia in a specific situation and should be able to improvise the discourse from situation to situation. given that the contextual learning was integrated in this type of syllabus, cultural aspect will become undeniable point that should be taught to students in order to engage with the successful situational elements of communication. the new syllabus consisted of eight elements described; (1) unit, (2) notion, (3) function, (4) situation, (5) sample sentences, (6) grammatical sentences, (7) vocabulary/idioms, and (8) culture. there were nine units comprised in this syllabus in which notion element become the basis for the development of other elements. the notions introduced in this syllabus were about self, things around me, numbers, about time, shopping, shapes and colors, position and transportation, food and drinks, and daily activities. time allotment was also organized based on the meetings agreement, which was 20 meetings. the meetings were divided into 18 meetings for learning activities and 2 meetings for mid and final exams. thus, one unit was designed for two meetings. in addition, arek culture was introduced based on the distribution of notions and the adaptation of brooks’ concept (1986). below is the description of arek culture’s aspect which was integrated in the syllabus. 196 table 1: arek culture’s aspects notions brooks’ concept (1986) of culture forms or discourse activity topics in arek culture about self say, believe  using 'anda' (you) dan 'kamu' (you) in certain situations  meet and greet with friends  giving compliment things around me honor, worship  attitude of respect to elderly people  attitude of respect to a friend who will do praying numbers do  conversation to friends who have marriage status about time honor  attitude of compliment shopping wear/pay  the way surabaya people's attire  attitude of bargaining in market shapes and colors believe  talking about taboo position and transportation say, do  attitude in bemo (a kind of public transportation) food and drinks eat  let's cangkrukan  attitude during eating in casual situation daily activities honor  visiting a friend's house based on the table, it can be seen that the values of local culture used were following the notions of the syllabus. the forms of the activities were rich of conversation samples. only the last unit was short reading material. regarding the activities in the classroom, the researcher more focused on cross-cultural activities. according to byram, et al (2002), teaching foreign language to adult learners need an analyzing activity. this activity increases challenge and builds engagement between learners and the language. thus, the activity, such as role-play, is principal in this syllabus. the other crosscultural activities, for example culture capsules and mini-drama, will be implemented as mid and final project since they take a long preparation to accomplish the project. these activities are beneficial to the students in order to see, hear, touch, and act out real-life language situations and discuss cultural differences in it (white, 2011). related to the assessment, daily 197 performance was assessed by using holistic assessment on three aspects: 1) how well they perform bahasa indonesia both macro and micro language skills, 2) how well they understand arek culture, 3) their reactions toward cross-cultural understanding. these aspects will also contribute to students' performances in mid and final projects. 5. conclusion based on the process of designing the new syllabus, it can be concluded that the course objectives were identified and the students acquired the competencies to survive in inter-communication environment by using bahasa indonesia in surabaya city. a syllabus which had local culture values was compulsory to make the students engaged in the process while learning bahasa indonesia within the actual contexts. notional-functional syllabus was acknowledged to be the appropriate-type to teach cultural aspect without neglecting the nature of bahasa indonesia. in addition, the primary problems of communication faced by bahasa indonesia learners, according to the results of participants' needs, were taught based on the arrangement of specific notions, which directly answered the students’ dilemma and needs of bahasa indonesia conversation. also, the cross-cultural activities were employed in the classroom to give the chances of learning bahasa indonesia in meaningful context, as well as learning one of indonesia's cultures, that was arek culture. 6. references abdillah, a. 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(1987).principles of course design for language teaching. cambridge: cambridge university press. https://www.scribd.com/doc/132015110/karakter-arek-masyarakat-surabaya https://www.scribd.com/doc/132015110/karakter-arek-masyarakat-surabaya http://iteslj.org/articles/rabbini-syllabus.html http://www.westpoint.edu/cfe/literature/white_11.pdf 97 mikhail’s personal identity construction in paulo coelho’s the zahir fatmawati innovative learning center, sidoarjo fatmaburai@gmail.com abstract: language is used not only for communication but also to reflect personality as well as to construct identity. the aim of this study is to examine mikhail’s personal identity construction through his language use. therefore, the labels attached to him and his stancetakings are investigated. in conducting the study, the writer applies discourse analysis. descriptive research is used in order to identify, classify, and describe his utterances which contain the use of label and stancetaking. the findings reveal that he is a kind of arrogant person based on the values of the labels given by self. furthermore, the more he puts label on himself in a society, the less he gets label from others. the findings also indicate that his tendencies to position himself along epistemic scale ‘certainty’ and disalign with his interlocutors in talk-ininteraction have successfully transformed him into a superior person. keywords: identity construction; label; stance 1. introduction according to fearon (1999), the concept of identity is originally used by german psychologist erik erikson in 1950s. bucholtz and hall (2005) define identity as the social positioning of self and other. today, identity is studied in a variety of fields including sociology, anthropology, linguistics, education, and literature. joseph notes the important studies focusing on linguistic aspects of identity appeared in early 1980s such as gumperz’s important collection on language and social identity in 1982 (as cited in edwards, 2009). in recent years, numerous studies on identity construction have been done by some scholars in various genres. among the examples are analyzing a blog posting (prihantoro, 2014), cross-cultural communication (habib, 2008), female magazine (crema, 2009), request e-mail (ho, 2010), women focus group discussion (mango, 2010), television program (sharif, 2012), document education (alméciga, 2013), and a story in the english translation of the holy quran (idiagbon, 2014). hence, the recent studies have neglected a literary work, especially novel as the source of data. in addition, most of the mailto:fatmaburai@gmail.com 98 researchers are interested in studying social identity rather than personal identity. thus, the writer intends to take this neglected genre by studying personal identity construction in a novel. in this research, the subject of study is mikhail. he is a minor character in the zahir novel written by paulo coelho (2006). he is chosen because of three reasons. first, he has a significant role in the story. his meeting with esther, a wife of the character i, considerably influences the plot development. mikhail has a great contribution in esther’s decision to leave her husband and to stay far away in mikhail’s village which leads the conflict begins. later, he regularly meets the character i and brings him to find esther. second, he is a stigmatized person. he is given a derogatory label “epilepsy” by his society and experiences discrimination. galinsky et al. (2003) formulate three kinds of responses to combat derogatory label. two of them are with labeling by self (re-label and re-appropriation). it allows mikhail to use one of the strategies considering the story in the novel that he successfully copes with the bad views from others. the writer assumes there will be one label or more used by mikhail to combat the derogatory label as well as to identify himself among his society. third, he has a powerful speech. in paris, he becomes a moderator and storyteller in a weekly performance in a restaurant. his speeches can attract the audience. by telling his history to other people in paris, he manages to create his own community and becomes their spiritual leader. there will be something special in his speech. therefore, he should take one stance or more to construct his personal identity in talk-in-interaction. the study examines how mikhail constructs his identity in social interaction through his language use. the writer applies bucholtz and hall’s (2005) emergence principle as a mechanism to analyze identity. the principle generalizes that identity is a product of social interaction. identity maybe linguistically indexed through labels, implicatures, stances, styles, and entire languages and varieties. however, the writer limits the study on label and stance regarding the basic assumption on mikhail’s personal identity construction as explained before. the limitation is not merely become the weakness of the study. on the other hands, it gives the writer great opportunities to deeply analyze the label and stance. therefore, the study examines not only the labels attached to mikhail given by self but also the labels given by others. by analyzing the labels given by self, the writer uncovers mikhail’s personal identity construction. however, by analyzing both labels given by self and others, it provides the contrastive views between mikhail and others toward him and the correlation between both kinds of labels in constructing his personal identity. in addition, the study also examines all kinds of stances took by mikhail in talk-in-interaction. 99 in summary, the writer intends to study mikhail’s personal identity construction through the use of label and stancetaking using discourse analysis by applying bucholtz and hall’s (2005) emergence principle supported by some theories of label (e.g. galinsky et al., 2003) and stance (e.g. du bois, 2007). 2. review of literature identity is the social positioning of self and other (bucholtz & hall, 2005). meanwhile, personal identity is the characteristics and social position belonging to a particular person which make that person different from other people. bucholtz and hall (2005) propose five principles for the analysis of identity as apparent in linguistic interaction: emergence, positionality, indexicality, relationality, and partialness participle. bucholtz and hall (2005) argue that indexicality principle is concerned with a mechanism whereby identity is constituted. this mechanism is fundamental to the way in which linguistic devices are used to construct identity. they include labels, implicatures, stances, styles, and entire languages and varieties. a. label label is how a person identifies himself or others. mcdonald describes label as a metaphoric word or phrase that defines the labeled individual’s identity and constructs the relationship between the labeled and the labeler (as cited in plangger et al., 2013). the term can be defined as a word or phrase used to identify or describe the characteristics or qualities of a person and group such as “white”, “african-american”, “smart”, “poor”, and “gay”. there are two ways for a person or group getting a label (galinsky, 2003). they are label by self and label by others. label by self means that people choose a label to themselves. meanwhile, label by others means a label attached to them given by their society. label possesses both positive and negative value. its effect is varied depending on the respond of each person and society toward that label. however, not all labels attached to a person truly describe him/her. in reality, a labeled person has a little choice or opportunity to oppose what is attached to him/her rather than to accept it. therefore, a label put on a person gradually influences his/her behavior and changes his/her identity. galinsky et al. (2003) argue that there are three kinds of responds for combating the negative implications of derogatory labels. the first is ignoring the label. the second is re-label (renaming) by deciding to use a different label altogether refer to oneself or one’s group. this is important for situations in which a name or label develops negative connotations over time, and where label change can be accomplished legally. for example, the airlines usair changed its name to usairways because they have high profile crashes. the third is re-appropriation or revaluing an existing label. 100 for example, a label “queer” as a self-label for proud gay men and lesbians previously had been a resented epithet. b. stance according to du bois (2007), stance is a public act by a social actor, achieved dialogically through overt communicative means, of simultaneously evaluating objects, positioning subjects (self and others), and aligning with other subjects, with respect to any salient dimension of the socio cultural field. du bois characterizes stance as social action in the following terms: “i evaluate something, and thereby position myself, and align with you.” there are 3 kinds of stance related to du bois (2007). they are evaluation, positioning, and alignment. 1. evaluation evaluation can be defined as the process whereby a stancetaker orients to an object of stance and characterizes it as having some specific quality or value (du bois, 2007). for example, “that’s horrible”, “that’s ideal”, and “that’s nasty”. 2. positioning positioning can be defined as the act of situating a social actor with respect to responsibility for stance and for invoking socio cultural value (du bois, 2007). there are two kinds of positioning. they are affective positioning and epistemic positioning. a) affective positioning affective is the speaker’s feeling about a proposition, an utterance, or a text (irvine, 2009). for example, “i’m glad”, “i’m so glad”, and “i’m just amazed”. chindamo et al. (2012) present an overview of the lexicogrammatical features connected with affective stance suggested by biber and finegan as below:  adverbs: e.g., amazingly, importantly, surprisingly, happily  stance complement clauses controlled by verbs: e.g., expect, hope, worry, enjoy, fear, feel, hope, wish, hate, love  stance complement clauses controlled by adjectives: e.g., amazed/amazing, shocked, surprised, afraid, disappointed, glad, happy, sorry  stance complement clauses controlled by nouns: e.g., hope, view, thought, view, grounds 101 b) epistemic positioning epistemic stance is the speaker’s degree of commitment to a proposition (irvine, 2009). it concerns with the truth-value of a proposition and the speaker’s degree of commitment to it. for example: “i know” and “i don’t know”. chindamo et al. (2012) also present an overview of the lexicogrammatical features connected with epistemic stance suggested by biber and finegan as below:  adverbs: expressing certainty: e.g., actually, certainly, in fact expressing likelihood/doubt: e.g., possibly, perhaps  modals: might, may, should, could  stance complement clauses controlled by verbs: expressing certainty: e.g., conclude, determine, know expressing likelihood/doubt: e.g., believe, doubt, think  stance complement clauses controlled by adjectives: expressing certainty: e.g., certain, clear, obvious, sure expressing likelihood/doubt: e.g., (un)likely, possible  stance complement clauses controlled by nouns: expressing certainty: e.g., conclusion, fact, observation, expressing likelihood/doubt: e.g., assumption, claim c) alignment alignment can be defined as the act of calibrating the relationship between two stances, and by implication between two stancetakers (du bois, 2007). for example, “i agree”. alignment can be divided into alignment, the stancetaker takes a positive pole toward others, and disalignment, the stancetaker takes a negative pole toward others. pickering and garrod (2006) argue that interlocutors show alignment in five ways. they are alignment via beliefs about one’s interlocutor, imitation, agreement between interlocutors, feedback, and physical co-presence. 3. research methods in conducting the study, the writer applied discourse analysis to analyze mikhail’s utterances in the zahir novel. descriptive research was used in order to identify, classify, and describe mikhail’s utterances which contain the use of label and stance-taking. according to tavakoli (2012), descriptive research attempts to look at individuals, groups, institutions, methods and materials in order to describe, compare, contrast, classify, analyze, and interpret the entities and the events that constitute their various fields of inquiry. the study only used human instrument. the writer was the main instrument to collect the data. the data were collected by reading the zahir novel and selecting only mikhail’s utterances. meanwhile, the collected data 102 were analyzed by identifying the use of label and stance-taking, classifying them based on each type of labels and stances, describing the classified data, and drawing a conclusion. 4. findings based on the data analysis, the writer finds linguistic devices, label and stance, which construct mikhail’s personal identity. label is divided into two categories. they are label by self and label by others. meanwhile, stance consists of three types. they are evaluation, positioning (affective and epistemic), and alignment. a. label mcdonald describes label as a metaphoric word or phrase that defines the labeled individual’s identity and constructs the relationship between the labeled and the labeler (as cited in plangger et al., 2013). referring to the result of the analyzed data on mikhail’s utterances, there are 16 labels attached to him. those labels are categorized based on the labels put by self (mikhail) and by others (his society). figure 1 mikhail’s labels from the data taken in figure 1, there are 6 data or 37% labels attached to mikhail put by him. they are “higher powers”, “kazakh”, “mikhail”, 103 “missionary”, “poor”, and “voice-hearer”. on the contrary, there are 10 data or 63% labels attached to mikhail put by others. it is almost double the number of labels than by self. they are “aberration”, “cursed”, “enemy of people”, “epilepsy”, “madman”, “magical person”, “mental illness”, “oleg”, “peasant”, and “shaman”. the frequency of use of each label is presented in figure 2. figure 2 mikhail’s labels frequency and percentage in figure 2 above the white bars signifies mikhail’s labels put by him, whereas the grey bars signifies his labels put by others or his society. among all labels attached to him, “epilepsy” has the highest frequency (19 times or 28%). meanwhile “higher power”, “poor”, “aberration”, “cursed”, “madman”, “magical person”, “peasant”, and “shaman” have the lowest frequency (each used only once or 1%). among labels put by mikhail himself, “missionary” is the most frequently used. it constitutes 15 times or 22%. it indicates that mikhail more often uses the label to construct his personal identity. whereas “higher powers” and “poor” is the least frequently used. it constitutes only once or 1%. apart from “missionary”, the highest frequent label is “voice-hearer”. it is used 12 times or 18%. “mikhail” and “kazakh” are used respectively 4 times or 6% and twice or 3%. 104 among labels put by others, “epilepsy” is the most frequently used. it constitutes 19 times or 28%. it indicates that “epilepsy” is commonly used by his society to identify him. it is followed by “oleg” (4 times or 6%), “enemy of people”, and “mental illness” (each used twice or 3%). the least frequent labels are used only once or 1%. they are “aberration”, “cursed”, “madman”, “magical person”, “peasant”, and “shaman”. the explanation of each label regarding mikhail’s personal identity construction through the use of label will be presented in order of the highest frequent to the smallest frequent labels put by self (mikhail) and his society. b. mikhail’s labels given by self there are six labels used by mikhail to identify him. they are “missionary”, “voice-hearer”, “mikhail”, “kazakh”, “higher powers”, and “poor”. below are some examples of his labels given by him. 1) missionary “missionary” is a person undertaking a mission and especially a religious mission. mikhail implicitly labels himself as “missionary” by saying, “i’m a person with a mission” (p. 64). mikhail only identifies himself as “missionary” during his stay with paris people. he decides to keep the mission until he meets esther. later, he dares to openly speak about his mission in paris. it is the most significant label in constructing his personal identity. among the labels given by him, it has the highest frequency (15 times or 22%). the label carries a positive value to him. it also plays a positive role on the success of his career as well as “voice-hearer”. 2) voice-hearer mikhail implicitly labels himself as “voice-hearer” to kazakh steppes people and paris people by claiming that he can hear a voice. excerpt (1) “we (mikhail and his mother) wake early and, when we arrive, the girl appears, but my mother cannot see her. my mother tells me to ask the girl something about my (dead) father…i do as she requests, and then, for the first time, i hear the voice. the girl does not move her lips, but i know she is talking to me: she says that my father is fine and is watching over us, and that he is being rewarded now for all his sufferings on earth.” (page 106) 1 2 3 4 5 excerpt 1 is taken from his conversation with the character i and the beggars in paris. he tells them about the first time he hears the voice. in line 3, “the voice” belongs to the little girl. he claims to know the condition of 105 dead people through the voice (lines 4-5). besides this ability, he also claims to know the feeling of the character i by saying, “the voice is telling me something now. i know that you’re anxious and frightened.” (p. 84) “voice-hearer” is the second highest frequency (12 times or 18%). the label has a positive value. it defines mikhail as having an extraordinary ability. the use of the label has a great deal of positive and negative effects on his position in his societies. it leads the emergence of new labels created by some people in the communities. some kazakh steppes people such as the hunter and poor villagers respect his presence. they regard him as “shaman” and “magical person”. meanwhile the others such as the communists, devout muslims, and well educated people cannot accept him. the village people label him “aberration”, the headmaster labels him “mental illness”, and the communist label him “enemy of people”. he also faces some discriminatory ill-treatment because of his claim, for example, being expelled from school, dismissed from his job, and betrayed by people he has helped. on the other hand, paris people tend to give a positive response. people who do not believe in his claim prefer to ignore him, whereas the others more appreciate him. the appreciation has some contributions to his career success in paris. his weekly performance in a restaurant gets a lot of audiences. he successfully founds his community among people in the restaurant, a group of beggars, and a group of new nomads. 3) mikhail “mikhail” is a name chosen by him when he decides to change his name. since he moves to paris, he introduces himself to other people as “mikhail” instead of “oleg”. excerpt (2) marie: mikhail: “what’s your name?” “mikhail.” (page 42) 1 2 excerpt 2 is taken when he attends to a book signing in order to meet the character i. marie is a character i’s girlfriend. it is the first time for her and other people in the book signing to see mikhail. when marie asks his name, he answers with “mikhail” instead of his real name “oleg”. in other occasion he explains to the character i about his decision to change his name. excerpt (3) “mikhail is the name i chose when i decided to be reborn to life. like the warrior archangel, with his fiery sword, opening up a path so that… the ‘warriors of light’ can find each other. that is my mission.” (page 65) 1 2 3 106 galinsky et al. (2003) assert that individuals will change their names and seek to dissociate from their disreputable past. mikhail’s concept of reborn to life (in line 1) indicates his aim to become a new person. he begins using a new name by labeling himself “mikhail” to construct a new identity in order distance himself from his disreputable past and derogatory labels such as “epilepsy” and “enemy of people”. in addition to construct his personal identity, mikhail’s labels given by self have other functions such as to share national identity (e.g. kazakh), describe his condition (e.g. poor), and combat some derogatory labels (e.g. mikhail). mikhail’s changing name from “oleg” to “mikhail” is considered to be one of galinsky et al.’s (2003) responds to stigmatizing labels. galinsky et al. have suggested that re-labeling or renaming is a second way for combating the negative implication of derogatory labels. for example, jeff gilloley, the man who orchestrated the attack on skater nancy kerrigan during the olympic trials, legally changed his name to jeff stone. mikhail uses this strategy, re-labeling, to construct his new identity as well as to distance himself from some bad experiences and derogatory labels attached to him in past. a label not only has a positive or negative value, but also has one or both of positive and negative impact to the labeled life. a label such as “voicehearer” carries a positive value, having an extraordinary ability. in fact, it also brings some negative and positive impacts for mikhail’s life. the use of the label has successfully influenced some people in his village to respect his presence such as the hunters and poor villagers. in addition, it has some contributions to his career success in paris as well as the use of “missionary” label. apart from its positive impacts, it leads some discrimination and causes the emergence of other labels given by others such as “enemy of people” and “mental illness”. based on the labels used by mikhail to identify him, it can be concluded that he is an arrogant person. ryan (1983) argues that arrogance is a form of positive self-reference that is motivated by anxiety and requires a person to resist the acquisition of information about self and therefore to resist change. among six labels put by him, five labels have positive value. they are “higher powers”, “kazakh”, “mikhail”, “missionary”, and “voice-hearer”. mikhail confesses that the use of “higher powers” label to almaty people instead of “voice-hearer” is influenced by his traumatic experiences during his stay with kazakh steppes people. it indicates that the use of the label is motivated by his anxiety. he also refuses the derogatory labels given by his society such as “epilepsy”. he prefers to keep label himself with “voicehearer”. it means that he cannot accept any negative view from other people. c. mikhail’s labels given by others 107 there are 10 labels used by others (mikhail’s society) to identify him. they are “epilepsy”, “oleg”, “enemy of people”, “mental illness”, “aberration”, “cursed”, “madman”, “magical person”, “peasant”, and “shaman”. below are some examples of his labels given by others. 1. epilepsy mikhail is firstly diagnosed with “epilepsy” by a doctor at the age of nearly fifteen years old when he still lives in the village: excerpt (4) “one day, she (his mother) takes me to see a doctor who is visiting the area. after listening attentively to my story, taking notes, peering into my eyes with a strange instrument, listening to my heart, and tapping my knee, he diagnoses a form of epilepsy. he says it isn’t contagious and that the attacks will diminish with age. i know it isn’t an illness, but i pretend to believe him so as to reassure my mother.” (page110) 1 2 3 4 5 in line 3, the doctor diagnoses him suffered from epilepsy. however, mikhail does not blindly accept the diagnosis. he says that it is not an illness. it means that he believes that what he has experienced is not an epileptic fit. mikhail refuses to be labeled “epilepsy” by labeling himself as “voicehearer”. however, label “epilepsy” continued to attach on him put by some almaty people such as his boss at garage (p. 110) and paris people such as the owner of a pizzeria (p. 68). the sustainability of his seizure caused some people continued to label him “epilepsy”. “epilepsy” label has the highest frequency among all labels. it is used 19 times or 28%. it is not only used by kazakh steppes people but also almaty people and paris people. the label carries negative value. he is regarded as abnormal person. therefore, he is only accepted by minority groups such as the hunter of the steppes and the beggars in paris. the label also causes him experiencing some discrimination and getting difficult to look for a job. 2. cursed “cursed” is a label given by kazakh steppes people. it carries a negative connotation. it identifies mikhail as a person who always carries or causes bad things happened. it is only used once: excerpt (5) “since i have nowhere to go and study… i become a shepherd. during the first week, one of the sheep dies and a rumor goes around that i’m cursed, that i’m the son of a man who came 1 2 3 108 from far away and promised my mother great wealth, then ended up leaving us nothing” (page 109). 4 in excerpt 5, mikhail tells about how he gets the label to the character i and the beggars in paris. the label emerges after the sheep that he herds dies (lines 1-2). people in his village relate it to his father’s lie in the past. they assume that it is a part of his punishment, so they identify him as “cursed”. 3. enemy of people “enemy of people” is put by kazakh steppes people especially the communists. mikhail tells the character i and the beggars in paris that after he is expelled from school, he becomes a shepherd. unfortunately, during the first week, one of the sheep dies. people believe that he is cursed because of his father’s lie. the label “cursed” that attached to him makes the owner of sheep worried. then, he continues his story: excerpt (6) “one day, he (the owner of the sheep) decides to go to the communist party office in the next village, where he learns that both i and my mother are considered to be enemies of the people. i am immediately dismissed.” (p. 109). 1 2 3 in excerpt 6 mikhail explains the label “enemy of people” not only attached to him but also to his mother. the label has negative impact on his life. he loses his job as a shepherd and becomes unemployed after the communists label him as “enemy of people”. as a result, among ten labels attached to mikhail given by others, two labels have positive values (“oleg” and “magical person”). meanwhile, 8 labels have negative values (“epilepsy”, “enemy of people”, “mental illness”, “aberration”, “cursed”, “madman”, “peasant”, and “shaman”). galinsky et al. (2003) argue that stigma is said to exist when individuals possess (or are believed to possess) some attribute, or characteristic, that conveys a social identity that is devalued in a particular social context. mikhail’s labels such as “epilepsy” and “cursed” have discredited him among society. those labels also make him difficult to get a permanent job. besides, he is not fully accepted by society and, sometimes, he should face some discrimination. therefore, based on the number of those negative values and implications for his life, his societies regard him as stigmatized person. it is triggered by galinsky et al.’s (2003) view that to be stigmatized often means to be economically disadvantaged, to be the target of negative stereotypes, and to be rejected interpersonally. during mikhail’s stay with the three societies (kazakh steppes people, almaty people, and paris people), he always earns label. sometimes the 109 labels keep attached to him such as “epilepsy” and sometimes it is used only by certain community or society such as “aberration”. it also applies to the labels created by himself. figure 3 mikhail’s labels in the societies from the data shown in figure 3, there are three categories: society 1 (kazakh steppes people), society 2 (almaty people), and society 3 (paris people); and there are two series: label by self (mikhail) and label by others (his society). in the first society there are 10 labels attached to mikhail, 1 label by self (“voice-hearer”) and 9 labels by others (“aberration”, “cursed”, “enemy of people”, “epilepsy”, “madman”, “magical person”, “mental illness”, “oleg”, and “shaman”). in the second society there are 3 labels attached to him, 1 label by self (“higher powers”) and 2 labels by others (“epilepsy” and “peasant”). meanwhile in the third society there are 6 labels attached to mikhail, 5 labels by self (“kazakh”, “mikhail”, “missionary”, “poor”, and “voice-hearer”) and 1 labels by others (“epilepsy”). based on the chart, mikhail puts the highest number of labels on himself during his stay with paris people (5 labels) and the lowest number of labels during his stay with kazakh steppes people (1 label) and almaty people (1 label). meanwhile for the labels given by others, he gets the highest number of labels during his stay with kazakh steppes people (9 labels) and the lowest number of labels during his stay with paris people (1 label). it has been discovered that his moving to paris successfully reduces derogatory labels. 110 he has more courage to identify himself with a variety of positive labels in a new society. as a result, the more he puts labels on himself, the less he gets labels from others. stance in this part, the writer presents the analyzed data of mikhail’s utterances based on du bois’s theory of stance. stance is a public act by a social actor, achieved dialogically through overt communicative means, of simultaneously evaluating objects, positioning subjects (self and others), and aligning with other subjects, with respect to any salient dimension of the socio-cultural field (du bois, 2007). there are three types of stance acts. they are evaluation, positioning (epistemic and affective), and alignment. the following figure illustrates the findings in term of mikhail’s stancetakings. in figure 4, it can be seen that positioning stance is the most frequently used. it constitutes 274 data or 68%. it consists of two other types of stances, affective (56 data or 14%) and epistemic (218 data or 54%). meanwhile the least frequent stance is alignment. it constitutes only 48 data or 12%. evaluative stance is in the middle frequency which constitutes 83 data or 20%. the results will be presented in order of evaluation, positioning (epistemic and affective), and alignment. figure 4 mikhail’s stancetakings evaluation evaluation is the process whereby a stancetaker orients to an object of stance and characterizes it as having some specific quality or value (du bois, 2007). the number of mikhail’s utterances containing evaluative stance are eighty three data (20%). here are some examples of mikhail’s evaluative stance: 111 excerpt (7) the publisher: mikhail: “he (character i) never usually invites anyone! come on, let’s all go and have supper!” “it’s very kind of you, but i have a meeting i go to every thursday.” (page 42) 1 2 3 in utterance “it’s very kind of you”, the stance object that mikhail evaluates is “you”. it refers to “the publisher”. meanwhile the pronoun “it” has a function as expletive subject. the stance implies a positive judgment regarding the publisher’s generousity by requesting mikhail to join. excerpt (8) mikhail: “put the oil in the pan, but first offer it up to the lady. apart from salt, it’s our most valuable commodity.” (page 180) 1 2 in contrast to the previous example, the pronoun “it” in “it’s our most valuable commodity” stands for the object of evaluative stance. it refers to “the oil”. mikhail uses evaluative predicate “our most valuable commodity” to give a positive value as well as the salt. the following example is evaluative stance toward a social issue. excerpt (9) mikhail: “it was a bit of a waste of time for you really and a great opportunity to catch pneumonia. i hope you realize that it was just his way of showing you how welcome you are.” (page 180) 1 2 3 excerpt 9 is taken from his conversation with the character i. mikhail evaluates his dedication ceremony. the ceremony is one of steppes culture. the object of stance “it” refers to “the dedication ceremony”. mikhail evaluates the dedication ceremony by asserting two evaluative predicates. the first predicate “a bit of a waste of time for you really” indicates that it is unnecessary. the adjective “really” expresses his certainty of its unnecessary. the second predicate “a great opportunity to catch pneumonia” indicates his assumption of the bad effect of the ceremony on the character i’s health. the adjective “great” expresses his belief in strong possibility of catching pneumonia. the use of two adjectives “really” and “great” strengthens his evaluative predicates. 112 in summary, mikhail’s evaluative stance object covers people, things, and social phenomena. his evaluations consist of positive and negative value. it depends on his view toward the object. positioning positioning is the act of situating a social actor with respect to responsibility for stance and for invoking socio cultural value (du bois, 2007). the number of mikhail’s utterances containing positioning stances are two hundreds and seventy four data (68%). the data are further divided into two types, those containing affective positioning and those containing epistemic positioning. affective positioning affective is the speaker’s feeling about a proposition, an utterance, or a text (irvine, 2009). mikhail’s affective positioning stances are 56 data or 14%. there are three kinds of lexical features of mikhail’s affective stance predicate. they are verb, adjective, and noun. the lexical features are categorized as follow:  verbs : want, miss, feel, need, admire, sense, respect, like, regret, hope  adjectives: afraid, sorry, alone, amazed, worried, frightened, surprised, welcome, free, tired  nouns : state, love below are the examples of some mikhail’s affective stances controlled by verb, adjective, and noun: excerpt (10) mikhail: “as long as you pay for my ticket, of course. i need to go back to kazakhstan. i miss my country.” (page 140) 1 2 in the above utterance there are two affective stances taken by mikhail, “i need to go back to kazakhstan” and “i miss my country”. both stance utterances index personal pronoun “i” as the stancetaker. they are followed by affective verb “need” and “miss”, indexing the affective predicate. the first affective predicate expresses mikhail’s feeling: the need. the object of stance is “to go back to kazakhstan”. meanwhile the second expresses his feeling: missing. the object of stance is “my country”. both affective predicates position mikhail along an affective scale either “need something” or “miss something”. 113 excerpt (11) mikhail: “i am amazed at the cars, the huge buildings, the neon signs, the escalators and—above all—the elevators.” (page 111) 1 2 in excerpt 11, mikhail expresses his amazement at the cars, the huge buildings, and so on. he positions himself affectively by choosing a position along an affective adjective “amazed”. mikhail performs the stancetaker, while “the cars, the huge buildings, the neon signs, the escalators and—above all—the elevators” becomes the stance object. the affective predicate is an adjective “amazed”. excerpt (12) mikhail: “i am in love with her, with this woman i have only known for a matter of hours.” (page 112) 1 2 the bold words below index an affective stance. the stancetaker is the personal pronoun “i” that refers to mikhail. the stance object is “her” that refers to “esther”. mikhail uses a noun “love”, a stance predicate, to express his deep affection feeling. hence, mikhail performs affective stances in order to express his feeling and position himself along with the affective scale. the use of affective predicate is varied including verb, adjective, and noun. meanwhile his object of stance includes the things, people, and places. epistemic positioning epistemic stance is the speaker’s degree of commitment to a proposition (irvine, 2009). it concerns the truth-value of a proposition and the speaker’s degree of commitment to it. mikhail’s epistemic positioning stances are 218 data or 54%. the frequency is the highest among all distinction stances. the lexical features of mikhail’s epistemic stance consist of adjective, adverb, conjunction, modal, noun, preposition, pronoun, and verb.  adjectives: expressing certainty: sure, familiar, impossible, necessary expressing uncertainty: possible  adverbs: expressing certainty: really, exactly, of course, in fact, always, completely, entirely, obviously, properly expressing uncertainty: perhaps, possibly, almost  verbs: 114 expressing certainty: know, realize, say, understand, see, tell, look, believe, happen, notice, recognize, find, reckon expressing uncertainty: doubt, think, seem, suggest  modals: may, can, will, might, could, would, must  conjunction: whenever  noun: reason  preposition: according to  pronouns: all, anyone, everyone, no one below are the examples of mikhail’s epistemic stances: excerpt (13) character i: mikhail: “i need a bath. i need to change my clothes.” “that’s impossible. you’re in the middle of the steppes.” (page 180) 1 2 based on the conversation above, mikhail performs epistemic stance by uttering “that’s impossible”. he expresses his degree of certainty that proposed information from the character i, taking bath and changing clothes, is unable to be done. mikhail positions himself along with epistemic scale certainty using adjective “impossible”. the stance predicate consists of one linguistic feature, an adjective. the next example presents epistemic stance using two linguistic features. excerpt (14) the beggar: mikhail: “did she never tell you her name?” “never. but it doesn’t matter because i always know when she’s talking to me.” (page 107) 1 2 3 the epistemic stance “i always know” consists of an adverb and verb. the adverb “always” is used to modify the value of epistemic verb “know”. by uttering the epistemic stance, mikhail positions himself along a strong epistemic scale as knowledgeable. chindamo et al. (2012) argue that yes/no or tag question and expressing one’s opinion can apply epistemic scale. it is in line with the findings: excerpt (15) character i: “what’s she doing?” 1 115 mikhail: character i: “do you really want to know?” “yes, i do.” (page 62) 2 3 the use of yes/no question above expresses mikhail’ doubt about the question given by the character i. mikhail’s question implies his request for confirmation from the character i. it indexes a certain degree of epistemic scale: likelihood or doubt. excerpt (16) mikhail: “everyone thinks i’m just having an epileptic fit, and i let them believe that because it’s easier.” (page 84) 1 2 according to chindamo et al.’s (2012) report, the phrase “everyone thinks” indicates mikhail’s degree of certainty by claiming all people involved to do the same thing. it is similar with his utterance: excerpt (17) mikhail: “whenever i say where i was born, about ten minutes later people are saying that i’m from pakistan or afghanistan” (page 44) 1 2 the use of subordinating conjunction “whenever” also indicates his degree of certainty. he claims that his opinion has been supported by regular facts. however, both conjunction (whenever) and pronoun (everyone) cannot stand alone to present an epistemic stance. the pronoun needs a verb, whereas conjunction should connect a dependent clause to an independent clause. for example, in excerpt 16, the phrase “everyone thinks” consists of pronoun “everyone” and verb “thinks”. the phrase indicates mikhail’s degree of certainty by claiming all people involved in doing the same thing. chindamo et al. (2012) write: martin and white point out how appealing to common opinions might have a relational function: for example, in the utterance “everyone knows the banks are greedy” (page 100) the phrase “everyone knows” introduces a degree of certainty by claiming consensual support for the speaker’s claim. (page 619) meanwhile in excerpt 17 dependent clause “whenever i say where i was born” consists of subordinating conjunction “whenever”. it has a function as adverbial clause. the whole whenever clause answers the 116 question “when people are saying that i’m from pakistan or afghanistan?” the example also indicates mikhail’s degree of certainty. he claims that his opinion has been supported by regular facts. based on the examples above, mikhail tends to express the degree of certainty. it means that he usually speaks with confidence. therefore, his speech is more powerful than other characters. alignment alignment can be defined as the act of calibrating the relationship between two stances, and by implication between two stancetakers (du bois, 2007). the number of mikhail’s utterances containing alignment stance are forty eight data (12%). it consists of alignment and disalignment. mikhail takes alignment stance via imitation, feedback, and agreement. meanwhile for disalignment, he takes the stance via changing topic, disagreement, and refusal. below are the examples of mikhail’s alignment stances, both alignment and disalignment: excerpt (18) the publisher: mikhail: “so it’s a place where no one can complain about the lack of space, then,” “it’s a place where, during the last century, no one had the right to complain about anything, even if they wanted to. (page 44) 1 2 3 in order to provide a clear explanation, the writer adapts du bois’s (2007) diagraph as follows: the publisher: it’s a place where no one can complain about the lack of space mikhail: it’s a place where, during the last century, no one had the right to complain about anything the diagraph shows that mikhail uses a similar utterance with the publisher. concerning some divergent such as appositive, it does not influence the notion of its alignment. du bois (2007) argues that if the stancetaker uses a lexically identical utterance, the effect would likely somewhat strange. mikhail’s use of term “epileptic fit” in his utterance: “i only have ‘epileptic fits’ at moments when i am under great nervous strain” (page 118) 117 also indicates alignment stance. he uses the same term “epileptic fit” like other people. the next example is disagreement stance via disagreement. excerpt (19) character i: mikhail: “i could start with some small talk about the success of a time to rend and a time to sew or the contradictory emotions i felt last night as i watched your performance.” “it’s not a performance, it’s a meeting. we tell stories and we dance in order to feel the energy of love.” (page 60) 1 2 3 4 5 in mikhail’s stance utterance “it’s not a performance, it’s a meeting”, the personal pronoun “it” refers to “your performance” uttered by the character i. the negation “not” asserts his disagreement with the character i. he takes a negative pole (disalignment) in term of alignment. later, he corrects his interlocutor’s misperception by stating “it’s a meeting”. it is undeniable that an utterance can contain two or all three kinds of stances as in the following example (taken from du bois, 2007): excerpt (20) sam: angela: “i don’t like those” “i don’t (like those) either.” (page 166) 1 2 du bois explains: as for the three stance actions, in these data, the verb specifies both the evaluation of the object and the positioning of the subject, so the two labels are combined in a single column. angela’s use of the word either indexes alignment, taking account of the fact that angela’s stance utterance is a stance follow which builds dialogically off of sam’s prior stance lead. (p. 166) mikhail’s utterance below also performs the three stances: excerpt (21) character i: “i know that i’ll emerge bruised and battered, like the master who wanted to sit between the buffalo’s horns, but i deserve it. i deserve it because of the 1 2 3 118 mikhail: pain i inflicted, however unconsciously. i don’t believe esther would have left me if i had respected her love.” “you understand nothing,” (page 57) 4 6 in “you understand nothing”, mikhail evaluates his interlocutor (the character i) and positions himself by giving epistemic value to his object of stance as ignorant. the utterance indexes alignment, particularly, in term of disalignment via disagreement. the character i implicitly says that he is knowledgeable by using verb “know”. mikhail takes a negative pole, disagreeing his statement. in sum, while mikhail evaluates the character i, he positions himself. as he positions himself, he disaligns with the character i. 5. conclusion the findings show that mikhail calibrates his relation to his interlocutor by taking aligment and disaligment. mikhail takes alignment stance via imitation, feedback, and agreement. meanwhile for disalignment, he takes the stance via changing topic, disagreement, and refusal. his disalignment has higher frequency than his alignment. it constitutes 32 times, whereas his alignment only constitutes 16 times. since alignment is the act of calibrating the relationship between two stances, the high frequency of disalignment indicates his tendency to take a negative pole toward his interlocutor. mikhail should have a strong mentality to express what he feels, thinks, or wants although it is contrary to what his interlocutors do. the writer concludes that he usually speaks with confidence. therefore, his speech is more powerful than other characters. thus, by taking epistemic and aligment stance, mikhail successfully found his own community and become their spiritual leader. to sum up, mikhail constructs his personal identity by using some labels to identify himself among others and by taking some stances to evaluate the object, to position himself along affective scale or epistemic scale, and to align or disalign with his interlocutor. 6. references bucholtz, m., & hall, k. (2005). identity and interaction: a sociocultural linguistic approach. discourse studies, 7 (4-5), 585-614. 119 coelho, p. (2006). the zahir: a novel of obsession. new york: harper perennial. retrieved from http://www.kkoworld.com/kitablar/paulo_koelyo_zair_eng.pdf crema, d. (2009). discourse and identity: a linguistic approach to the feminine self. yawp 4, 4, 5-17. du bois, j. w. (2007). the stance triangle. in r. englebretson, stancetaking in discourse: subjectivity, evaluation, interaction. amsterdam / philadelphia: john benjamins publishing company. edwards, j. (2009). language and identity. cambridge: cambridge university press. galinsky, a. d., et al. (2003). the reappropriation of stigmatizing labels: implications for social identity. identity issues in groups research on managing groups and teams, 5, 221–256. habib, r. (2008). humor and disagreement: identity construction and crosscultural enrichment. journal of pragmatics, 40, 1117–1145. ho, v. 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(2014). in-group identity in online mass media: a case ‎study‎of‎ ‘city‎of‎pigs’‎blog‎‎posting. language in the ‎online‎and‎offline‎world‎ 4‎ conference (pp. 141-147). surabaya: lppm petra christian university press‎. 120 ryan, d. s. (1983). self-esteem: an operational definition and ethical analysis. journal of psychology and theology 11, 4, 295-302. sharif, t. (2012). separation, tokenism and brotherhood: tracing malcolm x’s stance on integration (1959-1965). thesis. university of utah. retrieved from https://www.westminstercollege.edu/pdf/mcnair/sharifthesis.pdf 1 apology strategies expressed by the characters in the proposal movie amatullah nabilah1, nuraziza aliah2 state islamic university of sunan ampel surabaya1, universitas negeri makassar2 nab.nabilah@gmail.com1, zee.aliah@yahoo.com2 abstract: this research is based on the fact that mistake may occur in human interaction. to minimize its effect, the interlocutor needs to apologize to his/her counterparts. this research focuses on the apology strategies, namely the ways of expressing apologies and the social functions of the apologies in “the proposal” movie. descriptive research is applied to investigate the phenomenon of apology. the data were verbal and nonverbal apology expressions taken from the english transcript of the movie. the researcher found 32 data containing apology expressed by the characters. an expression of regret comes as the dominant strategy, direct apologies are expressed more than the indirect ones and assuaging the addressee’s wrath is the most dominant function of the apologies. even though making mistakes or offence is unavoidable in human communication, by expressing an apology, the speaker will be able to minimize its effect, solve the problem, and restore the threatened relationship. keywords: apology; apology strategies; functions of apologies; politeness; “the proposal” movie 1. introduction deep analysis about the phenomenon of apology is needed because every person may make mistakes in communication. such a mistake may spoil the relationship between speaker and hearer. in order to maintain harmonious relationship, making mistake should be followed by performing an apology. olshtain and cohen (in wolfson & judd, 1983:20) explain that the act of apologizing occurs when the behavior has violated social norm and it requires an action or an utterance that is intended to “set the right”. leech, furthermore, defines that the social goal of apologizing is to restore equilibrium between speaker and hearer (1983:125). the way people apologize to others is unique and every person has different ways of performing an apology. in apologizing, people should employ some strategies in order to make an apology effective. these strategies of apology which normally occur in real life conversation also exist in various forms of communication, one of which is the movie. this is because movie is a representation of real life. the phenomenon of apology in real life conversation has been studied by several researchers with various focuses. the cross cultural studies compare an apology in english and other languages (see for example, yi, 2006; chamani & zareipur, 2010; aydin, 2013), single language (dementer, 2000; shariati & chamani, 2010; banikalef, et al., 2015), and mailto:nab.nabilah@gmail.com 2 across gender (juhana, 2011; fitriani, 2012; chunlin, 2013; ghanbari, et al., 2014; majeed & janjua, 2014). besides, there are some previous researches about apology which take movie as a source of data, such as written by soesilowati (2009), riyani (2010), nikmah (2012) and ilmah (2015). this present research is different from the previous researches in term of scope of the research. in this research, the researcher also analyzes the social functions of apologies when none of the previous ones did it. social function has a big influence in apologizing act because every person expressing apology has different purposes to achieve. by investigating the social functions of apology, the researcher is able to reveal the purposes to be achieved by each character in the movie. based on the phenomena above, it is interesting to analyze apology as one of the manifestations of being polite. this research focuses to find the answers to the following questions: what are the apology strategies expressed by the characters in the proposal movie? what are the ways applied by the characters in expressing apologies in the movie? and what are the social functions of apologies expressed by the characters in the movie? this movie is chosen because it shows various apologies expressed by the characters, hence data of the research were abundant. this research is expected to enlarge the understanding of the use of apology strategies in daily conversation and show the reader the importance of asking apology in order to maintain the harmonious social relationship. the researcher hopes that this research can be useful not only for people in linguistics field but also for people in various fields. 2. review of literature 2.1 politenes politeness strategy is one of communication strategies of how to act and speak appropriately to others. politeness implies choosing good words, showing respect, and showing awareness of the hearer’s face. holmes states that generally speaking politeness involves taking account or concern about the feelings of others (1992). politeness strategy has a correlation with “face” because the function of politeness is to save the hearer’s face. brown and levinson define “face” as the public self-image that every member wants to claim for himself (1987:61). certain speech act can damage or threaten another person’s face known as face threatening acts (fta). brown and levinson (1987:101) explain that there are two kinds of politeness strategy in order to reduce ftas, they are, positive politeness strategy and negative 3 politeness strategy. positive politeness strategy is showing awareness of the hearer’s face when they are socially close or know each other well. it is used to lead the speaker to appeal a common goal and friendship. while negative politeness strategy is showing awareness of the hearer’s face when they are in the social distance. it is used to show that the speaker respects the hearer and recognizes that they are in some way imposing on them. apology is one of the acts that indicate politeness. based on the explanation above, apology can be considered as positive politeness when the speaker concerns for the hearer's well-being, needs, interests, feelings, and so on. meanwhile apology can be a negative politeness strategy when the speaker indicates his/her reluctance to impinge on the hearer's negative face. 2.1.1 apology apology is an act of asking forgiveness performed by speaker to hearer for the mistake or offence that has been made, such as hurting or making someone injured, offending someone’s feeling, or forgetting an appointment. these mistakes can spoil relationship. therefore, the offender should take the responsibility by asking for an apology. apology must be delivered politely and sincerely. searle (1969 in trosborg, 1995:373) defines that apology is the effect of paying off the debt from the speaker and compensation for the hearer as the victim for the injury and hurt done by the mistake and offence. meanwhile, olshtain and cohen (in wolfson & judd, 1983:20) explain that the act of apologizing occurs when the behavior has violated social norm and it required an action or an utterance that is intended to “set the right” or to restore the harmonization between speaker and hearer. apology strategies performing an apologizing act requires the speaker to employ some strategies. these strategies help the speaker to make the apology effective and retain a good relationship. these apology strategies can be expressed in simple or complex forms. simple form means the speaker uses one strategy of apology. meanwhile, complex form means the speaker uses more than one strategy of apology. the choice of simple or complex form of apology strategies depends on the severity of the mistake and offence. olshtain and cohen (in wolfson & judd, 1983:22-23) describe five strategies and sub strategies of apology. they are an expression of an apology, an explanation of account of the situation, an acknowledgement of responsibility, an offer of repair and a promise of forbearance. an expression of an apology is the most common strategy used by the speaker. it is a strategy to show that the speaker realizes and regrets the mistake that has been made. this 4 strategy consists of some ways, they are: an expression of regret, an offer of apology, a request for forgiveness, an explanation of account of the situation, and an acknowledgement of responsibility. an expression of regret is used when the speaker realizes and feels regret for the mistake s/he has made. for example: “i’m sorry for cancelling our meeting yesterday” or “i regret that i had to postpone our dinner last night”. an offer of apology is used by the speaker to make a bid of the apology to the hearer for the mistake and offence. for example: “i apologize for my mistake” or “please accept my apologies for breaking your favorite vase”. a request for forgiveness is used by the speaker to ask forgiveness from the hearer. the speaker asks to be forgiven because s/he has made a mistake. for instance, “excuse me”, “please forgive me”, “pardon me” or “i’m begging for your forgiveness”. an explanation of account of the situation is used when the speaker explains the situation and reason that cause the mistake or an explanation why s/he makes the mistake to the hearer. for example: “the bus was delayed”, “the traffic jam was so bad” or “i got up late” may be said by an employee for being late. and last, an acknowledgement of responsibility is chosen by the speaker only when s/he recognizes the responsibility for the mistake. this last strategy consists of some ways, they are: accepting the blame, expressing selfdeficiency, recognizing the other person as deserving apology, expressing lack of intent, an offer of repair, and a promise of forbearance (olshtain and cohen in wolfson & judd, 1983). accepting the blame is an acknowledgement of responsibility used by the speaker when s/he admits and accepts the responsibility for the mistake. for examples “it is my fault”, “i know i make a terribly mistake” or “it is my entire mistake”. expressing self-deficiency is used by the speaker to defend her/himself. s/he makes an excuse to cover the mistake and offence. for example: “i was confused,” “i was not thinking,” “i did not see you,” or “i did not do anything.” recognizing the other person as deserving apology is used by the speaker when s/he realizes that someone deserves an apology. s/he shows the responsibility by recognizing the blame. for instance, “you are right,” “you are right to be angry,” or “you deserve my apology”. expressing lack of intent is used by the speaker when s/he lacks intent to express an apology. it is not wholehearted apology to the hearer. for example, “i did not mean to,” “i’m sure it will clean soon,” or “i did not do it on purpose.” an offer of repair is used by the speaker only if there is physical injury or other damage that has been resulted by mistake or offence. the speaker repairs, replaces or does other things as compensation for the injury or damage. for example, “i’ll pay for the broken vase,” “i’ll help you get up” or “i’ll replace 5 your glasses.” and, a promise of forbearance is used when the speaker makes a promise to the hearer not to repeat the mistake or to avoid the mistake. for example, when someone forgets an appointment with a friend, s/he might say “it won’t happen again” or “i promise i won’t be late for the next meeting.” the ways of expressing apology there are two ways that can be used by speaker to express apology, namely direct apology and indirect apology (trosborg, 1995:376). direct apology means of an explicit apology using one of the verbs signaling an apology. the verbs of direct apology are “apologize”, “be sorry”, “forgive”, “excuse,” “fault” and “pardon.” for example: “i’m sorry for leaving you” or “pardon me for this incident”. indirect apology means an implicit apology or there is an absence of verbs signaling apology and replaced by words and sentences to represent apology, such as taking on responsibility or offering a repair. for example: “the traffic was so bad,” “i’ll pay for the laundry” or “it won’t happen again.” social functions of apology the social function of apology refers to the specific purposes of apology used by speaker. norrick (1978 in torsborg, 1995:378) describes five specific social functions of apology used by speaker. they are: implicating contrition, asking to be forgiven, showing good manner, assuaging the addressee’s wrath, and getting off the hook. implicating contrition is a social function of apology when the speaker realizes a mistake. this is to show the guilty feeling and sadness because of the mistake made to the hearer. the speaker is also ready to be responsible for it. asking to be forgiven is done when the speaker realizes a mistake or offence and asks to be forgiven by the hearer. the speaker might do a serious mistake or offence that needs the hearer to forgive her/him. showing good manner is used to show a good behavior or manner for the mistake because the speaker does not want to be considered negative by people. this is based on the reason that when someone makes a mistake, s/he is usually considered negative by people. assuaging the addressee’s wrath is used to minimize the hearer’s anger when the speaker makes a serious mistake or hurts feeling that makes the hearer angry. this is because anger is the most severe reaction of the hearer. getting off the hook is used by the speaker to minimize the rigidity that usually happens between the speaker and the hearer after the mistake is made. this is used to release oneself from an awkward situation and restore harmony between both sides. 6 2.2 context analyzing a communication should always be related to its context. we cannot judge a communicative intent without knowing the condition when the communication occurs. we have to know the context of a communication because the same utterance may convey different meanings when the context is different. according to leech (1983:13), context deals with relevant aspects of the physical or social setting of an utterance. it includes the background knowledge of the utterances shared by the speaker and interpreted by the hearer. cutting (2002:3) thinks the same way. he defines that the meaning of a conversation depends on the knowledge shared by both the speaker and the hearer. he also divides context into three categories: situational context, background knowledge context, and co-textual context. malinowski (in halliday & hasan, 1985:6) coined two kinds of context, namely context of situation and context of culture. context of situation refers to the environment where the utterance is produced, whereas context of culture to the background culture of the speaker and the hearer. the background culture can be the people, time, social condition, and political background. 3. research methods this is a descriptive research because this research is trying to reveal the natural phenomena of apology. descriptive research is a design to obtain precise information concerning the current status of phenomena and to draw valid conclusion from the facts discovered (chandra & sharma, 2007:263). the data source was the english subtitle of the proposal movie. the data were the verbal apology which consists of dialogues and utterances in the form of words, phrases, and sentences that indicate the use of apology complemented with nonverbal expressions such as: body language, facial expression, smile, eye contact, touching, and intonation. the key instrument of this research was the researcher because it needs some interpretation from the researcher herself. the data were collected by some steps. after printing out the english subtitle of the the proposal movie, the researcher sorted out the characters’ utterances that consist of apologies by underlining them. then, the researcher analyzed the data by first developing some codes, assigning the codes to the identified data, classifying the data, interpreting the data, and the last making a conclusion. 7 4. results and discussions 4.1 results 4.1.1 apology strategy the researcher found 32 data containing apology strategies in the proposal movie. the result is presented in three parts. the first part is apology strategies, the second part is the ways of expressing apologies, and the last part is the social function of the apologies. the following chart shows the use of apology strategies by characters in the proposal movie. figure 1. the use of apology strategies by characters in the movie based on the data analysis, the figure above shows that the characters in the proposal movie use all of the apology strategies. expression of regret which is 50% of use in proportion to all uses of apologies is the most dominant strategy. it implies that the characters in that movie mostly express their apology to show regretful and guilty feelings of their mistakes. then, three strategies in the second highest number are requesting for forgiveness, accepting the blame, and an explaining of account of the situation. each of them occurs 3 times out of 32 data (9.4%). the third highest number of the apology strategies is an offer of apology (6.3%). the remaining strategies come as the lowest strategies, they are, expressing self-deficiency, recognizing the other person as deserving apology, expressing lack of intent, offering repair and promising forbearance (3.1% each). here is one of the examples of an expression of regret strategies in the proposal movie. excerpt 1 andrew : sweet... worker 1 : uh, sorry. andrew : jesus! worker 2 : rub some dirt on it, brother. (data 1/18) the conversation above happened between andrew and another worker. andrew entered his office in the morning while holding two cups of coffee. he was in a hurry because he was 8 almost getting late. when he was walking, he accidentally collided with another worker who was pulling a trolley. the collision made one of the coffees spilled and left dirt on his shirt. the utterance “uh, sorry” used by the worker is to deliver his apology to andrew. “uh, sorry” is to an expression of regret in an apology strategy. the utterance “uh, sorry” expressed by the worker is to show the feeling of regret because of his fault in making one of andrew’s coffee spilled and left dirt on his shirt. the low tone of the worker’s voice when he expressed his apology indicates that he really felt regretful of his mistake. even though it happened in the office the conversation between andrew and another worker was informal. andrew and the worker are not in a close relationship even though they work in the same office. in this datum, the worker used negative politeness strategy to indicate his awareness of having impinged on andrew’s negative face. 4.1.2 the ways of expressing apologies the ways of expressing apologies used by the characters are divided into direct apology and indirect apology. the data classification is presented below. figure 2: ways of expressing apologies based on the data analysis, the characters in “the proposal” movie express their apology in both ways and direct apology is mostly used by the characters. direct apology takes three quarters which is 24 times out of 32 data or 75% of the total apologies. while indirect apology takes a quarter which appear 8 times out of 32 data or 25% of the total apologies. here is one of the examples of direct apology in the proposal movie. excerpt 2 mr. jack : margaret. we are desperate to have you stay. if there was any way, any way at all that we could make this work, we'd be doing it. margaret : there is no way... i am begging you. (andrew knocked then opened the door) mr. jack : no, margaret. excuse me, we're in a meeting. (data 5/200) 9 this conversation happened between mr. jack and margaret when they were in the middle of a meeting. suddenly, andrew knocked and opened the door. an utterance “excuse me, we're in a meeting.” shows a direct apology from mr. jack to andrew. the word “excuse me” is one of the verbs signaling an apology. in this conversation mr. jack delivered an apology because he could not allow andrew to come in the room because he was still in a meeting with margaret. mr. jack used negative politeness strategy to indicate his awareness of imposing on andrew’s negative face. 4.1.3 the social functions of apology the results of the data analysis on social functions of apology show the presence of five functions in the characters’ apologies, they are, implicating contrition, asking to be forgiven, showing good manner, assuaging the addressee’s wrath, and getting off the hook. the data classification is presented below. figure 3: social functions of apology based on the data analysis, the figure shows that the characters in the proposal movie apply the apology strategies for all social functions. minimizing the addressee’s anger is the most dominant function intended by the characters. it occurs 13 times out of 32 or 41% of the total functions. the second highest function is asking to be forgiven (25%) followed by implicating contrition in the third highest function (22%). the last two functions are showing good manner, and getting off the hook; each appears twice or 6% of the total functions. here is one of the examples of implicating contrition or regret function in the movie. excerpt 3 joe paxton : i need you to quit playing around... andrew : here we go again. when are you going to start taking what i do seriously? joe paxton : when you start acting seriously. andrew : i'm sorry. i feel sorry for you, dad. i wish you had another son. i really do. one who wanted to stay here. one who wanted to take 10 over the family business. (data 18/896) that conversation happened between andrew and his father, joe paxton. joe wanted his son to stop playing around, back in their home and continue the family business. but, andrew was thinking about it differently. he thought that being an editor in new york was his dream. andrew delivered an apology to his father by an utterance “i'm sorry. i feel sorry for you, dad”. the function of his apology is to show regretful feeling. andrew showed his sadness because he could not be a son as his father wanted. his expressions in the next sentence “i wish you had another son. i really do. one who wanted to stay here. one who wanted to take over the family business” indicate his wish that his father had another son who can do what his father wants, such as, staying in their home and taking over the family business. andrew used positive politeness strategy when he apologized to joe because he was concerned about his father’s feeling of disappointment. 4.2 discussions apology is one of the important parts in our daily communication. it is likely done by the people who make mistakes and offences while having a conversation with others. apology in communication does not only occur in real life communication but also in various other communication media, such as a movie. this is because a movie is the representation of real life. the researcher found that out of the five strategies and sub strategies of apology, an expression of regret comes as the highest strategy used by the characters. it means that most of the characters expressed apology to show their guilty feelings and to regret of their mistake. the choice of apology strategies depends on the context of the situation, degree of mistakes, and the social status and relationship between speaker and hearer. one of the influences of expressing apology strategies is by the context of the situation. most of the apology occurring in the proposal movie is in informal situation and the setting is in the house. the dominant strategy used in this movie is an expression of regret and the word “sorry” is mostly uttered by the characters to express an apology. this is different from riyani’s research (2010) which examined apology strategies in the pride and prejudice movie. this movie is in formal situation which consists of upper and middle classes. that is why her finding shows the dominant strategy expressed by the characters in that movie is a request for forgiveness with expressions like “excuse me”, “please forgive me”, “pardon me” and “i’m begging your forgiveness” (riyani, 2010). these verbs of apology are usually used in formal situations to respect the hearer. insofar as the 11 source of data is a movie, the findings of this research confirm an idea that one of the factors of using apology strategies is determined by the context of the situation in the movie itself. the characters in this movie express their apology not only directly but also indirectly. the characters in the proposal movie dominantly utter direct apologies by using the verbs signaling apology, such as “apologize”, “be sorry”, “forgive”, “excuse”, “fault” and “pardon” more than that of indirect apology with the absence of verbs signaling apology and replaced by words and sentences to represent their apologies. this research has the same finding with soesilowati’s (2009), nikmah’s (2012), and ilmah’s (2015) researches which show that direct apologies are bigger in number than the indirect apologies. direct apologies are mostly uttered because in expressing an apology people tend to be straight to the point by uttering “sorry” or “apologize” rather than using other words or sentences such as explaining the situation or offering a repair. this direct way of expressing an apology may be more effective because the hearer does not need longer time to perceive and comprehend the intention of the speaker when the mistake has just occurred. the researcher also found that out of the five social functions of apology, reducing the addressee’s anger is dominantly uttered by the characters. assuaging the addressee’s anger is the most dominant because anger is the most frequently appearing reaction of the hearer when the speaker makes a mistake. regarding the fact that apology is one of the examples of politeness, apology can occur in positive and negative politeness. apology as positive politeness strategy concerns about the addressee’s feeling; while apology as a negative politeness strategy indicates the speaker’s reluctance to impinge on the hearer's negative face. the data in this research show that apology as a negative politeness occurs more than apology as a positive politeness. finally, the researcher would like to discuss apology in islamic point of view. asking for an apology is closely related to giving forgiveness. when the speaker makes a mistake, s/he should directly follow it by apologizing to the hearer. in islam, when someone apologizes, there is no reason for the hearer not to forgive. it is even required that forgiving must be given regardless of apology. the act of forgiving is stated in the holy qur’an surah al-baqarah: 263 as well as in a hadits of the prophet muhammad (pbuh) which tell us to forgive or accept apology from others. the surah and hadits suggest that we should always forgive or accept the apology of others even before the speaker asks for it. even though we do not know whether or not the apology is sincere, forgiving is our obligation as muslims. forgiving is the character of a true muslim and its doer gets reward from allah swt. apology and 12 forgiveness are effective ways to maintain good relationship among human beings and the best way to establish social harmony. 5. conclusion the researcher concludes that apology is an important thing in communication because human is likely to err, to make mistake and offend other people. some strategies of apology should be applied by the speaker in order to make the apology effective. in conclusion, even though as a human being we cannot be free from making mistake or offence in a communication, by expressing an apology we will be able to avoid the clash, solve the problem, and restore the broken relationship. the researcher recommends for the next researcher to focus their research of apology on different media, such as real life conversation, novel, drama, talk show, newspaper, social media, and so on. the future researchers can also focus their research on apology in different area in the society, such as, students’ apology toward their lecturer or their peers, or apology used by members of a community in view of power relation. 6. references aydin, m. 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(1983). sociolinguistics and language acquisition, rowley ma: newbury house publishers inc. yi, l. (2006). a comparison of apology strategies in chinese and english. (thesis, university of hongkong, 2006). volume 13, number 1, april 2022, 67-82 available at http://jurnalfahum.uinsby.ac.id/index.php/nobel/article/view/478 doi: 10.15642/nobel.2022.13.1.67-82 a cultural content analysis of the efl textbooks for primary education in indonesia nelly mustapidaturrohmah1, putu dian danayanti degeng2, widya caterina perdhani3 universitas brawijaya, jl. veteran, malang, east java, indonesia1,2,3 article info abstract this study attempts to investigate the cultural contents of two efl textbooks entitled english for elementary school students grade 6 and grow with english book 6. this research is qualitative descriptive research, particularly content analysis. this study use s the categorization of cultural aspects by cortazzi and jin (1999), including source culture, target culture, and international culture. adaskou’s et al. (1990) categorization of cultural dimensions covering sociological sense, aesthetic sense, semantic sense, and pragmatic sense is also employed. the findings show that the two english textbooks present the cultural aspects and dimensions differently. english for elementary school students grade 6 textbook carries out more source culture than target culture and international culture. in comparison, grow with english grade 6 textbook carries out more target culture than source and global cultures. the findings also reveal that the sociological sense is the most prominent sense occurring in the two textbooks compared to the aesthetic, semantic, and pragmatic senses. therefore, from the results, it can be inferred that the proportion of the cultural content in the two textbooks is imbalanced. article history: received january 2022 accepted march 2022 published april 2022 keywords: cultural content analysis, english textbook, aspect of culture, dimensions of culture © 2022 uin sunan ampel surabaya correspondence: p-issn 2087-0698 email: nellymustafidatr@gmail.com e-issn 2549-2470 http://jurnalfahum.uinsby.ac.id/index.php/nobel/article/view/ a cultural content analysis nobel: journal of literature and language teaching 68 volume 13, number 1, april 2022, 67-82 introduction language learning cannot be separated from cultural learning. brown (2007, p. 189) stated that a language is a part of the culture, and culture is a part of the language; the two are closely interwoven so that one cannot separate the two without losing the significance part. therefore, learning a foreign language means learning its culture as well. in second or foreign language learning, the integration of cultural learning has been widely accepted. thorough knowledge of culture can help students understand norms and values in society, both local and global communities. yeganeh & raeesi (2015) stated that the society’s values where the language is spoken are reflected in their language. culture is also a fundamental element in helping students learn in their surroundings (razavi & gilakjani, 2020). at the same time, culture and language formed and influenced each other (rachmawati, 2020). learning about foreign cultures will help students develop their intercultural competence, allowing them to know and compare various cultures, communicate effectively, and increase students’ sensitivity to both their own and foreign cultures. in other words, learning the culture will increase student cultural awareness. besides, mckay (2000) stated that integrating cultural content in foreign language learners could enhance learner motivation to learn that language. the integration of foreign cultures will give new challenges for the student and trigger their curiosity. meanwhile, integrating a learner’s own culture suitable to their prior knowledge will help students understand and comprehend material better. therefore, the insertion of cultural content in second or foreign language learning is highly suggested. culture, however, is not something that can be learned directly, especially in foreign cultures where learners hardly have direct access to that culture. therefore, it should be taught explicitly (liddicoat, 2004). the textbook plays a significant role as a resource of cultural knowledge for the learners (lund, 2006; wu, 2010). the textbook can guide teachers and learners in the structured program of linguistic and cultural elements that have been aimed (alsofi, 2018). so, a textbook is a significant medium that can be a source and guidance that students can use in the learning process. although introducing students to foreign cultures is necessary, maintaining the existence of local culture in the textbook is essential. ratri & puspitasari (2019) emphasized that the ability to communicate in english should not make the learners forget their original identity. therefore, cultural content in the textbook should be carefully considered. however, several studies have found that some efl textbooks have a smaller source culture content than the target culture (arslan, 2016; faris, 2014; wu, 2010). it is worrying because it can threaten the preservation of local or source culture and affect the devotion of learners to the local or basic nelly mustapidaturrohmah, putu dian danayanti degeng, & widya caterina perdhani nobel: journal of literature and language teaching 69 volume 13, number 1, april 2022, 67-82 culture itself. moreover, as explained above that, a textbook can be a map and guidance that can shape students’ views and understanding of a culture, which is what zarei & khalessi (2011) revealed in their study, that a textbook is a “cultural artifact” which developed based on the writer assumption of the culture and biases. hence, the value loaded in the textbook may construct students’ assumptions about the culture; students may be misinterpreted, take the wrong prospection of the culture, prevalent stereotype, or even imitate culture that is not following the norms and values in indonesia’s society. regarding cultural-related matters on teaching material, selecting textbooks is considered difficult. zein (2017) stated that the imported textbooks are generally not appropriate to the local indonesian culture. the textbooks published by the local publisher are not drawn attention to cultural values and carry too much surficial content. therefore, it is important to consider the english textbooks inserted with cultural content used in foreign language learning. some previous studies have discussed content analysis of the textbook (amara, 2017; faris, 2014; nurjanah & umaemah, 2019; wu, 2010). however, there are still limited studies discussing the cultural content of efl textbooks for elementary school, even though the current k13 curriculum policy implemented by the indonesian ministry of education and culture positions english as a local content subject instead of a compulsory subject. english at the elementary school level is not mandatory to be taught. based on a survey study conducted by sya & helmanto (2020), 84% of elementary schools in indonesia still teach the english language subject to their students. therefore, this research intends to analyze two english textbooks for elementary school level entitled english for elementary school students grade 6, published by masmedia buana pustaka publisher, and grow with english book six, published by erlangga publisher. this research intends to analyze what kind of cultural aspects and dimensions are represented in these two textbooks. review of literature defining culture in the linguistic field, many linguists have called attention to defining culture. one of the definitions stated by tomalin (quoted in moran, 2001, p. 17) mentioned culture as the progress of how a group of people lives and share a set of practices, products, and perspectives on the world within a specific social context (p. 24). meanwhile, brown (2007) specifies ideas, customs, skills, arts, and tools used by a group of people in some period as a definition of a cultural content analysis nobel: journal of literature and language teaching 70 volume 13, number 1, april 2022, 67-82 culture. in this way, culture can be noticeable as the interpretation of people toward things, ideas, beliefs, and words in a certain period. in this regard, language is viewed as part of the culture. language is influenced by culture. the close connection between culture and language brings about the perception of the need to include cultural content in english language learning. culture and english language learning the close relations between language and culture and its influence on foreign and second language learning have brought many discussions and studies among scholars and researchers, leading to findings on how influential culture is in second language learning. however, the position of culture in english language learning in foreign or second language learning, especially in the classroom, is still being questioned. the most questionable question is; should language and culture teach separately or in unification? some scholars argue that teaching language and teaching culture should be treated independently. one of which is moran (2001), who claims that the learner should learn the language first. after having enough mastery of the language, the learner then uses the language to learn about the culture (p. 39). moran argues the separation of language and culture is in terms of pedagogical reasons, which are; when language and culture are separated, the learner could be more focused on mastery of the linguistic form, ignoring culture that could add “unnecessary complexity,” another reason stated by moran is, “the most relevant to culture, we use language to learn the culture.” he also pointed out that the central means of learning in language classrooms is to learn the language, not the culture. however, moran also admits that there will be disadvantages to the separation of language and culture teaching, which is an “incomplete portrait of language and culture” moran (2001, p. 38-39). the view that learners should be focused on linguistic aspects only, however, as several scholars said, is a past language learning perspective (cortazzi & jin, 1999; liddicoat & crozet, 1997; liddicoat, 2004). although some scholars argue that culture and language should be taught separately, such as moran (2001), who separates teaching language and teaching culture, another opinion proposes that culture and language should not be taught independently. instead, it should be taught together. this opinion argues that teaching culture, which is limited in viewing culture as part of literature and art, which often only teaches culture in artifacts such as poems, novels, clothes, etc., is not something the students need. yet, the cultural dimension that should be taught is a dimension of culture in how people communicate. culture underlines every part of nelly mustapidaturrohmah, putu dian danayanti degeng, & widya caterina perdhani nobel: journal of literature and language teaching 71 volume 13, number 1, april 2022, 67-82 communication, how people interact with each other in everyday talks, and the writing texts they produce (liddicoat & crozet, 2000). such dimension of culture is what students need, and culture in the literature form is considered only understood as knowledge. in line with the previous statement, cortazzi & jin (1999) emphasize that learning a foreign language should focus on possessing the academic subjects and learning how to communicate appropriately. therefore, the culture should be integrated into language skills, not a separate skill taught after speaking, listening, reading, and writing, because culture is always represented in communication (liddicoat, 2004). thus, language learning and culture learning should not be taught separately. apart from the above two assumptions, the importance of culture in language teaching is widely accepted, starting from increasing communicative competence, intercultural competence, learners’ cultural awareness of their own culture and others, fostering student’s motivation in learning, and sanitizing students’ cultural diversity. so, it can be concluded that the inseparable relationship between culture and language is highly beneficial for language learning. the importance of textbooks in english language learning a textbook is a vital component in language learning both for students and teachers. even sheldon (quoted in khodadady & shayesteh, 2016) views the textbook as the “visible heart that plays an essential role in english language teaching program.” textbooks can be considered the most favorable material used in the classroom in indonesia. in culture-related material, efl textbooks can provide learners with superior and basic knowledge about englishspeaking countries and language skills and prepare students to interact with people from foreign countries and different cultural backgrounds (radić-bojanić & topalov, 2016). from the explanation above, it can be seen that textbooks play a pivotal function in providing students with cultural information. regarding english as a second or foreign language in indonesia, most students have insufficient exposure to english and its culture. formal education only provides students four to six hours per week to learn english in the classroom. moreover, due to the implementation of the k13 curriculum by the indonesian ministry of education and culture, which posits english as a local content subject instead of a compulsory subject, english at the elementary school level is not mandatory. still, it can be taught according to the school policy. the time allocation given seems to be very minimal. students do not have enough time to learn english. songbatumis ( 2017) stated that textbooks could be appropriate options to overcome this a cultural content analysis nobel: journal of literature and language teaching 72 volume 13, number 1, april 2022, 67-82 problem. in english language learning in elementary school, a textbook is the primary source of material both for the teacher and students in the classroom (suryarini, 2019). in addition to being used in class, textbooks can be used as independent learning media for students. a good textbook containing a rich source of content established from the official government syllabus, texts, and activities in the textbooks will significantly help the students and teachers. cultural content in efl textbook cortazzi & jin (1999) proposed culture-related teaching material in the efl textbook into several cultural aspects. those aspects are source culture, target culture, and international culture. the source culture aspects pointed out in materials presenting the learners’ own culture. in this respect, the source culture refers to indonesian cultures. indonesia is wellknown as a multicultural country in the world. indonesian society consists of many ethnicities such as sasaknese, sundanese, javanese, balinese, bataknese, and other ethnicities. this cultural aspect could be presented with the stories about indonesian legends, heroes, folktales, and local wisdom such as gotong royong, traditional clothes, and other aspects. the target culture aspects refer to materials representing the culture of the englishspeaking countries, like the united states, new zealand, australia, the united kingdom, and canada. this category is the most popular instruction material in the efl context. the target culture materials usually aim to expose learners to the cultural contexts of the target language. international culture aspects refer to materials displaying a culture in countries around the world where english is not used as the first language but as an international language, such as in italy, spain, japan, and other countries. the international culture materials aim to raise learners’ intercultural awareness, giving students knowledge about other’s cultures and making learners familiar with various socio-cultural contexts. furthermore, culture content can also categorize based on four dimensions of culture proposed by adaskou et al. (1990). the four dimensions of culture are the aesthetic, the sociological, the semantic, and the pragmatic sense. the aesthetic sense, also known as culture with a capital c, alludes to the media, cinema, music (whether serious or popular), and literary study, which is often one of the main reasons for language teaching. many of these forms of culture are, at the same time, sources of information on culture in the second sense. meanwhile, the sociological sense or culture with a small c refers to the nature and the organization of family, home life, interpersonal relations, material condition, work and leisure, custom, and institutions. nelly mustapidaturrohmah, putu dian danayanti degeng, & widya caterina perdhani nobel: journal of literature and language teaching 73 volume 13, number 1, april 2022, 67-82 semantic sense refers to the conceptual system embodied in the language and, according to the whorf-sapir hypothesis, conditioning all our perceptions and thought processes. many semantic areas (e.g., food, clothes, and institutions) are culturally distinctive because they relate to a particular way of life that is, to our sociological sense of culture. for instance, someone cannot learn to use the names of meals without knowing the main meal times. so these cultural features like culture in one’s sociological sense may differ for english from one englishspeaking country to another. lastly, the pragmatic sense (or sociolinguistic) refers to the background knowledge, social skills, and paralinguistic skills that, in addition to mastery of the language code, make successful communication possible. it includes (a) the ability to use appropriate exponents of the various communicative functions, (b) the ability to conform to norms of politeness, which are different from the learners’ culture, including taboo avoidance, (c) awareness of conventions governing interpersonal relations questions of status, obligation, license, which are different from the learners’ culture, and (d) familiarity with the main rhetorical conventions in different written genres, e.g., different types of letters and messages, form-filling, advertisements. this notion of culture in four senses reveals how culture is disseminated and whose culture is presented in the textbooks. method research design this study is a qualitative research design, particularly the content analysis, as it deals with investigating the quality of relationships, activities, situations, and materials (frankel et al., 2012). content analysis is used to investigate data, printed matter, images, or sound texts to understand what they mean to people, what they cannot prevent, and what information they want to convey (krippendorff, 2004). the content analysis matched the purpose of this research which tried to examine cultural content in the textbook in-depth, in detail, and systematically and then interpret it to find out the meaning of the message and how it is conveyed. data and source of data the data in this study were taken from all written information in the textbook, which consists of reading passages, sentences, text, dialogues, tasks, pictures or visual illustrations, and materials provided in two english textbooks english for elementary school students grade 6 published in 2020 (tim masmedia buana pustaka, 2020) and grow with english book 6 textbook published in 2017 (mukarto, 2017). the researcher chose to analyze these two a cultural content analysis nobel: journal of literature and language teaching 74 volume 13, number 1, april 2022, 67-82 textbooks because of several reasons. first, the limited number of primary textbooks provided by the indonesian ministry of education and culture for elementary schools encourages the researcher to analyze other supporting textbooks to investigate the feasibility of the textbooks in terms of the cultural content. second, the first textbook, english for elementary school students grade 6, as one of the textbooks from the series of english for elementary school students published in 2020, is one of the newest commerce textbooks published that claims to have followed the thematic learning elementary school curriculum, as the principle of the current curriculum prevailing in indonesia. meanwhile, the second english textbook, grow with english book 6, published in 2017 by erlangga publisher, is the revised version of the textbook grow with english series that followed the 2013 curriculum. although the grow with english textbook is not the latest efl textbook, it is considered the textbook widely used in elementary schools in indonesia. as found by (nashriyah et al., 2020), the grow with english textbook series is the most efl textbook used in aceh. therefore, these two english textbooks need to be analyzed in cultural content. research instrument the instrument of this research was the researcher herself. the researcher can be an instrument by observing and memorizing the data or writing down the information on note cards or field notes (schreiber & asner-self, 2011). the checklist was also used to collect the data. the checklists were adopted from cortazzi & jin’s (1999) frameworks and adaskou’s et al. (1990) frameworks. data collection and analysis the data were collected qualitatively by observing the research subject: two english textbooks for elementary schools entitled english for elementary school students grade 6 and grow with english book 6. the researcher read carefully, page by page, all written information, reading passages, dialogues, pictures, and all the activities in the textbook. the checklist was also used to collect the data. the checklists were adopted based on cortazzi & jin’s (1999) and adaskou’s et al. (1990) frameworks. cortazzi & jin’s (1999) framework was adopted to develop a checklist to reveal the textbook’s most represented cultural aspects. meanwhile, adaskou’s et al. (1990) framework was used to reveal what dimensions of culture are most represented. the next step of collecting the data was coding which refers to identifying topics, issues, similarities, and differences of the data being analyzed. coding aimed to ease categorizing and classifying of the textbook’s cultural elements. the researcher gave the code for every element nelly mustapidaturrohmah, putu dian danayanti degeng, & widya caterina perdhani nobel: journal of literature and language teaching 75 volume 13, number 1, april 2022, 67-82 of the culture based on the two frameworks from cortazzi & jin (1999) and adaskou et al. (1990). the framework from cortazzi & jin (1999) divided cultural elements into three: target culture, source culture, and international culture, which are coded as follows: a. sc = source culture b. tc = target culture c. itc = international culture the researcher also used the framework proposed by adaskou et al. (1990), who divided cultural content into four dimensions, which are aesthetic sense, semantic sense, sociologic sense, and pragmatic sense, and are coded as the following: a. aes=aesthetic sense b. sos=sociological sense c. ses=semantic sense d. pas=pragmatic sense after the code was developed based on the two frameworks above, the data were analyzed thoroughly and carefully. the items which contain elements of culture were then marked and coded manually. after all the data were analyzed and coded, the researcher input the data by employing the research tool in checklists developed based on the framework from cortazzi and jin (1999) and adaskou et al. (1990). the frequency of the data was converted into percentages and then presented in a table or graphic. in this study, to ease the researcher in categorizing one content into certain aspects or dimensions of culture and to avoid the ambiguity in the analysis, in addition to following the criteria for each aspect of culture from cortazzi & jin (1999) and criteria for each dimension of culture by adaskou et al. (1990), the researcher also set several criteria, which are; 1. an item that presents more than one aspect of culture was classified based on the cultural aspect it focuses on or the cultural aspect it mostly discusses. 2. an item formed from assimilation or acculturation from certain cultures and well-known as the country’s product or identity was counted as culture. however, the item performed in its’ original form was counted as the country product from where it originated. results and discussions the findings of this research are presented and summarized into classifications: first, the cultural aspects displayed in the two efl textbooks based on the categorization formed from cortazzi and jin’s (1999) framework, and second, the cultural dimensions are displayed in the textbook based on the four senses of culture, a framework by adaskou et al. (1990). a cultural content analysis nobel: journal of literature and language teaching 76 volume 13, number 1, april 2022, 67-82 aspects of culture the research finding showed that all the types of cultures were represented in each book by every material, particularly in reading passages, picture/visual illustrations, conversation, names of people, cities, and other activities. however, the two english textbooks seem to perform the types of culture differently. in english for elementary school students grade 6, source culture exceeded the international culture and target culture. in this book, source culture appears with 52%. this number is almost double from percentage obtained by the target culture, which has an occurrence percentage of 30% and has a very significant difference from the international culture, which only gets 18% occurrence. the same thing was also found in the ktsp edition of grow with english books four to six (hermawan & noerkhasanah, 2012). table 1. the frequency of cultural aspects occurrences on english for elementary school students grade 6 textbook types of culture chapters/units total 1 2 3 4 r.1 5 6 7 r.2 source culture 15 27 7 6 5 3 19 14 2 98(52%) target culture 3 8 8 14 8 5 7 4 2 58(30%) international culture 2 5 7 4 3 0 0 8 4 33(18%) in contrast with the first book, grow with english book 6 showed that the textbook contained target culture more than other types of culture. the target culture appeared at 61% in this textbook, while the source culture appeared at 35%. lastly, international culture emerged only as much as 4%. the prominent occurrences of the target culture are similar to the results of several previous researchers, such as amara (2017), who analyzed six englishlanguage junior-high and high-school textbooks in israel; faris (2014), who studied the look ahead textbook; (arslan, 2016), who investigated a series of turkish efl textbooks for young learners; and nurjanah & umaemah (2019), who analyzed pathway to english textbook for second grade of senior high school in indonesia. table 2. the frequency of cultural aspects occurrences on grow with english book 6 textbook types of culture chapters/units total 1 2 3 r.1 4 5 6 r.2 source culture 13 1 1 5 2 4 2 1 29(35%) target culture 5 10 10 8 6 2 8 2 51(61%) international culture 0 0 0 0 0 1 1 1 3(4%) from the results found by researchers, the cultural content in this textbook was given a lot of attention to the source or local cultural content. it was shown by many occurrences of reading text, statements, texts, exercises, and pictures that contain local cultural materials such as traditional dance, endemic animals, national heroes, and more. nelly mustapidaturrohmah, putu dian danayanti degeng, & widya caterina perdhani nobel: journal of literature and language teaching 77 volume 13, number 1, april 2022, 67-82 there are good reasons to include more source culture content in the textbook. the insertion of local culture in the textbook could greatly help students get more experiences in their own culture (faris, 2014). moreover, the local culture is important to include in learning material as it reflects the values of the local society and builds students’ nationalism (ratri & puspitasari (2019). therefore, it can be concluded that the source culture is important as it reflects students’ national identity and values that make the students familiar and more connected with the contents and help the student enrich their local cultural knowledge. the second textbook, grow with english grade 6, targets a culture that surpassed both international and source cultures. in this textbook, two chapters whose contents are most represent the target culture, chapter 2 and chapter 3. chapter 2, with the theme goldilocks and the three bears, an original british fairy tale, represents the target culture with almost all its contents, whether in the form of text, picture or visual illustration, and exercise. chapter 3, with the theme of animal stories, has the same case as chapter 2, which mainly represents the target culture in its content. the stories mentioned in this chapter were the lion and the mouse and the ant and the dove, also british fairy tales. therefore, the source culture in these two chapters was neglected. the high frequency of the target culture’s appearance can increase the students’ intercultural awareness, especially in the target culture (nurjanah & umaemah, 2019). however, the neglected local culture in language learning may make learners feel “isolated and alienated” from language learning (arslan, 2016). although the occurrence of the target culture is higher than that of the source culture, the source culture in this textbook was not neglected. in this textbook, six main characters can be seen throughout the textbook in all chapters. these are tigor, who represents batak people; meilin, indonesian-chinese; made, representing bali people; and dona and seta. from those figures, we can see that each character displayed different local characteristics from other local ethics, representing indonesian society’s nature. on the other hand, international culture in the two textbooks is given the smallest percentage of occurrences. the international culture representing every culture of the country outside the source culture and target culture was only presented by name and pictures of food, person, cities, leisure activity, and one short reading text. dimensions of culture the cultural content was categorized into four dimensions of culture, namely: the aesthetic sense, sociological sense, semantic sense, and pragmatic sense (adaskou et al., 1990). the research findings showed that the sociological sense was prominent in the two efl textbooks. a cultural content analysis nobel: journal of literature and language teaching 78 volume 13, number 1, april 2022, 67-82 the sociological sense in the textbook is presented in every content, whether in the form of text, picture or visual illustration, dialog, or exercises. generally, the sociological sense in these two textbooks can be found in interactions, conversations, and character activities in the textbooks. the dominant percentages of sociological sense in these two textbooks are related to (gunantar, 2017), who stated that the teaching and learning material mainly represent the social life, which was part of a sociological sense. it is also related to the conclusion from (hermawan & noerkhasanah, 2012), who points out that culture is predominantly viewed as the concept of the way people live. this finding, however, is inconsistent with faris’s (2014) result who found that the aesthetic sense was the most predominant sense found in english textbooks used in cianjur, west java. table 3. the frequency of dimensions of culture occurrences on english for elementary school students grade 6 textbook types of culture aesthetic sense sociological sense semantic sense pragmatic sense source culture 19 76 2 0 target culture 0 24 1 33 international culture 3 24 7 0 total 22 (12%) 124 (66%) 10(5%) 33(17%) the researcher found an interesting point in the second textbook, grow with english grade 6. in representing the sociological sense regarding leisure time, this textbook showed many modern technology activities, such as playing video games and gadgets, watching movies using an rv, and more. it is probably the representation of the activities in the modern world nowadays. however, this case was quite regrettable, considering that indonesia has so many traditional games that can be done during leisure time. still, most of them are rarely played and known even by elementary school children nowadays, and that did not give much attention in this textbook. displaying too many modern activities to fill leisure time can encourage students to do the same thing and lead them to forget about various typical indonesian activities such as traditional games that can be done during leisure time. table 4. the frequency of dimensions of culture occurrences on grow with english grade 6 textbook types of culture aesthetic sense sociological sense semantic sense pragmatic sense source culture 0 25 4 0 target culture 19 23 0 10 international culture 0 3 0 0 total 19 (23%) 50 (60%) 4 (5%) 10 (12%) nelly mustapidaturrohmah, putu dian danayanti degeng, & widya caterina perdhani nobel: journal of literature and language teaching 79 volume 13, number 1, april 2022, 67-82 furthermore, in the second rank, each textbook discussed presents a different sense of culture. in english for elementary school students grade 6, pragmatic sense took the second place with 33 times of occurrences (17%). in this textbook, the pragmatic sense was explicitly presented in every chapter. it mostly appeared in speech acts, grammar, and more. as the pragmatic sense mostly appears in language form and structure, it only appears in the target culture. the pragmatic sense was to help the learners to understand and enrich their knowledge about the language form. meanwhile, in grow with english grade 6, the aesthetic sense took second place with 23% occurrences (19 times). the aesthetic sense can be identified by several narrative stories, visual illustrations of the stories, and songs. the aesthetic sense in this textbook was only in the target culture. unfortunately, the aesthetic sense from the source culture seems to be neglected. like the second rank, there is also a difference in the third rank represented in the two textbooks. in contrast to the second rank, the aesthetic sense in english for elementary school students grade 6 placed in the third rank with 12% occurrence (22 times) and can be found in the source and international cultures. the aesthetic sense in this textbook can be indicated by several posters about protecting endemic animals and plants and names and pictures of indonesian traditional houses, dances, clothes, traditions, and music. meanwhile, in grow with english grade 6, the pragmatic sense placed the third rank with 12% occurrence (10 times). the pragmatic sense in this textbook was presented implicitly. lastly, the semantic sense was the nethermost presented in the two textbooks compared to the other senses. the semantic sense was generally presented similarly in the two textbooks, indicated by a picture of clothes. to sum up, the analysis of this textbook has revealed three major points. first, it can be concluded that the two english textbooks contained all types of cultures (source culture, target culture, and international culture). second, the finding showed that the english for elementary school students grade 6 contained more source culture than other types of culture. meanwhile, grow with english grade 6 contained more target culture than the source and international cultures. lastly, the international culture had minor occurrences in these two textbooks. hence, it can be concluded that the proportion of the occurrences among types of culture was imbalanced. third, the two textbooks have conspicuous similarities and differences concerning the culture presented. the resemblance was in the occurrence of the sociological senses, which was the most prominent sense. for the difference, in english for elementary school students grade 6, the pragmatic sense in speech acts, grammar, etc., was written explicitly. at the same time, grow with english grade 6 implicitly presented the pragmatic senses. moreover, the a cultural content analysis nobel: journal of literature and language teaching 80 volume 13, number 1, april 2022, 67-82 aesthetic sense in english for elementary school students grade 6 mainly represents the source culture, while grow with english grade 6 primarily represents the target culture. conclusions maintaining the balance proportion and the appropriateness of cultural content in the learning material is indispensable. giving students the right proportion of cultural content can help prevent over-exposure to foreign cultures which can reduce students respect and love for local culture and perceive local culture as inferior to foreign cultures. in addition, paying more attention to the cultural content given to the students could help students improve their intercultural awareness, increase their motivation in learning, enrich their knowledge of local culture, and help them understand language in the real context. therefore, the right proportion and the appropriateness of the insertion of cultural content in the textbook are essential to be carefully analyzed. furthermore, the researcher suggests that future book writers pay more attention to the proportion of the cultural content regarding the types of cultural content; source culture, target culture, and international culture. the authors need to consider the importance of giving cultural exposure to all kinds of cultures to enrich their insight of their own culture and those from other counties. however, the authors also ought to pay attention 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(2011). cultural load in english language textbooks: an analysis of interchange series. procedia social and behavioral sciences, 15(june), 294–301. https://doi.org/10.1016/j.sbspro.2011.03.089 volume 12, number 2, september 2021, 168-187 available at http://jurnalfahum.uinsby.ac.id/index.php/nobel/article/view/417 doi: 10.15642/nobel.2021.12.2.168-187 identity negotiation in the age of global migration in exophonic novels moh zaimil alivin universitas indonesia, jl. prof. dr. selo soemardjan, depok, west java, indonesia article info the vast changing of the cultural structure caused by globalization and migration has made the issue of identity more complicated. a higher number of migrants from numerous parts of the world has arisen lately, especially from middle eastern and muslim countries facing various conflicts. negotiating identities, thus, becomes inevitable, particularly for migrants. identity negotiation has been frequently raised as an underlying issue in early 2000s literary works. such an era becomes a worth researching topic on migration as portrayed in exophonic novels. exophony refers to writing and producing literary works in a language that is not one’s mother tongue. the article covers the analysis of novels written by exophonic writers: khaled hosseini’s the kite runner (2003), elif shafak’s the bastard of istanbul (2006), and mohsin hamid’s the reluctant fundamentalist (2007). the analysis focuses on identity negotiation experienced by muslim diaspora characters by employing homi k. bhabha’s cultural identity. this study reveals that identity negotiation often occurs in the context of power relations and can occasionally be hegemonizing. this notion is backed by the fact that the complexity of the identity negotiation process occurs not only at the intersection of opposed cultures or civilizations but also at the intersection of politics and power relations. article history: received march 2021 accepted august 2021 published september 2021 keywords: identity, early 2000s novels, exophony, global migration © 2021 uin sunan ampel surabaya correspondence: p-issn 2087-0698 email: moh.zaimil@ui.ac.id e-issn 2549-2470 http://jurnalfahum.uinsby.ac.id/index.php/nobel/article/view/417 moh zaimil alivin nobel: journal of literature and language teaching 169 volume 12, number 2, september 2021, 168-187 introduction the problem of cultural identity is often raised in literary works in the form of gender, race, ethnicity, or nationality. identity itself is a complex and sophisticated issue. scholars in the social and humanities field consider identity as a dynamic social construction that can be reconstructed. yousef (2019) distinguishes what is termed as a personal and cultural identity. cultural identity refers to someone’s sense of belonging to a particular group. further, he explores the problematic side of cultural identity experienced by immigrants living in a new place with a different culture. the issue of identity becomes complicated when there are more changes in the existing cultural and social structures. barker (2008) states that identity is never fixed. instead, it is formed at the intersection of gender, class, race, and nation. it is due to the complexity and instability of identity influenced by significant changes in social conditions in human life. consequently, rutherford reveals that this significant change threatens the stability of identity, especially in the era of migration in the early 21st century (howarth, 2002). the complexity of identity becomes increasingly unstable, especially in network societies, as castells (2010b) refers to large-scale socio-cultural and economic transformations. castells (2010b) states that such an era is a time of confusion for understanding many aspects of human life, including identity. therefore, identity is believed to be a socially formed identification rather than just a simple idea that considers identity as a concept that contains a person’s sense of belonging to the geographic place. consequently, it requires them to negotiate their cultural identity at the intersection of many forms of identity, such as nationality, ethnicity, religion, and gender. in addition, today’s global world is heavily influenced by changes that trigger other changes, especially in its social aspects. castells (2010b) states that along with the technological revolution and global migration, the world is experiencing the spread of a collective identity that challenges globalization and cosmopolitanism in the name of human control over their lives. therefore, this change is considered to include the process of forming and negotiating identity. the identity is formed from culture and history as a source of identity formation which later becomes the origin of various reactive movements such as feminism, cosmopolitanism, and other movements that aim to build resistance on behalf of nationality, ethnicity, religion, and family (castells, 2010a). global migration in the past few decades has become one of the most frequently discussed and debated topics in the various forums of disciplines. the era of global migration, which began in the early 21st century, has created massive transformations in many aspects of life, identity negotiation nobel: journal of literature and language teaching 170 volume 12, number 2, september 2021, 168-187 especially in the socio-cultural one. thus, globalization is capable of delivering humans to a concept known as the global village. international migration occurs because of many factors, including motivation to get a better life in economic, professional, or education aspects, the threat of war, terror, seeking asylum, natural disasters, etcetera. li (2008) states that globalization –as an era of international migration, is often understood as a process of detaching and losing state boundaries due to the creation of interconnectivity and integration between countries. the works analyzed in this study are transnational works of literature published in the early 2000s, the kite runner (2003) by khaled hosseini, the bastard of istanbul (2006) by elif shafak, and the reluctant fundamentalist (2007) by mohsin hamid. these novels represent identity negotiation in the global migration era that has occurred since the beginning of the 20th century and has become a phenomenon in the early 21st century. the three novels are selected based on the background of the authors, who are exophonic writers. exophony is a phenomenon that was discovered a long time ago but only became known by the term in the 21st century. it is a way of writing in a language other than the writer’s native language (pugliese, 2012). several previously conducted research mainly discusses the characters’ cultural identity problem yet has not examined the three selected novels within the context of global migration as a part of the 21st-century history and within the perspective of identity negotiation of the characters and the writers. this study examines identity negotiation and migration at the beginning of the 21st century and how such phenomena affect both characters and writers of the novels in negotiating identity. thus, it is argued that identity negotiation varies from one context to another according to socio-cultural and political conditions. furthermore, identity negotiation mostly happens in the context of power relations and sometimes can occur in a hegemonizing way. review of literature several previously conducted research discussed the problem of identity negotiation of a diaspora or a migrant character in a novel written by authors who either write their work, not in their native language, or were born with the duality of mixed blood. the first study is done by kaid (2013), whose research focuses on the arab american women protagonists’ struggle in finding a space for themselves within their bicultural identities. his research analyses mohja kahf’s the girl in the tangerine scarf (2006) and diana abu-jaber’s crescent (2003). kaid (2013) reveals that mohja kahf’s the girl in the tangerine scarf presents a strong female protagonist who challenges western perceptions about arab women often stereotyped as moh zaimil alivin nobel: journal of literature and language teaching 171 volume 12, number 2, september 2021, 168-187 passive and weak victims of their society. he also finds that food and culinary plays such a remarkable role in shaping the identities of arab american women, as depicted in diana abujaber’s crescent. in addition to that, kádár (2018) raises multicultural identity negotiation in the context of canadian mixed-blood narratives, as illustrated in joseph boyden’s three day road (2005). kádár (2018) finds a fluctuation between social identities, ethic choices, and reconnecting with tribal heritage. the third study is conducted by nurcahyani and kamil (2021), whose research focuses on the identity negotiation of second-generation chinese americans living in a multicultural society, as depicted in lisa ko’s the leavers (2017). nurcahyani and kamil (2021) analyze the problem using bhabha’s concept on postcolonialism, said’s orientalism, and dobois’ concept of twoness. their study shows that deming’s identity negotiation is influenced by various factors ranging from family to society. nurcahyani and kamil (2021) also state that the hybridity type of identity found in deming creates a balanced identity which considerably solves his identity ambivalence influenced by the twoness. while regarding the selected novels analyzed in this study, it is found that several scholars focus their analysis on the novels themselves and the issues being addressed. the studies on the kite runner were done by rohmatullah and permatasari (2021), kabeer and chaudhary (2020), hosseini and zohdi (2016), andrews (2010), and walia (2017). kabeer and chaudary (2020) and hosseini and zohdi (2016) conducted their research on the problems of ethnic minorities in the novel, the hazaras, who are considered a victimized and discriminated ethnic group in afghanistan. in line with that, rohmatullah and permatasari (2021) whose research focuses on ethnocentrism reveals that the pashtuns were somehow positioned as a more superior ethnic group compared to the hazaras. the other two research aim at discussing the connection of the character’s identity to the political realm of the phenomena raised in the novel. in the case of the reluctant fundamentalist, some studies put their concern on integration, alienation, and identity crisis. ghosh (2013) and khan (2015) discuss the alienation and the process of integration as experienced by the main character. those studies also link to the other ones which highlight the problem of ambivalent identity and identity crisis. the ideas that kiran (2013) and shirazi (2018) offer are to note the consequence of the alienation of the muslim characters, which results in an identity crisis as found in the novel. those who research the bastard of istanbul, like chakraborty (2019) and malika (2020), have not much explored identity as most of them raise the problem of social memory. however, there were at least two scholars whose research focused on identity. furlanetto (2014) discusses the search for a hybrid post-ottoman identity. ameur and kessal (2019) analyze the problem of hybrid cultural identity as found in the novel. therefore, this study appears to fill the gaps of the study by identity negotiation nobel: journal of literature and language teaching 172 volume 12, number 2, september 2021, 168-187 focusing on negotiating the identity of migrant and diaspora characters in dealing with global migration and exploring the linguistic and literary background of the authors as exophonic writers. this research is a literary study related to interpreting, analyzing, and evaluating literary works (gillespie, 2010). as a study of literary history, this research views literary works as a reflection inspired by certain phenomena and world history as offered in the concept of mimesis by abrams (1953). it is also in line with what laurenson & swingewood (1972) state that social and historical phenomena in literature should also be studied based on related perspectives, such as sociology and literary history itself. the data analyzed in this study are in words, phrases, sentences, or dialogues and then interpreted using the specified theoretical framework. the primary source of this research is a novel by khaled hosseini (2003), the kite runner, a novel by elif shafak (2006) entitled the bastard of istanbul, and a novel by mohsin hamid (2007) called the reluctant fundamentalist. the data obtained from the corpus were analyzed by incorporating close reading and critical analysis within the concept of cultural identity by homi k. bhabha (1994) to explore identity negotiation. in addition to using the novel as a primary source, this study also uses secondary sources in books and journal articles, both printed and electronic. discussion on the main themes the encounter and interaction among various identities in the era of global migration are indisputable. each individual or group tries to negotiate their respective identities based on the context in their surroundings. the migration of a person to a new place or even to a different country will influence how they perceive and identify their cultural identity. how negotiations are carried out between one individual and group with another also varies. therefore, it aims to discuss how a migrant negotiates their identity in the era of global migration as presented in the selected novels. besides, this study examines the authorship and linguistic background of the writers as exophonic writers. it is considered essential because the exophony phenomenon is also a part of the visible impact of the era of global migration. in other words, these writers are considered individuals involved in recording the history that occurred in the early 21st century. identity negotiation of the migrant characters in the selected novels in a time of globalization and massive migration in the early 21st century when the world becomes a global village, it is possible to influence the negotiation process between personal moh zaimil alivin nobel: journal of literature and language teaching 173 volume 12, number 2, september 2021, 168-187 and collective identities. the meeting point between cultural identity, nationality, gender, and ethnicity are widely featured in contemporary novels. therefore, the discussion in this study will analyze three novels written by exophonic authors in raising the issue of identity in the era of global migration. the three novels published in the early 2000s are hosseini’s the kite runner (2003), shafak’s the bastard of istanbul (2006), and hamid’s the reluctant fundamentalist (2007). hosseini’s the kite runner (tkr) the kite runner is hosseini’s first novel published in 2003 by riverhead books which was later adapted into a 2007 film of the same title. this novel became the new york times’s first-ranked best seller book for two consecutive years. aubry (2009) considers this novel “foreign” fiction because it talks about afghanistan to readers in the united states. tkr talks about the relationship between amir and his father and his best friend, hassan, who lived in kabul, afghanistan, before the war between afghanistan and the soviets. this novel raises issues related to the fall of the monarchy in afghanistan, military intervention from the soviets, and large-scale migration to pakistan and the united states due to the war conflict. another point raised in this story is the emergence of the taliban regime and how amir and his father’s migration to the united states have changed the construction materials of their identity. it consequently modifies their sense of admiration for the united states as their new home and afghanistan as their old abandoned and longed home. baba’s admiration for america is described as he has freed from the shackles of conflict in afghanistan. america for him becomes a new hope, and he considers his own country as a destructed nation. baba loved the idea of america. it was living in america that gave him an ulcer. i remember the two of us walking through lake elizabeth park in fremont, a few streets down from our apartment, and watching boys at batting practice, little girls giggling on the swings in the playground. baba would enlighten me with his politics during those walks with long-winded dissertations. “there are only three real men in this world, amir,” he’d say. he’d count them off on his fingers: america the brash savior, britain, and israel. “the rest of them” he used to wave his hand and make a phht sound “—they’re like gossiping old women” (hosseini, 2003, p. 109). the expression “baba loved the idea of america” above describes baba –an afghan character who has a sense of admiration for america. his admiration is reflected from adoring simple things in his surroundings that considerably represent peaceful and good life, one of which is through the word choice “giggling.” it might seem like something ordinary to find in identity negotiation nobel: journal of literature and language teaching 174 volume 12, number 2, september 2021, 168-187 america. however, the excerpt shows that it is unique to baba and is not affordable in baba’s homeland during the conflict. further, baba compares and categorizes that only three countries in the world are considered significant. those are the united states, great britain, and israel, while the rest, including afghanistan, is a country that he does not admire. such classification that he made can also be seen as a form of power relations that exist between the countries. america, britain, and israel are symbolized as “real men” as well as “the savior.” on the other hand, the rest of the world, other than the three, were said to be “gossiping old women.” through the symbolization, the contrast between these two groups is considered power relations between those who are considerably powerful and those in a more subordinate position. not enough with the word “men”; they are said to be the “real” ones. whilst, the other is described not enough only as “women,” but also the “old” and the “gossiping” one. it is to note that the process of negotiating baba’s identity not only involves the binaries of contrasted culture or civilization but also happens at the intersection of politics and power relations pulling up each other. besides, the hierarchy of countries described above represents the power of the countries in extending their domination. consequently, it leads to the birth of notion in baba’s mind, believing that having and becoming a part of such identities will make him better and easier to survive. therefore, the negotiation of identity that baba had to experience is about moderating two different identities between his homeland and the new host country and about contesting two different identities between the powerful and the inferior one. baba’s decision to flee the country is mainly motivated by the fact that he wanted to escape from the conflict in afghanistan. consequently, he feels the need to negotiate his identity by keeping and eliminating some of his previous identity-building materials and considering the new materials available around him in the u.s. the extract below illustrates how baba attempted to embrace and internalize the american values while being in an ambivalent state, especially when dealing with his memories of his homeland. baba was like the widower who remarries but can’t let go of his dead wife. he missed the sugarcane fields of jalalabad and the gardens of paghman. he missed people milling in and out of his house, missed walking down the bustling aisles of shor bazaar and greeting people who knew him and his father, knew his grandfather, people who shared ancestors with him, whose pasts intertwined with his. for me, america was a place to bury my memories. for baba, a place to mourn his (hosseini, 2003, p. 112). identity negotiation that appears here is in the form of a love-hate relationship towards one’s own identity. throughout the story, baba is depicted as an afghani who dislikes his own country, leaving him wounds and unpleasant memories. it is caused by afghanistan’s failure moh zaimil alivin nobel: journal of literature and language teaching 175 volume 12, number 2, september 2021, 168-187 to bring peace and comfort to its citizens that makes them fled the country. even so, baba is still shown as an ambivalent figure because he somehow still looks like someone who misses afghanistan despite feeling home in the united states that offers him a sense of security, assurance, and convenience. several places and memories that baba missed were mentioned above, such as “the sugarcane fields of jalalabad,” “shor bazaar,” as well as the people he and his prominent families had been in contact. the state of ambivalence where baba was trapped is described through imagery in the expression “the widower who remarries but can’t let go of his dead wife.” baba is depicted as a confused and conflicted character as he has a great sense of admiration for america. yet, he realizes that his longing for afghanistan and its memories would not be accommodated during his life in america. consequently, baba often feels deep sadness because he is in a position between the two points on the one hand, he is happy in the united states with peace and a better life. still, on the other hand, he is inseparable from his memory and his old life in kabul, afghanistan. it is to note that there is a resistance between those two conflicting identities in the novel’s characters, both baba and amir. such resistance is represented through the description of america as a place to bury amir’s bad memories that happened back in afghanistan. at the same time, for baba, america was a place where he mourned his memories. amir, in this case, has the tendency to carry out a reconstruction of his identity based on the context and material of identity available around him in america. he tends to repress his old identity and replace it with his new one as an american. on the other hand, baba chose to negotiate between the two as conflicting identities, between being an afghan and an american at the same time. baba’s contestation of two identities is depicted in an ambivalent position, for he cannot fully decide whom he is through such a strong interaction of power and resistance as described above. the cause and motivation of fleeing the country are influenced by a massive change of kabul from a previously safe, calm, and peaceful city to a city with no life. changes that occurred at that time were primarily because of the political condition of afghanistan at the time of war. such a condition is illustrated in the excerpt below. i barely knew anyone in kabul anymore, the city where i had lived my entire life. everybody had fled. i would take a walk in the karteh-parwan section— where the melon vendors used to hang out in the old days, you remember that spot? —and i wouldn’t recognize anyone there. no one to greet, no one to sit down with for chai, no one to share stories with, just roussi soldiers patrolling the streets (hosseini, 2003, p. 183). the expression “i barely knew anyone” exposes how kabul has significantly changed in the eyes of amir on his visit after living in america for a long time. everyone has fled to all identity negotiation nobel: journal of literature and language teaching 176 volume 12, number 2, september 2021, 168-187 corners of the world, especially in pakistan and the united states. kabul became nothing more than a territory controlled by the soviet army, as in the phrase “just roussi soldiers patrolling the streets.” massive migration occurred due to the conflict and security crisis in kabul so that its citizens decided to flee and look for new homes in other parts of the world. it has become a phenomenon in the 21st century and encourages identity negotiation of the citizens by having to consider and reshape themselves according to the social and cultural conditions that exist in their new place. it is reflected in the extract above, in which kabul is described as a city that is no longer alive because of the absence of values and human activities in it. the extract above affirms the fact that global migration is indisputable in the 21st century. although the setting of time shown in tkr is many years before the publication of the novel, it confirms the existence of significant phenomena that drive significant transformations in human life in the 21st century. those issues are mainly regarding the lives of migrant, diaspora, and exile communities. as these groups will never have a permanent and fixed identity, the process of negotiating an identity is inevitable. it is to say that a new geographical place that cannot be separated from its cultural values will also influence an individual, group, or community to construct and reconstruct their identity. such identity negotiation often occurs by contesting conflicting identities between those considered better and more potent versus the dominated and subordinated ones. therefore, it is to highlight that tkr attempts to illustrate the afghan characters’ thrust for migration and how it affects the process of negotiating the identity of the people in a new country which is believed to always happen in the context of power relations. shafak’s the bastard of istanbul (tbi) the bastard of istanbul is a novel by elif shafak (2006), a female writer who won various awards such as the orange prize for fiction in london in 2008, the marka award 2010, the alef prize 2011, and other awards. the bastard of istanbul (tbi) raises identity and its relationship with social memory in multicultural societies. this novel tells the story of two prominent families, the kazanci family who live in istanbul and the tchakmakhchian, and the armenian-american refugees’ family, survivors of the armenian genocide residing in san francisco. the guardian classifies the tbi novel as one of two novels that boldly raises the identity crisis in modern turkish society. an article by bedell (2007) in the guardian states that this novel shows how ambivalent turks carried out the mass murder and deportation of armenians. the review argues that tbi tries to expose turkish identity while ignoring its dark history with extraordinary storytelling. moh zaimil alivin nobel: journal of literature and language teaching 177 volume 12, number 2, september 2021, 168-187 tbi raises the issue of identity that occurs in multicultural societies in the era of global migration. it is caused by migration from the homeland to a new host country and turkey’s government system shift from a monarchy to a secular state. such migration brings another significant change to society, one of which is as follows: “from this moment on i am going to cover my head as my faith requires.” “what kind of nonsense is that?” grandma gulsum frowned. “turkish women took off the veil ninety years ago. no daughter of mine is going to betray the rights the great commander-in-chief ataturk bestowed on the women of this country.” “yeah, women were given the right to vote in 1934,” auntie cevriye echoed. “in case you didn’t know, history moves forward, not backward. take that thing off immediately!” (shafak, 2006, p. 68). hamid (2017) states that migration is not just a process of moving from one place to another. humans are essentially migrant creatures who also move from time to time. the quote above shows that the change in the governmental system in turkey requires its citizen to negotiate their identity. turkish women accustomed to covering their bodies must remove them, and their identity negotiation is marked by a material object removal that forms their identity. auntie banu’s intention to wear a hijab is considered “nonsense” represents the intersectionality between religious, national, and gender identity that a woman in turkey has to experience. the expression “as my faith requires” illustrates auntie banu’s commitment to practicing her faith by wearing clothes covering her body and head. it is, however, in opposition with what her nation requires her. the rule made by the turkish secular state forbids her from doing such action. it is also related to the fact that turkish woman is given the right to no more extended cover her head since more than “ninety years ago.” as a turkish woman character, auntie banu is positioned in a highly complex standpoint as she has to choose between her conflicting identities as a woman, a turk, and a muslim. in such a case, the process of identity negotiation is revealed to happen in the context of power relations: the more hegemonizing one identity, the more likely it is internalized in the individuals. in a different form, identity negotiation is also experienced by turks on how other nations see them and how they perceive themselves. turks see themselves as western because they are part of the european continent and have a modern secular system like western countries. however, non-turks see turkey as a middle eastern nation trapped in a state of denial of its middle eastern roots. known as a nation of denial, armanoush, one of the armenian american characters, stated that this happened because of the turks. “the problem with us turks is that we are constantly being misinterpreted and misunderstood. the westerners need to see that we are not like the arabs at all. this is a modern, secular state.” identity negotiation nobel: journal of literature and language teaching 178 volume 12, number 2, september 2021, 168-187 why don’t you listen to your middle eastern roots?” “what do you mean?” asya sounded perplexed. “we are western.” “no, you are not western. turks are middle eastern but somehow in constant denial. and if you had let us stay in our homes, we too could still be middle easterners instead of turning into a diaspora people,” armanoush retorted and instantly felt discomfited for she hadn’t meant to sound so harsh (shafak, 2006, p. 178). as a turk, the above dialogue shows that asya feels like turks are often “misinterpreted” and “misunderstood” as arabs or middle eastern. a turk character, in this case, sees herself as a part of the west, yet for others, turks are somehow a part of the middle eastern. the problem of identity negotiation in this quote is that identity is not merely about how an individual or a group sees themselves but also how others perceive them. the gap and differences that are forged between those perspectives are the room to negotiate the identities. such a case can be more complicated, especially when it happens in a broader context or more significant issues such as politics. another identity negotiation process can also be found in the following quote, where armanoush tries to form her identity more completely by negotiating her american identity and a part of her turkish identity related to her family’s past. her intention to visit turkey is motivated by the fact that she wanted to complete the fragments of her identity absent. the following extract illustrates armanoush’s need to find a part of her identity that she can only obtain if she comes to turkey. plurality means the state of being more than one. but that was not the case with me. i’ve never been able to become an armenian in the first place, armanoush wrote, realizing she was on the brink of making a confession. i need to find my identity. you know what i’ve been secretly contemplating? going to visit my family’s house in turkey. grandma always talks about this gorgeous house in istanbul. i’ll go and see it with my own eyes (shafak, 2006, p. 117). for armanoush, her armenian-american identity would not be complete if she could not negotiate her armenian identity with turkish identity as an entity of the past. she attempted to find other pieces of her identity-building material that had been missing. considerably, visiting and seeing firsthand her family’s situation in turkey will complete the process of negotiating her identity. moreover, armanoush admits that her identity as an armenian-american has never been as complete as that of other armenian families. it is also supported in the following quote: you guys were all born into the armenian community and never had to prove you were one of them. whereas i have been stuck on this threshold since the day i was born, constantly fluctuating between a proud but traumatized armenian moh zaimil alivin nobel: journal of literature and language teaching 179 volume 12, number 2, september 2021, 168-187 family and a hysterically anti-armenian mom. for me to be able to become an armenian american the way you guys are, i need to find my armenianness first. the opposite. i have never felt more armenian in my life. you see, for me to fully experience my armenianness, i had to come to turkey and meet the turks (shafak, 2006, p. 119). the extracts above show armanoush’s need for a part of her identity, which she will make as materials for negotiating her identity –between armenian-american and a descendant of the turks. she felt that other armenian families did not need to question this because they had evident family roots from the previous armenian generation. armanoush, on the other hand, felt that she had to find a part of herself. she attempted to do that to have a complete identity by finding out about his family in turkey for the sake of negotiating the armenian, american, and turkish identities in armanoush’s blood. the description of the two extracts above highlights the existence of hegemonic identity in spreading its influence on the resisting one. the expression “i’ve never been able to become an armenian” and “i need to find my armenianness” shows armanoush’s inability of having her identity without visiting and knowing her turkish roots. such an idea results from the domination of the powerful one towards those in a more subordinated position. whilst, concerning global migration, tbi also displays the process of oppression and discomfort practiced by groups that legitimize against groups who do not have much power. as a consequence, they felt the need to flee their country to escape from such domination. this migration occurs because the state or territory that existed in advance has failed to create a safe and convenient space for humans, “if they are oppressing you here, you can always come to america. there are many armenian communities there who would be more than happy to help you and your family” (shafak, 2006, p. 254). the clause “if they are oppressing you here” indicates the existence of power relations as well as the oppression experienced by the powerless groups or individuals. the process of identity negotiation, therefore, not only involves moderating someone’s previous and upcoming identities but also a contestation between the superior and inferior ones. it is to note that tbi exposes identity negotiations due to changes in the government system and its relation to the present and past. these factors can represent the identity negotiation process in multicultural societies such as turkey and the united states in an era in which people decide to leave their home countries and move to countries able to guarantee peace and prosperity for their citizens. identity negotiation nobel: journal of literature and language teaching 180 volume 12, number 2, september 2021, 168-187 hamid’s the reluctant fundamentalist (trf) the reluctant fundamentalist is a novel by mohsin hamid, which was first published in 2007 and adapted into a film of the same title in 2013. this novel is about changez’s journey as a pakistani who studied at princeton university during 9/11. it is considered a global fiction in response to 9/11 and reconciling multiculturalism in the united states following the attack. the guardian classifies this novel as one of the most remarkable books that define the decade in the 21st century. el samad (2020) argues that trf entails a subversion of familiar east and west binaries as it focuses on a re-centralization of the east. trf’s story begins with a dialogue in lahore, pakistan, between changez and an american character. their conversation was about the american’s curiosity about changez’s relationship with his former lover while he was in america. the issue of identity negotiation is one of the main problems featured in this novel. compared to the other two novels described above, the character in trf generally shows a relatively more straightforward identity negotiation process, which results in the hybrid one. as a princeton university student from pakistan, changez is described as a brilliant, visionary, hard-working, and attractive person. nevertheless, many things revolve around him, one of which is how he negotiated his pakistani identity in the context of the united states at that time. among the narratives raised in the novel, changez is presented as a character who looks very much like other pakistanis physically, but ideologically, he has modern thoughts and loves america. it is shown in the following extract: “ah, i see i have alarmed you. do not be frightened by my beard: i am a lover of america. i noticed that you were looking for something; more than looking, in fact, you seemed to be on a mission, and since i am both a native of this city and a speaker of your language, i thought i might offer you my services” (hamid, 2007, p. 1). changez’s expression above shows the concept of hybridity as proposed by bhabha (1994) about his very “pakistani” physical appearance through the phrase “my beard” with a rational, modern, and “american” way of thinking as in “i am a lover of america.” as someone who loves america, changez also said that he was the right person to have a dialogue with because he was a native of lahore and spoke the same language as the american. the combination of the pakistani and american values in changez symbolizes an identity negotiation process that then produces hybridity. on the other hand, changez is like other migrants who sometimes miss home and must somehow negotiate their identity and sense of belonging with the context and materials of moh zaimil alivin nobel: journal of literature and language teaching 181 volume 12, number 2, september 2021, 168-187 identity construction available around them. even so, he feels benefited that his migration to manhattan in new york keeps him feeling home. one of the conceptual ideas in global migration identity is related to a sense of belonging to specific communities in multicultural countries. it can be seen in the following quote on which changez misses his hometown, but he also feels happy because manhattan feels like it. like manhattan? yes, precisely! and that was one of the reasons why for me moving to new york felt—so unexpectedly—like coming home. but there were other reasons as well: the fact that urdu was spoken by taxicab drivers; …. (hamid, 2007, p. 20) in this way, the united states, especially manhattan, is presented as a replica of pakistani and indian towns through the expression “like coming home” and “taxicab drivers spoke urdu.” the existence of such a community makes it easier for changez to negotiate his identity. consequently, he does not need to get to the level where he had to experience an extreme identity crisis, “it was a testament to the open-mindedness and—that overused word— cosmopolitan nature of new york in those days that i felt completely comfortable on the subway in this attire” (hamid, 2007, p. 29). the discovery of specific racial, ethnic, or national communities in a global city as described above has become a part of the era of global migration. the concept of a global village gets even more natural and inevitable. therefore, many ideas and concepts about multiculturalism at the beginning of the 21st century were more contextual, especially the notions related to cosmopolitanism where a person is no longer part of only one nation or region. however, there is a sense of belonging to many places, for they are considered part of a global citizen. such an idea is also represented in trf as it states, “cosmopolitan nature of new york.” by having such qualities, new york feels like home for changez, and it is one of the factors that make him face a minor identity crisis. however, this does not mean that changez had never been through any challenges in negotiating his identity. the extract below illustrates the way he had to compromise and negotiate his existing identities. “but you are at war, you say? yes, you have a point. i was not at war with america. far from it: i was the product of an american university; i was earning a lucrative american salary; i was infatuated with an american woman. so why did part of me desire to see america harmed? i did not know, then; i knew merely that my feelings would be unacceptable to my colleagues, and i undertook to hide them as well as i could” (hamid, 2007, p. 43). regarding the complexity and challenges of identity negotiation experienced by changez, america is a new home for him. changez considers his new self as “the product of american identity negotiation nobel: journal of literature and language teaching 182 volume 12, number 2, september 2021, 168-187 university,” and he felt like he was a part of america even though he said that he was “at war.” however, under the terror conditions at that time, he needed to emphasize that he was not one of the people who would threaten the realization of the american dream. the hybridity that exists within changez is what he tries to convey when he is under investigation as being an object of suspicion of being involved in the attack. responding with a statement saying that he “was not at war with america” and that america has always been close to him emphasizes the hybridity of changez’s identity with internalized american identity. being positioned at the periphery as an object of suspicion of terror in 9/11 requires changez to redefine his identity. the description above states that trf raises identity negotiation concerning educationmotivated migration and suspicion of the perpetrators of the 9/11 attack against certain groups. the identity negotiation process featured in this novel is more directed at hybridity in which a person or group decides to combine their old identity with the new one. in other words, they choose to become citizens of the global community as conceived in the concept of cosmopolitanism. with such notions, humans will arrive at global migration, emphasizing equality on behalf of the human race. therefore, national and state boundaries must be set aside to create peace and a better life for all humanity regardless of nationality, religion, race, or ethnicity. khaled hosseini, elif shafak, and mohsin hamid as exophonic writers khaled hosseini is an afghan american novelist who was born in kabul, afghanistan. he moved to tehran in 1970 to follow his family, who worked in iran. he moved to france since he was 11 years old, and in 1980, he moved to the united states after obtaining political asylum through his father. he later became a citizen of the united states and currently lives in northern california, working as a doctor. hosseini’s mother tongue is farsi. he could not speak english until he was 15 years old. however, currently, he chooses to write in english because he feels more comfortable writing stories in english and because he has not written farsi fiction for so long (hoby, 2013). since 2006, he has been an ambassador for the united nations high commissionaire for refugees (unhcr). he has written four books, the kite runner (2003), a thousand splendid suns (2007), and the mountains echoed (2013), and sea prayer (2018). elif shafak is a turkish-british female writer who calls herself a cosmopolitan. she was born in strasbourg, france, of turkish descent. she spent her childhood in madrid, spain, and amman, jordan. previously, she lived in arizona, united states, and worked as an academic at the university of arizona. she currently divides her time between istanbul and london. in the 2017-2018 academic year, she worked as a lecturer in comparative european literature at moh zaimil alivin nobel: journal of literature and language teaching 183 volume 12, number 2, september 2021, 168-187 the university of oxford. she is a native turkish speaker who, at the age of 10, started learning english at the british school in madrid. she writes in two languages, turkish and english. some of the novels she wrote are the saint of incipient insanities (2004), the bastard of istanbul (2006), black milk (2007), the forty rules of love (2009), honor (2011), the architect apprentice (2013), three daughters of eve (2016), and 10 minutes 38 seconds in this strange world (2019). mohsin hamid is a pakistani-british writer who has written four novels, moth smoke (2000), the reluctant fundamentalist (2007), how to get filthy rich in rising asia (2013), exit west (2017), and a collection of essays, discontent and its civilizations: dispatches from lahore, new york & london (2014). he was born to a family of punjabi and kashmiri ethnicity in pakistan and spent his childhood in the united states following his father, who undertook doctoral studies at stanford university. after that, he returned to lahore, pakistan, and attended lahore american school. at the age of 18, he returned to the united states to pursue his studies at princeton university and continued his studies at harvard law school. since 2001 he started moving to london until, in 2006, he decided to have dual citizenship, pakistani and british citizenship. hamid’s mother tongue is urdu. at the age of three, he stopped speaking for a month because the language he used to hear while in pakistan, urdu, was not heard when he moved to the united states. only then was he able to speak again in english. he continued to speak english until he returned to pakistan at six and was forced to relearn urdu. this experience for him was a negotiation of culture and language. he also stated in a lecture in front of stanford students that he has lived in pakistan, the united states, and the u.k., so he cannot pretend to belong to one of these nations (jabbar, 2014) the authors are exophonic writers who produce their works, not in their native language from the description above. such an intention to write stories, not in their mother tongue, is considered one of the results of a long and complicated process of identity negotiation. they write their novels in english so that they are often seen as part of transnational or diaspora literature, global fiction, or ‘foreign fiction.’ in addition, the three of them are migrants who have moved to countries such as the united states and the united kingdom with various motivations and reasons, ranging from conflict or war, educational motivation, or even following the careers of their parents who are currently serving in other countries. the three of them can also be said to be defenders of migrant rights that are rife in the 21st century and activists in the fields of migration and cosmopolitanism. therefore, this exophonic writer can nevertheless be considered one of the crucial parts of history in the early 21st century through the works published in the early 2000s presenting identity and global migration as part of identity negotiation nobel: journal of literature and language teaching 184 volume 12, number 2, september 2021, 168-187 contemporary world history. the three of them have differences and similarities, but their works create a diverse spectrum in a literary and historical context related to migration issues in the global era. conclusion analyzing the three selected novels above reveals that the characters and the writers’ motivation to migrate vary. identity negotiations that are experienced between individual and group with another also considerably vary. such identity negotiation is found to happen in the context of power relations and sometimes can occur in a hegemonizing way. this notion is bolstered by the fact that the complexity of the identity negotiation process does not only involve the binaries of opposing cultures or civilizations but also at the intersection of politics and power relations. as described in the analysis above, the process of identity negotiation often occurs through the contestation of conflicting identities between those deemed superior and more powerful versus those considered to be dominated and subordinated. in this case, identity negotiation primarily happens within the context of power relations: the more hegemonic one identity, the more likely it is internalized by the individuals. therefore, the process of identity negotiation entails not only moderating someone’s previous and upcoming identities but also a contestation between the superior and inferior identities. the novels written by the exophonic writers in the early 2000s have significant dynamics in presenting an issue in the global community, most notably about the era of global migration. the early 2000s in the history of transnational literature are regarded as a formative period because they address issues of identity, negotiation, and migration in the era of globalization. the unique cultural background of exophonic writers has influenced how migration and globalization are depicted during this period, with the boundaries of language, nationality, and statehood becoming more oriented toward multiculturalism and cosmopolitanism in the global era. these concepts envision the world as a global village where individuals can feel a sense of belonging to multiple regions, nations, or countries. this study reveals that identity negotiation can take place in various ways, including assimilation, the formation of a new hybrid identity, or remaining and moving in the middle of an intersection. additionally, this research demonstrates how the issue of global migration and identity has developed into a dynamic development of contemporary literature and a new spectrum of literary works created in the early 2000s. additionally, this study examines the emergence of bilingual or multilingual exophonic writers who are also migrants due to the historical phenomenon of global migration at the turn of the twenty-first century. their works moh zaimil alivin nobel: journal of literature and language teaching 185 volume 12, number 2, september 2021, 168-187 aided in presenting contemporary global issues surrounding significant phenomena in the early twenty-first century, which became increasingly discussed in early 2000s novels. references abrams, m. h. 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(2007). book review: this turkey’s been overstuffed. the guardian. retrieved from https://www.theguardian.com/books/2007/jul/29/fiction.features1 bhabha, h. k. (1994). the location of culture. london: routledge. castells, m. (2010a). the power of identity. oxford: blackwell publishing. castells, m. (2010b). the rise of the network society. oxford: blackwell publishing. chakraborty, n. (2019) contesting spaces and conflicting memories: a reading of armenian diaspora in elif shafak’s ‘the bastard of istanbul’. migration and diaspora: an interdisciplinary journal, 2(1), 54-67. el samad, s. (2020). beyond the cataclysm: cultural nationalism in mccarthy’s the road and hamid’s the reluctant fundamentalist. international journal of arabic-english studies, 20(2), 187-204. furlanetto, e. (2014). “safe spaces of the like-minded”: the search for a hybrid post-ottoman identity in elif shafak’s ‘the bastard of istanbul’. commonwealth essays and studies, 36(2), 19-31. https://search.informit.org/doi/10.3316/informit.583110019159976 gillespie, t. (2010). doing literary criticism: helping students engage with challenging texts. stenhouse: stenhouse publishers. ghosh, a. (2013). “i was not certain where i belonged”: integration and alienation in mohsin hamid’s the reluctant fundamentalist. rupkatha journal on interdisciplinary studies in humanities, 5(1), 48-54. http://rupkatha.com/v5/n1/05_mohsin_hamid_reluctant_fundamentalist.pdf hamid, m. (2017). exit west. new york: riverhead books. hamid, m. 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(2019). history between memory and amnesia in elif shafak’s the bastard of istanbul [master’s thesis, university of abdelhamid ibn badis]. e-biblio.univ-mosta.dz. http://e-biblio.univmosta.dz/bitstream/handle/123456789/17607/masters%20dissertation%20touati%20ma lika.pdf?sequence=1 nurcahyani, e., & kamil, m. s. (2021). identity negotiation of chinese american’s twoness in lisa ko’s the leavers: postcolonial approach. journal of english language studies, 6(1), 94-109. http://dx.doi.org/10.30870/jels.v6i1.9997 https://doi.org/10.18052/www.scipress.com/ilshs.74.33 https://doi.org/10.1111/1468-5914.00181 https://ejmcm.com/article_3399.html https://digilib.phil.muni.cz/handle/11222.digilib/138499 https://doi.org/10.1080/02759527.2015.11933039 http://ijlcnet.com/journals/ijlc/vol_1_no_2_december_2013/4.pdf https://www.population.org.nz/app/uploads/2010/01/nzpr-33-and-34.pdf#page=5 http://e-biblio.univ-mosta.dz/bitstream/handle/123456789/17607/masters%20dissertation%20touati%20malika.pdf?sequence=1 http://e-biblio.univ-mosta.dz/bitstream/handle/123456789/17607/masters%20dissertation%20touati%20malika.pdf?sequence=1 http://e-biblio.univ-mosta.dz/bitstream/handle/123456789/17607/masters%20dissertation%20touati%20malika.pdf?sequence=1 http://dx.doi.org/10.30870/jels.v6i1.9997 moh zaimil alivin nobel: journal of literature and language teaching 187 volume 12, number 2, september 2021, 168-187 pugliese, r. (2012). exophonic writing: a new paradigm in translation. academic exchange quarterly. 16(1), 61-166. rohmatullah, n. g., & permatasari, r. (2021). ethnocentrism and its effects as depicted in the kite runner novel. nobel: journal of literature and language teaching, 12(1), 60-69. https://doi.org/10.15642/nobel.2021.12.1.60-69 shafak, e. (2006). the bastard of istanbul. london: penguin books. shirazi, q. (2018). ambivalent identities and liminal spaces: reconfiguration of national and diasporic identity in mohsin hamid’s the reluctant fundamentalist. south asian diaspora, 10(1), 15-29. https://doi.org/10.1080/19438192.2017.1396013 walia, r. (2013). quest for identity and redemption in khaled hosseini’s the kite runner. impact: international journal of research in humanities, arts and literature (impact: ijrhal), 5(5), 37-40. yousef, t. (2019). cultural identity in monica ali’s brick lane: a bhabhian perspective. international journal of arabic-english studies, 19(1), 54-86. https://doi.org/10.33806/ijaes2000.19.1.4 https://doi.org/10.1080/19438192.2017.1396013 https://doi.org/10.33806/ijaes2000.19.1.4 15 a portrait of male’s struggle quality in william somerset maugham’s liza of lambeth fajar aulia wigayanti1, miftachudin2 jena mandiri sidoarjo1, politeknik perkapalan negeri surabaya2 aulia_wigay@yahoo.com1, mievt4@gmail.com2 abstract: this article attempts to analyze william somerset maugham’s novel entitled liza of lambeth. this novel tells about liza who is loved by two men, jim and tom, who want liza as their lover, so they make some efforts to get her. this article focuses on analyzing the male characters’ struggle to attract liza. the aims of this article are to describe the main characters’personality and to reveal the quality of the male characters’ struggle in the novel. dealing with the focus of the study, this study uses theory of character as the basic concept to lead the further analysis using existentialism theory to depict the male characters’ struggle, and it is supported by theory of interpersonal attraction. for the last, the main point of this study will be directed to theory of deconstruction which reveals that everyone who works hard is not guaranteed to be a success. furthermore, this paper also tries to reflect some points with islamic value. keywords: existentialism; quality; struggle. 1. introduction liza of lambeth is william somerset maugham’s first novel which was published in 1897 and it was sold out rapidly. this novel became maugham’s reason to choose a full time writer than being a doctor (stevenson, 1967:60). in other word, the success of liza of lambeth became a turning point of his life to be a more successful writer. this novel tells about liza kemp, an 18-years-old factory worker, one of the prettiest girls and is also illustrious enough in vere street, lambeth. she lives with her widowed inebriate mother only. liza has a close friend named sally. there are also jim and tom who love liza and fight to get her. jim is a 40-year-old man who has a wife and also five children, while tom is a single man. however, liza is more attracted to jim. formerly they do not have bravery to come out together, but later many people around them know their clandestine affair. at the end of the story, liza is bullied by jim’s wife until her condition is worst and finally she dies. maugham takes love as a grand theme for his first novel. love is a universal theme. every inch of the human’s life will not be apart from love whether love from human to human, from human to nature, animals, plants, and so on. therefore, love has much uniqueness. it is also never stale to write, so all people will be interested to discuss it. through liza of lambeth, maugham tries to explain the moral value beautifully and he mailto:aulia_wigay@yahoo.com 16 reveals love which has a sense of tragic where finally the major character dies because of her fault in loving a married man. this is the part which is planned to analyze. it is known that a person who takes a trmendous effort in reaching their dream will be success later. uniquely, this novel is not like usual. both jim and tom have showed their struggle to get liza, and they have their own way in showing the efforts to have her. as a result, jim is more successful than tom, even though at the end of the story, liza dies. it shows that people who make serious effort in their life is not guaranteed to have a success later. considering the explanation above, this article tries to find out an unstated idea from the author by analyzing the characterization of each character first and it will be a guidance to know the quality of the male characters’ struggle in their effort to get liza’s love. 2. review of literature 2.1 character character, say kennedy and gioia, is ‘an imagined person who inhabits a story’ (2007:7). in this case, the writer uses the theory of character to analyze the personality descriptions of liza, jim, and tom, which further can help the writer to explain about the quality of struggle between two male characters in the story in getting liza’s love. furthermore, kennedy and gioia also explain that within the main character’s self, there exhibits the human personalities familiar to the readers (2007:7). 2.2 existentialism theory existentialism forces one to talk about the essence of human in the world named freedom and choice. the main problem is then about the differences between human and things. the basic difference between human and thing is that human realizes its existence in the world and always asks about the meaning of their existence while thing does not. soren aabye kierkegaard (1813-1855), a danish philosopher and theologian, and also as a founder of existentialism says that existentialism is a compliance of each individual which is acquired from the freedom will (as cited in howard, 2005 and in suhartono, 2005:67). for kierkegaard, each person must have a certain involvement and commitment toward each event that he or she has experienced, so that person becomes an actor that plays a part in it. principally, human has right and freedom to decide which one is true or false and which one is the best or the worst in their life. the human’s reality outside may has a power to force or to influence them, but the decision to do something comes from the human itself. related 17 to freedom is responsibility, both of them are inseparable to each other (as cited in howard, 2005 and in suhartono, 2005:67). the use of existentialism theory is believed by the writer to help her in finding out the characteristic of the male characters’ struggle in the story. in this study, jim and tom have different characteristics in their struggle. kierkegaard depicts three phases of human’s existences called aesthetic phase, ethical phase, and religious phase (as cited in abidin, 2006:148). 1). in aesthetic phase, human’s orientation life is directed to get a pleasure. the aesthetic human lives for their personal happiness and interest (abidin, 2006:148). 2). meanwhile, in ethical phase, human begins to receive a moral righteousness and acts based on it. in this phase, human can control their action and adjust it with the universal morality standards (hardiman, 2007:253). in the last phase, religious phase, it is a must for a human who wants to reach this phase to approve the transcendent subjectivity which only follows god’s way. so, there is no rationalization in this phase (abidin, 2006:151). 2.3 interpersonal attraction theory of interpersonal attraction helps to find liza’s reasons in determining her attraction feeling toward the two male characters in the story. it is a theory that helps finding the causes which make someone is attracted to another one. there are four factors that underlie the interpersonal attraction: physical proximity, affective state, affiliation need, and observable characteristic (baron and byrne, 2006: 261). 2.4 deconstruction deconstruction is a text reading method that is completely different with a reading method as usual. deconstruction perusal tries to seek a failure of the text that sinks beneath the single truth (norris, 2003:15). as what derrida wants that a truth is not limited by singular, general, and universal truth. in fact, truth is plural, particular, and relative (as cited in santoso, 2013:252). briefly, what deconstruction wants is to awake the hidden power which also participates in building a text. derrida also develops the notion of ‘violent hierarchy’, when one says that ‘a’ is prior to ‘b’, in fact ‘b’ is already implied in ‘a’. thus the word ‘good’ implies the word ‘evil’, ‘law’ implies ‘lawlessness’ (as cited in carter, 2006:110). in liza of lambeth, violent hierarchy will explain about two male’s qualities of struggle. in this case, between jim and tom who have fallen in love to the same girl named liza. both jim and tom have made some efforts to attract her with different ways. at last, jim is the chosen man whom she loves until the end of her life. it indicates that the great struggle which has done by a man will not permanently get the same reward as the previous effort. 18 3 disscussion of the main themes 3.1 main characters’ characterization in william somerset maugham’s liza of lambeth main character is an important character in a story that is appeared continually so that the main character dominates the story (nurgiyantoro, 2010: 176). the main character in the story may be more than one characters but it is distinguished from the superiority degree of each main character. the superiority degree is determined by the story domination of the character and its influence toward the plot’s development overall. so, there is a distinction in main character itself, those are main-main character and additional-main character (nurgiyantoro, 2010:177-178). in liza of lambeth, liza and jim are the main characters considering their domination in the story starting from the beginning, the middle, and the end of the story. additionally, liza and jim influence the whole plot of the story. meanwhile, tom does not dominate too much in the story, but he can be classified as a main character because tom is related with the main character, liza. besides, he also influences the plot development. tom even shows liza that there is a man who really loves her even when she is in her worst condition. liza’s personality liza kemp in the story is depicted as a young beautiful girl who lives in vere street, lambeth. her beauty is successful in attracting many people, boys especially. liza is not only a beautiful girl in her environment, but she also has a dancing talent which makes her become the most interesting girl among the others. liza lives in vere street with her mother only, mrs. kemp. fatherless in her life indirectly has influenced liza’s life to be a strong girl because she must work by herself to earn money for surviving in the future even though her mother still gets a pension fund from her husband to fulfill their daily needs. she is also demanded not to be selfish because she has a mother whom she must take care of, whereas she is still eighteen. fatherless in liza’s life has made her yearning for a figure of a man who can give her care and affection. …and liza, as she looked up at the heavens, felt a certain emotion, as if she wished to be taken in someone’s arms, or feel some strong man’s caress; and there was in her heart a strange sensation as though it were growing big (maugham, 1897:35). liza is totally different when she faces sort of love in her life. she becomes an unprincipled girl because that is the first time liza falls in love with a man. her yearning for a man’s affection finally is answered by jim’s presence. liza, as an amateur girl in love, does not know what she must do. when jim invites her to watch a play, liza wants to come, but 19 she realizes that jim is a married man. she also considers about her neighbor’s opinion if she really goes to watch the play with jim. eventually, liza has decided that she will not come with jim in the play. then, when liza meets jim on the street, she gets angry to jim because jim does not mention about theatre at all. liza thinks that jim has forgotten about his invitation to liza about the play. actually, liza should not get angry to jim because she has told jim that she will not come to the play, so jim should not wait for her too and it is not jim’s fault about his absence in the play. jim’s personality jim is liza’s new neighbor on the vere street and he is a man with big body size. jim is a married man who has five kids to look after. although he has had a big family, but later he also becomes one of the men in vere street who wants to have liza as a lover. jim is sort of good listener, skillful man, and a brave man. yet, jim is not a soft man. he has even scolded liza with an improper word when liza rejects to go watching the play with him. jim’s experience in love is really successful for making liza feels the great love that she has never had once. it is known that his marriage has taught him to know how the way to make woman happy. on the contrary, the way jim gets angry to his wife when she hurts liza indicates that jim is a selfish man. he does not think that what he has done is wrong. their affair has hurt mrs. blakeston as his wife. tom’s personality tom is a single young man. he is one of the boys in lambeth who loves liza. as a single man, it makes tom inexperienced to attract a girl’s attention. tom tries to approach liza when they are in the brake on the way to chingford by doing a physical contact. he does not know exactly how to get liza’s attention. when he tries to do it, he gets a rejection from liza and it makes her angry to tom. tom does fall in love with liza, although he gets angry to liza because liza does not want to spend her time with tom only. however, his love to liza still dominates his feeling until he forgets that he has a fight with liza a moment ago. although tom cannot do anything to make liza happy, he is sort of a kind man even when liza has a fight with jim’s wife. he comes to help liza and he leads her to get home. actually, tom has a choice not to help liza because she has offended tom’s heart. 20 3.2 the struggle quality of male character’s in william somerset maugham’s liza of lambeth from those main characterizations, there will be a classification about the qualities of struggle between two male characters in liza of lambeth. the quality of struggle between jim and tom does not apart from some factors that have been explained in the review of literature. jim’s struggle quality to get liza jim’s struggle is started when he attempts to ask liza to have a walk with him after the long journey from chingford, but liza refuses him. however, jim does not stop to attract liza more after his first meeting with her. for the second time jim invites her to watch a play with him and liza rejects his invitation realizing that jim is a married man. besides jim invites liza to have a date with him, he also uses the way to express his love by saying it directly, ‘yer know, liza, i love yer – fit ter kill.’ (maugham, 1897:53). jim’s affair with liza has met a climax. jim wants liza to live with him forever though liza always refuses him considering that she cannot leave her mother. moreover, it is a bigamy if jim who has a wife and kids wants to marry liza. having a date for many times with liza, eventually the neighbors around them have known about their affair, including jim’s wife, mrs. blakeston. a fight between jim’s wife and liza on the street is inescapable anymore. jim comes to the crowd and finds that his wife and his lover are having a fight. jim tries to make them apart, he is really angry with her wife. jim’s fearlessness to show his anger to his wife has proved that jim tends to defend liza than his own wife. whereas, liza is the one who must be blamed because of her clandestine affair with a married man. even when liza is in worst health, jim still has a bravery to come to her house. if jim is not serious with liza, he should be afraid to look at her because many people have known that jim is ringleader of that fighting. jim’s success in getting liza’s love also has some supporting factors that make him easier to fight for his love. for liza, jim has attractive traits that the other do not. in the first, jim’s physical appearance tends to be loved by liza considering that her father is a soldier. generally, a soldier is a big and strong man, and so is jim. he has a great body and his beard also shows his masculinity. being left by her father, it is possible for liza to seek someone who has a father figure where she can feel safe and comfort. as what benjamin spock says that a child who does not have complete parents, a child tends to create a vivid description of the lost figure and girl more needs a father presence than boy (spock, 1965). 21 on the other hand, jim has a physical proximity that can make him closer to liza. furthermore, from the affective state factor, it also supports jim to get liza. liza is still recalling every moment that she spends together with jim in chingford though liza and jim are not as a couple yet. it is clear that liza’s affective state is very happy when she remembers jim. moreover, there is the last factor named affiliation need. jim is also ready to have a further relationship with liza. the relationship that has been built by jim and liza is in balance. there is no lame feeling between them. both jim and liza love each other. nevertheless, as what kierkegaard has depicted about three phases of human’s existence, jim’s struggle that shows his existence to express his love to liza while he has had a wife and kids belongs to aesthetic phase. in aesthetic phase, human’s orientation is directed to fulfill their personal pleasure. by knowing jim’s struggle, it is clear that jim only cares with his own happiness. in fact, jim should know that his affair with liza is wrong considering that he has had a family. tom’s struggle quality to get liza despite liza’s preference for jim, tom does not surrender to get her. tom’s first struggle is expressed by saying a direct statement, such as i love you when he comes to liza’s house at the night. tom has prepared everything to have liza. he prepares either job or furniture for their future if liza receives him. he even convinces liza that he is not a drinking sort and he will be a good husband for her later, but tom gets a rejection from her. after bank holiday has passed, tom supposes that liza does not want to meet him, that she does not want tom around her, so he restrains himself from her. tom does not want to force liza to love him. tom’s struggle does not quit yet, even when liza has been bullied by jim’s wife because liza has an affair with her husband, tom still attempts to ask liza to marry him. tom thinks that after liza’s fault by having a forbidden affair with a married man, and she gets many injuries from jim’s wife in her body as well as a social sanction from the society around her, liza will change her mind to stay away from jim and tries to receive tom as her lover. on the contrary, tom still gets a rejection from liza after everything he has done for her. tom’s struggle is completely different from jim’s struggle, though both jim and tom have got rejection from liza once, but tom is more unlucky than jim. the cause is the factors that should help him to attract liza’s feeling. it does not work as perfect as in jim’s case. so, tom does not have something to support his struggle. start from the physical appearance, liza cannot find her attractiveness to tom because physically tom tends to be a boy than a man. furthermore, tom does not have a physical proximity with liza which it can be an 22 access to get her. from the affective state, tom’s first coming in inviting liza to have a walk with him is not in the right time. liza has passed two different events before that influence her feeling to tom. for the last is affiliation need, even though liza knows tom before jim, but liza does not have love for him. according to the three phases of human’s existence by kierkegaard, tom has been in the second phase that is ethical phase. if tom is a selfish man, he will force liza to love him. in reality, tom does the opposite. he does not force liza to receive him. 3.3 delineation of deconstruction in william somerset maugham’s liza of lambeth in this study, the writer tries to dismantle a single truth in grand narrative of william somerset maugham’s liza of lambeth. for the first time, a reader will find a single meaning that this novel tells about a girl who makes a fault by loving a married man, and finally the girl gets a bad effect from her environment until she dies. on the contrary, by using deconstruction theory, there is a hidden meaning and it may be a truth which is not seen by the reader. liza of lambeth completely breaks the structureof the stereotype that all people who works hard will get what they want. it can be seen from the male characters in this novel, they are jim and tom. both of them have fought to get a girl’s love named liza, though they have different ways to express their love. as a result, both of jim and tom cannot have liza as their lover forever because her death comes before one of them can marry her. however, jim still be the winner of liza’s heart, while tom must admit his shellacking. it is also supported by an england journalist, woodrow wyatt in howard friedman who says that a man falls in love through his eyes, and woman falls in love through her ears (140). man tends to be attracted to woman because of woman’s beauty. it is seen that both jim and tom love liza because of her physical appearance. from an islamic value itself, there is a hadith from muslim about a man who wants to get marry which states that “from abu hurairah ra, prophet muhammad saw utters ‘woman is married because of four matters; the first is because of her wealth, generation, beauty, and for her religion. so, choose the woman because of her religion, you will be lucky and happy’ (muslim)” (nashiruddin alabani). it is clear that islamic value also emphasizes that woman’s physical appearance belongs to one of four considerations that have been considered for a man who wants to get marry, apart from the other one. 23 4. conclusion the result of this study shows that both jim and tom try to get liza’s attention. they have a different quality of struggle in winning liza. according to the phases of human’s existence by kierkegaard, jim’s struggle quality is in the first phase, aesthetic phase. jim fulfills his own pleasure without thinking about the moral value in his environment. he loves liza, whereas he has a wife and kids to look after. meanwhile, tom’s struggle quality is higher than jim because tom has been in the second phase, ethical phase. tom knows that he loves liza, but he decides to fight for liza with his own way that is without forcing his love to liza. besides that, there are some factors which support their struggle to attract liza. liza is more attracted to jim because he has a figure that liza seeks. liza is fatherless, that is why liza tends to seek a man who can give her a sense of protection. liza finds it in jim, moreover liza and jim have physical proximity that makes them can meet easily and build a deeper relationship. as a result, liza and jim are getting closer and they love each other. while in tom, liza does not find any attractiveness to him. tom’s physical appearance tends to be boyish than a man. tom also does not have a physical proximity which can help him to meet liza many times. so that, he is difficult to create a communication and he fails to make liza becomes closer with him. 5. references abidin, z. (2006). filsafat manusia. bandung: rosda. al-abani, n. (2009). mukhtashar shahih muslim. retrieved from http://kampungsunnah.org/# baron, r. a. and byrne, d. (2004). psikologi sosial. jakarta: erlangga. carter, d. (2006). literary theory. great britain: cox and wyman reading. friedman, h. s. (2008). kepribadian: teori klasik dan riset modern. jakarta: erlangga. hardiman, f. b. (2007). filsafat modern. jakarta: gramedia pustaka umum. howard, a. (2005). konseling dan psikoterapi cara filsafat. jakarta: teraju. kennedy, x.j. and gioia, d. (2007). literature: an introduction to fiction, poetry, drama, and writing. tenth edition. new york: pearson longman. maugham, w.s. (1897). liza of lambeth. harmondsworth, uk: penguin. norris, c. (2003). membongkar teori dekonstruksi jacques derrida. yogyakarta: ar-ruzz. http://kampungsunnah.org/ 24 nurgiyantoro, b. (2010). teori pengkajian fiksi. yogyakarta: ugm press. santoso, l. (2013). epistemologi kiri. yogyakarta: ar-ruzz media. spock, b. (1965). problems of parents. new york: fawcett world library. stevenson, l. (1967). the history of the english novel. new york: barnes and noble. suhartono, s. (2005). sejarah pemikiran filsafat modern. yogyakarta: arruzz volume 13, number 1, april 2022, 117-152 available at http://jurnalfahum.uinsby.ac.id/index.php/nobel/article/view/485 doi: 10.15642/nobel.2022.13.1.117-152 the speed-reading technique to boost english as a foreign language learners’ text comprehension sayit abdul karim universitas teknologi yogyakarta, jl. siliwangi (ringroad utara), sleman, indonesia article info abstract nowadays, many english as a foreign language (efl) learners still have problems comprehending the texts they are reading. this article aims at reviewing the speed-reading technique as one of the techniques to boost efl learners’ text comprehension. a qualitative descriptive research design was applied for the present study. the data were obtained through a documentation study and used state-of-the-art sources in the related studies. furthermore, the literature review was used to elucidate the findings from the previous studies and rel ated to the present review. the data were analyzed qualitatively by describing how the speed-reading technique can boost learners’ text comprehension. it initiates with information about a brief of speed reading, the development, and trends of speed reading, then describes the speed-reading purposes and movement. the speed-reading techniques to be acquired by the efl learners are desc ribed thoroughly. besides, the benefits and several implications of speed reading for the indonesian efl learners in the classroom practice are highlighted. finally, this article provides some conclusions and recommendations on what teachers, students, and government can do to boost efl learners’ text comprehension. article history: received december 2021 accepted march 2022 published april 2022 keywords: reading comprehension, reading movement, reading technique, speed reading © 2022 uin sunan ampel surabaya correspondence: p-issn 2087-0698 email: sayit.a.k@uty.ac.id e-issn 2549-2470 http://jurnalfahum.uinsby.ac.id/index.php/nobel/article/view/ sayit abdul karim nobel: journal of literature and language teaching 139 volume 13, number 1, april 2022, 138-152 introduction english as a foreign language (efl) learners can perform speed reading to increase their knowledge and skills. readers would like to find out information and the intended meaning of words and sentences in the reading activities using their background knowledge (anderson, 2008; grabe & stoller, 2002; nunan, 2003; pang et al., 2003; rayner et al., 2016) . moreover, in the reading process, readers figure out items in a text and translate them into images or ideas (bennette, 2001). with the increasing number of scholarly manuscripts published each year, efl learners have to read a lot and provide a particular time for reading several texts. to solve this problem, efl learners may increase their reading speed to boost their comprehension of the texts. sutz (2009) defines speed reading as the process of seeing, decoding, and comprehending words. meanwhile, gunasekaran (2019) states that readers can get efficiency and attention through the printed line in speed reading. furthermore, readers can use speed reading to increase their reading rate, comprehend a text quickly, and absorb information precisely and rapidly compared to their previous reading speed (choirinintgyas, 2018; rizkoh, 2014; sirait & hutauruk, bertaria sohnata herman, 2020; tanjung, 2017). the goal of readers is to read fast and comprehend the contents of the text. several studies revealed that speed reading could enhance readers’ text comprehension (bell, 2001; dyson & haselgrove, 2001). walczyk et al. (1999) also found out that people who performed speed reading would improve their knowledge of sentence comprehension. meanwhile, other factors like motivation to read, level of mastery of the text, age, and reading strategies can also affect text comprehension. furthermore, tanjung (2017) found out that students’ reading speed and comprehension have a close relationship. abdullah’s (2018) research findings confirm that comprehension can be improved in the reading platform and face-to-face. moreover, amir (2018) also demonstrates a significant relationship between reading strategies and speed reading towards students’ reading skills. the most recent study conducted by hutauruk (2020) confirms that speed reading is one of the techniques that may help readers improve their reading ability in understanding a text. furthermore, the previous related research findings show that the reading strategies could predict readers’ reading comprehension skills and become an element in reading comprehension skills (beglar et al., 2011; chung & nation, 2006; kyung-sook & hey-jung, 2004; wainwright, 2007). the speed reading nobel: journal of literature and language teaching 140 volume 13, number 1, april 2022, 138-152 efl learners’ reading habits are varied. since reading is personal, each person has their reading ability. however, efl learners have to comprehend several texts, and they need to choose an appropriate reading technique to support their reading comprehension. nowadays, efl learners encounter some problems understanding the messages in the text messages because readers are still reading the text based on their habits (peter shepherd & unsworthmitchell, 1997). furthermore, several readers read much faster and try to remember more of what they have already read, while some try to comprehend the text by performing a slow reading. this article reviews the speed-reading technique and delineates how the technique can boost efl learners’ text comprehension. therefore, it begins with information about a brief of speed reading, the development, and the trends of speed reading, then describes its purposes and movement. furthermore, the speed-reading techniques to be acquired by the efl learners are described thoroughly. the implication of speed reading for the indonesian efl learners in the classroom practice is highlighted. finally, it is ended up by providing conclusions and recommendations to the related stakeholders. the present study utilized a qualitative descriptive research design. the data needed in the present study were obtained through a library and documentation study in the form of the stateof-the-art of previous related studies, which were utilized to gain more insights on speedreading techniques related to efl learners’ text comprehension. the data were analyzed qualitatively by describing how the speed-reading technique can boost efl learners; text comprehension. since the present study aims to review the technique of speed reading and delineate how the technique can boost efl learners’ text comprehension, the researcher scrutinized the related previous findings and provided several related information about speed reading in the context of how the technique can be used can boost efl learners’ text comprehension. moreover, the analysis was performed to explore its relationship with learners’ text comprehension. besides, the benefits and several implications of speed reading are highlighted. discussion of the main themes a brief history of speed reading the united states air force was the first to introduce and develop speed reading by using the methodology behind the tachistoscope used during world war ii. this methodology was used to assist fighter pilots in figuring out aircraft silhouettes and determining how quickly sayit abdul karim nobel: journal of literature and language teaching 141 volume 13, number 1, april 2022, 138-152 they could read indicators and button labels (ford, 2005). this tool was used to train pilots to promptly identify enemy planes while in the cockpit. during the late 1950s, speed reading was introduced in the united states of america by evelyn wood. she coinage the term “speed reading” before it became a conventional phrase. upon completing a study on the habits of naturally fast readers, she developed a methodology and introduced it to the public at every academic event in the usa. she started teaching speed reading to college students in the late 1990s. furthermore, wood studied exceptional readers and found out people who could read between 1500 and 6000 words per minute, often by reading down the page rather than from side to side, reading meaningful groups of words rather than individual words, and avoiding rereading texts (regression). she also noticed that faster readers could obtain efficient and effective reading results. together with her husband, evelyn wood created a system that could help readers increase their speed in reading on average from a rate of 230 to 300 wpm (words per minute) by a factor of two to five times that, with increased retention. they named the system evelyn wood speedreading dynamics. having succeeded with the system, she taught the program throughout the usa. the white house staff members and college students took her course until the late 1990s. she is credited with introducing the use of a ‘pacer’ (a finger or capped pen which encourages the eye to move quickly down the text), and she discouraged subvocalization. the technique of speed reading has been refined through the years, and readers may achieve the ability to read fast without ignoring the comprehension of the words and phrases they are reading by the absence of subvocalizing every word. the development and trends of speed reading literature shows that speed-reading techniques saw some of the earliest references in the third quarter of the 19th century. emil javel, around 1878, a french ophthalmologist who is remembered for his work on correcting squints, conducted some experiments into how the eye is involved in reading. he established that the eye does a series of ‘jumps’ (called ‘saccades’) along the line and pauses to take in information at each ‘stop’ (‘fixation’). in addition, he also claimed that it was possible to take in information from either side of the fixation, that people could understand chunks of text rather than reading every word. some six years later, articles began to appear in journals (including ‘the education review’) about enhanced reading skills acquired by reading groups of words without vocalizing (saying the words to yourself as you read). the speed reading nobel: journal of literature and language teaching 142 volume 13, number 1, april 2022, 138-152 in 1921, john anthony o’brien launched a book called ‘silent reading.’ this book provides an excellent reference for developing speed reading. a study in the psychology and pedagogy of reading’ reiterated that it was possible to read groups of words without vocalizing. in the 1940s, harvard university experimented with ‘rapid’ reading using a tachistoscope. this device, first described by a. w. volkman, a german physiologist, in 1859, used to be used (before computers) for experiments that involved showing subjects visual stimuli for controlled durations. they have been used to encourage recognition speed and show items for too short a period for them to register consciously. in 1940, a book called ‘how to read a book’ was published by american professor, philosopher, and educational theorist, dr. mortimer j. adler. it was more about how books should be classified and how to read books in-depth than it was about reading faster. however, in the revised 1966 edition, he refers to ‘syntopical reading’ (the basis of the comparative reading of several books with one purpose at one time, which we refer to as ‘synoptic processing’), which he defines as reading the whole pages, in contrast, reading through a single work. the concept of speed reading by tony buzan was published in 1971. his greater contribution to the speed-reading system was the development of mind mapping to take nonlinear notes, which he writes about in numerous other books. in his speed-reading book mind map organic study technique (mmost), buzan made up two sections; 1) preparation (setting a time for the study period, deciding on the amount of material to be covered, checking how much knowledge you already have, and setting down goals in the form of questions); and 2) application (survey, preview, review, and review). buzan (2006) gives exciting insights into reading and some problems that hold back slow readers. still, much of his book is given over to mechanical number-spotting exercises and textual comprehension tests. he recommends building vocabulary and, to that end, lists the meanings of 80 prefixes and 51 suffixes. nowadays, big businesses and governments have taken advantage of speed reading for years. for instance, giant companies like ibm, microsoft, xerox, and hewlett packard, trained their executives to perform speed reading. furthermore, several presidents of america took the training in speed reading, including john f. kennedy and jimmy carter. speed reading is still relevant and needed in the current efl learner situation and will grow significantly in the coming years. it is in line with rizkoh (2014), who states that speed reading can influence students’ reading habits to read at a speed rate. students can increase their reading rates and save time without ignoring text comprehension. that is why speed reading will be developed significantly because students take advantage of their benefits to save time and comprehend sayit abdul karim nobel: journal of literature and language teaching 143 volume 13, number 1, april 2022, 138-152 passages they are reading. as it positively affects the efl learners, the training in speed reading is mainly needed for everyone at any time. the development and trends of speed reading provide information and data that the speedreading technique has been widely applied in education and the business industry. from the educational perspective, the speed-reading technique can help efl teachers and learners to increase their reading rate, which in turn to safe their reading time without ignoring the content of the text they are reading. in the business industry, speed reading has been performed by the employees in some big companies to save their time and reading materials. the speed reading purposes and movement the reasons for reading among the readers are varied. generally, readers are willing to gain information from a text they are reading as much as possible in a very short time without ignoring comprehension (buzan, 2006; hutauruk, 2020; martiarini, 2015). when reading, for instance, articles, newspapers, and books, readers would have their ways of comprehending the content of a text within paragraphs. when readers start to read, they have some purposes, such as to achieve specific information, such as the main ideas, particular words, and phrases. according to choirinintgyas (2018), speed reading is reading fast and paying attention to the necessary aspects such as comprehension, skimming, and critically reading. she went on to say that the speed reading technique is the reading by using the eye movement, brain, and voiceless. it is in line with wainwright's (2007) findings that reading faster is conducted critically without loss of comprehension. this technique helps readers absorb specific information, find the main idea, and comprehend the text better. some efl learners perform reading at high speed to comprehend the general information about a passage in a short period. a good reading process would lead a better comprehension (tanjung, 2017). in an attempt to develop and increase their knowledge, efl students are required to read learning materials and other reading texts as part of the classroom tasks. it is not a big surprise that many of them do not know speed-reading techniques, while at the same time, they have to provide enough time to do dozens of home works. therefore, knowing speed-reading techniques is one of the best ways to absorb reading materials quickly and effectively. literature review shows that reading groups of words and a chunk of information are the tricks you can apply in speed reading. in other words, reading word-by-word is not recommended at all. it is in line with the university of maryland & coles notes (2010) that the are seven strategies to increase the reading rate they are; first, make sure you have a good the speed reading nobel: journal of literature and language teaching 144 volume 13, number 1, april 2022, 138-152 eye checked, expand eye movement, never reread twice the words in reading materials, stay focus to the main idea of the text you are reading. a reader who performs speed reading should not read every word on the page. it emphasizes basic text information then readers will remember and review the important points later. indeed, efl learners can learn how to be speed readers. however, the speed reading will not run smoothly if there are some inhibiting factors. according to konstant (2010), some inhibiting factors affect the speed of reading, including the difficulty of the text, recognizing the subject, clarity of the purposes, mood and urgency, and stress level of the readers. meanwhile, the university of maryland & coles notes (2010) confirms that the inhibiting factors can reduce the readers’ reading rate. the readers’ eye movement and span of vision are necessary to become fast readers. readers should not move their eyes only slightly to take in much information from a text. readers are encouraged not to read each word separately but to read large groups of words simultaneously. it makes it possible for the readers to increase their peripheral visual abilities. when readers conduct the speed-reading movement, they will experience two pleasant scenarios. first, readers can reduce markedly the time they are expected to perform the necessary reading. second, readers would be able to read a text the same number of times (cutler, 2003). the readers’ eyes will move in a series of quick jumps and still intervals while reading. the students’ reading speed at the slowest speeds of fixation would be less than 100 words per minute (wpm). furthermore, beale & mullan (2008) categorized the reading speed into four main groups, readers who can read more than 700 wpm are considered excellent readers; readers who can read 300-700 wpm are regarded as the above-average readers; readers who can read between 200-300 wpm are categorized into average readers; readers who can read between 100-200 wpm are classified into the slow readers. the word familiarization is also essential to becoming fast readers. when they do not know words well, readers will waste their time reading a short text. unlike a slow reader, a fast reader would have good memory and knowledge of words. fast readers will combine their regular eye movements, make larger blocks of words, and perform reading silently. that is why those who can read faster gain good visualization and memory. sayit abdul karim nobel: journal of literature and language teaching 145 volume 13, number 1, april 2022, 138-152 speed-reading technique in speed reading, readers may read passages that are available both in the printed media and electronic and learn how they view the words in the text they are reading. by so doing, readers will experience how their brain processes information. (macalister, 2010) suggest that the activities of fluency reading must include a speed-reading course. meanwhile, nation (2009) argues that some factors affect speed reading, including readers’ reading purposes and the text difficulty level. according to sutz (2009), some techniques can improve speed reading. they are; 1) prereading: in this stage, readers need to set their reading goals and areas of interest; 2) widen the vision span: readers should widen their vision to several words in the text (not a word per word); 3) avoid vocalization: reading with vocalization will cause less concentration, focus, and comprehension the information in a text; 4) read the main idea: the readers are getting the gist of what the author’s mean and the main idea; 5) use the eye swap: to increase the speed reading, readers need to swap the text with reading line go to the next line using eye swap; 6) resist regression: readers no need to reread the previous sentence to ensure that they comprehend or not the sentences they have been read; 7) vary the reading rate: in this stage, readers need to know when to slow down and when to speed up. to overcome the difficulties in comprehending texts, readers must have the ability to read 250 words per minute (wpm). it is in line with nation (2009), who states that the goal of second language learners who are experiencing unknown grammar and vocabulary in a text is around 250 wpm. to be able to perform speed reading, spargo (1989) purpose the techniques such as; 1) previewing the main idea this technique aims to help the reader to be a fast reader; 2) reading for the meaning a good reader would read the text and look for meaning; 3) grasping paragraph sense a good reader understand how to find out the main ideas of paragraph quickly; 4) organizing facts a good reader organize facts and understand how the facts all fit together to deliver the author’s message. abdelrahman & bsharah (2014) suggest several tips for speed-reading techniques to help readers improve text comprehension. they are; 1) move the hand slowly straight down the page as the eyes follow, 2) move the card to be followed by the brain, 3) use the hand to help draw the eyes across the page, 4) hop-lift fingers and make two bounced on each line to catch sections of three or four words and then move on 5) take the hand and cut the text in a diagonal motion for two or the line. the speed reading nobel: journal of literature and language teaching 146 volume 13, number 1, april 2022, 138-152 visual aids help readers’ eyes on the text when readers read a text by performing the following; 1) pointing: learners learn to read by moving their fingers along the text. this way is considered a great reading practice. moreover, the way learners move their hand, or pen, under the line of a text in a smooth motion will help them a lot; 2) downstrokes: moving the hand slowly on the reading page will assist in drawing the eyes down as reading. the eyes do not have to follow the hand exactly, but the motion will assist the reader in going faster. according to cutler (2003), there are five ways to determine the reading rate in wordsper-minute (wpm) they are; 1) subtract the starting time from the finishing time; (2) convert whole minutes into seconds by multiplying by 60; (3) now add to this any extra seconds; (4) divide total seconds into, for instance, 1,306 (the number of words in this selection). carry only to the largest single decimal place. the answer will be something like 2.7, or 3.4, etc. this number is the words-per-second rate; (5) finally, multiply the words per the second rate by 60 to determine the words-per-minute rate. literature shows that the more readers’ eyes move, the slower the readers are because they struggle over the printed page. generally, the slow readers will make more visual stops per line as there are letters in words on that line. the faster readers may stop only once every two or three words as they move forward. the fast readers seldom stop more than twice per line. it is highly recommended that readers reduce their eye movement. the benefit of speed reading speed reading provides many benefits to efl learners. for instance, by having speedreading skills, students like to read more and more because they can inure the materials they are reading in a short time when performing speed reading. it makes them more like to read for pleasure. abdelrahman & bsharah (2014) confirm that having an appropriate technique of speed reading made it possible for students to comprehend a text easily and improve their academic achievement. a reader will be able to overview texts or other reading materials by performing speedreading techniques. a reader can do this in several ways to highlight and underline the important information by skimming the text. according to beale (2013), in speed-reading strategies, readers need to figure out how to skim and scan information in a text. it is in line with brown (2007), who states that the two most valuable reading strategies for readers are scanning and skimming. moreover, abdelrahman & bsharah (2014) state that skimming and scanning strategies can help students enhance their speed in reading. sayit abdul karim nobel: journal of literature and language teaching 147 volume 13, number 1, april 2022, 138-152 literature reviews showed that several studies have shown that readers with knowledge and skills would perform better in college and have fewer behavioral problems (ford, 2005). when readers read some texts, for instance, articles and books, but have minimal time to read them all, speed reading is highly recommended to gain the key information and save time. according to klaser in browning (2003), there are several benefits of efl learners having the speed-reading skills; namely, efl learners will save their time in reading the text (timeconsuming), speed reading will help them to be more focused on the main information in a text, the efl learners may improve their reading ability and academic grade. since reading is an activity to comprehend written text, it can improve readers’ reading comprehension; readers can boost our understanding by applying the speed-reading technique. generally, readers would like to comprehend passages they are reading without losing the meaning of each word and concept they do not understand. once readers experience difficulties in comprehending the messages or misunderstood words or concepts, then readers might encounter problems in comprehending a text. besides, readers are distracted, making them bored (peter shepherd & unsworth-mitchell, 1997). readers in speed reading may have better concentration and greater comprehension as they can increase their potential speed in reading and comprehension. having had the technique, readers as english foreign language (efl) learners can improve their reading achievement and academic grades. the implication of speed reading for indonesian efl learners in the classroom practice considering the emergence of reading skills in learning the english language, speed reading is still very much needed by indonesian efl learners in classroom practice. moreover, speed-reading can be taught to every language learner, even from an early age. the speedreading technique can be used as an alternative way to help the students read quickly. helping indonesian efl learners to develop their english language ability can be done by developing their effective reading skills (swanson & collett, 2016). in classroom practice, teachers may apply speed-reading techniques in several steps. efl learners are trained to use the technique of scanning, skimming, previewing, and predicting the main idea of the text. then, students will be asked to follow the speed-reading technique to make them familiar with reading at a high -speed rate and being fast readers. efl learners’ ability to read and comprehend materials written in english is very important. it is one of the requirements to succeed in academic life and their profession after completing their study (hidayati, 2019). she went on to say that speed reading should become a significant concern in the development of english teaching in indonesia to prepare graduates to be efficient readers. the speed reading nobel: journal of literature and language teaching 148 volume 13, number 1, april 2022, 138-152 it is in line with ratnasari et al. (2013), who state that speed reading makes it possible for efl learners to gain accurate information thoroughly in a short period. indeed, it is a great idea to train students to practice speed reading in the learning and teaching process within the classroom. readers’ text comprehension can be excellent if the reader reads at high speed. it is in line with what quinn et al. (2007) state that fast reading can help efl learners to understand the text. since speed reading is very closely related to reading comprehension, the more words readers can comprehend at one time, the better their understanding of the text they are reading. according to konstant (2010), the readers’ text comprehension will increase simultaneously as the speed increases. the speed-reading technique should be applied by teachers when teaching reading skills in the classroom to familiarize the indonesian efl learners to read at high speed. besides, teachers should train students to respond the question quickly. then, efl teachers may also provide several learning activities to increase learners’ reading rates, such as self-paced reading, repeated reading, and rate-build-up reading. it is beneficial to alter from slow reading habits to speed-reading habits. since speed reading can increase the efl learners reading rate, they must apply it to their reading habits. speed reading can be used to improve the reading habits of the efl learner to read quickly. according to klaser in browning (2003), there are four benefits of having skills in reading faster in the classroom; 1) speed reading may save learners’ reading time; 2) readers may have better concentration which leads to greater comprehension; 3) readers’ high skill of speed reading may increase their potential speed, comprehension, and academic grades; and 4) learners may enjoy their reading session and can promote greater extensive reading. having a bunch of reading materials makes it possible for efl learners to possess knowledge in comprehending the overall structure of an argument of a text by performing speed reading. indeed, speed-reading skills will make their schoolwork easier. furthermore, if it is practiced appropriately in the classroom, speed reading can significantly improve efl learners’ reading achievement. moreover, efl learners should be given more reading materials to be fast readers. conclusion and recommendations conclusion the speed-reading technique can boost efl learners’ text comprehension, saving learners time to read a wide range of reading materials. therefore, it is still relevant and always needed sayit abdul karim nobel: journal of literature and language teaching 149 volume 13, number 1, april 2022, 138-152 to the current efl learner situation and benefits them from the technique of speed reading. there is a significant correlation between efl learners’ reading speed and reading comprehension. the are several strategies to increase reading rate, including expanding eye movement, never rereading twice the words in reading materials, stay focused on the main idea of the text you are reading. moreover, the readers’ eye movement and span of vision are the most important ways of learning how to read better and faster. efl teachers should provide several learning activities to increase learners’ reading rates. the techniques that can be used include scanning, skimming, previewing, and predicting the text's main idea. there are several inhibiting factors affecting the speed of reading. they are the difficulty level of the text, recognizing the subject, clarity of the purposes, mood and urgency, and stress level of the reader. if the speed-reading technique is applied correctly, efl learners will become fluent readers and improve text comprehension achievement. recommendations bearing in mind the benefits of the speed-reading technique to boost efl learners’ text comprehension and the emergence of reading skills in the learning and teaching process, the researcher would like to recommend efl teachers who involve in english foreign language teaching apply the technique of speed reading to ensure the students read at a speed rate and ask them to answer the question quickly. besides, teachers should prepare students to perform several activities to increase reading rates. next, the researcher would also recommend efl students perform speed reading to save time and improve their text comprehension. besides, speed reading is one of the best ways to improve students’ reading rate and absorb the reading materials quickly. last but not least, the researcher would like to recommend the indonesia ministry of education include training in speed reading in the school curriculum and train teachers to perform speed-reading techniques while teaching reading in the class. references abdelrahman, m. s. h. b., & bsharah, m. s. 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(2017). the correlation between students’ reading speed and reading comprehension on 3rd semester students of english department of stain gajah putih takengon. english education: english journal for teaching and learning, 5(2), 79–90. https://doi.org/10.24952/ee.v5i2.1182 university of maryland & coles notes. (2010). speed reading study guide. coles publishing. wainwright, g. r. (2007). how to read faster and recall more. little, brown book group. walczyk, j. j., kelly, k. e., meche, s. d., & braud, h. (1999). time limitations enhance reading comprehension. contemporary educational psychology, 24(2), 156–165. https://doi.org/10.1006/ceps.1998.0992 25 an analysis of west country dialect used by hagrid in j.k. rowling’s harry potter rika santika riksantika@gmail.com lia gayungsari surabaya abstract:english, like other languages, owns distinctive varieties which enrich the language itself. dialect is one of the interesting topics which grabs linguists’ attention to analyze. this paper analyzes one of the english dialect, called west country, in a novel entitled harry potter and the sorcerer’s stone by j.k. rowling. hagrid, a gatekeeper of hogwarts school uses unique utterances which differ from other characters’ utterances in the novel. the writer employed descriptive research since the analysis is about discussing, analyzing, and finding the dialect patterns. the data of this study are taken from one of the novels in harry potter and the sorcerer’s stone. the three important features which were found in the dialect varied in terms of the phonology features, the grammatical pattern, and the vocabulary variation. this study shows that rowling attributes the dialect to hagrid for a reason that people from west country are very simple and humble. keywords:language variation; dialect; west country; hagrid. 1. introduction dialect is a variety of a language associated with a particular group of speakers and mutually intelligible with other varieties (wardhaugh, 1977:221). in this case, mutually intelligible means that “the speakers of one variety can understand the speakers of the other and vice versa” (schilling-estes, 2006:313). according to this definition, she provides an example that “different varieties of chinese (e.g. cantonese and mandarin) are linguistically quite different from one another and are not mutually intelligible (at least in spoken form), and yet speakers of these varieties typically consider themselves to be speakers of a single language, chinese” (ibid). the previous dialectal study shows that the use of dialect represents the social background of the users who are often regarded as people who think less about the language variation they use since the dialect was already attached to them. moreover, the use of the dialect represents the intention of the users to get more intimate and show regional loyalty to the hearers. this case considers that dialectal research helps people to understand the language variation used by few people in order to grab the whole intended meaning. 2. review of literature mugglestone (2006:311) pointed out the three essential dimensions of dialect variation which may be observed among dialects as they provide a useful structure for the detailing of mailto:rie_5t1@yahoo.com 26 dialectal features. these types can show the social class where the person belongs to. first is the phonology features. the differences among dialects could lie in the distinctive phonology features. moreover, wardhaugh (1977:221) states that the existence of the differences invested in vowels and consonants of “a particular region and the phonetic values of the phonemic contrasts” have been investigated by linguists. second is grammatical pattern. wardhaugh (1977:221) states that grammatical differences among dialects are largely morphological in nature. the variation is not only found in the morphological case, but also can be found in the use of past and present tense verb form (holmes, 1992:160). furthermore, negative forms and the use of “ain’t” also hold a variation among dialects usually by the use of multiple negations. the use of those distinctive grammatical patterns indicates lower social class because people in the middle and upper class often avoid using those vernacular forms of grammar. western counties in england has distinctive features in grammatical pattern as has been mentioned out by marshall (1789) in burchfield (1994). he points out in a section entitled provincialism of the vale of gloucester “the use of accusative forms of pronouns,…, the use of he instead of it, and the reduced form of the third person singular pronoun,…,together with the voicing of initial fricatives, are common to the western counties in general” (burchfield, 1994:209). in addition to it, halliwell (1881) also in burchfield (1994:212) shows that “worcestershire, warwickshire, and gloucestershire also share pronoun exchange (as in her’s going for a walk with she), which definitely suggests a south-western rather than a northern connection”. third is vocabulary variation. many pairs of words distinguish the speech of the upper class from the rest. for example, holmes (1992:149) provides an example in england in the 1950s which shows that the use of ‘sitting room’ (upper-class speaker) is different from ‘lounge’ (the rest). studies on the topic of dialect have also been conducted. bucholtz et al. (2007) and abdul a’la (2009) did studies which show that the use of dialect can describe the purpose and distinguish the person. a certain dialect might be used to attain a specific goal. hometown dialect may be used to gain intimate relationship as the people share the mutual background. moreover, it can be used to show the identity of the user. therefore, the present study aims to reveal the pattern of the west country dialect and the significance of the dialect toward hagrid’s characteristics. 27 3. research methods in conducting this research, the writer uses the descriptive research. descriptive approach is taken as the analysis is about discussing, analyzing, and finding the dialect patterns. the data of this study are taken from one of the novels in harry potter series written by j.k. rowling entitled harry potter and the sorcerer’s stone. the data of this study are the words, sentences, utterances, or expressions produced by rubeus hagrid and others related to hagrid’s speeches. in collecting the data, the writer, firstly, reads harry potter and the sorcerer’s stone novel thoroughly. the next is finding the words, sentences, utterances, or expressions uttered by hagrid and other character related to hagrid as supportive data. then, the writer categorizes the words, sentences, utterances, or expressions produced by hagrid into the standard and non-standard form. later, the writer looks at the form and the meaning of the words which are used differently compared to other characters and the standard english, by considering the context. finally, the writer groups them into several classifications to the three types of dialect variation. 4. results and discussions 4.1 dialect pattern used by hagrid rubeus hagrid is a gatekeeper of hogwarts school of witchcraft and wizardry. he is very distinguishable through the way he speaks. the dialect is a part of england dialects because rowling is from england. therefore, the environment influences her to write based on her surroundings. there are three types of variation that distinguish one dialect with another. they are the phonology features, grammatical pattern, and vocabulary variation. 4.1.1 phonology feature [t] dropping the [t] dropping is accumulated in some words. firstly, we are going to focus at the [t] dropping which is presented in three words; ‘just’, ‘first’, and ‘last’, which are uttered by hagrid:  “now wait jus’ one second!” (49)  “any more firs’ years?” (111)  “bought him off a greek chappie i met in the pub las’ year —” (192) the italicized and bold words are typed differently. they are typed only ‘jus’’, ‘firs’’, ‘las’’ as the consonant [t] is dropped. the sentences contain some other words which end with [t] such as ‘wait’, ‘bought’, and ‘met’. however, hagrid only drops the final consonant of [t] at the aforementioned three words; ‘just’, ‘first’, and ‘last’. this relies on the principle of ease 28 of articulation. the principle covers the simplest way to pronounce words and eases the speaker in producing words. hagrid tends to simplify the words whose pronunciation of the last [t] consonant comes after another consonant. they are:  just: /jəst/  first: /fəːst/  last: /lɑːst/ those words are commonly pronounced with [t] as the final phone. however, hagrid drops the [t] so the last [t] phone remains unpronounced. it is due to the existence of another consonant which is prior to the [t] phone. from those three words, there is a pattern of which word hagrid simplifies. all of the last [t] phones come after [s] consonants. by taking the principle of the ease of articulation, it can be concluded that hagrid finds the need to simplify the last [t] while there is another consonant, in this case is [s] consonant, which exists before it. nevertheless, the pattern only applies in the three aforesaid words because there is another word in hagrid’s dialogs which is also ended with [t] consonant that comes after [s] consonant but does not receive same treatment of [t] dropping. the word is ‘must’. there is a word whose last [t] phone is dropped despite the existence of a vowel prior to it. the word exists in the following dialogs:  “… but i never thought yeh wouldn’t even know abou’ hogwarts, fer cryin’ out loud!” (49) the word is commonly pronounced /əˈbaʊt/ but hagrid pronounces ‘abou’’ as he drops the last [t] phone. however, the [t] dropping is only applied only on ‘about’, not to other words whose last [t] phones come after a vowel. besides dropping the last consonant of [t] of some words, hagrid also drops the last [t] consonant in the contraction of negative words.  “he wouldn’ take his cloak off.” (265)  “mighta bin a dragon dealer, mightn’ he?” (265) all dialogs above contain contractions of negation. hagrid omits the last [t] consonant of the italicized and bold words. other contractions which are pronounced differently are ‘don’’, ‘aren’’, and ‘wasn’’. however, there are special circumstances where hagrid uses standard form. the tensed circumstances make hagrid have the urge to use a correct pronunciation as he does not drop the last [t] phone. it is due to the fact that people tend to use standard form in certain circumstances in purpose of becoming more firm and being able to grab attention, for example when he is in rage toward the dursleys family. the dialog is below: 29  “— knows nothin’ abou’ — about anything?” (49) if the former ‘about’ is pronounced dialectally, the latter ‘about’ is pronounced in standard form. the situation where the dialog produced is very serious as the dursleys keep provocatively trying to stop hagrid bringing harry to hogwarts, school of witchcraft and wizardry. however, hagrid shows an inconsistency of how he speaks especially in using the dialectal features. there are normal circumstances but hagrid uses standard form. it will be revealed throughout the analysis. [d] dropping there is only one word whose last [d] phone is dropped. the word is ‘and’ as shown in the following dialogs:  “lily an’ james dead — an’ poor little harry off her live with muggles —” (14)  “an’ like i told yeh, i’m keeper of keys at hogwarts—” (49) however, there are also special circumstances that cause the different pattern as shown in the following dialogs:  “he’s off ter the finest school of witchcraft and wizardry in the world. seven years there and he won’t know himself.” (58) in this situation, hagrid is stressed out with the fact that harry does not know anything about his magical background because the dursleys keep it as secret from harry. hagrid seems to lose his temper and tend to use standard form as his need to be listened well and to take the dursleys’ attention. [v] dropping like the [d] dropping feature, this consonant dropping is also accumulated only in one word.  “yeh’ll know all about hogwarts,o’ course.” (49)  “a wizard, o’ course,” (50) hagrid drops the [v] phone of the word ‘of’ to be only ‘o’’. uniquely, there is a word similar to ‘of’ which ends in almost similar consonant but is pronounced correctly. the word is ‘off’ as shown in the following dialogs:  “an’ poor little harry off ter live with muggles —” (15) the pronunciation of word ‘off’ is similar to word ‘of’. the word ‘of’ is commonly pronounced as /əv/ with strong form /ɑv/. meanwhile, the word ‘off’ is commonly pronounced as /ɑf/. both of the last consonant of [v] and [f] are pronounced in labiodentals part. the difference between them only lies on whether it is voice or voiceless. the [v] phone 30 is voiced, while the [f] phone is voiceless (rowe, 2012, 76). voiced and voiceless spirants show different phonological properties (gussmann, 2002, 16). with the principle of the ease of articulation, a voiced phone is rather more difficult to pronounce compared to the voiceless one. –in ending the –in pronunciation is also featured in hagrid’s dialogs which represent the distinctive dialect. it is by simplifying the pronunciation of the –ing form of a verb. (verb+–ing) and words ended by –ing. firstly, the most common –in ending appears in the –ing form of a verb as shown below:  “but i got him out all right before the muggles started swarmin’ around. he fell asleep as we was flyin’ over bristol.” (15)  “or maybe he just liked killin’ by then. (55) the –ing ending also appears in words ended with –ing such as ‘nothing’, ‘everything’, ‘anything’, and ‘something’. the words become ‘nothin’’, ‘everythin’’, ‘anythin’’, and ‘somethin’’. yet, there is an inconsistency of using the –in ending in one of hagrid’s dialogs as shown below:  “dunno what harry thinks he’s doing,” (189) here, hagrid uses a dialectal feature of contracting the pronunciation ‘dunno’ which will be explained later but pronounces ‘doing’ in a standard form. there is a significant inconsistency as what has been revealed in the previous point where hagrid uses standard form in a normal circumstance. inconsistency also appears when hagrid juxtaposes dialectal feature with standard form in one sentence. contracting the pronunciation hagrid maximizes the principle of the ease of articulation in producing speech. he simplifies some words by contracting them into a non-standard form. however, the contracted pronunciation still maintains to have a similar pronunciation to the standard one. here the table of some of hagrid’s contracted pronunciations: table 1. contracted pronunciation by hagrid contracted pronunciations standard pronunciations summat myst’ry ‘course ‘em outta shouldn’ta somewhat mystery of course them out of shouldn’t have 31 ‘cept s’pposed sorta except supposed sort of distinctive function words pronunciation one prominent point of the dialect is the distinctive pronunciation of the function words. hagrid pronounces the words of ‘to’, ‘you’, ‘your’, and ‘for’ differently as shown below:  “an’ poor little harry off ter live with muggles —” (15)  “i knew yeh weren’t gettin’ yer letters but i never thought yeh wouldn’t evenknow abou’ hogwarts, fer cryin’ out loud!” (49) table 2 hagrid’s distinctive function words function words dialectal features to you your for ter yeh yer fer there is also a special circumstance where hagrid uses standard form instead when he is angry to the dursley family and has the urge to get more attention. 4.1.2 grammatical pattern subject omitting firstly, we focus on the omitting subject feature. hagrid frequently leaves his sentences with no subject though it does not always happen.  “borrowed it, professor dumbledore, sir,” (14)  “nah — can’t spell it.” (54) the subject of ‘i’ is omitted from the sentences as hagrid is confident enough that the hearer understands the meaning. although the subject is omitted by hagrid, the whole dialogs still give a clear clue of whom or what hagrid is talking about. however, the most significant subject omitting is invested when the subject is hagrid himself. pronoun changing another prominent feature attributed to west country dialect is the exchange of the pronoun. marshall (1789) has pointed out that a variant changing of pronoun exists in the dialect. it also appears in hagrid’s utterances as shown below:  “true, i haven’t introduced meself.” (48)  “shouldn’ta lost me temper,” (59) the sentences should contain ‘myself’ and ‘me’ instead. here, the dialect changes the pronoun. 32 auxiliary verb omitting auxiliary verb does not have an exact meaning in a sentence. however, it holds an important role that makes a sentence complete and grammatically correct. another feature of the dialect in hagrid’s utterances is the absence of auxiliary verb as shown below:  “harry potter not knowin’ his own story when every kid in our world knows hisname!” (53)  “i bin waitin’ fer half an hour already.” (249) auxiliary verb modification as it has been revealed about a unique word of ‘bin’ in the dialog of previous point, the auxiliary verb has been modified to a form which is familiar to hagrid. the dialogs contain ‘bin’ are shown below:  “bin watchin’ from me hut,” (187)  “well, i’ve bin doin’ some readin’,”(233) double negation one negation is enough to show a negative form of a sentence. therefore, two negations or more in one sentence are known as a vernacular form of language which indicates a dialectal feature. hagrid also shows more than one negation in his utterance like below:  “that wasn’ no werewolf an’ it wasn’ no unicorn, neither,” (252) despite the fact that hagrid uses more than one negation, the sentence’s meaning remains negative. 4.1.3 vocabulary variation the distinction of pairs of words shows the distinction of the social group a person belongs to. it is also a matter of word choice. hagrid uses unique words in his sentences. here is the table of hagrid’s vocabulary variation. table 3 hagrid’s vocabulary variation vocabulary variation literal meaning used to show gallopin’ gorgons gulpin’ gargoyles blimey codswallop crikey rabbitin’ fast-running monsters swallow a big stone figure god, blind me nonsense talk at length, especially about trivial matters surprise surprise surprise disbelief surprise impatience 33 4.2 significance of the dialect toward hagrid’s characteristics the dialect owned by hagrid is an english dialect as one of the sentences uttered by hagrid shows a significant proof that it is a dialect from the land of england. specifically, other sentences are studied in other to know the particular dialect. in the use of ‘yeh’ instead of ‘you’, it shows the similarity with ‘ye’ in west country dialect. as stated in british library official website, ‘ye’ is a very traditional feature of west country dialect. it is used to express the second person pronoun. the history of ‘ye’ comes from the forms of ‘thou’, ‘thee’, ‘you’ and ‘ye’ changing for different functions at different times and different parts of the uk. the use of ‘ye’ or ‘yeh’ still can be encountered among older speakers and nowadays usually in question forms or in commands. however, the function of the words varies from place to place. it is strengthened by rowling’s statement that dialect used by hagrid is west country one. rowling was interviewed in march 2001 in bbc radio. when she asked about hagrid’s language variation, she answered that it belongs to the west country where she comes from. from the analysis above, the dialect used by a character in a novel is able to be analyzed. not only from the particular place where the dialect comes from, but also the pattern of the dialect and the social group which it represents. moreover, the result of this research will give a new nuance of dialect analyses which are mostly done in real society. this research will give contribution to english dialect analysis and enrich the finding of one particular dialect’s pattern. hagrid was raised in an area which was surrounded by one distinctive dialect, which is west country, and it embosses to his speech routine and gives him a signature characteristic. among other characters in the novels, the way j.k. rowling types hagrid’s way of speech is quite unique as the dialogs show the west country dialect. the use of vernacular form of a language may represent the background of the user. like the [h] dropping, other consonant dropping also represents a lower social group. also, –ing ending pronunciation describes that the person who produces the utterance represents to the lower social group. by this, it reflects that hagrid represents a lower social group. it is in accordance with the story which puts hagrid as the gatekeeper of hogwarts. usually, security or guard is considered to have a lower educational or professional background than other staffs in an institution, so as hagrid. also, the use of vernacular grammar like omitting the subject of the sentence shows a significant represent of the lower social group. this is due to the lack of necessity in using the standard grammar. the lower social group tends to rely on the listener to predict the subject of 34 the conversation. it means that people in the lower social group do not care too much about the completeness of the sentence. they tend to be more concerned in the delivering of the message itself. from the choice of words owned by hagrid, it also reflects that he represents the lower social class. both “gallopin’ gorgons” and “blimey”, words he uses when he is surprised, are rarely used by the professors or other staffs in hogwarts school. only few students use “blimey” to express their surprise. it again concludes that hagrid represents lower social group where mostly the members of the group are known as laid-back persona. they tend to ignore the standard rule and choose their own vocabulary to express their feelings as there are few demands of using standard language. rowling gives west country dialect to hagrid. the writer tries to reveal the reason why she gives the dialect from the place she was born to him, not to other character. it is supposedly because hagrid is a very bright character. he, though experiences bad things through his life, always believes in goodness and maintains friendship. he is always loyal to dumbledore and harry and always tries to do his best. those good things of hagrid make rowling feels it is suitable for her to attribute him with the dialect from where she comes from. she gives the dialect to hagrid to make an implicit description that people from west country are very simple and humble. she wants to emphasize that, though hagrid is a peripheral character and often considered as less educated than the others, he still holds a very important role in the novel. also, it seems that she wants to describe that, disregarding the physical appearance and the way to speak, what matters is one’s heart and personality. 5. conclusion the patterns of hagrid’s dialect vary from the range of phonology feature, grammatical pattern, and vocabulary variation. from the phonology feature, there are consonant droppings, which omits the pronunciation of a consonant. hagrid only drops the [t], [d], and [v]. by creating this unique typing, rowling invites the readers to create imagination about how hagrid is supposed to speak which is by dropping the consonants. he also pronounces –in instead of –ing and contracts some words in his utterances. in addition, he pronounces some function words differently as ‘ter’, ‘yeh’, ‘yer’, and ‘fer’ instead of ‘to’, ‘you’, ‘your’, and ‘for’ respectively. from the grammatical pattern, there is subject omitting,pronoun changing, auxiliary verb omitting, auxiliary verb modification, and double negation. from the vocabulary variation, there are the usages of words which are spontaneously uttered by him. although hagrid shows inconsistency in his speech style by juxtaposing the dialectical 35 features and the standard forms of language, the dialectical pattern still mostly appears on his utterances. based on the analysis of the whole dialectical features, hagrid represents the lower social group. however, rowling attributes the dialect to hagrid for some reasons. she wants to preserve her hometown dialect into a bright and loyal character. hagrid is described in the book as a nice character with warm personality. thus, rowling gives the dialect to make an implicit description that people from west country are very simple and humble. 6. references a’la, a. (2009). an analysis of jamaican dialect used on bob marley songs. (unpublished undergraduate thesis, the state islamic university of malang). blimey. (n.d.). urban dictionary. retrieved 19 may 2014 from http://www.urbandictionary.com/define.php?term=blimey british library. (2013). melksham. retrieved 19 may 2013 from http://www.bl.uk/learning/langlit/sounds/text-only/england/melksham/ british library. (2013). portesham. retrieved 19 may 2013 from http://www.bl.uk/learning/langlit/sounds/text-only/england/portesham/ bucholtz, m., bermudez, n. fung, v. edwards, l. & vargas, r. (2007). hella nor cal or totally so cal?: the perceptual dialectology of california. journal on linguistics. sage publication: http://www.sagepublications.com burchfield, r (ed). (1994). the cambridge history of the english language. cambridge: cambridge university press. dialect blog. (2014). british accents. retrieved 6 march 2014 from http://www.dialectblog.com/british-accents/ gorgons. (n.d.). oxford dictionaries. retrieved 26 may 2014 from http://www.oxforddictionaries.com/ holmes, j. (1992). an introduction to sociolinguistics. new york: longman publishing wardhaugh, r. (1977). introduction to linguistics. bloomington: indiana university press. http://www.urbandictionary.com/define.php?term=blimey http://www.bl.uk/learning/langlit/sounds/text-only/england/melksham/ http://www.bl.uk/learning/langlit/sounds/text-only/england/portesham/ http://www.sagepublications.com/ http://www.dialectblog.com/british-accents/ http://www.oxforddictionaries.com/ 36 speech-language therapy given to king george vi in the king’s speech movie sa’adah1, hidayah nor2 state islamic university of sunan ampel surabaya1, iain antasari banjarmasin2 aadah_bud1@yahoo.co.id1, hidayahnor616@gmail.com2 abstract: language is a vital ability that one person should have in order to get connected with other people. one of the possible ways to build a good relationship with other people is speech, which cannot be separated from language. unfortunately, not all people have the ability to manage their speech. such problem called by psycholinguists as speech disorder is well captured in a true story movie entitled ‘the king’s speech’. the main character in the movie, king george vi, has some difficulties to produce language especially when he has to perform speech in public. this research aimed to figure out the phenomena of speech disorder found in the movie. using descriptive qualitative approach, the writer attempted to analyze the language productivity problems and the possible therapy given to solve the problems. the results show that king george vi has several speech disorder such as disfluency, articulation disorder and muteness. but, with some treatments, such as, muscle strengthening exercises, breathing strengthening exercises and phonetics therapy, he finally could reduce and overcome his speech disorder much better than the one he had beforehand. keywords: speech-language therapy; language disorder; language productivity 1. introduction psycholinguistic is a study about language in relation to its speakers’ psychological aspect (aitchison, 2008; fernandez & smith, 2011). field (2004) added that “it provides insights into how we assemble our own speech and writing and how we understand that of others; into how we store and use vocabulary; into how we manage to acquire a language in the first place; and into how language can fail us. psychological aspect has a big influence on making people able to use and understand language appropriately. when we are using language, we arefully responsible for producing language in a way that enables people to understandwhat we are trying to communicate. such communication is usually done through a speech. in this case, speech is considered as the most profound ability that humans have with regard to their language production. however, not all human has the same ability to produce their language or to have smooth and good speech ability. some are capable to express their ideas smoothly via their speech, but some are not that lucky. there are some people who find themselves in difficult circumstances to produce their language or to make speech. when they communicate, some of them may often find obstacles mentally or psychologically. it probably appears due to their brain condition or mental situation that may lead to what psychologist called as “speech disorder” or “language disorder”. mailto:aadah_bud1@yahoo.co.id 37 “speech” refers to the actual sound of spoken language. it’s the oral form of communicating. “speech” is talking: using the muscles of the tongue, lips, jaw and vocal tract in a very precise and coordinated way to produce the recognizable sounds that make up language. hence, when a person cannot produce language correctly, it means that he/she has a speech disorder. speech disorder comprises of articulation disorder, disfluency or stuttering, voice disorder and muteness. these problems can be cured by some treatments such as muscle strengthening exercises, breathing exercises, speech fluency exercises, and sound improvement exercises (caplan, 1992; damico & martin, 2010; kahn, 2016). such problem can be captured in a true story movie entitled ‘the king’s speech’. it is a story about a real king of england long time ago who had to change his old brother to lead the empire. this movie has its magnet not only because it is based on a true story but also because it contains a problem that a king had in the past. behind his great status, the king had a very vital problem in using language, a problem that an ideal king should have never had. he had no pride due to his speech impairment. the movie shows that speech disorder was really problematic to the king and had become an interesting topic since a long time ago. how king george vi, as the main character in the movie, cured his problem through speechlanguage therapy become an interesting issue. in this study, i focused on analyzing the king’s language production, the strategies used in speech-language therapy and the process of how the king followed the therapy. 2. research methods this research was designed as a descriptive qualitative study. according to baxter (cited in litosseliti, 2010) the approach focuses on studying language in its own right. there are four keys in the approach: principle of variability, constructed and constructive nature of language, interpretative repertoire and combination of micro and macro analytical approaches. there are three stages of analyzing the qualitative data: familiarization and organization, coding and recording, and the last is summarizing. having said so, the researcher analyzed the data through some stages. first, the researcher read and re-read the script of the movie as the source of the data. and then the researcher made some notes to organize the data. second, the researcher coded the data step by step or re-arranged the data into categories based on the research problems. and the last step was summarizing. through the stages, the researcher could finally describe the data in detail to find the answer of the stated research problems. 38 3. findings and discussion 3.1 language productivity of king george vi king george vi had to face his fate as the king in that period. in order to fulfill his fate, he had to meet a big fear in the early period of his leadership. he had to deliver some important speech dealing with the english government. delivering a speech for some normal and regular person like us is not a big issue. but, for such a higher status and hold a big responsibility as a king, giving speech was the most difficult thing for king george vi especially when he had a problem with speech disorder. it was not easy for the king to produce his language smoothly. the data found in the movie proved that king george vi (named as bertie in the movie) had some speech disorders as follows. 3.1.1 disfluency and articulation disorder problem of frequent pauses, repeating word ‘the’ and adding consonant ‘k’ when bertie, the nickname of the king, had to deliver his speech for the very first time in front of the public through a microphone, it appeared that he had a problem with his speech. he become very nervous because he realized that his speech will be heard publicly by his english citizens. this moment not only arose his nervousness but also made his speech disorder came up to public. it was clearly heard by the people who happened to listen his speech: bertie: “i have received…from his majesty…the… k-k-k… theking… ek-ek-ekek….(silent)” one of the ways to recognize someone who has a speech disorder is when he/she is talking. he/she will take frequent pause when talking. as seen in the data above, the blank space ”….” in the sentence means the pauses. we can see that bertie made frequent pauses before he finished one sentence/message. not only that, repeating word appeared in the dialogue (i marked it with the bold form). bertie repeated the word “the” twice in one sentence. other form of speech disorder that clearly seen in berties’ speech was the articulation disorder. there was consonant added, “k-k-k” before saying the word “king”, and in the last part of the sentence “ek-ek-ek….”. this could support my analysis that bertie also had articulation disorder. even though it was a short speech, it was enough to prove that the king or bertie had speech disorder problems. 39 problem of frequent pauses, repeating words ‘are’/’she’/’if’/’he’ and adding vowel‘a’ not only occurs in public situation, speech disorder also happens even in a private setting. once in his private moment, bertie had to tell a story to his children in a private room (bertie’s house). and the symptoms of speech disorder was obvious in the way he told the story to his children: bertie: “penguins have wings which are..are shaped like herrings. and what made matters worse she… she sent him to the south pole, which is an awfully long walk back if… if you can fly. so, when he reached the water, he..he dived in, through the depths, so fast that he was in southampton waters by lunchtime. and from there, he took the 2:30 to weybridge, changed at clapham junction, asked a… a… a passing mallard the way to buckingham palace, swam up the thames, out through the plughole and gave the cook, mama and mrs. whittaker quite a shock. now when the… girls heard all the commotion, they ran to the kitchen, where they gave him a…a good scrub, a mackerel and a kiss. and as they kissed him… guess what he turned into?” in such situation, bertie was able to say a lot of more words and sentences than he said in the first data. in spite of the different situation, i did not find any significant differences between the two situations: public and private. i still recognized the blank space ”…” indicating that his speech disorder was still obviously appearing . in this long version dialogue, we can see a lot of pauses and repeated words showing him as a stammerer (a person with stuttering disorder). there are words such as “are”, “she”, “if”, and “he” that he repeatedly said in his story. meanwhile, articulation disorder is also represented in here by the repeated vowel added of “a”. problem of adding extra sounds ‘uhm’/’ugh’/’akh’, repeating words ‘then’/’if’, producing long pauses and consonants added ‘w’/’k’/’i’ bertie also found some obstacles when he had to talk with someone he met for the first time. the script below proves that bertie was very much burdened with his speech disorder. he looked nervous and could not speak fluently to answer his therapist’s questions, named lionel. bertie : “uhm…. ugh… w-waiting for me to…k...kk… commence a conversation, one can w-wait arather long wait” lionel : “oh yeah. do you know any jokes?” bertie : “akh… ugh… timing isn’t my strong suit…” bertie : “i....i prefer doctor.” lionel : “i prefer lionel. what’ll i call you?” bertie : “your royal highness….then…then sir after that.” bertie : “if a…ifwe were equal i wouldn’t…be here. i’d be at…home with my wife. and no one would…give a damn. (taking cigarette and ready to smoke)” bertie : “one offff…my many faults.” bertie : “so i…’ve been told. i…i can’t remember not doing it.” 40 bertie : “stop a..stop calling me that.” the data shows other signs of disfluency or stuttering that bertie had. the words which are in bold; “uhm”, “ugh”, and “akh” are extra sounds and words. the bold words are actually meaningless. a normal speaker will not say meaningless words when they are talking. other characteristics of disfluency/stuttering that came up in here are the pauses mode, the repeated words such as “then” and “if”. but, what makes me interested in the third data is, i found other characteristic of disfluency. the word “of-fff” with adding triple “f” in the utterance represented that bertie produced a long voice of the word “of”. besides disinfluency, articulation disorder also appeared in bertie’s utteranceswhen he repeatedly added consonant sounds such as “w”, “k” and vocal sounds “a” and “i”. another worst type of speech disorder i found in the data is the muteness. it was quite often during the conversation with lionel, bertie just kept silent and did not respond anything to lionel’s questions. problem of frequent pauses and adding consonant ‘p’ the dialogue below was in the scene when bertie had to give a christmas greeting to his citizens as a command from his father. in this occasion, bertie had to deliver the greeting through radio. bertie : “….science.… i am enabled.… ek….” king george v : “relax! just try it!” bertie : “.....this christmas day… to speak to all my….p p..” king george v : “(angry) do it!” the fourth data showed how bad bertie’s speech disorder was. it always appeared worse when he had to give a speech in front of public. pausing mode was longer than before (previous script) and adding consonant “p” existed again in the dialogue, even though it was only a short sentence. stuttering made bertie difficult to finish reading a full text, but not a sentence. problem of vowel adding ‘i’ and words repeating ‘are you’ bertie still found some difficulties to speak with other people, be it in the first time encounter or in the second ones. this data showed that even though it was the second time he met his therapist, bertie found it so difficult to speak and stammer in some occasions. bertie : “besides, y-you..you tricked me!" bertie : “i-i’m willing to work hard, doctor logue....” bertie : “are you…are you… are you willing to do your part?” lionel : “all that’s about a shilling’s worth.” 41 bertie : “(angry) forget about the blessed shilling! (calm again) perhaps, upon occasions... you might be requested to assist... in coping with... with some minor event. would that be agreeable?” in the dialogue, consonant adding appeared as usual (the sound “i”) but the repeated sound became worst. if in the previous dialogue he only repeated one word, in this current dialogue he repeated two words and it happened three times; “are you… are you… are you”. there is an interesting fact about his speech, the underlying sentence, “forget about the blessed shilling!” is the evidence that he actually can say a fluent sentence but only when he is mad. repeating words ‘the/’he’ and consonants added ‘f’/’m’/’g’/’p’/’c’ and ’k’ speech disorder can be worse if it is triggered by bad emotional involvement. the data below proved that bertie’s speech disorder became worse when he was in a bad mood situation. this conversation occurred when bertie came to his therapist after his father’s funeral. bertie : “i was informed, after the..t-the fact that my father’s… my father's last words were “bertie has… m-more… g-guts than the rest of his brothers… p-put together”. hhhh (smile)….he couldn't say that to my face. my brother.” lionel : “sing me the chorus.” bertie : “no. certainly not. (look at the un-fixes airplane model in the table in front of him) you know… i always wanted to build models. but... father wouldn't allow it. he… h-he collected stamps. so we had to collect stamps.” (take one of the airplane model) bertie : “i'm not… c-c… c-crooning "swanee river". bertie : “to tell the truth, it was a relief...knowing i… wouldn't be... k k… king.” lionel : “but unless he produces an heir, you're next in line. and your daughter, elizabeth, would then succeed you.” bertie : “you're barking up the wrong tree now, doctor, doctor.” like the previous dialogues, this also contains stuttering signs like repeated words “the” and “he”, and more consonant sounds adding such as “t”, “m”, “g”, “p”, “c”, and “k”. all of the signs in this data indicated that bertie’s speech disorder was getting worse when his emotional feeling is bad. this situation was triggered by the death of his father. his bad feeling caused him to stammer more often than of the normal situation. 3.1.2 muteness this conversation occurred when bertie comes to his therapist after his father’s funeral. here, bertie’s speech disorder became worst during his bad emotional feeling. it also confirmed that speech disorder in the form of muteness was also happening when bertie was in a bad mood situation. 42 lionel : “what about him?” bertie : “…..” (try to say something but failed) lionel : “try singing it.” muteness also happened in another occasion when bertie met his old brother and were debating after their father’s death. in this dialogue, bertie was muted twice by no reason. bertie became hard to speak even when he was speaking with his own brother. bertie : “i'm trying to...” (try to say something but failed and then silent) david : “yearning for a larger audience are we, b-b-b-b-bertie?” bertie : “don't…” (silent). even though repeated words and added consonants did not appear in this dialogue, pauses mode always appeared as usual as a clear characteristic of disfluency and speech disorder. from all of the data presented above, i concluded that bertie or king george vi’s language productivity was really bad because he had speech disorderproblems affected his ability to speak. the first speech disorder form was disfluency which were clearly seen along the dialogues. the characteristics of disfluency that existed in the movie were pauses mode, repeated words, added extra sounds (meaningless ones), produced long voices and showed visible frustration expression when he wanted to speak. almost all of the characteristics of stammering were revealed in bertie’s speech or utterances. in addition, articulation disorder also appeared in some of the dialogues. it was obviously apparent in the way he added unnecessary consonant sounds when he was speaking. and the most often usedconsonant sound added to his words was when he said the wordwith “k” in the beginning. it was hard for him to say it fluently and smoothly. the last was muteness. this kind of speech disorder appeared especially when bertie was having a bad feeling or mood. however, in some rare occasion, bertie could speak fluently despite of his bad feeling or emotional disturbance, such as when he was in anger. 3.2. the strategies of speech-language therapy given to king george vi from the data, we know that king george vi had several speech disorders. they were disfluency, articulation disorder and muteness. untreated speech disorders may cause a person to experience a great deal of anxiety when talking to people. over time, this anxiety can trigger anxiety disorders or a phobia of speaking in public. early treatment for anxiety can help to prevent the development of anxiety disorders.in the movie, lionel was the therapist who cured the king’s speech disorders. he gave some treatments and exercises to overcome and reduce the king’s speech disorder problems. below are the detail strategies used by lionel to help the king cured his speech disorders. 43 3.2.1 muscles strengthening exercises as the therapist, lionel gave bertie breathing and muscles strengthening exercises to cure his speech disorder problems. lionel : “alright. you want mechanics? we need to relax your jaw muscles and strengthen your tongue by repeating tongue twisters. for example, “i am a thistle-sifter. i have a sieve of sifted thistles and a sieve of unsifted thistles. because i am a thistle sifter.” relaxing jaw muscles and strengthening tongue is one of the ways to do muscle strengthening exercise. as stated on the script, lionel has a unique form of sentences to strengthen the tongue muscles by saying the string of these words “i am a thistle-sifter. i have a sieve of sifted thistles and a sieve of unsifted thistles. because i am a thistle sifter.”the sentences contain a lot of words begin with “th” and “s”. those two syllables in phonology are related with the role of our tongue to produce sounds. the “th” sound in phonology is categorized as ‘dental fricative’, while “s” sound in phonology is an ‘alveolar fricative’.lionel recognized that by saying those sentences repeatedly, he hoped that the king’s speech disorder could finallybe reduced and solved. 3.2.2 breath strengthening exercises as the therapist, lionel gave bertie an exercise to strengthen his breathing. the scene in the movie showed that bertie could not control his breathing due to his nervousness. so, this kind of exercise would help bertie to be able to control his breathing while speaking. lionel : “and you do have a flabby tummy. so, we’ll need to spend some time strengthening your diaphragm. simple mechanism.” as stated in the script, the word ‘diaphragm’ is an organ in our body that relates to breathing matters. it is part of the body thatcontrols our breathing. in phonetics, some words need an extra breathing to produce some difficult consonant or vowel sounds. hence, bertie needs this treatment to overcome his breathing problem and nervousness. 3.2.3 phonetic therapy lionel realized that bertie had some difficulties in saying some consonants such as “t”, “m”, “g”, “p”, “c” and often failed in saying the words begun with consonant “k”. to solve this problem,in one of his therapy sessions lionel gave bertie some phonetic exercises. bertie : “mmm... mother.” lionel : (shorten the humming each time) “mother”. bertie : “a cow, a cow..” bertie : “a.. a king..” lionel : “father” bertie : “a.. a..” lionel : “father. name for the ‘th’. father.” 44 bertie : “father.” not only that, the second data below also proved that phonetic therapy was important to be given to bertie. bertie needed more phonetic therapy to make him accustomed to moving his tongue when saying some difficult consonant sounds. bertie : “well, bloody… bugger to you, you… beastly bastard.” lionel : “a public school prig can do better than that.” bertie : “shit! shit, shit, shit. shit, shit, shit, shit, shit, shit, shit. shit! shit!” bertie : “fuck. fuck, fuck, fuck, fucking fuck! fuck, fuck and bugger!bugger, bugger, buggedy, buggedy.buggedy, fuck, fuck, ass!” lionel : “yes!” bertie : “balls, balls, fuckety shit!” lionel : “you see! not a hesitation!” bertie :“willy, shit and fuck!and tits.” as lionel found that bertie did not stutter when swearing, so in that therapy session, lionel ordered bertie to say some swearing words. especially the words with consonant “f”, as we know in phonology it is categorized as ‘labiodental’. based on the first and second data, lionel gave language therapy related to phonetic syllables. this phonetic matter was appropriate for speech therapy treatments. 3.3 the process of speech-language therapy given to king george vi figure 1. steps of speech-language therapy 3.3.1 jaw muscle strengthening exercises as seen in the movie, there were two treatments given to the king in the first and third session of his therapy. these kinds of therapy were given to strengthen the muscles in the mouth. bertie : “ayayyayaayyayayaa….” (while shaking hands) lionel : “feel the loosens of the jaws” 45 when saying “ayayayayya” the mouth will be open, moving up and down. such treatment could make the king’s muscles relax, especially those in his jaws and throat. 3.3.2 breathing strengthening exercises this kind of treatment was given in the second session of bertie’s therapy. theexercises were designed to strengthen bertie’s breathing. (jumping and shaking shoulders) lionel: “good. little bounces. loose. shoulders loose. shoulders loose.” one of the treatments to cure speech disorder is by doing an exercise to control breathing. in jumping, our lungs will be automatically able to control breathing. such exercise could help bertie to get a good perspiration when talking. the next level of bertie’s therapy was higher and more difficult than the previous one. (laying on the carpet) lionel : “take a nice deep breath. expand the chest. puts your hands onto your ribs. deeper. good. how do you feel?” bertie : “full of hot air.” (and the king’s wife sit on her stomach) lionel : “and slowly exhale…and down comes your royal highness.” lione : “loosens the shoulders. ding dong bell, pussy’s in the wall. bertie’s in the well. who put her in?” bertie : “(rolling on the floor) little tommy tin.” (swinging their two hands from right to left, up and down) lionel : “another deep breath and jack and jill” bertie : “jack and jill.” lionel : “went up the hill” bertie : “went up the hill” the data above revealed a treatment to make the king able to control his perspiration in a smooth way. perspiration is really important to reduce the king’s articulation disorder. it has been explained previously that the king had a very bad breathing’s control. hence, he needed some appropriate exercises to overcome such problem. but not only doing exercises, lionel also gave bertie some interactive sentences to be responded, such as “ding dong bell”,“pussy’s in the wall”,“bertie’s in the well”, and “jack and jill”. those sentences could make bertie to be more responsive to lionel’s therapy. 3.3.3 phonetic therapy produce consonant ‘m’ the phonetic therapy starts in the fifth session of the therapy by saying the consonant “m”. bertie : “mmm... mother.” lionel : “shorten the humming each time. “mother”. bertie : “mmmmm....” 46 in phonology, the sound “m” is a bilabial sound. consonant “m” is produced when the lips are brought together. the movement of both lips can warm up the muscles in the mouth and this can be a good start for someone to speak easily. it did not need much energy for bertie to say this consonant, but at least it could warm up his mouth muscles. this exercise was done to promote bertie’s fluency. produce consonants ‘c’/‘k’/’g’/’m’/’b’/’f’/’th’ lionel realized that the most difficult problem faced by bertie was when he had to produce some consonant sounds. therefore, in some therapy sessions, lionel gave more attention to such therapy, which were specifically focused on producing some consonant sound smoothly and correctly. lionel : “ a cow.” bertie : “a cow, a cow..” lionel : “a king.” bertie : “a.. a king..” bertie : (scream) “gah! mah! bah!” lionel : “father” bertie : “a.. a..” lionel : “father. name for the ‘th’. father.” phonetic therapy was given in many sessions (the eighth, tenth, and eleventh sessions). it was clear that lionel paid a lot of attention to bertie’s disfluency and articulation disorder. bertie had difficulties in saying particular words started with sound “k”. so, in this therapy session, lionel gave more training and exercises for the king so that he would get used to producing difficult consonants such as sound “c” in the “cow”, “k” in the “king”, consonant “f” and syllable “th” in the “father”, and “g” in “gah”, “m” in “mah”, ”b” in “bah”. this exercise was intended to help bertie to be more familiar and easier to produce bilabial sounds. practice consonants ‘b’/’s’/’f’ and ‘t’ through swear words the last session of bertie’s therapy was the unexpected one. the therapy occurred when bertie came to see lionel to share his bad feeling about his brother. bertie’s anger made him say some swearing words fluently without any hesitation. it was really unpredictable moment, both for bertie and also for lionel. knowing this situation, lionel used this ‘precious’ moment to continue his phonetic therapy with bertie in unique and more spontaneous way. bertie : “bugger off!” lionel : “is that the best you can do?” bertie : “well, bloody… bugger to you, you… beastly bastard.” lionel : “a public school prig can do better than that.” bertie : “shit! shit, shit, shit. shit, shit, shit, shit, shit, shit, shit. shit! shit!” bertie : “fuck. fuck, fuck, fuck, fucking fuck! fuck, fuck and bugger!bugger, bugger, buggedy, buggedy.buggedy, fuck, fuck, ass!” 47 lionel : “yes!” bertie : “balls, balls, fuckety shit!” lionel : “you see! not a hesitation!” bertie : “willy, shit and fuck!and tits.” from the script above, we can see that the swear words uttered by bertie containedsome of the important consonant sounds that bertie felt as a burden. such as “b” in the words “bugger”, “bloody”, “buggedy” and “balls”; “s” in the word “shit”; “f” in the word “fuck”; and consonant “t” in the word “tits”. phonetic therapy played a significant role in the king or bertie’s speech problems. and lionel, as the bertie’s therapy, knew this very well. it seems that the set of therapy strategies followed by bertie was paid off. he could finally produce some words that were previously impossible for him to say. 4. conclusion this research is about speech-language therapy given to king george vi in ‘the king’s speech’ movie. it is about a man with higher status but unfortunately has some speech disorders such as disfluency, articulation disorder and muteness. to overcome these problems, he met a speech therapist, named lionel, to help him cure his problem. lionel gave king george vi some treatments and exercises such as muscle strengthening exercises, breathing strengthening exercises and phonetic therapy. after some efforts and discipline of the king, he finally made it. in his last king’s speech, he successfully read the speech until the end. in addition, he was able to reduce his stuttering, control his frequent pauses, and add no more consonants. he was also able to control his short breathing while speaking. he was no longer nervous and mute during his speech in public. subsequently, he could interact with people and create a better social life. and as a king, his pride increased more and more after he succeeded in overcoming his speech disorder. it is expected that this study can inspire and help the next researcher who has interest in psycholinguistics studies, especially, those related to speech disorders. the findings that i obtain in this study is not only applicable for academic paper but also useful for real life use. it means if the treatment is properly applied, it can be used to help people with speech disorder problems. i also suggest the next researcher to analyze speech disorders using experimental approach to see to what extent the techniques can help treat people with speech disorders. 48 5. references aitchison, j. (2008). the articulate mammal: an introduction to psycholinguistics. london: routledge. caplan, d. (1992). language: structure, processing, and disorders issues in the biology of language and cognition. london: mit press. damico, j. & martin, b. (2010). the handbook of language and speech disorders. uk: blackwell publishing field, j. (2004). psycholinguistics: the key concepts. london: routledge. frenandez, e. m. & smith, h. c. (2011). fundamentals of psycholinguistics. uk: blackwell publishing. kahn, a. (2016) speech disorder. retrieved at 18 august 2016 from http://www.healthline.com/health/speech-disorders litosseliti, l. (2010). research methods in linguistics. london & new york: continuum international publishing group. 65 teacher’s display and referential questions yusna affandi man kota batu yusaffandi@live.com abstract: this paper discusses an english teacher’s display and referential questions in teaching speaking at man 3 malang. it investigated the ways teacher employed display and referential questions, students’ responses, and the ways the questions maintained communication in the classroom. the observations in several meetings were applied and were confirmed by the instructional objectives stated in lesson plans and syllabus. it was found that the teacher mostly employed referential questions rather than display questions in teaching speaking. the employment of display questions was put in the beginning of the lesson and was functioned as ice breaker or warmer. through display and referential questions, the communication in teaching speaking was maintained. it suggests that the teacher applies questioning strategies in employing referential questions so that the communication in the classroom is well-maintained. keywords: display question, referential question, communication. 1. introduction communication is a process of interaction and exchanging message among senders and receivers. in education discipline, communication happens not only in the classroom but also outside the classroom orally and in the written form. communication in the classroom happens between teacher and students, or a student and a student. richmond and wrench (2009) define communication in classroom as instructional communication that covers not only the way a teacher talks to students but also a wide range of relationship. the wide range of relationship is like a process of selecting and arranging what students are to learn, deciding what instructional strategy for students, and determining the goals which students have to reach. in classroom, teacher and students ‘play complementary’ roles to each other (babad, 2009). teacher’s behavior is stimuli for students’ response, and students’ response is stimuli for teacher’s behavior. a teacher plays role in providing input for speaking to students and facilitating them to have communication skill. teacher’s involvement in the students’ speaking activities can be a resource or a participant. harmer (2008) asserts that the roles give students typical examples of oral productions. as a resource, teacher can give students aids and advice for speaking. as a participant, teacher can brighten things and make students comfortable having the teacher during the activities. then in a discussion, for instance, the conversation happened between teacher and students might runs without worries. furthermore, hinkel (2006) asserts that a usual teaching model found in many language class-room around the world deals with mailto:yusaffandi@live.com 66 employing learners' receptive skills to provide input and modeling for productive skills. for instance, in teaching speaking, students are listening teacher’s utterances as models for speaking, interaction, or pronunciation skills, and in teaching writing, what students read are input for writing. thus, in this case, the way the teacher talks in the classroom provides students a model of speaking, and facilitates them to have communicative competences for communication. teacher questions play roles to students’ oral productions. the research by rohmah (2002) shows that when the teacher speaks in a proper manner, puts questions in a correct way and gives feedback within suitable situations, the students learn a lot from their teacher’s pronunciation, stress, and intonation as well as verbal behavior like nodding and gesture. yulia’s study (2013) suggests that english language instruction is needed by students to maximize the language exposure. therefore, teachers’ proficiency in spoken language as the model for students in class has become a critical issue in language learning. setiawati (2012)’s study concludes that teacher’s questions as parts of teacher’s talk serve as a tool to build better dynamic interaction between teacher and students in classroom settings. it can be detected that communication is maintained in the dynamic interaction if teacher’s questions are employed appropriately and students respond to them properly. based on long and sato (1983)’ findings, referential questions, which are mostly used in conversation outside classrooms, are rarely asked by the teacher in target language classroom and the display questions still dominate the language classroom. the purpose of using a referential question is to seek information, while the purpose of using a display question is to elicit language practice (richards & schmidt, 2010). for its purposes, these questions are commonly used in the communication as open-ended questions. students’ responses upon teacher’s questions indicate their competence in speaking. students may show their ability in expressing the information they have in the form of responses upon teacher’s display and referential questions. their responses also indicate the meaningful classroom interaction. it is due to that when teacher offers questions and students respond, there is a reciprocal communication. therefore, brown (2000) argues that the greatest difficulty that learners encounter in attempts to speak is not the multiplicity of sounds, words, phrases, and discourse forms that characterize any language but rather the interactive nature of most communication. the interactive nature is the smooth communication that occurred among participants. in speaking, the matters to speak by the learner are influenced by the rules of how to say things, when to speak, and other dialogue 67 limitations. thus, it is not linguistic features only but also sociolinguistic features that students acquire in order that the interactive nature occurred in a communication. moreover, the way how teacher delivers the questions to the students determine how students respond to them. the strategies employed by the teacher in delivering the questions take important effects on students’ responses. brown (2000) states that to develop questioning strategies is one of the best ways for teacher to improve the role as an initiator and sustainer of interaction. some previous studies concern on types of questioning strategies. rohmah (2002) in her study argues that a teacher's question alone may not promote learners' production unless the teacher is aware of the weaknesses of too closed, too fast, too vague questions, or too many repetitions of the same unclear question. in her findings, the strategies used by the teacher are repeating/rephrasing, narrowing by giving a clue, giving alternative, and providing wait time. these strategies are conducted due to pending students’ responses. four strategies which were applied by the teacher help students reply previously unanswered questions. the previous studies emphasize the need of employing teacher’s questioning strategies and its effects to students’ behavior in responding the questions. the teacher’s questions are also found to create classroom interaction as an indication of communication process. yet, how the teacher’s questions and its strategies as well as students’ responses are used to maintain the communication in classroom setting has not been conducted. in accordance to that, the present study investigated in depth the way the teacher asks display and referential questions and the way students respond to the questions. then, the study investigated the ways the teacher asks questions and their strategies as well as students’ responses in maintaining communication in classroom setting. 2. research methods this study focused on teacher’s display and referential questions, students’ responses, and communication maintained through the questions and its responses. due to the concerns, the data were about the teacher’s and students’ verbal acts in speaking activities. therefore, classroom discourse analysis was applied to investigate the occurrences. the research was conducted by employing qualitative method and presented descriptively. in accordance with qualitative approach, the sources of data adopted the ‘nature’ of classroom setting, teaching and learning process at the senior high school. the researcher directly observed the events happened in the setting as the ‘key instrument’, and the study described the facts of teacher’s questions, its strategies, and students’ responses. 68 the main data were taken from observations in four meetings in which the activities were focused on speaking training. the teacher conducted free forum activity in two meetings and biography of well-known persons’ presentation in other two meetings. the main data were confirmed by the data of instructional objectives which were taken from lesson plans of the activities conducted and syllabus. 3. findings and discussions 3.1 findings the results of the research are presented in the summary of the employment of teacher’s display and referential questions in teaching speaking. it also presents the impacts of questioning in students’ responses and classroom communication. the summary is shown in the table below. table 1. teacher’s employments of display and referential questions no question types teacher’s questioning employment questioning’s impacts strategies quality students’ responses communication 1. display questions by phrasing clearly n/a n/a n/a by providing wait time n/a n/a n/a by providing positive feedback n/a n/a n/a by probing students’ answers clear dynamic short clear nonverbal acts maintained verbal and non-verbal 2. referential questions by phrasing clearly clear: clear voice clear questions good language organized appropriate long meaningful clear short restricted maintained effective by providing wait time adequate dynamic stimulating obvious appropriate directed / respected subjective maintained effective by providing positive feedback accurate: clear feedback essential feedback non-verbal acts maintained effective 69 by probing students’ answers accurate consistent clear organized vivid better reasonable meaningful long defined elaborated complex maintained effective it was found that the teacher employed the display questions finitely. in two kinds of speaking activities, the teacher employed the questions in the beginning of the activities and in purpose of doing humour and ice breaking or warmer. based on observations, the teacher employed display questions to stimulate students to speak up in the class and did a joke. the findings of that kind of question are presented below. it investigated that the teacher mostly employed referential questions in the discussion. this happened because the topics discussed were varied and were determined by the students. the activities supporting the topics were open forum or free conversation from two meetings. another meeting was about the presentation of well-known person which was set before by the class as classroom task. the topic discussed was offered by the teacher yet it covered what students experienced in the holiday. the topics discussed could be holiday experiences, extracurricular activities, student exchange programs, and school achievements in competitions. the students were free to talk about or share anything to others. based on the observation of free forum activity, the students who were volunteer to share were talking about holiday experiences, new class experience, and students exchange experiences. in the following observation, the students were talking about holiday experiences, school achievement in olympiad competition, scouting, and person’s characters. meanwhile, in the observation of group presentation activity, the topic discussed in the beginning of the lesson was school achievement in olympiad competition which was asked by the teacher. the students were asked to give their opinion on the achievement. then they would have group presentation about well-known person biography. the topics for presentations were set before and the students prepared by collecting materials about the topic. in that occasion, there were two groups presenting well-known person biography. they presented the biography of nick vujicic and erdogan. nick vujicic is an australian difable motivator, and erdogan is the president of turkiye. the teacher delivered the referential questions by some strategies, like by phrasing questions clearly, providing wait time, providing positive feedbacks, and probing students’ answer. the strategies used due to unclear and inappropriate students’ answers. then, the responses upon teacher’s referential questions were mostly generated in this study. the 70 referential questions which were intended to ask opinions and to seek information were employed by several strategies. thus the students’ responses were longer and meaningful. the findings of delivery of referential questions with some strategies and students’ responses are presented as follows. 3.1.1 by phrasing questions clearly the teacher delivered and phrased the questions clearly and in an organized way. “clear” means that it was not only clear voice that the students could hear teacher’s voice but also clear questions which students were familiar with the meaning brought in that question. delivering the questions clearly and in an organized way is significant to aim students to answer the questions appropriately and clearly. this strategy happened because the students did not answer appropriately and the teacher directly wanted to get expected answers. excerpt 1 [1] t : so afrizal, what do say of that question? [2] s4 : before entering here i only relationship with some of you, like huda, salman, when i took an example ehhhh.. i know that this class is nice, because when i was in friend with huda, salman n rayhan, i like with them, i like with them...but ehhh before entering here i'm surprised because why when break time i never see someone go out the field, i was surprised. [3] t : well, that's your thought before coming to this class, after joining in this class, what do you think of this class?? [4] s4 : before joining this class, i’m thinking that science one only staying in the class when it is breaking time not going out to the field. but after joining this class, i realized that they are so religious at move 3 in the excerpt 1, the teacher phrases the question clearly to get appropriate answer from the student. the question at move 3 is the extended question at move 1. thus, the answer from the student is appropriate answer for that question as seen at move 4. 3.1.2 by providing wait time the strategy of providing wait time happened mostly when the teacher was asking students’ opinion about certain topic at the beginning of discussion. it found that at the beginning of the activity, the students were not ready and less enthusiastic. thus the teacher realized that situation and provided time for students. the time which was provided by the teacher was medium. it was not long nor short. the teacher would not just keep silent waiting for the students’ responses, but the repeated questions in other phrases were provided. this reflects that the teacher was dynamic in providing wait time. through waiting time, the teacher was also stimulating the students to respond the questions by multiple questions. consequently, the students’ responses were obvious and appropriate. the students were also 71 involved in better social interaction. they felt directed and respected upon their answers. the following is the example of the strategy of providing wait time by the teacher. excerpt 2 [1] t : oh this interesting, what is the good thing and what the bad thing? [2] s8 : the good thing, because all of my classmate are boys is easy to connect with them. [3] ss : (laughing and applause) [4] t : and the bad thing is // [5] s8 : eehhh.... [6] t : what?// [7] s8 : i cannot see beautiful faces 3.1.3 by providing positive feedback to students’ answers the teacher rarely acknowledged the students’ answers or the teacher employed simple acknowledge words to praise student’s answers. the teacher usually gave feedback “ok” upon students’ responses and seemed to be checking or confirming students’ responses. the word “ok” here was also acknowledge to confirm the students’ answer. despite of short acknowledgement, this could make the interaction between the student and the teacher maintained. it functioned to build a good rapport because the student feels directed and respected on the story told. the student could be more enthusiastic if the teacher gave compliment upon their answers. as seen in the following dialogue in excerpt 3, the teacher employs the acknowledgement. the following student’s answers, after being acknowledged by the teacher (at move 4), is an obvious and appropriate answer. the answer at move 6 indicates that the student is enthusiastic in giving answer because the student feels confident after the acknowledged previous answer. excerpt 3 [1] t : thats right [2] t : iqbal, d u know about biggy? [3] s : he is so wise [4] t : he is so wise, that's what i want to hear [5] t : and then? [6] s : and then he is calm [7] t : thank u like me yaa [8] s : he is very responsible [9] t : yes, you are right. 3.1.4 by probing students’ answers based on the observations, it was found that the teacher probed students’ answers and in a certain occasion the teacher called another student to respond. this strategy was also associated with the teacher strategy of phrasing questions clearly because some students’ 72 responses were generated after the teacher phrased the questions. the student’s responses upon the teacher’s questions were definite and reasonable. one occasion in one observation, although the structures of the utterances were not well-syntactical, the meaning given was rational to what the question expected. the student gave the reason why it was not easy for him to have a relation with the girls. obviously, the student’s responses were in long sentences and even complex. the following dialogue is the example of the strategy. excerpt 4 [1] t : who's your favorite in this class? [2] t : who's the most favorite in this class? [3] s4 : ehhh...i think he is (pointing someone) [4] t : zidan is the most favorite person? [5] t : why is zidan? [6] s4 : because he is nice 3.2 discussions following long and sato (1983), the study investigated the display questions which were employed by the teacher to check students’ understanding about particular topic of discussion, check confirmation, and clarify requests. because the topic the teacher and students discussed was about the holiday experiences of individual person, then the teacher would not know it before or the story shared was something new for the teacher. consequently, the teacher display questions were limited. the ways the teacher employed, as stated by wilen (1987), was not found significantly due to limited use of display questions. the questions mostly employed by the teacher in this study are classified as referential questions. according to long and sato (1983), referential questions as purpose based questions are to seek information. in this case, the teacher intended to know students’ opinion or thought about particular topics, like holidays, their class, school achievement, and presentation topics about biography. in line with the previous study (hasan, 2013), the referential questions in this study required long answers containing giving opinions and subjective information in spite of its less syntactical responses. it also proved yang (2010)’s study about referential question in which the teacher employed the strategy of phrasing questions clearly was able to aim the question in making students produce longer responses. as stated by willen (1987) about questioning strategies, when the teacher phrased the referential questions clearly, it would help students answer the questions in longer and meaningful utterances. another strategy employed by the teacher is by providing wait time. by providing wait time is teacher’s giving interval time either between teacher’s question and student’s response 73 or to the interval between student’s response and subsequent teacher’s question. the effect of this strategy was greatly on students’ social control pattern. the students may feel that they are parts of the interaction between the teacher and the students. accordingly, it will encourage them in participating. waiting for the responses, especially from the student who is appointed to answer, will make the student feel directed and respected. when the teacher does not provide enough wait time or just simply offer the question to others because the student does not answer, it will demotivate the student because the student may feel that they are not parts of the interaction. therefore, while phrasing question clearly and providing enough wait time, the teacher should provide positive feedback upon the students’ responses. the way of providing positive feedback is applied to acknowledge and build upon students’ ideas (wilen, 1987). the teacher’s response upon the students answer usually is just simply by repeating student’s answer or even without praising words like “good”, “ok”, and etc. in order to encourage the students in answering teacher’s questions, the teacher should provide more responses or feedbacks to students’ answer. probing students’ answers is a strategy to assist the student in strengthening his or her initial response rather than providing negative feedback or ignoring the inaccurate answer and calling on another student to respond (wilen, 1987). based on the results above, the teacher probed students’ answers and did not provide negative feedback. the teacher seemed to encourage students by pursuing or giving other correlating questions to get better answers from the students. the teacher did not comment negatively over the students’ answer and never criticized grammatical mistakes which the student made. the responses which students utter depend on what types of the questions the teacher employs. it also depends on the way the questioning strategies are employed by the teacher and the target language ability which the students acquire. in this study, the focus is on the purpose-based questions, display and referential questions by long and sato (1983) and the strategies which the teacher employs are questioning strategies by willen (1987). the students’ responses based on display questions and referential questions are different in teaching speaking. students’ responses upon display questions in teaching speaking are short or even just in non-verbal actions. the display questions in teaching speaking are for warming up part in the activities. there are no written materials as input for students so that the students have no knowledge. consequently, the display questions which are to check students’ understanding over something discussed are not exposed significantly. 74 based on long and sato (1983), the referential questions were exposing more than display questions in this study. consequently, the responses were long and meaningful. the responses from the students were new things for the teacher. thus, there should be another question about the things students told. whereas the responses upon the questions were long and meaningful. however, in some extracts the referential questions did not elicit long and meaningful responses. there were factors which determined the referential questions could not elicit long and meaningful responses, for instance, low proficiency and motivation. as stated by shomoossi (2004), it happened because the student was a low proficiency learner and affected on interaction. a low proficiency in a target language is a factor which can fail the interaction so that when asking the question the teacher needs to employ several strategies to elicit the response. the questioning strategies as stated by willen (1988) help the students respond better and appropriate. the employment of phrasing questions clearly, providing wait time, providing positive feedbacks, and probing students answer showed that they aimed students in responding to the questions. however, several strategies needed to be accompanied by other strategies in order that the students were able to respond well. in conclusion, referential questions were frequently asked by the teacher to seek information about the student’s story or opinion. the teacher employed the strategies of questioning by wilen (1987) to get better and appropriate responses. the teacher employed referential questions through phrasing questions clearly, providing wait time, providing positive feedback, and probing students’ answers. in doing those strategies, the teacher employed clearly, in dynamic and organized way. from the activities conducted by the teacher and students, it can be inferred that the communication happened was like genuine communication. it is in line with nunan’s (1987) about genuine communication, and seedhouse’s (1996) about free conversation. the classroom activity conducted by the teacher and students was free conversation. the topic discussed was not dominated by the teacher but coming from the students so that the information sources were mainly from the students. then the teacher would have more questions to seek information rather than checking students’ understanding of the topic. they talked about and shared holiday experiences which could be various among the students. consequently, the questions employed would be extended and the communication happened would not just easily stop after one teacher’s question. however, from the activity in which the topic was decided before, it was assumed that the questions employed was limited to the topic and rather be display questions. yet, the 75 questions’ contents were almost asking opinion, and seeking information about the topic. thus, the questions tended to be referential questions so that the communication happened mostly due to referential questions. communication patterns happened in verbal and nonverbal acts. through teacher’s questions and student’s response, the communication happened in verbal acts. while the communication happened in non-verbal acts if the teacher applied gestures, mimic, and body movements in employing the questions and if the students responded the teacher’s questions. in line with miller (1988), there are more feelings and intentions in turn taking interaction so the communication happens smoothly. it is because the atmosphere in the classroom is built well. then the students are well confident in expressing their idea through students’ responses. based on miller (1988), the effective communication happened through teacher’s questions and students’ responses. the teacher’s behavior in responding to the students’ responses determines the effectivity of the communication. the teacher plays roles by listening to verbal and non-verbal messages expressed by the students, knowing when a student desires to be heard, and understanding the situation in the classroom. in the communication happened in the classroom, the interaction between the teacher and students can be seen. in this case the interaction is exposed through teacher’s display and referential questions and students’ responses. the questions and students’ responses make free conversation as suggested by seedhouse (1996) which fulfill features of genuineness in conversation. the activities conducted provide the setting of conversation was not based on the textbook, yet it is based on what students experienced before so that the topic would be flourished. the topic was also negotiated and the teacher facilitated it. according to nunan (1987), the referential questions play significant role in classroom interaction which exposes genuine communication. due to its purposes, the referential questions possibly seem to interrogate students in seeking information thus the interaction does not stop after the teacher offers one question. it is also in line with what hassan (2013) found that the overuses of wh questions, which consider as referential questions, affect positively students’ language ability and then lead to more communicative interaction. furthermore, based on shomoossi (2004), the factors which provide classroom interaction in supporting communication are interesting topics which were provided by the students, teacher’s intention through questions during the students telling their experiences, and humour which was generated by the teacher in the beginning of the activities. in conclusion, the referential questions provide significantly classroom interaction and maintained and effective communication. it is also in line with brock’s (1986) and yang’s (2010) ideas about referential questions effects. 76 4. conclusion according to the results of the discussions in the previous chapter, there are some conclusions that are obtained based on the research questions. the employment of referential questions in teaching speaking to senior high school students was essential because the questions generated long and meaningful responses. on the other hand, the display questions were found in certain occasion, especially in the beginning of the activity. furthermore, in the teaching speaking, the aim was to train students to speak in a target language, and one of the indicators of the ability of speaking was the way students respond to teacher’s questions. thus, the way the teacher employs the questions, especially display and referential questions, or teacher’s questioning strategies aimed the students to respond appropriately and meaningfully. among those questioning strategies, paying attention more in providing wait time and probing students’ answers significantly generate better students’ responses. the referential questions employed through those questioning strategies were more significant in aiming students to reach communication goal and classroom interaction in speaking activity. the communication in the classroom could be maintained through teacher’s display and referential questions because the questions’ impacts on students’ responses exposed the genuine communication. although the display questions were rarely found in this study, the questions could be employed to generate humor in the beginning of the activities. in the teaching speaking, the topic discussed was decided by the students and it was flexible. thus, the questions offered by the teacher were mostly to seek information. consequently, the display questions were rarely employed. on the other hand, the referential questions were appropriate to employ in teaching speaking because the topic was based on the students’ background knowledge so that there would be free conversation. the questions would make students express what they knew or based on their background knowledge. through referential questions, the teacher could explore or seek information from the students. the suggestions are made based on the findings that refer to the conclusions above. the suggestions are primarily addressed to english teachers. in teaching speaking the referential should be employed more than display questions. the referential questions should be accompanied by questioning strategies, such as, phrasing questions clearly, providing wait time, providing positive feedback, and probing students’ answers. as a result, the teacher can maintain the communication in the speaking activities. 77 4. references babad, e. (2009). the social psychology of the classroom. new york: routledge. brock, c. a. (1986). the effects of referential questions on esl classroom discourse. tesol quarterly vol. 20 no. 1, 47-59. brown, h. d. (2000). teaching by principles : an interactive approach to language pedagogy (2nd ed.). white plains, ny: longman. harmer, j. (2008). the practice of english language teaching. new york: pearson/longman. hassan, s. (2013). effects of teacher question types and syntactic structures on efl classroom interaction. the international journal of social sciences vol. 7 no. 1, 52-62. hinkel, e. (2006). current perspectives on teaching the four skills. tesol quarterly vol. 40 no. 1, 109-131. long, m. h, and sato, c. j. (1983). classroom foreigner talk discourse: forms and functions of teachers’ questions. in h. w. seliger & m. h. long (eds.), classroom oriented research in second language acquisition (pp. 268-285). rowley: newbury house. miller, p. w. (1988). nonverbal communication. what research says to the teacher. washington dc: national education association. nunan, d. (1987). communicative language teaching: making it work. elt journal vol. 41 no. 2, 136-145. richards. j. c, and schmidt, r. (eds.). (2010) (4th ed.). harlow: longman. richmond, v. p., and wrench, j. s. (2009). communication, affect, and learning in the classroom (3rd ed.). united states of america: tapestry press. rohmah, z. (2002). teacher's questions in reading classes. teflin journal vol. 13 no. 2, 1-8. seedhouse, p. (1996). classroom interaction: possibilities and impossibilities. elt journal vol. 50 no. 1, 16-24. setiawati, l. (2012). a descriptive study on the teacher talk at eyl classroom. conaplin journal vol. 1 no. 2, 33-48. shomoossi, n. (2004). the effect of teachers’ questioning behavior on efl classroom interaction: a classroom research study. reading vol. 4 no. 2, 96-104. wilen, w. w (ed.). (1987). questions, questioning techniques, and effective teaching. washington dc: national education association. yang, c. c. r. (2010). teacher questions in second language classrooms: an investigation of three case studies. asian efl journal vol. 12 no. 1, 1-22. yulia, y. (2013). teaching challenges in indonesia: motivating students and teachers’ classroom language. indonesian journal of applied linguistics vol. 3 no. 1, 1-16. 147 a study of deixis in the interview between barack obama and chuck todd in meet the press widya lestari1, ahmad ardillah rahman2 state islamic university of sunan ampel surabaya, indonesia1, monash university, australia2 widyalestari34@gmail.com1, aarah4@monash.edu2 abstract: the research investigates the types of deixis, the types of reference and the reference meaning used by barack obama and chuck todd in“meet the press” interview. in analyzing the data, the researcher uses descriptive qualitative method. the results of the research show that from the total of 372 deixis from 84 conversation, all the five types of levinson’s (1983) deixis can be found. regarding the references, president barack obama contains both anaphora and cataphora. keywords: deixis; reference; barack obama; “meet the press” interview. 1. introduction in doing communication, everyone has a different way to make other people easy to understand his/her messages. to avoid misinterpretation or misunderstanding of what the speaker says, it is important to know the context of the speaker’s utterances, so it will help us to understand the utterances more easily. in every communication in our daily life, deixis is always present, and the purpose of using deixis in a sentence is to point at something such he, here, now, etc. according to levinson (1983:54), deixis is the single obvious way in which the relationship between language and context is reflected in the structures of language themselves. levinson also categorizes the deixis into five kinds, they are person deixis, spatial deixis, temporal deixis, discourse deixis and social deixis. deixis appears in spoken language and written language. in this research,the researcher wants to explain about the usage of deixis in spoken language. in spoken language, people can recognize a person, a place and time of deixis because the one who is being talked about by the speaker is known by the hearer and the time when the speaker utters some utterances is also clear. to avoid misinterpretation, in studying deixis we also have to talk about references. according to yule (1996:17), reference is an act in which a speaker, or writer uses linguistic form to enable a listener, or a reader to identify something. reference is clearly tied to the speaker’s goals and beliefs in the use of language. reference is divided into two types, they are, endophoric reference and exophoric reference. endophoric reference is divided further mailto:widyalestari34@gmail.com 148 into two types, they are, anaphora and cataphora. anaphora is looking back in the text for their interpretation. cataphora is looking forward in the text for their interpretation. interview is one of the examples of a formal conversation between two or more people to get some information. “meet the press” is a weekly american television news/interview program that is broadcasted on nbc. this research focuses on deixis in the interview between barack obama and chuck todd in the “meet the press” event. this study deals with every utterance that is related to the deixis and reference. there are two items that are elaborated in this research. first, the analysis focuses on the kinds of deixis used by barrack obama and chuck todd in the “meet the press” event. second, the researcher focuses on the kinds of reference and referent that appear in the “meet the press” interview. 2. review of literature 2.1 deixis levinson (1983:54) explains that deixis concerns with the ways in which languages encode or grammaticalize features of the context of utterance or speech events. and this also concerns with ways in which the interpretation of utterance depends on the analysis of that context of utterance. he also adds that deixis has a relevance with the study of pragmatics (see also mey, 2001). yule (1995:9) also states that deixis is actually the way in which a relationship between language and the context is built. deixis is a technical term (from greek) for one of the most basic things we do with utterances. it means ‘pointing’ via language. any linguistic form used to accomplish this ‘pointing’ is called ‘deictic expression’. deictic expressions are also sometimes called indexical. they are among the first form to be spoken by very young children and can be used to indicate people via person deixis (i, you), time or temporal deixis (now, yesterday), location or spatial deixis (here, there), discourse deixis and social deixis. 2.1.1 types of deixis there are five types of deixis. they are: person deixis, spatial deixis (place), temporal deixis (time), discourse deixis, and social deixis. person deixis levinson (1983:62) states that person deixis concerns the encoding of the role of participants in the speech of event in which the utterance in question is delivered. in other words, person deixis is described as expressions which refers to a person who the speaker intends to refer. 149 spatial deixis place or space deixis concerns the specification of locations relative to the participants in the speech events. there are some pure place deictic words in english the adverbs here and there, and the demonstrative pronouns this and that. for example: i’m waiting to say i’m having a marvelous time here.briefly, place deixis is an expression used to show the location of the participant in the speech event. temporal deixis levinson (1983:62) states that time deixis concerns the encoding of temporal point and spans relative to the time at which an utterance was spoken (or a written message inscribed). temporal deixis is commonly grammaticalized in the adverb of time, such as now and then, yesterday, etc. according to yule (1996:14), english has only two basic forms, the present and the past. the present tense is the proximal form and the past is distal form. for example: present : i live here now. past : i lived there than. hence, from the explanation above it is clear that time deixis is an expression of certain period of time when the utterance is produced by the speaker. discourse deixis discourse or text deixis relates to the use of expression within some utterances that refer to some portions of discourse that contains the utterance (levinson, 1983:85). the deictic words used here are the demonstrative this and that. for example: “i bet you haven’t heard this story.” (‘this’ refers to an upcoming portion of the discourse). “that was the funniest story i’ve ever heard.” (‘that’ refers to a prior portion of the discourse). discourse deixis deals with “the encoding of reference to portions of the unfolding discourse in which the utterance (which include the text referring expression) is located (levinson, 1983:62). in other words, discourse deixis is an expression used to refer to certain discourse that contains an utterance and has the relation with the surrounding text. social deixis social deixis refers to the level of the relationship between a person and information. levinson (1983:89) states that it concerns with the aspects of sentence which reflect or are established by certain realities of the social situation in which the speech act occurs. there are 150 two basic kinds of socially deictic information to be encoded in different languages around the world, they are relational and absolute. 2.2 reference according to yule (1996:17) reference is an act in which a speaker, or writer uses a linguistic form to enable a listener, or reader to identify something. halliday and hasan (1976:31) also argue that reference is the identity of the particular thing or class of things that is being referred to. halliday and hasan (1976) classifies references into two types, they are, exophoric reference and endophoric reference. exophoric reference is situational, while endophoric is textual (1976:33). exophoric reference is looking outside the text to the situation in which the text occurs for the identity of the item being referred to. while endophoric is the use of a word or phrase to refer to something either preceding it or following it within a text or discourse. endophoric reference also establishes itself in two different ways: anaphora and cataphora. anaphora is a process of continuing to identify exactly the same entity as denoted by the antecedent (yule, 1996:23). or it can be said that the use of word to introduce someone or something already mention. cataphor is the use of a word (typically a pronoun) to introduce someone or something that is more fully identified later (yule, 1996:127; sugiharto, 2004). 3. research methods in conducting this study, the researcher used descriptive qualitative to describe the five types of deixis, they were person deixis, spatial or location deixis, time or temporal deixis, discourse deixis and social deixis and also the types of reference, they were anaphora and cataphora. the data source of this research was the an interview transcription between barrack obama and nbc’s chuck todd in “meet the press” on september 7th, 2014. and the data was the utterance of barack obama and chuck todd in “meet the press” interview. 4. findings and discussions this part presents the results of the research related to deixis and references and discusses the main points of the research. 4. 1 types of deixis after finding all the data from the interview of chuck todd to president barack obama in “meet the press”, the researcher found 372 words of deixis. there are five deixis found in this study, they are, person deixis, spatial deixis, temporal deixis, discourse/text deixis, and 151 social deixis. 4.1.1 person deixis person deixis is described as expressions in which refers to person who the speaker intend to refer. it includes “i”,”we”, “you”, etc. the data below is the example of person deixis. president obama: i'm preparing the country to make sure that we deal with a threat from isil. keep in mind that this is something that we know how to do. we've been dealing with terrorist threats for quite some time. (p.1, no.4). the sentence above is from president obama as the speaker, he tried to answer the question that mr. chuck todd gave him. this sentence explains about the preparation that mr. president obama did for his country to face the threat from isil. from the sentence above, there is a word deixis that used by obama. it seems in the first sentence. the word “i”, it refers to someone and speaker. according to levinson the word “ i ” was categorized as a singular pronoun of the first person deixis. the word “i ” refers to the role of person deixis in which the utterance narrated by one person. so, it is to the speaker of the interview named president barack obama. he was the one of the guest star in the interview event. the second, there was a word “we” that can be categorized as plural pronoun of the first person deixis. it can be indicated as a group of speaker because the word “we” is to point themself. “we” refers to the country of the united states. it can represent president barack obama and his society in the united states. 4.1.2 spatial deixis spatial deixis concerns the specification of locations relative to the participants in the speech events. there are some words that included in deictic words such as the adverbs here and there, and the demonstrative pronouns this and that. president obama: as usual. and we're going to have to get u.s. military assets just to set up, for example isola-isolation units and-and equipment there, to provide security for public health workers surging from around the world. if we do that, then it's still going to be months before this problem is controllable in africa. (p. 9, no. 48) from the sentence above, president obama as the speaker, he explained the efforts of u.s to build some health infrastructure in africa, such isolation units and some equipment that african people needs to face their problem, because over there, they had faced an ebola disease and they do not have enough public health. 152 in this sentence, there is a word “there”. based on levinson’s theory it can be categorized as spatial deixis where it encodes the spatial locations relative to the location of the participants in the speech event. the word “there” also can be called as adverb of place used for far distance. in the sentence above, the deictic word “there” explained the condition of african people who faced the ebola disease. 4.1.3 temporal deixis as levinson said that temporal deixis concerns the encoding of temporal point and spans relative to the time at which an utterance was spoken (or a written message inscribed). it usually appears as adverb of time, such as now and then, yesterday, etc. the data below is the example of temporal deixis. president obama: we just yesterday announced the fact that we had taken out the top leader of al-shabaab the terrorist-organization in somalia.(p.1, no.4) that sentence is the utterances of president obama when announcing that his country has already prepared for the threat from a terrorist, especially, isil group. obama also explained that he had already caught the leader of al-shabaab terrorist in somalia the day before. from the sentence above, it seems the deixis “yesterday”, indicates adverb of time. “yesterday” is used by the speaker to show the situation that happens in the past time. levinson identifies, “yesterday” as temporal or time deixis, which is encoding time of lated to the utterance. 4.1.4 discourse or text deixis discourse concerning to the use of expression within some utterances refers to some portion of the discourse that contains the utterance (levinson, 1983:85). it usually uses demonstrative word such as here, this and that. the data below is the example of discourse deixis. president obama: this speech will allow congress, i think, to understand very clearly and very specifically what it is that we are doing but also what we're not doing. we are not looking at sending in 100,000 american troops. (p.3, no.10). the speaker of this event is president obama. he explains that as a president he needs to protect his society from any threat, and he thinks that he needs to deliver his speech to make the congress know and understand it very clearly about the government plans that they will do and they don’t do. the word “this” in the first part of obama’s utterances can be categorized as discourse deixis which is to talk about people or things near us. in this sentence the word “this” is followed by a noun to show proximity. 153 4.1.5 social deixis the level of the relationship between a person and information can be called as a social deixis. it is relevant with levinson’s statement that it concerns with the aspect of sentences which reflect or establish certain realities of social situation in which the speech act occurs. it usually uses the word, relational and absolute such as the data below. chuck todd: well, i think i need to pre-book you for next week, because i got another 35 questions. so with that, i'm going to leave it there, mr. president. but thank you very much.(p.15, no. 83) the sentence above is the last conversation between chuck todd and president obama. in the sentence above, chuck todd as a speaker has a plan to invite president obama again in the meet the press event. in the last sentence, chuck todd calls obama with “mr. president”. based on oxford dictionary, the word “president” means the leader of a republic country, especially, the united states. according to levinson, there are two types of social deixis, they are, relational and absolute. relational social deixis is where the form of the word is used to indicate the relative social status of the addressee. by contrast, absolute deixis is a deictic reference that is usually expressed in certain forms of address which will include no comparison of the ranking of the speaker and addressee. so, by the sentence above the word ‘mr. president’ can be categorized as absolute social deixis. 4.2 types of references and their referent regarding references, both anaphora and cataphora can be found in this research. 4.2.1 anaphora anaphora is the use of word to introduce someone or something already mentioned. the data below is the example of anaphora. chuck todd: mr. president, welcome back to your 12th appearance on meet the press. (p.1, no.1) the sentence above is the opening of an interview. chuck todd as a speaker or host starts to greet his guest star, mr. obama, by welcoming his appearance in meet the press. that sentence contains anaphoric reference. anaphora is used to introduce someone or something that is already mentioned before. in the sentence above, the word “your” refers to the addressee, that is, president obama. 4.2.2 cataphora cataphor is the use of a word (typically a pronoun) to introduce someone or something that is more fully identified later (yule,1996:127). it can be found in data as follows. 154 president obama: well, americans shouldn't be concerned about the prospects of contagion here in the united states, short term. because this is not an airborne disease.(p.8, no. 40) in the conversation above, president obama as the speaker explains about what american people concerned can do to the ebola disease that african people are suffering at that time. but president obama also informs that ebola is an airborne disease so they do not need to worry about that. the word “here” in the sentence above is an adverb of place which is used to demonstrate a place that is relatively close to the speaker. the word “here” in the sentence is a cataphoric reference, which is used to identify someone or something that is mentioned later, that is, the words ‘the united states’. it can be seen in president obama’s statement that he stressed the word “here” and followed by ‘the united states’ to give information that the location of the speaker in the speech event is in the united states. so from the explanation, it is clear that the adverb of place “here” refers to the united states based on the context of the utterances. 5. conclusion the results of the study that have been obtained show that there are five types of deixis that are employed by barack obama and chuck todd in the “meet the press” interview. they are, person deixis, spatial deixis, temporal deixis, discourse/text deixis, and social deixis. in this case, the most often apparent types of deixis found in this interview are the use of the words i and we derived from barack obama’s utterances. the word i in this interview refers to president obama himself, while the pronoun we are refers to president obama and his government. whereas, for chuck todd as a host in this speech event, the most often apparent types of deixis that he uses are the second person pronoun ‘you’ which refers to president obama as the addressee in this speech event and the first pronoun i which refers to himself (chuck todd). then, the types of reference that are mostly applied in this interview is anaphoric reference. 6. references halliday, m.a.k and hasan, r. (1976). cohesion in english. london: longman. levinson, s.c. (1983). pragmatics. cambridge: cambridge university mey, j.l. (2001). second edition: pragmatics an introduction. malden, massachusetts: oxford university press sugiharto, s. (2004). reference, anaphora, and deixis: an overview. vol. 4 no. 2.atma jaya catholic university. yule, g. (1996). pragmatics. new york: oxford university press. 137 the use of response tokens in waiting for godot by samuel beckett muhammad izzul islam1, murni fidiyanti2, rezkiawati nazaruddin3 state islamic university of sunan ampel surabaya12, universitas sulawesi barat3 zzlislam5@gmail.com1, murni1fidiyanti@yahoo.com2, keenadin@gmail.com3 abstract: this study discusses the use of response tokens in waiting for godot written by samuel beckett. specifically, it examines kinds and the functions of response tokens uttered by the main characters. this research uses descriptive approach to obtain rich description and to understand response tokens in waiting for godot. the data were taken form vladimir's and estragon's utterances. the key findings suggest that the types of response tokens in the drama are single response token, response token preceding expanded response, premodified response token, negative token and doublet and also triplet token. meanwhile, the functions of response token include the function of continuers, acknowledgement, newsmarker, change-ofactivity, assessement and brief question token. keywords: response tokens; waiting for godot 1. introduction in everyday communication, sometimes we find a listener who does not clearly attend to the speaker. this situation can be annoying for the speaker and can effect on the bad relationship. hence, it is important for the listeners to give some signals which indicating that he/she pays attention to the speaker, for example, the use of response tokens like yeah or oh. by uttering response tokens, the speaker will think that he/she is respected. harris et al. (1975) said that giving those signals’ function is not only as constructing and consolidating social relations but as strategic mechanisms for creating transitions into and out of transactional talk. schiffrin (1987) gives an example of a token 'oh' which is used to mark transitions in information states of speakers. this mechanism is also explained by mccarthy (2003) who stated that the responses are not something that just sits in the gaps between transactional episodes but actually facilitates the speakers and enhances their efficiency. this issue becomes one aspect of spoken interactions that has been examined by conversation analyst. it is the way a speaker and another (other) speaker(s) provide each other with feedback. feedback is the way in which listeners show they are attending to what is being said. this can be done, for example, by the use of response tokens such as ‘mm’ and ‘yeah’, by paraphrasing what the other persons has just said, or through body position and the use of eye contact (paltridge, 2006). this study discusses the topic that has relation to the explanation above. it gives an insight into the importance of listener's role in waiting for godot drama and the ways the mailto:zzlislam5@gmail.com mailto:murni1fidiyanti@yahoo.com 138 listeners signal that they pay attention to what being said by the speakers. it also discusses response tokens generally. it reveals what kinds and functions of response tokens found in the drama. 2. review of literature response tokens, based on the research of mccarthy (2003), are short utterances consists of a syllable, or a word, a phrase or a small sentence which uttered as a response of the primary speaker. uttering response tokens can be achieved if the speaker holds the floor. holding the floor, as young and lee (2004) stated, means a speaker continues to speak and the other participants in the conversation choose not to take turns. the listener contributes to the turn by uttering words like ‘mm’, ‘okay’ or ‘yeah’ and also by gestures including head movements such as nodding. this is strengthened by mccarthy (1991) who said that if we use response tokens like yeah or mm with the purpose of giving attention to the speaker, listeners cannot use those words to interrupt the speaker. response tokens cannot be used to initiate a conversation. it requires common expectations among participants about its appropriateness and a common willingness to take part in the talk. response token, though thematically considered unimportant, is an essential aspect of conversation in that it provides a means of ‘easing things along’ (schneider, 1988). people cannot arrange the amount of response tokens in their talks. it occurs naturally. this is proven in a research conducted by jefferson (1984 in gardner 2005). she found that some speakers of english use both hmm and yeah, whilst others use very few hmms. several studies related to spoken conversation have been done by many reserchers, for examples: duncan 2011 who focused on turn taking ‘some signals and rules for taking speaking turns in conversation’; tanaka 1999 ‘turn-taking in japanese conversation: a study in gramar and interaction; and adjacency pairs: ‘significance of adjacency pairs as building blocks of social interaction’ by garratt 2009; analysing conversational data with regards to interactional structures: turn-taking and adjacency pairs, also face and authority by mullins 2012. unfortunately, the study of verbal behaviors of the listeners by producing response tokens is rarely done and conducted. there are types of response tokens proposed by mccarthy (2003) and functions of response tokens proposed by gardner (2005). according to mccarthy (2003), there are several kinds of response tokens namely response tokens without expanded content, response tokens preceding expanded responses, response tokens with premodification, negative 139 response tokens and doublets and also triplets tokens in short clause. there are also six functions of response tokens proposed by gardner. they are continuers, acknowledgement, newsmaker, change-of-activity, assessment and brief question. however, it is not always the case that an item of response token such as ‘yeah’ performs an acknowledging function in a conversation. gardner (2005) shows that the item ‘mm’, for example, can perform many other functions as well. it may also serve to indicate a topic change instead of providing an acknowledging function, a recycling of a topic, or it may also solve a dispreferred action. the versatility of response tokens is also explained by pomerantz (1984) in gardner (2005), who said that an acknowledgement token like 'yeah' can be used for qualified agreements, but they can also be used for negative utterances. the function of response items such as ‘mm’, ‘yeah’ and ‘okay’ perform are also influenced by the place and timing of the utterance, or the context. 3. research methods in conducting this study, the researcher used qualitative approach to obtain rich description and to obtain response tokens in the play. the data was taken from the written form of waiting for godot drama written by samuel beckett which was published in 1994. the researcher only took the data from the conversation between vladimir and estragon because they uttered most response tokens utterances which are relevant with this study.the data of this study were the words, expressions, phrases, or small sentences produced by vladimir and estragon. 4. results and discussions 4.1 types of response tokens used in waiting for godot the findings reveals that the most tokens uttered in vladimir's and estragon's utterances are response tokens without expanded content that appear mostly in their conversation with total number eighty three (83) tokens or thirty nine percent (39%) from the whole data; sixty seven (67) tokens or thirty three percent (33%) tokens appear in type of response tokens preceding expanded response; fifty two (52) tokens or twenty three percent (23%) occur in doublet and triplet tokens type; ten (10) tokens or four percent (4%) appear as negative response tokens; response tokens with premodification type occurs least of all in one percent (1%) or three (3) tokens. 140 4.1.2 response tokens without expanded content response token without expanded content is a single response token type that occurs as the whole response move. in vladimir and estragon's utterance, there are eighty three (83) tokens of the first type or thirty nine percent (39%) from the whole data. the data below is an example of response token without expanded content: vladimir: one out of four. of the other three two don't mention any thieves at all and the third says that both of them abused him. estragon: who? vladimir: what? estragon: what's all this about? abused who? (beckett, 1994:7) there are two response tokens without further content type in this fragment. both estragon and vladimir utter the same type of response token, single response token without expanded content "who?" and "what?".although it is only a word, the response tokens uttered by both of them indicate the interactional concerns that listeners attend to. the token "what?" is uttered after token "who?". estragon says "who?"because she does not understand about who is abused by the thieves. however, vladimir’s response is also a signal of him not understanding estragon’s question. he uses token "what?" because he does not know what the estragon’s question "who?" means. 4.1.3 response tokens preceding expanded response this type of token is a response token followed by further content in that listener's turn. there are sixty seven (67) tokens appearing in this type or thirty three percent (33%) from the total response tokens in vladimir's and estragon's utterance. there is one of response tokens preceding expanded response data: vladimir: (gloomily). it's too much for one man. (pause. cheerfully) on the other hand what's the good of losing heart now, that's what i say. we should have thought of it a million years ago, in the nineties. estragon: ah stop blathering and help me off with this bloody thing. (beckett, 1994:3) a response token "ah" in estragon's utterance precedes expanded response “stop blathering and help me off with this bloody thing”. the token "ah" appears as an indication that the interlocutor hears something inapposite with his current situation. estragon wants to take off something which appears to be his boot. it is hard to remove so when vladimir verbose about what they should have thought about, estragon does not want to continue the topic because she is busy with the "bloody thing", by uttering response token "ah" and expanded response after the token. the writer found 18 tokens "ah" in this drama, the second most uttered response tokens including the one in this datum. 141 4.1.4 response tokens with premodification this is the least type of tokens that appear in vladimir's and estragon's utterance. there are only three (3) tokens of the third response tokens type or one percent (1%) from the whole data. response tokens with premodificationoccur premodified by adverb of degree. in the data analyzed, some tokens are premodified by very. the data below is one of the example of this token: pozzo : how did you find me? (vladimir and estragon look at him blankly.) good? fair? middling?poor?positively bad? vladimir: (first to understand). oh very good, very very good. (beckett, 1994:51) based on the dialogue above, vladimir utters a response token "oh very good, very very good". it is a response tokens with premodifier "very" which intensifies their interactional and affective meanings to the talk. the token is actually a combination of the token "oh" and "very good, very very good". the token "oh" signifies that he immediately know what to say about pozzo’s performance and it is followed by token "very good, very very good" as his valuation. vladimir seems wanting to satisfy pozzo since he repeats the premodifier "very" three times. the premodifier "very" is a signalof stronger adjective word "good". 4.1.5 negative token negative token is a response token that appears to be negated with a post modifier “not”. in vladimir's and estragon's utterance, there are ten (10) negative response tokens or four percent (4%) from the whole response tokens in the main characters' utterance. the data below is one of negative response tokens: vladimir: and it's not over. estragon: apparently not. (beckett, 1994:45) estragon utters the token "apparently not" where the token is followed by postmodifier "not". it provides an effective way of affective response without any expanded response and simultaneously it reinforces the conversation more than just "no". it indicates that estragon judges on the topic that vladimir conveys, even though vladimir also does the valuation. the word "apparently" added with "no" makes a stronger comment of negation in the utterance. 4.1.6 doublet and triplet tokens in short clauses doublet is response tokens that consist of two words whereas triplet consists of three words response tokens. there are fifty two (52) response tokens or twenty three percent (23%) appear in doublet and triplet type. one of data of doublet and triplet in vladimir's and estragon's utterance is proposed below: vladimir: where was i . . . how's your foot? 142 estragon: swelling visibly. vladimir: ah yes, the two thieves. do you remember the story? (beckett, 1994:6) the first data is shown in this dialogue. there is a doublet token "ah yes" uttered by vladimir. by using token "ah" and "yes" along, it can signal a strong relation between the producer and the previous interlocutor. vladimir utters response tokens because he remembers something to tell to estragon, it is the story of two thieves. it is quite queer because a response to someone who feels hurt must be a sad response. however vladimir chooses to forget it and tells estragon another story. this shows the intimacy between the main characters and oddity of the drama. 4.2 functions of response tokens in waiting for godot the findings show that brief question functions appear mostly in the vladimir's and estragon's utterance with total sixty nine (69) tokens or thirty three percent (33%) from the whole data; acknowledgement functions occur sixty two (62) times or twenty nine percent (29%); assessment function tokens appear thirty seven (37) times or seventeen percent (17%); newsmarker functions occur thirty two (32) times or fifteen percent (15%); continuers functions appear ten (10) times or four percent (4%); change-of-activity functions occur least of all with only five (5) tokens or two percent (2%). 4.2.1 continuers token continuers are used by recipients to show that he or she understands that the speech is on progress but is not yet completed. this research found that there are ten (10) tokens or only four percent (4%) from the whole vladimir's and estragon's utterance which all of them appear as token "well?".the data below is one ofcontinuers tokens: vladimir: you're not unhappy? (the boy hesitates.) do you hear me? boy : yes sir. vladimir: well? boy : i don't know, sir. (beckett, 1994:77) based on dialogue above, a continuer response token "well?" is uttered by vladimir. it has function to signify what vladimir wants. he wants to give the boy opportunity to speak. the token expresses the listener’s strong response of curiosity. it gives signal that vladimir pays attention to what being said by the boy. vladimir does not hold the floor, but he gives the floor back to the boy. however, the boy does not know what to talk. vladimir feels that he is not given attention by the boy, thus he utters the response token "well?" 4.2.2 acknowledgement token acknowledgement is the function of response token that aligns, agrees and confirms the prior speaker’s talk. in vladimir's and estragon's utterance, there are sixty two (62) tokens or 143 twenty nine percent (29%) from the total tokens. below is one of the data of acknowledgement tokens: estragon: that wasn't such a bad little canter. vladimir: yes, but now we'll have to find something else. (beckett, 1994:96) it is a response token "yes" which signifies that the recipient agrees on the primary speaker's utterance and he does not have any problem in understanding the utterance. estragon says that something was not such a bad little canter. vladimir agrees on him and utters the response token "yes". however, the content after the response shows suggestion that vladimir has different opinion with estragon since he utters a word “but” and proposes a new action indicated by words “find something else” 4.2.3 newsmarker token newsmarker is a function of tokens which mark the prior speaker’s turn as newsworthy in some way. there are thirty two (32) tokens or fifteen percent (15%) from the whole response tokens data uttered by vladimir and estragon. here is one of the data of newsmarker tokens: estragon: i'm tired! (pause.) let's go. vladimir: we can't. estragon: why not? vladimir: we're waiting for godot. estragon: ah! (pause. despairing) what'll we do, what'll we do! (beckett, 1994:103) here, the response token "ah!" is also included in newsmarker function. however, estragon utters the response token indicating that there is something inapposite with vladimir's utterance. the act of uttering response token "ah!" can be caused by estragon's despair of what they should do. estragon cannot bear to wait and decide to leave. however vladimir always reminds her to be patient by saying that they cannot leave their place. thus, estragon utters the token "ah!" 4.2.4 change-of-activity token change-of-activity tokens is tokens which mark a transition to new activity or a new topic in the talk. in vladimir's and estragon's utterance, this function is the least where there are only five (5) tokens or two percent (2%) from the total tokens. below is one of the data of change-of-activity tokens: vladimir: you're as bad as myself. (silence.) where do you sleep? boy : in the loft, sir. vladimir: with your brother? boy : yes sir. vladimir: in the hay? boy : yes sir. (silence.) vladimir: all right, you may go. (beckett, 1994:75) 144 one of change-of-activity function of response token in vladimir's utterance is a response token "all right". it has function to change the activity. even though the token usually marks a transition to new activity or a new topic in the talk, in that case the token indicates that vladimir wants to stop his conversation with the boy in the fragment above. it seems that both vladimir and the boy cannot keep the conversation anymore. thus, he utters the token corroborated with the expanded response “you may go”. 4.2.5 assessment token assessment is the function which evaluates the talk of the prior speakers. there are thirty seven (37) tokens or seventeen percent (17%) from the whole response tokens data uttered by vladimir and estragon. the data below is one of the data of assessment tokens: vladimir: because he wouldn't save them. estragon: from hell? vladimir: imbecile! from death. estragon: i thought you said hell. vladimir: from death, from death. estragon: well what of it? (beckett, 1994: 8) the data above shows that assessment token occurs in that fragment. vladimir utters a response token "imbecile!" which is included in assessment function. the token is reinforced with further content “from death” which is the answer of estragon’s question. the token "imbecile!" evaluates the talk of the prior speaker, in this case is estragon. this token has the added sense of expressing the listener’s reaction to the current turn. in the dialogue, vladimir says "imbecile!" because he criticizes estragon of misunderstanding what he says before. it indicates vladimir’s established relationship with estragon because he says it without feeling sorry. 4.2.6 brief question token brief question is the function of response token used for clarification or other types of repair, and it seeks to clarify mishearing or misunderstanding. there are sixty nine (69) tokens or thirty three percent (33%) from the total tokens. below is one of the data of brief question tokens: vladimir: suppose we repented. estragon: repented what? vladimir: oh . . . (he reflects.) we wouldn't have to go into the details. (beckett, 1994: 5) brief question token appears in estragon's turn of talk. in this dialogue, estragon utters doublet token "repented what?" which is the repetition of vladimir’s verb. the function of the 145 token is brief question token that attempts to clarify misunderstandings. this token signals the listener’s strong response of his curiosity toward the primary speaker’s utterance. estragon says the token because he is still not clear about repenting idea suggested by vladimir. 5. conclusion the analysis of the data gives some knowledge about the kinds and functions of response tokens uttered by vladimir and estragon in drama waiting for godot. the findings of this research strengthen mccarthy's (2003) and gardner's (2005) opinions about types and functions of response tokens. overall, the findings reveal that vladimir and estragon use response tokens in their utterance to provide feedback to the prior speaker. the tokens have several types including response tokens without expanded content, response tokens preceding further response, response tokens with premodification, negative response tokens and doublet and also triplet tokens which are proposed by mccarthy (2003). those different types indicate the utterer’s concerns toward the talk they attend. some tokens followed by further content or some tokens repeated shows that the utterer of response token pay more attention to the previous speaker rather than uttering a single token only. the writer concludes that response tokens uttered by vladimir and estragon express their affective response of surprise, disbelief, curiosity and so forth such as "impossible", "oh", "pardon?", "yes yes" and so on. it is derived from mccarthy's (2003) view on the usage of response tokens. besides, this study also finds that the token "yes" is the most often uttered response tokens among other tokens in the utterance of vladimir and estragon. most often uttered response tokens "yes" show the tendency of vladimir and estragon in agreeing the previous utterance. occasionally, the token "yes" is reinforced by expanded contents, which are responses to an argument by the primary speaker. it is a fact that a response token can have two different functions. this is found in token "well" within the utterance of the main characters which functions as continuers and acknowledgement. the token "well" added by question mark indicates that either vladimir or estragon wants to let the previous speaker talk more. the writer concludes that "well?" is included in continuers function of token, derived from gardner's view (2005) that continuers are used to pass up the opportunity of talking toward the prior speaker. meanwhile, the token "well" without question mark and always followed by further content indicates that the main 146 characters understand what being said by the previous speaker and pay attention to whom they talk to. in conclusion, the findings of this research have contributed to the importance of the listener and response tokens in use. response tokens are important since they are used to give some signals indicating that they pay attention to the previous speaker. it makes the previous speaker feels respected since the speaker does not ignore him/her and thus, the conversation is maintained better. 6. references beckett, s. (1953). waiting for godot. london: faber and faber. duncan, starkey. (2011). some signals and rules for taking speaking turns in conversation. chicago: university of chicago. gardner, rod. (2005). when listeners talk: response tokens and listener stance. philadelphia: john benjamin publishing. garratt, j.e. (2009). significance of adjacency pairs as building blocks of social interaction. colchester: university of essex. jefferson, gail. (1984). notes on a systematic deployment of the acknowledgement tokens „yeah‟ and „mm hm‟. papers in linguistics 17 (2): 197–216 mccarthy, michael. (1991). discourse analysis. cambridge: cambridge university press. mccarthy, michael. (2003). talking back: “small” interactional response tokens in everyday conversation. nottingham: lawrence erlbaum associates. 36(1), 33–63. mullins, joanna. (2012). analysing conversational data with regards to interactional structures: turn-taking and adjacency pairs, also face and authority. colchester: university of essex. paltridge, brian. (2006). discourse analysis – an introduction. london: continuum. pomerantz, anita. (1984). agreeing and disagreeing with assessments: some features of preferred/dispreferred turn shapes. in atkinson and heritage (eds), 57–101. schiffrin, deborah. (1987). discourse markers. cambridge: cambridge university press. schneider, klaus p. (1988). analyzing phatic discourse. marburg: hitzeroth. tanaka, hiroko. (1999). turn-taking in japanese conversation: a study in gramar and interaction. philadelphia: john benjamin publishing. young and lee. (2004). identifying units in interaction: reactive tokens in korean and english conversation. journal of sociolinguistics 8/3, 380407 oxford: blackwell publishing. 1 spirituality through the images of nature in “november day at mc clure’s” rio febriannur rachman airlangga university, surabaya riojaya21@gmail.com abstract: the analysis focuses on revealing spirituality through images of nature in robert bly’s poem, “november day at mcclure’s”. the purpose of the study is to depict the kinds of images of nature used and the spirituality reflection in the poem. to complete the analysis, concept of nature classification by coleman j. goin and oliver b. goin is applied. based on the concept, there are some groups of images of nature: landscape, phenomenon, animal, plant, object above the earth, and other nature object. the analysis result shows the images of nature in the poem consist of some kinds such as: landscape, animal, phenomenon, object above the earth, and other nature object. based on the concept of ary ginanjar agustian, there are some kinds of spiritual reflection: through messages of loving unconditionaly, awaring fate and god, responsibility, time perspective, and being free from material things. the analysis result shows that the spirituality can be reflected through the message of awaring fate and god and message of responsibility. keywords: spirituality; images; nature; poem 1. introduction human reality consists of two opposing and irreducible elements: matter and mind, body and soul, or material and spiritual. the living person is one, as there is total unity and integration between the two distinctive expressions of reality, material and spiritual. the spirituality will guide human to be an integrated and unified human reality with some fundamental powers, they are: to know, to love, and to will. the sum up is spirituality will guide human to do anything on the way of rightness and peace (danesh, 1994:18-19). human has to be aware that an aspect of life is the tension between the instinct, which is the property of the body, and the spiritual, which is the property of the soul or conciousness. human civilization is the outcome of this interface, while human achievements and failures are the respective reflections of the victory of either the spiritual or the instinctual. for the spiritual to become victorious over the instinctual, for generosity to replace greed, and for love to overcome hate, one needs to learn to discipline the instinctual and animal-like appeties, to control the tendency toward violence and hostility, and to replace them with values of truth, unity and service (danesh, 1994: 232). from the first two paragraphs above, it can be taken one perception of how important the aspect of spirituality in human life is. exploring that in everything, included in literary work 2 is worthdoing. knowing it through literary work, especially poem, will enrich the readers’ knowledge and insight about spirituality. reaching spirituality can be done through several ways. understanding the incredible of nature is one of them. observing images of nature in literary work is also one of those ways. nature is one aspect that can not be separated from human life. this consists of many wonderful and beautiful things which can open human’s awareness about spirituality. robert bly is one of the poets who really concerns with the theme of spirituality and nature. in 1995, sierra club books located in san fransisco, published a book which contains some poems which are choosen, written, introduced, and translated by bly. the book named news of the universe poems of two fold consciousness. the idiom ‘two fold conciousness’ in the book’s tittle refers to spirituality and nature. this proves that bly really cares about those two things. one of the poems which is written in that book is “november day at mc clure’s” written in around 1974. the characteristic of spirituality in that poem is interesting to explore. it is reflected through the images of nature on some lines of the poem. leslie ullman (2005) states that bly often demonstrates spirituality in his criticism and his own poetry through the natural world, from silence and solitude, and it equips the reader to surface and fully confront the complexities of modern life. those things can reflect how bly is interested in spirituality and nature. the ability of bly in using images drives him to the circle of imagist poet. ullman (2005) asserts that robert bly is one of the poets who can be classified into the group ‘the deep image movement of literature’. bly’s work, of course, enacts quite clearly the states of mind he calls for in american poetry. many of his poems also echo the image construction and pacing of images in the poetry he has translated. in bly’s other book, silence in the snowy fields, published in 1962, most of the poems are drawn from the winter landscape of rural minnesota, and the speaker of the poems reveals a brief, quiet, and joyful moment in a solitude and benevolent darkness. those are the two elements bly feels to have an important relation with the subconscious. those evidents are some interesting points of bly’s creative world. thus, how important spirituality is, and how the nature can influence human life are choosen as the major topic of this analysis. this can be done by exploring the spirituality through observing the images of nature. the fact showing that bly is the one who concerns about imagism, nature and spirituality used as the reason why using one of his poems, “november day at mc clure’s”, as the object of analysis. 3 according to the idea on the background of the study, the problems are formulated as follows: how images of nature employed in robert bly’s “november day at mc clure’s”and how images of nature in “november day at mc clure’s” reflect spirituality. those aim to reveal and describe the images of nature which reflect spirituality. 2. review of literature through an unpublished undergraduate thesis from english literature department, state university of surabaya, rachman (2009), spirituality can be found in seven poems by robert bly. the conclusion of that research is not different from ullman’s (2005) statement few years before. it states that robert bly’s poems sometimes show spirituality through certain ways. besides that, there are some researchers observe robert bly and his literary works. for example, jeffery alan triggs through his article entitled hurt into poetry: the political verses of seamus heaney and robert bly and william a. johnsen through article entitled robert bly, which it contains biography of that poet related to his literary works. those prove that robert bly can be observed by multi perspective approach: spirituality, biography, political, etc. the discussion will about two scopes. they are the employing images of nature to describe the subject or the meaning of images of nature themselves in “november day at mc clure’s” by combining the theory of image by white, wafford, and gordon (1967) and the concept of nature by coleman j. goin and olive b. goin (1970). then, for describing the way spirituality reflects on the images of nature in the poem,” the concept of spirituality by ary ginanjar agustian (2007) is applied. white, wafford and gordon (1967) state that poetic images may be divided into two kinds. first, the images which directly describe the subject. second, the images which indirectly describe the subject by comparing them into something else which may have several similarities with the subject. in addition, if the subject is the image of nature, such as in the analysis of this study, that will describe the meaning of images of nature itself, whether directly or by comparing it to other similar things. the study will use two basic concepts. they are the concept of nature and the concept of spirituality. the concept of nature is used to classify the image of nature in the poems into some groups. based on the concept, images of nature in the poem will be classified into: 1) landscape, 2) animal, 3) plants, 4) object above the earth, and 5) the other nature objects. 4 the concept of spirituality by ary ginanjar agustian’s (2007) will be used to analyze the way of images of nature reflects spirituality. the images of nature may reflect spirituality through message of: 1) loving unconditionaly, 2) awaring fate and god, 3) responsibility, 4) time perspective, and 5) being free from material things. 3. discussions of the main theme the discussion will be divided into three stages. first, the poem is paraphrased to express the message of the poem. second, the analysis focuses on the images of nature, and the last, the discussion ends on the spirituality in the poem. 3.1 the poem november day at mcclure’s alone on jagged rock at the south end of mcclure’s beach. the sky low. the sea grows more and more private, as afternoon goes on, the sky comes down closer, the unobserved water rushes out the horizon, horses galloping in a mountain valley at night. the waves smash up the rock; i find flags of seaweed high on the worn top, forty feet up, thrown up overnight, separated water still pooled there, like the black ducks that fly desolate, forlorn, and joyful over the seething swells, who never “feel pity for themselves,” and “do not lie awake weeping for their sins.” in their blood cells the vultures coast with furry next extended, watching over the desert for signs of life to end. it is not our life we need to weep for. inside us there is some secret. we are following a narrow ledge aroeund a mountain, we are sailing on skeletall eerie craft over the bouyant ocean. 3.2 paraphrasing i stand alone on the jagged rock which is located in the south end of the mcclure’s beach. i see the waves of the sea move really lively. and the sea, it must be alone. it acts as looking something private as what i do now. looking at the sea and feeling that sea is also alone and keeping its private as the afternoon comes into the day. the sky is very beautiful, meets the horizon, i think there are galloping horses on the valley in the evening. the waves smash the rock makes the seaweed flags on top of the water. the waves will smash all the night. then i 5 see the separated water of the sea. i reminds the desolated black ducks feel forlorn. the separated water is sheethed by the sweels. but they do not feel pity for themselves. and they do not weep for that reality. then the vultures above the water look at the desert. may be there is sign of carrion that they can eat. i think this life is full of secret. therefore, weeping is not needed. we are in the dynamic and not easy position. we are like following a narrow ledge around a mountain, we are sailing on skeletal eerie craft over the bouyant ocean. 3.3 images of nature the poem uses free-verse style. it consists of only one stanza and fourteen lines. the images of nature spread on almost whole of the lines. there are only several lines which has no images of nature, they are in line six, eight, nine, and twelve. table 1. images of nature in each line line images of nature one jagged rocked, the south end of mcclure’s beach two sky low, the sea three afternoon, sky four the unobserved water, the horizon, horses, a mountain valley five night, the waves, the rock, flags, seaweed seven overnight, separated water, black ducks ten blood cells, the vultures eleven the desert thirteen a narrow ledge around a mountain fourteen skeletal eerie craft, bouyant ocean table 2. images of nature group classification group images of nature landscape jagged rocked, the south end of mcclure’s beach, the sea, the horizon, a mountain valley, the waves, the rock, the desert, bouyant ocean, skeletal eerie craft, a narrow ledge around a mountain animal horses, black ducks, the vultures phenomenon afternoon, night, overnight object above the earth sky low, sky other nature objects seaweed, blood cells 6 3.4 spirituality 3.4.1 the image of nature may reflect spirituality through message of being aware about god the speaker of the poem tells the readers about the situation or the image around certain place which is called mcclure’s beach. he himself enjoys the loneliness on the jagged rock at the south end of mcclure’s beach by standing on the jagged rock, and finds that waves of the sea always smash the rock all night and everytime. from the certain location, around mcclure’s beach, the speaker looks at the sea. he feels that the sea is alone as him. the sea, as a part of nature, has a private time. it has its own way in its own time. that is the law of nature such as the fate. the speaker says that he stands on the jagged rock. jagged rock is a rock that has some sharp and rough points. that may represent as human, now, life is hard and not an easy task to walk on. some problems may come to human as the waves smash the rock. that has been a nature law. the rock in the shore will be smashed by waves until the surface not to be flat anymore. it seem like life which is never flat. it is always dynamic and fluctuative. there is the water which is separated from the sea. it looks forlorn as the desolate ducks. in reality, sometimes on the beach, there is a puddle of water. then sometimes the swell sheeths it. the vulture sometimes flies above the sea to find carrions for food. what happens in the puddle is the same as what has happened in the jagged rock. those are the effects of the law of nature. everything in the nature goes with the rule of fate. no complaining and interupting because nature has been predestined by something powerful that can be called god. in some last lines of the poem, the speaker outlines that everyone does need to cry in every condition of life. life can be described as the period among birth and death and every experience or state of being alive. everyone can feel this period with his or her senses. everyone can imagine the form of it by using his or her experiences. whether in this period someone feels good or bad, has happy or sad experiences, the tear of weep is not useful for filling this period. that is what the speaker wants to say through the three last lines.‘it is not our life we need to weep for. inside us there is some secret. we are following a narrow ledge aroeund a mountain, we are sailing on skeletall eerie craft over the bouyant ocean.’ the speaker also says that there is a secret in everyone’s life. the secret is not known. if anyone knows about the secret, he or she can respond it as how he or she wants. in the sentence before, the speaker asks the readers not to weep. the speaker wants to remind the 7 readers not to response the life by weeping, in order not to weep for secret thing that no one knows what it is. the secret is a piece of information on life that is only known by some sides which are not a person or a creature. in someone’s life, there is a big secret which he or she does not know, so the other ones certainly do not know either. the only one who is meant by the speaker is the powerful one and has authority to determine everyone’s life. it can be called god. god determines the human’s way of life. 3.4.2 the images of nature may reflect spirituality through message of responsibility the speaker also says that ‘everyone is following a narrow ledge around a mountain and sailing skeletal eerie craft over the bouyant ocean.’ based on the general experiences and perceptions, following a narrow a ledge mountain and sailing on skeletal eerie craft over the bouyant ocean are uncomfortable and enigmatic positioning and doing. the speaker wants to tell the readers that the life is not in a safe condition. relating it with the early explanation about secret, the speaker also wants to tell that nobody knows about the final position of the tortuous life. so, no need to weep. it is better to do the best thing to walk on it. everyone does not know about the secret, but everyone knows that he is on unsafe position. if everyone is on unsafe position of life, he is responsible to his own life because one has to be careful in the journey of life. 4. conclusion robert bly’s “november day at mcclure’s” contains some images of nature. the images can be classified into some certain groups such as: landscape, phenomenon, animal, object above the earth, and other natural objects. some images of nature in the poem reflect spirituality through the message of awaring fate and god and message of responsibility. thus, not all of the kinds and groups of images of nature based on the concept of coleman j. goin and olive b. goin appear on the poem. not all of spiritual reflections based on ary ginanjar agustian’s concept appear on the poem. generally, the images of nature in “november day at mcclure’s” can reflect spirituality. it also means that the poem explains some characteristics of spiritual people who have to possess the awareness of fate and god and also have to possess responsibility. 5. references agustian, a. g. (2007). emotional spiritual quotient. jakarta: arga publishing. 8 bly, r. (1995). “november day at mcclure’s”. bly, robert (ed). news of the universe poems of twofold conciousness. san fransisco: sierra club books. danesh, h. b. (1994). the psychology of spirituality. victoria: paradigm publishing. goin, c. j. & goin, o. b. (1970). man and the natural world. toronto: collier-macmillan canada, ltd. rachman, r. f. 2009. spirituality through images of nature in robert bly’a poems. unpublished undergraduate thesis from english literature department: state university of surabaya triggs, j. a. (1992). hurt into poetry: the political verses of seamus heaney and robert bly. retrieved 7b april 2015 from rucore.libraries.rutgers.edu ullman, l. (2005).deep imagists: the subconscious as medium. retrieved 7 april, 2015 from http://www.google.co.id/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&cad=rja&uact =8&ved=0cbwqfjaa&url=http%3a%2f%2fpersonal.colby.edu%2f~isadoff%2fcap %2fullman.doc&ei=tbosvdpdjog5mwwekycwag&usg=afqjcnhdpdsfkgyzb5j8dm7os6_u48z_w&bvm=bv.90790515,d.dgy. white, e., joan w., & gordon, e. j.(1967). understanding literature. massachusetts: gin and co. 155 learning strategies used by the british institute for upper intermediate and advanced students iin rachmawati university of 17 agustus surabaya iinrachmawati85@gmail.com abstract:practicing is an important factor in learning a second language. people all over the world learn their first language and also second language through practice with other people. yet, different people may use different ways of learning, which are known as learning strategies. this study is concerned with language learning strategies reported to be used by students of upper intermediate and advanced level at a private language institute in surabaya. it aims to identify the learning strategies most frequently used by the two groups of respondents and to identify differences and similarities in strategy used by the two groups. this research uses descriptive qualitative method. using rebecca oxford’s strategy inventory for language learning (sill), the study found that the two groups of respondents used different types of learning strategies. most frequently used strategies by the upper intermediate students include cognitive, compensation, and meta-cognitive strategies, while the advanced students mostly used social strategies. in addition, the two groups of students showed other differences and some similarities in the strategy use in terms of both type and frequency. keywords: learning strategies; upper intermediate level; advanced level; types of learning strategies 1. introduction practicing is an important factor determining the success of language learning. people who have opportunity to practice a language will acquire the language fast. nowadays, most people in indonesia still have difficulties in learning english as a foreign language as they have lack opportunity to practice english. this condition is worsened by people attitudes toward english learners. moreover besides practice, there are some other factors that affect second language learning, such as age, attitude, intelligence, personality, motivation, and attitude. regarding age factor, lightbown (1993) says that the earlier the learners know about second language, the greater the degree of success in learning a second language. aptitude and intelligence factors affect second language learning on skill to accept the material. the last three factors: motivation, attitude, and personality come from the learners themselves. they determine learner’s strategy in language learning. language learning strategies are very important to people who want to learn a second language and a foreign language. the success of english language learning in indonesia also depends on the use of learning strategies in a classroom. language learning strategies research began in the 1970s with the work of joan rubin, who, like stern (1975), suggested mailto:iinrachmawati85@gmail.com 156 that a model of “the good language learner” could be constructed by looking at special strategies used by successful second language students (rubin, 1975). in any educational courses and institutions, teachers still play the most crucial role. the teachers have to lead their students in order to make their students have a good strategy in learning second language. hence, teachers should also have a good relationship with their students in order to make the teaching-learning activity become successful. unfortunately, teachers sometimes are not aware of the idea of learners’ strategy. this condition is worsened by a group of low motivated students and a bad selection of learning materials. in many cases, students do not succeed in learning english since they have no learning strategy. actually, learning strategy is one great way to learn english faster, easier, and more efficient. by using learning strategy, the students can get a simple way to learn english. the more information about the way to learn a second language, the faster they can receive the materials. when students are motivated to learn, their chances of success will be much higher. this study will discuss more about the differences and the similarities in strategies used by students of different level of proficiency: upper intermediate and advanced class. 2. review of literature 2.1 second language learning in learning language, there are second language and foreign language. according to oxford (1990), the target language, language being learned, can be either a second language or a foreign language. a second language has a social and communicative function within the community where it is learned. for example, belgium and canada as multilingual countries, where its people need more than one language to communicate for social, economic, and professional reasons. 2.2 role of language learning strategies in second language learning language learning strategies (lls) can help students develop communicative competence in second language learning (sll). in order to develop students’ communicative competence, language learning strategies are important because research suggests that training students to use language learning strategies can help them to become better language learners. a study by o’ malley and chamot (1990) also suggests that effective second language learners are aware of the language learning strategies they use. 157 2.3 language learning strategies learning strategies basically refer to the activities in which learning is achieved. oxford proposed six types of learning strategies: direct and indirect strategies which will be subdivided into six categories. 2.3.1 direct strategies these strategies are directly involved the target language. memory strategies the key functions of memory strategies are storage and retrieval of new information (oxford, 1996:58). by using these strategies, students are able to store important things that they have heard and read in their memory. cognitive strategies these strategies are essential in learning a new language. such strategies are varied lots, ranging from repeating to analyzing expressions and summarizing. compensation strategies these strategies enable students to use new language for comprehension or production despite limitations in knowledge. 2.3.2 indirect strategies these strategies support and manage language learning without directly involving the target language. these strategies coordinate the learning process. metacognitive strategies these strategies are actions which go beyond cognitive devices and provide way for learners to coordinate their own learning process. affective strategies these strategies refer to emotions, attitudes, motivations, and values. those who know how to control emotion and attitude of learning are considered to be good language learners. social strategies in these strategies, we learn about communication that occurs between and among people. language is a form of social behavior, thus language involves other people. students like any other human beings, live together with their friends and they need language in order. 2.4 factors affecting strategy choice oxford and nyikos (1989) distinguish factors affecting choice of second language learning strategies into three: motivation, years of study, and sex. they stated that the more motivated the students use learning strategies, the more often they learn the language. students, who 158 have been longer in studying the language, they will use strategies more often than do less experienced students. finally, the girls use more frequent strategy than the boys. 3. research methods in doing this study, the writer used quantitative descriptive method because the writer used the average score (mean) in statistical calculation in order to calculate the most frequently used strategy in both upper intermediate and advanced class. the major characteristic of this quantitative method is that it includes deductive process which means process from general to specific actions (cresswell, 1994). procedures for making generalizations about the characteristics of the population were based on information obtained from sample taken from the population. the population of this study were the students of the british institute (tbi) surabaya. and the sample of this study was taken from the upper intermediate class (eight students) and the advanced class (six students). the writer chose the respondents from upper intermediate and advanced class because those classes are in the two highest levels in tbi and the students have already had the competence to learn formal and informal english. and these two classes were chosen because the level gap is not too distant so that the comparison will become more realistic. the data were collected through questionnaires which contained 50 questions about types of learning strategies, which was taken from oxford’s strategy inventory for language learning (sill). then, some informal interviews were also being done in order to make sure that the answers of each student were their fixed answers. for data analysis, the writer did three steps: calculating the scores from the questionnaires, putting the calculated scores in tables, and identifying the differences and similarities between strategies used by upper intermediate and advanced class. 4. results and discussions this part describes the results of the research and discusses the main points in it. 4.1 data presentation and analysis of upper intermediate class it can be seen from the table 1 that cognitive, compensation, and metacognitive strategies have the highest mean, which indicates that those strategies are mostly used by upper intermediate students. the lowest mean occurs to memory and affective strategies. based on the table above, it can be concluded that the upper intermediate students do not always or generally use learning strategies. the highest score from the table is 3.4, and according to oxford, that score belongs to medium strategy. therefore, it can also be concluded that all 159 strategies used by students of upper intermediate class are at the medium level. table 2 shows the learning strategies applied by the students from upper intermediate group. table 1. learning strategies applied by students from upper intermediate group respondents memory strategies cognitive strategies compensation strategies metacognitive strategies affective strategies social strategies i 3.3 3.5 3.5 3.1 3 3.7 ii 2.8 3 2.5 2.3 1.8 2.7 iii 2.8 3.3 3 3.1 3 2.8 iv 2.7 3.5 3.3 3.9 2.2 2.5 v 2.3 3.5 4 3.8 4 4 vi 3.9 3.9 4 4 2.8 4 vii 2.6 3 3.3 3.7 3.3 3.2 e 20.4 23.7 23.6 23.9 20.1 22.9 x 2.9 3.4 3.4 3.4 2.9 3.3 notes: e refers to the total scores of each type of strategies x refers to the mean of the scores of each type of strategies basically, the use of cognitive strategies by higher level students are encouraged by class activities. they often use repeating practice such as saying or doing something over and over again. the situation in the class also supports them to do repeating practice as the teacher always asks the students to say something until they get the right pronunciation and intonation. in case of compensation strategies, students sometimes switch to their mother tongue if they do not know how to say it in english or by selecting the topic and getting help. finally, when they are about to use metacognitive strategies, they often tend to correct their grammatical errors. 4.2 data presentation and analysis of advanced class table 2 shows the learning strategies applied by the students from advanced group. table 2 learning strategies applied by students from advanced group respondent s memory strategies cognitive strategies compensation strategies metacognitive strategies affective strategies social strategi es i 3.1 3.4 3.8 2.9 3.5 4.7 ii 2.7 2.9 2.2 2.7 3.3 2.8 iii 2.6 3.7 4.5 3 3.3 4.3 iv 2.7 4.6 3.8 4 2.8 4.8 v 2.6 3.2 3 3 3 4.2 vi 3 2.4 2.5 3 2 3.2 e 16.5 20.1 19.8 18.5 17.9 23.9 x 2.8 3.4 3.3 3.1 2.9 3.9 notes: e refers to the total scores of each type of strategies 160 x refers to the mean of the scores of each type of strategies it can be seen from the table 2 that social strategies have the highest mean, which indicates that these strategies are mostly used by advanced students. the lowest mean occurs to memory strategies. based on the table above, the use of social strategies by advanced class students can be categorized as high (with the score from 3.5 to 5.0) and the rest of the strategies are at the medium level of use. although memory strategies are at the medium level of use, the mean score for these strategies is the lowest. since social strategies are the most frequent strategy used by advanced students, it is said that there are three sets of social strategies: asking questions, cooperating with others, and empathizing with others. one of the most basic social interactions is asking questions which is commonly used by these advanced students to get closer with the right answer and increase their understanding. the strategies chosen by these advanced students seem to have correlation with their age and their years of study. advanced students are aged from 20 to 30 years old and they tend to have more experience in learning a second language than those who are younger than them. in case of years of study, they know exactly that in learning a second language, they have to practice it more often to be successful language learners. 4.3 the differences and similarities in the learning strategies used by upper intermediate and advanced class students there are three similarities between upper intermediate and advanced class students. first, the students in both classes do not have low use of strategies. second, the students in both classes mostly have medium use of strategies. third, the students in both classes have the same score mean of cognitive strategies and affective strategies. these similarities may have relationship with motivation. the more motivated the students use learning strategies, the more often they learn the language. and there are also three differences between these two classes. first, the most frequently used strategies in upper intermediate class are cognitive, compensation, and metacognitive strategies. and the most frequently used strategy in advanced class is social strategies. second, in upper intermediate class, there is no highly strategy used. in contrast, in advanced class, there is highly used strategy with mean 3.9. and the last difference concerns the average score of each individual. the average score of each individual in upper intermediate class is lower than the average score of each individual in advanced class. these differences may have something to do with the students’ age and years of study. 161 5. conclusion learning is a process of acquiring or getting knowledge and skill by study, experience, or instruction which causes permanent change in an individual knowledge or behavior. actually in learning something, someone needs a special way and special tool called strategy. so, learning strategies are steps taken by students to enhance their own learning. according to oxford, learning strategies are taken by students to make learning easier, faster, more enjoyable, more self-directed, more effective, and more transferable to new situations. language learning concerns both spoken and written language and all the four language skills: writing, speaking, reading, and listening. appropriate language learning strategies result in improved proficiency and greater self-confidence. in some cases, students do not learn according to their teacher’s instruction. this fault may lie in the students’ motivation but it could also lie in their failure to use learning strategies while instruction is occurring. because of those reasons, it is better if the teachers are sure first that the students know how to learn effectively by using learning strategies. the role of language learning strategies (lls) in second language learning (sll) is actually that lls can help students develop communicative competence in sll. so, it can be concluded that learning styles and strategies have a big role in learning a second language. the most frequently used strategies by upper intermediate students are cognitive, compensation, and metacognitive strategies. based on this result, the upper intermediate students are more concerned with learning material and all mental processes. and the most frequently used strategy by advanced students is social strategies which means that the strategy can help them more understand the materials through enhancing the communication skill between and among people. 6. references creswell, j.w. (1994). qualitative and quantitative approaches. new york: sage publications. o’malley, jm. , & chamot, a.u. (1990). learning strategies in second language acquisition. cambridge: cambridge university press. oxford, r.l. (1990a). language learning strategies: what every teacher should know. new york: newbury house/harper and row. _______________ (1990b). styles, strategies, and aptitude: connections for language learning. in t.s. parry & c.w. stansfield (eds.), language aptitude reconsidered (pp. 67-125). englewood cliffs, nj: prentice hall. oxford, r. and nyikos, m. (1989). variables affecting choice of language learning strategies by university students. the modern language journal, 73(3), 291-300. 162 rubin, j. (1975). what the “good language learner” can teach us. tesol quarterly, 9, 41-51. stern, h. h. (1975). what can we learn from the good language learner?. canadian modern language review, 31(4), 304-318. willing, p. (1988). studies on second language learning style. new york: cambridge university press volume 13, number 1, april 2022, 50-66 available at http://jurnalfahum.uinsby.ac.id/index.php/nobel/article/view/494 doi: 10.15642/nobel.2022.13.1.50-66 the intergenerational conflict in lisa see’s shanghai girls: second generation experiences maria niayu risma novianti  sampoerna university, jl. raya pasar minggu kav. 16, jakarta, west java, indonesia article info abstract this study explores the intergeneration conflict and acculturation strategies of the second-generation chinese american in lisa see’s shanghai girls. the novel depicts pearl and may’s experiences moving to america due to the sino-japanese war in china and facing the cultural conflict of choosing the chinese or american culture. therefore, the study uses the sociological approach by employing hofstede’s cultural dimension and sam and berry’s acculturation model to examine the sociocultural experiences of pearl and may. the result is that the conflict between the first and second generations is based on power distance, masculinity and femininity; individualism and collectivism; and the short and long term. as the result of the conflict, pearl integrates two cultures on the dimension of power distance and short and long term, while may assimilates more into american culture. those different strategies also imply the different reception experienced by pearl and may while socializing within both the chinese and american cultures. article history: received december 2021 accepted march 2022 published april 2022 keywords: intergenerational conflict, acculturation strategies, sociological approach © 2022 uin sunan ampel surabaya correspondence: p-issn 2087-0698 email: maria.novianti@sampoernauniversity.ac.id e-issn 2549-2470 http://jurnalfahum.uinsby.ac.id/index.php/nobel/article/view/ maria niayu risma novianti nobel: journal of literature and language teaching 51 volume 13, number 1, april 2022, 50-66 introduction chinese americans have been a part of american society due to the gold rush phenomenon. most of them left their mainland and found another opportunity to be more successful (portes and rumbaut, as cited in misiuna, 2018, pp. 154–156). it started in the middle of the 1800s as the first wave, followed by the second wave in 1882 and the third wave in 1965 (chen, 1992; keister et al., 2016). the first wave came from developing society, and they were not fully prepared to adjust to american society. in contrast, the other waves had more stable economic and social conditions to assimilate into american society. the recent wave, especially the 20th-century generation, has shifted the image of chinese americans brought by the first wave as unskilled laborers or workers (misiuna, 2018). the language mastery and high achievement both in academics and profession have created chinese americans as the model minority among any other minorities or immigrants. some evidence highlights that chinese americans are predicted to have more increasing numbers than hispanics, and more than 50% have better english proficiency (budiman & ruiz, 2021). similarly, shih et al., (2019) point out that 50.5% of asian americans have obtained a bachelor’s degree higher than the u.s population. most of their employment areas are categorized into management and professional compared to other ethnicities as hispanic african american. however, as those generations live in one big community, a clash between intergeneration may occur. lee et al. (2000 as cited in kalibatseva et al. 2017, p. 127) also argue that the conflict results from acculturation. the children start adopting the host culture as the major society while the parents are still maintaining their original culture. ying and han (2007 as cited in kalibatseva et al. 2017, p. 131) add another point on behavior expectation as one of the roots in the intergeneration conflict when the immigrants are expected to be more independent to develop a personal identity coming to the american society, which is clashed with the collective identity. in addition, the parenting style also contributes to the conflict between the older and younger generation. chao (2000 as cited in thow 2020) noted the different levels of parental control, which are higher in chinese and lower in western parenting styles. thus, children must demonstrate parenting obedience and put parents as the priority and expectation. lau et al. (2002 as cited in chung et al. 2021, p. 170) mentioned that if the tendency toward asian values is higher, the conflict between parents and children increases. the conflict may continue when the cultural values are extended to the next generation and could give more pressure on being a model minority (shih et al., 2019). the intergenerational conflict nobel: journal of literature and language teaching 52 volume 13, number 1, april 2022, 50-66 however, there may be a possibility that the family may borrow the values from the host country. kim et al. (2014 as cited in thow 2020) examined that “autonomy, personal agency, and self-determination” are embraced when children are living in the western community. it means that various parenting styles may lessen the conflict within the family. the variation is likely happening in second-generation families when they cover their roles as mediators between their parents and american society (rouse, 2019). chung et al. (2021) also point out that the mediator roles in the second generation create more intergenerational conflict. the conflict emerges when the second generation acts as “instructors, models, or interpreters” to the next generation (xu et al., 2018). consequently, there could be some issues between the first and the second generation of chinese americans, especially in modeling family values. kim et al. (2014 as cited in thow, 2020) state that the first generation has expectations of parental control. however, secondgeneration parents may want to let their children embrace their identities. however, some second-generation still prefer using the east asian style to educate the children about their grandparents (thow, 2020). those different preferences show that other characteristics in the second-generation family may contribute to the degree of intergenerational conflict between parents and children. the stories of intergeneration are written as the social experiences embody the values and culture which shape the identities through literary works. literature does not only serve as rhetorical texts but also as memoirs recording the tradition and culture brought by the characters. dubey (2013) argues that literature represents the societal issues combined with culture, myth, and religion. similarly, kowale (2005 as cited in ifeoma, 2017, p. 109) quotes that literature is interconnected with society and transmits the social and moral issues throughout the time. one of the writers who contribute to the immigrants’ story is lisa see. her novel snow flower and the secret fan explores chinese cultures such as nu shu writing (the secret writing among sisterhood), foot-binding, and the patriarchal issues as the centers of the story (irmadani et al., 2019; rakhmyta, 2018; reisyer & eviyanto, 2020). unlike snow flower and the secret fan, shanghai girls transforms women’s roles in a global world by using several symbols in entertainment to redefine women in a modern period. the redefinition indicates that the global world has shifted women’s activities yet created a new problem on the culture clash (li & qiu, 2018). several studies also highlight cultural issues between the chinese and america as the major point depicted in the novel (novianti, 2015; terangpi, 2020). however, the maria niayu risma novianti nobel: journal of literature and language teaching 53 volume 13, number 1, april 2022, 50-66 intergenerational conflict in shanghai girls between the first and the second generation has not been examined using hofstede’s cultural dimension, thus, becoming the focus of this study. therefore, the research will investigate the intergenerational clash experienced by the second generation, pearl and may, who realize not all immigrants in los angeles meet their expectations. most of them are the first generation that firmly maintains the heritage culture. this condition brings up two choices: they should learn about their heritage more or continue adopting american values as they did back in shanghai. thus, focusing on the culture clash between the generations and the acculturation process as the core problems will be essential to highlight the struggles of the chinese american immigrants. review of literature hofstede’s cultural dimensions the clash among generations is typically related to the tendency between the home or the host culture, chinese and american culture, as the focus of this research. the conflict may differ depending on sociodemographic factors such as income, gender, or language mastery (chung et al., 2021). for example, female chinese americans may have more struggles due to internal and external factors compared to male chinese americans. at the same time, the problem of language may create a gap between the first and the second generation. thus, to assess the multiple contexts of intergenerational conflict, several dimensions of the culture clashes need to be understood. hofstede’s cultural dimensions are employed to examine the conflict in chinese american families. the dimensions measure power distance, uncertainty avoidance, individualism versus collectivism, masculinity versus femininity, long versus short term orientation, and indulgence versus restraint (artina et al., 2020; gao & liu, 2018; hofstede, 2011). the six dimensions were first used to examine the value system at international business machines corporation related to the employees’ behavior (hofstede, 2011). the result suggested the different tendencies between western and eastern countries. the high preferences on power distance, collectivism, and short-term orientation are favored by eastern countries, although they also consider combining both masculinity and femininity (manrai & manrai, 2011). other studies also show a similar result by using the hofstede model to compare the western and eastern countries indicating that the model is applicable to examine cross-cultural issues (artina et al., 2020; irawan, 2017; yang & congzhou, 2018). the intergenerational conflict nobel: journal of literature and language teaching 54 volume 13, number 1, april 2022, 50-66 sam and berry’s acculturation model the result of the cultural comparison indicates the urgency of the acculturation process. thus, acculturation is viewed as the mediation process where they need to define their position to assimilate or probably separate from the host culture. acculturation could transform the cultural behaviors, principles, attitudes, and psychological situations as the mediation between cultures (fedi et al., 2018; winaja et al., 2019). this transformation could be different depending on individuals’ experiences. mesoudi (2018) even states that acculturation is a process of conformist social learning where individuals adopt the most exposed culture in their environment. it refers that the social composition influences the choice to imitate the most common trait and requires the immigrant to be more fluid with the majority in their environment, whether the host or the home culture exposure. sam & berry (2010) identified four possible acculturation categories as cultural behavioral changes or strategies: integration, assimilation, separation, and marginalization. those different strategies demonstrate the various transformations experienced by the immigrants. some could maintain their heritage and blend into the new society simultaneously called integration. however, another possibility could lead to either assimilation or separation by adopting only one culture. otherwise, the immigrants choose to be marginal without belonging to one or both. chen et al. (2008 as cited in schwartz et al., 2010, p. 246) stated that some bicultural generations might not blend the two cultures simultaneously due to the contrasting differences; however, some adapt and integrate both into one culture. these different tendencies could also be due to the reaction from the surrounding. stainer (2009 as cited in schwartz et al., 2010, p. 241) mentioned that the low-skilled immigrants who contributed less to the host country might experience more discrimination. still, the skilled ones may be more welcomed and experience less discrimination. before the immigrants learn the new habit in the new environment, rejection might come first, resulting in the tendency to maintain the family tradition. as the novel shanghai girls is a part of american literary works, the use of an interdisciplinary study is recommended to examine the asian american experiences from different disciplines (basuki, 2017). one of the disciplines is sociology, in which the research focuses on social and cultural experiences. in addition, the issue of transnational conflict represented in the novel is closely related to the “cultural, political, economic, and literary power” in which the specific group or community struggles to find equality due to discrimination or stigmatization (pfister, 2011, p. 49). as a result, the research employs the sociological approach. it combines the sociology theories: hofstede’s culture clash dimension as the basis of intergenerational conflict and sam and berry’s model on acculturation as conflict maria niayu risma novianti nobel: journal of literature and language teaching 55 volume 13, number 1, april 2022, 50-66 resolution. thus, the issue of discrimination, cultural conflict, and social adjustment can be explored further from those theories as another discipline to integrate into this research. the data were analyzed using the qualitative method and adopting the narrative analysis. the data were taken from a fictional story of the immigrants from the beginning until the last experience (hennink et al., 2020). the study examined the characters’ actions and thoughts as the story is narrated. thus, the timeline is essential to explore the characters’ development related to the intergeneration conflict and the acculturation model. discussions of main themes the dimensions of culture clash since the novel shanghai girls emphasizes the contrasting social culture as the social setting, see (2009) highlights that half the population of shanghai is used to “worshipping all things foreign, from the westernization of [the] names to the love of movies, bacon, and cheese” (p. 11). in other words, asian values are less represented even in their motherland. thus, having the western cultural experiences certainly puts pearl and may clashed with the family-in-law, who might not have even lived in shanghai before and still maintain the asian values. this culture shock also indicates several pressures from the social environment and the domestic aspects that lead to clashes among the generations. therefore, the discussion on the clashes focuses more on the women’s roles as the domestic issues within the family by analyzing power distance, masculinity and femininity, individualism and collectivism, and shortand long-term dimensions. small and large power distance the first power to identify is related to absolute obedience when the old man louie, as the head of the family, instructs pearl and may to speak “only sze yup” and threatens them to “put a nickel in a jar” for him if they talk in english or other dialects (see, 2009, p. 129). those aspects indicate that the first generation is the ruler to be respected at most in the family hierarchy and the symbol of male domination. unfortunately, the power of male domination may not be consistent in small power when power is divided equally. one of the power equalities is the american parenting style. the children are given a space to express their opinion indicating a low level of parenting control, as mentioned by chao (as cited in thow, 2020). this parenting style benefits all family members, including women, to be decisionmakers in the family. the first example was when may closed the argument with her father by the intergenerational conflict nobel: journal of literature and language teaching 56 volume 13, number 1, april 2022, 50-66 leaving dinner (see, 2009, p.7) or when their mother created the solution to save the daughters from green gang: seeing the looks of betrayal and fear on our faces, mama hurries on. “we are going to trade in your tickets to america and buy passage to hong kong for all of us. we’ve got three days to find a ship. hong kong is a british colony, so we don’t have to worry about the japanese attacking there. if we decide it’s safe to come back onto the mainland, we’ll take the ferry or train to canton. then we’ll go to yin bo, your father’s home village.” her jade bracelet hits the side table with a resolute thunk. “the green gang won’t find us there” (see, 2009, p. 59). those two examples show although a man can be the head of the family, the power can be less in some conditions, and a woman can fill the position to lead the family or disapprove of the hierarchy. this disapproval is reflected again when pearl negotiates to speak another dialect to the old man louie: “may doesn’t know sze yup,” i explain, but inside i reel from what he’s proposing for joy, whose cries are shrill in the disapproving silence around her (see, 2009, p. 129). in addition, another disapproval also happens from may’s “disgust and irritation” to believe in “ghosts, spirits, potions, the zodiac, what to eat and not eat, all that mumbo jumbo“(see, 2009, p. 142). those reactions imply how the american parenting style can give more space for women to speak but at the same time may lead to rebellion acts for unlimited freedom. therefore, a conflict of interest occurs in which chinese culture, as the bigger power, suppresses this liberation by pushing absolute obedience and parent/teacher-centered education, including the spiritual belief (hostede, 2011). masculinity and femininity the second dimension highlighted the favor of assertion and firmness rather than sympathy or any weak emotions in masculinity (hofstede 2011). the old man louie expresses this assertion for not giving any personal comfort to pear and may upon their arrival: “may and i expect questions about where we’ve been and why it took so long to get here, but the old man has no interest in us whatsoever” (see, 2009, p. 128). thus, the only way to gain the attention of masculinity is by giving birth to a baby boy as the symbol of strength and achievement: “you give the old man the grandson he wants, you’ll become his favorites” (see, 2009, p. 133). those spoken statements highlight the minimum roles of women by placing their position in the domestic issues and favoring the baby boy as the prospective offspring. this reality results from a chinese wife’s duty to give birth to a son as the continuation of a family name, and having a daughter is the ending of a family line (chan et al., 2002). in addition, zuo (2009) notes that a wife is considered an outsider in the husband’s family, diminishing her existence. therefore, the limited position and the submissive demand for chinese women create imbalanced roles in the patriarchal family, as in pearl and may’s in-laws. maria niayu risma novianti nobel: journal of literature and language teaching 57 volume 13, number 1, april 2022, 50-66 another imbalanced role is expressed when vern, the youngest son, takes control of the parents instead of pearl and may, who are older: but by now may and i have learned there’s no point in arguing with our in-laws. we just have to be happy that we have a day off from work. “i want to go to the beach,” vern suggests. … “too far,” the old man objects. “i don’t need to see their ocean, “yen-yen scoffs. “everything i want is right here.” “you stay home,” vern says, startling everyone in the room. … “it is a christmas present for my brother, may, pearl, and the baby. mama and baba, you stay home” (see, 2009, p. 159) vern’s instruction to his parents emphasizes that a son’s voice is much preferred to a daughter’s voice to ask for a reward, although he is not contributing to the family earning of his younger age and bad physical condition. besides the son preference, the masculinity of chinese culture also confines the women’s space to exercise themselves in society (reisyer and eviyanto, 2020). this limitation is presented from argument within the family on the woman’s profession and activities: he [tom gubbins] wants my sister [may] to work as an extra in the movies; naturally, old man louie objects, saying, “that’s a job for a woman with three holes.” … but nothing and no one is better to fight over than joy. if yen-yen says, “she should wear a sweater,” may responds with “she’s roasting like corn on fire.” if yen-yen observes, “she should learn to embroider, “my sister argues back, “she should learn to roller-skate.” (see, 2009, p. 176-180) the arguments present that both men and women of chinese first-generation still believe that women should exercise their skills at home. this belief contrasts with american women’s belief as feminists that profession is not determined by gender, and men and women should have equal responsibilities for domestic chores and social activities (stork & hartley, 2014). thus, as the product of american imitation and a woman of the second generation, may shows her negative reaction to her in-laws’ criticism. individualism and collectivism the third dimension is rooted in the issue of collectivism by using clans or surnames as an important role in loyalty (hofstede, 2011). the old man louie indicates the loyalty to protect the family as the illegal immigrants: a slight smile curls in the corners of old man louie’s lips, but for time. i don’t see it as heartless. “don’t worry too much,” he says. he turns to sam. “now you know my secret, and i know yours. like a true father and son, we are bound together forever. the two of us not only protect each other but we also protect the uncles (see, 2009, p. 187). this family bond shows that a father is responsible to his children and his children are also responsible to their father. it means interdependency and family reliance are more valued than a personal interest. the interdependency also emphasizes that a woman should commit herself the intergenerational conflict nobel: journal of literature and language teaching 58 volume 13, number 1, april 2022, 50-66 as a dedicated daughter and mother without any exception to support the collectivist relationship in the family. besides the family bond, a surname also plays an important role in business as a symbol of trustworthiness, as has been told to may: “if you’re a louie, you have to buy from a louie, even if you pay five cents more. everyone knows no help will come from the lo fan [white people], but even a mock, wong, or soohoo won’t help a louie” (see, 2009, p. 139). the kinship entity then carries the segregated community based on the family lineage, and an individual is shadowed by the family background to socialize in the public place. yang and congzhou (2018, p. 53) also mention that “individual interests should be subordinated to social interests, social interests to national interests, and national interests are the top concern.” this public interest indirectly pushes the family members, including women, to keep the dignity and image of society, which gives them more pressure to choose the proper social roles. however, the idea of collectivism clashes with american individualism that individuals are eligible to have a self-righteous to decide their destiny and separate themselves from the family (yang and congzhou, 2018). this individual freedom also gives a consequence that someone should be responsible for the decision made and have self-reliance to survive. this survival strategy is implemented when may works to “helping him [tom gubbins] find extras, making sure everyone arrives on time for the bus to take them to the studio, and translating on sets” at tom gubbins’ company (see, 2009, p. 190). this individual action is probably creating a clash which is regarded as disobedience. however, may’s decision shows that she is keeping her determination to work in entertainment, although that profession can ruin the family’s image in the chinese tradition. she is also willing to take that risk as an individualist to pursue a personal goal and get social recognition in american culture. shortand long-term the last dimension is examining the different values based on the timeframe. the chinese values perceive people need to sacrifice themselves by saving and working or studying hard for future life (hofstede, 2011). this value is reflected by the old man loui’s dream to “save ten thousand dollars and return a rich man to his ancestral village” (see, 2009, p. 153). the scarification also appears from the business competition: people say that the opening of these two chinatowns is the beginning of good times for chinese in los angeles. i say it’s the beginning of hard feelings. in china city, we have to do more and make a better effort. my father-in-law uses his iron fist to make us all work even longer hours (see, 2009, p.151). maria niayu risma novianti nobel: journal of literature and language teaching 59 volume 13, number 1, april 2022, 50-66 that working style indicates that long-term investments need more effort by all means to succeed from the competitors and put aside the individual needs or desires. jaw et al. (2007) argue that confucian teaching urges people to suffer in the short term by emphasizing perseverance. although they can have self-enhancement and dreams to pursue the long goal, that goal should be relevant to the family value as a social contribution. thus, the long-term principle may benefit the powerful party, such as the old man louie’s ambition, and use the other parties, his family, to realize the goal. however, the concept of suffering may not always fit in the short-term concept when life security is already obtained along with stable earnings (ye et al., 2021). yoo et al. (2021) also add that social spending is a part of social connection and well-being activity in western countries as an individualist community. pearl’s and may’s life in shanghai show how night parties are used for social activity along with the social status: as members of the bu-erch’iaoya—bourgeois class—our family is prosperous enough that our seven servants take turns eating their meals on the front steps, letting the rickshaw pullers and beggars who pass know that those who work for the chins have regular food to eat and a reliable roof over their heads. … we arrive at the casanova, where friends will be meeting us later. may and i are recognized as beautiful girls and shown a good table near the dance floor. we order champagne, and z.g. asks me to dance (see, 2009, p. 11-17). that prosperous life signifies that a stable life creates an increasing lifestyle and special treatment needed. nevertheless, when a person stands between two contrasting cultures and priorities, spending management might be the solution to accommodate both short and longterm needs. this method is presented from pearl’s calculation to “give a third to father louie … another third is put aside for joy. and i [pearl] keep a third to spend as i [pearl] please” (see, 2009, p. 189). although pearl is demanded to contribute to the family saving, she still expends the money for personal satisfaction to justify her well-being needs. in other words, material consumption gives her a short escape from the suffering of family working hours. the acculturation strategies as the result of intergeneration conflict, the second generation may have variations in the acculturation process to integrate both cultures or prefer one culture unequally. pearl’s opinion on happiness exemplifies the different variations in the cultural reception that it “has nothing to do with money,” referring to the non-material satisfaction and may’s statement about their past life: “our lives would have been very different if he [their father]’d saved our money instead of lost it” (see, 2009, p. 254 – 255). the different perspectives about happiness or satisfaction note that this second generation has other tendencies to maintain the culture. one the intergenerational conflict nobel: journal of literature and language teaching 60 volume 13, number 1, april 2022, 50-66 takes two cultures in several aspects, and another is dominated by the american culture, which is material well-being. integration strategy pearl adopts the integration method by combining both cultures separately and having more sides to chinese culture. one of the examples is related to education: but sam and i don’t want her [joy] to go to the school that passed vern from grade to grade even though he couldn’t read, write, or do sums. we want her to attend school outside chinatown, which means joy has to say she lives in that district. she also has to be taught the official family history. father louis’ likes about his status were passed to sam, the uncles, and to me (see, 2009, p. 213). the quote indicates that pearl expects what she demands from joy is academic achievement as a part of filial piety. however, she also indirectly acknowledges that the american formal education might contribute more to academic achievement, which will impact joy’s future. this belief could be highly influenced by her past experiences as pearl underwent and observed the western education system in shanghai that she was “working ... graduated from college … had american and british teacher” resulting in more opportunities for women (see, 2009, p. 8). the belief system on education quality is an example of a social capital theory that stresses the influence of parents’ educational level on academic quality (li & qiu, 2018). thus, joy will follow the same path as her mother had by experiencing the american society and dedicating herself to the family as the filial piety value already internalized by her mother. another filial piety implemented requires joy to “dress properly and give respect” to the elders contrasting with what pearl did when she was young (see, 2009, p.196). the behavior changes happen because pearl needs to become the mediator by teaching joy about the family history, modeling respect to the elders, and interpreting the grandparents’ message to joy. she highly maintains obedience and discipline to educate joy in a chinese way at home. xu et al. (2018) identify that the roles of the middle generations are extended from instructors, models, and interpreters to the third generation. another integration presented is related to the religiosity in which pearl converts herself to be a christian from these statements: “now it has come at last. … i begin to pray... to bring peace of mind, to make sense of all bad things in my life, and to believe that maybe all this suffering will be rewarded in heaven” (see, 2009, p. 248). it implies that she may combine the spirit of puritans and the chinese spirituality to find the media of relaxation and self-healing by dedicating herself to being closer to the gods and the ancestors. at the same time, she also believes that faith and peace would be found in the heart of god (lee & chan, 2009). maria niayu risma novianti nobel: journal of literature and language teaching 61 volume 13, number 1, april 2022, 50-66 in terms of social roles, pearl puts an image of being modest and practical by sewing “jumpers made with two pieces of felt, chinese jackets with raglan sleeves made with cotton bought from the remnant bin” for joy (see, 2009, p. 226). this clothing symbolizes how a chinese woman is taught to dedicate herself to domestic chores and sacrifice all the luxuries to survive. jorae (2010) mentions that clothing and accessories represent the survival strategy for living in the american society, as implied by pearl. another survival strategy is when pearl asks joy to go home with her peers and be aware of her look as “yellow in the race and red in ideology” (see, 2009, p. 244). the warning reveals that individual identity is dangerous and discriminative, and only the communal society will be the defense for a minor. another example of communal society is when pearl rejects the amnesty to protect the uncles by saying, “you know it’s not enough for him [sam] just to confess his own status. he’ll have to expose othersuncle wilburt, uncle charley, me -” (see, 2009, p. 282). the choice symbolizes that she will be the savior for the whole society and live her fullest life dedicated to the family, which is a defense mechanism to get protection from the family. the protection itself is her husband’s suicide “where sam hangs” himself to close the investigation (see, 2009, p. 289). the sacrifice this couple made is an example of interdependence. one individual is helping each other achieve the same goal and maintain the harmony within (renzaho et al., 2011; volkema et al., 2016; babatunde-sowole, 2015, as cited in wali & renzaho, 2018). the security strategy is also reflected by pearl’s investment in joy’s education in the future. she doubts if her plan to buy a new home will take some of her savings (see, 2009, p. 221). her expression is probably a natural response and a responsibility of a mother to give full comfort and security to her daughter. however, it is also deniable that she spends her money for personal comfort “to buy face cream embellished with ground pearls hoping to make my [her] face as fair as joy’s mother should be” (see, 2009, p. 192). this small consumption may show she is still dreaming of being a model but is restricted by her role as a mother. that restriction becomes the line for her to manage the present and future cost as she integrates both shortand long-term spending. assimilation strategy the acculturation method adopted by may shows a contrasting approach by assimilating with american and less preference for chinese culture. these distinctions may result from different participations and engagement during the adjustment process influenced by psychological and sociocultural aspects (berry & sabatier, 2010). thus, the different status of being a wife between pearl and may already influences their behaviors and social participation, the intergenerational conflict nobel: journal of literature and language teaching 62 volume 13, number 1, april 2022, 50-66 separating them into different methods of acculturation. may, who has less responsibility as a daughter-in-law and does not have a role as a mother, is engaged more in the american social life, enabling her to get more social activities and personal choices resulting in the assimilation strategy. one of the american values modeled by may is the personal touch to “indulge joy with treats, kisses, and letting her stay up all nights on shoots,” as what she did to her father (see, 2009, p. 196). this interactional behavior completely contrasts with chinese culture, in which intimacy should be dismissed as a sign of respect. physical contact is considered taboo or even rude to elders. another american culture presented is related to the social leisure in which may prefers going to “matinees” and expresses her disagreement when pearl invites her to sing psalm (see, 2009, p. 255). this social behavior directly could increase the imitation behavior to adopt american culture by participating in public activity. (fedi et al., 2018) mention that the higher contact with receiving group members benefits the immigrants more to integrate into the american society besides being proficient in english. therefore, her professional and leisure activities have invested in american assimilation. as a result of cultural investment, may also exemplifies her luxury style by buying “a sky blue party dress in dotted swiss, another with exquisite smocking, and a blouse with raffles .. patent later shoes” (see, 2009, p. 225-226). however, this clothing style is also considered the ability and willingness to copy the american society to assimilate or blend. jorae (2010) argued that second-generation chinese americans might use fashion as one strategy to transform their identity to be accepted by american society despite the criticism. another identity transformation is the individual expression. may suggests joy be brave by saying, “don’t ever feel that you have to hide who you are. nothing good ever comes from keeping secrets like that” (see, 2009, p. 245). those recommended actions may result in some consequences for scrutiny or discrimination. however, at the same time, individual expressions teach life survival to exist in public by eliminating the fear of being abandoned or discriminated against. in other words, may reinforces independence as one of the main qualities of american individualism instead of public reliance (yin &yang, 2007 as cited in kalibatseva et al., 2017, p. 131). nevertheless, it does not solely mean that the collectivist values are being undermined since this action resulted from being a minority in a patriarchal family. being independent and a risk-taker could separate may from the gender bias in her family-in-law. another point of independence is reflected in the short-term dimension that may has no hesitation in buying branded dresses as she looks “like a millionaire’s wife in vermillion silk. she dresses well, because she can afford to spend the money she earns frivolously” (see, 2009, maria niayu risma novianti nobel: journal of literature and language teaching 63 volume 13, number 1, april 2022, 50-66 p. 218). though her job is criticized harshly to be an actress, she still puts her pride as an independent woman and shows financial success in her family. at the same time, her financial security breaks stigmatization for being a minor in her family. it also implies that her increased spending is affected by the financial stability in which the present moment is a part of her priority (ye et al., 2021). conclusion the comparative analysis between generations has resulted in the different strategies on the impact of the intergenerational conflict between the first and the second generation. the dimensions have created some tendencies, as represented by pearl, who combines both cultures in two dimensions, and may, who prefers assimilation by keeping his american cultural adoption. in may’s situation, she reacts negatively toward her in-laws resulting in her decision to maintain the american culture adopted from shanghai. this distinctive acculturation method also implies that pearl is more respected than may as the older sister and mother by the family law. in other words, the degree of women’s discrimination in their heritage culture is different based on the hierarchy and rank. as this study focuses on the struggle of second-generation chinese americans, third-generation issues remain open for further discussion. another possible avenue to explore is analyzing the patriarchal dimension of hegemony, as this study limits the concerns with the female characters. references artina, b. s., desnasari, d., fitriyah, f., & rizkita, r. g. 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(2020). indoctrination toward chinese woman in 19th century reflected in the novel the snow flower and the secret fan by lisa see: feminist approach. scientia journal : jurnal ilmiah mahasiswa, 2(2), 1–13. https://ejournal.upbatam.ac.id/index.php/scientia_journal/article/view/2239/1299 renzaho, a. m. n., green, j., mellor, d., & swinburn, b. (2011). parenting, family functioning and lifestyle in a new culture: the case of african migrants in melbourne, victoria, australia. child & family social work, 16(2), 228–240. https://doi.org/10.1111/j.13652206.2010.00736.x rouse, w. l. (2019). between two worlds: chinese immigrant children and the production of knowledge in the era of chinese exclusion. know: a journal on the formation of knowledge, 3(2), 263–282. https://doi.org/https://doi.org/10.1086/704718 sam, d. l., & berry, j. w. 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(2009). rethinking family patriarchy and women’s positions in presocialist china. journal of marriage and family, 71(3), 542–557. https://doi.org/10.1111/j.17413737.2009.00618.x volume 13, number 1, april 2022, 35-49 available at http://jurnalfahum.uinsby.ac.id/index.php/nobel/article/view/519 doi: 10.15642/nobel.2022.13.1.35-49 improving students’ writing skills through writing workshop: an action research diah royani meisani universitas brawijaya, jl. veteran, malang, east java, indonesia article info abstract the present study aims at finding out how writing workshop improves the students’ writing, particularly their grammatical and mechanical writing skills. the approach, which consisted of three stages starting from mini-lesson, writing, and sharing, was implemented on 28 students who took the writing ii course. an observation checklist, test, field notes, and questionnaire were administered to collect the data in this collaborative action researc h. the findings of the study revealed that the implementation of the writing workshop was successful in reaching the objective after the revision and the modification were made to conduct cycle two. after reshuffling the format of the workshop to be mini-lesson, sharing, and independent writing, improvements were seen in students’ writing. furthermore, most of the students stated that working in a group allows them to learn more about using proper grammar and punctuation in writing. related to the limitations of the study, recommendations for implementing a writing workshop for future research are discussed. article history: received january 2022 accepted march 2022 published april 2022 keywords: writers’ workshop, writing skills, action research © 2022 uin sunan ampel surabaya correspondence: p-issn 2087-0698 email: meisani_diah.r@ub.ac.id e-issn 2549-2470 http://jurnalfahum.uinsby.ac.id/index.php/nobel/article/view/ improving students’ writing skills nobel: journal of literature and language teaching 36 volume 13, number 1, april 2022, 35-49 introduction writing, along with listening, speaking, and reading, is one of the abilities students have to master when learning a language. it is a productive skill in the written form that requires not only the graphic depiction of speech but also the development and presentation of ideas in a systematic manner, making it more complicated than it seems at first. besides giving students a chance to be adventurous with the language reinforce learning, writing activity makes students very involved with the new language to later reflect on ideas and reevaluate them. (klimova, 2013; raimes, 1983) a rich literature (akkaya & aydin, 2018; calkins & ehrenworth, 2016; kellogg, 2001; wirantaka, 2016) asserts certain characteristics, such as good content, organization, language use, grammatical use, and mechanical consideration, are unquestionably required for successful writing. the material must include substantive development of the core idea, adequate and relevant supporting detail, and demonstration of topic knowledge. the arrangement comprises fluent expression of not choppy or abrupt concepts, logical sequencing, and cohesiveness; essential points and supporting facts are clearly and succinctly conveyed. the ideas are not confusing and unconnected. the advanced range is encircled by the effective use of words and idioms in the lexicon. grammatical errors must not confuse the grammatical use. furthermore, mechanic components govern knowledge of spelling, punctuation, and capitalization rules. writing is distinct from speaking. when speaking, facial and body gestures help the listener understand what the speaker says. the speaker’s voice tone and stress can impact the meaning of uttered words. in writing, however, this is not the case. the writer cannot expect the reader to understand what he has or believes in his mind based solely on the words. experts (aguirre-munoz et al., 2015; crossley et al., 2014; cutler & graham, 2008; shaw, 1986) confirm that correct grammar and mechanics are important elements of writing instruction writing quality to help the reader to understand. the importance of grammar and mechanics cannot be overstated because they directly impact the success or failure of communicating ideas from writer to reader. without them, written language is unable to identify or replicate some distinct and distinct characteristics of speech. they are unquestionably necessary for a language because they contribute to making the language a tool of communication capable of revealing what it means by bringing the right kind of expression into writing for which intonation, volume, tone, and pauses are used while speaking. grammar and the mechanical characteristics of writing have been one of several researchers’ primary focuses while doing the study. xavier et al. conducted an action research study in 2020 to investigate teachers’ comments on combining grammar and writing in the diah royani meisani nobel: journal of literature and language teaching 37 volume 13, number 1, april 2022, 35-49 writing class. after receiving training to improve their grasp of grammar as a meaning-making resource, the instructors were asked to report on their experience participating in the project. the results suggest that the action research approach increased instructors’ grammatical subject knowledge, comprehension of students’ writing gaps, and teaching strategies in the writing class. another study was conducted by calanoga (2019) to determine predominant writing errors, specifically mechanics and grammar. it revealed that students’ most troublesome uses of mechanics and grammar serve as baseline data to design incidental lesson focus along with the aspects of mechanics and grammar that need to be dealt with by teachers. due to students’ limited competence in applying mechanics and grammar, incidental lessons were given to improve the language proficiency of the students. crossley et al. (2014) investigated the links between expert human judgments of text quality and grammar, as well as mechanical faults in student writing. they gathered a corpus of w-pal essays produced by high school students to code for grammatical and mechanical problems. after scoring, they discovered modest relationships between grammatical mistakes and holistic essay scores and greater relationships between mechanics and holistic essay scores. in 2013, salem analyzed the effects of using a program based on the writing workshop approach on developing functional writing skills of pre-service teachers of english in the hurgada faculty of education. a teaching program based on the writing workshop approach and other supporting instruments was constructed and validated. the study involving forty prospective english teachers found that the writing workshop-based program had significant effects on improving the subjects’ functional writing skills. the previous studies mentioned above indicate that grammatical and mechanical skills are still issues in student writing. among the strategies implemented to improve students’ writing, the writing workshop has been proved to write performance better as it offers a larger number of process-writing strategies and more time to practice writing (brookhart, 2007; heitin, 2016). in 2006, calkins introduced the framework of the writer’s workshop that opens with a minilesson, followed by independent writing, and closes with sharing time. lain (2017) supports this by summarizing the benefits of implementing a writing workshop in four categories: time, ownership, feedback, and community. as student writing improves with practice, the workshop is believed to be able to hone the writing skills or any aspects of writing as it offers plenty of time for students to write. during the workshop, the students are given a chance to explore genres and topics and experiment with organization, voice, and sentence choices which are also claimed to attract their engagement in their learning, leading to improved performance (poll, 2014). the workshop also involves feedback from teachers or peers. it may improve students’ improving students’ writing skills nobel: journal of literature and language teaching 38 volume 13, number 1, april 2022, 35-49 work and maybe the whole school. the workshop has the potential of improving a sense of community in a classroom that offers opportunities for students to bond through their shared writing. with the subject of finding a lack of studies that offer practical implications for the writing workshop, particularly its influence on the aspects for improving students’ grammatical and mechanical writing skills as well as their engagement in the learning process, the present research was designed to fill in the gaps in the literature by administering action research. the students of the writing ii course were chosen to be the participants of the study. based on the preliminary study, the students’ problems in writing that deal with grammar and mechanics also occurred. hence, it is worth conducting research dealing with the problems so that the students get the benefits of mastering grammatical and mechanical writing skills to assist themselves on the higher level of writing subject in the following semesters, especially in writing a thesis. furthermore, through the use of action research that allows for repeated cycles of planning, observing, and reflecting, the teacher has the opportunity to understand and improve the quality of actions in english writing instruction resulting in higher student accomplishment and more effective learning communities. review of literature a writer’s workshop approach in writing, the use of words, appropriate grammar, mechanics, and organization of ideas determine how the ideas are expressed in the written mode (brown, 2001; gebhard, 2000). developing ideas in the process of writing takes place in three stages—pre-writing, writing, and post-writing (mcwhorter, 2001). in pre-writing, ideas can be generated through brainstorming, reading literature, and creating life maps, webs, and story charts. after collecting ideas, a writer gets their ideas on paper. a first draft expresses the ideas in sentence form and focuses on developing each more fully. in this stage, grammar, spelling, and punctuation are not the focus yet. in the post-writing stage, a writer usually evaluates the draft, particularly on the ideas, and may proceed to revise the texts by changing, deleting, or rearranging some of them and adding to them. after all the rethinking of ideas and other revisions are done, it comes to proofreading, which is checking for errors, and final polishing the work. finally, after discussing the final copy with the teacher, the final draft is ready to produce. diah royani meisani nobel: journal of literature and language teaching 39 volume 13, number 1, april 2022, 35-49 based on the purpose of the study, which focuses on improving students’ grammatical and mechanical skills, the current study implements a writer’s workshop approach (calkins, 2006) to teach the writing process. each period of the writer’s workshop carries out the following format: mini-lesson, independent writing, and sharing. previous studies (lain, 2017; poll, 2014) highlight the advantages of establishing the workshops regarding time, ownership, feedback, and community. because student writing improves with practice, the workshop is said to be able to refine writing abilities or any component of writing because it provides ample time for students to write. hence, not only the feedback given by teachers and peers but also the opportunity to explore genres and themes and experiment with organization, voice, and sentence choices, are believed to be able to increase students’ involvement in their learning and lead them to higher performance. a mini-lesson is a brief lesson that focuses on a specific topic for which pupils require assistance. it is critical since mini-lessons are the most typical method of offering explicit writing instruction. a mini-lesson is a teacher-led discussion of a single writing concept. independent writing is the phase for the students to write. the teacher allows the pupils to write and practice applying what they have learned in the mini-lessons. as the students get into a rhythm of writing, the instructor will meet with them individually for conferences or with a small group of writers for a guided writing session. other than writing time, sharing is the most instructional beneficial component of the class since students are impacted considerably more by their peers. as authors, the students read their work and solicit comments from their audience. students collaborate in groups to engage and exchange information about what they have written. furthermore, as stone (1990) mentioned, sharing may be utilized effectively to incorporate a language arts curriculum as a cooperative learning activity. it can be done in a variety of ways. the following are examples of sharing activities: jigsaw, think-pair-share, roundtable, and pairs check. there is evidence that as a student-centered framework for teaching writing, a writer’s workshop offers an effective teaching approach to writing for its regular and predictable timetabling so that students can anticipate, prepare and plan for their writing (calkins, 1994). calkins & ehrenworth (2016) support this by positing that writers require protected time to write, choice over their topics, and response from a community of writers in the writing process. time, choice, and response have been believed to be the enduring elements of good writing instruction (murray, 1968). many previous studies have also reported the implementation of writer’s workshops in writing classes. al-hroub et al. (2019) performed action research to investigate the differences improving students’ writing skills nobel: journal of literature and language teaching 40 volume 13, number 1, april 2022, 35-49 in the impact of the ‘writers’ workshop’ method on the second language writing skills of upperprimary pupils with diverse writing abilities. the writers’ workshops were held twice a week for eight weeks, with 31 fifth-grade children participating. to assess writing improvement, an opinion essay was given as a pre-test and a post-test. the study’s findings revealed improved students’ writing-related outcomes across all writing ability categories. salem evaluated the benefits of adopting the writing workshop technique on building functional writing abilities of pre-service english teachers in hurgada, faculty of education, in 2013. a training program was developed and verified based on the writing workshop technique, a checklist of functional writing abilities skills and subskills, and a pre-posttest of functional writing skills. after taking a functional writing abilities pretest, forty prospective english instructors were randomly allocated to an experimental group and taught writing utilizing the writing workshop technique. the study’s findings demonstrated that the writing workshop-based program enhanced participants’ functional writing skills. in addition, christopher et al. (2000) carried out research to investigate how a writer’s workshop improved inadequate writers in fourth and fifth grade. after conducting a mini-lesson, the teacher provided 30 to 40 minutes of writing time, allowing students the flexibility to work in the writing process. they self-edited for mechanics and organization, then peer-editing using a student checklist. after that, they had a conference with the teacher to evaluate progress before revising and publishing their writing. this study stated that post interventions data indicated an increase in mechanical and organizational writing skills by the targeted students. in addition, through the post-self-writing reflection, students also demonstrated an internalized satisfaction with their writing. method this section begins with the descriptions of the research design, setting, participants, and the research procedure of the study. the instruments are also elaborated on at the end of this section. research design this action research was conducted according to kemmis and mctaggart (1988), which included two cycles involving planning, implementing, observing, and reflecting. the planning step concentrated on how to put up a teaching and learning approach that would be utilized to solve issues in the classroom. the method was adopted at the acting stage. the observation stage involves gathering data on the strategy’s outcomes. finally, during the reflection stage, diah royani meisani nobel: journal of literature and language teaching 41 volume 13, number 1, april 2022, 35-49 conclusions were reached, and the original plan was updated based on the findings, allowing a new cycle to begin. setting and participants the present study was conducted in the researcher’s writing class in the english education department of a private university in east java, indonesia. it involved 28 students who take writing ii course. this course was offered in the third semester after the students passed the writing i course. in recruiting the participants, non-probability sampling was employed based on naturally occurring groups. according to jupp (2006), convenience sampling, which is used alongside action research, essentially refers to the idea of using a sample that is convenient to the team of researchers, such as a classroom or a school. research procedure this present research was conducted in the classroom with the steps proposed by kemmis and mctaggart (1988). the procedures involved four main steps. they were planning, implementing the action, observing, and reflecting, as displayed in the figure below. figure 1: the procedures of action research in the present study as mentioned above, the stage of this action research began with a preliminary study. here, the observations of the teaching and learning activities in the writing ii course were done to verify the problem occur in that class. the results of the observation showed that the students had problems in writing that dealt with using incorrect grammar and mechanics, like the use of the apostrophe for plural, missing commas, superfluous, and misplaced punctuation. given the situation, procedures of the action research were done starting from the planning, implementing the action, observing, reflecting, and revising the plan for the second cycle as the first cycle did not succeed. preliminary study: identifying problem by doing observation toward the teaching and learning activities in writing ii class; planning: preparing the lesson plan, making the teaching material and setting up the criteria of success based on the problem; implementing: conducting all the procedures of teaching and learning activities that were planned before and giving the test; observing: administering the instruments of the study to observe the implementation of the writer’s workshop in the teaching of writing; reflecting: evaluating the data obtained from the observation step by analyzing the data and reflecting them; success/fail: revising the plan and continuing the second cycle. improving students’ writing skills nobel: journal of literature and language teaching 42 volume 13, number 1, april 2022, 35-49 before doing the action, a model of learning strategy was designed. dealing with the purposes of the present study, a writer’s workshop approach by calkins (2006) consisting of mini-lesson, independent writing, and sharing was implemented in writing class to improve students’ grammatical and mechanical skills. after equipping the students with a short lesson about english grammar and kinds of punctuation marks and their functions, students were given chances to apply what they learned in the mini-lesson in the second stage, independent writing. in this study, the format of the writing was a completion test. the students were asked to complete the well-written text in which all of the punctuation marks were dropped and revise the grammar inappropriately used. then, in the sharing session, they did peer editing to receive a different perspective on their writing. this activity led to self-evaluation, an integral part of the writer’s workshop. hence, after all the stages were done, it came to conferencing to encourage students to show what they knew and gain a clearer picture of where their writing was headed. the final stage of the cycle was to evaluate the actions. when the results of the first cycle did not meet the criteria of success, some improvements and revisions of the planning and action should be made before moving on to the second cycle. instruments below are the explanations of the kinds of instruments used in this study. they are tests, observation checklists, field notes, and questionnaires. the table below contains the types of instruments and the details. table 1. kinds of instruments used in the present study kinds of instruments objectives contents the technique of data analysis test to gain the students’ score a well-written text with fifty items of punctuation dropped scoring the students’ grammar and mechanics tests based on the answer key observation checklist to document the students’ active engagement in the action the acts of the teacher and students during the action, as well as their qualifications, are listed here completing the students’ observation checklists by marking the qualification with a checkmark (√) based on the data obtained fieldnotes to document the students’ active engagement in an action that is not covered by the observation checklist. some items about the good points and some points to be improved after the action is done making notes based on the data gained in the field questionnaire to record the students’ reactions to the some statements and choices of the students’ responses towards the use of grammar concluding the students’ responses to the questionnaire by diah royani meisani nobel: journal of literature and language teaching 43 volume 13, number 1, april 2022, 35-49 use of grammar and punctuation in writing and the application of the writer’s workshop to develop grammatical and mechanical writing abilities and punctuation in writing and towards the implementation of the writer’s workshop to improve grammatical and mechanical writing skills assigning the percentage to every students’ response as stated in the table above, participants were given a test in which the scores were interpreted using the criterion reference (djiwandono, 2008). the criteria were determined based on the criteria group’s achievement. the criteria group refers to a group of people who are considered to master the object of the test. the group consisted of 10 english lecturers from three universities in east java and bali. after doing the test, it was found that the highest score achieved by the criteria group was 92 from the maximum possible score of 100. the lowest score was 70 from the minimum possible score of 0. one person achieved the highest score of 92, another got 86, the other three got 84, the other two got 82 and 80, two people got 72, and the other got 70. then, since the standard deviation is 7, the scores were categorized into four: very good (a) was for 81 – 92, good (b) was for 72 – 80, average (c) was for 63 – 71, and poor (d) was for 62 or less. the criteria are stated on the standard of scoring below. table 2. the standard of scoring score category qualification 81 – 92 a very good 72 – 80 b good 63 – 71 c average 62 or less d poor results and discussions this section presents the results after conducting two cycles of classroom action research. it also delivers a discussion that covers the implications of the study and recommendations for future research. results of cycle 1 and cycle 2 based on the findings of the students’ observations during the teaching and learning process, it can be concluded that the students did not actively participate in the class activity, which caused them to fail the exam. in cycle 1, more than 70% of students had below-average results, which amounted to 20 out of 28 pupils. furthermore, the findings of the field notes improving students’ writing skills nobel: journal of literature and language teaching 44 volume 13, number 1, april 2022, 35-49 revealed that the kids did not participate in-class activities. the researcher proceeded to the next round because the success criterion had not yet been met. the failure of the writer’s workshop (calkins, 2006) implementation during the first cycle was due to a few fundamental issues. the first reason was that the activity following the minilessons was not well-organized and effective. after the mini-lesson, the students had mechanical exercises, as described in the prior discussion. after conducting mini-lessons, working alone was insufficient to increase the pupils’ knowledge of punctuation. the second reason was that the writer’s workshop technique was ineffective in improving students’ writing skills when following the fundamental approach, which began with a minilesson, progressed to independent writing, and concluded with sharing time and conferencing. the sharing session was not effectively functional if conducted in the last stage. given the situation, the procedure of implementing the workshop was adjusted and shifted to conduct the second cycle by placing the sharing time before writing so that participants could receive the benefits of sharing and discussion, which would aid them in writing. in cycle 2, 24 of 28 students (86%) received an average or above-average score. it showed that the study’s success conditions had been met. this accomplishment was further aided by the students’ enthusiastic engagement in-class activities, as seen by the observation checklist findings. in cycle 1, 68.57 % of the class participated in the class activity. in cycle 2, however, the rate climbed to 83.93 %. in cycle 2, in which the action of cycle 1 was revised and modified, the students seemed to enjoy the atmosphere of the workshop by having a group discussion before writing. the jigsaw was selected as the strategy for the sharing activity since it was a wonderfully effective means of learning the subject. more importantly, the jigsaw approach increased involvement and comprehension by assigning a significant role to each member of the group in the class exercise. students got additional knowledge from their peers that were useful in helping them to understand more about the lesson. the workshop made the students hold accountable to their peers, they were active participants in the learning process, and the learning revolved around interaction with peers. hence, the figure below shows the improvement of the students’ writing scores after cycle 1 was modified and revised. diah royani meisani nobel: journal of literature and language teaching 45 volume 13, number 1, april 2022, 35-49 figure 2: students’ score improvement in the test from figure 2, it can be seen that the number of students attaining average or aboveaverage scores increased. different from cycle 1, where there were only 8 out of 28 students or 29% of students who got more than 61, which was the average score, there were 24 students or 86% of students who got the average or above-average score in cycle two. additionally, this is reinforced by the results of the questionnaire, where all students (100%) agreed that working in a group makes them understand more about how to apply correct punctuation in writing. 25 out of 28 students (89%) agreed that their mechanical writing skills improved after having the writer’s workshop. meanwhile, 24 students (86%) agreed that after learning about the mechanics in writing, they pay more attention to what they are writing. 23 students (82%) agreed that they had learned more about writing in english from this class than from other english classes they have taken in which grammar and mechanics are not big deals, and 25 students (90%) agreed that learning grammar and mechanics and having the writer’s workshop in writing class are interesting. as a result, it is possible to conclude that implementing the writer’s workshop might boost students’ active engagement in writing class, hence improving their grammatical and mechanical writing abilities. this result was reached after refining and changing cycle 1 to conduct cycle 2 as a mini-lesson, sharing, and autonomous writing format. also, the revision and modification in the writer’s workshop format implemented in cycle 2 were useful in making this strategy effective and advantageous both to make the students active and able to work with peers in improving and reinforcing their knowledge, so it could work successfully in helping the students use correct grammar and punctuation in writing. discussion based on the above findings, it is known that the implementation of the writer’s workshop is useful in improving the students’ grammatical and mechanical writing skills. it is reinforced 8 24 0 5 10 15 20 25 30 cycle 1 cycle 2 n u m b e r o f s tu d e n ts improving students’ writing skills nobel: journal of literature and language teaching 46 volume 13, number 1, april 2022, 35-49 by the questionnaire results, which show that all students (100%) agreed that working in a group helps them comprehend more about how to use correct grammar and punctuation in writing and that 25 out of 28 students (89%) agreed that their grammatical and mechanical writing skills improved after attending the writer’s workshop. 24 out of 28 students (88%) agreed that after learning about grammar and mechanics in writing, they pay more attention to what they are writing, 23 out of 28 students (82%) agreed that they feel that they have learned more about writing in english from this class than they have from other english classes they have taken in which grammar and mechanics are not big deals, and 25 out of 28 students (90%) agreed that learning grammar and mechanics and having the writer’s workshop in writing class are interesting. the approach for implementing the writer’s workshop in the current study, which was done in two cycles, did not entirely adhere to calkins’ (2006) core framework of mini-lesson, individual writing, and sharing. it was also considerably different from the work of christopher et al. (2000), who used fourth and fifth graders as subjects. the phases of the method were adjusted in this study. the participants were third-semester english education students, such that they began with a mini-lesson, followed by sharing, and concluded with autonomous writing. the pupils were eager to participate in the mini-lesson. it was because they genuinely used their knowledge. they were allowed to use newly gained information in their writing. furthermore, slower students benefited by having extra time to grow acquainted with new things by working in pairs to complete the exercise as a follow-up activity following the minilesson. students gained confidence and independence as a result of sharing time. one positive outcome is that many students learned to be editors by applying what they learned in minilessons to their own and their classmates’ work rather than waiting for the teacher to correct it after the fact. furthermore, the sharing period was moved to the second session to foster student interaction. this practice, as cooperative learning, indirectly led them to feel accountable not just for learning what was taught but also for assisting colleagues in learning, establishing an atmosphere of accomplishment. jigsaw, implemented in the sharing session, has encouraged contact among all students in the class, leading them to be active participants and regard each other as contributors to their common work. as a result, having the sharing activity was also useful. the students could directly apply the information they gained in the prior activities while undertaking the last step, which was writing. hence, the analysis of the students’ final writing indicates that implementing the writer’s workshop in this research might enhance the students’ grammatical and mechanical writing abilities in terms of employing accurate structure and punctuation in writing. it was achieved diah royani meisani nobel: journal of literature and language teaching 47 volume 13, number 1, april 2022, 35-49 after considerable adjustment and modification of cycle 1 to cycle 2. the accomplishment might be determined by comparing the students’ results in cycles 1 and 2. furthermore, figure 2 clearly shows the improvement in the students’ writing scores between the first and second cycles. finally, based on the findings of the observation checklists, field notes, and questionnaires, it is not only the students’ achievement that indicates the success of the action but also the process of implementation that is effective and useful in improving students’ achievement, particularly in using correct punctuation in writing. the findings of the present study indicate that the writer’s workshop’s strengths lay in its methodical approach to generating a piece of writing, beginning with a mini-lesson, followed by autonomous writing, and concluding with sharing time. as a result, the students have more gratifying experiences since they can interact entirely with their peers and teachers. writing is no longer a tedious and repetitive chore for them because of this exercise. furthermore, most students believe that their ability to utilize accurate punctuation in writing has improved due to the teacher’s explanations and training throughout the mini-lessons. the writer’s workshop, on the other hand, had significant restrictions in its execution. the sharing time did not function in this trial when placed at the end. as a result, it was completed on the second stage, which was for writing time. the students reaped several benefits from spending time together before writing to develop interpersonal and interactive abilities. students were held accountable in front of their classmates. furthermore, it took quite a long time to arrange the seats for the various groups. as a result, certain activities had less time since this procedure took longer. third, the time allocation was always a difficulty. the students needed more time, especially while conducting the exercises because some could not complete their duties in the allotted time. to summarize, while the writer’s workshop has certain advantages, it also has some limits that the instructor should be aware of while using this technique. conclusion the findings indicated that the writing workshop implementation effectively met the goal after revisions and modifications were made to conduct cycle 2. in cycle 2, the workshop structure comprised mini-lesson, sharing, and individual writing. it differed from the one in cycle 1 in that it followed the general framework of calkins’ (2006). there were several positive aspects to implementing the writer’s workshop in cycle 2 that could be noticed in the students’ high accomplishment in participating in the mini-lesson, improving students’ writing skills nobel: journal of literature and language teaching 48 volume 13, number 1, april 2022, 35-49 executing the activities in pairs, holding group discussions, and sharing time. it was demonstrated by students’ score improvement in cycle 2. furthermore, the questionnaire findings show that the majority of students feel that working in groups allows them to comprehend the materials better. given the findings, the following recommendations are made. first, english teachers are suggested to utilize a writer’s workshop technique with the following pattern: mini-lesson, sharing, and independent writing, since this format has been shown in this study to be beneficial. second, in light of the current study’s limitations, it is recommended that future researchers do research on the writer’s workshop approach with specific modifications or improvements to enhance the quality of teaching and learning, particularly in involving students in the learning process. references akkaya, a. & aydin, g. 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(2020). grammar in writing: teachers’ reflections. pasaa, 60, 199-221. retrieved from https://files.eric.ed.gov/fulltext/ej1259147.pdf http://www.edweek.org/ew/articles/2016/03/23/popular-writing-program-found-to-yield-gains.html http://www.edweek.org/ew/articles/2016/03/23/popular-writing-program-found-to-yield-gains.html https://doi.org/10.4135/9780857020116 https://link.springer.com/article/10.3758/bf03195739 http://dx.doi.org/10.15373/22501991/jan2013/4 https://www.researchgate.net/journal/english-language-teaching-1916-4750 https://www.researchgate.net/journal/english-language-teaching-1916-4750 http://dx.doi.org/10.5539/elt.v6n7p33 https://journal.umy.ac.id/index.php/ftl/article/view/3090/3585 49 women’s linguistic features in two dramas aifi umdatun khoirot1, zuliati rohmah2, desi puspitasari3 yayasan al-uswah bangil, pasuruan1, uin sunan ampel surabaya2, universitas trunojoyo madura (utm)3 el_fakirah@yahoo.co.id1, zettira@gmail.com2, puspitasaridesi13@gmail.com3 abstract: the present paper aims at describing linguistic features of two women who have two different characteristics—feminine and less feminine—as apparent in “who’s afraid of virginia woolf” and “the lover” dramas. using robin lakoff’s (1975) women’s linguistic features, the research found out that not all features occur in the dialogues of the two female characters with other characters. nine features were applied by martha in “who’s afraid of virginia woolf” drama and seven features were used by sarah in “the lover.” based on the analysis of the data, it is uncovered that the use of the women’s linguistic features reflects uncertainty and lacking of confidence on the part of the women in their conversation. keywords: women’s linguistic features; drama. 1. introduction women’s linguistic features are several aspects of speech difference between women and men which indicate the characteristic of women’s speech. woman as described by hornby (1989) in oxford advanced learner’s dictionary is an adult female human being or female sex. lakoff (in coates, 1986:112-113) provides a list of ten linguistic features which characterize women’s speech: lexical hedges or filler, tag question, rising intonation on declarative, empty adjective, precise color terms, intensifier, hypercorrect grammar, super polite forms, emphatic stress, and avoidance of strong swear word. lakoff also divides the ten linguistic features into two groups, that is, hedging devices and boosting devices (holmes, 1992:316). hedging devices are the linguistic devices that are used to reduce or minimize the force of an utterance, for example lexical hedges, tag questions, question intonation, super polite forms, and euphemisms. boosting devices are the features used to intensify or strengthen a proposition’s force, for example, intensifiers and emphatic stress. in a certain situation, women speak differently from men in various speech communities. it is often aimed to protect their face and their addressee’s face. women and men make different use of linguistic resources available to them (coates, 1995:13; rudman, 1996:1). more specifically, women’s speech is characterized with tag questions, rising intonation, whiny, breathy or high-pitched voices (romaine, 1994; cameron, 1995; fasold, 1990). holmes (2000) also summarizes women’s styles as indirect, conciliatory, facilitative, collaborative, talking less than men, having difficulty getting a turn, person-oriented, and affectively oriented as opposed to men’s styles which are being direct, aggressive, mailto:el_fakirah@yahoo.co.id mailto:zettira@gmail.com2 50 competitive, autonomous, dominating, interrupting aggressively, task oriented, and referentially oriented. related to the tendency in having collaboration and opposition among women and men, the previous researches showed that men were believed to be more aggressive and competitive than women; women were believed to be more yielding and cooperative than men (kramarae & treichler, 1990; weinrich-haste in thomas, 1990; miller, 1992; coates, 1995; tannen, 1998; de klerk & hunt, 2000). tannen (1998) states her proposition that if ritual opposition exists more to men than women, it is just ordinary that public discourse tends to be oppositional. she explains that the difference of tendencies between boys and girls results in the difference of their competence in speaking up in public: these different patterns--the girls’ inclination to hide their conflict, the boys’ to make it into a kind of performance--might explain why middle-class girls are reluctant to talk in front of others--for example, in school--and why many adult women find it hard to speak up at meetings (tannen, 1998:203). based on this, the present study would like to uncover whether martha and sarah show women’s linguistic features. martha in who’s afraid of virginia woolf and sarah in the lover are middle-aged women having dissimilar characters. martha is a drinker, smoker and bad-tempered. martha has a strong emotion and a lot of struggle to get her right as a daughter of the president of a small new england college and a wife of george. dissimilar to martha, sarah is a house wife and a feminine woman; she is calmer and softer than martha. martha uses more swear words because martha has stronger emotion than sarah. our society often does not seriously consider female as an individual with all her characters (lakoff, 1975; cameron, 1990). if a woman is allowed to show her emotions openly, others may be able to view her as a real individual in her own right. by studying the two different characters, this paper would like to enrich the discussion whether two female characters having different tendencies still show women’s linguistic features. who’s afraid of virginia woolf by edward albee was first published in the u.s.a. in 1962. it was published in great britain by jonathan cape in 1964. it was published in penguin books 1965, and reprinted in 1966, 1967, 1968, 1970, and 1972. made and printed in great britain by cox and wyman ltd, london. the second drama is the lover by harold pinter. the lover was first presented by associatedrediffusion television, london on 28 march 1963. the play was first presented on the stage by michael codron and david hall at the art theater on 18 september 1963, and it was produced at the young vic in june 1987. in short, both dramas were published in early 1960s. 51 2. research methods content analysis was applied to collect and analyze the data in this research. krippendorff (1980) mentions that content analysis is a research technique for making replicable and valid inferences from data to their context (in prasad, 1994:71-89). krippendorff (2004:3) also states, “content analysis entailed a systematic reading of a body of texts, images, and symbolic matter, not necessary from an author’s or user’s perspective”. furthermore, kerlinger (in prasad, 1994:71-89) defines content analysis as a method of studying and analyzing communication in a systematic, objective, and quantitative manner for the purpose of measuring variables. weber (1985) also says it is a research methodology that utilizes a set of procedures to make valid inferences from text. in addition, content analysis is a research method to determine the presence of words or concepts in the text or a set of text to get a conclusion. the data were words, phrases, clauses and sentences taken from martha’s utterances in who’s afraid of virginia woolf and sarah’s in the lover. to collect the data, the researcher, first identified them by underlining the words, phrases, clauses, and sentences produced by martha which imply woman-specific linguistic features. the same was also done to sarah’s. then, the researcher assigned codes to the identified data. after the data had been identified and coded, they were analyzed by classifying them. then, they were interpreted based on their contexts to reveal the messages conveyed by the utterances. and finally, they were concluded to uncover what those features reflected. 3. results and discussion this part presents the use of women’s linguistic features by martha and sarah as apparent in table 1. there are a hundred utterances used by martha and ninety-six utterances used by sarah, which reflect women’s linguistic features. the findings of this research show there are nine women’s linguistic features reflected by martha’s utterances, namely lexical hedges or fillers, tag questions, rising intonation on declaratives, ‘empty’ adjectives, precise color terms, intensifier, super polite forms, avoidance of strong swear words and emphatic stress. meanwhile, sarah’s speech redirected seven women’s linguistic features, they are, lexical hedges or fillers, tag questions, rising intonation on declaratives, ‘empty’ adjectives, intensifier, super polite forms, and avoidance of strong swear words. 52 table 1. women’s linguistic features of martha’s and sarah’s utterances lakkof’s women’s linguistic features martha (100 u) sarah (96 u) total (u) percent age lexical hedges or filler 51 38 89 45.40% intensifiers 9 22 31 15.81% tag questions 4 14 18 9.19% emphatic stress 13 13 6.63% rising intonation on declaratives 4 8 12 6.12% avoidance strong swear words 11 1 12 6.12% super polite forms 3 7 10 5.10% empty adjectives 2 6 8 4.10% precise color terms 3 3 1.53% hypercorrect grammar 0 % total 196 100 note: u= utterance 3.1 lexical hedges or fillers hedges are linguistic form such as perhaps, i think, sort of, and you know, while well and you see are described as meaningless particles and assigned to same category as pause fillers such as uh, ah, um, etc. filler itself is a phrase which can appear anywhere in a sentence and which can be deleted from the sentence with no change in context. excerpt 1 nick : honey... (571) honey : well, you were. (572) martha : you look like you still got a pretty good body now, too... is that right? have you? (573) george : martha... decency forbids... (574) martha : shut up! well, have you? have you kept your body? (575) nick : it’s still pretty good. i work out. (576) martha : do you! (577) nick : yeach. (578) honey : oh, yes... he has a very... firm body. (579) martha : have you! oh i think that’s very nice. (580) nick : well, you never know… (581) martha : .... you never know when it’s going to come in handy. (582) (who’s afraid of virginia woolf, 1962, 3738) excerpt 2 richard : is your lover coming today? (1) sarah : mmnn. (2) richard : what time? (3) sarah : three. (4) richard : will you be going out… or staying in? (5) sarah : oh… i think we’ll stay in. (6) 53 richard : i thought you wanted to go that exhibition. (7) sarah : i did, yes… but i think i’d prefer to stay in with him today. (8) richard : mmn-hmmn. well, i must be off. (9) (the lover, 1963:2) in those excerpts, both martha and sarah use ‘i think’. holmes (1990) asserts that “i think” may be used to express uncertainty (epistemic modal meaning) or as a softener to express politeness (affective meaning). the sentence in excerpt 1, turn 580 “have you! oh i think that’s very nice”. it is uttered by martha to nick. nick is martha’s old friend and he was married to honey. nick is more handsome than george. martha and nick had not seen each other for long time. when nick and honey dropped in martha’s house, she asked about nick’s condition. then, nick answered that he was still pretty good. martha responded, “have you! oh i think that’s very nice”. in this context, the function of “i think” is to show uncertainty. in addition, based on women’s linguistic features theory which is proposed by lakoff (1975) “i think” is often used as a booster by women. in excerpt 2, turns 6 and 8, the word “i think” is used by sarah to express a positive politeness. in the living room, richard tried to ask sarah and gave her a choice, while sarah was emptying and dusting ashtrays in the living room. sarah responded, “oh… i think we’ll stay in”, and “i did, yes… but i think i’d prefer to stay in with him today”. sarah preferred staying at home than going out and she was waiting for her lover to come to her house. sarah made an affair with another man but she did not know that her boyfriend was her husband who was pretending to be another man. so, actually she was making an affair with her own husband. therefore, sarah used “i think” to express positive politeness while martha to express uncertainty. although both martha and sarah used the same expression “i think”, the utterance has different functions. 3.2 intensifiers intensifier such as so, just, very, really and quiet reflect another characteristic of women’s language. “just” can be used to minimize the imposition on the addressee. it may also have the meaning like exactly, only, and merely. lakoff (in cameron, 1990:23) said that “substituting an equative like so for absolute superlative (like very, really, utterly) seem to be a way of backing out of committing oneself strongly to an opinion, rather like tag questions”. excerpt 3 george : what's what from? (14) martha : i just told you; i just did it. 'what a dump!' hunh? what’s that from? (15) 54 george : i haven't the faintest idea what.. (16) martha : dumbbell! it's from some goddamn bette davis picture ... some goddamn warner brothers epic •.•• (17) george : i can't remember all the pictures that •.. (18) martha : nobody's asking you to remember every single goddamn warner brothers epic .•. just one! one single little epic! bette davis gets peritonitis in the end ... got this big black fright wig she wears all through the picture and she gets peritonitis, and she’s married to joseph cotten or something (19) (who’s afraid of virginia woolf, 1962, 11) excerpt 4 richard : have you really? (142) sarah : mmnn (143) richard : perceptive. (144) sarah : but quite honestly, i can really believe she’s just… what you say. (145) richard : why not? (146) sarah : it’s just not possible. you have such taste. you care so much for grace and elegance in women. (147) (the lover, 1963:9) martha used intensifiers just, too and really to show that she is backing out of committing herself strongly to an opinion as explained in excerpt 3. sarah used intensifiers really, just, so much and very as in her utterance in excerpt 4, turn 147 “it’s just not possible. you have such taste. you care so much for grace and elegance in women”. there are two intensifiers in her utterances, namely just and so much. sarah used intensifier just to show that she spoke strongly to her opinion. in addition, sarah applied the word just to show that what she was saying is not of great importance, thus it minimizes the imposition on richard. 3.3 tag question tag questions are grammatical structures in which a declarative is followed by an attached interrogative clause or tag. tag questions added to the end of a statement do not change the statement, although they do seek an agreement. they can be used, among others, to look for some information or request, to introduce a new topic, to encourage other speaker to participate in talk, and to invite someone to tell a story. excerpt 5 martha : i like your anger. i think that's what i like about you most ..• your anger. you’re such a ... such a simp! you don’t even have the ... the what? (115) george : ••• guts? (116) martha : phrasemaker! [pause . •. then they both laugh.] hey, put some more ice in my drink, will you? you never put any ice in my drink. why is that, huhh? (117) george : i always put ice in your drink. you eat it, that's all. it's that habit (118) http://changingminds.org/techniques/questioning/tag_questions.htm 55 you have... chewing your ice cubes ... like a cocker spaniel. you’ll crack your big teeth. (who’s afraid of virginia woolf, 1962:16) excerpt 6 sarah : richard…you won’t be home too early today, will you? (224) richard : do you mean he’s coming again today? good gracious. he was here yesterday. coming again today? (225) sarah : yes. (226) richard : oh. no, well, i won’t be home early. i’ll go to the national gallery. (227) sarah : right. (228) (the lover, 1963:15) in excerpt 5, a tag question is one of the examples of women’s insecurity and hesitancy and linguistic forms with tentativeness to show that women use more tag questions than men. in excerpt 5, turn 117 shows that martha is a drunker woman. she was in unconscious condition, she laughed while drinking and said that george never gave her a drink. like this utterance “phrasemaker! hey, put some more ice in my drink, will you? you never put any ice in my drink. why is that, huhh?” it was martha’s utterance to george. martha applied a tag question to express uncertainty. she was unconscious that george always gave her a drink because she was speaking in drunken condition. besides to express uncertainty, martha also applied a tag question to express a request to show politeness as women’s language. different from martha, sarah applied a tag question in excerpt 6 which is mentioned in turn 224 to show a softening or positive device, like the sentence “richard…you won’t be home too early today, will you?” which was uttered by sarah. the function of tag questions in this context is to show positive devices to be more polite than man. sarah used a tag question to get information if her husband goes home early or not. so, the writer can conclude both martha and sarah used tag questions to express politeness. 3.4 emphatic stress emphatic stress is boosting devices used to strengthen the meaning of the utterance. it has similarity with intensifiers; both reflect the use of absolute superlative. another meaning of emphatic stress is a question intonation on sentence which is actually not a question. this is a central idea as women are powerless or weak. women prefer to use emphatic stress to emphasize the utterance. for example: excerpt 7 martha : our son does not have blue hair .••or blue eyes, for that matter. he has green eyes .•. like me. (788) george : he has blue eyes, martha. (789) martha : green. (790) 56 george : blue, martha. (791) martha : green! he has the loveliest green eyes ... they aren't all flaked with brown and grey, you know .•. hazel ... they're real green ..• deep, pure green eyes ... like mine. ," (792) nick :your eyes are ... brown, aren't they? (793) martha : green! well, in some lights they look brown, but they're green. not green like his ... more hazel. george has watery blue eyes ... milky blue. (794) (who’s afraid of virginia woolf, 1962:50) from those utterances, the researcher can explain that martha emphasized the word green and repeat it until four times. martha used emphatic stress to strengthen the meaning of the utterance. another emphatic stress will be showed in the following excerpt. excerpt 8 george : good'lord, martha •.• do you know what time it ... who's coming over? (62) martha : what's-their-name. (63) george : who? (64) martha : what's-their-name! (65) george : who what's-their-name? (66) martha : i don't know what their name is, george.••• you met them tonight ••• they're new ••• he's in the math department, or something•.•• (67) george : who. •. who are these people? (68) martha : you met them tonight, george. (69) (who’s afraid of virginia woolf, 1962:14) the sentence “what’s-theirname” is classified as emphatic stress. it is signed with capital letters and repetition to emphasize the meaning. repetition may also be used to cover disagreement. it occurs when women want to strengthen an assertion. in stressing the opinion in written text, it may use italic, bold, coloring, repeat, capital letter, or typing with longer row of letters to give more emphasis or to strengthen the words’ effect. 3.5 rising intonation on declarative rising intonation on declarative is a statement using rising final intonation as used for questions, rising at the end of the statement. it not only has the form of declarative answer to question, but also the rising inflection typical of yes or no question and seems like being especially hesitant. excerpt 9 martha : you met them tonight, george. (69) george : i don’t remember meeting anyone tonight…. (70) martha : well you did… will you give me my drink, please…he’s in the match department… about thirty, blond, and… (71) george : ••• and good-looking..•• (72) martha : yes. •• and good-looking.•.• (73) george : it figures. (74) 57 martha : ••• and his wife's a mousey little type, without any hips, or anything. (75) george : oh (76) martha : you remember them now? (77) george :yes, i guess so, martha... but why in god’s name are they coming over here now? (78) (who’s afraid of virginia woolf, 1962:14) excerpt 10 richard : would you prefer me to use short ones? (397) sarah : no, thank you (398) richard : but, i am sorry you had a bad day (399) sarah : it’s quite all right. (340) richard : perhaps (341) (the lover, 1963, p. 3) martha’s and sarah’s utterances can be categorized into one of the characteristics of women’s language which relates to the special use of syntactic rule. the utterance in excerpt 9 which is written in turn 77, “you remember now?” is uttered by martha. martha asked george, and george responded by saying ‘yes’ but her question was without mentioning wh question because it is typical yes or no question. lakoff found in english language that it can be involved to the peculiar sentence intonation which has the form of a declarative answer to a question, but it has rising inflectional typical of yes no question or rising intonation on declarative. it is also applied by sarah in excerpt 10 and turn 340, “it’s quite all right” richard answered “perhaps”. it sounds unsure. here we find unwillingness to assert an opinion carried to an extreme. the consequence is that this kind of speech pattern is used to reflect something real about richard’s saying, she is not sure of her self. this kind of sentence intonation pattern usually occurs among women and reflects being hesitant. martha and sarah seem to be lack of certainty in conveying their utterances. it indicates that there is unwillingness to assert their opinion. 3.6 avoidance of strong swear words swearing is a kind of interjection that can express extreme intensity. in other words, avoidance of strong swear words are avoiding using strong expletive expression. it has been widely considered as an expression of very strong emotion (eckert, 2003:181). it is viewed as potent language and can indeed sometimes achieve impressive effect. excerpt 11 martha : you laughed your head off when you heard it at the party. (103) george : i smiled. i didn't laugh my head off ••• i smiled, you know? it was all right. (104) martha : you laughed your goddamn head off. (105) 58 geore : it was all right.... (106) (who’s afraid of virginia woolf, 1962:16) excerpt 12 martha : the bit? the bit? "'that kind of language is that? what are you talking about? (257) george : the bit. just don’t start in on the bit. (258) martha : you imitating one of your students, for god's sake? what are you trying to do? what bit? (259) george : just don't start in on the bit about the kid, that's all. (260) (who’s afraid of virginia woolf, 1962:18-19) excerpt 13 sarah : oh dear (414) richard : i must say i rather suspected this would happen, sooner or later. (415) sarah : how’s your whore? (416) richard : splendid. (417) (the lover, 1963:29) it was found out that only one weak swear word was used by sarah. on the other hand, in martha’s utterance the researcher found eleven weak swear words. women usually use softer forms of swearing such as ‘oh, dear!’ or ‘darn!’, whereas men use the stronger swear words such as ‘dammit!’ or ‘oh shit!’ like in sarah’s utterance “oh dear”. it indicates a weak swear word that is usually used by women. martha also used weak swear words such as goddamn, god’s sake, and oh lord and etc. goddamn and god’s sake are swear-words which are related to something religious or god. 3.7 super polite forms lakoff (1975) and cameron (1990:231) argued that in the same sense a request may be a polite command; it does not need obedience overtly, but suggest something to be done as a favor to the speaker. he believes that women’s language is more polite and more refined. excerpt 14 martha : may i have my drink, please? daddy said we should be nice to them. thank you. (81) george : but why now? it's after two o'clock in the morning, and … (82) martha : because daddy said we should be nice to them! (83) george : yes. but i'm sure your father didn't mean we were supposed to stay up all night with these people. i mean, we could have them over some sunday or something· .• (84) (who’s afraid of virginia woolf, 1962, p. 14) excerpt 15 sarah : …. mmmmn? would you like me to change? would you like me to change my clothes? i’ll change for you darling, shall i? would you like that? (496) richard : yes, (497) 59 change change change your clothes. (the lover, 1963:37) martha’s utterance used super polite forms to show compound request in excerpt 14, such as “may i have my drink, please? daddy said we should be nice to them. thank you”. while sarah’s utterance used polite forms to show simple request. that is showed in excerpt 15, “would you like me to change?”. martha’s utterance is more polite than sarah’s utterance because martha combined the words “may and please”. the word please is one of the linguistic realizations to express a request. a request is a polite way of asking someone to do something. this is normally used by the speaker who has lower power relations than the hearer. may, on the other hand, is suggesting. in sarah’s utterance “would you like me to change?” means that “are you willing to me to change?” although this utterance has function as a request, the decision is living up to the willingness of the addressee. that utterance as a positive question makes an implicit assumption that the addressee will answer “yes”. if the question is phrased with negative like in sarah’s utterance “can’t you speak to strange girls?” the speaker seems to suggest the stronger likelihood of a negative response from the addressee. the assumption is that the addressee is freer to refuse. so, that utterance is a request which is more polite than martha’s utterance. 3.8 empty adjectives empty adjectives are adjectives that only convey an emotional reaction rather than specific information. adjectives are applied to soften and add friendly elements to the sentence, although they are not adding any particular meaning to content. empty adjectives become one of the characteristics of women’s speech since they reflect women’s uninvolved and out of power in uttering the sentence. excerpt 16 martha : anyway, george said he didn't want to, and daddy was saying, 'come on, young man ... what sort ' of son-in-law are you?' and stuff like that. (612) nick : yeah (613) martha : so, while this was going on ... i don't know why i did it ... i got into a pair of gloves my self ... you know, i didn’t lace ‘em up, or anything ... and i snuck up behind george, just kidding, and i yelled 'hey, george!' and at the same time i let go sort of a round-house right •.. just kidding, you know? (614) nick : unh-hunh. (615) martha : ... and george wheeled around real quick, and he caught it right in the jaw ... pow! i hadn't meant it ... honestly. anyway ...pow! right in the jaw... and he was off balance... he (616) http://changingminds.org/techniques/language/speech_parts/adjective.htm 60 must have been... and he stumbled back a few steps, and then, crash, he landed... flat..in a huckleberry bush! it was awful, really. it was funny, but it was awful. i think it's colored our whole life. really i do! it's an excuse, anyway. (who’s afraid of virginia woolf, 1963:40) excerpt 17 richard : oh, by the way... i rather wanted to ask you something. (76) sarah : what? (77) richard : does it ever occur to you that while you’re spending the after noon being unfaithful to me i’m sitting at the desk going through balanced sheet and graphs? (78) sarah : what a funny question. (79) richard : no, i’m curious. (80) sarah : you’ve never asked me that before. (81) richard : i’ve always wanted to know. (82) (the lover, 1963:6) in excerpt 16, turn 616 explicitly shows that martha used the words sweet, awful and funny in utterance “you bet your sweet life, it was awful, really. it was funny, but it was awful.” the use of the words indicates that martha used a kind of adjective which means that those only convey an emotional reaction rather than just specific information. in addition, sarah also used the words funny and wonderful in utterances like, “what a funny question”, and “oh, how wonderful of you”. she used those utterances to add friendly tone to the addressee. those adjectives can be considered as empty adjectives. some of these adjectives are neutral as to the sex of the speaker; men or women may use them. therefore, people who use these words are also considered as feminine and masculine (cited in cameron, 1990: 228). some of the representative lists of adjective are neutral (e.g. great, neat), others are generally related only to women (e.g. adorable, charming sweet, lovely, divine, gorgeous, cute). lakoff stated that there are also certain empty no forceful adjectives and expletives commonly used by women but only very rarely by men such as charming, divine, adorable, sweet, and lovely, darn, and shoot (in chaika, 1994:212). consequently, if men use the women’s adjectives, it will damage his reputation. on the other hand, if men use adjectives to show their approbation or admiration, they will be considered as uninvolved or out of power. 3.9 precise color terms precise color terms deal with women’s specific use to mention some colors more specifically. the fact that boys and girls are brought up differently can be considered in the use of color terms in their speech. the society always has a mental image that if a baby is dressed in pink with bonnet, she must be a girl. therefore, the use of color words between men and women is different. women tend to use color words which indicate femininity. 61 excerpt 18 martha : our son does not have blue hair .••or blue eyes, for that matter. he has green eyes .•. like me. (788) george : he has blue eyes, martha. (789) martha : green. (790) george : blue, martha. (791) martha : green! he has the loveliest green eyes ... they aren't all flaked with brown and grey, you know .•. hazel ... they're real green ..• deep, pure green eyes ... like mine." (792) nick : your eyes are ... brown, aren't they? (793) martha : green! well, in some lights they look brown, but they're green. not green like his ... more hazel. george has watery blue eyes ... milky blue. (794) (who’s afraid of virginia woolf, 1963:50) in excerpt 18, that conversation happened among martha, george, and nick. there is a different precise color terms between george’s language and martha’s language. in the use of precise color term, george’s language is more general than martha’s language. when george just said blue and green, martha used more specific terms of what blue and green actually are, such as: milky blue, real green, and deep, pure green. it is mentioned in turns 792 and 794, “green! he has the loveliest green eyes... they aren’t all flaked with brown and grey, you know... hazel... they’re real green... deep, pure green eyes... like mine. (792)”, “green! well, in some lights they look brown, but they are green. not green like his…more hazel. george has watery blue eyes… milky blue (794). although martha is a drunker, smoker and her language and behavior are sometimes like men’s, she still used precise color terms to show that she is a woman. the researcher also finds emphatic stress in that excerpt. martha used repetition word “green” with capital letters. the emphatic stress in spoken language is expressed with certain intonation which has high rising tone, but in written text emphatic stress is signed with capital letters. from that table the researcher can compare between martha and sarah. in the lover the researcher did not find precise color terms as she did in who’s afraid of virginia woolf. 3.10 hypercorrect grammar hypercorrect grammar is the consistent use of standard verb forms. women speak as close to standard verb forms as possible. lakoff connects these features with each other since they all come down to the fact that women are not supposed to talk roughly or less politely than men. the finding shows that martha in who’s afraid of virginia woolf and sarah in the lover did not apply hypercorrect grammar. their language is natural. to summarize the previous findings, as mentioned before, the biggest number of martha’s and sarah’s utterances in who’s afraid of virginia woolf and sarah in the lover 62 that contains women’s linguistic features is on lexical hedges or fillers which is 45.40%. the use of lexical hedges is to show uncertainty and lack of confidence in the conversation. they also function as fillers in the conversation which are applied to give the speakers sequence of time to think what they will say next; to greet the addressee; and to keep the conversation on track. martha often discussed sensitive topics which may produce strong emotions in the speakers and the addressee. in order to avoid creating arguments, she tended to hedge her assertions. sarah, on the other hand, used hedges to show positive politeness, indicating sensitivity to others’ feelings. it is interesting to note here that although martha is less feminine, she applied more hedges and fillers than sarah did. furthermore, intensifiers is the second frequent feature of women’s language used by martha and sarah with the percentage of 15, 81%. here, sarah used more intensifiers that martha; twenty two and nine subsequently. it shows that martha and sarah wanted to emphasize or strengthen their utterances deeply to attract addressee’s attention using intensifier. as said by lakoff (1975), women “use intensifying devices to persuade their addressee to take them seriously” (in holmes, 2001: 287) because they are lacking status in society. another stimulating point needs to be attended here is that sarah who is more feminine than martha applied more intensifiers. similar tendency also occurs in tag questions. sarah also applied more tag questions than martha in order to appear more polite. in addition, sarah used more rising intonation on declarative to express surprise. sarah applied more super polite form to show her being polite, too. two features existing in martha’s utterances but not in sarah’s. they are precise color terms and emphatic stress. the use of italic, bold, coloring, repeat, capital letter, or typing with longer letter to give more emphasis or to strengthen the words appeared more in martha’s than in sarah’s utterances. this shows that although martha is more masculine, her language still shows women’s linguistic features. the fact that martha avoids strong swear words more than sarah confirms this conclusion. swearing is kinds of interjection that can express extreme intensity. it has been widely considered as an expression of very strong emotion (eckert, 2003:181). martha and sarah both convey their emotional reaction by using empty adjectives. lakoff’s women’s linguistic feature which is not used by both martha and sarah is hypercorrect grammar. 4. conclusion from the research results, it can be concluded that both martha and sarah apply various women’s linguistic features. they both put hedges more frequently than other features 63 showing both their uncertainty and preferences to politeness and sensitivity to others’ feelings. although martha is more masculine than sarah, her language shows more women’s linguistic features. martha used precise color terms and emphatic stress, while sarah did not. furthermore, sarah applied these features more frequently, i.e. intensifier, tag questions, more rising intonation on declarative, and super polite form. 5. references albee, e. (1962). who’s afraid of virginia wolf. u.s.a: penguin books. cameron, deborah. (1990). the feminist critique of language. u. s. a: routledge. cameron, d. (1995). rethinking language and gender studies: some issues for the 1990s. in: sara mills (ed.), language and gender: interdisciplinary perspectives (pp. 31-44). horlow: longman. chaika, e. (1994). language: the social mirror. 3rd edition. boston: heinle & heinle publishers. coates, jennifer. (1989). women talk: conversation between women friends. oxford: blackwell coates, j. (1995). language, gender and career. in: sara mills. (1995). (ed.), language and gender: interdisciplinary perspectives (pp.13-30). horlow: longman de klerk, v. & hunt, s. (2000). discourse domination? the role of gender in seminar interaction. southern african linguistics and applied language studies, 18, 73-87. eckert, p. (2003). language and gender. uk: cambridge university press. fasold, r. (1990). the sociolinguistics of language. cambridge: b. blackwell. holmes, j. (1992). an introduction to sosiolinguistics.uk: longman. holmes, j. women. (2000). at work: analyzing women’s talk in new zealand workplaces. australian review of applied linguistics, 22, 1-17. holmes, j. (2001). an introduction to sociolinguistics. second edition. uk: longman. hornby, a. s. (1989). oxford advanced learner's dictionary of current english. oxford: oxford university press. kerlinger, f.n. (2010). foundations of behavioral research (3rd ed), new york: holt, rinehart and winston, (online) www.newsimproved.org/documents/guide_to_content_analysis.pdf, retrieved: july 26. 64 kramarae, c. & treichler, p. a. (1990). power relationships in the classroom. in susan l. g. (ed.), gender in the classroom power and pedagogy (pp. 41-59) urbana: university of illinois press. krippendorff, k. (2004). content analysis: an introduction to its methodology, london: sage. lakoff, r. (1975). language and woman’s place. new york: harper and row. miller, j. b. (1992). conflict scripts of men and women. in linda a.m. p., lyn h. t., & helen m.s. (eds), constructing and reconstructing gender: the links among communication, language and gender (pp. 239-249). albany: state university of new york. pinter, harold. (1963). the lover. london: associated – rediffusion television. prasad, d. b. (1994). dowry-related violence: a content analysis of news in selected papers, the journal of comparative family studies, 25(1): 71-89. romaine, s. (1994). language in society: an introduction to sociolinguistics. new york: oxford university press. rudman, c. (1996). frames of reference: how men and women can overcome communication barriers and increase their effectiveness at work. princeton: peterson’s/pacesetter books. tannen, d. (1998). the argument culture: moving from debate to dialogue. new york: random house. thomas, k. (1990). gender and subject in higher education. buckingham: open university press. weber, r.p. basic content analysis, new delhi: sage, (online) www.newsimproved.org/documents/guide_to_content_analysis.pdf (retrieved: july 26, 2010). volume 13, number 1, april 2022, 18-34 available at http://jurnalfahum.uinsby.ac.id/index.php/nobel/article/view/502 doi: 10.15642/nobel.2022.13.1.18-34 pluralism in the time of postcolonialism: cultural diversity of malay-indonesian archipelago in upin-ipin and adit-sopo-jarwo moh atikurrahman1, jiphie gilia indriyani2, shabrina an adzhani3 universitas islam negeri sunan ampel, jl. jend. a. yani 117 surabaya, east java, indonesia1,2 universitas islam negeri raden mas said, jl. pandawa surakarta, central java, indonesia3 article info abstract this paper aims to compare two animated series and critically look at the story elements which represent the plurality of the society. recent studies commonly pointed out that upin-ipin (ui) and aditsopo-jarwo (asj) describe the genuine culture of the malayindonesian archipelago, which is multiculturalism. most scholars see cultural diversity in these animations as a fact. however, the study on reading a plurality of cultures as a value rather than a fact is rarely conducted. this study aims to analyze the works of two countries, malaysia’s les’ copaque and indonesia’s md animation, to demonstrate the inadequate category of cultural diversity as a ‘fact.’ parekh’s theory of multiculturalism makes way to map and understand the plurality of society the series represent. at the same time, the cultural diversity presented in the series must be understood as a postcolonial pluralism landscape. by understanding the multicultural situation as postcolonial pluralism, this study concluded that first, multiculturalism in ui and asj performs cultural traces that derive from the country’s history, including colonialism. second, multiculturalism in ui and asj is thick with ethnoreligious pluralism problem as a form of cultural penetration by european colonial, which is still apparent. article history: received january 2022 accepted march 2022 published april 2022 keywords: multiculturalism, pluralism, cultural diversity, postcolonialism, upin-ipin, adit-sopojarwo © 2022 uin sunan ampel surabaya correspondence: p-issn 2087-0698 email: atiqurrahmann@gmail.com e-issn 2549-2470 http://jurnalfahum.uinsby.ac.id/index.php/nobel/article/view/ moh atikurrahman, jiphie gilia indriyani, & shabrina an adzhani nobel: journal of literature and language teaching 19 volume 13, number 1, april 2022, 18-34 introduction since the discovery of the asia-europe maritime trade route (the silk road), the role of the malay-indonesian archipelago has become vital (damuri et al., 2014; lombard, 2005; muis et al., 2012). with its vast trade in spices, the most important commodity, the archipelago had long been one of the world’s great maritime empires (lombard, 2005). it is not exaggerating if lombard (2005) metaphorically called the malay-indonesian archipelago a “crossroads of civilizations,” a meeting-point that was originally based on an economic motive but then expanded on cultural, religious, political reasons, etc. (furnivall, 2010; hefner, 2017). as a cross in international route, with the great entrepot of malacca, “the venice of asia,” the archipelago’s coordinate is not meant to be a temporal transit locus. the adventurous nations then saw the tanah di bawah angin (the lands below the winds) (reid, 2011b) as “the promising land.” the malay-indonesian archipelago became a magnet for merchants, travelers, clergy, and even orientalists to come before finally settling in the areas of the former majapahit empire (dalimunthe, 2016; yahya, 2019). when european galleons first sailed into the archipelago in the early sixteenth century, european found a world comprised not of stagnant societies lost in traditional slumber but a bustling region well into its second millennium of state rule and commercial dynamism (hefner, 2017). when european domination was reaching its peak in the late nineteenth and early twentieth centuries, the european colonial government applied a racial policy that changed the existing cultural plurality order. however, the long history of multiculturalism rooted in malay-indonesian regions does not necessarily guarantee that the society is far from the pitfall of diversity. moreover, social segregation keeps haunting multicultural postcolonialism as the latent inheritance of colonialism (furnivall, 2010; hefner, 2017). the fact that the malay-indonesian archipelago is frail somehow becomes the impetus for upin dan ipin (ui) (les’ copaque, malaysia, 2007) and adit dan sopo jarwo (asj) (md animation, indonesia, 2014) creation. besides being educative and rooted in indigenous culture, (djumala, 2018; febriyanti, 2018), local identity politics (ghani, 2015; jiman, 2011; yusof & aripin, 2018), animation market (mahdi et al., 2019; saputro, 2011), and cultural complexity are obviously affecting the narration of the series. in addition to presenting innocent and ideal children’s world, the uniqueness of ui and asj is apparent from the exploration of the plural landscape depicted by the characters, background, and narration. in addition to serving their purpose in entertainment, these series segmented for children show peculiarities of the cultural locus in each geographical area thick with cultural diversity. pluralism in the time of postcolonialism nobel: journal of literature and language teaching 20 volume 13, number 1, april 2022, 18-34 ui and asj are catalysts for children’s programs relevant to the actual social life of malay and indonesian multicultural children. to understand plural societies in the malay-indonesian context, this paper looks at cultural diversity as a fact and value. the value of a magnificent culture will be better understood and explained if the historical facts that become the community’s blueprint are presented as the subject. there have been many studies on the animated series ui and asj, discussing multiculturalism explicitly and implicitly. however, those existing researches have not answered the problem formulated in this paper. surprisingly, those studies consider the cultural diversity in ui and asj as a fact of the society they represent, the people of malaysia and indonesia. most studies investigated the aspects of education and learning (see. lestari, 2018; yusof & aripin, 2018), character (see. putri et al., 2021; sutiyani et al., 2021), value, and morals (see. jiman, 2011; masriani et al., 2021; risdiany & lestari, 2021), and others (see. hidayat & wasana, 2019; yulianto, 2018). all discussion rests on the multicultural representation carried by the animated series, hoping that they can provide positive education for children in each country. meanwhile, the condition of malay-indonesian plural society is understood a priori and without considering the influence of colonialism that has shaped the multicultural face of malaysia and indonesia today. on the other hand, articles discussing multicultural issues in animation have not reached the level expected by this paper. the studies place an animated series that takes locality as the background as a cultural politic of the country they represent. mahdi et al. (2019), for example, saw that ui has a role in shaping the identity of malay, especially for kids. cultural elements in animation are very obvious in the setting, language, and daily activities of each character. the digital context that meets global demands, as shown in ghani’s research (2015), is considered appropriate to promote malay’s cultural values. ui series can be viewed as a means to introduce a malay locality to malaysian people and viewers from abroad. meanwhile, saputro (2011) saw that the creation of ui is inspired by (1) the response to the failure of malaysian animation, which previously failed to produce high-quality productions, and (2) the promising global animation market. by placing an animated narration from a local context, this animation is nothing but the result of the decommodification of new media. as a political culture, the animation produced by les’ copaque can be considered a propaganda medium for malaysia, which call itself “truly asia.” several scholars described multiculturalism more explicitly by placing ui and asj as the ideal face of malay-indonesian plurality. ihwanah (2018) calls ui an animated series that has been successfully portraying religious tolerance. cahyono and susanti (2019), on the other moh atikurrahman, jiphie gilia indriyani, & shabrina an adzhani nobel: journal of literature and language teaching 21 volume 13, number 1, april 2022, 18-34 side, consider ui as the actual portrayal of malaysian social diversity. it can be seen in the special episodes of religious holidays, which are islamic (as in esok hari raya or eid al fitr), confucianism (gong xi fat cai or chinese new year), and sikh (deepavali). both ihwanah (2018) and cahyono-susanti (2019) agree that ui provides multicultural education, especially for children. febriyanti (2018), not much different from the earlier researchers, also found an ideal picture of multiculturalism in the asj series laid upon its setting, language, and narration. at first, muhdaliha and arlena (2017) seemed to break away from the previous trend by offering a new approach to seeing multiculturalism in children’s animated shows. utilizing the matrix system, a method adapted from tsukamoto on the manga matrix, the two researchers were trapped in a monotonous and uniformed descriptive discussion. it is similar to other studies which describe intrinsic elements of animation. the description of the characters is presented in different words, but the result is not so much different from the conventional method usually performed to analyze fiction. the stagnation is most likely because scholars understand multiculturalism simply as a fact and not as a value. thus, the plurality displayed by ui and asj is taken for granted. in short, studies that see multiculturalism as a fact will find it difficult to see a loophole in critically looking at the representation of multiculturalism in the animated series. therefore, this paper sees cultural diversity as a dynamic plural society situation (a value) and not as a static phenomenon (a fact). this paper will thus look at the condition of the archipelago’s culture in the historical struggle which forms plurality in malayindonesian society today. review of literature as an ideology, multiculturalism is an understanding of diversity that is motivated by social conditions (nasikun, 2007), politics (azra, 2007), economics (furnivall, 2010), and culture (parekh, 2002). in terms of cultural diversity, plurality is considered capable of accomodating the basic interest of every member of the society that multiculturalism is referred to as cultural basis (azra, 2005). of all the theorists, bhikhu parekh is one of the experts in studying plural society. his book, rethinking multiculturalism: cultural diversity and political theory, is considered one of the essential references in the contemporary cultural diversity discourse (hadyanto, 2011). besides being critical of the concept of liberal multiculturalism, parekh’s model emphasizes more on cultural conditions (bauböck, 2001; hefner, 2017; kukathas, 2019). as a third-world person, his concept of plural society will be more relevant to diversity in third world countries based on their historical facts. pluralism in the time of postcolonialism nobel: journal of literature and language teaching 22 volume 13, number 1, april 2022, 18-34 most liberal theories see cultural diversity as a fact rather than a value (bauböck, 2001). however, parekh (2002) considers a multicultural society, which includes several cultural communities with an overlapping but nonetheless distinct conception of the world, systems of meaning, values, forms of social organizations, history, and customs and practices. for parekh (2002), multiculturalism does not depart from differences at the individual level. on the contrary, diversity is obtained culturally and forms a benchmark that becomes the authority given a form and structure then embedded in a historically inherited system (hadyanto, 2011; syamsiyah, 2018). today, cultural diversity is inseparable from the concept of the nation-state. a key premise of the nation-state was that democracy is impossible without modernization, and modernization requires the homogenization of political culture (hefner, 2017). parekh (2008) refuses a tendency for western liberal theorists. he mentioned three models of the state’s multicultural policy in dealing with the modern plurality style, namely (1) nationality; (2) ethnic-nationality; and (3) ethnic-multicultural (irhandayaningsih, 2012). in modern society, parekh (2008) maps cultural diversity into (1) subcultural, (2) perspective, and (3) communal (hadyanto, 2011; syamsiyah, 2018). consequently, each form can be responded to by (a) monoculturalism or the fusion of all cultures, and (b) multiculturalism or accomodating of every culture. this paper sees cultural diversity as a value rather than a fact. as a value, plural society will be better explained if historical facts around cultural diversity in the society are presented as a grand discussion. it is helpful to remember that non-western cultures have their history of pluralist challenges and their own need to devise meaningful formulas for its resolution (hefner, 2017). in addition, the face of the plural society in ui and asj is also understood as the representation of postcolonial pluralism. this paper will follow the depiction presented by hefner (2017) related to multiculturalism in malaysia as a continuation of british imperialism and indonesia as a former colony of the dutch east indies. discussions of main themes outlook for multicultural animating at least to some degree, most modern states today are culturally diverse. many societies are multicultural because they are open to a diversity of people who come and go and, sometimes, stay (kukathas, 2019). multiculturalism here is understood as a socio-cultural condition in which the composition of the community consists of at least two ethnicities and religions, but they live side by side in harmony (hefner, 2017; parekh, 2002). moh atikurrahman, jiphie gilia indriyani, & shabrina an adzhani nobel: journal of literature and language teaching 23 volume 13, number 1, april 2022, 18-34 southeast asia is a dynamic, pluralistic meeting point, considering cultural diversity formed by the maritime world trade network (reid, 2011a). with the great entrepot of malacca, “the venice of asia” (as early european visitors called it) on the southwestern edge of the malay peninsula, southeast asia (sea) is the primary trade route linked to muslim principalities in the east of the archipelago. in this area, religion is an integral part of the ethnic groups that inhabit the archipelago. although most of the trading ports in the region were under the rule of muslim empires, the archipelago was conducive to interethnic collaboration and cultural exchange (hefner, 2017). anthony reid (2011b) also states that the maritime world in southeast asia is in better condition than the mediterranean, the levant, and north africa because it is significantly integrated into the south china sea. however, before going too far into discussing the interior of a multicultural archipelago, this paper needs to look at the depiction of plurality presented in the two animated series, as mentioned earlier. in this section, the early discussion dwells on the intrinsic description of animation. scientific work is commonly done in literary studies by imitating stanton (1965). ui animated series is generally a story of orphaned twin boys’ daily lives, upin and ipin. the setting of the story is in malaysia, a shady and far from pollution village called kampung durian runtuh. semiotically, the naming of kampung durian runtuh by saputro (2011) represents a wait for sustenance. the animation illustrates a plural society, shown by the characters: upin and ipin, as protagonists, and opa (the grandmother) with kak ros (the older sister); atuk dalang, ehsan’s family, mail’s family, cik gu (the teachers whose names are cik gu jasmin, cik gu melati, cik gu besar), fizi, dzul, ijat, and abang shaleh and others. the characters mentioned are from the same ethnic groups, the malays. besides the malays (malayan-mongoloid), are also present non-malay characters such as mei mei and uncle ah tong, who are asiatic mongoloid (chinese), jarjit singh, devi, rajoo, and the father, uncle muthu, who are from caucasoid (indian). racial diversity in malaysia is shown by the presence of more than one character representing one race. it is a form of ethnic representation in the story under the big theme of diversity. the first racial representation is seen in the character mei mei and uncle ah tong. with narrower eyes than other characters, mei mei’s physical appearance is a particular oriental feature. visually, mei mei’s oriental facial characteristics represent children of chinese ethnic groups. her character is also described as careful, thorough, and persistent. in an episode especially made for the chinese new year celebration entitled gong xi fa cai, mei mei is pictured wearing chinese traditional clothes cheongsam (see. cahyono & susanti, 2019; muhdaliha & arlena, 2017). pluralism in the time of postcolonialism nobel: journal of literature and language teaching 24 volume 13, number 1, april 2022, 18-34 meanwhile, uncle ah tong is described as an old chinese man who often wears red suits. the suit consists of a button-up chinese man’s clothes (koko shirt), a t-shirt, and pants. the choice of color (red) is a semiotic visual of a traditional chinese costume (cheongsam), which is always worn during the celebration of chinese new year. another depiction of chinese identity is shown by uncle ah tong’s character as a trader and a wholesaler of secondhand goods. in another episode about chinese new year, uncle ah tong shows his skill in writing chinese calligraphy. uncle muthu and devi become the representatives of indians (caucasoid) in malay. the assertion that they are indian is taken from an episode where uncle muthu celebrated diwali during the feast of light. uncle muthu is a good food stall owner who has good singing skills and loves to dance. at the same time, devi’s figure is pictured in dark skin, and she wears bindi in the middle of her forehead. devi’s way of dressing also depicts her original ethnicity, indian traditional clothes, long pants, and a long blouse. parekh (2002) divided multiculturalism into isolationist, accommodative, autonomic, interactive, and cosmopolitan. in a social context, “autonomous” multiculturalism is the model adopted by the neighboring country by referring to the fact that citizenship status in malaysia is not based on universal individual rights but on what political theorists call “differentiated citizenship” (hefner, 2017; parekh, 2002). autonomous multiculturalism is a plural condition where the subordinate cultural groups seek to achieve equality in the dominant culture. in the political context, the subordinate cultural groups want a collective autonomous life. the main concern of this culture lies in maintaining the same life and rights as the dominant group. the subordinate group challenges the dominant to create equality (irhandayaningsih, 2012). citizenship status in the country, known as the “land of indigenous malay,” is classified based on ethnicity. malay is the dominant ethnicity, and indian and chinese are the subordinate ethnic groups. the racial dispute still happened in malaysia even after the country’s independence in 1957, one of which was between malay and chinese people in 1960. the conflict led to resistance by the chinese ethnics until a declaration of a new country, singapore (hefner, 2017). based on the description, malaysian plurality can be categorized as a third type, autonomous multiculturalism. the fact of the citizenship status shows that the current multicultural policy in this country is ethnic-nationality. as indigenous citizens, the malay people are in a superior position while chinese, indians, and others become inferior. related to the animated series, the question is why racial representation in ui is more dominant than in asj. it can be the impact of colonialism when the history of racial plurality in malaysia is considered. as mentioned by moh atikurrahman, jiphie gilia indriyani, & shabrina an adzhani nobel: journal of literature and language teaching 25 volume 13, number 1, april 2022, 18-34 hefner (2017), the colonial policy applied by the british in malay related to race (and religion) performs different dynamics from the colonial situation of the dutch in the neighboring colonized country. as they consolidated their power in the final years of the nineteenth century, the british malaya accorded malay rulers prerogatives in islamic and customary matters. it provided them with the bureaucratic and legal machinery to implement their directives more systematically than ever before in malay history. the colonial linkage of state and islam profoundly influence the postcolonial evolution of religious pluralism in malaya. so if the multicultural condition in ui is observed deeper, the islamic style is more apparent. it is not only based on the episodes made for the ramadhan edition (saputro, 2011), but it is something more latent that its representation is subconsciously attached and eventually appears in the culture. in the other animated series, asj, the islamic style is also striking. it could be prematurely associated with the dominant religion in the two countries, making the phenomenon seem natural. unlike the dutch east indies, which enforced cultuurstelsel, which the dutch parliament criticized (ricklefs, 2011), the british malay have opted to import hundreds of thousands of indian and chinese laborers for the colonial enterprise. the british could have opted to force the malays, but the political costs of such a strategy would have been high. the less expensive tack on which the british finally settled was to import hundreds of thousands of non-malays. the result changed the face of peninsular society forever. in short, the multicultural face of malaysia today cannot be avoided from the influence of colonialism, as is seen in the representation of the animated series that places the racial plurality of malaysian society as dominant. the racial issue in malaysia is indeed subject to change. since mahathir mohamad was elected prime minister in 1981, multiculturalism in malaysia changed, primarily how they treat the minority. the prime minister, who was not from the malay aristocracy, changed domestic policy direction. he even talked about the need to build a multiethnic “malaysian nation” on some occasions, an idea that implies equality among malays, chinese, indians, and other ethnic groups in malaysia (hefner, 2017). when the monetary crisis hit the policies of asian countries in 1997, mahatir involved the active participation of chinese ethnic groups and resulted unexpectedly better than what happened in indonesia during the reformation period in 1998. if the racial pattern is presented more dominantly in ui rather than in asj, it is a form of embodiment of the nation’s building in the former british colony. in all these matters, there was a fundamental contrast between malaysia and indonesia on the issue of postcolonial pluralism. indonesia seems to be more accommodating of ethnic pluralism in the time of postcolonialism nobel: journal of literature and language teaching 26 volume 13, number 1, april 2022, 18-34 differences fluidly and openly. the idea of differentiating citizenship along ethnic lines, especially related to the indigenous and chinese, was discussed in the early time of the country’s establishment. but an exuberantly republican ideology and the urgency of anticolonial mobilization have resulted in inclusive and non-discriminatory policies. as long as chinese indonesians were willing to renounce their chinese citizenship, sukarno declared, they should be welcomed as citizens. however, this historical fact changed with the rise of the new order when soeharto implemented discriminatory policies against chinese descendants (hefner, 2017). referring to the early history of the republic, azra (2007) stated that indonesia is often classified as an accommodative and interactive type (runuwali, 2016). however, cultural groups like samin and others closer to isolationist multicultural exist. accommodative multiculturalism is a plural society with a dominant culture, which makes certain adjustments and accommodations for the cultural needs of the minorities. while interactive multiculturalism is a plural society in which cultural groups are not too concerned about autonomous cultural life. these groups are more demanding to create a collective culture that reflects and emphasizes distinctive perspectives (runuwali, 2016). in the asj animation, the racial colors are not dominantly presented as it is in ui. this ethnic representation is closely related to the history of colonialism in indonesia. however, looking at the representation produced by asj, it seems that this has something to do with what hefner (2017) wrote, that the dutch east indies took tighter control over ethnicity and religion. on the other hand, the british malay was more relaxed and still allowed the local elite to have their policy. since the defeat of the local aristocrats in java (1825-1839), local elites, especially in java, have been treated as representatives of the dutch’s colonial power (carey, 2008; ricklefs, 2011). meanwhile, islam was always suspected of being an agitator that sparked a rebellion against the colonial government throughout the century (atikurrahman et al., 2021; atikurrahman & ilma, 2021; sastrowardoyo, 1983). it is not surprising that ethnical color is more dominant in asj. the story of asj is centered on three characters, adit, sopo, and jarwo. in the story, adit is described as a young boy who is resourceful, kind (especially to his sister), helpful (especially to his friends in the neighborhood), and devoted to his parents. among kids of his age, adit’s figure stands out. it is not surprising if other kids like dennis, mitha, ucup, kipli, and devi see him as an inspiration, especially when it comes to jarwo and sopo, who always tease the kids. jarwo’s figure in asj is a middle-aged man with an average body who doesn’t have any regular job. in one episode, jarwo works as a porter at babah chang’s grocery store, while in moh atikurrahman, jiphie gilia indriyani, & shabrina an adzhani nobel: journal of literature and language teaching 27 volume 13, number 1, april 2022, 18-34 another, he becomes a dishwasher at kang ujang’s meatball stall. occasionally he can be a babysitter, cook, salesman, and so on. meanwhile, his obsession with money, which he usually gets quickly, often leads him to conflict with adit and his friends. this man is associated with an old motorbike. his untidy outfit and reckless way of riding a motorbike imply that this figure is a village thug. sopo is a character who is described as jarwo’s companion. he is fat, childish, innocent, and thinks very slowly. this jobless man always does what jarwo says. because of his innocence, jarwo often treats him wrong, acting as his boss. other characters are adit’s playmates, such as dennis, a fat boy who always wears a tshirt with a barong bali image on it and panics when he meets jarwo; mita, the tomboy girl; ucup, who always imitates the speech of the village elders; and adelya, adit’s sister who always rides with him in his bicycle. some adult characters are also present, like adit’s parents; haji udin, who often settles the fights between the kids; kang ujang, the meatball seller; baba chang, the grocery store owner in kampung karet berkah. in the representation of racial plurality, asj only shows babah chang as the representation of the chinese ethnic tionghoa (asiatic-mongoloid). the other characters are mentioned as javanese (sopo dan jarwo), sundanese (kang ujang), batak (pak anas), and betawi (haji udin), which are ethnic representations. in the fictional scheme, indonesian plurality is depicted in asj through adult characters like jarwo, sopo, kang ujang, haji udin, and mr. anas. other characters like adit, fathermother, and adit’s friends have obscure ethnic identities and tend to be unexplained. the latter is more of the representations of urban society that tend to break and eliminate primordial identities. as the general trend of urban society, ethnic identity is considered a past that should be obscured and even eliminated. historical background of multiculturalism in malaysia and indonesia to present a broad understanding of the various era in nusantara, this paper needs to step back and reflect on the history of culture (perhaps political and economic altogether). the history of the now known as malay-indonesian archipelago cannot be separated from the existence of three great kingdoms that are now part of the territory of indonesia; sriwijaya, singasari, and majapahit. apart from coastal cosmopolitanism, the decentralization policy by the most powerful kingdom allowed other small kingdoms to be stable and socio-culturally develop through autonomy, especially in the trading sector (kartodirjo, 1993; lombard, 2005; reid, 2011a). in the mid of the century, when islam dominated the archipelago, trade throughout the region was not dominated by any single kingdom or principality. still, it was pluralism in the time of postcolonialism nobel: journal of literature and language teaching 28 volume 13, number 1, april 2022, 18-34 based on the networked collaboration of many small states. here, then, was a pattern of economic “pluricentrism” that, in its cultural diversity and mobility, resembled the booming trade of the eastern mediterranean in the early modern era (hefner, 2017). archipelago’s geographical isolation is not a barrier to contact each other. the sea is not setting them apart, for they have a paradigm “sea is not a separator.” on the other hand, the sea is a natural bridge that puts them together. subsequently, the development of civilization— navigation and cartographic technology, and trading systems—caused the interaction pattern of the people of the archipelago to expand and not limited to the areas inherited from the three kingdoms. in the ancient kingdoms, the indians and chinese had often visited the archipelago. meanwhile, the arrival of arabians and europeans in the next era also determines society’s composition in the area (hefner, 2017; lombard, 2005). now known as malaysia, the area was part of the archipelago, which later became a british malay colony. meanwhile, the former dutch east indies colony is now indonesia. the concept of a national ‘border’ is a political discourse. the inhabitants of malacca peninsula and most of the people in sumatra are malay ethnic who, in the end, had to recognize different national flags even though they share the same language, tradition, custom, and even religion. the division of malay into malacca peninsula (malaysia) and sumatra (indonesia) cannot be separated from the history of colonialism in each area. malay-malacca on one side and malay-sumatra were under british malay and the dutch east indies colonies. the two former colonies then developed into two different nations. both malaysia and indonesia inherited the territories of the former british malay and the dutch east indies colonies. the colonial pattern that british malaya and the dutch east indies applied also determined the development of each country. for example, the presence of people of indian descendant is quite significant in malaysia. it cannot be separated from the british malay colonial policy, which made the indian population as supporting soldiers in colonial practices in asia (kaur, 2013). meanwhile, the number of indians is not significant in the malay peninsula (hefner, 2017). india was another colony of the british malay, and even it happened even earlier than malaysia. it is thus not surprising that malaysia (as well as singapore) became a multiracial society, and indonesia became more multiethnic, though there are also chinese and arab descendants as well in the country. in this case, it should be assumed that the composition between local people and the immigrants from different countries take part in the archipelago as a multicultural society that is multiracial and multiethnic. the composition of malaysian society, which consists of malays as the only indigenous population, is supported by the presence of indian and chinese people. moh atikurrahman, jiphie gilia indriyani, & shabrina an adzhani nobel: journal of literature and language teaching 29 volume 13, number 1, april 2022, 18-34 meanwhile, indonesian society is dominated by some ethnicities, javanese, sundanese, batak, madurese, bugis, dayak, and even malays as natives. ethnic groups in indonesia are naturally tied, meaning they share the same clumps in terms of linguistics, clothing, culinary, etc. on the other hand, people in malaysia tend to vary in culture (cross-culture society) with minimum similarities. the type of multicultural societies can be seen in each animated characteristic. ui represents a multiracial society, while asj represents a multiethnic society. the conclusion is based on the existence of characters such as jarjit singh, devi, uncle muthu, and rajoo (caucasoid); xiao mei mei and ah tong (asiatic mongoloid) in upin ipin circle, at home, at school, and in the neighborhood in ui series. while in asj, there are characters like haji udin (betawi ethnic), jarwo and sopo (javanese), kang ujang (sundanese), pak anas (batak), and baba chang also li mei (chinese). their existence confirms the phenomenon of multiculturalism at each cultural locus. in this case, the multicultural pattern in malaysia is more multiracial, and one in indonesia is more multiethnic. when europeans finally arrived in the archipelago in the early sixteenth century, the trade networks they discovered were not concentrated in one all-powerful kingdom but were dispersed across this island expanse. although most of the region’s mercantile ports were muslim principalities, “the southeast asian trading city was a pluralistic meeting-point of peoples from all over maritime asia” (reid, 2011a). this archipelagic region was conducive to interethnic collaboration and rich cultural exchange. one significant consequence of this fact appears to be that the malayo-indonesian peoples involved in the trade developed cultural traditions that showed strong family resemblances across great ethnic and political expanses. most of the societies in this vast archipelagic region drew on a malay-indonesian civilizational reservoir (hefner, 2017). religion was an integral part of archipelago ethnicity. from the fifteenth to seventeenth centuries, the growth of international commerce moved large numbers of people out of localized societies into a multiethnic macrocosm. islam became essential to support the macrocosm (hefner, 2017). the cultural mobility and hybridity seen across this vast island region illustrate that its constituent societies were not changeless, traditional entities hermetically sealed from their neighbors. on the contrary, in the late nineteenth and early twentieth centuries, when european domination peaked, this stand-apart quality was given even greater cultural leverage with newly ascendant notions of biocultural evolutionism and racial superiority (gouda, 2008; stoler, 1989). european colonialism implemented racial policies that changed the previously stable order in a plural society. social segregation was pluralism in the time of postcolonialism nobel: journal of literature and language teaching 30 volume 13, number 1, april 2022, 18-34 deliberately applied as a european policy to maintain their dominance over the colonized regions. the colonial politics somehow changed and shaped the face of multiculturalism in the malay-indonesian archipelago today (hefner, 2017; setiadi, 2015). looking briefly at the historical background, when the british and the dutch still set their power along the malay-indonesian archipelago, many indigenous people saw social segregation as a plague that undermined harmony in malaysia and indonesia. they thought social stability could be realized along with the fall of european political power. malaysia, which achieved its independence in 1957, still faced ethnic violence in the years after world war ii and 1969. not to mention the malay-chinese conflict responsible for the beginning of singapore. meanwhile, the neighbor country, indonesia, although not as strict as malaysia in enforcing citizenship status based on ethnicity, repeatedly enforced to face ethnic anarchy in the late 1950s and 1965, even after being independent since 1945. what is more surprising, from 1996 to 2001, indonesia was rocked by ethnoreligious conflict (hefner, 2017). the irony has been foreseen by js furnivall, the british administrator, and political writer, in a series of widely read works prepared in the final years of western colonialism in southeast asia, related to the idea of plural societies and the new native leadership, which is incompetent in managing multiculturalism in malay-indonesia politically. european colonial policy was central to the emerging politics and culture of pluralism in the region. the europeans seized the commanding heights of an already plural civilization, expanding and expropriating its wealth while reorganizing and segregating its constituent asian communities. they laid down the territorial boundaries within which all national leaders were to operate in the postcolonial era. in muslim regions, they affected a partial secularization of the political order that differed from the dutch east indies to british malay or in british malaya itself. finally, in assigning different ethnic groups to specialized positions in everything, the europeans crystallized the most essential of supra-ethnic categories: the distinction between indigenous malayu-indonesian “children of the soil” (malay, bumiputera, indonesian, pribumi) and “non-indigenous” or immigrant asians (indians and, especially, chinese) (hefner, 2017). conclusion the message ui and asj try to convey is a plural society. the two animated series seem to want to confirm that the multicultural malay-indonesian archipelago is an ideal representation of plural society. therefore, the main discussion about the two animated series moh atikurrahman, jiphie gilia indriyani, & shabrina an adzhani nobel: journal of literature and language teaching 31 volume 13, number 1, april 2022, 18-34 is cultural diversity, ethnicity, ethnoreligious, multicultural education, character, etc. one that cannot be ignored behind the multicultural face displayed today is that its appearance has received a touch of skillful european colonial hands. people in the archipelago lived in a multicultural society before the arrival of the europeans. thus, multiculturalism formed and appears today is the impact of a typical postcolonial situation. when malaysia and indonesia became independent, ethnic conflicts continued to be the people’s concern. as robert w. hafner has written, the assimilation of javanese and sumatrans to malay ethnicity indicates that the fluid and permeable pluralism of the early modern archipelago world had not disappeared entirely. with european help, the divide between malays and non-malays was taking on the strongly oppositional quality canonized in furnivall’s “plural society.” the anthropologist clifford geertz once remarked that national independence stimulated ethnoreligious sentiments in the new nations because it introduced “a valuable new prize,” namely control of the state. asian nationalism, as furnivall (2010) said, offered no solution to the problems of identity and integration in these deeply divided countries. nationalism would end only by pitting one ethnic community against another, exacerbating rather than ameliorating society’s divisions. unless some formulas for pluralist federation could be devised, southeast asian pluralism seemed doomed to a nightmarish “anarchy.” are the two series the best way before finding the proper formula for plurality in the archipelago? references atikurrahman, m., & ilma, a. a. 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(2018). nilai-nilai edukatif dalam film animasi “adit dan sopo jarwo” di mnc tv dan pemanfaatannya pada pembelajaran drama komedi di sekolah dasar moh atikurrahman, jiphie gilia indriyani, & shabrina an adzhani nobel: journal of literature and language teaching 33 volume 13, number 1, april 2022, 18-34 [universitas jember]. https://repository.unej.ac.id/handle/123456789/87881 lombard, d. (2005). nusa jawa silang budaya. pt gramedia pustaka utama. mahdi, m. s., yunos, y., & yusoff, m. y. m. (2019). wacana identiti melayu dalam animasi upin & ipin: episod dugaan dan nikmat. jurnal melayu, 18(2), 164–178. http://journalarticle.ukm.my/14320/1/35362-110819-1-sm.pdf masriani, m., liana, d., & syarifudin, s. (2021). analisis pembentukan moral dalam film animasi anak sebagai tayangan pendidikan. mitra pgmi: jurnal kependidikan mi, 7(2), 136–149. https://doi.org/10.46963/mpgmi.v7i2.365 muhdaliha, b., & arlena, w. m. 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(2011). upin & ipin: melayu islam, politik kultur, dan dekomodifikasi new media. kontekstualita: jurnal penelitian sosial keagamaan, 26(1), 39–69. https://www.neliti.com/publications/37102/upin-ipin-melayu-islam-politik-kultur-dandekomodifikasi-new-media sastrowardoyo, s. (1983). sastra hindia belanda dan kita. balai pustaka. setiadi, h. f. (2015). multikulturalisme di indonesia menghadapi warisan kolonial. seminar pluralism in the time of postcolonialism nobel: journal of literature and language teaching 34 volume 13, number 1, april 2022, 18-34 dies ke-22 fakultas sastra “pergulatan multikulturalisme di yogyakarta dalam perspektif bahasa, sastra, dan sejarah,” 1–5. https://www.usd.ac.id/fakultas/sastra/sasing/f1l3/dies 22/multikulturalisme hilmar.pdf stanton, r. (1965). an introduction to fiction. holt, rinehart and winston. stoler, a. l. (1989). rethinking colonial categories: european communities and the boundaries of rule. comparative studies in society and history, 31(1), 134–161. https://doi.org/10.1017/s0010417500015693 sutiyani, f., adi, t. t., & meilanie, r. s. m. (2021). nilai-nilai pendidikan karakter pada film adit dan sopo jarwo ditinjau dari aspek pedagogik. jurnal obsesi: jurnal pendidikan anak usia dini, 5(2), 2201–2210. https://doi.org/10.31004/obsesi.v5i2.1133 syamsiyah, n. (2018). multikulturalisme masyarakat perkotaan (studi tentang integrasi sosial antar etnis di kelurahan nyamplungan, kecamatan pabean cantikan, kota surabaya) [universitas airlangga]. https://repository.unair.ac.id/75084/ yahya, y. k. (2019). pengaruh penyebaran islam di timur tengah dan afrika utara: studi geobudaya dan geopolitik. al-tsaqafa: jurnal ilmiah peradaban islam, 16(1), 44–62. https://doi.org/10.15575/al-tsaqafa.v16i1.4272 yulianto, w. e. (2018). islam eksklusif yang toleran: telaah atas pola didaktis adit sopo jarwo. atavisme, 21(2), 180–193. https://doi.org/10.24257/atavisme.v21i2.495.180193 yusof, y. m., & aripin, n. (2018). the impact of video viewing a non-native english version cartoon of upin & ipin, on rural pre schoolers, in cultivating the interest to speak english as second language. in b. mohamad, a. i. omoloso, r. r. adetunji, s. memon, & h. harun (eds.), proceedings of the smmtc postgraduate symposium 2018 (pp. 146–152). school of multimedia technology and communication (smmtc) universiti utara malaysia. https://repo.uum.edu.my/id/eprint/25346/ volume 14, number 1, april 2023, 19-27 available at http://jurnalfahum.uinsby.ac.id/index.php/nobel/article/view/694 doi: 10.15642/nobel.2023.14.1.19-27 relationship between masculinity and femininity depicted in paulo coelho’s brida itsna syahadatud dinurriyah1 , raudlotul jannah2 universitas islam negeri sunan ampel, jl. a. yani 117 surabaya, east java, indonesia1,2 article info abstract this research is about gender studies in the tradition of the sun and the tradition of the moon, as depicted in paulo coelho’s brida. both traditions are symbols of masculinity and femininity in witchcraft. therefore, besides utilizing the concept of gender, this study also applies a semiotics approach to comprehend the symbols in the narration. this research is qualitative by using descriptive analysis since the data is collected from text inside the novel. the method is done by comparing the data in the tradition of the sun with the tradition of the moon that show male and female meanings and then analyzing them based on the symbols from a gender perspective. this research finds that masculinity and femininity in witchcraft initially shape gender inequality in society since witches claim the same opportunity, whereas society only admits the magician’s intelligence. article history: received september 2022 accepted february 2023 published april 2023 keywords: the tradition of the sun, the tradition of the moon, witchcraft, gender © 2023 uin sunan ampel surabaya correspondence: p-issn 2087-0698 email: itsnadinurriyah@uinsby.ac.id e-issn 2549-2470 http://jurnalfahum.uinsby.ac.id/index.php/nobel/article/view/ relationship between masculinity and femininity nobel: journal of literature and language teaching 20 volume 14, number 1, april 2023, 19-27 introduction this research focuses on the relationship between masculinity and femininity in witchcraft (witch and magician) as depicted in paulo coelho’s brida. the relationship between them emerges in the narrative since modern society claims gender equality. however, the image of the witch was initially not as fair as the image they received in the novel. society preferred to accept the existence of magicians since they were men. it is related to masculinity. masculinity is believed to be the configuration of gender practice that embodies patriarchy’s legitimacy, which guarantees ‘the dominant position of men and the subordination of the women’ (connell, 2005, p. 77). this male dominance occurs, for they are believed as powerful creatures who protect the female ones. meanwhile, femininity is only known as the terminology attached to women without a definite definition up to now. therefore, susan brownmiller argues that femininity is an exasperation, a brilliant, subtle esthetic that was bafflingly inconsistent while demandingly concrete, a rigid code of appearance and behavior defined by do’s and don’t-do’s (1984, p. 8). moreover, femininity, socially, is always connected to a woman’s nature. thus, there is an unequal elucidation between masculinity and femininity. meanwhile, masculinity stresses male practices that make his position ‘higher,’ more respected, and more intelligent than woman; femininity is conceptualized on her condition that cannot be changed or exchanged. women have a nature of menstruation, pregnancy, birth, and breastfeeding. that is, it is about position versus condition. however, because of this inequality, men can modify their position as masculine figures, whereas women cannot do any progress. in brida, coelho introduces masculinity and femininity through the tradition of witchcraft: the tradition of the sun and the tradition of the moon. the tradition of the sun is believed as the path of all men (coelho, 2008, p. 126). magus, a magician, is the representative of this tradition. meanwhile, wicca, a witch, represents the tradition of the moon. it means there is gender division in witchcraft. this division does not allow the pupils of witchcraft to choose their preferred tradition. they learn the magic based on their gender. brida is a product of popular literature. nurgiyantoro asserts that a pop novel is written to entertain the readers; it is produced to fulfill people’s tastes (2018, p. 17). in western society, popular literature is known as innovative, experimental, and theme free since the market is teenagers (nurgiyantoro, 2018, p. 18). therefore, the main character in brida is a teenage girl. with this definition, a pop novel is considered a work that is not serious and is rarely researched. in this case, we hardly find any previous research on gender studies in this novel. itsna syahadatud dinurriyah & raudlotul jannah nobel: journal of literature and language teaching 21 volume 14, number 1, april 2023, 19-27 two works related to brida that we find are mentioned as follows. the first is written by daniel raymond siahaan (2016). the title of his writing is subordinations in paulo coelho’s novel brida. in his research, siahaan stresses the use of subordinating language and the meanings in the novel. that is, this writing is linguistic research. meanwhile, the second research is written by elisabeth christya noviargarini (2013) and entitled the symbols expressed in paulo coelho’s brida. in her paper, noviargini focuses on symbols used in the narrative, symbols of characters, and actions. thus, noviargini employs structuralism in her analysis. meanwhile, this research focuses on gender division and its relation to one another. the description of the characters and their characterizations are needed to explain the roles of masculinity and femininity, either socially or sexually. judith butler sees gender as forced human culture because of the influence of the hierarchy of heterosexuality (2006, p. xii). heterosexuality itself is an attempt for men to reaffirm their male supremacy (sergeant, 2015, p. 128). thus, the hierarchy positions men as superior and dominate women. by these arguments, masculinity does not accept homosexuality since homosexuality is subordinated (connell, 2005, p. 78); no masculine men want to be dominated. review of literature in heuristic in this study, we employ the concept of gender study, particularly masculinities (2005) by raewyn w. connell and femininity (1986) by susan brownmiller. connell and messerschmidt focus masculinity on how manhood is practiced in society (2005, p. 836). they do not examine the male’s ideal torso. in addition, connell highlights that masculinity in the majority is hegemonic (2005, p. 77). this type leads men to be dominant over because of the effect of patriarchy (connell & messerschmidt, 2005, p. 840). connell also exposes that this masculinity must be heterosexual; none of the hegemonic masculines is dominated (2005, p. 78). man’s position in society must be higher because they have power and function as protectors. femininity, on the other hand, is the condition attached to women. it is a function but not a position. therefore, brownmiller argues that there is no fixed definition of femininity (1984, p. 8). it is only about what women can do and do not. there is an unfair position here. when men do not have any restricted rules for their actions in society, women have many social norms to apply. women must follow social rules, from how they care for their bodies to how they socialize with others. relationship between masculinity and femininity nobel: journal of literature and language teaching 22 volume 14, number 1, april 2023, 19-27 thus, these two concepts are needed to understand the meaning of masculinity and femininity and the relationship between both. then, the concepts are brought into the context of the tradition of the sun and the tradition of the moon. however, some concepts are challenged by the narrative since coelho exposes the modern context. method despite discussing the inequality between masculinity and femininity, this study examines the reason for the division and simultaneously explores the relationship between these two genders. therefore, to make this analysis, the descriptive analysis method is needed. the study takes the data from the narrative to be analyzed based on the concept utilized. the data are the concept of the tradition of the sun and the tradition of the moon. they are compared to each other to comprehend their characteristics. by knowing the types, gender division in the narrative can be explored. the narrative here is through dialogue, characterization, and character behavior. results and discussions the discussion of this study is divided into three themes: (1) magus as the representative of masculinity – exposing magus’ representation as a heterosexual masculine figure; (2) wicca as the representative of femininity – highlighting the indications of the female nature and the symbols; and (3) the relationship between masculinity and femininity attempting to understand the harmony between these two genders. magus as the representative of masculinity the name of magus is derived from an old english word that means magic. david j. collins mentions a book entitled renaissance magus, which is about an invisible man in the tradition of ancient magic in europe. this man was the one who connected at once separated magic and science (collins, 2015, p. 3). that is, magus was the man (and always a man) who could define the rational things in life; he could explain which one was logical and illogical. in the novel narrative, coelho describes magic as a bridge between the visible and invisible realms (coelho, 2008, p. 9). the commoners only know about the visible world because, by that plain view, they can accept rationality. they only understand what exhibit in front of them. however, the person who understands magic will comprehend what is behind the invisibility. in fact, the invisibility can be understandable if people know the knowledge. thus, knowledge is the key for a man to be a magus (magician). cristina masters remarks, “[t]he inscription of itsna syahadatud dinurriyah & raudlotul jannah nobel: journal of literature and language teaching 23 volume 14, number 1, april 2023, 19-27 technology with masculinity fundamentally constitutes technology as rational, objective and the source of moral knowledge claims” (2005, p. 122). that is, being masculine means being rational, objective, and knowledgeable. this statement strengthens that [m]agus is the representative of masculinity. the character of magus in the narrative is depicted as a mature man who lives in the forest to be united with nature. “his hair was grizzled, his skin burned by the sun, and he had the physique of someone used to walking in the mountains” (coelho, 2008, p. 9). physically, magus is an attractive man that shows his masculinity. connell and messerschmidt state that masculinity tends to reveal “configurations of practices that are accomplished in social action” instead of “a fixed entity embedded in the body or personality traits of individuals” (2005, p. 836). in the context of magus, the novel narrative focuses on his physical appearance at first to emphasize his manhood. his muscularity shows that physically he is not a weak person. a strong man is easier to get more attention, particularly from women, because it shows their ability to protect. it supports the masculine principle that drives the ethos of superiority; they look straightforward, confident, and successful (brownmiller, 1986, p.10). although the narrative first stresses magus’s physical traits, his behavior is exposed later. his masculinity through his action becomes the main point in the novel; the tradition of the sun focuses on the action (coelho, 2008, p. 123). in this case, douglas schrock and michael schwalbe argue how masculinity represents the practice of male dominance and how this seeks to strengthen a man’s position in society (2009, p. 279). as a magician, magus has this position in society. he is believed to have a big power that can change the wind's direction; his dominance also leads him to fall in love with another man’s wife (p.13). the second ruins his integrity as a teacher of magic. he is wrong in applying his dominance to others, particularly women. male dominance is central to understanding the concept of masculinity. however, society itself provides the measure of the assessment. the mistake magus does is related to love; it is the first concept in the tradition of the sun (coelho, 2008, p. 106). it means there is a contradiction in the concept. it collides with the idea that a man is masculine because of his rationality and the concept of love that pushes him to express his love to a woman, which is considered illogical. showing his love for women can reduce his dominance over women. thus, the meaning of love here can be physical; the expression of love is not verbal. a man needs love to validate his masculinity in terms of sexual engagement. through this action, a man can dominate a woman. through this elucidation, it is understood that a man is considered a master of magic since he has knowledge that not everybody comprehends. the knowledge itself is something rational. relationship between masculinity and femininity nobel: journal of literature and language teaching 24 volume 14, number 1, april 2023, 19-27 thus, a masculine man is believed as the representative of logic. being emotional shows his vulnerability (de boise & hearn, 2017, p. 782). a masculine cannot show his feeling, for it is irrational. in the context of magus, he is masculine for his muscularity and power over nature. however, he loses his masculinity because he shows his emotion. in a masculinity context, love is not an utterance; it is the act to prove, particularly in the way heterosexual men do. wicca, as the representative of femininity like magus, the word wicca originated from an old english word, ‘wicce’ (bergman, 2015). recently, the word has changed to ‘witch,’ which connotates negatively. witch is the embodiment of femininity that challenges or rejects all societal standards of women. witch is considered too old, too arrogant, too sexually aggressive, too strong, and too wicked (bergman, 2015). the last word is connected with the form of the word ‘witch,’ which has a negative meaning. in greek mythology, there was a legend about a woman named hecate. she had a very big wheelhouse. she was associated with magic, night, moon, ghosts, sorcery, and light. however, from all associations, hecate was more attached to the moon since it symbolized night and dark. thus, it is logical that wicca, a female, and a witch, is under the tradition of the moon. hecate, who had a big wheelhouse, is considered a woman who stayed away from society's standards. having a big wheelhouse for a woman is out of the limit. it symbolizes hecate’s ability to possess a big thing that only a man can; it shows her independence. in addition, hecate can see the invisible realm and expertly define it. this ability is denied by society since she is a woman. she cannot compete with a man; only magus (magician) can have that intelligence. chitralekha baruah and mini thakur argue that the witch symbol strengthens the image of gender inequality and marginalizes women in a patriarchal society (2019, p. 209). that is, the negative image is always attached to ‘educated’ women so they do not compete with men and follow society’s criteria of femininity. laura mulvey states, "woman displayed as a sexual object is the leitmotif of erotic spectacle. she holds the look, and plays to and signifies male desire” (2009, p. 19). the position of being the object makes a woman unable to explore herself. she must also be passive in romantic engagement (funnell, 2011, p. 467). therefore, in another legend, vita merlini (1150), geoffrey of monmouth narrated morgan le fay, the antagonist in king arthur. le fay was a witch who helped many people, but her love for lancelot did not run well. she was rejected sexually. this story leads to the worse image of a witch because they fail in love. the truth is that many men avoid the knowledgeable women because it means they compete with itsna syahadatud dinurriyah & raudlotul jannah nobel: journal of literature and language teaching 25 volume 14, number 1, april 2023, 19-27 their spouse. they even think that women can dominate men if they are knowledgeable enough. if the women dominate men, they do not need men’s protection and being independent (brownmiller, 1984, p. 10). in the context of brida, wicca is a single woman. she was in love with magus in the past, but then they broke up (coelho, 2008, p. 87). her story is similar to morgan le fay. the difference is that wicca does not feel pathetic and out of society's standard. she lives in a modern era in which people do not care about other’s individual life. it means wicca believed that having sexual intercourse is human nature, including women. however, she does not need to experience like other women to understand nature. despite being single, wicca teaches that in the tradition of the moon, there is a cycle of the moon: birth, life, and death (p.92). this cycle is a symbol of femininity. a feminine woman naturally experiences this cycle every month. she can give birth when the cycle stops. giving birth means giving a life for a new life. however, when the cycle continues, she cannot give birth, meaning no new life comes (death). this cycle, in the narrative, teaches women about time (coelho, 2008, p. 9). all their activities are connected with time. therefore, women are very good at memorizing. they can memorize the events in the past well. then, this ability can affect women’s emotions. this condition leads society to judge that women are more emotional than rational. thus, if women are rational, they deny nature. from the exposition above, it is understood that the unequal treatment experienced by women because of their ability to reach a similar position to men threatens masculinity. man’s position is threatened, whereas femininity stays safe because female intelligence does not harm women's nature. women can still experience their cycle, although they are smart. it relates to the female condition that cannot be changed or exchanged. the relationship between masculinity and femininity brownmiller highlights that masculinity and femininity are polar ends of the human continuum (1984, p. 10). both genders are known as the opposite site. however, the novel does not put them in the different polar opposite. the first teaching in the tradition of the sun is love; love is the expression in human life to emerge the birth, life, and death. thus, both need each other to ‘create the new one.’ in another principle, the moon's tradition is considered night, dark, and mystery. all of them are related to something horrible. women are mysterious. therefore, the ones who can expose the mystery are men. men who claim they are knowledgeable and rational can face the relationship between masculinity and femininity nobel: journal of literature and language teaching 26 volume 14, number 1, april 2023, 19-27 darkness women deliver without fear. nothing scares them because the more mysterious, the more curious they are. the tradition of the sun focuses its teaching on space and time, and they think it is very logical. on the other hand, the tradition of the moon is accustomed to time; most of their activities are related to time. thus, there is a similarity between masculinity and femininity in this case, although the application is different. men use the time logically; meanwhile, women employ it emotionally. therefore, women are considered more expressive than men. conclusion despite the differences between masculinity and femininity, these two polar need one another. men are masculine since their power leads them to be dominant over women. they are believed as the ones who understand the mystery of the world. this condition happens because they like to work rationally. they can define the invisible realm so the commoner can comprehend its secret. on the other hand, women, who experience the cycle of the moon, are believed as the ones who only know to work with their emotions. thus, knowledge and science are strange in them. furthermore, women’s capability to be equal to men threatens men's position. men are anxious if their position as the protector of women will vanish because of women’s independence. however, these two polar should work together to create the next life in the world. references baruah, c., & thakur, m. b. 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(2016). subordinations in paulo coelho’s novel brida. universitas sumatera utara. volume 13, number 1, april 2022, 117-137 available at http://jurnalfahum.uinsby.ac.id/index.php/nobel/article/view/504 doi: 10.15642/nobel.2022.13.1.117-137 investigating the implementation of an online literacy coaching program for junior high school english teacher siti hanna sumedi1 , ilza mayuni2, siti drivoka sulistyaningrum3 universitas negeri jakarta, jl. r.mangun muka raya no.11, jakarta, indonesia1,2,3 article info abstract literacy coaching is an in-depth style of literacy enrichment and professional development activity that links observation, feedback, and reflection to the practice. this study adopted a case study to investigate the implementation, process, and benefits of an online literacy coaching program for 32 junior high school english teachers across indonesia. observation protocol recorded sessions, and participants were the data sources of this study. as observed thus analyzed through content analysis, it was found that the implementation of online literacy coaching has fulfilled the core activities of literacy coaching cycles as it adopts a collaborative, reflective, and project-based approach. in further, the process of literacy coaching has improved the participants' literacy teaching as their performance in cycle 2 was getting better than in cycle 1. moreover, the interview and questionnaire results showed that the implementation of online literacy coaching improved the participants' literacy skills and pedagogy. based on the findings, this study proposed recommendations to properly emphasize the time duration of each session, intensively establish digital literacy even further, and intentionally involve students’ feedback as valuable and beneficial input for teachers’ professional development and the process of online literacy coaching. article history: received january 2022 accepted march 2022 published april 2022 keywords: literacy coaching, teacher professional development, literacy teaching © 2022 uin sunan ampel surabaya correspondence: p-issn 2087-0698 email: ssitihanna@gmail.com e-issn 2549-2470 http://jurnalfahum.uinsby.ac.id/index.php/nobel/article/view/ investigating the implementation nobel: journal of literature and language teaching 118 volume 13, number 1, april 2022, 117-137 introduction the ministry of education and culture of indonesia established the literacy movement program in 2016 in the forms of gerakan literasi nasional (gln) and gerakan literasi sekolah (gls). however, the literacy movement in indonesia has not yet shown its most significant impact as most indonesian literacy levels are generally low (ahmadi & yulianto, 2017). world’s most literate nations (wmln), a survey conducted by central connecticut state university in march 2016, ranked indonesia as the 60th out of 61 countries in terms of public interest in reading (world’s most literate nations, 2016). meanwhile, in terms of literacy level, based on a survey conducted by the program for international student assessment (pisa) in 2015, indonesia is 65th out of 74 nations (pisa 2015: pisa results in focus, 2018). ironically, there is a significant decrease in children aged 15 years old literacy based on pisa 2018, which put indonesia at the lower rank at 72nd out of 79 nations (schleicher, 2019). furthermore, most studies that have been conducted revealed that one of the problems contributing to the low performance of indonesian students' literacy is the teachers’ limited proficiency in facilitating literacy learning for students (mayuni et al., 2020; wandasari et al., 2019). indeed, teachers’ proficiency and knowledge of literacy learning are important as those can affect students' literacy enrichment (toll, 2017). continuous and intensive training is needed to facilitate and help teachers nurture multiple opportunities for literacy learning and development for students. additionally, european profiling grid (epg) emphasize that indepth training creates opportunities for teachers to learn new concepts, reflect on and refine current practices, and guide them to the best practice (north et al., 2011). likewise, facilitating teachers with strategies of literacy learning and literacy enrichment through literacy coaching has become a profound solution discussed in many studies (bean et al., 2015; house, 2017; matsumura et al., 2010; reichenberg, 2018). literacy coaching is an in-depth style of literacy enrichment and professional development activity that provide a link to observation, feedback, and reflection on the practice. the initial objective of literacy coaching is to direct teachers toward best practices, show teachers best practices, help teachers maintain best practices, and create teachers' goals of literacy learning in classroom implementation (house, 2017). additionally, significant research supports the idea that literacy coaching affects teachers’ development, emphasizing enhancing teachers' literacy teaching, enrichment, teaching behavior, and students’ literacy outcomes (teemant et al., 2011). literacy coaching as a continuous professional development activity has been proven to be effective in helping siti hanna sumedi, ilza mayuni & siti drivoka sulistyaningrum nobel: journal of literature and language teaching 119 volume 13, number 1, april 2022, 117-137 teachers solve problems creatively, continuously reflect on teaching, and effectively develop strategies to increase student literacy (moran, 2007; rodgers & rodgers, 2007). furthermore, numerous researchers have investigated the contribution of literacy coaching programs to literacy learning and literacy enrichment. matsumura et al. (2013) conducted an experimental study of a wide-scale literacy coaching program that gathered 167 fourth-grade and fifth-grade english language teachers across the district in the southwestern united states. the research aimed to investigate the effect of the content-focused coaching (cfc) program on teaching behaviors and students’ literacy outcomes. the result showed a positive impact of the literacy coaching program on teacher teaching quality and students’ literacy improvement. reichenberg (2018) conducted a qualitative study to analyze a joint action literacy coaching on four secondary-level english teachers. the study focused on how the directive approach in a joint action literacy coaching program support teacher practice and development. furthermore, data analysis from the observation and interview emphasized that the directive approach in a joint action literacy coaching program empowered teachers’ practices and new thinking development. moreover, as research showed the benefits of literacy coaching for literacy enrichment, skills, and practice, thus ministry of education (moe) followed an effort to provide continuous professional development for junior high school english teachers across indonesia through an online literacy coaching program using zoom platform. zoom as a platform for online literacy coaching gives the flexibility of conducting a literacy coaching program that connects both coaches and teachers in a virtual community supported by interactive elements, the latest online learning tools, and educational resources that keep them connected. furthermore, using the zoom platform for online literacy coaching program is an appropriate way to facilitate english teachers' needs for continuous professional development (cpd) during a pandemic (bickel, 2021). likewise, it was proposed to facilitate english teachers' literacy and teaching skills by emphasizing a literacy coaching program (mayuni et al., 2020). the online literacy coaching program is also conducted to rectify the condition of the results that middle school english teachers’ literacy proficiency in 34 provinces is still below the average score (kankaraš et al., 2016). in alignment with pisa, a study conducted by the centre for research and policy of moe and indonesia national assessment program (inap) stressed that 73 % of middle school english teachers’ literacy proficiency across provinces of indonesia are on unsatisfactory level (asesmen kompetensi siswa indonesia (aksi)/ indonesia national assessment programme (inap), 2016). in this matter, these existing studies indicate that the need of literacy coaching program to expedite and enrich literacy proficiency and practice. investigating the implementation nobel: journal of literature and language teaching 120 volume 13, number 1, april 2022, 117-137 likewise, as the more study is needed to develop a deep understanding on investigating the implementation of literacy coaching and how is the process of literacy coaching (reichenberg, 2018) thus this present study is intended to fill the gap by investigating the implementation and the process of online literacy coaching program and the benefits of the implementation online literacy coaching program in facilitating teachers’ literacy and teaching skills. review of literature literacy coaching literacy coaching is a professional development that allows teachers to learn the concept of literacy, reflect on their literacy and teaching skills, and refine their literacy and teaching practices. literacy coaching is different from other traditional teacher workshop styles of professional development because literacy coaching allows teachers to link observation, feedback, and reflection to their literacy and teaching skills (house, 2017). generally, the approach of literacy coaching is rooted in cognitive coaching, peer coaching, and mentoring (l’allier et al., 2010). likewise, literacy coaching activities include modeling literacy education, facilitating small teacher-study groups and grade-level team meetings, and supporting individual teachers as they work to develop literacy and teaching skills (frederick, 2017). therefore, all these activities revolve around knowledge of literacy processes, acquisition, enrichment, and learning, thus moving teachers forward, increasing their strong knowledge base about various aspects of literacy education, instructional improvement, and students’ achievement. the purpose of literacy coaching as a job-embedded and ongoing professional development for teachers, literacy coaching serves many purposes, as follows: a. literacy coaching supports teachers’ growth in various ways of literacy learning and allows teachers to improve their literacy practice and performance, which directly affects students’ achievement (ncsi, 2014). b. literacy coaching guides teachers toward best practices of literacy learning, shows teachers literacy best practices, helps teachers maintain literacy best practices, and builds teachers' goals forward by connecting literacy improvement and literacy learning implementation (house, 2017; moran, 2007). siti hanna sumedi, ilza mayuni & siti drivoka sulistyaningrum nobel: journal of literature and language teaching 121 volume 13, number 1, april 2022, 117-137 c. literacy coaching supports teachers’ collaboration, reflection, and decision-making toward their literacy learning and practice, thus increasing students’ achievement (bekker et al., 2015). online literacy coaching program through the ministry of education, the indonesian government attempted an effort to set up a literacy coaching program to facilitate teachers’ literacy and teaching skills to improve students' literacy. therefore, a group of researchers of universitas negeri jakarta (unj) is intended to implement a literacy coaching program as a part of continuous professional development for middle school english teachers across indonesia through an online platform, zoom. in this pandemic urgency, an online literacy coaching program is an alternative to facilitate english teachers' needs for continuous professional development (cpd). literacy coaching held in an online mode provides broader connections that allow coaches to interact with participants from all over the nation. in other words, the natural format of the online mode offers a flexible approach that might not be as available in the offline mode or face -to-face (f2f) environment (sunderman & dahar, 2021). likewise, the online mode of literacy coaching provides a greater opportunity for reflection. the participants can capture and reflect upon their literacy teaching techniques and practices by visualizing and recording their literacy teaching practices during independent application. moreover, the online literacy coaching program aims to improve teachers' literacy in the four domains of language skills and critical thinking skills (professional competence), increase teachers' pedagogical competence, facilitate teachers in developing literacy teaching materials for students, and facilitate teachers in developing their social and personal competence, especially independence and creativity (mayuni et al., 2020). the approach of the online literacy coaching program a collaborative, reflective, and project-based approach is concerned with maintaining knowledge and skills. this approach supports future professional development by maintaining the coachee’s competence, improving knowledge, and broadening skills (friedman & woodhead, 2008). likewise, the online literacy coaching program adopts a collaborative, reflective, and project-based approach to develop teachers’ literacy knowledge and skills and execute professional and technical duties in literacy teaching. furthermore, the collaborative approach requires teachers (coachees) to work collaboratively with their coaches to discuss literacy learning, task, and practice. furthermore, the reflective approach is intended to observe teachers’ (coachees) literacy teaching and investigating the implementation nobel: journal of literature and language teaching 122 volume 13, number 1, april 2022, 117-137 performance, thus discussing improvements for better literacy teaching and practice. then, the project-based approach is manifested in group work, especially in preparing lesson plans and teaching materials, literacy teaching, and literacy practice and performance. figure 1: approach to online literacy coaching program model of the online literacy coaching program siop (shelter instruction observation protocol) is integrated as research-based coaching and teaching to facilitate and develop teachers’ literacy and teaching skills in the online literacy teaching program. siop model itself is a model developed by echevarria et al. at the centre for applied linguistics of california state university. siop model incorporates rich techniques and strategies for language learning and input that have been proven to be an effective model for language learning at all levels and contexts (echevarría & beach, 2011). therefore, siop model includes eight components that demonstrate effective coaching and teaching for language learning, as follows: figure 2: siop model siti hanna sumedi, ilza mayuni & siti drivoka sulistyaningrum nobel: journal of literature and language teaching 123 volume 13, number 1, april 2022, 117-137 materials for online literacy coaching program online literacy coaching program provided the teachers with the two modules in the blended form to facilitate their in-depth understanding of literacy as material (what to teach) and improve their competence in teaching literacy (how to teach). first, literacy enrichment module (modul pengayaan literasi) is used to equip the participants with literacy substances by referring to the 2013 curriculum. meanwhile, the literacy learning module (modul pembelajaran literasi), which consists of literacy learning strategies in class, is used as a reference for the participants to design and develop learning material and practice it. literacy coaching activities in the online literacy coaching program as a part of the teacher professional development (cpd) program, the online literacy is designed in the form of action cycles, as illustrated in figure 3. the online literacy coaching program is done in 2 cycles with five activities: pre-briefing, direct instruction & modeling, independent application, de-briefing/reflection, and co-planning. figure 3: literacy coaching activities method this study used a descriptive case study to investigate the implementation, process, and benefit of the online literacy coaching program. a descriptive case study can systematically study and describe a phenomenon (in this case, the online literacy coaching program) within a real-life context (yin, 2003). furthermore, a descriptive case study focuses on the inquiry of a single context (e.g., a program) yet requires collecting and analyzing data from multiple units (e.g., participants or program sections) within that context (yin, 2003). therefore, this study does not focus solely on the implementation and the process of the online literacy coaching program but returns to inform the broader perspective of studying and describing the investigating the implementation nobel: journal of literature and language teaching 124 volume 13, number 1, april 2022, 117-137 implementation of the online literacy program and the importance of the online literacy coaching program on participants and program sections. data source the research was conducted in an online literacy coaching program held by the ministry of education (moe) and the unj research team. the participants were eight coaches with experience as national instructors and 32 junior high school english teachers as coachees who taught literacy at school and joined the literacy movement in their respective regions. the online literacy coaching started on august 13th, 2020, to october 14th, 2020. research instruments observation protocol observation protocol was used as the research instrument to know the implementation of an online literacy coaching program and the process of literacy coaching activities. siti hanna sumedi, ilza mayuni & siti drivoka sulistyaningrum nobel: journal of literature and language teaching 125 volume 13, number 1, april 2022, 117-137 interview the interview in the form of a semi-structured interview was used to obtain additional and in-depth information from the participants about the implementation and the process of the online literacy coaching program. moreover, five interview protocol items were designed and developed based on the theory and framework taken from existing literature and previous study. the following table shows the five items of the interview protocol: table 1: interview framework no theory /framework purpose of questions items 1. process “the process of a literacy coaching should be acknowledged in terms of how well it facilitates the participants (coulthard, 2016, p. 27) to know the process of literacy coaching in cycle 1 in facilitating teachers' literacy skills and pedagogy. no. 1 (fgd) 1. how does the process of literacy coaching in cycle 1 facilitate your literacy skill and pedagogy? 2. improvement “the improvement of every stage process of literacy coaching in facilitating the participants (coulthard, 2016, p. 46) to find any improvements in the process of literacy coaching in cycle 1 and 2 in facilitating teachers' literacy skills and pedagogy. no. 2 (fgd) what improvements do you notice in the process of literacy coaching in cycle 1 and cycle 2 in facilitating your literacy skill and pedagogy? 3. aspects “at least one aspect in the process of literacy coaching should be impactful for the certain skill of the participants (walpole & mckenna, 2004) to find an aspect in the online literacy coaching program that facilitates teachers' literacy skills and pedagogy. no. 3 (fgd) explain how the online literacy coaching program process can facilitate your literacy skill and pedagogy! 4. contribution “a good and effective literacy coaching program provides beneficial activities and continuing effect that contributes to the teachers' professional development in literacy teaching practice, literacy instruction, critical literacy teaching, genre-based teaching, and students’ literacy outcomes (cooper & white, 2008; coulthard, 2016) to find out the benefits of the implementation and the online literacy coaching program process. no. 4 (fgd) explain the benefits of the online literacy coaching program for you and your students! investigating the implementation nobel: journal of literature and language teaching 126 volume 13, number 1, april 2022, 117-137 questionnaire the questionnaire was used as an additional research instrument in this study to find out other prominent information about the benefits of implementing an online literacy coaching program and the process of literacy coaching activities. data collection the data were collected based on the following research questions: 1. to what extent is the online literacy coaching program implementation aligned with the literacy coaching cycles? 2. how is the process of literacy coaching for junior high school english teachers in the online literacy coaching program? 3. how is the implementation of the online literacy coaching program facilitating teachers’ literacy and teaching skills? to answer the first research question, the researcher directly observed the implementation of the online literacy coaching program by participating in the online literacy coaching program via zoom and captured the literacy coaching activities for about three months, starting on august 13th, 2020, to october 14th, 2020 using the observation protocol as the instrument. the data for the first question was the literacy coaching in the online literacy coaching program and the literacy coaching cycles in the literacy coaching program guide and handbook (gilmore, 2020; pugh, 2017; toll, 2017) based on the researcher’s observation. meanwhile, the second research question required the researcher to observe the process of literacy coaching in the online literacy coaching program using observation protocol and field notes as the instruments. this activity is intended to capture the coaching activity from the coach to the coachee (teachers/participants), the practice of teaching literacy from the coachee to their students, and the reflective practice of the coachee from session to session in two cycles. in the last activity, the researcher directly interviewed the participants about the process, improvement, aspects, and contribution of the online literacy coaching for them through live meetings on zoom. furthermore, the researcher gave a questionnaire in the form of google form during the live meeting to the participants to obtain follow-up data about the process, improvement, aspects, and contribution of the online literacy coaching. data analysis in analyzing research question number 1, the researcher used a comparative content analysis technique to identify and review any significant differences. specifically, the data obtained from the observation protocol about the implementation of the online literacy coaching program was compared side-by-side with the literacy coaching cycles in the literacy coaching siti hanna sumedi, ilza mayuni & siti drivoka sulistyaningrum nobel: journal of literature and language teaching 127 volume 13, number 1, april 2022, 117-137 program guide and handbook (gilmore, 2020; pugh, 2017; toll, 2017). to determine if there are any inconsistencies or additions. furthermore, the data obtained from the observation protocol and field notes were analyzed to answer research question number two. lastly, the result of the participants’ interview and open-ended questionnaire were transcribed first then analyzed by using the descriptive qualitative procedure (miles & huberman, 1994), which are data condensation, data display, and data conclusion to know the implementation and the process of the online literacy coaching program and the benefits of the program in facilitating teachers’ literacy and pedagogy. specifically, the data of all the participants’ responses were transcribed into a textual form and then analyzed by reading all the transcriptions carefully. after that, the data were condensed by underlining the data matters, selected and focused on the different categories or themes of data matters. moreover, the reduced and selected data of participants’ responses from the previous step were arranged based on each item and question. after the data condensation and display were done, all the data and interpretations from the participants’ responses were further discussed to find the essential findings. additionally, all the findings were integrated into a coherent conclusion and narrated qualitatively to answer research question number three about how the implementation of the online literacy coaching program in facilitating teachers’ literacy and teaching skills. results and discussions online literacy coaching covers the importance of cpd practices to support professional development as it can maintain the coachee’s competencies, improve knowledge, and broaden skills. as the findings revealed, the implementation of the online coaching program is in line with the literacy coaching cycles and has exceeded the core of literacy coaching as proposed by gilmore (2020), pugh (2017), and toll (2017). the implementation of literacy coaching follows the core activities of literacy coaching cycles as it adopts a collaborative, reflective, and project-based approach to develop teachers' (coachees) literacy knowledge and skills and execute professional and technical duties in literacy teaching. in the first session, the online literacy coaching had a pre-briefing session to specify specific purposes for collaborations between the literacy coach and the teachers. furthermore, the modeling session in the online literacy coaching program has also followed the literacy coaching proposed by toll (2017). the coaches led the modeling or direct instruction and demonstrated how to set, develop, and implement literacy materials and instructional strategies and practices (gilmore, 2020). investigating the implementation nobel: journal of literature and language teaching 128 volume 13, number 1, april 2022, 117-137 moreover, the independent application in the online literacy coaching program was also in line with the literacy coaching cycles proposed by gilmore (2020), pugh (2017), and toll (2017), in which the participants have to practice the plan and structure that obtained from modeling/direct instruction thus stimulate and practice the literacy activities directly to the students. as the follow-up for a deepen, effective reflective practice and additional support for teachers' (coachees) need, questionnaire and group interview were also done during the reflection session to obtain teachers (coachees) responses about their literacy skill and literacy practice improvement throughout the online literacy coaching program. furthermore, the observation protocol and field notes showed that the online literacy coaching program was done through two cycles. the process of literacy coaching for junior high school teachers in the online literacy coaching program was running quite well. likewise, the process of the online literacy coaching program is further described below: the process of online literacy coaching implementation the process of online literacy coaching implementation started on 13th august 2020 to 18th september 2020, in which all the participants gathered altogether virtually on the zoom platform. the first session of online literacy coaching implementation was pre-briefing. the pre-briefing session lasted for 12 days and started on 13th august 2020, to 25th august 2020. in this session, the coach explained the whole agenda of the online literacy coaching program then the coach and teachers (coachees) in their respective groups (separated groups) discussed the rules of the thumb of the program, building a group commitment, sharing the program agenda including all the activities step by step start from planning, implementation, until the evaluation of the program. generally, each cycle of the online literacy coaching program captured the improvement of the teachers’ literacy skills and literacy practice. specifically, each session of the online literacy coaching program captured the activities that exposed the teachers to the material of literacy learning and the practice of literacy teaching. as captured in observation protocol and field notes, it was found that the process of literacy coaching for junior high school english teachers in the online literacy coaching program was running quite well, as was proposed in the program introduction. yet, several flaws were found in cycle 1 as most teachers still found difficulties following the literacy coaching process and applying it to the real classroom context. in cycle 1, most teachers were still confused about teaching literacy to their students. some teachers realized they had difficulties teaching literacy and even admitted they had problems distinguishing literacy material. for example, teachers are still confused about siti hanna sumedi, ilza mayuni & siti drivoka sulistyaningrum nobel: journal of literature and language teaching 129 volume 13, number 1, april 2022, 117-137 identifying context and genre in an authentic text and how to deliver the topic of text, context, and genre to their students. furthermore, as evidenced during the reflection session, some admitted that their understanding of literacy was still far behind, so teaching literacy to their students is challenging. moreover, when performing the literacy teaching directly to their students during the independent application, most teachers found difficulties following the teaching steps in the lesson plan that integrated with the siop model due to the lack of literacy teaching strategies. those problems experienced by the teachers were further discussed during the reflection session as all the teachers did reflective practice. therefore, it was found that several improvements were going to be proposed in cycle 2, like the profound explanation and intensive exposure of literacy learning and literacy practice for teachers, professional development, and technological pedagogical content knowledge (tpack) & digital literacy. in this matter, several inputs for the improvements in the next cycle are often and crucially needed to boost participants' performance and facilitate their needs (reichenberg, 2018). likewise, as there was an intensive session of direct instruction and an extensive session of professional development and tpack & digital literacy, the process of literacy coaching in cycle 2 was better than in cycle 1. the teachers' performance, which was vastly better in cycle 2, specified the improvements of the literacy coaching process session to session and cycle to cycle. in this matter, literacy coaching gets better from session to session if the literacy coaching is implemented properly, effectively, and efficiently (bekker et al., 2015). besides, the better the process of literacy coaching, the more skills and improvements the participants get (cooper & white, 2018). meanwhile, the teachers (coachees) interview and questionnaire showed that the online literacy coaching program effectively facilitated teachers’ literacy and teaching skills as it was done in two cycles referring to the aspects, process, improvement, and contribution. likewise, the implementation of the online literacy coaching program in facilitating teachers’ literacy and teaching skills is further described below: the result of coachees’ interview the first interview item was formulated to find the process of online literacy coaching in cycle 1 in facilitating coachees’ literacy skills and pedagogy. based on the analysis, it was found that the process of online literacy coaching in cycle 1 facilitated the coachee’s literacy skills as they were exposed to literacy enrichment module, direct instruction, and modelling session with their coaches. yet, the process of online literacy coaching in cycle 1 did not investigating the implementation nobel: journal of literature and language teaching 130 volume 13, number 1, april 2022, 117-137 facilitate the coachee’s literacy pedagogy or practice as they found difficulties during independent application in teaching literacy to their students. the evidence of the findings can be seen through the statement below: ma.03: “in cycle 1, i was struggling, especially when i had to practice microteaching in independent application, teaching my students about literacy. because the explanation of literacy pedagogy and literacy teaching in cycle 1 is not really that good because the module of literacy learning was not explained well, so i cannot understand the strategies of teaching literacy for my students.” meanwhile, the second interview item was formulated to find any improvements in the process of online literacy coaching in cycle 2 in facilitating coachees’ literacy skills and pedagogy. based on the analysis, it was found that there are improvements in the process of literacy coaching in cycle 2 in facilitating coachees’ literacy skills and pedagogy in terms of the intensive session of siop model and solo, deepened exposure of modules, professional development, and digital literacy. the statement below evidenced the findings: uw. 06: “of course there is an improvement in cycle 2 in terms of my literacy and teaching skills, for example, when i was doing microteaching in cycle 1, i faced many problems in terms of teaching online and displaying videos. alhamdulillah, in cycle 2, there is a digital literacy input from the coach, which is very useful. in terms of teaching skills, process reflection really helps me anticipate and improve my teaching skills, especially for microteaching.” the third interview item was formulated to find an aspect in the process of online literacy that facilitates coachees’ literacy skills and pedagogy. based on the analysis, the modelling session of the modules is the most prominent aspect that enables the coachee’s literacy skills and pedagogy. furthermore, the evidence of the findings can be seen through the following statement: cn.04: “many strategies, many techniques, many models, and many components that i can get from modelling by coach about siop model, for example, comprehensible input really facilitate my literacy learning and especially teaching. it can help me to make students happy before we give the material. the last one is that i can make mind mapping for literacy teaching.” the fourth interview item was formulated to find the benefits of the implementation and the process of the online literacy coaching program. based on the analysis, it was found that the implementation and the process of online literacy coaching are beneficial for the coachee’s literacy enrichment and students’ literacy enrichment. the benefit of online literacy coaching has also helped them learn and teach literacy appropriately, effectively, and efficiently. the following statement evidenced the findings: as.03: “during this program, i think i have lot of improvement i gained in this literacy area. i learn many, especially in our teaching improvement, especially when i implementing a lesson plan to my students that i look from modelling my students become interested siti hanna sumedi, ilza mayuni & siti drivoka sulistyaningrum nobel: journal of literature and language teaching 131 volume 13, number 1, april 2022, 117-137 in joining the lesson. then, especially when they involved in teaching and learning material they follow all the lesson and learning process well and become interactive.” the result of the coachees’ questionnaire in this study, the questionnaire was used as a follow-up question to obtain additional data about the benefits of the implementation and the process of online literacy coaching on the coachee’s literacy skills and pedagogy. two types of questionnaires were used in this study, consisting of 3 open-ended questionnaires and two items of a close-ended questionnaire. questionnaire number one was proposed to know whether the implementation and the process of online literacy coaching improve the coachee’s literacy skills and pedagogy. most of the coachees, precisely 90 % of them, agreed that their literacy skills and pedagogy improved after joining all the processes, sessions, and activities in this online literacy coaching program. the detailed evidence of the findings can be seen through the following statements: r.19: “this program improved my literacy skill and teaching. it also taught me to design good teaching planning by considering siop model.” r.15: “i get a lot of benefits in this program; my literacy skills have improved and i realize how important the literacy skills for my professional development. this program is also very useful for literacy learning for my students, my students become more interested, challenged and excited in learning.” meanwhile, questionnaire number two was proposed to know adjustments and techniques that the coachees’ would apply to facilitate the students’ literacy learning and literacy skill improvement. most of the coachees, precisely 87 %, would like to use lesson plans integrated with siop model and solo strategies for their students, as stated by the statements below: r. 28: “i will use siop model for designing my lesson plan because it simple yet effective and solo for literacy teaching strategies because it consists of a lot of teaching strategies that can build students critical thinking.” r. 9: “definitely siop model for lesson plan and followed by solo for teaching strategies. i’m pretty sure these siop model and solo that i got from literacy coaching program would help my students learn about literacy a lot.” moreover, questionnaire number three was formulated to obtain the coachees’ input for further literacy coaching program. 80 % of the coaches agreed that direct instruction sessions need to be longer to give the coachees a deeper understanding of literacy learning and teaching. the following is the evidence of the findings: r.7: “overall, this program is huge success, but the time or session for direct instruction should be longer to make the coachees learn better about the material that directed and explained by the coaches. but in terms of planning, activities, materials, and the spirit of the unj team is very good.” questionnaire number four was given to the coachees to determine the effectiveness rating of the implementation of online literacy coaching in cycle 1 in facilitating the coachee’s investigating the implementation nobel: journal of literature and language teaching 132 volume 13, number 1, april 2022, 117-137 literacy skills and teaching. based on the analysis, 32.5 % of the coachees agreed that the implementation of online literacy coaching in cycle 1 is highly effective in facilitating the coachee’s literacy skill and teaching, 57.5 % of them agreed it was effective, 7.5 % of them agreed it was moderately effective, 2.5 % of them decided that it was less effective, and none of them agreed that it was not at all effective. figure 4: the result of the close-ended questionnaire likewise, questionnaire number five was given to the coachees to determine the effectiveness rating of the implementation of online literacy coaching in cycle 2 in facilitating the coachee’s literacy skills and teaching. based on the analysis, 70 % of the coachees agreed that the implementation of online literacy coaching in cycle 2 is extremely effective in facilitating the coachee’s literacy skills and teaching, 30 % of them agreed it was effective, and none of them agreed that the implementation of online literacy coaching was moderately effective, less effective, and not at all effective. figure 5: the result of the close-ended questionnaire siti hanna sumedi, ilza mayuni & siti drivoka sulistyaningrum nobel: journal of literature and language teaching 133 volume 13, number 1, april 2022, 117-137 the implementation of online literacy coaching addressed and accommodated its participants' needs for both continuing professional development (cpd) and independent professional development (tpd). likewise, the implementation of the online literacy coaching program had to facilitate its participants well in terms of literacy skills and pedagogy. as the findings revealed, the implementation of the online literacy coaching program effectively facilitates the teachers’ literacy skills and pedagogy. the question of how online literacy coaching programs encourage the teachers' literacy skills, and pedagogy was addressed well. the modeling session of the modules was the most prominent aspect that facilitated coachee’s literacy skills and pedagogy. in practice, the teachers were exposed to the program material about literacy learning: the essential of literacy and literacy enrichment: what to teach and how to teach literacy to students. besides, the modeling session fully facilitated teachers with abundant knowledge of literacy learning that helped teachers to know the kind of text, the genre of text, context, and its strategies to properly and effectively deliver those to the students. modeling sessions that run properly and effectively by the program masters or coaches will eventually allow participants to delve into the program material decently and learn how instructional practices work with their own students (barza & von suchodoletz, 2016). the implementation of the online literacy coaching program facilitated the teachers’ literacy skills and pedagogy. it also showed the improvements in the literacy coaching process in facilitating teachers’ literacy skills and pedagogy from cycle to cycle. the effectiveness of literacy coaching in cycle 2 has doubled that in cycle 1 as it reached 70 %. the improvement in the literacy coaching process in cycle 2 referred to the intensive siop model and solo session, deepened exposure to modules, professional development, and digital literacy. the follow-up session and input discussed collaboratively in the next process are crucially needed to improve the participants' performances (gilmore, 2020; matsumura et al., 2013). the intensive siop model and solo in cycle 2 generated better literacy teaching practices for the teachers (coachees) as they implemented the siop model lesson plan, performed solo strategies for teaching literacy, and handled technical devices very well. moreover, the implementation of online literacy coaching benefited the teachers' (coachees) literacy enrichment and students’ enrichment. those benefits established the teachers to teach literacy appropriately, effectively, and efficiently as they obtained how to design simple yet effective lesson plans for teaching literacy along with its literacy teaching strategies. the teachers also improved their e-literacy skills as they could handle educational, technological devices necessary during online teaching. the implementation of online literacy coaching delivered advantages in terms of academic skills and the participants' professional investigating the implementation nobel: journal of literature and language teaching 134 volume 13, number 1, april 2022, 117-137 and 21st-century skills. furthermore, this first-ever implementation of the literacy coaching program held virtually on zoom platform and gathered eight coaches who have experience as national instructors and 32 junior high school english teachers across indonesia has fulfilled the needs of improving teachers’ literacy skills and pedagogy declared by the ministry of education. correspondingly, the online literacy coaching program has explained the need to develop a deep understanding of the literacy coaching process, specifically on the online platform. likewise, the online literacy coaching implementation supports the previous studies on the effectiveness of literacy coaching programs for facilitating teachers’ literacy knowledge, skill, and practice (bean et al., 2015; reichenberg, 2018; teemant et al., 2011). hence, this study provides essential points and appropriate steps to conduct a literacy coaching program held virtually on online platforms or devices that is beneficial and suitable for 21st learning and professional development. conclusion the implementation of the online literacy coaching has essentially fulfilled the core of literacy coaching. in practice, the performance follows the core activities of literacy coaching cycles. it adopts a collaborative, reflective, and project-based approach to develop teachers' (coachees) literacy knowledge and skills and execute professional and technical duties in literacy teaching. in further, online literacy coaching has improved the teachers' (coachees) literacy teaching as their performance during independent application in cycle 2 was getting better than in cycle 1. they did an excellent job implementing the siop model lesson plan, performing solo strategies for teaching literacy, and handling technical devices. likewise, the teachers' (coachees) participation and performance, which were vastly better in cycle 2, specified the improvements of the literacy coaching process session to session and cycle to cycle. moreover, the implementation of online literacy coaching improved teachers (coachees) literacy skills and pedagogy as the teachers (coachees) properly know how to design a simple yet effective lesson plan for teaching literacy along with its literacy teaching strategies in the classroom. likewise, improvements in teachers (coachees) eventually enhance students’ literacy skills. as the findings revealed, this study proposed three recommendations to improve the implementation of the online literacy coaching program. first, the duration of each session should be appropriately emphasized. the direct instruction and modeling in the session that siti hanna sumedi, ilza mayuni & siti drivoka sulistyaningrum nobel: journal of literature and language teaching 135 volume 13, number 1, april 2022, 117-137 exposes participants to literacy enrichment and practice should have a long and precise time. likewise, the literacy enrichment practice establishes an intensive and proper input for the participants. second, nowadays, most educational and learning tools are based on technology; thus, digital literacy enrichment and tpack should be emphasized from the first cycle. lastly, the involvement of students’ feedback and notes during the independent application session in which teachers perform microteaching should be intentionally emphasized as it can be a valuable and beneficial input for 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(2003). case study research: design and method. sage publications ltd. volume 14, number 1, april 2023, 28-44 available at http://jurnalfahum.uinsby.ac.id/index.php/nobel/article/view/540 doi: 10.15642/nobel.2023.14.1.28-44 effective teaching practices in higher education during the covid-19 pandemic: lecturers and students’ lens sri wahyuni institut agama islam negeri kediri, jl. sunan ampel no.7, kediri, east java, indonesia article info abstract this article investigates lecturers’ and students’ perspectives on effective teaching practices in islamic higher education during the covid -19 pandemic. the pandemic caused the movement of teaching and learning modes from face to face into online/distance teaching and learning. the different modes of teaching and learning processes may raise a different perspective on effective teaching and learning practices, especially in islamic higher education. thirteen english lecturers and 262 english students from the third, fifth, and seventh semesters participated in this survey research. questionnaires are distributed through google forms to collect data on lecturers’ and students’ perspectives on effective teaching practices. the results show that the lecturers and students have good perspectives on four aspects of online teaching (pedagogical, managerial, social, and technological roles) as effective teaching practices in higher education during the covid-19 pandemic. however, lecturers and students have quite different sequences of most frequent responses on the roles. the three sequences of the lecturers’ responses are social roles, managerial roles, and pedagogical roles. then the three sequences of the students’ responses are pedagogical roles and managerial roles (two positions: the second and third positions). this different perspective can be a consideration in conducting online teaching and learning. article history: received september 2022 accepted february 2023 published april 2023 keywords: lecturers’ and students’ lens, effective teaching, online learning © 2023 uin sunan ampel surabaya correspondence: p-issn 2087-0698 email: swy090984@gmail.com e-issn 2549-2470 http://jurnalfahum.uinsby.ac.id/index.php/nobel/article/view/540 sri wahyuni nobel: journal of literature and language teaching 29 volume 14, number 1, april 2023, 28-44 introduction coronavirus disease 2019 (covid-19) has become a worldwide pandemic, including in indonesia. the first confirmation of the spreading to indonesia was on march 2, 2020, after an instructor of dance and her mother tested positive for covid-19, and they were infected by a japanese (ratcliffe, 2020). in the middle of june 2020, indonesia was reported to have 41,431 confirmed covid-19 cases, making it the country with the highest positive covid-19 in southeast asia (nurbaiti, 2020). covid-19 influences all aspects of human life, including social, economic, and education. after president widodo asked all indonesians to practice social distancing to slow the virus’s spread on may 15, 2020, many provinces shut down schools in their regions. from preschool until university, students learn at home to prevent the spread of covid-19. the school activities are changed into home learning activities; the class activities are conduc ted through online distance learning (jakarta globe, 2020). the new model of the teaching and learning process, “home learning activities-online distance learning,” may raise a different perspective on an effective teaching and learning practice, especially in higher education. the model of effective teaching practice during the covid-19 pandemic may differ from the model of effective teaching practice before covid19 pandemic. furthermore, the shift in teaching mode from face to face into online teaching and learning process also influences the students’ readiness (wulanjani & indriani, 2021). some studies investigated effective teaching in higher education before the covid-19 pandemic (e.g., allan et al., 2009; aregbeyen, 2010; barnes & lock, 2013; siregar et al., 2020). allan et al. (2009) investigated the perception of first-year undergraduate students of effective teaching in higher education. they found that university teachers with high academic expectations are predicated less by the students’ notion of effective teaching in higher education. conversely, university teachers who provide a supportive environment in which they scaffold learning effectively and promote effective interaction with their students are predicated more on the students’ notion of an effective teacher. in line with allan et al. (2009), aregbeyen (2010) also found that students always want their learning needs met. based on this research, effective teaching requires a teacher to strike a good balance between his teaching methodology and his personality characteristics. this study also reported differences in perceptions by age, level of study, and faculty of the respondents. in addition, khoo et al. (2010) found four lecturers’ roles for successful or effective online learning; those are pedagogical, managerial, social, and technological. effective teaching practices nobel: journal of literature and language teaching 30 volume 14, number 1, april 2023, 28-44 furthermore, barnes and lock (2013) investigated the student perceptions of effective foreign language teachers. they found that rapport attributes such as friendliness, care, and patience, and delivery attributes such as clear explanations, error correction, and a participatory mode of instruction are highly important. however, teacher qualifications and target language proficiency were considered more important than rapport attributes (barnes & lock, 2010). in addition, siregar et al. (2020) found that assimilating technology and facilitating the students’ creativity require effective 21st-century pedagogical competence. however, this study only investigates teachers’ perceptions. the previous studies mentioned above were conducted before the spread of covid-19 in indonesia and from one side only (teachers or students), not from both sides (teachers and students). therefore, the present study tries to investigate effective teaching practices in higher education during the covid-19 pandemic in indonesia from the perspectives of both lecturers and students. review of literature this section discusses effective teacher taxonomy, effective teaching during covid 19 pandemic, online-distance learning, blended learning, and previous studies. effective teacher taxonomy some experts define effective teachers in higher education differently. they define it as related to their concerns. however, they have similarities in achieving the goal of higher education teaching, which is to promote the development of high-order learning processes (biggs, 2003). yates (2005, p. 687) differentiates between a “good teacher’ and an “effective teacher.” according to him, a good teacher is related to professional respect and humanistic criteria; it is normative. in contrast, an effective teacher is related to student learning criteria. it is about reaching achievement goals and student learning on what they are supposed to in a particular context (berliner, 2005, p. 207). furthermore, allan et al. (2009, p. 364) report a remarkable portrait of an effective higher education teacher from teachers’ perspectives which has emerged from several research studies over the past 30 years. they found four criteria for effective teachers in higher education. those are supportive learning environments, academic expectations, scaffolding learning, and clarity. they also found that students addressed providing a supportive learning environment where teachers scaffold learning as a requisite of effective teaching. however, they addressed less high academic expectations (p. 368). sri wahyuni nobel: journal of literature and language teaching 31 volume 14, number 1, april 2023, 28-44 aregbeyen (2010) mentions five major subheadings of critical teaching effectiveness elements in higher education. these are analytical/synthetic approach, organization/clarity of teaching, lecturer-group interactions, lecturer-individual student interaction, and dynamism/enthusiasm of the lecturer. he found in his research that organization and clarity in teaching got the highest score from students. then it was followed by the analytical/synthetic approach, the lecturer-group interactions, dynamism/enthusiasm of the lecturer, and lecturerindividual student interaction. he also found no significant difference in the scores among the different elements; it means that the whole elements are equally important as effective teaching elements. however, there were differences in perceptions by age, level of study, and faculty of the respondents (aregbeyen, 2010, p. 68). in addition, barnes and lock (2010) propose a taxonomy of effective teacher attributes in higher education. they divided the attributes into five categories: rapport, delivery, fairness, knowledge and credibility, and organization and preparation. they found in their study that rapport attributes such as friendliness, care, and patience were placed in high importance (barnes & lock, 2010, p. 19). furthermore, barnes and lock (2013) investigated the student perceptions of effective foreign language teachers. they found that rapport attributes such as friendliness, care, and patience, and delivery attributes such as clear explanations, error correction, and a participatory mode of instruction are highly important. however, teacher qualifications and target language proficiency were considered more considerable than rapport. therefore, based on the criteria of effective teachers in higher education proposed by some experts above, the present study tries to re-concept the effective teacher in higher education by considering the recent situation and conditions in which there is covid-19 pandemic in indonesia. effective teaching during the covid-19 pandemic as presented in the background of the study, the covid-19 pandemic has affected all aspects of human life in indonesia, including the education sector. to mitigate the spread of the virus, the indonesian government has implemented a new education policy, online distance learning, for all levels of education, from preschool to university. this policy aims to prevent students from being exposed to covid-19 by shifting school activities to home activities through online learning. the change from a face-to-face teaching and learning model to online learning may have changed the concept of effective teaching, especially in higher education. effective teaching during the covid-19 pandemic may differ from effective teaching before the pandemic. this effective teaching practices nobel: journal of literature and language teaching 32 volume 14, number 1, april 2023, 28-44 pandemic occurred in the 21st century, during which students’ needs differ from those in past eras. according to bedir (2019), students in the 21st century are millennial students; therefore, education should focus more on promoting pivotal skills that are important to learn and sustaining learning. following this, trilling and fadel (2009) state that students should acquire skills and knowledge to utilize digital technologies and broaden their opportunities. furthermore, siregar et al. (2020) reported the results of a study exploring efl teachers’ perceptions of effective 21st-century pedagogical competencies. they found that there were five preferred traits of pedagogical competencies that effective 21st-century teachers should have. these were prioritizing learning growth and outcomes over the content taught, being both a facilitator and an inspirer to students, building a discussion habit to promote communicative learning, establishing and maintaining a good classroom atmosphere, and arranging students into pairs or groups to develop their language and communication skills (siregar et al., 2020, p. 16). they also found that effective 21st-century teachers should be able to utilize digital media (technology). online distance learning online learning is a type of distance education that has become a mainstream part of education, especially during the recent covid-19 pandemic. moreover, the increasing availability of icts, including internet access, has increased the demand for online learning. it is a flexible and convenient way to access education and training (khoo et al., 2010, p. 17). therefore, teachers in higher education should consider using technology in their teaching and learning processes. they should be able to maintain their role in any teaching-learning environment, whether face-to-face or online. khoo et al. (2010, p. 21) found that online learning is a social and interactive process, best known as a learning community. it means that the teacher’s role in online learning is multifaceted and flexible at any time to meet the diverse learning needs in the online classroom. in other words, successful online teaching and learning should be embodied within learning communities. furthermore, they proposed four online teacher roles in higher education. those are pedagogical, managerial, social, and technological roles. sri wahyuni nobel: journal of literature and language teaching 33 volume 14, number 1, april 2023, 28-44 method the present study aims to investigate the perceptions of lecturers and students regarding effective teaching practices in higher education during the covid-19 pandemic. to achieve this purpose, a descriptive quantitative research design using a survey is employed. the population of this study includes all english lecturers (18 individuals) and english students in the third (123 students), fifth (186 students), and seventh (201 students) semesters, totaling 510 students. these lecturers and levels of students were selected because they are believed to have adequate knowledge, experience, and exposure to conducting online learning during the covid-19 pandemic. in conducting this research, a representative sample was taken, comprising at least 30% of the target population (the more, the better). the representative sample of this study consists of at least five lecturers and 153 students. however, the instrument was distributed to all lecturers and all third, fifth, and seventh-semester students, expecting to obtain more samples. fortunately, 13 lecturers (72%) and 262 students (51%) participated in this study. the instrument used in this study is a questionnaire adapted from khoo et al. (2010) on lecturer-student views on successful online learning environments. their findings were used to develop the questionnaire for this study, which is a closed-ended questionnaire consisting of two parts—the first part requests general information or background of the respondents, both lecturers and students. for the lecturers, the first part asks about their length of teaching experience and the online platforms used during the covid-19 pandemic. for the students, the first part asks about their semester level and the online platforms used by their lecturers. the second part of the questionnaire asks for both lecturers’ and students’ points of view on effective teaching in higher education during the covid-19 pandemic. it consists of four aspects of the lecturer’s role in online teaching practices: the lecturer’s pedagogical role (10 items), the lecturer’s managerial role (10 items), the lecturer’s social role (2 items), and the lecturer’s technological role (3 items). the total of items is twenty-five, with five ranging of likert-scale for each item. it starts from very important (5/vi), fairly important (4/fi), somewhat important (3/si), not so important (2nsi), and not important at all (1/nia). the questionnaire used in this study has been carefully developed based on the theory of effective teaching in higher education presented above and by considering the new policy on education in indonesia during the covid-19 pandemic. after constructing the questionnaire, it was validated by two english lecturers and teachers who provided corrections and suggestions, especially regarding the wording. following the expert validation, the questionnaire was tried effective teaching practices nobel: journal of literature and language teaching 34 volume 14, number 1, april 2023, 28-44 out with 20 english students, and the validity and reliability were analyzed based on the data collected during the trial. to analyze the validity of the questionnaire, the pearson product-moment correlation was used with statistical software. an item is considered valid if the correlation coefficient (r count) is higher than the r table (0.444). conversely, the item is deemed invalid if the correlation coefficient (r count) is lower than the r table (0.444). based on the data analysis results, all items on the questionnaire were found to be valid. all correlation coefficients (r count) were above the r table (as shown in appendix 1). therefore, all items on the questionnaire can be used to collect data on lecturers’ and students’ perspectives on effective teaching in higher education. in terms of reliability, the questionnaire used in this study was also analyzed. the reliability analysis used the cronbach alpha formula in statistical software for windows. based on the calculation results, cronbach’s alpha value was 0.956, which is higher than 0.90 and falls into the highly reliable research instrument category. therefore, the questionnaire can be used for the subsequent steps of the study. some steps were taken to collect the data. the first step was problem identification. in this step, the researcher observed the teaching and learning process by joining the online classroom. the second step was distributing the questionnaire to the respondents. they were informed that their answers would be kept confidential and would not influence their position as lecturers and students. therefore, they were asked to answer the questions honestly. furthermore, the questionnaire was made without asking the respondents’ names, ensuring anonymity. the questionnaire was adapted from khoo et al. (2010), modified, validated, and tried out before being distributed to the study’s respondents. the questionnaire was distributed through google forms. after collecting data, the next step is to analyze it. the data collected from the respondents are tabulated and grouped based on the characteristics of the gathered data. then, the data is displayed in tables and figures and categorized based on the questions to make it easier to read and understand the data. the final step is to draw conclusions based on the data display and discussion. results and discussions the research findings of this study consist of two parts. the first part is the finding on lecturers’ perspectives on effective teaching in higher education during covid 19 pandemic. the next part is the finding on students’ perspectives on effective teaching in higher education. sri wahyuni nobel: journal of literature and language teaching 35 volume 14, number 1, april 2023, 28-44 lecturers’ perspective on effective teaching in higher education during covid 19 pandemic after the questionnaire was distributed, the collected data were analyzed. thirteen (13) out of eighteen (18) lecturers completed the questionnaire. the data on the lecturers’ teaching experience can be seen in table 1 and figure 1. table 1. the length of lecturers’ teaching experience year percentage (%) number 1-3 15.4 2 4-6 38.5 5 7-9 15.4 2 more than 10 30.8 4 total 100 13 figure 1: the length of lecturers’ teaching experience the data above shows that only two lecturers have 1-3 years of teaching experience in higher education (novice lecturers). the other lecturers have 4-6 years (5 lecturers) and 7-9 years (2 lecturers) of teaching experience in higher education. moreover, four lecturers have more than ten years of teaching experience in higher education. based on the responses above, it can be concluded that almost all the lecturers have adequate teaching experience in higher education. in terms of the online platform used by the lecturers in online learning during the covid19 pandemic, the lecturers use more than one learning application. the data on the learning platforms used by the lecturers are presented in figure 2. effective teaching practices nobel: journal of literature and language teaching 36 volume 14, number 1, april 2023, 28-44 figure 2: the lecturers’ learning platform figure 2 shows that almost all lecturers use whatsapp and google meet applications for online teaching and learning processes. these are the lecturers’ most widely used learning applications, with 92.3% (12 out of 13) using these applications in combination with others. the second most commonly used online platform by the lecturers is the e-learning platform of iain kediri, which is a web-based technology designed by the campus of iain kediri to support e-learning processes on campus. 84.6% (11 out of 13) of the lecturers use this teaching and learning platform. the next set of data pertains to the lecturers’ perspectives on effective teaching in higher education during the covid-19 pandemic. these data are categorized into four aspects: lecturers’ pedagogical roles (10 items), lecturers’ managerial roles (10 items), lecturers’ social roles (2 items), and lecturers’ technological roles (3 items). concerning lecturers’ pedagogical roles, two items received the most frequent responses. the first is the lecturers’ consideration of students’ perspectives, including giving students choices in learning, valuing their online contributions, providing sufficient time to be comfortable in class, respecting students, and responding to them within a reasonable timeframe. the second item with the most frequent response regarding the lecturers’ pedagogical roles is the willingness of lecturers to become a participant, co-learner, or listeners in class to establish a less hierarchical relationship with students. eleven lecturers (84.6%) consider these points very important in conducting online teaching effectively, while only two (15.4%) consider them fairly important. four items received the second-highest response frequency regarding lecturers’ pedagogical roles. these are as follows: (1) the lecturer’s critical role in facilitating online interactions to engage students in learning, (2) the lecturer’s use of appropriate triggers for sri wahyuni nobel: journal of literature and language teaching 37 volume 14, number 1, april 2023, 28-44 discussions and promotion of student socialization and participation, (3) the lecturer’s monitoring role in following and sustaining discussion threads, stimulating further student participation, modeling appropriate “wait time” to allow students to speak before providing feedback, and providing just-in-time resources where necessary, and (4) the online lecturer’s clear understanding of teaching and learning before translating them into practice. ten lecturers (76.9%) consider these points very important for effective online teaching, while three (23.1%) consider them fairly important. in terms of lecturers’ managerial roles, as presented in table 4.3, the most frequent response is that online lecturers need to listen carefully to student feedback to improve their course and teaching. twelve out of thirteen lecturers (92.3%) consider this item very important. only one lecturer (7.7%) considers this item fairly important for effective online teaching. the second most frequent response of the lecturers’ managerial roles is the need for lecturers to structure their online classes in a clear and user-friendly manner for students to follow, including setting up appropriate folders to organize information and providing a clear layout for students to navigate easily. eleven lecturers (84.6%) view this aspect as important for effective online teaching, while two (15.4%) view it as fairly important. furthermore, the organization and careful planning of online courses and the regular updates of course materials were identified as the third most important aspect of lecturers’ managerial roles. 76.9% of the lecturers (10 lecturers) consider these items to be very important in conducting online teaching effectively. regarding lecturers’ social roles, all 13 lecturers agree that providing clear guidelines and expectations for student participation and contributions is crucial. the importance of lecturers teaching and modeling good online communication practices and netiquette is also considered important by 69.2% (9 lecturers). in terms of lecturers’ technological roles, the highest frequency response was the need for online lecturers to support students in adopting web-based technologies, with 84.6% of the lecturers (11 lecturers) considering this aspect to be very important. the need for online lecturers to have basic technological skills, interest in online teaching, and awareness of technology’s affordances and constraints in teaching received an equal percentage of responses from lecturers. 76.9% of the lecturers (10 lecturers) view these aspects as very important. the summary result of the three top lecturers’ responses shows that the lecturers’ social role becomes the highest response of the very important aspect to be considered in conducting online teaching effectively during covid 19 pandemic. the next position is the lecturers’ managerial role which is considered a very important aspect. the other roles (pedagogical and effective teaching practices nobel: journal of literature and language teaching 38 volume 14, number 1, april 2023, 28-44 technological) are placed in the third position as the very important aspect of doing online teaching effectively. students’ perspective on effective teaching in higher education during covid 19 pandemic the data on students’ perspectives on effective teaching in higher education are collected from students in the third, fifth, and seventh semesters. two hundred sixty-two students filled out the questionnaire. the data of the students can be seen in table 2 and figure 3. table 2. the students’ level semester percentage (%) number 3 29 76 5 29.4 77 7 41.6 109 total 100 262 figure 3: the students’ level the data presented above shows the level of response from students. it can be seen that the total sample includes 262 students from the third, fifth, and seventh semesters out of a population of 510 students, which is more than 50%. the most sampled students were from the seventh semester (41.6%), with fifth and third-semester students in second and third place. therefore, it can be concluded that the sample size is adequate to represent the population. the next set of data is the students’ perspective on effective teaching in higher education during the covid-19 pandemic. like the lecturers’ perspective, the student’s perspective is divided into four aspects: lecturers’ pedagogical roles (10 items), managerial roles (10 items), social roles (2 items), and technological roles (3 items). sri wahyuni nobel: journal of literature and language teaching 39 volume 14, number 1, april 2023, 28-44 regarding the students’ perspective on lecturers’ pedagogical roles, the highest frequency response is the importance of lecturers facilitating online interactions to engage students in learning. 65.5% of the students (171 students) view this aspect as very important for effective online teaching, with 24.8% (65 students) considering it fairly important and 9.2% (24 students) considering it somewhat important. regarding the students’ perspective on lecturers’ managerial roles, the highest frequency response is that online lecturers must listen carefully to student feedback to improve their course and teaching. 53.8% of the students (141 students) consider this item very important for effective online teaching, with 35.1% (92 students) considering it fairly important and 11.1% (29 students) considering it somewhat important. this result is similar to the response from lecturers’ perspectives on managerial roles. regarding the students’ perspective on lecturers’ social roles, the highest frequency response is the necessity for online lecturers to teach and model good online communication practices and “netiquette.” in terms of the students’ perspective on lecturers’ technological roles, the highest response is the necessity for online lecturers to have basic technological skills and interest in online teaching. 49.2% of the students (129 students) consider this point very important for effective online teaching, with 37% (97 students) considering it fairly important, 11.1% (29 students) considering it somewhat important, and only 2.3% (6 students) considering it not so important. the summary result shows that the lecturers’ pedagogical role is considered the most important aspect by students in conducting effective online teaching, followed by managerial roles. discussion based on the research findings above, the discussion of this research is divided into two sections. the first part discusses the lecturers’ perspective on effective teaching practices in higher education during covid 19 pandemic. the next part discusses the students’ perspective on effective teaching practices in higher education. the lecturers’ perspective on effective teaching practices in higher education as presented in the previous section, the lecturers’ perspective on effective teaching practices in higher education is divided into four aspects: lecturers’ pedagogical roles, lecturers’ managerial roles, lecturers’ social roles, and lecturers’ technological roles. in terms of lecturers’ pedagogical roles, two items receive the highest frequent responses. those are (1) the lecturers’ consideration of students’ perspectives, giving them choices in effective teaching practices nobel: journal of literature and language teaching 40 volume 14, number 1, april 2023, 28-44 learning, valuing their online contributions, giving them time to be comfortable in class, respecting students and responding to them in a reasonable timeframe (lecturer approachability), and (2) the lecturers’ willingness to be a participant/co-learner/listener in the class in favor of a less hierarchical relationship with students. 84.6% of the lecturers (11 out of 13) consider those points very important for lecturers in conducting online teaching effectively. the finding of this study is in line with the finding of khoo et al. (2010). they found that lecturer approachability becomes an important aspect that the lecturers in their online classes should consider. nine out of ten lecturers raised this aspect. furthermore, being a co-participant/learner and listener is an important aspect of online classes (raised by six out of ten lecturers). supporting the finding of this study, siregar et al. (2020, pp. 1–2) stated that preparing highly qualified teachers/lecturers with all the quintessential pedagogical competencies becomes a preeminent priority in the educational world. a qualified teacher/lecturer is one of the key components in establishing successful learning; it is considered one of the very important factors that affect students’ learning (wichadee, 2010). referring to the lecturers’ managerial role, the online lecturers’ necessary careful listening to feedback from students to improve their course and teaching is the highest frequency response of the lecturers. 92.3% of the lecturers (12 out of 13) consider this item very important in conducting online teaching effectively. it is similar to khoo et al. (2010), who asserted that allowing for student feedback is highlighted by the lecturers (mentioned by nine out of ten lecturers). as aregbeyen noticed, inviting criticism of lecturers’ ideas or teaching is one of the elements of effective teaching (aregbeyen, 2010, p. 66). for lecturers’ social roles, the necessity of online lecturers to provide clear guidelines and expectations for students’ contributions and participation becomes the top response of the lecturers. 100% of the lecturers (13 lecturers) agree that this aspect is very important in an online class. it aligns with khoo et al. (2010). they reported that providing clear guidelines and expectations for students’ contribution and participation is one of the strategies by lecturers in their online classes. it was perceived by nine out of ten lecturers. in terms of the lecturers’ technological role, the necessity of online lecturers to support students’ adoption of web-based technology becomes the highest frequent response of the lecturers. 84.6% of the lecturers (11 out of 13) consider this aspect very important in conducting online teaching effectively. the finding of this study is also in line with khoo et al. (2010). they found that supporting students’ adoption of web-based technology is noted by lecturers (eight out of ten lecturers). furthermore, siregar et al. (2020, p. 1) also have similar findings. sri wahyuni nobel: journal of literature and language teaching 41 volume 14, number 1, april 2023, 28-44 they found that teachers or lecturers in the 21st century should assimilate technology in their classrooms. they need to be able to have adjustment, innovation, and modifications in education. the students’ perspective on effective teaching practices in higher education as mentioned in the previous section, students’ perspectives on effective teaching practices in higher education during the covid-19 pandemic are divided into four aspects: lecturers’ pedagogical roles, lecturers’ managerial roles, lecturers’ social roles, and lecturers’ technological roles. regarding lecturers’ pedagogical roles, the highest frequency of students’ responses highlighted the importance of lecturers’ facilitation of online interactions to engage students in learning. 65.5% of the students (171 out of 262) considered this aspect very important for lecturers to conduct effective online teaching. this finding is consistent with siregar et al.’s study (2020), which found that one of the preferred pedagogical competencies in the 21st century is being a facilitator and an inspirator to students (p.16). this is because technology development has made it easier for students to access information, and therefore lecturers should facilitate students with online interactions. furthermore, providing a supportive learning environment where lecturers scaffold learning requires effective teaching (allan et al., 2009, p. 368). in terms of students’ views on lecturers’ managerial roles, the highest frequency of responses emphasized the necessity of online lecturers listening carefully to student feedback to improve their courses and teaching. 53.8% of the students (141) considered this aspect very important for lecturers to conduct effective online teaching. this finding is similar to khoo et al. (2010), which found that allowing for student feedback was highlighted by six out of twelve students. regarding students’ perspectives on lecturers’ social role, the highest frequency of responses emphasized the necessity of online lecturers teaching and modeling good online communication practices and “netiquette.” 42% of the students (110 students) considered this aspect very important for lecturers to conduct online teaching effectively. this finding differs from lecturers’ perspectives on their social role, which showed a higher response for online lecturers’ necessity to provide clear guidelines and expectations for students’ contributions and participation. it also differs from khoo et al. (2010), who reported that only four out of twelve students raised this aspect. effective teaching practices nobel: journal of literature and language teaching 42 volume 14, number 1, april 2023, 28-44 regarding lecturers’ technological roles, the highest frequency of students’ responses highlighted the necessity of online lecturers having some basic technological skills and interest in online teaching. 49.2% of the students (129 students) considered this point very important for lecturers to conduct online teaching effectively. this finding is consistent with siregar et al. (2020), who reported that teachers need to have the ability to utilize digital media (technology) as a prerequisite of education in the current era (p.19). in addition, setiawan (2019, p. 306) stated that learning in the 21st century is based on information technology; therefore, educators, students, parents, and institutions are required to be adaptive in responding to it as one of the modern elements of education. conclusion in line with the research findings and the discussions of the study, it can be concluded that the lecturers and students have good perspectives on four aspects of online teaching (pedagogical, managerial, social, and technological roles) as the practices of effective teaching in higher education during covid 19 pandemic. in terms of lecturers’ perspectives on effective teaching practices in higher education, the lecturers’ social role becomes the highest response of the very important aspect to be considered in conducting online teaching effectively during covid 19 pandemic. the next position is the lecturers’ managerial role which is considered a very important aspect. the other roles (pedagogical and technological) are placed in the third position as the important aspect of online teaching effectively. referring to the students’ perspectives on effective teaching practices in higher education during the covid 19 pandemic, the lecturers’ pedagogical role becomes the highest student response of the very important aspect to be considered by the lecturers in conducting online teaching effectively. the next position is the lecturers’ managerial role which is considered the second and the third very important aspect in conducting effective online teaching during covid 19 pandemic. references allan, j., clarke, k., & jopling, m. (2009). effective teaching in higher education: perceptions of first year undergraduate students. international journal of teaching and learning in higher education, 21(3), 362–372. http://www.isetl.org/ijtlhe/ aregbeyen, o. (2010). students perceptions of effective teaching and effective lecturer characteristics at the university of ibadan, nigeria. pakistan journal of social sciences, 7(2), 62–69. https://doi.org/10.3923/pjssci.2010.62.69 barnes, b. d., & lock, g. (2010). the attributes of effective lecturers of english as a foreign sri wahyuni nobel: journal of literature and language teaching 43 volume 14, number 1, april 2023, 28-44 language as perceived by students in a korean university. australian journal of teacher education, 35(1), 139–152. https://eric.ed.gov/?id=ej908194 barnes, b. d., & lock, g. (2013). student perceptions of effective foreign language teachers: a quantitative investigation from a korean university. australian journal of teacher education, 38(2), 19–36. http://ro.ecu.edu.au/ajte/vol38/iss2/2http://ro.ecu.edu.au/ajte/vol38/iss2/2 bedir, h. (2019). pre-service elt teachers’ beliefs and perceptions on 21st century learning and innovation skills (4cs). journal of language and linguistic studies, 15(1), 231–246. https://doi.org/10.17263/jlls.547718 berliner, d. c. (2005). the near impossibility of testing for teacher quality. journal of teacher education, 56(3), 205–213. https://doi.org/10.1177/0022487105275904 biggs, j. (2003). learning to teach in higher education. society for research into higher education. jakarta globe. (2020). cities turn to online learning to prevent covid-19 spreading among students. jakartaglobe.id. https://jakartaglobe.id/news/cities-turn-to-online-learning-toprevent-covid19-spreading-among-students khoo, e., forret, m., & cowie, b. (2010). lecturer-student views on successful online learning environments. waikato journal of education, 15(3), 17–34. https://doi.org/10.15663/wje.v15i3.79 nurbaiti, a. (2020, june 17). indonesia becomes country with most confirmed covid-19 cases in southeast asia. the jakarta post. https://www.thejakartapost.com/news/2020/06/17/indonesia-becomes-country-withmost-confirmed-covid-19-cases-in-southeast-asia.html ratcliffe, r. (2020, march 2). first coronavirus cases confirmed in indonesia amid fears nation is ill-prepared for outbreak. the guardian. https://www.theguardian.com/world/2020/mar/02/first-coronavirus-cases-confirmed-inindonesia-amid-fears-nation-is-ill-prepared-for-outbreak setiawan, a. (2019). implementation of islamic education study program learning based on blended learning in the industrial era 4.0 at iain samarinda. dinamika ilmu, 19(2), 305– 321. https://doi.org/10.21093/di.v19i2.1781 siregar, r. a., fauziati, e., & marmanto, s. (2020). an exploration on efl teachers’ perceptions of effective 21st-century pedagogical competencies. jeels (journal of english education and linguistics studies), 7(1), 1–24. https://doi.org/10.30762/jeels.v7i1.1548 trilling, b., & fadel, c. (2009). 21st-century skills: learning for life in our times. john wiley & sons. wichadee, s. (2010). defining the effective english language teacher: students’ and teachers’ perspectives. in a. m. stoke (ed.), jalt 2009 conference proceedings (pp. 28–35). jalt. https://jalt-publications.org/archive/proceedings/2009/e033.pdf wulanjani, a. n., & indriani, l. (2021). revealing higher education students’ readiness for abrupt online learning in indonesia amidst covid-19. nobel: journal of literature and language teaching, 12(1), 43–59. https://doi.org/10.15642/nobel.2021.12.1.43-59 yates, g. c. r. (2005). “how obvious”: personal reflections on the database of educational psychology and effective teaching research. educational psychology, 25(6), 681–700. https://doi.org/10.1080/01443410500345180 effective teaching practices nobel: journal of literature and language teaching 44 volume 14, number 1, april 2023, 28-44 appendix 1. the summary result of validity analysis questionnaire item r count r table decision 1 0.579 0.444 valid 2 0.779 0.444 valid 3 0.776 0.444 valid 4 0.475 0.444 valid 5 0.485 0.444 valid 6 0.714 0.444 valid 7 0.572 0.444 valid 8 0.811 0.444 valid 9 0.703 0.444 valid 10 0.741 0.444 valid 11 0.818 0.444 valid 12 0.804 0.444 valid 13 0.828 0.444 valid 14 0.549 0.444 valid 15 0.844 0.444 valid 16 0.707 0.444 valid 17 0.724 0.444 valid 18 0.522 0.444 valid 19 0.783 0.444 valid 20 0.841 0.444 valid 21 0.885 0.444 valid 22 0.604 0.444 valid 23 0.792 0.444 valid 24 0.822 0.444 valid 25 0.719 0.444 valid appendix 2. the result of the reliability analysis reliability statistics cronbach’s alpha cronbach’s alpha based on standardized items n of items .956 .960 25 volume 13, number 1, april 2022, 83-97 available at http://jurnalfahum.uinsby.ac.id/index.php/nobel/article/view/530 doi: 10.15642/nobel.2022.13.1.83-97 representative acts in dalia mogahed’s speech “what it’s like to be a muslim in america” faiqotul fakhriyah1, zuliati rohmah2, mohammad kurjum3 universitas islam negeri sunan ampel, jl. jend. a. yani 117 surabaya, east java, indonesia 1,2,3 article info abstract this present study aims to investigate various kinds of representative acts performed in dalia mogahed's speech entitled "what it's like to be a muslim in america?" and to analyze the islamic values that may be contained in the speech. as a qualitative research, the data of the current study were collected by searching and watching speech videos on youtube and downloading the videos and the speech transcripts. in investigating the representative acts of dalia mogahed, this study applied searle's (1976) theo ry of representative speech acts in analyzing the data in the forms of utterances produced by dalia that were collected from dalia's speeches. the data that have been obtained were then classified, analyzed, interpreted, and described. the results show that dalia's 111 utterances were identified as representative acts, consisting of 54 utterances of stating, 32 utterances of describing, 10 utterances of asserting, 9 utterances of informing, 3 utterances of reporting and 3 utterances of predicting. the representative acts in dalia's speech are reported to contain some islamic messages. article history: received january 2022 accepted march 2022 published april 2022 keywords: pragmatics, speech act, representative acts, speech, islamic messages © 2022 uin sunan ampel surabaya correspondence: p-issn 2087-0698 email: faiqohfakhriyah@gmail.com e-issn 2549-2470 http://jurnalfahum.uinsby.ac.id/index.php/nobel/article/view/ representative acts nobel: journal of literature and language teaching 84 volume 13, number 1, april 2022, 83-97 introduction in the process of communication, there has been an exchange of information between people. through speaking, they convey the information. an utterance that is expressed sometimes contains a particular meaning and purpose. thus, the information might be conveyed implicitly. it enables an action performed by the speaker through their speech (arsani, juniartha, & ariyaningsih, 2021; izar, nasution, & ratnasari, 2020; yule, 1996). generally, it is referred to as a speech act that is part of the pragmatics field that deals with the speaker's intention. because, when conveying an utterance, a person not only consciously arranges the words in his sentence, but there are also the actions that underlie the utterance. yule (1996) defined speech acts as an action performed through an utterance or expression. it also refers to how the speakers produced utterances and simultaneously performed an action (fadhilah, hidayat, & alek, 2021; izar, nasution, & ratnasari, 2020). in an interaction, the speakers must have a purpose or perform certain actions behind the speech they produce. hence, when people say something, the addressee or listener needs to recognize what kind of action is performed through the utterance. yule (1996) classifies three types of actions contained in speech acts, which are locutionary acts, illocutionary acts, and perlocutionary acts. someone who conveys a certain meaning through his expression can be recognized that he performed illocutionary acts. austin in birner (2013) argued that an illocutionary act is an action performed in saying something. meanwhile, searle (1968) defined illocutionary acts as "acts which can be performed in the utterance of a sentence and are as functions of the meaning of the sentence." hence, this illocutionary act is done to perform an action that actually wants to do by saying it. searle (1976) classified various kinds of illocutionary speech acts into five basic categories: representative (or assertive), directive, commisive, expressive, and declaration. these types are classified according to their function and can be performed by a person through speaking. searle (1976) stated that representative acts bind the speaker to the truth of the matter expressed. in line with searle, leech in zakiah (2018) also argued that expressions in this category are bound by the truth of their contents, and the speakers are responsible for the expression they utter as a fact. thus, the explanation or information conveyed by the speakers is what they believe and is considered a fact. more specifically, representative acts are used to convey what the speaker believes. several researchers have focused their studies on speech acts. yule (1996) explains speech acts include three types of actions, namely locutionary acts, illocutionary acts, and perlocutionary acts. these types of actions can occur in everyday speech. furthermore, the faiqotul fakhriyah, zuliati rohmah, & mohammad kurjum nobel: journal of literature and language teaching 85 volume 13, number 1, april 2022, 83-97 speakers might expect that through their utterances, listeners can recognize their communicative intention (yule, 1996). thus, it may be essential to recognize and understand the intended action of the speaker. since speech acts can appear in various expressions, they can also appear in a speech (arsani, juniartha, & ariyaningsih, 2021). through the speech, someone aims to convey a message in front of the public, a particular community, or a general audience. speech might have various definitions. however, it still refers to the ability to convey an idea or information. as stated by sapir (2004), speech is a normal type of communication that aims to convey ideas. a number of studies conducted on speech acts have focused on illocutionary acts. more specifically, they examined the kinds of representative or assertive speech acts with various data sources. izar, nasution, and ratnasari (2020), suryanti (2020), and suryanti and irma (2019) conducted a study to investigate various kinds of assertive or representative acts in a talk show. the study conducted by suryanti (2020) examined the kinds of representative acts and also the factors that influence the use of representative acts. several other studies with different data focused not only on the kinds of representative speech but also on their functions in conveying religious values (sugianto, zulfa w, & purwanto, 2020) and revealed whether the representative acts are representative uttered directly or indirectly (zakiah, 2018). other researchers also conducted a study with a different focus. mardawati, padmadewi, and myartawan (2017) studied various kinds of assertive speech acts and speech styles in a community, namely the eleventh-grade students at sma negeri 3 singaraja. furthermore, apart from investigating the kinds of assertive speech acts used by the teacher in efl classes, milal and kusumajanti (2020) also revealed how the teacher performed the assertive acts. meanwhile, orin and issy (2016) also investigated the kinds of representative acts used by debaters in competition, explained the opponent's response to representative acts, and explained the contribution of representative acts in an argument. the previous studies on speech acts (annahlia, edward, & fauzi, 2020; arsani, juniartha, & ariyaningsih, 2021; ashfira & hardjanto, 2021; veriza, sukyadi, & triarisanti, 2021) have also been conducted by focusing on the speech delivered by a speaker. ashfira and hardjanto (2021) only investigated the kinds of assertive acts in the three selected speeches of donald trump's presidential speech. furthermore, arsani, juniartha, and ariyaningsih (2021) studied representative acts on one of queen elizabeth ii's speeches about coronavirus and the meaning behind the utterances in her speech. the result showed that the speaker tried to convince the public to work together to prevent the disease and the spread of the virus without any pressure. representative acts nobel: journal of literature and language teaching 86 volume 13, number 1, april 2022, 83-97 another study also did not simply examine how assertive speech acts appear. it investigated which kinds of assertive speech acts were most dominant and how they represented the diplomacy implemented by south korea in the speech given by president moon jae-in (veriza, sukyadi, & triarisanti, 2021). unlike ashfira and hardjanto (2021), arsani, juniartha, and ariyaningsih (2021), and veriza, sukyadi, and triarisanti (2021), that focused their research on representative acts, annahlia, edward, and fauzi (2020) investigated the dominant type of illocutionary speech act in a speech. the function of speech act from the islamic perspective was also examined in this study. hence, the abovementioned previous studies have focused on representative acts and examined the kinds of representative acts in a general way. only a few studies discussed illocutionary acts or representative acts that also tried to find their relationship with islamic values contained in the speech. to the best of the researchers’ knowledge, only a study on illocutionary acts examined its types, and the functions of speech acts from an islamic perspective. therefore, this study attempts to focus on investigating the representative acts and also looking for islamic messages that may occur in the use of representative acts in dalia mogahed’s speeches. this present research tries to answer the following research questions: "what are the types of representative acts found in dalia mogahed's speech 'what it's like to be a muslim in america'?" and "what are the islamic messages found in the representative acts performed by dalia in her speech?" in analyzing the data, the researchers also paid attention to the context where and when the speech occurred. as a pragmatics analysis, this study looks at the relationship between utterance and contextual meaning, or what the speaker means that can be different (annahlia, edward, & fauzi, 2020; birner, 2013; yule, 2010). when the same utterance is produced with different situations, environments, and people, it can also produce different meanings. pragmatics can encourage language learners and users to be competent in communicating (akmal, fitriah, & zafirah, 2020) since it is used to examine a contextual meaning in an utterance. therefore, contextual meaning becomes an important aspect of communication examined in this study. through a speech, a speaker conveys what he believes and considers a fact. speech is a part of everyday life where it is used to communicate to convey or provide information. in her speech, dalia mogahed shared her thoughts and experiences as a muslim in the us. dalia mogahed was an american muslim writer, researcher, and consultant. she studied the muslim community and became the president of the advisory council on faith-based and neighborhood partnerships in 2009 (dalia mogahed, n.d.). as a muslim, dalia's speech might faiqotul fakhriyah, zuliati rohmah, & mohammad kurjum nobel: journal of literature and language teaching 87 volume 13, number 1, april 2022, 83-97 be concerning islamic values. islamic values are the principles and teachings of the life of muslims that focus on how humans should live their lives, and these principles are interrelated (jempa, 2018). these values, consisting of aqidah values, worship values, and moral values (muhtadi, 2006), are believed to be true and applied in all aspects of human life. method to examine various kinds of representative acts, the researchers decided to analyze the speech delivered by dalia mogahed at ted talks in march 2016 as a data source. the researchers used the speech transcript taken from the ted talks website. the data analyzed are dalia's utterances in her speech. dalia’s speech was chosen because she expressed her thoughts and also shared her experiences as a muslim in america through the speech. using a qualitative approach, the researchers analyzed, described, and interpreted the utterances considered representative acts performed in the speech. in this present study, the researchers used a qualitative method to investigate the representative acts in a speech. this method was commonly used in other studies of pragmatic. according to wray and bloomer (2006), a qualitative approach focuses on describing, analyzing, and exploring a type of strategy used by a speaker. since this pragmatic study examines the meaning or specific intentions of a speaker in a particular context, this method is appropriate for this research. in addition, bogdan and biklen in sugiyono (2015) affirm that one of the characteristics of qualitative research is descriptive, in which the data used are in the form of words or pictures. therefore, this qualitative method is applied to analyze the utterances of dalia mogahed. in qualitative research, the role of the researcher is to collect, identify and analyze data. the researchers collected data from the transcript of dalia's speech video. firstly, the researchers searched for and watched the video of the speech from a youtube link: https://www.ted.com/talks/dalia_mogahed_what_it_s_like_to_be_muslim_in_america?langua ge=en. then, the researchers looked for the speech transcript and downloaded it from the ted websites. after that, the researchers checked whether the speech in the video and the transcript were matched and synchronized by watching the video. then, the researchers identified the representative acts in the speech through the transcript and marked the utterances. after collecting the data, the researchers subsequently identified the utterances considered to contain representative acts. after that, the researchers classified the utterances according to the kinds of representative acts in the table. then, the researchers analyzed the islamic representative acts nobel: journal of literature and language teaching 88 volume 13, number 1, april 2022, 83-97 messages and values that may occur in the use of representative acts in the speech. the last, the researchers conclude the results of the data analyzed. results and discussion kinds of representative acts dalia mogahed's speech consists of 133 utterances or expressions produced by dalia. the researchers found 111 representative acts performed by dalia in her speech. it shows that representative acts are the most frequently performed speech acts in dalia's speech. this study indicates several kinds of representative acts identified: stating, describing, asserting, informing, predicting, reporting, and guessing. figure 1 shows the representative acts performed in dalia mogahed’s speech. figure 1: kinds of representative acts performed in dalia mogahed’s speech based on the figure above, it can be seen that 54 out of 111 representative acts are identified as stating that is one of the most frequently used kinds of representative acts in the speech. then, followed by describing with 32 utterances, asserting with 10 utterances, informing with 8 utterances, reporting with 4 utterances, and the last one is predicting with 3 utterances. stating stating is an expression that clarifies, shows, or says something based on what the speaker understands and believes in a clear way. hence, the act of stating was performed to reveal something to be known by the listener or addressee. it was the most appearing representative act found in the speech. data 1 [00:27] "if some of your perceptions were negative, i don't really blame you. that's just how the media has been portraying people who look like me. one study found that 80 percent of news coverage about islam and muslims is negative. and studies show 54 32 10 8 4 3 stating describing asserting informing reporting predicting faiqotul fakhriyah, zuliati rohmah, & mohammad kurjum nobel: journal of literature and language teaching 89 volume 13, number 1, april 2022, 83-97 that americans say that most don't know a muslim. i guess people don't talk to their uber drivers." based on the excerpt above, the two bold utterances are recognized as an act of stating, even though it does not use the verb "state." it can be seen from the context where dalia clarifies the perceptions people give of her as a muslim. previously, dalia asked how people viewed her by mentioning some negative perceptions. dalia then said that she does not blame it and tends to understand the occurrence of negative perceptions. since the fact is the media indeed often gives the same perception to muslims. therefore, people are influenced to have the same perception. dalia also provided other evidence of negative perceptions of muslims. describing describing is an expression that functions to describe or explain something, situation, or process to the hearer. generally, it is used to describe a thing or even a condition in detail. hence, the hearer can understand what the speaker means through the description given. data 2 [03:09] "and then that terrible morning of september, 2001. i think a lot of you probably remember exactly where you were that morning. i was sitting in my kitchen finishing breakfast, and i look up on the screen and see the words ‘breaking news.’ there was smoke, airplanes flying into buildings, people jumping out of buildings. what was this? an accident? a malfunction? my shock quickly turned to outrage. who would do this? and i switch the channel and i hear," based on the excerpt above, the two utterances in bold are recognized as the act of describing. it can be seen from the context where dalia is trying to retell her memories of the tragedy of the 9/11 attacks in america. it was a terrorist attack carried out by a militant islamic terrorist group. dalia described how terrible the situation was in sufficient detail. for instance, many "breaking news" appeared on the television screen, the smoke around the building, people jumping out of the building, and airplanes crashing into the building. therefore, dalia implied that, as a muslim, she was also shocked and angry at that time. thus, she could remember the details of the situation at that time. asserting asserting is an expression that functions to emphasize, convince, and declare what the speaker believes positively. in general, the speakers use this act to convey their opinion that is considered a fact in a firm manner. thus, the speaker might indirectly encourage the listener to consider the statement the truth. representative acts nobel: journal of literature and language teaching 90 volume 13, number 1, april 2022, 83-97 data 3 [06:38] “the choices don't make sense, because it's the wrong question. muslims, like all other americans, aren't a tumor in the body of america, we're a vital organ.” based on the excerpt above, these expressions can be identified as the act of asserting. the context is that dalia seems to be against wrong assumptions about islam. some people have made several attempts to get rid of muslims by closing mosques and banning muslims just because they are considered tumors. if it is true, then whether muslims are benign or malignant tumors. subsequently, dalia disputed that the choices were unreasonable. through her statement, dalia implicitly emphasized that the question was wrong since muslims are the same as other americans. they have equal rights, and muslims are not a disease but a significant part of america. thus, the speaker wanted to emphasize through his statement that negative perceptions about muslims in people's minds could be reduced. informing informing is an expression that gives information or knowledge to the hearer or the addressee. the statement conveys information, and the hearer does not know the information. therefore, this expression is used to let the hearer knows the information provided by the speaker. data 4 [01:23] “when i was 17, i decided to come out. no, not as a gay person like some of my friends, but as a muslim, and decided to start wearing the hijab, my head covering. my feminist friends were aghast: ‘why are you oppressing yourself?’ the funny thing was, it was actually at that time a feminist declaration of independence from the pressure i felt as a 17-year-old, to conform to a perfect and unattainable standard of beauty. ...” based on the excerpt above, the two bold utterances can be identified as the act of informing since it carries information. it can be seen from the context in which dalia tells about herself and how she embraced her religion. she gives information at what age she decided to change her beliefs. moreover, when some of her friends decided to be gay, dalia chose to be a muslim and started wearing a hijab. even though her friends thought she was suppressing herself, it was freedom for her where she didn't have to follow the existing beauty standards. the speaker might think that some audiences do not know her, and then she provides information about herself. thus, the audience would get to know her better before sharing her thoughts. faiqotul fakhriyah, zuliati rohmah, & mohammad kurjum nobel: journal of literature and language teaching 91 volume 13, number 1, april 2022, 83-97 predicting predicting is an expression that functions to suppose something that will happen or a condition in the future. it can be in the form of assumptions or the results from knowledge, experience, or observations. hence, this expression is used by speakers to show prediction. data 5 [07:03] “now, is closing down mosques going to make america safer? it might free up some parking spots, but it will not end terrorism. going to a mosque regularly is actually linked to having more tolerant views of people of other faiths and greater civic engagement. and as one police chief in the washington, dc area recently told me, people don't actually get radicalized at mosques. they get radicalized in their basement or bedroom, in front of a computer. ...” based on the excerpt above, the bold utterance can be identified as the act of predicting. the context is still related to the previous issue of how dalia responded to the attempts to get rid of muslims, one of them was by closing down the mosque. when mosques were closed, rather than ending terrorism, it might turn out to free up parking spaces. dalia then stated several reasons the effort might not make sense since mosques are places of worship that help improve tolerance and not radicalization. therefore, the speaker implicitly predicts that these efforts might not succeed in preventing the occurrence of continuing acts of terrorism. reporting reporting is an expression that informs or tells about a thing, information or situation to the hearer or the audience. this expression is commonly used to report something that is considered a fact that has been investigated and observed. data 6 [00:27] “if some of your perceptions were negative, i don't really blame you. that's just how the media has been portraying people who look like me. one study found that 80 percent of news coverage about islam and muslims is negative. and studies show that americans say that most don't know a muslim. i guess people don't talk to their uber drivers.” based on the excerpt above, the two bold utterances can be identified as the act of reporting. in this section, dalia still discusses the negative perception of muslims. previously, dalia had understood that. moreover, she reports a study that conducted research on the news that covered muslims or islam, and most of the news portrayed muslims or islam in a negative way. in addition, other research shows that some americans do not know muslims. the speaker considered this information as fact since it has been investigated. therefore, dalia would like to inform the audience that negative perceptions of muslims have become commonplace, and even there are still many americans who do not know muslims. representative acts nobel: journal of literature and language teaching 92 volume 13, number 1, april 2022, 83-97 islamic messages there are some islamic messages found in dalia's representative acts. the following data show some of the messages, that is, improving faith in the islamic core belief and spiritual values, reading the holy qur’an, and visiting mosques to get a better understanding of islam and avoid the wrong conception of the islamic teachings. data 7 "well, for those of you who have never met a muslim, it's great to meet you. let me tell you who i am. i'm a mom, a coffee lover -double espresso, cream on the side. i'm an introvert. i'm a wannabe fitness fanatic. and i'm a practicing, spiritual muslim. but not like lady gaga says, because baby, i wasn't born this way. it was a choice." the excerpt above contains representative acts, namely the act of stating and asserting. through these utterances, dalia stated that she is practicing to improve her self-qualities as a muslim in a spiritual way. it can be done by obeying all the commands and staying away from all of the prohibitions of god. in islam, spiritual values are inner beliefs that help every muslim to find a closer relationship with allah that comes from the values in the qur'an and hadith (jumala & abubakar, 2019). moreover, dalia seems to be attempting to get closer to allah swt, and it will create a belief in her heart about her relationship with god. instead of just accepting the religion she was born with, dalia emphasizes that belief is a choice. her utterances may still be related to the values of aqidah, which deals with one's belief in the existence of god. the value of aqidah itself is reflected in the pillars of faith, that is, to believe in the existence of allah swt and other core beliefs. therefore, what dalia uttered also contains the implementation of aqidah values. data 8 "...i didn't just passively accept the faith of my parents. i wrestled with the quran. i read and reflected and questioned and doubted and, ultimately, believed. my relationship with god -it was not love at first sight. it was a trust and a slow surrender that deepened with every reading of the quran. its rhythmic beauty sometimes moves me to tears. i see myself in it. i feel that god knows me. have you ever felt like someone sees you, completely understands you and yet loves you anyway? that's how it feels." the excerpt above contains representative acts, namely the act of stating and asserting. dalia asserted that she does not take for granted the belief of her parents. dalia states that she wrestles with the contents of the holy qur'an as one of the life guidance for muslims. she does not only read the qur'an but also questions, doubts, and even contemplates it. thus, she finally believes in the qur'an. it shows in dalia's utterance that there is an implementation of one of the pillars of faith as the reflection of the aqidah value, namely believing the books of allah swt, including the holy qur'an. faiqotul fakhriyah, zuliati rohmah, & mohammad kurjum nobel: journal of literature and language teaching 93 volume 13, number 1, april 2022, 83-97 furthermore, dalia emphasizes that reading the quran will bring her relationship closer to god and deepen her belief in god since the beauty of reading the quran makes her touched. it is also proven that dalia believes in the existence of god because she feels god understands her and knows her. therefore, the representative act performed by dalia contains aqidah values since she believes not only in the existence of god but also in the qur’an as one of the books of allah swt. data 9 "going to a mosque regularly is actually linked to having more tolerant views of people of other faiths and greater civic engagement. and as one police chief in the washington, dc area recently told me, people don't actually get radicalized at mosques. ...so if we want to prevent radicalization, we have to keep people going to the mosque." "...what this imam did was to connect her back to god and to her community. he didn't shame her for her rage -instead, he gave her constructive ways to make real change in the world. what she learned at that mosque prevented her from going to join isis." the two excerpts above contain representative acts. the first excerpt shows the act of stating and asserting. the context is that dalia thinks closing mosques may not be effective in making america safer. dalia stated that visiting mosques could provide a tolerant view of the people of different faiths. the mosque is not a place of radicalization but a place of worship where a muslim can meet fellow believers, gather with pious people, and share insights; thus, it can prevent radicalization. while the second excerpt contains the act of stating and informing, in this context, there is a girl who conveyed her intentions to an imam that she was thinking of joining isis. then, however, this prominent imam reconnected her with god and her community. furthermore, dalia asserted that what people learn in the mosque can prevent them from joining isis. it shows that dalia indirectly encourages people to go to the mosque to get closer to god, strengthen their faith, and get advice from the imams. people may not only fulfill the worship but also prevent them from getting bad influence from outside or even radicalization. therefore, the representative acts produced by dalia contain aqidah values and other islamic messages since they deal with human belief in god and the implementation in real life. based on the analysis above, there are several kinds of representative acts that were performed by dalia mogahed when giving a speech to the audience. this research reveals that the representative act that dominates the speech delivered by dalia is the act of stating. in addition, the act of describing performed by dalia is used to illustrate her life and her experiences, describe other people and portray something. the act of asserting is also done to emphasize opinions or thoughts. dalia then performs the act of informing to provide representative acts nobel: journal of literature and language teaching 94 volume 13, number 1, april 2022, 83-97 information to the audience and the act of predicting to foresee what might happen in the future. in addition, reporting was also performed by dalia to convey information from her research. dalia performs the act of stating to utter something that she believes and understands, say about herself, and express her thoughts. it is in accordance with the theory of representative acts, which binds the speaker to the truth of what is conveyed (searle, 1976). the use of stating that dominates dalia’s speech is in line with the results of the research conducted by ashfira and hardjanto (2021) in three speeches of donald trump. trump conveyed issues related to changing policy through his speech. trump performed the act of stating to support his declaration and make the audience believe in his policies. however, another study examining assertive speech acts in three of trump's speeches (perdana, 2017) reported the act of informing as the most dominant kind of assertive act. it may be caused by the theory being used and speech being analyzed, namely kreidler's theory and trump's speech on a different subject. different results are also shown by a study conducted by veriza, sukyadi, and triarisanti (2021) that the act of agreeing was the most widely performed in president moon jae-in's speech. the use of agreeing by president moon jae-in reflects the diplomatic attitude and situation of the two koreas. the difference may be caused by the theory used in this study that combines jang (in the korean language) and searle's theory about assertive speech acts. furthermore, the content of the speech or the purpose that the speakers want to communicate could affect the speech acts performed by them. as a result, dalia's representative acts are dominated by the act of stating since she testifies about facts and thoughts. on the other hand, using representative acts in dalia's speech also contained islamic values and messages. dalia's expression contains the implementation of aqidah into real-life activities. for example, by not only accepting religion as an identity but also as a choice that must be made through careful learning and thoughts. dalia also tries to become a better muslim spiritually and encourages people to go to the mosque. besides, she reads the quran and contemplates its contents to build a strong belief in god. it can be seen that dalia applies the pillars of faith in her life by believing in allah swt and believing in allah's holy books. in this case, dalia believes in the holy qur'an. therefore, through this representative act, dalia gives statements about what she believes as a muslim. the statement conveyed by dalia indirectly implements the islamic teaching and values as a principle norm in life, and it is in line with what has been stated by jempa (2018). dalia’s speech would not be well understood without knowing the context. therefore, understanding the context of the speech is essential. dalia’s speech was delivered in ted talks in march 2016. this talk was possibly made to respond to trump’s campaign that started on faiqotul fakhriyah, zuliati rohmah, & mohammad kurjum nobel: journal of literature and language teaching 95 volume 13, number 1, april 2022, 83-97 june 16, 2015. one of the issues raised by trump is the threat that muslims might bring to the safety and economy of the us country. negative images of islam and muslims resulting from bush’s global war on terror buried in americans’ minds revived through trump’s campaigns on islamophobia. muslims were again portrayed as fierce, radical, and involved in terrorism. the islamophobia issues dominated prominent media in the us from december 2015 to october 2016 (kasiyarno & murwantono, 2022). as a muslim, mogahed tried to respond to these prejudices and negative perceptions of islam and muslims by delivering a fifteen-minute speech where she introduced herself as a spiritual muslim who chose to be a muslim through her full consciousness after reading the qur’an and learning all aspects of islamic teaching. through her speech, she tried to convince her audience about the truth of islam, which she believes in, and how islam forbids all kinds of terrorist attacks. she encouraged people to see muslims with a better, fair perspective by stating what she believes is true. overall, in this study, two findings were identified. there are various kinds of representative acts identified in dalia's speech, and the act of stating is the most widely performed. another one is that the islamic values contained in the speech are part of the values of aqidah and islamic messages. as an american muslim, dalia's utterances imply that although a number of people and media give negative views of islam, it is certainly full of prejudices. she tries to tell her audience her life experience and how she was also indignant over the acts of terrorism. as a researcher, dalia tries to express her opinions and thoughts wisely. therefore, the representative acts carried out are not merely aimed at conveying the speaker's intention but also reflecting on what the speaker might be convinced and believe to respond to the socio-political environment full of islamophobia. conclusion based on the results of the analysis of the representative acts in dalia’s speech using searle's theory, there are 111 out of 133 of dalia’s utterances in her speech entitled "what it's like to be a muslim in america" that are identified as representative acts. out of the six kinds of representative acts found in dalia's speech, the most frequently performed is the act of stating. in addition, dalia's speech also contains islamic values and messages, namely the application of aqidah values in her life. it can be concluded that dalia, as a speaker, performs a representative act to convey her opinion or thoughts that may reflect what she believes and encourage the audience to take her statement as true. future researchers are suggested to research similar topics related to islamic issues in the western context. since the current researchers only focus on representative acts, further representative acts nobel: journal of literature and language teaching 96 volume 13, number 1, april 2022, 83-97 research can be conducted to examine other kinds of speech acts, such as declarative, commissive, expressive, or directive, by analyzing different research data but still related to islamic themes. it will provide more information concerning how people act while saying things on islamic issues. the next researchers might also analyze which one of the kinds of representative acts is mostly apparent in other western people’s utterances containing islamic messages and issues. references akmal, s., fitriah, & zafirah, h. 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(2018). representative illocutionary act in an interview between charlie rose and jack ma (world economic forum). unpublished thesis. jakarta: state islamic university syarif hidayatullah. volume 14, number 1, april 2023, 102-114 available at http://jurnalfahum.uinsby.ac.id/index.php/nobel/article/view/589 doi: 10.15642/nobel.2022.14.1.102-114 the difficulty level of online learning in the remote areas during the new normal period tuminah condro1, honorita wenny2, asteria ela3 santo agustinus hippo catholic university, jl. ilong pal iv landak regency, west kalimantan, indonesia1,2,3 article info abstract online learning still occurs in many places during the new normal, along with limited face-to-face learning. however, offline learning in several regions had to be withdrawn because of the new version of the coronavirus. one platform of online learning that is often used is google classroom. this study aims to determine the difficulty level of online learning with google classroom in stkip pamane talino students in the new normal period. to reach the aim of the study, the researchers used a qualitative descriptive method. fifty-nine students in the extensive reading class of second-semester students of the english education study program, stkip pamane talino, were selected to participate in this study. the data analysis technique used in this study was critical analysis. the data were collected through observation and interviews. the questionnaire results showed that 73% of the respondents agreed with the ease of using the google classroom application in online learning, which can be categorized as good. from the result above, it can be suggested that online learning using google classroom is one of the alternative ways to online learning in remote areas during the new normal period. article history: received january 2023 accepted march 2023 published april 2023 keywords: difficulty level, online learning, google classroom © 2023 uin sunan ampel surabaya correspondence: p-issn 2087-0698 email: mona.condro@gmail.com e-issn 2549-2470 http://jurnalfahum.uinsby.ac.id/index.php/nobel/article/view/ tuminah condro, honorita wenny, & asteria ela nobel: journal of literature and language teaching 103 volume 14, number 1, april 2023, 102-114 introduction one of the efforts to improve learning quality is using a particular application. in the learning process in the new normal, blended learning is still used. face-to-face learning in class will be carried out if the situation and conditions are safe, while online learning is carried out when conditions are less safe. at this time, the government has suggested conducting limited face-to-face learning. however, with the coronavirus emerging again, the government has decided to return to online learning to secure all students and educators. based on law number 20 of 2003 concerning the national education system, it is explained that education is a conscious and planned effort to create a learning atmosphere and learning process so that students can actively develop their potential and have a religious spirit, mastery, personality, wisdom, noble character, and skills needed by oneself, society, state, and country. to carry out the learning process in this new normal era, educators must be ready to do online and offline learning because situations and conditions can change at any time, and sometimes educators can hold limited face-to-face learning in class. however, if the situation does not allow offline learning, educators must be ready to hold online learning. the limited face-to-face learning process has begun to be implemented at stkip pamane talino since the end of the 2021-2022 academic year. however, given the increasing conditions in corona cases, face-to-face learning activities have shifted back to online learning. during online learning in the new normal period, english education study program students use the google classroom application because this application is considered the easiest and most costeffective compared to other applications. by utilizing this google classroom, lecturers and students will be connected digitally. lecturers can deliver material without having to meet faceto-face with students. google classroom can also be accessed anytime and anywhere through mobile phones, pcs, and tablets based on android and ios. the open-source-based google classroom application is also free of charge (hanifah & putri, 2020). however, cases in remote areas of indonesia are not the same as in urban areas. for remote areas, especially in landak district, west kalimantan, several villages still have difficulty getting a stable signal. students are advised to be in urban areas with a fairly stable signal to overcome this difficulty. twenty-first-century learning (21cl) can be viewed as learning experiences that engage students in fostering sociocultural, cognitive, metacognitive, productive, and technological competencies to function in a 21st-century workplace (drajati et al., 2021). related to technological competencies, students are hoped to have the skills to use a variety of applications used in learning. the use of google classroom can be multiplatform, namely through computers and mobile phones. teachers and students can visit the the difficulty level of online learning nobel: journal of literature and language teaching 104 volume 14, number 1, april 2023, 102-114 https://classroom.google.com site or download the application via the play store on android or the app store on ios with the keyword google classroom. the use of the lms is free of charge, so its utilization can be carried out as needed (gladilina et al., 2020). google classroom can connect students and teachers inside and outside the school (wicaksono & rachmadyanti, 2017). google classroom can be accessed in 2 ways, namely through the website and application. the website can be accessed using any browser, such as chrome, firefox, internet explorer, or safari. the application can be downloaded for free through the play store for android and the app store for ios. during the online learning process, students of the english education study program stkip pamane talino experienced different difficulty levels. this is what attracted the authors to survey the level of difficulty experienced by these students. online learning using google classroom makes students more able to think creatively and act actively during the learning process. because in google classroom, all learning tools are available, from attendance, material provision, presentation facilities, etc. lecturers and students use these devices according to their needs. the study aims to determine the difficulty level of online learning using google classroom in stkip pamane talino students in the new normal period. it is really to be done because understanding the difficulty of online learning using google classroom will help the institution recommend this application for online learning in the future. review of literature the industrial era 4.0, the digital revolution and the technological disruption era have different characteristics from the previous era. this era affects people’s health, economy, and education. the changing times touch on various aspects of life, from politics, security, health, and education (ellitan, 2020). people who cannot keep up with developments in this industrial 4.0 era will be left behind in various areas of life. during the covid-19 pandemic, the google classroom, zoom meeting, and google meet applications were solutions for interactive multimedia in online learning (mazda & fikria, 2021). the industrial revolution 4.0 and the covid-19 pandemic remind us to clean up and develop sporadically. all challenges and their impacts should signal various groups to upgrade their abilities because they are an important part that must be done to remain competitive and survive (syakur et al., 2020). this, of course, impacts the field of education, as educators should always keep abreast of the times. if, under normal conditions, the teaching and learning tuminah condro, honorita wenny, & asteria ela nobel: journal of literature and language teaching 105 volume 14, number 1, april 2023, 102-114 process can be done face-to-face in the classroom, in times of emergency such as the pandemic or new normal, the learning system inevitably has to be done online or in distance learning. the presence of google classroom is considered a new option for developing knowledge properly. with the help of unlimited sources of information, google classroom users can still maximize internet devices and facilities to choose which sources to use (hapsari & pamungkas, 2019). the millennial generation is born in the era of technology and information development which is experiencing rapid development. the millennial generation is also known as the booming internet generation. the use of technology by the millennial generation includes google, youtube, email, and other social media. in this millennial generation, the internet is part of the life of the younger generation, or digital natives (nainggolan & manalu, 2021). previous research conducted by wiguna (2022) surveyed the difficulty levels in online learning using whatsapp during the covid-19 period. the study showed 11.3% for the difficulty level in learning, so the results for ease were 88.7%. the data analysis shows a low difficulty in using the whatsapp application for online learning. other research conducted by umairah and zulfah (2020) showed that the average score of students’ motivation in learning using google classroom is 87.83. the advantages of using google classroom include increasing the teacher and student’s mastery of it. teachers can use various media for learning in google classroom and other media linked to the classroom. while the drawbacks are network problems and quota limitations owned by students, which can be an obstacle in the learning process (mahardini, 2020). by using google classroom, students’ problem-solving abilities are better. besides that, the effectiveness of using google classroom can be seen from the positive responses from students (maharani & kartini, 2019). this research also shows that the performance of google classroom supports learning in the mathematics learning psychology course because, with google classroom, it is easy for students to store documents such as material or important assignments sent via google classroom (utami, 2019). the new thing that distinguishes this research is the media used and the research location. if previous research used the whatsapp application, this research used the google classroom application. if the research that has been carried out is located in an urban area, the capital city of west kalimantan province, this research was conducted in a location that is still part of the interior of the landak district, which is part of west kalimantan. in addition, the research that has been done tends to examine the benefits of google classroom in the online learning the difficulty level of online learning nobel: journal of literature and language teaching 106 volume 14, number 1, april 2023, 102-114 process. the research conducted this time examines the level of difficulty of students in remote areas in using the gc application in the online learning process during the new normal period. online learning is generally understood as distance learning using information technology such as laptops and devices (mobile phones) between students and teachers and between students and lecturers so that teaching and learning activities can run properly (sa’diyah et al., 2021). the problem that students often face is boredom with learning. moreover, in online learning, many students sometimes feel bored with the material taught by the lecturer. the boredom is caused by the material being explained that is not clear or the method of delivering material that is centered on the lecturer (teacher’s center), which is often boring because communication occurs only in one direction. however, people cannot be separated from learning. learning is part of being human because it can last a lifetime. humans can learn alone and with other people, the environment, and environmental conditions. if students feel bored, it can affect their learning outcomes (wiguna, 2022). this is supported by principal symptoms that appear and indicate that students experience learning boredom, namely the many principal complaints raised either through private conversations or their principal social media posts. the pandemic principle requires students to stay at home, adding to students’ lack of enthusiasm. online learning (on a network) is conducted through various applications supporting the learning process, starting from face-to-face applications such as zoom, google meet and other online media platforms such as google classroom, whatsapp group, etc. the google classroom application was chosen to help students and lecturers as teachers conduct lectures online. google classroom is an application in the form of a learning system management provided by google and can be connected by email, making it easy to access. (suhada et al., 2020). implementation related to google classroom is considered to be able to develop independence and creative thinking. other research proves that the application of google classroom has the potential to make the learning process more effective and efficient. not only effective, but the use of google classroom also has the advantage of being free and easy to use by educators and students. online learning aims to provide quality learning services in a massive and open network (online) to reach more and wider audiences. the working from home (wfh) policy is contained in the circular letter of the minister of state apparatus empowerment and bureaucratic reform (pan & rb) number 50/2020 concerning the second amendment to the circular letter of the minister of pan & rb number 19/2020 concerning adjustment of the work system of state civil apparatus in efforts to prevent the spread of covid-19 in tuminah condro, honorita wenny, & asteria ela nobel: journal of literature and language teaching 107 volume 14, number 1, april 2023, 102-114 government agencies. as part of civil workers (aparatur sipil negara/asn), teachers carry out the learning process that needs to be done online or in a network (online). however, implementing the online learning process has several obstacles (umairah & zulfah, 2020). various obstacles are encountered in using the google classroom application, especially for beginners. however, because this device is easy to learn, after using this application for one semester, students are usually familiar with this application. however, regarding the constraints of the unstable internet network, this often results in the use of google classroom being less than optimal, especially in 3t (stands for terdepan, terluar, tertinggal – the remote and underdeveloped areas in indonesia’s border), where the facilities and infrastructure are still very limited. in addition, the device used as a computer, laptop, or smartphone must meet the standards. if the device used by students is still below the standard, this will cause the smartphone’s memory to fill up quickly, and the smartphone cannot function properly. this often happens to students who have substandard smartphones. another difficulty is that the internet data plan students must provide to participate in this online learning must be adequate. with the very limited conditions of facilities and infrastructure, the use of the google classroom application is very appropriate for students in this rural area. besides saving credit, google classroom also provides complete content for online learning. with limited facilities and infrastructure, the google classroom application is appropriate for rural students. besides being cheap, google classroom also provides complete tools for online learning (tuminah et al., 2021). to reduce students’ dependence on smartphones, blended learning can also be done in the new normal period. using blended learning is needed to reduce and prevent students from using computers and cell phones for negative things, such as excessively playing games, social media, and watching videos. this is a diversion of actions that can be taken. blended learning, which has the characteristics of being supervised by teachers and people, is something to be achieved (wicaksono & rachmadyanti, 2017). this study aimed to determine the difficulty level of stkip pamane talino students using the google classroom application in the new normal period. method research is an activity that aims to develop knowledge. research is an operationalization of the method used to obtain scientific knowledge or what is called the scientific method the difficulty level of online learning nobel: journal of literature and language teaching 108 volume 14, number 1, april 2023, 102-114 (darmawan, 2014). in a broad sense, the term methodology refers to the processes, principles, and procedures used to approach problems and seek answers to these problems. the method used in this research is the descriptive method. this study describes and interprets data relating to facts, circumstances, variables, and phenomena during the research and presents them as they are. zuldafrial ( in wiguna, 2022) said, “descriptive method is data collected in the form of words, pictures and not numbers, besides that everything collected, is likely to be the key to what is being studied.” so, this descriptive method is a method that describes an event, object, and situation as clearly as possible without affecting the object under study. descriptive is done on the “as is” description of the factors involved in the problem. therefore, the descriptive method in this study is used to describe and describe existing conditions or relationships, ongoing opinions, ongoing processes, consequences or effects that occur, or (placeholder) trends that are developing during the learning process (wiguna, 2022). the purpose of descriptive research is to make systematic, factual, and accurate predictions about the facts and characteristics of a particular population or area (suryabrata, 2003). the steps that have been carried out in this study are as follows: • to determine the purpose of this research, the researchers want to know the difficulty level of stkip pamane talino students using the google classroom application in the new normal period. • data was collected by distributing questionnaires via google form to 59 students as the sample in the study. • in addition, data was also obtained through online interviews with three students. • determine the sample for the questionnaire distributed to all students, while a sample of 3 students with low, medium, and high achievement levels was taken for the interview. • tools or observation techniques the researchers made are ten questions regarding students’ difficulties and opinions in using the google classroom application. • after the data is collected, the data is analyzed using critical analysis. • the last activity is to make a research report based on the results of the data analysis. the research method used in this research is the descriptive method. sudaryono (in wiguna, 2022) states that description is shown to describe a situation or phenomenon as they are. descriptive research is research on problems in the form of facts. the data sources in this study were students in the extensive reading class of second-semester students of the english education study program, stkip pamane talino. data collection techniques used were tuminah condro, honorita wenny, & asteria ela nobel: journal of literature and language teaching 109 volume 14, number 1, april 2023, 102-114 indirect communication techniques, direct communication techniques, and documentary study techniques. the data analysis technique used in this research was critical analysis. the data obtained will be analyzed using qualitative descriptive analysis to make it easier to read and understand. the sequence of steps taken begins by describing the results of the interviews and questionnaires that have been distributed. then calculate the percentage of answers from each indicator. after calculating the percentage of answers for each indicator, conclusions are drawn from the study results. critical analysis techniques include activities to reveal the level of difficulty of online learning during lectures. using the google classroom application in the teaching and learning process that occurred in the classroom during the research. the analysis results were used to determine the difficulty level of using the google classroom application in online learning. results and discussions this research was conducted in the second semester of the extensive reading class with 59 students. this online learning activity was carried out for four months, the first month of learning was carried out offline, but because the covid-19 situation had not completely passed, government policy instructed that the learning process be online. when conditions have returned to normal at the end of the even semester, students return to face-to-face learning in class. during online learning, the application used is google classroom because this application is complete and easy to use and does not require much money. most students living in the villages began moving to urban areas in the landak district, but some stayed there for financial reasons. while using google classroom, all materials have been prepared in the application, including the google meet link, and the lecturer has prepared on the device. it-based learning certainly requires good classrooms and adequate facilities and infrastructure, such as electricity and internet connection. however, it turns out that there are still around 2,275 villages in indonesia that have not yet had electricity (kholisdinuka, 2021). in addition, around 12,000 villages are not yet connected to the internet (liputan6.com, 2021). these facts must be an afterthought for those in power, especially in education. this is because the quality of a school is also influenced by the sufficient elements of facilities and infrastructure that are well-managed (asiyai, 2012; boeskens et al., 2020). therefore, efforts to improve facilities and infrastructure must be pursued properly (wisman & kurniawan, 2020). the difficulty level of online learning nobel: journal of literature and language teaching 110 volume 14, number 1, april 2023, 102-114 the results of distributing questionnaires to students showed various responses regarding online learning using google classroom in remote areas. eleven students (29.7 %) of 59 respondents disagreed on whether online learning using google classroom can be conducted despite the limited facilities. this number is bigger than those who really agreed (8.1 %) but smaller than those who agreed (62.2%). meanwhile, a similar number shows whether online learning using google classroom in remote areas is simpler and easier than other online platforms. 24.3% of the respondents disagreed. even 2.7 % of students really disagreed that using google classroom is easier to access in remote areas. however, the number who agreed is still dominant, with 67.6%. summarizing the students’ responses, 27% of them experienced difficulty in having online learning using google classroom, as shown in the following figure. figure 1: the result of the student’s questionnaire figure 1 shows that out of 59 students who answered ten questions about the difficulties experienced while using google classroom, 73% of students said they could use the google classroom application easily. in contrast, 27% of students have difficulty using the application. from the result above, this research recommends using google classroom for online learning in the remote area. meanwhile, the interview also shows that the students enjoy learning using the google classroom application. the researchers took several quotes from students interviewed. quote 1 (student 1: while studying using google classroom, i can do other work in the same place, for example, helping parents keep the shop). (mahasiswa 1: “selama belajar dengan menggunakan google classroom, saya bisa mengerjakan pekerjaan yang lain di tempat yang sama, misalnya membantu orang tua menjaga warung”). 73 27 google classroom is easy google classroom is difficult tuminah condro, honorita wenny, & asteria ela nobel: journal of literature and language teaching 111 volume 14, number 1, april 2023, 102-114 the first quote shows that students could do other work while studying using google classroom, like helping their parents take care of the shop. quote 2 (mahasiswa 2: “ketika saya belajar dengan menggunakan google classroom saya juga bisa membantu mamak mengerjakan pekerjaan rumah, seperti menjaga adik, menjemur karet dan juga memasak jamur kulat sawit”). (student 2: when i study using google classroom, i can also help my mother with the housework, such as looking after younger siblings, drying rubber, and cooking palm toadstool mushrooms). student 2 responded similarly to the interview, saying that studying via google classroom enabled them to help with the house chores or look after their younger ones. quote 3 mahasiswa 3: “dengan belajar menggunakan google classroom pulsa yang saya gunakan masih bisa terjangkau karena pulsa yang digunakan tidak terlalu menguras uang saku.” (student 3: by learning to use google classroom, the voucher i use can still be reached because the voucher used does not drain my pocket money too much). firstly, students can do two or more jobs while studying. secondly, if they use google classroom, students can help ease the burden on parents from an economic point of view and in terms of daily work. thirdly, they are not too burdened with quota fees. fourthly, material files are automatically saved to be used properly whenever they are needed. based on the results of interviews with students, it is known that the average answers from students during interviews think that online learning using the google classroom application is very helpful and effective. these findings correspond to umairah & zulfah (2020), who found that the average score of students’ motivation in online learning using google classroom is 87.83. from the findings, it can be concluded that the learning process using the google classroom online application is useful and feasible. conclusion researchers used several aspects to assess the difficulty level of using google classroom. the aspects used in this study include (1) availability of facilities and infrastructure, (2) students’ achievement, and (3) affordability of costs. the difficulty level of online learning using google classroom shows good results. this can be seen from the results of the questionnaire survey and the results of student interviews. the questionnaire results show 76% the difficulty level of online learning nobel: journal of literature and language teaching 112 volume 14, number 1, april 2023, 102-114 for the ease of using the google classroom application in online learning, which can be categorized as good. so it can be said that using the google classroom application went well as expected. this qualitative research describes the use of the google classroom online application in the online learning process for stkip pamane talino students in the second semester of the english education study program. based on the research results, some suggestions that can be submitted are as follows. lecturers should use varied learning methods so that learning is more interesting. one of them is by using the google classroom application. lecturers should motivate students who are passive in the learning process by providing special guidance so that students are more skilled in using the google classroom application. the next research can be done using other applications that make students feel comfortable using the application. references asiyai, r. 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(2020). pengembangan media pembelajaran keterampilan menyimak berbasis online menggunakan google form dan google classroom. silampari bisa: jurnal penelitian pendidikan bahasa indonesia, daerah, dan asing, 3(2), 289– 309. https://doi.org/10.31540/silamparibisa.v3i2.1066 120 ideal identity construction in beauty product advertisement of garnier rimah hidayah1, a. dzo’ul milal2 state islamic university of sunan ampel surabaya1, 2 rimahidayah56@gmail.com1, a_milal@yahoo.co.id2 abstract: this study aims at explaining how the advertiser constructs the ideal identity in the garnier advertisement. it mainly focuses on the characteristics of language and other context used in the advertisement from a critical discourse analysis (cda) perspective. this is a descriptive qualitative method in which the data were collected from the beauty product advertisements of garnier. the analysis is based on fairclough’s three dimensional models (textual features, discursive features, and social features). the findings of this study show that the ideal identity in the advertisement of garnier is constructed by advertiser through the use of textual features and social features. the writer finds out that there is on-going struggle about how the advertisers construct the ideal identity in the modern society by giving the representation of attractive model and how they show their professionalism in technology by giving scientific evidence in their advertisements. keywords: ideal identity construction; advertisement; beauty product; garnier; critical discourse analysis (cda) 1. introduction discourse of advertising plays a central role in shaping and constructing our attitudes as the audience and consumer. the advertisement has a language which implicitly constructs the public roles to make decision between right and wrong. through language, discourse producers can create an image to the audience as the best and most powerful figure. any discourse that is produced can be seen as the way producers convey their ideology and power. today, social construction of an ideal identity has become an important issue. the word “ideal” may sometimes be used to refer to physical appearance; which many people today have manipulated so that the first impression of the personality is valued from their physical appearance. in other words, we can say that women and men can be regarded ideal when their appearance is good looking. such a condition is reflected by advertising phenomena in both electronic and non-electronic media that present the beauty product advertisements in which a stereotypical ideal is valued in terms of beauty and handsomeness. in the era where beauty becomes the main object of commodity, for many people beauty products become a primary necessity that should be completed. this condition makes the companies of beauty products produce a creative promotion strategy to attract audiences. the promotion of their products is commercialized through televisions, magazines, and online mass media. the commercialization of beauty product is supposed to cast influence not only mailto:rimahidayah56@gmail.com 121 on women but also on men. through textual and visual aspects, advertisers present a stereotypical ideal women and men to persuade their audience to buy their products. this perspective shows how social actors exercise their strength and construct power to manipulate women and men’s beliefs. for these reasons, this study explains about the ideal identity that is constructed by advertisers in the beauty product advertisement of garnier by investigating either textual, visual, or social aspects. to analyze the problem above, this study uses critical discourse analysis (cda) as a useful tool. this study was conducted to find out the answer to some problems as follows: how does the advertiser construct the ideal identity in the advertisement of garnier? the answer to this question can lead to the other questions; (a) what are the textual features used in the advertisements of garnier? (b) what are the discursive techniques employed in beauty product advertisements of garnier to manipulate the consumers to buy the product? (c) what are the social features used in the advertisement of garnier? 2. review of literature the detailed theoretical framework of this study can be seen in the following figure: figure 1: fairclough’s three dimensional model of discourse analysis to explain how the advertiser constructs the ideal identity in the advertisements of garnier, the writer uses critical discourse analysis (cda), because critical discourse 122 analysis (cda) is a form of research that analyzes the relationships between discourse, society, power and ideology (fairclough, 1989). fairclough (1989) also remarks that discourse as social practice has relation with text, interaction, and context. the analysis is based on fairclough’s three-dimensional model of critical discourse analysis as it focuses on the production and reception process of discourse than just analyzing the text. in addition, the writer also uses the concept of discourse analyses of advertising by guy cook (2001). 2.1 discourse of advertising the discourse of advertising explores the language of advertising. the words of advertisements are not viewed in isolation, but in complex interaction with music, pictures, other text around them, and the people who make and experience them. the discourse of advertising mainly focuses on analyzing the language in advertisements which is not only concerned with language alone, but also with the other aspect around them (namely, context). in other words, language of advertisement examines not only the language in isolation but also in interaction with its surrounding contexts: where the communication occurs; who is communicating with whom and why; in what kind of society and situation; through what medium; how different types and acts of communication evolved, and their relationship to each other (cook, 2001:3) 2.2 critical discourse analysis (cda) critical discourse analysis, often abbreviated to cda, provides theories and methods for the empirical study of the relations between discourse and social-andcultural developments in different social domains (jorgensen and louise, 2002:60). cda is not only a description and interpretation of discourse in context, but also offers an explanation of why and how discourses work (rogers, 2004:2). according to fairclough (1989), cda is a form of research that analyzes the relationships between discourse, society, power and ideology. it unveils the interests of a particular class enacted in the discourse. fairclough’s (1992, 1995) analytic procedures include a three-tiered model that includes description, interpretation and explanation of discursive relation and social practices at local, institutional, and societal domains of analysis. the local domain may include a particular text (e.g., a newspaper, political speech, or school board meeting). the institutional domain is the next level of abstraction and includes the social institutions that enable and constrain the local domain (e.g., political affiliation of the newspaper company, schools). the societal domain is the next level of abstraction and includes the policies and meta-narratives that shape and are 123 shaped by institutional and local domains. each of these domains is in an ongoing dialogue with each other (rogers, 2004:7). 2.3 fairclough’s three dimensional models fairclough (1989) proposes three dimensions for every discourse analysis, notably a spoken or written text, a discursive practice and a social practice. the three dimensions consist of description, interpretation and explanation which have been mentioned in the previous explanation. text and discursive practice represent two different dimensions in fairclough’s model and should be separated analytically. in the case of advertisement, the description is required to examine the textual features, such as vocabulary, grammar, syntax, sentence coherence and so on. then, analysis of discursive practice focuses on how authors of texts draw on already existing discourses and genres to create a text, and on how receivers of texts also apply available discourses and genres in the consumption and interpretation of the texts (jorgensen and phillips, 2002:69). the last is explanation. this phase is emphasized to analyze the production of discourse and the social ideologies embedded in every interaction. the general purpose of the three-dimensional model is to providean analytical framework for discourse analysis. the model is basedon the principle that texts can never be understood oranalyzedin isolation; they can only be understood in relation to websofother texts and in relation to the social context (jorgensen and louise, 2002:70). 3. research methods in this study, the researcher applied the descriptive-qualitative method. krathwohl (1993) states that descriptive method is a kind of reserach method which has three main purposes of research: to describe, to explain, and to validate findings (knupfer and mclellan, 2001:1197). meanwhile, qualitative approach is an approach which concerns with description and interpretation of the data rather than the counting of feature (wray and bloomer, 2006:97). by all of these, the researcher used descriptive and qualitative methods because the data analysis was presented through interpretation and the description of detail information about the ideal identity which is constructed by advertiser in the advertisement of garnier. the writer also took some words of quotation rather than numerics as the data. the data source of this study is the beauty product advertisements of garnier that consists of face treatment advertisement (facial foam and facial cream) which was taken from web banner and facebook banner of garnier advertisements. to collect the data, the writer visited the website of garnier indonesia and facebook of garnier indonesia and garnier men indonesia to take the figure of the advertisement of facial foam and facial cream that has been 124 most frequently exposed on television. the writer took the figure by downloading the pictures on facebook and screen capturing the pictures in the websites. the data are the words, phrases, clauses, sentences that are used to construct ideal identity related to face treatment. then, the writer analyzed the data based on the three levels of critical discourse analysis; textual features, discursive features, and social features. 4. results and discussions this part presents the findings of the research and the discussion on the main points in the findings. 4.1 findings in this part, materials analysis, textual analysis, discursive feature analysis, and social feature analysis are described. 4.1.1 materials analysis this part is to uncover something beyond the research question but still related to the research topic. at this level, material analysis is needed to know about the substance and the situation of the advertisement of garnier. cook (2001) mentioned that advertising is a child of the secondary orality. even when printed, it assumes the style of personal spoken communication. in this case, advertisements of garnier are showed on television and world wide web banner. the main medium of the advertisement of this study was taken from the internet (website and facebook). the broad access of the internet gives a greater control to advertiser in targeting the consumers. in addition, the website and facebook also offer advertisers’ unique opportunities to access particular groups and specialized demands. 4.1.2 textual analysis in his three dimensional model, fairclough (1989) distinguishes textual, discursive, and social features as three levels that can be analytically separated. in this section, the writer analysed what it should be looked for at each of the three levels, using data from the beauty product advertisements. at this level of analysis, the linguistic features such as vocabulary, grammar, types of speech act, and rhetorical devices employed in the advertisements are discussed. 4.1.2.1 the use of pronoun the main aspect of this is how the producers narrate their texts so that the consumers can receive the message that they construct through their texts. in this level, the use of direct address in advertisement is needed for both ideological and practical reasons. the producers use second person personal or possessive pronoun such as “you” and “your” to address the 125 consumers directly. the use of word “you” (or the possessive form, “your”) is considered as higher value than the use of the word “i”; because the use of “i” is more personal and too individualized. this handling of people on an individual basis is referred as synthetic personalization (fairclough, 1989:62). based on the beauty product advertisement analyzed, the use of direct address is shown below: table 1. the use of pronoun example in the text type of advertisement  kini cantikmu tampak sempurna: mulus, cerah merona (now your beauty is perfect: flawless, pinkish bright)  garnier sakura white serum cream 4.1.2.2 the use of imperative in advertisements, the producers need to persuade their consumers to buy or take an action about their products. thus, advertisement usually uses imperative. by using imperative, the advertisers as producers try to make a closer relationship with their consumers. the following are the examples of imperatives used in the advertisements analyzed in this study: table 2. the use of imperative example in text type of advertisement  ganti ke sakura white serum cream dan buktikan bedanya! (move to sakura white serum cream and proof its difference!)  garnier sakura white serum cream  dapatkan kulit putih cerah dan tanpa kilap dengan cepat! (get glowing white skin and mineral oil free fast!)  garnier light complete white speed multi-action whitening serum cream 4.1.2.3 the use of syntax (disjunctive)/phrasal sentence another feature is the use of syntax (disjunctive), that is, sentences without verbs or subjects. these sentences consist of one or two grammatical items only (kaur, 2013). examples from the advertisements are shown in the table below: table 3. the use of syntax/phrasal sentence example in text type of advertisement 1. cerah merona (pinkish bright) garnier sakura white serum cream 2. putih cerah (airy-light) 3. formula baru (new formula) 4. perlindungan spf19 (spf19’s protection) garnier light complete white speed multi-action whitening serum cream 126 5. lebih cerah (brighter) 6. pori kecil (small pore) garnier men turbo light oil control double white icy duo foam 7. bebas minyak (mineral oil free) 8. bebas kotoran (anti-muck) 9. bersihkan komedo (forget mark) garnier men turbo light oil control anti-blackhead brightening icy scrub 4.1.2.4 the use of specific vocabulary in advertisements, vocabulary is the most striking feature in expressing opinion about ideology of the advertisers. in this study, the use of adjective is inserted to give the positivity of the product. this condition is also made to create a fusion of contemporary advertising that will imbue the characterless product with desirable qualities (cook, 2001:108). concerning the research question 1, the ideal identity can be constructed through the use of adjectives. those adjectives are used to give positive and negative affective meanings. the affective meaning displays consumer’s positive and negative reviews about the product that is shown in the advertisement. in this study, advertisement contains adjectives with both positive and negative connotations. the positive adjectives are related to the qualities of the product, whereas the negative adjectives are linked to the problem which may appear if the consumers do not use the product. the positive adjectives are: cantikmu tampak sempurna (your beauty is perfect), mulus (flawless), cerah merona (pinkish bright), menghaluskan pori wajah (minimize face pore), putih cerah (airy-light), komplit putih cerahnya (full of airy-light), menyamarkan bintik hitam (forget blackhead), wajah lebih cerah (face is brighter), cantik natural (natural beauty), mengurangi kekusaman kulit (minimize pallid-face), meratakan warnakulit (minimize two-tone face), wajah tampak putih cerah bersinar (face is white, shine and bright), bebas minyak (mineral oil free), and bebas kotoran (anti-muck). meanwhile, the negative adjectives are: wajah berjerawat (acne face), noda bekas jerawat (acne spot), minyak berlebih (over glossy), warna kulit tidak merata (two-tone face), wajah kusam (pallid-face), kulit gelap (dark skin), bintik hitam (black spot), pori besar (big pore), and pori tersumbat (gagged pore). the ways the adjectives are used illustrate the positivity of the product. the use of emotive word or adjectival phrases can stimulate fantasy, dream, and desire. when consumers listen to these types of words, the advetisers want them to be there indirectly. from the use of positive and negative adjectives above, it is perceptible that the ideal, beautiful women and handsome men are those who have the criteria as follows: flawless, airy-light, small pore, no oily, no two-tone face, no pallid, no acne, and no black spot. 127 4.1.2.5 formality and grammar another linguistic feature is the formality of vocabulary and grammar. the advertisments in this study used the vocabulary which comprises of formal and informal words. as for the grammar, the advertisements of the study used simple and declarative tenses. the types of verb, tenses, parallelism, modality, and punctuation is used to present a reality. the tenses used are mostly present tense, such as: “spf 21/pa+++nya melindungi dari sinar uv agar kulit tidak kembali gelap.” (spf/21pa+++ protects you from uv beam to prevent you from skin darkness) “pelembab wajah sehari-hari yang memberikan coverage alami dan membuat wajah tampak cantik natural seketika.” (daily face moisturizer that give natural coverage and make natural-beauty looking immediately) there are also future tense sentences that are used to give a suggestion and recommendation about the benefit of using the product, such as: “noda hitam akan tampak semakin samar.” (black spot will be disguised) “kulit akan semakin cerah hanya dalam 6 hari.” (skin face will be brighter in 6 days) 4.1.2.6 passive/active sentence in addition, the sentences mainly used in the discourse of these advertisments are active sentences. however, some passive clauses are also used in the advertisements as shown below: “ekstrak blueberry alami yang bantu lawan 12 masalah kulit yang disebabkan oleh jerawat dan minyak.” (natural blueberry extract helps to prevent against 12 acne problems caused by acne and mineral oil) 4.1.2.7 the use of conjunctive adjunct in the advertisements of this study, conjunctive adjuncts are used in the text. according to halliday (1994:36) the main types of conjunctive adjuncts are as follows: table 4. the use of conjunctive adjunct conjunctive adjunct example in text additive: dan (and) ganti ke sakura white serum cream dan buktikan bedanya! (change to sakura white serum cream and prove its 128 difference!) adversative: conditional: causal: sehingga (so) formulanya ringan mudah menyerap hingga ke dalam lapisan kulit, sehingga bekerja dengan cepat. (its formula is easy to pervade into the deep skin layer, so it works fast) purposive: agar (in order to), untuk (for) spf21/pa+++nya melindungi dari sinar uv agar kulit tak kembali gelap. (thespf21/pa+++ protects you from uv beam to prevent you from skin darkness) facial foam pertama dari garnier untuk pria yang mengalami 6 tanda masalah jerawat. (the first facial foam from garnier for men with 6 acne indications) 4.1.2.8 the use of repetition and punctuations repetition and punctuation of exclamation point (!) are also used in some advertisements in this study. the example of the repetition is presented below: “putih cerah hingga 3 tingkat & tidak berminyak seharian. komplit putih cerahnya!” (airy-light up to 3 levels & not oily along the day. full of airy-light!) – [garnier light complete white speed multi-action whitening serum cream] the use of repetition in one of the advertisements in this study has a function to emphasize the benefit of the product. the punctuation is also evident in the advertisement. one of them is the use of exclamation point (!). the examples are shown below: table 5. the use of repetition & punctuation example in text type of advertisement  komplit putih cerahnya! (full of airy-light!) garnier light complete white speed multi-action whitening serum cream  wajah lebih cerah, makin banyak like! (face is brighter, get more like!) garnier pure active 12 in 1 multi action foam  ajaib! (magic!)  moisturizer-mu sehari-hari! (your daily moisturizer!) garnier bb cream miracle skin perfector  revolusi foam dua warna dengan dua aksi! (two colors foam revolution with two actions!) garnier men turbo light oil control double white icy duo foam  tepat sasaran hilangkan minyak berlebih di wajah! (vanishing oily skin exactly!) garnier men turbo light oil control anti-blackheads brightening icy scrub 129  wajah bersih dari jerawat & lebih cerah! (face is clear: no acne & brighter!) garnier men acno fight wasabi foam the exclamation point is a terminal punctuation mark that is used in place of the period to add emphasis or emotion. it turns simple statements into forceful ones, and remarks into exclamations or outbursts (stilman, 1997:120). 4.1.2.9 the use of parallelism parallelism which is repeated use of similar grammatical structures is another device used in the advertisement. the following are examples of parallelism:  diperkaya dengan sari lemon, salicylid acid derivative dan uva/uvb filters, yang formulanya memberikan manfaat komplit hingga 3 tingkat lebih putih cerah, menyamarkan bintik hitam dan bekasjerawat, 12 jam tanpa kilap, meratakan warna kulit dan efek tanpa minyak berlebih yang tahan lama. (enriched with lemon essence, salicylid acid derivative and uva/uvb filters, the formula gives a complete benefit up to 3 levels more white and brighterlooking skin, forgets blackhead and acne spot, 12 hours anti-glossy, minimizes two-tone skin and effect longer of anti-glossy)  dengan kandungan sari lemon yang membantu mencerahkan dan mengurangi kekusaman kulit secara alami, pigmen mineral yang dapat meratakan warna kulit dan menyamarkan bekas jerawat & noda hitam. (with lemon essence that helps to brighten and minimize pallid-face naturally, pigmen mineral can minimize two-tone skin and forget acne spot & black spot)  duo foam pertamadari garnier men dengan icy mineralite complex dan white clay yang mampu membersihkan secara menyeluruh, membantu menyerap minyak berlebih dan mengangkat/menghilang kankotoran, sekaligus membersihkan pori-poriwajah. (the first duo foam from garnier men with icy mineralite complex and white clay that can clear completely, help to absorb an over mineral oil and remove/forget the muck, also clear face pores) 4.1.2.10 the use of modality modality is also evident in the advertisement as shown below: “pigmen mineral yang dapat meratakan warna kulit” (mineral pigmen that can minimize two-tone skin) 4.1.2.11 the use of scientific words in the advertisement of this study, the producer also uses scientific words to attract their consumers. in order to impress their consumers, the advertiser resorts the scientific words to reflect the professionalism and advancement in technology. here are the examples of scientific words: ekstrak sakura (cherry blossom extract), pore smoothing serum, 130 spf21/pa+++, perlindungan spf19 (spf19’s protection), white speed tm serum, ekstrak vitamin e, sari lemon (lemon essence), salicylid acid derivative, uva/uvb filters, vitamin c, ekstrak blueberry (blueberry extract), pigmen mineral, icy mineralite complex, white clay, mineral-clay, micro-beads, herba repair, purifying salicylic acid, uji in vitro, proven active. 4.1.2.12 the use of number numbers are also widely used in the advertisements as shown in the findings. for examples: putih cerah hingga 3 tingkat, putih cerah dengan cepat dalam 1 minggu, hingga 3 tingkat putih lebih cerah, 12 jam tanpa kilap, wajah lebih cerah dalam 6 hari, lawan 12 tanda jerawat, perlindungan 30x terhadap sinar matahari, wajah tampak 1 tingkat lebih cerah, and tangkis hingga 99% bakteri. 4.1.2.13 the use of poetic device another linguistic feature is the use of poetic device, such as, alliteration. it is used to make it easy for people to remember the product. here are the examples: bebas minyak (mineral oil free), bebas kotoran (dirt free), bersihkan komedo (clean mark) [garnier men turbo light oil control anti-blackhead brightening icy scrub] all these advertisements construct the ideal women and men in terms of beauty. the use of adjectives such as, flawless, airy-light, and bright, in almost all of the advertisements can create impression that beauty should be like that. in this case, the advertisements have a power to influence the women and men’s behavior and manipulate them by creating a delusion. 4.1.3 discursive feature analysis analysis of the discursive feature related to statement of the problem number 2 focuses on how the text is produced, how it is consumed, and how the power relations are enacted. in this study, the advertisers used various strategies in their discourse to attract consumers. the table below summarizes the strategies used. table 6. discursive features no strategy used in advertisement example in text 1 irrealist representation  kulit tampak sempurna seketika (skin is perfect immediately)  wajah tampak putih cerah bersinar (face is white, shine and bright)  wajah terlihat bersih dan lebih cerah serta terasa dingin (face is clear, brighter, and feel cold) 2 scientific evidence/  spf21/pa+++nya melindungi dari sinar uv (its spf21/pa+++ protects from uv beam) 131 clinical test proof  kini dengan white speed tm serum (now with white speedtm serum)  proven active teruji bekerja lebih cepa tkurangi melanin hingga 85% (proven active has tested to work fast in minimizing melanin up to 85%)  ekstrak blueberry yang bantu lawan 12 masalah kulit (blueberry extract helps to against 12 of skin problems) 3 emotive words  kulit mulus (flawless skin)  putih cerah (airy-light)  cantik sempurna (perfecting beauty)  cerah merona (pinkish bright)  bebas kilap (anti glossy)  cantik natural (natural beauty)  tidak berminyak (no oily)  terasa dingin (feel cold) 4 code switching/ mixing  makin banyak like!  … memberikan coverage alami  revolusi foam dua warna 5 celebrity endorsement  pevita pearce (actrees) “kini cantikmu tampak sempurna: mulus, cerah merona (now your beauty is perfect: flawless, pinkish-bright)”  chelsea islan (actrees) “tidak berminyak, komplit putih cerahnya! (no oily, full of airy-light!)”  sheryl shenafia (musicians) “wajah lebih cerah, makin banyak like! (face is brighter, get more like!)”  joe taslim (actor)  pasha (vocalist of ungu’s band) the main audiences of the beauty product advertisement are teenagers and adults who are aware and care about their appearances. in this case, the advertisers consciously use various strategies such as irrealist representation, scientific evidences, emotive words, code switching/mixing, and other devices to give facts about their product. the first one is the use of irrealist representation. this strategy is used to create a delusion toward their consumers’ mind. this strategy aims to attract and influence the consumers to buy the products. furthermore, the advertisers also use celebrities as models for their beauty products to construct the consumer’s mind that the beauty and handsomeness of the models is because they use their products. the advertisers also manipulate their consumers through their headline of their advertisements, such as: “kini cantikmu tampak 132 sempurna: mulus, cerah merona (now your beauty is perfect: flawless, pinkish bright)”. from that headline, the producers give a power toward the consumers’ delusion that their product can make them perfectly beautiful. this strategy can present the ideal identity of women implying that perfect beauty is flawless and pinkish-bright. as shown in the table above, the advertisers use emotive words in all their advertisements. they use that language to connote their power over beauty and handsomeness. it is also used to capture the consumer’s mind about the positivity of the product in order to establish their place in the society. the advertisers use such scientific evidence to present their professionalism and make perception that by using their product, their consumers will get a perfect beauty and handsomeness because the products are proven with a scientific evidences and provide many benefits. they invite their readers as consumers to a dream world of fantasy with sentence like “cantikmu tampak sempurna (your beauty is perfect); putih cerah hingga 3 tingkat (airylight up to 3 levels); kulit tampak sempurna seketika (skin is perfect immediately); wajah terlihat bersih dan lebih cerah serta terasa dingin (face is clear, brighter, and feel cold) and so on. code switching/ mixing is also used to increase a number of consumers and establish the power relationship in all communities that have a different language. the advertisers switch their language to establish a positive discourse among various communities. this is the way how the advertisers use various techniques to establish a power relationship and increase their production, consumption, and distribution in the society. 4.1.4 social feature analysis analysis of the social feature is related to statement of the problem number 3 that explains the broad societal currents affecting advertisements. this level of analysis is also concerned with intertextual understanding that helps to understand the broad societal currents that are affecting the text being studied. this includes views on beauty by people worldwide and specifically indonesian women and men’s position within this practice. the beauty myth dates back to the past where women had also used various traditional products to enhance their appearance. they painted their faces using mud, clay, herbs, leaves, flowers and so on. in this era, ideal identity in the term of beauty is socially constructed by capitalist community. for them, beauty is one of strategic areas that can be an object of commodity. for the reason, there are many beauty myths which are developed and socialized to create a desire on the women and men’s behavior. the issues concerning women and men today such as 133 having smooth skin, clear skin, bright skin and ideal appearance make cosmetics industry one of the fastest growing industries. so, beauty product advertisements today are able to have control or power over consumers. from the advertisements, both women and men measure themselves with a prototype of ideal figure created by advertisers through their advertising strategies. intertextuality occurs in advertising when advertisers use words from other discourses to attract readers, such as the use of words from science to advertise their beauty products. in this study, the examples of intertextuality can be seen on the use of scientific words, such as: garnier men acne fight advertisement – diperkaya dengan herba repair dan purifying salicylic acid (enriched with herba repair and purifying salicylic acid); garnier men turbo light advertisement – ekstrak lemon dan scrubnya bantu eksfoliasi sel kulit mati pada lapisan epidermis (lemon extract and its scrub help to exfoliation non-active skin cell in the epidermis); garnier light complete super essense advertisement – serum pencerah pertamadari garnier yang memiliki kadar white speed dan vitamin c tertinggi (the first brightening serum from garnier that have highest white speed and vitamin c degree); and so on. the other intertextuality is the use of tagline of the brand, that is, garnier – sayangi dirimu (love yourself). through the use of tagline, the producers try to give an impression that to love ourselves, we have to take care of our face by using the product of garnier. the tagline is also used to increase the product’s sale and benefits. in addition, the image of attractive models in advertisement evokes the power toward the consumers. the representation of models in the advertisements can evoke the perception of ideal women and men. in other words, the use of models is one of the strategies to stimulate consumers to buy their products by giving a claim that the problem can be solved and the beauty can be gotten through the use of the product. the way the producers present the famous actress and actor, such as pevita pearce and joe taslim, is the best way to maintain their power and establish their position in the society. 4.2 discussion based on the findings related to the textual features analysis, the writer finds out that the ideal identity of women and men is constructed through the use of adjective. in this case, the advertiser of beauty product advertisement of garnier gives a clear perception of ideal women and men by using adjectives, such as: flawless, airy-light, small pore, no oily, no twotone face, no pallid, no acne, and no black spot. 134 from the discursive features analysis related to the second problem, moreover, the writer finds out that the advertisers consciously use various strategies such as irrealist representation, scientific evidences, emotive words, and code switching/mixing. this is how the producers use various techniques to establish a power relationship and increase their production, consumption, and distribution in the society. the writer also finds out that the most outstanding strategy used to promote the product and manipulate the consumers is the use of scientific evidence. from the social features analysis related to the last problem, the writer finds out that the main aspect of social feature that represents the ideal identity of women and men is the use of celebrity endorsement in the advertisement of garnier. there is an ongoing struggle about how the advertisers construct the ideal identity in the term of beauty and handsomemess in the modern society through the use of attractive models. the image of attractive models in the advertisement of garnier can evoke the power toward the consumers where the ideal identity of women and men is constructed. from the explanation above, the writer concludes that the ideal identity is constructed through the textual features and social features. then, in the stage of discursive features of this study, the writer finds out that it only focuses on the strategy promotion which explains how the advertisers persuade and manipulate the consumers to buy the products. finally, the last discussion is about the issue concerning women and men today having smooth skin, clear skin, bright skin, and ideal appearance. today, ideal identity in the term of beauty is socially constructed by capitalist community. for them, beauty is one of strategic areas that can be used as an object of commodity. for that reason, there are many beauty myths which are developed and socialized to create a desire on the women and men’s behavior. in fact, many people have been manipulated to the extent that the beautiful women and handsome men should have flawless skin, clear skin or bright skin. 5. conclusion this study uses critical discourse analysis as an approach of the study that lead to the analysis of three levels of discourse structure: textual, discursive, and social analysis. based on the topic being analysed, the writer concludes that the textual analysis relates to the linguistic features such as vocabulary, grammar, types of speech act and rhetorical devices. grammatically, the tenses used in the advertisement of this study are mostly present tense and use the active sentences. the use of conjunctive adjuncts, such as and, so, for are found in the advertisement. there is also modality (e.g. can), parallelism, and the use of poetic device 135 (e.g. alliteration) found in the advertisement of this study. the advertisements of garnier uses second person personal or possessive pronoun such as “you” and “your” to address the consumer directly. the most important aspect of this stage is vocabulary, which is the most striking feature in expressing opinion about ideology of the advertiser. to construct the ideal identity of women and men, the advertisers use adjectives or emotive words such as flawless skin, pinkish bright, perfecting beauty, bright skin and others in all of their advertisements. these words are used to create a delusion toward the consumer’s mind. these words also have a power to influence the women and men’s behavior and manipulate them by creating a world of fantasy toward their mind. the discursive analysis deals with the strategies used by advertiser to attract the consumers to buy their product. in this stage, the advertiser uses various strategies such as irrealist representation, scientific evidence, emotive words, and code switching/mixing. the use of various strategies is to establish a power relationship and increasetheir production, consumption and distribution in the society. the last is social features analysis. this stage deals with the broader social practice of the advertisement. the representation of models in the advertisement of this study can evoke the ideal identity of women and men. through the way in which the advertiser sets the layout of the model in the figure of the advertisement, it is perceptible that the advertiser wants to show the main aspect of the body of the model; that is face. then, there is also ongoing struggle about how the advertisers construct the ideological of beauty in the modern society by giving the representation of models and how they show their professionalism in technology by giving the scientific evidence in their advertisements. 6. references bazergan, e. (2014). symbolic language war in celluler advertisement (a critical discourse analysis). international journal of science and research (ijsr), 3(01). retrieved from www.ijsr.net. cook, g. (2001). the discourse of advertising (2nd ed). london and new york: routledge. fairclough, n. (1989). language and power. discourse, common sense and ideology. longman group uk limited. halliday, m. a. k. (1994). an introduction to functional grammar. london: edward arnold. http://www.ijsr.net/ 136 iqbal, a., malik h.d. & maria r.t. (2014 september). exploitation of women in beauty products of “fair and lovely”: a critical discourse analysis study. international journal on studies in english language and literature (ijsell), 2(09),122-131. retrieved from www.arcjournals.org. jorgensen, m. and louise p. (2002). discourse analysis as theory and method. london: sage publications. kaur k., nalini a. & norimah m.y. (2013). beauty product advertisements: a critical discourse analysis. asian social science; vol. 9, no. 3; 2013, published by canadian center of science and education. retrieved from www.ccsenet.org/ass. knupfer, n. n. & mclellan, h. (2001). the handbook of research for educational communications and technology. bloomington: aect. rogers, r. (2004). an introduction to critical discourse analysis in education. (ed). mahwah, new jersey: lawrence erlbaum associates, inc. shaikh, m, dr. faraz a.b., and shafkat a.k. (2015). the representation of men and women in advertisements: a critical discourse analysis. the women – annual research journal vol. 7, 2015. stilman, a. (1997). grammatically correct: the writer's essential guide to punctuation, spelling, style, usage and grammar. cincinnati, ohio: writer's digest books. vahid, h. and saeedeh e. (2012). the power behind images: advertisement discourse in focus. international journal of linguistics, 4 (04). retrieved from www.macrothink.org/ijl wray, a. & bloomer, a. (2006). projects in linguistics: a practical guide to researching language. new york: oxford university press inc. http://www.arcjournals.org/ http://www.ccsenet.org/ass http://www.macrothink.org/ijl volume 13, number 1, april 2022, 98-116 available at http://jurnalfahum.uinsby.ac.id/index.php/nobel/article/view/515 doi: 10.15642/nobel.2022.13.1.98-116 critical pedagogy through genre-based pedagogy for developing students writing skills: strategies and challenges uswatun qoyyimah1, yosi agustiawan2, thanh-thao thi phan3, maisarah4, achmad fanani5 universitas pesantren tinggi darul ulum, jombang, east java, indonesia 1,2,4,5 thanh do university, ql32, lai xá, từ liêm, hà nội, vietnam3 article info abstract this current study discusses critical pedagogy, a concept that supports the paradigm of education for cultural transformation. this concept has been considered an essential approach for developing students' critical thinking and awareness of social issues. despite its popularity, the implementation of critical pedagogy in classes remains unclear. this paper suggests that critical pedagogy can be concurrent with genre-based pedagogy (gbp), the dominant approach to teaching writing in indonesia's english language classes. this study argues that language teachers can use gbp to introduce critical pedagogy. this research used the descriptive qualitative method, allowing researchers to collect the data from classroom observation in vignettes. the data were taken from four classes where the participant teacher trained students to write argumentative texts. it captured the teaching and learning process in the context building and text modelling phases. the researchers interpreted and analyzed the data based on the themes identified from the critical pedagogy and gbp literature. it is found that the principles of critical pedagogy such as historicity, problem posing, emancipation, and dialogic are evident in this study. this study has implications for efl teachers in indonesia, especially when they must adapt to "merdeka belajar," which promotes critical thinking. article history: received january 2022 accepted march 2022 published april 2022 keywords: critical pedagogy, efl, genre-based pedagogy, merdeka belajar, students writing skills © 2022 uin sunan ampel surabaya correspondence: p-issn 2087-0698 email: uswatunqoyyimah@fbs.unipdu.ac.id e-issn 2549-2470 http://jurnalfahum.uinsby.ac.id/index.php/nobel/article/view/ uswatun qoyyimah et al. nobel: journal of literature and language teaching 99 volume 13, number 1, april 2022, 98-116 introduction education can be regarded as a systematic effort made by the government to present quality teaching and learning for the younger generation. it aims to build a better future for a nation, empower students to transform the community, and train youth to be creative and innovative. literature has outlined the paradigm that focuses on education for cultural transformation (mirabella & nguyen, 2019; qoyyimah et al., 2020). this current study discusses critical pedagogy, a concept that supports the paradigm of education for cultural transformation. with this paradigm, education develops students' awareness of their identities, including who they are and what they want to achieve (wallowitz, 2008). more importantly, education must liberate students from fear and oppression (shih, 2018). further, critical pedagogy aims to equip students with the capacities to counter the imbalance in power and justice and empower students to fight for justice and equality for community development (freire, 2000). despite transforming culture, the paradigm is somehow challenging to implement in classes. questions regarding its practicality remain, such as how to implement the progressive paradigm in the conservative community? is there any specific method to introduce critical pedagogy in particular classes? what teaching material should teachers prepare? however, research addressing the questions is lacking. when incorporating critical pedagogy in efl classes, published studies that examined critical pedagogy and efl teaching are mostly limited to research about teachers' reflections and teachers' difficulties (mambu, 2018; chandrasoma & ananda, 2018). regarding skills to improve, research in this field has proven that critical pedagogy improves reading skills (kurniawati et al., 2020) and speaking skills (chandrasoma & ananda, 2018). despite the contribution, none of these studies focused on developing students' writing skills. therefore, this current study fills this research gap because it presents strategies for teachers to introduce critical pedagogy in teaching how to write argumentative texts. it contributes to teaching writing practice, given that students' criticality is needed to write argumentative texts. rather than composing a specific method of teaching critical pedagogy, this study embeds the paradigm in the more fixed method such as genre-based pedagogy (gbp). gbp has been widely used to teach literacy in many countries, including indonesia, for more than two decades. it has been officially implemented and intensively promoted in indonesia through the change in national curricula: the 2006 and the 2013 national curricula (retnaningdyah, 2019). the indonesian ministry of education and culture (moec) recently carried out systemic programs such as trainer of teacher (tot) to develop teachers' competence in implementing critical pedagogy nobel: journal of literature and language teaching 100 volume 13, number 1, april 2022, 98-116 the gbp in language classes. interestingly, genre pedagogy is applied not limited to teaching english but also introduced to bahasa indonesia classes (see mahyudi et al., 2020). language teachers introduce different text genres to students when teaching reading and writing. so that they can identify the function of the texts they are reading and be aware of the function of the text they are going to write. with genre pedagogy, teachers make students understand that text is made for communication purposes, such as describing, explaining phenomena, advertising things, convincing, and arguing opinions. from this stance, it can be inferred that a text is never ideologically free as it conveys the authors' purposes. any text conveys the authors' ideology while the readers/viewers will respond to it with their perspective (tehseem et al., 2020). both text producers and the receivers use texts to negotiate their voices in some ways. for example, with argumentative texts, text producers attempted to leverage the specific language features to voice their ideology while critically criticizing the ones they were questioning. hence, since teaching language trains students to create texts conveying opinion, this study assumes that language teachers can use their language class activities to promote criticality. to explore how critical pedagogy can be embedded in gbp, this study outlines research questions: (1) what strategies did the efl teacher use to apply critical pedagogy in gbp in writing classes? and (2) what problems did the language teacher encounter when implementing the two approaches and how to solve the problems? the exploration of the research questions made this paper contributes to presenting the effective strategies to teach critical pedagogy while identifying the problems and solutions the language teachers have when implementing it in gbp. more importantly, this study is crucial to help indonesian teachers adapt to the new educational policy of 'merdeka belajar' that promotes critical thinking and critical literacy (yuhastina et al., 2020). the following section presents critical pedagogy and genre pedagogy to understand how the two concepts can be two-fold pedagogies. review of literature critical pedagogy outlines that education must empower and liberate students from oppression (shih, 2018). it aims to develop student awareness of their environment and society as well as equip students with the capacities to counter the imbalance in power and justice (wallowitz, 2008). critical pedagogy promotes the two key concepts in education: critical thinking and critical literacy. critical thinking is a set of competencies to identify a problem uswatun qoyyimah et al. nobel: journal of literature and language teaching 101 volume 13, number 1, april 2022, 98-116 and its assumptions, make inferences, use logic, and judge the validity and reliability of assumptions, sources of data, or information (varenina et al., 2021; ariantini et al., 2021). critical thinking is a skill that can be taught through any subject, such as social science (nusantari et al., 2021), citizenship education (sibbett, 2016), entrepreneurship (kakouris, 2015), and language teaching (kubota & miller, 2017). in language teaching, language should be considered a tool for communication and “a practice that constructs and is constructed by the ways language learners understand themselves, their social surroundings, their histories, and their possibilities for the future" (norton & toohey, 2011). learning an indigenous language or foreign language affects learners' awareness of themselves, their environment, identity, and what they want to achieve in the future (qoyyimah, singh, doherty, et al., 2020; qoyyimah, singh, exley, et al., 2020). another important layer of critical pedagogy is critical literacy. critical literacy is a practical approach to empowering students to become aware of and responsive to what happens in their society. with critical literacy, teachers support students to be agents of change, not becoming "unwitting agents of the status quo with all of its faults and injustice” (white, 2009, p.55). critical literacy equips students to engage in dialogue with texts and society instead of passively consuming other people's ideas (weng, 2021). with critical literacy, morrell (2003), in writing the word and the world, argues the importance of “change in focus from consumption to production” or critical textual production (p.6). drawing from the work of freire (2000), morrell (2003) proposes several core tenets of critical pedagogy: historicity, problem-posing, dialogic, emancipatory, and praxis (manojan, 2019). with problem-posing and historicity principles, teachers must embrace real-world problems and begin with students' experiences as a member of the community as well as citizens of the world. dialogic means that the approach must entail authentic humanizing interactions among the people (see shih, 2018). meanwhile, the emancipatory principle focuses on critical composition pedagogy must confront social injustice and liberate students from oppressive realities. lastly, praxis suggests critical pedagogy be about feasible action. in addition to these principles, giroux (2018) suggests critical pedagogy regards the value of democracy. learning from these tenets, it may be concluded that the main goal of critical pedagogy is student empowerment. through a specific teaching method, the philosophical thinking of critical pedagogy can be disseminated effectively. the following section presents the method of genre pedagogy that can be used as a medium for introducing critical pedagogy. critical pedagogy nobel: journal of literature and language teaching 102 volume 13, number 1, april 2022, 98-116 genre pedagogy for teaching writing the term genre pedagogy (gbp) is interchangeably termed as sfl-genre pedagogy. it was initiated by sydney scholars who worked with literacy teachers across australia for decades until this approach gained popularity (see also troyan et al., 2021). further, research regarding this approach has garnered language educators' interest in efl contexts like indonesia, china, and japan (see emilia & hamied, 2015; huang & jun zhang, 2020). since then, there has been growing research exploring how gbp is suitable for efl writing classes and examining its effectiveness. gbp is the result of combining two theories of systemic functional linguistics (sfl) introduced by halliday (1995) and communicative language teaching (clt). sfl is the concept that explains how language functions in a particular context. likewise, clt suggests functional, that is, text must have communicative purposes. by functional, it suggests language is doing some job in a particular context (halliday, 1995). the text refers to a unit of discourse with a specific structure and purpose. within the text, related meanings are woven to make a unified whole. phases in genre pedagogy gbp is a teaching cycle for developing students writing that comprises four major phases: building field/context, modelling, joint construction, and independent construction of text (see mauludin, 2020; feez, 1999). ideally, teachers commence the gbp in that sequence. as a cycle, however, teachers can start from any phase in accordance with students' development in learning and literacy (feez, 1999). language teachers have more choices to start depending on students' language competence and background. hence, the cycle is considered suitable for elt in indonesia since it considers and gives thought to non-native english students (emilia & hamied, 2015). in the first phase of context building, the teachers elicit students' knowledge of the target genre (exposition, narrative, explanation) and familiarise students with the topic being discussed. the second phase is modelling and deconstruction to let students know about the characteristics of the taught genre. in this phase, teachers introduce the text model's metalanguage, including its language features, rhetorical convention (thesis statement, refutations, and claims), and generic structure. rather than explicitly explaining the target genre, huang & jun zhang (2020) suggested that teachers lead the deconstruction process by asking students to analyze the text model. teachers in this phase invoke students' critical thinking by asking students questions to address, such as does the introduction of the essay uswatun qoyyimah et al. nobel: journal of literature and language teaching 103 volume 13, number 1, april 2022, 98-116 appeal to you? does the author provide his/her thesis statement? how many claims does the author make to support his/her overarching thesis statement? does he/she provide any explanation and evidence? what types of evidence does the author provide? does the author consider the opposing opinion? why does the author discuss the opposite opinion? did the author restate his/her thesis statement and claims? and what kind of sentences make the elaboration more objective? why? (huang & jun zhang, 2020, p.362). these questions are helpful as they inevitably develop students' critical thinking because they can guide teachers to let students read, understand, infer, and conclude the text models. without reading it critically, students might not be able to address these questions. then, the third phase is joint construction which promotes teacher-students and studentstudent collaboration to develop the draft. in this phase, there is a move from the instruction of genre to the process level in which teachers guide students through the writing process, as well as assist learners in developing writing strategies of how to set writing goals, generate ideas, and organize ideas in the form of notes, mind maps, and spider grams (huang & jun zhang, 2020, p.343). finally, the fourth phase is individual construction. in this phase, students are given room to complete the text. this paper suggests that all the phases are crucial for enabling students to write argumentative texts. despite the claim, it highlights the importance of the first two phases of context building and text modelling. in these two phases, teachers encourage students to be more aware of what they are going to write and how to develop an argument. the two phases are critical for introducing critical pedagogy concepts. this paper reports the participant teachers' experience when commencing the two phases of context building and modelling. it presents her strategies for introducing critical pedagogy in the two phases. method this study is designed as descriptive qualitative research. the data were taken from class observation of the essay writing course for students at a private university in east java. the main goal of this writing class is that students can write argumentative texts. the class took place in one semester, with 14 meetings. each weekly meeting is 90 minutes. so, this topic took 21 hours, with outlined four writing tasks; students were required to write two discussion texts and two exposition texts. the moments captured and presented in this paper are taken from the specific occasion of genre pedagogy phases: context building and text modelling. critical pedagogy nobel: journal of literature and language teaching 104 volume 13, number 1, april 2022, 98-116 research participant the study participants involved one teacher and ten university students in the third semester. all their names presented in this study are pseudonyms to maintain students' confidentiality. this study involves students who gained scores below 450 in the english toefl equivalent test. rather than name them students with lower performance because of the lower score (below 450), the researchers use students with different learning experiences. the term different experience is based on a belief that everyone counts, while any problem regarding education performance is systemic. this argument can be explained as follow. the students participating in this research come from different schools, and some come from different cities. despite working within the same national curriculum, the secondary schools the students went into might have different resources in terms of facilities and teacher professionalism. different resources affect different learning experiences and therefore learning outcomes. students who gain higher education performance might receive more privilege/better treatment than their counterparts who have lower performance. hence, the researchers need to code them with the fairer attribute. more importantly, the current study did not blame their previous secondary education for their lower performance. instead, this study tends to find the most suitable teaching method that could empower students to become reflective individuals, both as language learners and as future language teachers. the data presented in this study was collected from class observation to capture moments from the class during the context building and text modelling phases. the observation form was developed in advance based on the researcher's inquiries. then, the filled form was described and refined in more detail in the form of fieldnotes. after that, the obtained data were analyzed based on thematic analysis. the researcher coded the data whenever they found it aligned with the themes related to critical pedagogy. more specifically, the data were analyzed based on themes regarding teaching strategies and challenges in teaching critical pedagogy. results and discussions this section presents the interpretation and analysis of the data to address the research questions: teachers’ strategies and challenges in incorporating critical pedagogy in gbp. the first subsection displays the captured moments in which context building and modelling occurred. meanwhile, the second subsection comprises the discussion by which the researcher links the data with the existing literature related to strategies to teach writing and develop student critical literacy skills. uswatun qoyyimah et al. nobel: journal of literature and language teaching 105 volume 13, number 1, april 2022, 98-116 the data were analyzed based on the themes outlined in the research questions, i.e., strategies of critical pedagogy, including critical literacy and critical thinking. in doing so, the researcher identified teaching activities that correspond to the concepts, including the principles of critical pedagogy. teacher`s strategies to incorporate critical pedagogy within gbp in incorporating the critical pedagogy in gbp, this study identified three ways performed by the teacher in classes. these include presenting additional activities prior to the cycle for her to know the students’ learning background, offering a bottom-up strategy in deciding what topic to discuss, and asking students several questions to invoke their critical thinking. additional activity prior to the cycle for the teacher to know her students’ learning background it is evident in this study that the teacher stated the cycle conventionally. in this case, she applied building context/field and text modelling as the first and the second phases, respectively (mauludin, 2020; emilia & hamied, 2015). however, before the first phase of the gbp cycle, she arranged a class that enabled students to introduce themselves in front of the class. the vignette below is the first activity conducted in meeting 1: vignette 1 in the first meeting, the teacher attempted to understand their students. firstly, she invited her students to introduce themselves, their origins, and their previous secondary schools. secondly, the teacher described the goals of the topic in advance to the students. thirdly, the teacher asked the students to share their experiences with the whole class regarding learning writing in their secondary schools. in this case, the teacher let her students recall what students knew about the argumentative texts. she asked them to share if they had learned the different texts in their previous education. (taken from meeting 1) as can be seen in the vignette, besides describing the objective of the course, the teacher's introduction allows teachers to understand the students' educational background. the teacher allows students to introduce who they are as learners. in this case, she introduced elements of critical pedagogy, particularly the principle of historicity (morrell, 2003), as she attempted to understand students learning backgrounds. before presenting the teaching materials and selecting the teaching methods, teachers consider what students have known and have not known before presenting the teaching materials and selecting the teaching methods. such a teacher's strategy in initiating historicity benefits teachers and students (manojan, 2019). by acknowledging students and their learning experience, teachers could identify the teaching materials and methods suitable for students. critical pedagogy nobel: journal of literature and language teaching 106 volume 13, number 1, april 2022, 98-116 bottom-up strategy in deciding what topic to discuss after everyone has introduced themselves and their learning experience, teachers move on to the first phase of gbp vignette 2 in context building for teaching exposition, the teacher has two aspects of introducing in this phase: information about the genre and the learning materials the students must be familiar with. after giving a lecture on the exposition genre, its generic structure, and its language feature, the teacher introduced a topic related to the students' lives. in her lesson plan, she outlined translation machines as the topic for her class. she invited her students to share their experiences if they had ever dealt with translation machines. she presented questions such as, “did you know what a translation machine is?” “how often do you access the translation machine?” as expected, the students all agreed that they were familiar with the machine. the translation machine was considered helpful for them to understand the meaning of words in foreign languages. they mentioned google translate as one of their favorite machines and told her that they could use the translation machine whenever needed. further, she asked them to share their experience of how they could operate the translation machine on their mobile device. noting that they are familiar with the translation machine, this teacher introduced resources related to the translation machine for learning a foreign language. she asked the students to read the resources at home. (taken from meeting 1) in the vignette above, the teacher started the activities that meet the function of context building. she began the class by introducing the taught genre and then attempted to find the learning material related to students’ lives. as she worked with students in the english teacher education department, she offered the topic the students were familiar with: translation machines. as seen in the vignette, this teacher successfully aligned the learning materials with the students' experience. students' familiarity with the translation machine was expected to engage them with the topic they were going to explore and write. the critical pedagogy principle that is evident in this vignette is democratic. although she did not specifically give students homework, she asked students to access the resources at home. asking students several questions to invoke their critical thinking in the second meeting, the teacher started to commence the second phase of text modelling, as seen below vignette 3 the teacher started to introduce the text model of the exposition genre. this text is about the importance of learning a foreign language despite the emergence of the advanced translation machine. the author of the text argues that a more advanced translation machine is needed to understand different cultures and knowledge. the teacher invited uswatun qoyyimah et al. nobel: journal of literature and language teaching 107 volume 13, number 1, april 2022, 98-116 the class to respond if they agreed or disagreed with the statement and share their response with the class. additionally, the teacher wrote a list of questions on the whiteboard, such as does the author provide his/her thesis statement? how many claims does the author make to support his/her overarching thesis statement? does he/she provide any explanation and evidence? what types of evidence does the author provide? does the author consider the opposing opinion?. (taken from meeting 2) the teacher presented questions for students to read the text critically. with these questions, she invoked students' critical thinking about how the text was to be composed. in this case, teachers asked students to find out the thesis statement and how the author elaborated arguments. additionally, the teachers required students to figure out the content of the text, including the authors’ proposing and opposing opinions. in this case, the teachers attempted to assure that the students could understand the text and respond to it critically. challenges in applying gbp the teacher in this study also found difficulties when implementing critical pedagogy. this sub-section presents the teacher's two challenges: difficulty understanding the text, students’ low motivation, and students' lack of awareness of community issues. the text model is too difficult for students. the text modelling phase of the gbp cycle allows a teacher to introduce the text to analyze. then, students are expected to read and learn from this text regarding the generic structure and the language feature of the targeted genre. this vignette 4 below shows students’ attitudes toward the text model. it can be seen from this vignette the challenge the teacher encountered in the text modelling phase. vignette 4 while she walked around the class to see if her students could deal well with the text, she found the students got difficulties reading the text and addressing the questions. in this case, her students accessed the translation machine very frequently and copied the whole sentences to the translation machine. to assure students could understand the text, she then asked the students to find out the verb phrase of each sentence. after she knew that most students could not figure out the verb phrases of each sentence, the teacher concluded that the student hardly understood the text. she said the class “i think, if you could not find the subject and the verb phrase of each sentence, you get difficulty understanding the sentences. here i will show you each verb sentence.” as a consequence, the teacher taught english basic sentence structure to students. after that, the teacher then worked helping to figure out the thesis, the arguments, their elaboration, and the type of evidence. (taken from meeting 2) despite the familiar topic, the teacher found the reading text so tricky for the students that the students were busy figuring out the meaning of each word. rather than asking students to critical pedagogy nobel: journal of literature and language teaching 108 volume 13, number 1, april 2022, 98-116 address the above critical questions, the teacher changed her mind and showed students a strategy to understand text, that is, by figuring out the subject and verb phrase of every sentence. another problem, however, arose as she recognized that the students could not identify the subjects and verbs. she notified and concluded that her students did not understand the basic structure of english since the students did not know how the english language works. consequently, the teacher taught the class about basic sentence structure. after giving this specific instruction, she handled the activity by providing students full assistance in understanding the text model, including helping identify its generic structure and language features. students have low motivation to participate in learning after making subsequent efforts in teaching and guiding students to understand the text, teachers wondered why the students got difficulties. the vignette below shows how the teachers tried to understand the phenomenon. vignette 5 the teacher asked students, “did you think the text was too difficult for you?” yes, ma’am,” students replied “i gave the text a week ago and let you read the text at home. did you read the resources at home?” “nooo...” “please tell me why you did not read the resources i gave to you?” “i am not interested to read,” one of the students replied the teacher seemed shocked, and then she asked no more questions. (taken from meeting 3) from the above vignette, the teacher could not start the class since the students did not perform the homework. the students did not engage well with the resources, so they read the texts at home. the students were less keen to read about translation machines. thus, they had no idea what to write about translation machines despite the familiar topic. consequently, the teacher could not continue to the next phase, join construction. then the teacher tried to find an alternative topic that attracted the students' interest more and made them more enthusiastic to respond so that they would commence writing. students’ awareness of community issues is lacking learning that students were not keen to read the text, the teacher returned to the first phase, building knowledge. in this phase, she attempted to incorporate the principle of emancipation by introducing the topic related to society’s problem, as seen in the fieldnote below, uswatun qoyyimah et al. nobel: journal of literature and language teaching 109 volume 13, number 1, april 2022, 98-116 vignette 6 after commencing deconstructing the text model, the teacher decided to change the topic after a subsequent amount of time spent reading the text. in this phase, the teacher negotiated with her students in selecting the topic. the teacher kept proposing topics and learned from students' reactions and responses. “did you know about the news that the rivers in our town have been polluted by a food company?” students shook their heads, alarming the teacher that they had not known about the week's headline in local newspapers. but she kept asking, “do you think the local government should close the company?”. still, the students had no idea about it. learning that her students were not really informed about the local's problem, the teacher decided to find any other topic. she asked her students what drove them to go to university even though many of their peers (secondary students) in this town prefer to leave education. that is, most of their peers halt their higher education. students then started to speak and smile at each other, and for her, it was a good sign. then she asked them further questions, “do you think going to university is important for you?” “yes, ma’am.” students replied. “anyone tell me why going to university is important?” the teacher asked. “to get a good job,” badriyah replied. “to please my parents,” said azizah. “oh really??” the teacher replied, shocked, then laughed. “to have knowledge,” said chantique, “to prepare better future,” sofia replied too. “good! you have many reasons for this,” the teacher exclaimed. “now, please think about what you would say to your friends that they have to follow your path, that is, going to uni!” (taken from meeting 3) the vignette shows that it is not easy for the teacher to decide what topic to write as there was prolonged negotiation between the teacher and her students. she could not decide what topic to elaborate on without asking for students' agreement. in this vignette, she offered more than two topics. at first, she proposed the issue of the polluted river in the town to respond. with this topic, the teacher implied the students to ask the local government to act to solve the pollution. such a topic reflects emancipatory because it requires students' awareness of their surroundings or local issues (kubota & miller, 2017). students are expected to present arguments on how to solve the real problem. since students were not informed well about this issue, she attempted to find another topic to discuss. the topic, unfortunately, is less emancipative. following her students' demands, she decided to choose why we should go to university. critical pedagogy nobel: journal of literature and language teaching 110 volume 13, number 1, april 2022, 98-116 discussion identifying teacher’s strategy to introduce critical pedagogy in gbp learning from the observational notes, the teacher in this study attempted to implement the genre pedagogy conventionally while at the same time introducing critical pedagogy. conventionally means that she started the gbp cycle with context building. she presented a one-way lecture to introduce the definition, functions, and characteristics of the exposition genre and propose the expected topic the students were going to write. from context building, the students then move into the text modeling phase. from the captured moments in these two phases, the teachers' strategies and challenges in introducing critical pedagogy in these phases were identified. this study confirms that critical pedagogy and gbp are concurrent in the observed writing classes. teachers can initiate critical pedagogy in their classes no matter how the students will respond. the principles of critical pedagogy in gbp can be identified as follows: democratic: focus on student like other teachers in the study conducted in indonesia (such as emilia & hamied, 2015), the teacher in this study could not directly start with the first phase of the gbp cycle. before jumping into the first phase of building context/field, the teacher uses the opportunity to understand more about her students. in this study, she gave the students more room to express themselves. as seen in vignettes 1 and 2, the teacher put students at the center of learning as she allowed students to express their prior knowledge and related the topic of writing to students' own lives. putting the students as the subject of their learning is the precedence of critical pedagogy. it is evident in this study that students' preferences and voice in learning are prioritized over teachers' choices (see also larson, 2014). further, the teacher gave students more freedom to choose their explored topic. this action reflects democracy aligns with the critical pedagogy principle (see giroux, 2018). in introducing the topic, the teacher in this study gave alternatives to students rather than using their power to decide what to explore. for example, she made sure if students were concerned about the polluted river by asking, 'do you know ...?' then, when she found no student aware of the issue, she preferred to find any other topic to explore. in this way, although implying the students must be aware of the environmental issue, she did not force them to write about it. in this language teaching context, teachers adopted the principle that text should be uswatun qoyyimah et al. nobel: journal of literature and language teaching 111 volume 13, number 1, april 2022, 98-116 considered a practice to prioritize how students understand themselves, their social surroundings, and their histories for a better future (norton & toohey, 2011). critical literacy and critical thinking the data of this study shows that the teacher gave students a reading text to analyze in the text modelling phase (see vignette 3). in this activity, she trained the students to figure out the thesis the author would develop. she also asked students some questions to invoke their awareness of what the author wanted to argue and convince. in this way, the teacher improves students' critical thinking since such activities help students become aware that text is never ideologically free, and some have attempted to influence the readers. she allowed her students to respond to the arguments, no matter how their arguments agreed or disagreed with the author. such activity, to some extent, corresponds to huang & jun zhang's (2020) study that suggested that teachers ask critical questions for building text. however, compared to huang and zhang's (2020) study, the teacher in this current study applied fewer questions. this teacher's effort in 'raising questions' resonates with the concept of critical pedagogy since it endorses critical literacy. abednia & crookes (2019) suggest critical literacy as the ability to engage critically and analytically by which knowledge and ways of thinking are constructed in and through written text. within the field of education, the central aspect of critical literacy is the ability to read resistantly and write critically. additionally, hammond & macken-horarik (1999), who analyzed how esl learners cope with critical pedagogy in the mainstream subject at schools, found that teachers need to treat english-speaking students differently from efl students. critical pedagogy is more challenging to implement because english language teachers need considerable efforts to bring their students more critical while considering their language competencies in the efl context. emancipatory: invoke students' awareness of local issues in vignette 6, the teacher proposed the topic related to the environmental issue: polluted rivers, which people in the town were concerned about. it aligns with the principle of problemposing. this principle suggests that teachers must embrace real-world problems (kubota & miller, 2017). although the students were not informed about the proposed issue, the teacher in this study invoked students' awareness of their society's problems. dialogic: fluent teacher-student power relation. the principle of dialogic is evident in this study. drawing from shih (2018) and morrell (2003), dialogic in this study entails teacher-student authentic humanizing interactions. the data shows that the teacher-student interaction seemed to be fluent and democratic since the critical pedagogy nobel: journal of literature and language teaching 112 volume 13, number 1, april 2022, 98-116 teacher offered dialogue before moving on to another phase. similarly, non-verbal actions also proved the closeness between teacher and student since the teacher walked approaching students to check if students could complete the work and speak to them whenever students needed assistance. the data also shows the teacher's consideration of understanding her students. she accommodated students' interests, willingness, and choices regarding learning materials. for example, although the teacher found the learning material that students were familiar with, she withdrew it as she saw the text hard to read. historicity in text modelling and joint construction, the teacher preferred to alter the teaching materials that sound too academic to the more mundane topics. in this case, she explored students' experiences when enrolling in the university and recognized how her students dealt with writing assignments in their secondary schools. hence, the teacher implied the principle of historicity as the students start writing by considering their learning background. problems arise and teacher’s solutions learning from the data, it can be concluded that introducing critical pedagogy in gbp is, to a certain extent, challenging for teachers, especially in the class where the students are not amenable. as seen in the data, it is evident that the teacher found difficulties in introducing critical pedagogy since the students have such low motivation in learning and lack awareness of the community’s issues. the points below are her strategies and decision to solve the problem: topic alterations as seen in the vignette, alterations in what to write are evident in this study. however, the teacher must alter the topic into one with which the student is familiar. the teacher had three alternative topics: translation machine, polluted river, and further education. the teacher aimed to introduce the use of a translation machine and polluted river to respond and write. hence, teachers need to prepare different plans and learning materials to meet the students' interests when working with lower motivated students. decreasing the difficulty level of the text model the students still had limited english vocabulary, while at the same time, they did not have the self-efficacy to express an opinion in english. it is the most problem encountered by students in writing argumentative texts. likewise, the text model seemed too difficult for students, making the teacher in this study attempt to find the more readable texts for them. uswatun qoyyimah et al. nobel: journal of literature and language teaching 113 volume 13, number 1, april 2022, 98-116 hence, the class spent a long time reading the text model and could not continue to the following phase of joint construction within one meeting. back and forward despite the cycle by which teachers can start from any phase, context building and text modelling are mostly considered the first and second phases. as seen in the vignettes, the teacher could not commence the regular cycle. she must redo the context building after commencing text modelling since she must familiarize their students with other topics. text modelling also requires the teacher’s efforts to assist students in understanding the text’s composition and content. hence the way this teacher used the phase of the gbp cycle is less strict; that is, she prefers to consider her students' needs and characteristics. it corresponds with fees' (2002) that teachers can apply the cycle according to students' learning and literacy development. this study suggests that teachers use the existing gbp to introduce critical pedagogy principles. different from previous studies in critical pedagogy and language teaching that mainly focus on incorporating critical pedagogy (see mambu, 2018; yulianto, 2020; kurniawati et al., 2020; chandrasoma & ananda, 2018), this current study successfully intersected the two teaching approaches of critical pedagogy and genre pedagogy. hence, rather than composing a specific method of teaching critical pedagogy, this study embeds the paradigm in the more 'fixed method' of genre pedagogy. as discussed previously, gbp has been widely used to teach literacy in many countries, including indonesia, for more than two decades. hence, this study benefits teachers in indonesia as it inspires them to develop their genre pedagogy more eclectically, to adapt to 'merdeka belajar' that promotes critical thinking. conclusion this study found that gbp and critical pedagogy approaches can be concurrent in language classes. teachers can use gbp to introduce critical pedagogy since gbp supports critical pedagogy principles. in this study, historicity is evident in the context building phase. teachers began with students' experiences as citizens of the world by offering topics related to students' learning backgrounds. then the principle of problem-posing was practiced in this study since the teacher embraced the real-world problems, in this case, the polluted river in their area. then the principle of dialogic is also promoted in gbp. this principle and emancipatory are evident in teacher-student negotiation to invoke students’ awareness of the text's function and purpose to compose texts voicing their arguments for solving society’s critical pedagogy nobel: journal of literature and language teaching 114 volume 13, number 1, april 2022, 98-116 problems. in the text modelling phase, teachers encouraged students to critically deconstruct the text model, which inevitably requires students to read and write purposively and critically. this study has implications for efl teaching practice in indonesia. with the strengthening of critical thinking and critical literacy in the current policy of ‘merdeka belajar,’ language teachers in indonesia can focus on developing students' critical thinking while implementing the existing method of gbp. however, since unexpected problems might arise in critical pedagogy and gbp implementation, it is recommended that teachers prepare many alternatives of what topics to write and different activities reflecting critical pedagogy. in doing so, teachers can introduce the principles of critical pedagogy in many ways by following the students' characteristics. references abednia, a., & crookes, g. v. 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(2020). the use of critical pedagogy principles in teaching english as a foreign language (efl) for senior high school students in subang. biormatika: jurnal ilmiah fakultas keguruan dan ilmu pendidikan, 6(1), 98–106. https://doi.org/https://doi.org/10.35569/biormatika.v6i1.698 9 john bristow’s psychological problems in robert galbraith’s the cuckoo’s calling aqilah luthfiyyah1, endang darsih2 state islamic university sunan ampel surabaya1, universitas kuningan2 kikekbgt@gmail.com1, endangdarsih@gmail.com2 abstract: john bristow is the minor character in the novel the cuckoo’s calling who has a problem with his decision in satisfying his id and superego. he is an ordinary man who has a job, family and girlfriend. however, his jealousy to his brother and sister forces him to kill them. this study focuses on analyzing the characterization of john bristow, how his ego manages his id and superego and how anxieties appear as the effects of the problem. the aim of this paper is to examine the motif that leads john kills his step brother and sister. psychology theory by sigmund freud is applied to analyze the character’s psychological problem. perspective from al-qur’an is used to examine the reflection of qabil’s character in the story of habil and qabil to john bristow’s. keywords: psychology; psychological problem; robert galbraith; anxieties; reflection. 1. introduction robert galbraith, pen name of j.k. rowling, wrote a novel entitled the cuckoo’s calling. she is known as a fantasy novelist. her most famous novel is harry potter series. the cuckoo’s calling is robert’s first crime novel that has an interesting plot. this novel reflects the story of habil and qabil in the al-qur’an. the minor character, john bristow is depicted as an ordinary lawyer. he struggles doing good to his parents, so that he can be accepted by them. at this point, he grows in fear and jealousy. he feels that his parents love his brother and sister more than him. this study has an aim to discuss about john bristow’s psychological problem through analyzing his characterization. by describing his characterization, the motif of john bristow kills his brother and sister can be found out. the minor character, john bristow is feeling unfair just like qabil in the story of habil and qabil. therefore the second goal of this study is to find out the reflection of qabil in john bristow’s character. 2. review of literature this study uses some theories. first, new criticism theory to describe the character and characterization of john bristow by applying close reading. second, psychological theory by sigmund freud to explain the psychological problem of the character. last, the result of discussion is compared to the prespective from al-qur’an to reflect the story of bristow in the cuckoo’s calling with the story of habil and qabil. mailto:kikekbgt@gmail.com 10 2.1 new criticism new criticism emphasizes explication, or “close reading” of “the work itself.” in close reading, one examines a piece of literature closely, seeking to understand its structure, looking for patterns that shape the work and connect its parts to the whole, and searching for uses of language that contribute to the effect (gillespie, 2010:172). therefore, to begin the analysis is to go directly toward the work by applying new criticism theory which is focused on finding the character’s characterization. according to edgar v. robert (1969:65), character in literature is an extended verbal representation of a human being, the inner self that determines thought, speech, and behavior. thus, dialogue, action, commentary, suggests and the details of character’s traits will help in the process of analyzing and making conclusion about a character’s strength and qualities. in the book of mastering english literature, richard gill (1995:127) explains further about the difference between character and characterization. “a character refers to a person in literary work; while characterization refers to the way in which a character is created”. it means that the reader can see the personality of a person in the novel through his actions and sayings or through other people’s saying about him. 2.2 theory on personality dynamic and anxiety according to hall (1954:65), reality anxiety happens when somebody considers that there is a danger around him. the source of the danger of anxiety is in the external world of that person instead of internal world. meanwhile, neurotic anxiety occurs when the feeling of fear comes from somebody’s intuition toward certain object. the neurotic anxiety is aroused by a perception of danger from the instincts. this can be displayed in three different forms, they are free floating type, phobia, and panic or near-panic reaction. furthermore, moral anxiety is the guilt feeling or shame which is aroused by a perception of danger from the conscience (hall, 1954:68). this study uses the first and the second types of anxiety which are reality and neurotic anxiety since the character, john bristow, experiences them in the cuckoo’s calling. 2.3 perspective from al-qur’an the al-qur’an view point will be useful to connect the theory of freud and the concept of akal, qalbu and nafsu or idea, heart and lust that means hold, understand and distinguish. akal is very important for all people. this is the third source of islamic law after the qur'an and hadith, which is termed the ijtihad. rasulullah said:..... no religion for people who have no idea/ sense (hr. bukari). qalbu is derived from the word qaraba means, change, move or turn around, and this means heart. qalbu will remain clean and be maintained by following 11 allah guidance. qalbu also becomes black and reversed if indulged. nafsu is a willing that encourages people to achieve his wish. these impulses are often called primitive impulse, because it is free without knowing good and bad. therefore, nafsu is often referred to as the encouragementoffreewill (https://www.facebook.com/permalink.php?id=118920068133854&story_fbid=65266163475 9692) the concept of akal, qalbu and nafsu are similar to id, ego and supergo, and it will be used to find the similarity between the main character and the character of qobil and habil. 3. discussion of the main themes 3.1 john bristow’s characterization john bristow is one of adopted children of sir alec and lady yvette bristow. he has a job as a lawyer. furthermore, he has an adopted sister and a girlfriend. those details are concluded from robin’s statements, the secretary of cormoran strike, a detective: lula landry was adopted by sir alec and lady yvette bristow when she was four. she grew up as lula bristow but took her mother’s maiden name when she started modeling. she has an older brother called john, who is a lawyer. the girl waiting outside is mr. bristow’s girlfriend and a secretary at his firm. they work for landry, may, patterson, the firm started by lula and john’s maternal grandfather (galbraith, 2013:29). this means that john bristow is an ordinary man. just like the other man who has a family, job and also a girlfriend. he is pretty rich because he wears nice suit, tie, watch and shoes which all looks expensive. “the prospective client followed robin into the room. the immediate impression was favorable......his dark gray suit was beautifully tailored, and the shining ice-blue tie, the watch and the shoes all looked expensive” (galbraith, 2013:25). another fact of john is that he is the second adopted child. these following sentences state that john has one brother and sister. “you wouldn’t remember me, it was years and years ago…but i think you were friends with my brother charlie. charlie bristow? he died—in an accident—when he was nine.” “i—this isn’t easy. firstly, you should know that my sister is—was—lula landry.” (galbraith, 2013:26). those sentences indicate that john has one brother named charlie who died when he was nine and one sister named lula landry who also died. john feels sad and depresses when he lost all the member of his family. his dad also already died, and he lives only with his mother who has cancer and dying. 12 “it’s just been a dreadful time,” he whispered, taking deep breaths. “lula…and my mother’s dying…” “she’s given up completely since lula died. it’s broken her. her cancer was supposed to be in remission, but it’s come back, and they say there’s nothing more they can do. i mean, this is the second time. she had a sort of breakdown after charlie (galbraith, 2013:27). in the case of lula’ death, john does not believe that his adopted sister really committed suicide, and he hired cormoran strike to investigate. he hired mr. strike because he was a schoolmate of john's late brother charlie, who died when he fell into a quarry while bicycling. “they say my sister killed herself. i don’t believe it.” “yeah,” said bristow, dabbing the end of his nose with the wet handkerchief. “well, i’m not denying that lula had problems. she put mum through hell, as a matter of fact. it started around the same time our father died—you probably know all this, god knows there was enough about it in the press…but she was expelled from school for dabbling in drugs; she ran off to london, mum found her living rough with addicts; the drugs exacerbated the mental problems; she absconded from a treatment center—there were endless scenes and dramas. in the end, though, they realized she had bipolar disorder and put her on the right medication, and ever since then, as long as she was taking her tablets, she was fine; you’d never have known there was anything wrong with her. even the coroner accepted that she had been taking her medication, the autopsy proved it. “but the police and the coroner couldn’t see past the girl who had a history of poor mental health. they insisted that she was depressed, but i can tell you myself that lula wasn’t depressed at all. i saw her on the morning before she died, and she was absolutely fine. things were going very well for her, particularly career-wise. she’d just signed a contract that would have brought in five million over two years; she asked me to look over it for her, and it was a bloody good deal. the designer was a great friend of hers, somé, i expect you’ve heard of him? and she was booked solid for months; there was a shoot in morocco coming up, and she loved the traveling. so you see, there was no reason whatsoever for her to take her own life.” (galbraith, 2013:28). those sentences convince everyone that john really loves lula. john tells about lula’s personality and her daily activities. he also says that lula does not show that she would take her own life. that is why he cannot accept the reality that he lost his sister. 3.2 the motif that leads john bristow killing his brother and sister the motif of john in killing his siblings is reavealed by these quotations below. “you—you can’t be serious?” said bristow. “i’m very serious.” “but…does…cormoran, are you saying you know who killed lula?” “yeah, i think i do—but i still need to speak to your mother before we wrap this up.” 13 bristow looked as though he wished he could drink the contents of strike’s mind. his myopic eyes scanned every inch of strike’s face, his expression half afraid, half imploring. “i must be there,” he said. “she’s very weak.” (galbraith, 2013:403). those sentences tell that cormoran wants to investigate john’s mother. john lets him investigate his mother and makes sure that he is also there when cormoran does it. these scenes give evidence that john bristow helps cormoran to gain information from his mother, and he helps his mother to make sure that she is strong enough to answer all the questions from cormoran later. in these situations, mr. bristow tries to satisfy his superego through becoming a good man. john intends to accompany his mother when she is interviewed by commoran. it looks like that he is a good man who really care of his parent, but there is a reason behind that. john bristow does not want cormoran asks his mother about questions that bring him into a danger, and he does not want the detective to check around his house because there is something hidden. “i told you quite clearly that i didn’t want you to see my mother without me present!” “don’t you even want to know what i found today in your mother’s wardrobe?” “you went—you went inside my mother’s wardrobe?” “yeah. i wanted to have a look inside those brand-new handbags lula got, the day she died.” bristow began to stutter: “you—you…” “the bags have got detachable linings. bizarre idea, isn’t it? hidden under the lining of the white bag was a will, handwritten by lula on your mother’s blue notepaper, and witnessed by rochelle onifade. i’ve given it to the police.” bristow’s mouth fell open. for several seconds he seemed unable to speak. finally he whispered: “but…what did it say?” “that she was leaving everything, her entire estate, to her brother, lieutenant jonah agyeman of the royal engineers.” “jonah…who?” “go and look on the computer monitor outside. you’ll find a picture there.” bristow got up and moved like a sleepwalker towards the computer in the next room. strike watched the screen illuminate as bristow shifted the mouse. agyeman’s handsome face shone out of the monitor, with his sardonic smile, pristine in his dress uniform. “oh my god,” said bristow (galbraith, 2013:425). in those sentences comoran finds the important thing, that is, a note written by lula. lula leaves all her wealth to her biological brother, jonah agyeman. john looks shock. he shows his id which looks like he is on shock after hearing what cormoran said. this scene has been explained in sigmund freud’s id theory that an id pushes the person to obtain pleasure 14 without concern for the other’s need. however, john looks shock when cormoran says about jonah. jonah is lula’s biological brother. he is a soldier. john knows about jonah and he does not want jonah to gain all lula’s wealth. “no, john, you weren’t deluded,” said strike. “not deluded. more like bat-shit insane.” “i said you’re bat-shit insane. you killed your sister, got away with it, and then asked me to reinvestigate her death.” “you—you cannot be serious.” “oh yeah, i can. it’s been obvious to me from the start that the person who benefits most from lula’s death is you, john. ten million quid, once your mother gives up the ghost (galbraith, 2013:426). cormoran states that john is insane because he kills lula but he asks cormoran to reinvestigate the case. at those sentences, it looks that john kills lula because of money. hall (1954:84) states that id is without logic, values, moral or ethic. in this scene, john serves the need of his id by killing his sister, lula. he is selfish and becomes irrational because of money. in addition, john also serves his id by killing lula’s friend, rochelle. the proof is in following sentence: “and you killed her, just the same way you killed charlie, just the same way you later killed rochelle: you pushed her, hard and fast—maybe you lifted her— but she was caught by surprise, wasn’t she, just like the others? (galbraith, 2013:437). in those sentences, john is very successful in fulfilling his desire. he kills his siblings, charlie and lula, and also kills rochelle to serve his id. mr. bristow cannot control his ego, and this explanation matches with freud’s theory when the theory states that ego sometimes is called the executive agency of the personality because it controls action, selects the features of the environment to which a person will respond, and decide how a person’s needs can safely be satisfied. it serves as the mediator between the demands of the id and the demands of the environment (hall, 1954:408). this means john’s id wins over his ego, because he cannot control his ego and serve his id by killing rochelle. there is another example in which john’s ego serves both his superego and id, that is his act of asking cormoran to investigate his sister’ suicide case.“what exactly is it that you would like me to do for you?” strike asked. bristow replaced the cup shakily on the desk, then gripped his hands together tightly. “they say my sister killed herself. i don’t believe it.” (galbraith, 2013:24). even though the police already says that lula is dead because of committing suicide, john insists that lula is killed by someone. at first, it seems that john really loves lula. john superego cannot be stopped easily when he faces obstacle. his ego strategizes to continue the 15 actualization of the strong superego’s push. then acting as a good man is the option which his ego chooses. john bristow wants to show to the people around him that he is a nice man. he would like others think that he is sad of his sister’s death. but the fact is, john knows lula has a biological brother, jonah, and also she is leaving everything to him. that is why john wants to trap jonah to be the suspected person. he asks cormoran, because he thinks that cormoran is just a clumsy detective. from the explanation above, it can be concluded that john bristow’s ego struggle hard in order to satisfy his id and superego. thus he is not in healthy personality condition as the result of his psychological problem. 3.3 john bristow’s psychological problem john bristow experiences reality anxiety because of bad traumatic experiences in his childhood. he starts to have his fear since he lives with his family. first, knowing that he was unloved by his mother caused him experiences trauma. “no matter how much you’ve fawned over your mother, and played the devoted son, you’ve never come first with her, have you? she always loved charlie most, didn’t she? everyone did, even uncle tony. and the moment charlie had gone, when you might have expected to be the centre of attention at last, what happens? lula arrives, and everyone starts worrying about lula, looking after lula, adoring lula. your mother hasn’t even got a picture of you by her deathbed. just charlie and lula. just the two she loved.” (galbraith, 2013: 433). according to the quotation, one of the causes of john bristow’s reality anxiety is the rejection of his mother. it is resulting to his lack of being loved just like what the children should have. being under a condition of an adopted child, john bristow feels anxious. thus, it ends up with his action of killing his brother and sister. john’s anxiety feeling is derived from his outer world, e.g his family and the unhappy condition of being rejected. in addition, john bristow’s reality anxiety is also triggered by his hatred to his uncle, tony. tony who has an important role of raising him wants john out of his family’s life. “tony knows you did it, doesn’t he? all that bullshit about the hard, cruel things he said after charlie died. tony was there; he saw you cycling away from the place where you’d pushed charlie over. tony saw charlie dead at the bottom of that quarry, and he told your parents that he thought you’d done it, didn’t he? he was right to be worried, wasn’t he? i think you’ve always been a bit scared of tony.” (galbraith, 2013:435). according to the quotation above, tony hates john because of his action of killing charlie. tony knows there is something wrong about john. this also shows how he worries about lula. 16 overall, it is clear from the discussions above that john bristow has experienced reality anxiety. he undergoes some traumatic incidents throughout his childhood. he starts to gain his fear since he was a child resulting from being unloved by his mother and going through unsatisfying life in his family. furthermore, this unhappy childhood continues in his life until he commits some crimes. besides reality anxiety, john bristow apparently experiences neurotic anxiety as well. the main reason is his fear which comes up from his own intuition. this instinct-based fear can be seen in his bad thought, intense irrational fear and panic reaction. his fear passes his consciousness and makes him become helpless. for instance, as cormoran strike says about john, he always loses by his better-looking sibling which is stated in the quotation below. “and that in itself must have felt great, john, didn’t it? the idea of being the only child, at long last? and never losing out again to a better-looking, more lovable sibling?” “fuck you,” snarled bristow. “fuck you, strike. what do you know about anything, with your whore of a mother? what was it she died of, the clap?” (galbraith, 2013:434). it shows that from the beginning cormoran knows that john is only pretending to be sad loosing his siblings. in short, it is clear that although people around him do not actually become a threat to him, he fears that they will do something bad to him. beside his intense irrational fear, the second indicator of john bristow’s neurotic anxiety is also observable from his panic reaction. this reaction, which appears suddenly, happens when he fears of cormoran strike who found out john’s true color. cormoran strike finally finds out that john kills his own sister, lula. he also knows that john kills lula’s friend, rochelle. as cormoran says in this sentence: “you put every obstacle you could in the way of me finding rochelle,” strike went on, as though he had not heard bristow. “you pretended you didn’t know her name, or where she lived; you acted incredulous that i thought she might be useful to the inquiry and you took photos off lula’s laptop so that i couldn’t see what she looked like. true, she could have pointed me directly to the man you were trying to frame for murder, but on the other hand, she knew that there was a will that would deprive you of your inheritance, and your number one objective was to keep that will quiet while you tried to find and destroy it. bit of a joke, really, it being in your mother’s wardrobe all along. strike saw bristow’s tongue flick around his mouth, moistening his lips. he could feel the lawyer’s fear. (galbraith, 2013:427). it is clear from the quotation above that john really gets panic for two things. the first, he gets panic when cormoran looks for rochelle and investigates her about lula. mr.bristow is afraid that rochelle will say the truth that john is not the heir of lula. that is why john kills 17 rochelle. even though rochelle does not realize that john is the killer. she just wants money from john, and john thinks that rochelle will bring him into a danger. the second, john gets panic when cormoran knows that he is the killer. as a result of this panic reaction, john moistens his lips and cormoran feels his fear. 3.4 the reflection of habil and qabil story in the cuckoo’s calling in the al-qur’an, there are perspectives about akal, qalbu and nafsu or idea, heart and lust. in the cuckoo’s calling the character of john bristow reflects the character of qabil. john and qabil kill their brothers; john kills charlie and lula meanwhile qabil kills habil. qabil achieves his wish by serving his nafsu. he kills habil like john bristow who serves his id. this proves that the theory of sigmund freud, id, ego and superego, has already existed in the al-qur’an. robert galbraith or j.k. rowling wrote the cuckoo’s calling in the 2013, even though she is non-muslim, but her novel reflects to the story of habil and qabil. the readers can take some lessons from the cuckoo’s calling and also from the story of habil and qabil. murder will always occur if people serve their id or nafsu. qalbu is the moderator between akal and nafsu. qabil is controlled by nafsu and kills habil. he cannot use his logic because his akal lost to his nafsu. it can be learned from the story of habil and qabil, the first murder in the world, that man should keep his heart from being spiteful. if envy controls human emotion and feeling, he/she will be able to do bad things to others and even to his/her own family. 4. conclusion there are two main topics of this study, that are john bristow’s psychological problem and the reflection the story of habil and qabil in the cuckoo’s calling. john is the second adopted child of yvette and alec bristow. he has two other adopted siblings named charlie and lula. john is a lawyer. john is an ordinary man who is obedient to his parents. he cares and loves his mom. but he feels that his parents, especially his mother loved charlie and lula more. being aware of this situation, john wants to be the only one. he decides to kill his brother and sister without his parent knowing it. john has problems in satisfying the pretension from his egoistic desire (id) and noble moral standard (superego). thus it creates a psychological problem in his life. moreover, from the analysis, it could be revealed that bristow’s inequity towards the fulfillment demands of his id and superego provokes his psychological problem. the analysis proves that john bristow experiences the authority war between his drives and superego. as an ordinary man who has flesh and blood (id), he is the individual character 18 who only makes efforts to cast about his own contentment. however, he has a moral standard and social values which come from his environment. thus, his ego urgently needs to accommodate both of them fairly through modus operandi. in other words, the ego needs to create or have a strategy in order to be good moderator. in addition, his ego actualizes his id and superego through acting as a lawyer or ordinary man and a killer. john bristow also experiences some anxieties for the reason of his unbalances treatment to his desire and moral standard. first, he experiences being unloved by his mother followed by an unhappy and unsatisfying life in his family. then, other experience when he is being hated by his uncle too. these experience happened in bristow’s youth and adulthood has a rule to shape his neurotic anxiety. his anxiety comes as his fear to repeat his bad time, such as fear of losing the love from his mom when his parents adopted lula. the last discussion is the reflection of the cuckoo’s calling to habil and qabil. it is proved that the cuckoo’s calling reflects habil and qabil. john kills his own sibling just like qabil kills habil. theory of personality dynamic which is about id, ego and superego is already stated in islam that are akal, qalbu and nafsu or idea, heart and lust. qalbu is the moderator between akal and nafsu. qabil is controlled by nafsu and kills habil. he cannot use his logic because his akal lost to his nafsu. through the analysis, it can be concluded that it is important to protect children from traumatic condition even though they are lack of certain things that people are said to require. it is observable in the novel that trauma possibly brings great influences toward the development of a child. in addition, the unsupportive society and surroundings where the child lives can also bring significant effects to child personality. a person may get so afraid and tensed with the society due to the bad treatment from the society. furthermore, it can be learned that crime does not always come from biological and environmental factors, yet it also comes from the person himself as he or she struggles for something, either to be free, to fulfill his or her desires and needs, as well as to be what he or she wants to be. 5. references galbraith, r. (2013). the cuckoo’s calling. london: mulholland books. gill, r. (1995). mastering of english literature. london: the macmillan press. ltd. gillespie, t. (2010). doing literary criticism. stenhouse publishers. hall, c. s. (1954). a primer of freudian psychology. new york: the world publishing company 19 robert, e. v. (1969). writing themes about literature. new york: prentice hall, inc. alqur’an terjemahan indonesia. retrieved 4 april 2015 from https://www.facebook.com/permalink.php?id=118920068133854&story_fbid=6526616 34759692 https://www.facebook.com/permalink.php?id=118920068133854&story_fbid=652661634759692 https://www.facebook.com/permalink.php?id=118920068133854&story_fbid=652661634759692 82 the meaning of beauty through a woman image in stephanie meyer’s twilight itsna syahadatud dinurriyah state islamic university of sunan ampel surabaya duasyahadat@yahoo.com abstract: the presence of women has been questioned by men since ancient time up to now. they tried to define what kind of creature women are. aristoteles had given the idea of woman that she is male in form but female in virtue. thomas aquinas also defined that woman is an imperfect man. in spite of their confusion about women, they like women’s presence since they give beauty in life. the beauty of women is not only in men’s mind but it also appears through their performance. they look so beautiful so that men want to make them as their partners in life. the meaning of beauty on women has been changed from time to time. in postmodern era, the meaning of beautiful women is not the same with that in the previous era. the elegant performance does not become the measurement anymore. the idea of what ‘she becomes’ is the indication of beauty itself and it is discussed in the last part of the article. keywords: beauty; performance; post-modern; woman image. 1. introduction twilight saga is a series written by stephanie meyer, an american female writer. she is just a new debutant in this case. as a housewife with three children, she is successful in introducing new way of fantasy story through these novels. the saga consists of five books so far, they are, twilight (2005), new moon (2006), eclipse (2007), breaking dawn (2008), and midnight sun (2009). each of them has been published every year since 2005. even though the background of these novels is high school teenage students but the writer intends to make it for young adult; that is why most of the readers are young women. by using myth background that is believed by american and famous in the world, the writer uses vampire (russian/european immigrant myth), werewolf (indian/natives american myth) and their relationship with human. she also describes this relationship in human way; even she introduces the new concept of vampire and werewolf as inhuman. the novel of twilight itself is made in two versions now. since the movie got its big success and many people became aware of twilight world, the publisher launches the movie version of the novel. so the early cover of the novel is never replaced by the movie picture because the original one still uses a picture of hands hold an apple while the movie version uses a picture of robert pattinson and kristen steward as the cover of the book. the story of this series starts when isabella swan moves from phoenix to fork, a small town in washington state, america. she moves there because her mother, who got divorced 83 with her father, charlie, remarried with a soccer player, phil, and has to move from town to town but later settle in florida. so bella wants to stay with her father, who is alone for fifteen years. in this place, she meets edward cullen, an introvert and freak, but handsome and genius student. many girls in the school want to be his girlfriend. unfortunately, none of them seems proper for him. no one knows that he is a vampire. his foster father is a doctor and respected by many people in the town including bella’s father, chief charlie swan. in this town, she also meets jacob black, a son of billy black, a chief of quileute tribe. he is appointed by his nature belief being a werewolf and his father is bella’s father’s best friend. as an indian, he lives and goes to school in reservation. both of these boys love bella. even though bella loves edward very much, but she also has good relationship with jacob. having good relationship with them makes bella knows every little thing about vampire’s and werewolf’s life. the love story between bella and edward as vampire is interesting enough to be discussed, but this study does not expose about that. as a new comer in fork, bella is quite attractive for boys there. most of her male friends want to be close to her. the attractiveness that bella has is opposite with her motoric ability. she is very poor in sport, unstable in walking and even clumsy. she also does not try to be look so elegant. she just performs what she is; and that is the thing edward like. bella has different beauty from other woman edward knows. this study will explore a lot about the idea of beauty in bella’s performance, however, this novel is inspired by fantasy. fantasy derives from the adjective fantastic; it is from latin word, phantasticus, meaning that which is visible, visionary, and unreal. by that meaning, the sense that comes to us is all imaginary activity that is fantastic and all literary works are fantasies. according to eagleton, literary work is imaginary (2008:2), meanwhile rosemary jackson in her book entitled fantasy: the literature of subversion, stated that fantasy, both in literature and out of it, associated with imagination and with desire that has made it an area difficult to articulate or to define, and the ‘value’ of fantasy seems to reside in precisely this resistance to definition, in its ‘free-floating’ and escapist qualities. literary fantasies have appeared to be ‘free’ from many of the convention and restrains of more realistic texts. literature of the fantastic has been claimed as ‘transcending’ reality, ‘escaping’ the human condition and constructing superior alternate, ‘secondary’ worlds. 84 jackson also states that modern fantasy is rooted in ancient myth, mysticism, folklore, fairy tale and romance. it seems that fantasy provides a range of possibilities out of which various combinations produce different kinds of fiction in different historical situations. so fantasy is nothing to do with inventing another non-human world. it has to do with inverting elements of this world, re-combining its constitutive in new relations to produce something strange, unfamiliar and apparently ‘new’, absolutely ‘other’ and different. sartre claimed that the fantastic, in becoming humanized, approaches the ideal purity of its essence, becomes what it had been. in this case, fantasy literature has different function; it does not invent supernatural regions, but presents a natural world inverted into something strange, something ‘other’. it becomes ‘domesticated’, humanized, turning from transcendental explorations to transcriptions of a human condition. in short, modern fantasy is a literary work which combines some genres in one story. it shows its characteristic of being strange, different, and new without dismissing the humanity in it. since it is talking about human, so this study emphasize the idea of human beauty through woman image in this novel. 2. review of literature 2.1 postfeminism talking about feminism means talking about women’s struggle in getting their right. feminism is a movement started in 19th century in western countries such as england and america. this movement happened in victorian era (the previous era) women did not have their own right economically and socially. they were not free in having friends and socialized with other people. their social relationship had been chosen by their husbands or by their family (father). economically they also depended on their husbands. they could not have any work since their husband were the bread winners. it they worked outside the house, it means they did not respect their husbands. in other words, they made their husband weak because they could not fulfil their wife daily need. this movement was known as feminism the first wave. the second wave of feminism was very radical. they demanded the equality between men and women. they believed that what men could do, women also could. therefore, lesbianism and homosexual existed in this era. it happened in the middle of 20th century. furthermore, this movement was supported by those who were active academically. for the women's movement of the 1960s and early 1970s the subject of feminism was women's experience under patriarchy, the long tradition of male rule in society which silenced 85 women's voices, distorted their lives, and treated their concerns as peripheral. to be a woman under such conditions was in some respects not to exist at all (rivkin and ryan, 2004:765). therefore, women at the time felt oppressed by patriarchal system. to get their independency, women do the movement which was much more radical than the previous one. it is different from the previous movement, the third wave of feminism, or it can be said post-feminism, is supported by grassroots. they have different view because they use pop culture as place to do some activities. while in the previous movement, pop culture was treated as low culture by the second wave of feminism (mochtar, 2008:53). for post-feminism, the movement is identical with diversity. there is no certain guidance to be feminist. a woman may become a feminist based on the understanding she believes and chooses, and based on the condition she received in her neighborhood. they also open with the diversity because of races, ethnics, religions, gender, education, as well as sexual preferences. therefore, the activists of this wave are from various background but they are unitized because of the similar interest and ages (mochtar, 2008: 55). additionally, they do not treat men as their enemy instead of their partner. they think men are not the ones who oppress them anymore (56). post feminism expresses the intersection of feminism with postmodernism, post structuralism and post-colonialism, and as such represents a dynamic movement capable of challenging modernist, patriarchal and imperialist frameworks. in the process, post feminism facilitates a broad-based, pluralistic conception of the application of feminism, and addresses the demands of marginalized, diasporic and colonized cultures for a non-hegemonic feminism capable of giving voice to local, indigenous and postcolonial feminisms (brooks, 1997:4). post feminism or some people call it ‘anti-feminist’, the term is now understood as a useful conceptual frame of reference encompassing the intersection of feminism with a number of other anti-foundationalist movements including postmodernism, post-structuralism and post-colonialism. post feminism as in the case of post-colonialism and postmodernism is often used to signal a complete break in a previous range of usually ‘oppressive’ relations. ‘post’ as used in these instances often implies that these relations have been overcome and replaced and in this context the emphasis is on a new range of temporal, political and cultural relations. this use of the concept of ‘post’ is highly problematic. as it is understood in this book the concept of ‘post’ implies a process of ongoing transformation and change (brooks, 1997:1). related to post feminism, this writing tries to connect it with the main female character in twilight, bella. bella is a 17year old girl who lives in postmodern era. her relationship with 86 edward shows that she does not want to compete edward as the one who oppresses her. the relationship is equal between man and woman by having appropriate communication, take and give idea as well as respect each other. bella is not the one who demands the equality because of man’s oppression, in this case edward. she treats edward as partner. no enemy nuance in the story. 2.2 postmodernism the term ‘postmodernism’ (and its cognates) is often considered by many people to the role of the media in late twentieth century capitalist societies.whatever usage one prefers, it is clear that ‘postmodernist theory’ implies certain critical stances: that the attempts to explain social and cultural developments by means of ‘grand narratives’ (all-embracing theories or accounts) are no longer feasible or acceptable, and that ideas can no longer be closely related to a historical reality (carter, 2006: 119-120). so, postmodernism has introduced to the recent generation that being sequence is not important anymore. they may distract the sequence by ignoring the history believed before. by this condition, postmodernism has attracted both strong positive and negative criticism. it can be seen as a positive, liberating force, destabilizing preconceived notions of language and its relation to the world and undermining all meta-languages about history and society. but it is also seen as undermining its own presuppositions and warding off all coherent interpretation. for many it is apolitical and ironically non-committal (120). in contemporary society and culture postindustrial society, postmodern culture -the question of the legitimation of knowledge is formulated in different terms. the grand narrative has lost its credibility, regardless of what mode of unification it uses, regardless of whether it is a speculative narrative or a narrative of emancipation (359). related to the object that will be analyzed in this writing, the relationship between bella and edward is not so sequence. they are form different world. bella is a human while edward is inhuman, but they can have such a nice relationship. no one knows that edward and his family are vampire except bella and werewolf. it shows that grand narrative that a normal one will try to find the common spouse has been broken by this concept. therefore, this writing exposes the uncommon thing in the novel. 2.3 cultural studies the word "culture" acquired a new meaning in the 1960s and 1970s. prior to that time, culture was associated with art, literature, and classical music. to have "culture" was to possess a certain taste for particular kinds of artistic endeavor. anthropologists have always 87 used the word "culture" in a much broader sense to mean forms of life and of social expression. the way people behave while eating, talking with each other, becoming sexual partners, interacting at work, engaging in ritualized social behavior such as family gatherings, and the like constitute a culture. this broad definition of the term includes language and the arts, but it also includes the regularities, procedures, and rituals of human life in communities. culture is both a means of domination, of assuring the rule of one class or group over another, and a means of resistance to such domination, a way of articulating oppositional points of view to those in dominance. the other perspective sees culture from the bottom up and pays more attention to the way (rivkin and ryan, 2004:1254). it means that culture exists because there is an agreement in a society and it becomes rules for them in running their lives. the one who break the rules means break the agreement. he or she will get social punishment from society such as treating as a freak or evicting from the neighborhood. in the domain of culture, this contestation takes the form of the struggle for meaning, in which the dominant classes attempt to "naturalize" the meanings that serve their interests into the "commonsense" of society as a whole, whereas subordinate classes resist this process in various ways and to varying degrees and try to make meanings that serve their own interests. consciousness is never the product of truth or reality but rather of culture, society, and history (1269). from this statement, it can be concluded that culture which is an agreement in the society turns into a nature because the society tries to naturalize it so it becomes common sense for the society. if the member of society does not do the common thing, it means she or he is treated as uncommon man or unconscious. the social norms, or that which is socially acceptable, are of course neither neutral nor objective; they have developed in the interests of those with social power, and they work to maintain their sites of power by naturalizing them into the commonsense the only social positions for power. social norms are ideologically slanted in favor of a particular class or group of classes but are accepted as natural by other classes, even when the interests of those other classes are directly opposed by the ideology reproduced by living life according to those norms (1270). common sense in which the society tries to maintain often collides with the change of the era. since each era has its own time, the new common sense often comes from the youngster to show their existence. if it is accepted by the society, then the common sense will change its nature. the society will use the new common change. it will happen continuously from era to era. it is really connected with what post modernism try to comprehend about. 88 dealing with the analysis of twilight, this writing tries to compare the conventional common sense about beauty or woman image in which most of the society agree for a long time before with the new concept about it revealed in the novel. the conventional one is the dominant common sense which is believed by the society especially american people since the literary work analyzed is from america. yet, this novel tries to propose a new concept about the meaning of beauty in woman image that is not dominant agreed by the society. it is something different that is in the process of naturalize to the society. if the nature of it happens many time it will become a common sense that finally people understand that the era has changed. since it changes, so the concept changes also. therefore, there is no absolute common sense of something because it stands for the era it is accepted by the society. 3. research methods since this research is library one, so the data used are taken from the original writing, critical studies, articles, encyclopedia, etc. the descriptive-analytic method is used in analyzing the woman image of beauty in twilight. this research relates to cultural studies since the literary work is popular literature. it also uses some theories which match with the analysis such as post-feminism and post modernism. 4. discussion of the main themes 4.1 isabella swan as a woman diyanni states that as readers we often come to care about fictional characters, sometimes identifying with them, sometimes judging them (1993: 54). in this case, this writing will care about isabella swan as the fictional character that becomes the center of the story as well as the analysis. therefore, identifying isabella swan as the female main character and the focus of this research is very important. isabella swan or bella, she prefers to be called in the novel, is a 17-year-old girl who moved from phoenix, a big city, to forks, a small city in washington state. she is a daughter of chief charlie swan, a respected policeman in forks. bella, firstly, lives with her mother but then decides to live with her father. she is a product of divorced parents so she must understand with the separation between her mother and her father. after divorced from her father, her mother moved from forks and lives in a bigger city. she remarries with a football player who joins and moves from one club to others. the consequence of it, her mother must also move from one place to others following her husband. it makes bella uncomfortable. therefore, she decides to live with her father who never marries again after the divorce. 89 while identifying bella, judging her is important too. in judging her it could be by observing the action, listening to what she says and how she says, noticing how she relates to other characters and how other characters respond to her, especially to what they say about each other (diyanni, 1993: 54). by this condition, it will know how bella’s relationship with her father. as the one who has left his father for long time, their relationship is not good. bella had left her father since she was 5 years old. now she is 17. they have never been together for 12 years. it is quite long time to make their relation a little bit awkward. when bella was a small kid, this condition was not so worrying. kids can mingle with anyone without hesitation. but now, bella is a girl. the intimate relationship between a father and a daughter has an obstacle because the father must understand the psychology of his growing daughter. besides that, when kids turn into teenagers they usually become a little rebellious. in spite of the awkward relation between bella and her father, charlie is very happy having bella with him. before coming to forks, charlie told all people in forks that his daughter will come and stay with him. he says that her daughter is so beautiful thus many people are curious about bella. then it becomes very reasonable when bella really comes, many people want to know and see her. it makes bella famous for the first time in her life. she compares with her life when she was in phoenix. nobody knows her. she is an ordinary girl without something special. but in forks, she is so special. all people know her name without having introduction while she does not know who they are. she says that she would be the new girl from the big city with a curiosity and freak (meyer, 2005:3). it means she realizes that she will be the attentive one for people in her new place. she also understands that she must explore again about forks since she has forgotten about it. she even can predict that people will think she is a freak because she will be quite different with common people there. actually bella does not like forks. it is not only because it is a small town but also because it is so humid. sunshine is rarely there. it is full of rain and snow, “ “i loved the sun and the blistering heat. i loved the vigorous, sprawling city” (meyer, 2005: 1). it proves that bella feels uncomfortable in forks but she endures it for her mother and father’s happiness. the one she does not like again about forks is the out of date of the youngsters. their social life is so small as small as the town. they do not have bar. there is no disco there. the situation of the town is just simple like their life. therefore, when her father gives her a car as a gift, she is in confusing feeling between happiness and disappointment. the car is not a car but a truck. not a new truck but it is older than bella’s 90 age. later on she accepts it happily since it is so strong. besides that, when she drives it to school, there are many students who drive older cars than hers. it is very different from her previous school friends. “i was glad to see that the most of the cars were older like mine, nothing flashy” (5). “it was common thing to see a new mercedes or porsche in the student lot” (6). the second sentence shows that teenagers in phoenix especially her school mates are common with luxurious cars. they compete to have the newest car and they show it to their friends. living for 12 years in in phoenix makes bella a real city girl. she must try hard to adapt forks condition especially teens social activities. she feels awkward to be noticed by other people all the time. it is not difficult for her to have friends at school. only one person who keeps his distance to her. he is edward cullen. jessica, her friend, says that edward is not interested in girl. it seems there is no girl proper for him, jessica continues. edward is a handsome boy who lives isolated with his vampire family. then, it is logic that he does not make any relationship with his human friends. “he was leaning away from me, sitting on the extreme edge of his chair and averting his face like he smelled something bad. i sniffed my hair. i smelled like strawberries, the scent of my favorite shampoo.”(meyer, 2005:10) bella realizes that there is something edward does not like about her, but she does not know what it is. she just predicts what edward hates about her. she really understands that she is not beautiful. she is also not an elegant person. she is not sporty, clumsy, and unattractive. “i stumbled over a book in the walking and had to catch myself on the edge of a table. the girl sitting there giggled” (meyer, 2005: 9). “remembering how many injuries i had sustainedand inflictedplaying volleyball. i felt faintly nauseated” (11) it proves that bella is a laughing stock for other people since she does not know how to walk stably. she got a lot of scars in her body because of falling. she is so clumsy. in sport she also does not know how to play. she is so nervous playing sport with her friend so then she hit her partner in the game. “i hit my teammate in the head with it” (13) besides those weaknesses, bella also has distinctive performance. “but physically, i’d never fit in anywhere. i should be tan, sporty, and blond. i was ivory-skinned, without even the excuse of blue eyes or red hair, despite the constant sunshine” (3-4). she wants to say that she gets a gift from god with different common sense. since she lived in a place with much sunshine, she should have darker complexion. she also should be good in sport because her environment is possible to 91 do some sports. unfortunately, she is poor at sport. she also wants to look beautiful. according to white people myth, being beautiful must have blond hair. yet, what she has is ivory skin, blue eyes and red hair. her physical appearance is influenced by her mother condition. her mother is part albino (6). so, it is reasonable if the recessive gene comes to bella. by that condition, of course, bella is not confident in front of edward. edward’s behavior on her in the first meeting is not normal, but she realizes that she is not interesting enough to be close with him. “he is gorgeous” (9). “of course he wasn’t interested in me. i wasn’t interesting. and he was. interesting…and brilliant…and mysterious… and perfect…and beautiful and possibly able to lift full-sized van with one hand” (meyer, 2005:36). those statement proves that bella really understands that she is not good enough to be with edward. edward is too good to be true for her. all good things are in edward, while bella has a lot of weakness. as a clumsy girl, bella also does not dance. when some of her male friends invite her to the party she refuses it by saying, ”i’m not going to the dance at all” (33). it is not because she does not like party but because she does not get balance in dance (37). she is not like her mother who is very good in dancing. edward, as the interesting boy for the rest of the girls at school, does not think like the way bella does. indeed, in the first meeting he is not ready seeing bella as his friend since bella has something good in her blood. as a vampire he cannot stand on that smell but on the other side he must control himself so his presence as vampire is still as secret. in the following days, edward tries to be nice to bella which makes bella so surprise. for edward, bella has something unique that other girls do not have it. bella’s weakness in balancing her walk is something interesting to edward. he makes sure for it. “are referring to the fact that you can’t walk across a flat. stable surface without finding something to trip over?” edward really understand bella’s clumsiness, so he says, ”you are so fragile. but i am a man” (143). it means that edward is responsible on bella’s weak part. he does not blame bella’s condition. he feels being a man if he is able to protect bella as his girlfriend. he wants to say that she can rely on him. she will be safe by his side. therefore, when bella is fainted in blood check for knowing her type of blood in biology class, even though arguing with his friend -his rival actually, edward scoops bella to school clinic. he also asks the teacher’s permission so bella can go home earlier. when edward asks her to the prom, she hesitates to go there because she does not know how to dance. like a gentleman, edward offers his feet to be steeped on so bella can move 92 from one step to another. it seems bella is so perfect in dancing, but they know that it is because edward’s feet movement under bella’s. bella’s clumsiness does not make edward embarrassed. he is happy with that. he is so entertained with it. according to esme, edward’s foster mother, edward never laughs even smiles before. his life is full of brooding and isolating. since bella comes to his life, edward smiles all the time and mingles with his family. he also knows how to communicate with other people normally. he knows how to make joke and laugh like other people do. bella brings a lot of changes in edward. his life is like a normal man. in spite of hating bella as human, cullens family loves her because she brings positive changing in edward. firstly, edward family especially his foster parents are so worry with edward condition. it seems he does not like his life. he does not like his gift to be a vampire. he is so lonely. that is why they are so grateful with bella’s presence in edward’s life. even though bella feels unconfident in front of edward, who is perfect, interesting and brilliant but for edward, bella is the interesting one. she is so different from her girl schoolmates. usually, a girl loves to touch a little make up on her face. they like to be beautiful and cover their weakness in their facial problem by using make up. bella does not do that. she does not try to cover her pale skin, the thing that she does not like, by using cosmetics. she is confident with her condition in unconfident feeling. she wants to be beautiful but she does not try too hard to look beautiful. that what edward likes; and it is beautiful for edward. he likes her because she does not cover what she has by other thing that many people think it is good. she is so different. she has different mind and does not mind with the differences. from the description above, there are 2 (two) things that edward likes from bella. the first, in spite of her unbalances through her walking, dancing or doing sport, she does not attempt to hide it. she tells the truth to anybody. it makes other people aware if they have to do something together with bella. she does not try to make good image that she is good enough in anything because she does not want other people know her weaknesses. she gives vivid description of her image so people do not hope much to her. she has done the best for herself by hoping that no one will laugh to her clumsiness. but unfortunately, her clumsiness often makes other people laugh to her including edward. the second, bella does not like her physical appearance. she does not like the color of her complexion, she does not like the color of her hair as well as her eyes. despite that, she does not try to hide it or fix it by cosmetics. she never wears make up on her face. she goes anywhere with her bare face. again, she is confident with her condition in unconfident 93 feeling. for her, without make up is freer than cover her face so people do not recognize her well. these two things are really worth for edward. he is the famous one since he is handsome, brilliant, and perfect. yet, he falls in love with bella not because bella is interesting, beautiful in term of attractive, or even famous. bella is an ordinary girl without something special. she becomes so special for edward because she performs what she has. she is different and it is what she has. she does not have to be such elegant to have a perfect boyfriend because her boyfriend is quite falling for her because of her special commonness. 4.2 the conventional beauty meaning on woman twilight is a literary work written by an american writer, stephanie meyer. since it is an american work, so the paradigm is also using american concept, in this case the concept of woman beauty. body image and great physical appearance receives great emphasis in american culture. being thin is beautiful for woman and being muscled is handsome for man (tom, 2005:458). dealing with the literary work, there is no certain information about bella’s weight. yet, there is no information also that she has problem with her body. it can be concluded that bella’s weight is normal, she is not thin neither fat. it means, it is difficult also to say that she is beautiful. it is different from edward. he is clearly muscled. her face is beautiful. he is perfect. of course he is handsome. being handsome or beautiful is a questioning for many people since long time ago. there is a reason why we perceive something as beautiful: physical human beauty is linked to evolutionary patterns, such as the scheme of childlike characteristics, or the advertence of the primary and secondary sexual organs. other traits, like tanned skin or body weight, depend on our education and culture and so are changing over time (donne, 2010:88). so, being thin and muscled are education and culture in america. it is naturalized to people there so it becomes common sense there. so then, what is beauty actually? plato said that the good is always beautiful. but, what is good? just good? conventional ideas of prettiness were jettisoned along with the traditional feminine lore of cosmetics (hebdige1979:107). different from hebdige, donne argues that beauty is a pleasurable feeling that rises in the perception of each individual (2010:90). she explains that a particularly interesting area is the perception of beauty, because beauty has to do with the fields emotion, motivation, cognition, thinking and learning at the same time (cf. d¨orner in halcour, 2002). in order to explain the phenomenon of beauty, one must consider 94 all those psychological factors and their interactions. beauty defies categorization into one of the psychological sub-disciplines, because it covers as a process the whole human experience. thus, it is impossible to give a meaning of beauty if one never experience the process of life. donne opposes that beauty is only about face and body. she prefers to believe that it is related to the inside condition of people and the journey of her life. 4.3 the postmodern perspective on woman beauty in ode on a grecian urn, keats writes that "beauty is truth, truth beauty—that is all." and emerson describes beauty as the mark god sets upon virtue." both of them never mention physical traits to find the beauty. keats only said that beauty only requires the truth. if someone does not manipulate his or her existence, it means she is beautiful. she does not need to wear make up to cover her facial features weakness. as long as she performs with what she is, it means she is beautiful. the thing keats says about beauty just like what happens to bella. she tells the truth. she does not hide anything, physically, psychologically as well as mentally. physically she does not wear make-up even she does not like her complexion. she does not dye her hair like what a beautiful girl should have. psychologically, she also does not hide her weakness in sport and dancing. she just tells the truth that she is not going to dance at all and she also reveals that she hits her friend’s head in volley ball. mentally, she says that she is bad in balancing her walking. she is so clumsy. she just tells the truth like what keats says. so, she is beautiful based on keats concept. emerson also wanted to say that beauty is nothing to do with physical performance. like what donne says previously that beauty is related to the feeling, emotion and thought, emerson also emphasizes that being virtue is the beauty. to have virtue needs process and the process itself is for the whole human life. bella is a young girl. to be virtue she needs long process. fortunately, she is a kind person. she is friendly to all her friends. she is also loyal. when edward does not want to tell the truth about his strength, she never demands it in front of their friends. she just waits until edward tells her frankly. she is also very independent. she does not like if she relies on other people too much. what bella has so far is beyond what people think of beauty but the readers like to imagine this fictional character. the readers even can get the feel on how if they have a friend like bella. she must be a nice person. being nice becomes preference by many people better having beautiful physical traits but poor in behavior. 95 it could be those which edward likes from bella. he thinks she is beautiful because of her truth and virtue. he does not need an exact beautiful girl to be this perfect guy’s girlfriend. he sees the beauty in her. postmodern, indeed, opposes the common sense. it does not follow the mainstream held by many people, including the meaning of beauty. like what hebdige states that the meaning of subculture is, then, always in dispute, and style is the area in which the opposing definitions clash with most dramatic force (1979:3). postmodern society always perform something different and they also try to find something new which is different from other people. the post-modernist always tries to oppose the common sense in society and rejects the agreement naturalized in the society. in short, they do not like hegemony as well as domination. what edward chooses on girl in the novel is very postmodern. he chooses bella who does not have the criteria of beautiful conventionally. bella is just an ordinary girl. physically she is not attractive. her complexion is too pale, she is not sporty and not blond. she also has problem with her balance. as a teenager she is not like the others who know how to dance well. it seems she is so freak. nothing interesting about her physically. edward oppose the concept of conventional beauty by falling in love to bella. he wants to be bella’s man. he is not attracted by physical beauty, but he is so tempted by the beauty of truth just like what keats said in his poem. although bella is an ordinary girl but she does not cover her weaknesses. she does not wear cosmetics even though her skin is ivory-colored. she does not dyed her hair to be blond. she also does not try to keep her image to be so elegant by knowing many things such doing sport and dancing. she tells the truth to edward that she is weak in balancing. she is often tripped on while she is walking. that is the truth while other people try to hide it. and it is beautiful for edward. indeed, the idea of beauty is really cultural. if in america being blond is beautiful, in other countries will be different. if in america this is beautiful, in other culture in would be different. the difficulty in defining beauty is that it is ever-changing, and what is judged to be beautiful today may not be so tomorrow (schulman, 2008:16). it is what we call postmodern; everything tries to be opposed since finding the truth is still in the process. 5. conclusion beauty is something adored by all women around the world. physically, it is very easy to define beauty. unfortunately, not all people agree with that opinion. some of them prefer to 96 define it as something undefined. confucius said that everything has its beauty but not everyone sees it. what confucius stated seems so match with what edward sees in bella. as an ordinary girl, bella has beauty and only edward can see it. physically she is not the one adored by many men. she is not sporty, poor in dancing and has difficulty in balancing her body. those are not characteristic of a beautiful woman. those are the weaknesses that should be hidden in front of men. but bella does not do that. bella gives edward pleasure by her weakness. it is a kind of entertainment so than edward can smile even laugh. as a perfect man, edward prefers having bella as his girlfriend. even though she is just too common for a girl but edward can see the goodness in bella. she can make edward better his social life. the indication of a beautiful girl is changing time to time. it relates to the culture believed by certain society. when it is naturalized by the society then it will become a common sense for all. yet, every era has its own characteristic, including the meaning of beauty. some culture believe that being a prominent girl is beautiful, but now, being thin is much better. in the past, to be a good woman she must perform elegantly in front of other people, but now, a girl can socialize with other people with a bare face – without make up at all. in postmodern era, the era in which people are questioning to the confirmed common sense, the meaning of beauty is also questioning. most of them try to oppose the idea of beauty has been explained before. for modern people, beauty is related to cosmetics, but for posmo people the meaning is questioning. what edward has done is really posmo. he opposes the conventional concept of beauty by choosing bella as an ordinary girl. for him she is beautiful. 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(1948). theory of literature. united states: harcourt, brace and company. volume 14, number 1, april 2023, 72-83 available at http://jurnalfahum.uinsby.ac.id/index.php/nobel/article/view/708 doi: 10.15642/nobel.2023.14.1.72-83 efl college students’ reading strategies for comprehending reading texts jannatul laily noviabahari1, dian palupi2, rizka maulina wulandari3 politeknik negeri madiun, jl. ring road barat, manguharjo, kota madiun1,2,3 article info abstract this qualitative study attempts to look into reading strategies employed by college students to comprehend the texts they are reading. semi-structured interviews and observations were conducted to obtain verbal and nonverbal data regarding reading strategies. the findings revealed that six participants of english students used all types of reading strategies developed by mokhtari et al.: global reading strategies, problem-solving reading strategies, and support reading strategies. support reading strategies and problem-solving reading strategies were the most frequent reading strategies the students used, and they seldom applied global reading strategies while reading. however, although they are equally high achiever students, they still need to be better readers; their reading comprehension skills differ. article history: received january 2023 accepted march 2023 published april 2023 keywords: efl college students, reading comprehension, reading strategies © 2023 uin sunan ampel surabaya correspondence: p-issn 2087-0698 email: jlnoviabahari@pnm.ac.id e-issn 2549-2470 http://jurnalfahum.uinsby.ac.id/index.php/nobel/article/view/ jannatul laily noviabahari, dian palupi, & rizka maulina wulandari nobel: journal of literature and language teaching 73 volume 14, number 1, april 2023, 72-83 introduction success in reading is among the most important achievements for all students due to its role in academic learning. students will learn new words, terms, and phrases that automatically enrich their vocabulary through reading. however, reading and comprehension are important skills for efl students. reading without comprehension is not reading because the ultimate goal of reading is comprehension. unfortunately, when students are asked what they have just read, there are no responses; they do not comprehend what they read. thus, although they may get a high score in reading fluency, they are not good readers. students may have problems identifying pivotal information and comprehending textbooks, journals, and articles simultaneously. biancarosa and snow (2006) in cardullo et al. (2017) state, “yet approximately eight million young people between the fourth and twelfthgrade struggle to read at grade level; their most common problem is that they are not able to comprehend what they read.” in addition, taraban et al. (2000), as cited in lei et al. (2010) and zeivots (2021), revealed that even though college students read textbooks and academic materials, this does not guarantee they always understand what the text is about. reading appears more problematic because the readers must construct meaning from the text. for efl students, encountering unfamiliar words, extracting information, and interpreting the text can be major difficulties in reading because of their limited language proficiency. reading strategies (rs) can assist students in comprehending english text. students’ reading proficiency improves if students can employ the strategies well. palincsar and brown (1984), also alamin and ahmed (2014) state that implementing strategies while reading helps low-achieving students enhance their text retention and avoid incomprehension of the text. thus, such important people as teachers or lecturers have a great role in making their students proficient readers. teaching reading strategies for various text types to students develop their reading ability eventually. different orthography backgrounds and learning experiences have students, especially those who learn english as a second or foreign language, employ strategies differently to comprehend english texts. students who know how to use them effectively can assist the various cognitive processes and construct a meaningful comprehension as reading strategies (rs) contain some ways to process the text depending on the reader’s purpose, the characteristics of the text, and the context. if they read word by word without strategies, they will get problems identifying main ideas, summarizing, etc. therefore, students’ awareness of the strategies could help them handle the reading materials. efl college students’ reading strategies nobel: journal of literature and language teaching 74 volume 14, number 1, april 2023, 72-83 numerous studies have revealed reading problems and strategies for processing and comprehending text. al-jarrah & ismail (2018) say that students’ insufficient knowledge of vocabulary might result in less reading comprehension. besides, al-brashdi (2002) states, “vocabulary is perceived as the greatest difficulty, and the others were: a style of writing, speed of reading, difficulty in getting the main idea of the text, and not given enough time for reading.” in addition, the different text types seem to affect the strategies many readers deploy in processing the texts. in some studies, readers deployed more strategies in reading stories than comprehension texts. however, proficient readers seem to employ more strategies in processing both texts regarding kind and frequency. in more studies on reading strategies, jian (2022) reported that college students in some departments used different cognitive strategies while they read printed text and text in digital media. while reading printed text, students performed more selective and intentional reading behavior, and they comprehended better than digital reading. like jian’s research, barrot (2016) reported that civil engineering students consistently employ various strategies while reading different types of texts in intermediate reading classes. in addition, wijaya (2022) investigated the perception of english education students on metacognitive reading strategies in academic reading. the results showed that these metacognitive strategies transform efl college students into proficient readers and attain fruitful outcomes in academic reading. reading strategies are pivotal for students to develop and enhance their comprehension. mokhtari and sheorey (2002) designed reading strategies for adolescent and adult es/fl students. they developed the instruments of rs and named it the metacognitive awareness of reading strategies inventory (marsi), validated by a large native speaker population from middle school to college. these reading strategies categorize into three, namely: global reading strategies (grs), problem-solving reading strategies (pss), and support reading strategies (srs). in 2018, mokhtari et al. revised their marsi. the number of rs in the marsi-r instrument reduces to 15 of 30 before marsi (mokhtari et al., 2018). the discussion above interests the researcher to observe the reading strategies used by english department students at the state polytechnic (politeknik negeri) of madiun using the marsi-r instrument. furthermore, in tertiary education, students must take reading courses with many types of textbooks and academic articles. the variety of the texts students read also creates an interesting investigation area. specifically, the main purposes of this study are to know how and the extent to which students use global reading strategies, problem-solving reading strategies, and support reading strategies to achieve their reading purposes successfully. jannatul laily noviabahari, dian palupi, & rizka maulina wulandari nobel: journal of literature and language teaching 75 volume 14, number 1, april 2023, 72-83 review of literature reading urquhart and weir (2014), as cited in grabe and yamashita (2022), say reading is receiving and analyzing information encoded in the form of language through printed media. readers must recognize the words to process their comprehension. this interactive process will lead to reading fluency when the readers interact with the text and try to elicit the meaning through bottom-up and/or top-down processing. many researchers and teachers attempt to create a general understanding of the reading process. they categorize three reading processes which are bottom-up, top-down, and interactive models (alderson, 2000; brown & lee, 2015; forrester, 1996; grabe & yamashita, 2022; hudson, 2007; nuttall, 1996). in other words, these models describe the complementary ways of text processing. the various processes may differ for the same or different readers depending on different texts at different times and with different purposes. readers engage in various types of texts depending on their purposes or goals. reading performance in the language class is influenced by the text’s variety presented to learners (brown & lee, 2015). the more genres the students read, the more comprehend they are. they will adjust their reading purpose for different types of text. grabe and yamashita (2022) mention six majors’ academic purposes for reading. those are: (1) searching for information (scanning and skimming), (2) quick understanding (skimming), (3) learning, (4) integrating information, (5) evaluating, criticizing, and using information, and (6) general comprehension. reading is an activity to get meaning from words or symbols, leading to the ultimate goal of reading called comprehension. thus, comprehension is an active process that has some levels. gray (1990) in alderson (2000) divides the levels into reading the lines (the literal meaning), reading between the lines (inferred meaning), and reading beyond the lines (the reader’s critical evaluation of the text). in tertiary education, the lecturer expects students to have all levels of comprehension. reading the lines refers to literal understanding or understanding of the meanings explicitly expressed in the text. this level of comprehension involves surface meanings, and the text explicitly stated explain information and ideas to students. at this level, students can attempt to answer the questions. the common questions used to elicit this level are who, what, when, and where. reading between the lines or interpretive understanding has students figure out what the statements mean. in order to understand the deeper meanings, students read beyond what is said. they must read carefully and analyze what they have read. they must comprehend how efl college students’ reading strategies nobel: journal of literature and language teaching 76 volume 14, number 1, april 2023, 72-83 ideas relate to one another, how they fit together, and the underlying meanings of those ideas. students must first have a literal understanding of the concepts presented before they can perform this task. this level of comprehension includes thinking processes like drawing conclusions, making generalizations, and predicting outcomes. the exact answer cannot be found directly in the text. key questions include why, what if, and how. the third level is reading beyond the lines or critical reading, evaluating ideas and information. students analyze or synthesize information at this level and apply it to other information. critical reading only occurs after students understand the ideas and information in the texts. in addition, reading a passage eliciting an emotional or other valued response can also help students comprehend it. however, alderson (2000) points out that different levels of understanding are usually difficult to explain as language is either explicit or implicit, and readers must make inferences to process the implicit ones. reading strategies strategy is needed to solve a new and unique task. appropriate language learning strategies can enhance students’ learning and increase proficiency and confidence. therefore, by applying strategies, students can effectively retrieve information from the text and improve their reading comprehension skills. conceptions of reading strategies generally focus on creating and maintaining meaning; as hudson (2007) describes, “a reading strategy is an interactive process that aims to obtain meaning from connected text, and reading skills operate within the context of such reading strategies.” reading has students use certain strategies in constructing and comprehending the meaning of the text. for example, previewing the text and accessing prior knowledge can aid students in predicting what the text is about. when readers get the hints (cover, headline, picture, etc.), they predict what they will read and process the information (harmer, 2007). for most english second or foreign language learners, comprehension is the main problem. reading strategy helps students understand the text and what they read, making reading much more fun, not just words. teachers can teach reading strategies in reading class as they can aid students in increasing their performance on recalling and tests. it helps students achieve an understanding of the text. good readers often use reading strategies without even realizing it. nevertheless, the quantity of reading strategies used does not distinguish a strategic reader; rather, it is the quality and choice of reading strategies appropriate for the text, the reading goal, and the time and place. jannatul laily noviabahari, dian palupi, & rizka maulina wulandari nobel: journal of literature and language teaching 77 volume 14, number 1, april 2023, 72-83 helping students become strategic and independent readers is the most important goal of teaching reading. a variety of text types can encourage practice. it is helpful to determine if there are strategies and skills that students already process. reading activities can be organized to foster independent readers who set their own goals and strategies for reading. individual students may require explicit instruction in different aspects of reading, and the teacher has to respond to their needs. many experts have presented reading strategies that promote reading comprehension. paris et al. (1996) in hudson (2007) categorize reading strategies applied before, during, and after reading. like paris, padron and waxman in hudson (2007) also propose reading strategies. based on their research, the strategies related to reading achievement fall into positive and negative strategy categories. meanwhile, mokhtari and sheorey (2002) designed reading strategies into global reading strategies, problem-solving strategies, and support reading strategies. in 2018, mokhtari et al. revised the strategies known as the marsi-r, consisting of 15 items as in table 1. three categories of marsi are interconnected. global reading strategies are approaches taken before starting to read and involve several strategies to monitor students’ reading. problem-solving strategies refer to dealing with the obstacles readers encounter in reading and ensuring reading is not merely decoding but also understanding. meanwhile, support reading strategies are a strategy for retaining enough information to make it comprehensible later, even after reading. table 1. description of the items under marsi-r categories description global reading strategies (grs) 1. having a purpose in mind when reading 2. previewing the text to see what it is about before reading 3. checking to see if the content of the text fits my purpose of reading 4. using typographical aids like bold face and italics to pick out key information 5. critically analyzing and evaluating the information read problem-solving strategies (pss) 1. getting back on track when getting sidetracked or distracted 2. adjusting reading pace or speed based on what i’m reading 3. stopping from time to time to think about what i’m reading 4. re-reading to help ensure i understand what i’m reading 5. guessing the meaning of unknown words or phrases support reading strategies (srs) 1. taking notes while reading 2. reading aloud to help me understand what i’m reading 3. discussing what i read with others to check my understanding 4. underlining or circling important information in the text 5. using reference materials such as dictionaries to support my reading efl college students’ reading strategies nobel: journal of literature and language teaching 78 volume 14, number 1, april 2023, 72-83 figure 1: marsi-r by mokhtari et al. (2018) method this study focuses on reading strategies. through this study, the researcher found out reading strategies employed by college students in comprehending reading texts and described the extent to which the students adopt reading strategies for reading. she selected six highachiever students to represent the interview session. this study was administered at the state polytechnic (politeknik negeri) of madiun, and second-year english department students taking a reading course were the subjects. the researchers used three instruments to support the researcher in the investigation and collect the data: the marsi-r instrument, observation field notes, and interview guide. the marsi-r instrument developed by mokhtari et al. was used to observe the reading strategies employed by the students. secondly is observation field notes. observation field notes were used to note what occurred in reading class during the teaching-learning process. the researcher also prepared a set of guiding questions, and the format was open-ended. the semistructured interview allowed the researcher to negotiate meanings with the interviewees and allowed her to probe for further and deeper information. the data of this study were analyzed descriptively. the data in observation field notes were used to describe what occurred in reading class. meanwhile, one on one semi-structured interview with six participants was administered to collect data to obtain the depth of data and information. the researcher analyzed nonverbal and verbal behavior data. the copies of students’ documents also added information that supported analyses. the researcher organized jannatul laily noviabahari, dian palupi, & rizka maulina wulandari nobel: journal of literature and language teaching 79 volume 14, number 1, april 2023, 72-83 the data into easy codes. the researcher classified them into segments with similar characteristics and labels. results and discussions results the result of this study presented two points: 1) reading strategies employed by university students, this point divided into three parts, they are global reading strategies, problem-solving reading strategies, and support reading strategies, and 2) the extent to which the university students employed grs, pss, and srs in comprehending a text. reading strategies employed by university students global reading strategies employed by university students grs 2: previewing the text to see what it is about before reading all interviewees said that by previewing the text, they could guess what it was about based on the general information they gained from the title. most of them thought that the title could describe what the text was about because it covered the text’s content, so they could automatically guess or predict the content of the text. grs 5: critically analyzing and evaluating the information read. the representatives stated they would combine or compare the new information within the text they read with what they already knew. that served to confirm comprehension and alert the students to any mismatch between incoming information and relevant known information. the new information might be compatible with the given information or provide an expansion and elaboration. likewise, the new information may lead to clarifying existing incorrect knowledge. if the information contrasted with their opinion or information they have in their prior knowledge, they would criticize the information. here, the students evaluated whether new information was to be accepted or not and evaluated the value of what was being read in the text. problem-solving strategies employed by university students pss 2: adjusting reading pace or speed based on what i’m reading the student’s proficiency influenced the students’ reading speed to understand the text. the smartest student in the class read a text neither fast nor slow. some read slowly but not too slowly to understand a text. meanwhile, the rest read a text slowly to understand. efl college students’ reading strategies nobel: journal of literature and language teaching 80 volume 14, number 1, april 2023, 72-83 pss 3: stopping from time to time to think about what i’m reading all subjects employed this strategy. they did this strategy to ensure they understood the information presented in the text. pss 4: re-reading to help ensure i understand what i’m reading some participants employed this strategy when they got difficulties understanding the text. they would stop reading when they were having difficulties understanding and then read back and forth the particular passage they did not know. pss 5: guessing the meaning of unknown words or phrases the interviewees sometimes guessed the meaning of unknown words while reading, but when they still felt difficult, they looked up the dictionary. to guess the meaning of unknown words, they read entire sentences and tried to connect with the previous and the next words to get the meaning. support reading strategies employed by university students srs 1: taking notes while reading most underlined particular sentences and then wrote notes (main or noteworthy information) on the right side. srs 2: reading aloud to help me understand what i’m reading the style the students read an english text to understand the text was not the same. some preferred reading aloud some read silently. srs 4: underlining or circling important information in the text the students employed this strategy if they needed to find the answer or if they found the important information, so when re-read, they could find it easily. moreover, underlining the textual information helped the student with difficulty remembering to save important information. srs 5: using reference materials such as dictionaries to support my reading all used dictionaries, yet, they preferred guessing an unknown word before looking it up in the dictionary. discussions while reading and trying to understand a text, problems always appeared. their main problems were mostly difficult words, the difficult part of the text, and concentration. students overcame these problems by employing some strategies. the most frequent reading strategies jannatul laily noviabahari, dian palupi, & rizka maulina wulandari nobel: journal of literature and language teaching 81 volume 14, number 1, april 2023, 72-83 employed by english students in this study were problem-solving reading strategies (pss) and support reading strategies (srs) and followed by global reading strategies (srs). students automatically combine reading strategies while reading a passage since they complement each other. problem-solving reading strategies represented some strategies used by the students when problems appear in understanding the text. they often combined pss with srs as a basic support mechanism to assist them. meanwhile, students employed grs to manage and monitor their comprehension. however, support strategies were the strategies employed by the students very often. this study’s findings are similar to the previous studies (do & phan, 2021; mokhtari & sheorey, 2002; vasantha, 2010), in which the participant most frequently used problemsolving strategies. “successful comprehension is augmented when students have practice with strategies for monitoring their understanding, increasing their intrinsic interest in the text, and creating goals and purpose for their reading” (willis, 2008). increasing students’ awareness of global reading strategies as an integral part of reading comprehension in classrooms is also helpful, even though problem-solving strategies can be so helpful for improved reading comprehension. students should be educated on how to use these strategies correctly because only knowing them does not guarantee that they will be successful in reading comprehension. therefore, classroom activity can enhance metacognitive knowledge, and students can be taught effective reading strategies to enhance their performance on the given reading task. conclusion this study aims to investigate efl college students’ reading strategies for comprehending reading texts. based on the finding of this study, all achievers employed all types of strategies to comprehend a text and mostly used the same strategies. however, the analysis of strategies employed in comprehending the texts indicates that students’ proficiency levels also affected the strategies used. although they are high achiever students, it does not mean they all are good readers; they have different capabilities in reading comprehension. some differences that stand out are: 1) although the subjects are equally high achiever students, only three students adjusted their reading pace or speed to understand a text, and the others preferred to read slowly to understand a text; 2) one high achiever student focused most attention on comprehension of the overall text, took a top-down process in reading, and preferred to skip the words or sentences that were difficult to understand and then re-read a efl college students’ reading strategies nobel: journal of literature and language teaching 82 volume 14, number 1, april 2023, 72-83 whole text. she can regulate the use of such strategies while reading; and 3) how and the extent to which reading strategies are used while reading are sometimes different, although the subjects are equally high achiever students. the different strategies they employ show up in quantity and qualities, such as how they use them flexibly and appropriately. they may use the same strategy, but they might use it in different ways. the present study explored the reading strategies employed by efl college students. it would be interesting to do further studies by exploring reading strategies the students used at different education levels and types of text. the result will benefit the lecturer by teaching or providing activities to train the students to use reading strategies appropriately and more effectively. 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(2021, august 24). up to 80% of uni students don’t read their assigned readings.here are 6 helpful tips for teachers. the conversation, 1–5. https://ses.library.usyd.edu.au/handle/2123/29554 volume 14, number 1, april 2023, 45-55 available at http://jurnalfahum.uinsby.ac.id/index.php/nobel/article/view/714 doi: 10.15642/nobel.2023.14.1.45-55 articulating the suppressed voices of the indigenous: maori cultural identity in patricia grace’s baby no-eyes nur wulan airlangga university, campus b, jl. dharmawangsa dalam surabaya, east java, indonesia article info abstract this article examines how patricia grace’s baby no-eyes (bne) amplifies maori cultural identity. specifically, this study discusses how the novel places maori in the center as a way to subvert the colonial and conventional way of writing about the indigenous people. the data is collected from the novel’s narrative structure, points of view, and contents. the analysis focuses on the narrative about the marginalization of maori by the white people . the novel uses a non-linear narrative that resembles maori’s story-telling tradition, offering an alternative way of telling stories greatly dominated by modern western linearity. the novel also employs multiple points of view, representing the egalitarian maori tradition of giving chances to everybody in telling stories in the community hall. in terms of its contents, bne foregrounds fundamental issues to the survival of maori in the land that has been controlled by european descendants. these range from the issue of land rights to the contemporary life of maori. this article argues that the novel offers a dual approach in articulating the voice of the subaltern : the narrative of resistance in the novel and the invitation for maori to negotiate their tradition and customs in the changing world. article history: received january 2023 accepted march 2023 published april 2023 keywords: maori, non-linear narrative, indigenous people, subaltern, colonizer © 2023 uin sunan ampel surabaya correspondence: p-issn 2087-0698 email: nur-w@fib.unair.ac.id e-issn 2549-2470 http://jurnalfahum.uinsby.ac.id/index.php/nobel/article/view/ articulating the suppressed voices nobel: journal of literature and language teaching 46 volume 14, number 1, april 2023, 45-55 introduction the post-colonial period in formerly colonized countries has brought about different impacts on almost every aspect of human life. in literature, indigenous writers across different countries have their own ways of fighting against the colonizers’ attempts to control the production of the mainstream culture. these writers have been articulating their “commitment to the decolonizing struggle for justice, dialogue, and respect for lands and peoples”(wilson, 1999, p. 10). the voices of native women in the post-colonial world have been frequently silenced. in the male-dominated world, women are the party who are disadvantaged most. the marginalization of women is worsened in the post-colonial world, where the west still has its traces of domination in the production of narratives about the natives. in this context, women writers have a pivotal role in articulating the voices of women in literary texts. pacific women writers have also been involved in their attempts to resist the domination of the west in cultural production. compared to other formerly colonized regions, such as in african countries, the involvement of pacific women writers in producing the narratives of the natives is much more significant. according to sylvie andre, one cause of the prolificity of women writers is their relatively high literacy level. it differs from the situation in many african countries where their rural milieu is more orientated to domesticity and herding. these are culturally considered to be the domain of women(andré, 2009, pp. 201–202). wilson asserts that through the writings of keri hulme, witi ihimaera, patricia grace, and others, “the pacific is being re-imagined and reconfigured in ways that enhance the dignity of pacific peoples” (1999, p. 5). the revisioning of the pacific people by those indigenous writers results in more representative writings about pacific people since they are written by an insider of the culture. those writers want to redirect the representation of their own people and culture, which has been much distorted by the colonizers. wilson further argues that in the context of “colonial damages and post-colonial renewals, one must read texts not just as literary icons but as sites of social representation and historical struggle” (p. 1). in this respect, one must read post-colonial texts as a means or medium by which the colonized resists or unsettles the existing representation of their people and culture by the colonizer. wilson’s argument about post-colonial narratives as sites to voice the indigenous writers’ resistance against the colonizer is also affirmed by ramsay (2012), pistacchi (2009), and bardolph (1990). these three researchers highlight how pacific writers, including patricia grace, strongly claimed their indigenous identity in their works. the three studies imply that there is an absence of negotiation or compromise in voicing the subaltern identity. according nur wulan nobel: journal of literature and language teaching 47 volume 14, number 1, april 2023, 45-55 to them, pacific writings discussed in the studies present the imagined world predominantly from the indigenous people’s points of view. consequently, the colonizer or the white people are placed on the periphery and subordinated in the alternative binary opposition created by these indigenous writers. my argument in this study challenges the arguments of the three studies. despite articulating the agency of the maori in resisting the domination of european descendants in their land, patricia grace’s baby no-eyes (bne) opens a room for negotiation with white people (pakeha). this slightly ambiguous approach differentiates the novel from other strongly political maori writings. the dualistic approach of the writer in amplifying the agency of indigenous people is the main rationale for conducting this study. this article attempts to analyze ways through which grace amplifies maori cultural identity and subverts the domination of white people in the novel. its post-colonial nature is discussed in terms of its literary and socio-political aspects. review of literature several studies on the writings by maori writers highlight the ideological function of these narratives to challenge dominant representations of indigenous people. these representations are mainly shaped and produced by colonial discourse that is biased and western-centred. these studies include the works of ann katherine pistacchi (pistacchi, 2009); raylene ramsay (ramsay, 2012); and michelle keown (keown, 2013). in the three studies, maori writers, including patricia grace, use their writings as ideological sites to counter the narratives about indigenous people that have usually been told from the perspectives of pakeha (white people). through this type of writing, indigenous writers in australia and new zealand express their agency. rather than foregrounding their marginality, these writers challenge the domination of white supremacy in representing their subaltern position. in other words, these writers promote the notion of “the south” as a socio-cultural entity whose existence does not depend on the more economically superior north (brewster et al., 2019, p. 90). although located geographically in the southern hemisphere, new zealand is socioculturally constructed in the north. like australia, white people in new zealand have dominantly shaped the cultures and norms of the country. pakeha has greatly impacted the socio-cultural landscape of the land. this results in the marginalization of its indigenous people, the maori. the harsh life of indigenous people was portrayed in the works of maori writers as mainly the impacts of colonial exploitation (kroplewska, 2017). articulating the suppressed voices nobel: journal of literature and language teaching 48 volume 14, number 1, april 2023, 45-55 the portrayal of the marginalization of maori is the dominant theme of maori writers belonging to the early maori renaissance in the 1970s and 1980s (evers, 2020). patricia grace, who actively wrote fictions in the 1980s, can belong to this group. the early renaissance writers, according to evers, wrote stories that were not listened to (p.13). it means that the writings by maori writers in this period were used to articulate the indigenous people’s muted voices. the repression and muteness of the maori were mainly caused by the domination of white people in representing them. method in examining how bne articulates its anti-colonial resistance, the data is collected from the formal elements and the content of the novel. the formal elements investigated are the narrative structure and the points of view. meanwhile, the novel’s contents examined are related to socio-political issues of the domination of maori people by white people. the narrative structure is examined in terms of how it challenges the narrative structure of western modernity associated with linearity and singularity. in a modern western mode of writing, the narratives are normally structured in a linear way. rather than narrating in a cyclical mode using flashbacks, linear narratives follow a chronological path that tells what happens from one point of an event to the next. in examining the cyclical nature of the text, this study identifies specific narrative strategies employed in bne to amplify its subversive mission. in addition, this article discusses the ways those strategies reflect maori customs and traditions. the socio-political aspects of the novel are discussed in relation to a number of key issues for maori. these include the treaty of waitangi and the marginalization of maori identity. results and discussions literary aspects the plot or narrative structure of bne is not a linear one. unlike conventional novels, which have a beginning and ending, bne does not have this sense of linear continuation. the novel begins with the prologue spoken by tawera, who is still a foetus inside his mother’s womb. then, the narrative goes back hundred years of time through gran kura’s point of view, telling stories of her past experiences. the story goes forward and backward again until it reaches around the time near today. this way of telling stories resembles how old maori people retell stories. gran kura, who represents the older generation, uses this way of telling stories: nur wulan nobel: journal of literature and language teaching 49 volume 14, number 1, april 2023, 45-55 “there is a way the older people have of telling a story, a way where the beginning is not the beginning, the end is not the end. it starts from a centre and moves away from there in such widening circles that you don’t know how you will finally arrive at the point of understanding, which becomes itself another core, a new centre.” (grace, 1998, p. 28). patricia grace, in an interview with liz deloughrey and susan hall, also acknowledges this circular nature of story-telling in her novel. she says that she has a strong sense of writing or telling which is started from a center and reaches out and draws in from there (deloughrey & hall, 1999, p. 14). she thinks that “writing is like a weaving in the way these different forms of story-telling cross each other, and the strands become woven together” (p.14). it implies that grace does not just retell different stories of different people without any purpose. what she tries to achieve is a coherent unity from those seemingly disintegrated sub-stories. indeed, grace has successfully achieved her purpose. by displaying these different sub-stories, she has also incorporated some values and elements considered to be important by the maori people. crucial elements of maori life, such as land and family genealogy, have been foregrounded through these sub-stories. through the stories of gran kura, readers can be more aware of the importance of genealogy for maori people. in one of her stories, gran kura tells about her biological mother, rebecca, who is actually not the wife of gran kura’s father. she is her mother’s sister, who gave birth to gran kura and her brother. kura’s own mother is childless, and rebecca’s big family asks her to help her childless sister. the family asks rebecca to bear children with rebecca’s husband. it is done to preserve the family’s genealogy and the genealogy of the sister’s husband. rebecca’s husband sadly agrees to consent since he realizes he has no right to refuse. he is a man of no land and no property, and by marrying rebecca, he has taken her away from her family. the sense of combined effect and cohesion from those sub-stories can be felt if one reads carefully at the prologue and epilogue of bne. the prologue is introduced by tawera, who is still a foetus in her mother’s womb. grace can skillfully depict the way he explores the world outside him. since he never knows the outside world, he observes the world naively. he cannot name precisely the place on which he and his mother walk. he is not exactly sure whether the place is a boulevard, street, or road: it was black – with – rain boulevard where we bumped along at drizzly dawnbreak. high wet trees. houses of white stucco, stained wood, blond and brown brick, wrought iron and decramastic tile. boulevard? all right, road. straight, wide and tree – line, with fine gates and front fences. magnificent gardens. haw. articulating the suppressed voices nobel: journal of literature and language teaching 50 volume 14, number 1, april 2023, 45-55 let me think…it was grand. but anyway, road. street…(grace, 1998, p. 7). tawera describes the street, or whatever the name is, as how he sees it. he is certainly unaware that the juxtaposition of “houses of white stucco, stained wood, blond and brown brick” might imply a different perception for an adult observer. an adult can possibly associate this juxtaposition with the juxtaposition of pakeha and maori. however, in the epilogue, tawera becomes a mature artist who is fully aware of the world around him. as an artist, he is now able to explore things around him in a different way from the way he explored the world when he was a child. he is able to make the invisible visible and explore other alternatives and things that people might never try. the notice that says “try opposite” between two concrete buildings awakened his awareness of seeing the world differently. it can also imply how grace has cut the edges by trying to use a different way of telling stories—different from the established and conventional narrative structure. as robinson affirms, although the speakers in grace’s novel speak differently, “the combined effect is of cohesion rather than confusion, of narrational unity rather than metafictional disintegration” (1993, p. 25). tawera is an example of a character who can comprehend all the happenings within his family. he starts the novel as a naïve foetus and ends it as a mature artist. readers can also feel the combined effect of those different stories through the re-emergence of tawera as an artist who can now paint his long-dead sister. he is able to make the invisible visible. regarding points of view in the novel, there are four different narrators that tell their own stories. it differs from conventional novels, which are usually told from a single perspective. those narrators are gran kura, te paania, tawera, and mahaki. gran kura tells her past stories and memories; her accounts are often about her and her family’s trauma. te paania is the mother of the stillborn baby and tawera. she can represent the present generation of maori women who must survive in contemporary aotearoa. mahaki is a gay lawyer who is also tawera’s substitute father. these multiple narrators add to the complexity of the novel. yet, a’court (1998) argues that they actually constitute a single maori voice. it contradicts what nelson wattie argues about the intrusion caused by different narrators in the novel. wattie asserts that constant intrusion can confuse readers (wattie, 1999, p. 15). nevertheless, all the narrators speak of common ideas shared by other maori people. they talk about their rights to land, their dispossession of the land, and their marginalized cultural identity. by reading the novel, readers can get a sense of how the past has haunted the present and that past trauma determines the outlook and behavior of the future generation. crowl (2002) argues, "grace may be saying that we need to appreciate just how much the nur wulan nobel: journal of literature and language teaching 51 volume 14, number 1, april 2023, 45-55 contemporary struggles over land are not merely the result of treaty abused and misunderstood but also the result of damaged lives in the past affecting lives in the present.” whaitiri asserts that the narrative structure of bne follows maori custom, giving the oldest a chance to go first and the youngest last (2000, p. 55). the first chapter is told from the perspective of gran kura as the oldest in the family, and the novel is ended with a chapter told from the perspective of the youngest in the family, tawera. whaitiri further asserts that the way different characters are given a chance to speak is similar to maori tradition in which everyone, regardless the status, gender, and age, is allowed to stand and speak in wharenui or community hall (p. 55). grace also confirms this point. in an interview with tausky, she explicitly states that story-telling and the narrator are highly respected in the maori community (tausky, 1991, p. 99). by allowing each character to speak and tell his or her own stories, grace also implies the importance of stories for an individual. by telling their stories, people can show who they are and what happenings in the past that make them who they are in the present. grace personally acknowledges that people or characters, rather than the storyline or plot, interest her more. she thinks telling about people and their relationship is interesting since events occur because of the people (wilson, 1999, p. 70). although different people tell different stories in the novel, the characters represent a maori voice. thus, by reading their different stories, readers can comprehend how maori people are and what events have happened to them. these events shape the way maori people are now. socio-political aspects bne explores several issues related to the relationship between pakeha and maori in the past and present times. those issues include land claims and the treaty of waitangi, the marginalization of maori cultural identity, including the banning of the maori language in schools, biotechnology, and genetic engineering. baby no-eyes, later known as baby, is the name given to tawera’s older sister, who is stillborn in an accident. during an autopsy in the hospital, the baby’s eyes are removed, and her body is discarded into a waste bin. for baby’s family, this is very insulting since, for maori people, a dead body must be respected and buried properly. this event shows a gap that has not been bridged between maori and pakeha concerning the importance of a dead body. pakeha’s lack of knowledge about the issue makes maori people insulted. another issue that causes misunderstanding between maori people and pakeha is the issue concerning land rights. maori consider the land where they live now sacred because it keeps articulating the suppressed voices nobel: journal of literature and language teaching 52 volume 14, number 1, april 2023, 45-55 the continuation of the genealogy. a piece of land belonging to a certain big family must be respected. respecting the land means respecting the ancestors living before them. through the stories of gran kura, one can know how maori people in the past considered marriage a way to consolidate lands. on the other hand, pakeha considers lands economic assets that can be traded to get money. they cannot understand why maori people are struggling hard to get their lands back if they do not use the lands for economic reasons. the never-ending dispute over land rights between maori and pakeha seems rooted in this misunderstanding. grace is seemingly concerned with the incomplete communication between the two parties concerning those issues. through the characters’ stories in bne, grace attempts to achieve complete communication between maori and pakeha. mcrae argues that “a primary social value for grace is an obligation to reciprocal exchanges of talk or of the stories of our lives, through which we may achieve “complete communication” (mcrae, 1993). she also asserts that a failure to share exchanges is also a problem between maori and pakeha. the absence of stories that are told and shared can cause silence, false talk, and misunderstanding (grace, 1999, pp. 67–68). it is time to share those stories which have been silenced. in this context of the absence of mutual exchanges, grace seems to bridge the gap. through bne, she tries to articulate maori’s views concerning the issues. grace helps to rewrite the narrative of colonization by creating a maori world in bne. readers are invited to visit the world dominated by maori people. all main narrators are maori, and pakeha characters are only peripheral. she has subverted the narrative that has been long established in the mainstream tradition. in the context of her subversion, eagleton affirms that “if “new zealand’ is the master narrative – an open-ended epic of colonization and after – then storyteller grace is helping rewrite the narrative to include “aotearoa,” legitimizing the marginal”(1992, p. 40). clearly, her narrative is a revisioning narrative that reshapes an old narrative in a new way. despite her attempts to celebrate maori identity in her novel, grace also tries to depict the lives of contemporary maori. her novel shows the survival of maori in the dual world, the world of maori and pakeha. grace also tries to portray how maori people negotiate with the changing world. concerning arranged marriage in the past, grace shows that maori parents are now abandoning the practice, and they hope their children can get married to pakeha. it happens to gran kura, whose marriage is not arranged anymore. “there’d been no arrangement made for me because in those days we wanted to follow our hearts. also our parents wanted us to marry pakeha, so that we would be rich and get on in the world, and so that we would not be so dark and ugly. they wanted our children to be fair” (grace, 1998, p. 255). nur wulan nobel: journal of literature and language teaching 53 volume 14, number 1, april 2023, 45-55 the quotation implies that marriage with pakeha is one way maori can fit in and get on in the world. that the world is now changing is also described by grace through a sister who bears a child to her childless sister. this is openly practiced in the past to preserve the family’s genealogy. now, however, this is practiced secretly since maori people are now afraid of christian sin: “now times had changed, which is why our parents went about this matter somewhat secretly, not family to family in the old way. they were aware of christian sin” (grace 1998, p. 162). in some ways, maori traditional customs have been replaced by christianity. dealing with the survival of living in the two worlds, eagleton argues that grace has revealed the tattooed face of the maori, the face of dual heritage (1992, p. 40). according to eagleton, grace “has fused christian ideals of duty, responsibility and care towards others with the collective ideals of the maori world” (1992, p. 40). the presence of tawera as a grown-up artist, who ends the narrative, also symbolizes the survival of the maori world. his father is pakeha, and his figure represents a contemporary maori figure. the contemporary maori figure is also represented by mahaki, a gay radical lawyer who sacrifices his ideals to help his people regain their land rights. his status as gay is also an interesting issue. grace seems to incorporate this phenomenon to have a thorough picture of contemporary maori life. mahaki is also described as having a nurturing characteristics. he has become the substitute father for tawera. grace has subverted another commonly-held notion of nurturing traits. people have culturally believed that only women have this characteristic. the prologue of bne also signals the changing of time and the world. in his mother’s womb, tawera observes the silence of the street where they pass by. the street is very silent as if the inhabitants had been taken out to outer space: i’ve heard of that. people get taken, whole streets, whole towns of people. after a time they’re sent back to earth but now are inhabited by other beings who are going to take over the world. these people, the returned ones, don’t like to be inhabited. they want to be how they were before instead of how they are now, because they still have some memory of that, but there’s nothing they can do (grace, 1998, p. 8). the situation applies to contemporary maori life. pakeha has taken over their world. they actually do not like the situation, but there is nothing they can do. what they can do to survive is fuse these two cultural values without losing their own cultural identity. the novel is about connecting the past and future and two worlds. it is not only about the relationship between pakeha and maori that grace is revisiting. she also tries to connect the deceased with the living through the relationship between tawera and his dead sister. baby has articulating the suppressed voices nobel: journal of literature and language teaching 54 volume 14, number 1, april 2023, 45-55 become the other half of tawera, and he can communicate spiritually with the spirit. she gets upset if tawera ignores her, and the family gives her a special place on the dining table. the spirit is not presented as a spooky and scary character. rather, it is the spirituality of maori people that is being foregrounded. conclusion regarding literary and socio-political aspects of the novel, patricia grace has eloquently enhanced her cultural identity as a maori. she has successfully incorporated and revived maori tradition and values, such as the importance of story-telling and genealogy, into the novel. her narrative technique of using different points of view subverts the mainstream narrative technique employed by the established tradition. at first reading, this may disturb the joy of reading a linear narrative. after careful reading, however, readers can have a thorough picture of how maori people are. the narrator’s different stories have formed a cohesive narrative of the maori people, told from a maori perspective. the sub-stories in the novel can make us aware of the importance of stories in shaping our personalities. stories can make us what we are now. for maori people, their past contributes greatly to their present and future. what patricia grace has displayed is in accordance with other indigenous writers’ commitment to articulate their own voices and cultural identities. the novel has also successfully opened up the space between pakeha and maori so that they can have more space to negotiate and reciprocate. acknowledgments while writing this article, i would like to thank witi ihimaera, who has given valuable comments to improve my draft. references a’court, m. (1998). baby no-eyes (a book review). new zealand herald. andré, s. (2009). from a feminine imagination to a collective imagination: the struggle of polynesian women authors to express themselves. comparative critical studies, 6(2), 201–220. https://doi.org/10.3366/e1744185409000706 bardolph, j. (1990). an invisible presence: three maori writers. third world quarterly, 12(2), 131–136. https://www.jstor.org/stable/3992263 brewster, a., macdonald, a., & kossew, s. (2019). introduction: gender and violence in cultural texts of the global south. australian humanities review, 64(may 2019), 87– 101. https://australianhumanitiesreview.org/2019/05/27/introduction-gender-andviolence-in-cultural-texts-of-the-globalnur wulan nobel: journal of literature and language teaching 55 volume 14, number 1, april 2023, 45-55 south/?utm_source=rss&utm_medium=rss&utm_campaign=introduction-gender-andviolence-in-cultural-texts-of-the-global-south crowl, m. (2002). baby no-eyes by patricia grace. http://www.geocities.com/athens/forum/4657/book/baby.html deloughrey, l., & hall, s. (1999). beginning from a centre (an interview with patricia grace). new zealand books, 9(1), 13–14. https://nzbooks.org.nz/1999/literature/lizdeloughrey-and-susan-hall-interview-patricia-grace/ eagleton, d. (1992). a child reclaimed. new zealand listener, 40. evers, e. j. (2020). contesting new zealand’s past: postmemory, transgenerational trauma and the implicated subject in māori renaissance literature [utrecht university]. https://studenttheses.uu.nl/handle/20.500.12932/877 grace, p. (1998). baby no-eyes. penguin books. grace, p. (1999). influences on writing. in v. hereniko & r. wilson (eds.), inside out: literature, cultural, politics, and identity in the new pacific (pp. 64–74). rowman and littlefield. keown, m. (2013). ‘sheddings of light’: patricia grace and māori short fiction. in m. awadalla & p. march-russell (eds.), the postcolonial short story: contemporary essays (pp. 33– 48). palgrave macmillan. kroplewska, e. (2017). voicing the maori issue: patricia grace’s “small holes in the silence: short stories.” beyond philology an international journal of linguistics, literary studies and english language teaching, 14(2), 103–119. https://czasopisma.bg.ug.edu.pl/index.php/beyond/article/view/2649 mcrae, j. (1993). patricia grace and complete communication. australian & new zealand studies in canada, 10, 66–86. pistacchi, a. k. (2009). spiraling subversions: the politics of māori cultural survivance in the critical fictions of patricia grace, paula morris, and kelly ana morey [university of auckland]. https://researchspace.auckland.ac.nz/handle/2292/4528 ramsay, r. (2012). indigenous women writers in the pacific: déwé gorodé, sia figiel, patricia grace. postcolonial text, 7(1), 1–18. https://www.postcolonial.org/index.php/pct/article/view/1199 robinson, r. (1993). “the strands of life and self”: the oral prose of patricia grace. rnle reviews journal, 1, 13–27. https://natlib-primo.hosted.exlibrisgroup.com/primoexplore/fulldisplay?vid=nlnz&docid=innz7119038220002837&context=l&search_ scope=innz tausky, t. e. (1991). stories that show them who they are: an interview with patricia grace. australia and new zealand studies in canada, 6(autumn), 90–102. wattie, n. (1999). subtle use of myth. new zealand books, 9(1), 14–15. https://nzbooks.org.nz/1999/literature/subtle-use-of-myth-nelson-wattie/ whaitiri, r. (2000). baby no-eyes (review). the contemporary pacific, 12(2), 554–556. 10.1353/cp.2000.0069 wilson, r. (1999). introduction: toward imagining a new pacific. in v. hereniko & r. wilson (eds.), inside out: literature, cultural, politics, and identity in the new pacific (pp. 1– 12). rowman and littlefield. 20 pragmatic markers in eugene o’neill’s ile: discourse coherence relations riza astutie1, rommy d. b. rambet2 universitas negeri surabaya (unesa) 1, universitas cendrawasih jayapura2 rizaastutie@gmail.com1, rommydanny@yahoo.com2 abstract: this study aimed to investigate the types of pragmatic markers in a drama entitled ile. the study is based on fraser’s theories of pragmatic markers and discourse coherence relations. this research employs a descriptive qualitative research method since the presentation of the results of the analysis is in the form of tabulation and description of the data. the present study employs one of those three kinds of triangulation suggested by miles and huberman that is expert triangulation. the results of the analysis of the data indicate that from 4,369 words in the drama, 415 linguistic items are identified as pragmatic markers which are distributed into four major types of pragmatic markers: basic markers (159 items), commentary markers (5 items), parallel markers (121 items), and discourse markers (130 items). coherence relations which are found in drama ile shows that those pragmatic markers provide the bridge between the propositional parts of the discourse that making it possible for the characters in drama to move quickly and smoothly from one topic to another. keywords: pragmatic markers; discourse coherence relations. 1. introduction in the process of communication, both addresser and addressee are always in a state of interpretation and transmission. hence, the need to signal one's communicative intention in social interaction and direct the addressee's intention on the goal and the need of the hearer to acknowledge the speaker are inherent in human interaction. thus, every human language provide ways in which such communicative needs can be satisfactorily connected. schiffrin (1987:318) suggests that interpretation process of the hearer is guided by the use of markers because markers select a meaning relation from whatever potential meanings are provided through the content of talk and display that relation. moreover, schiffrin (1987) continues by stating that there is a category of words which aid in conversation not by their semantic meaning, but in some other way. they can be single words such as oh, ah, and well or colloquial phrases like i mean like and you know or rhetorical questions, such as …..aren't they?. those words or phrases relatively syntaxindependent and tend not to have a specific semantic meaning, but contribute pragmatic function. it means those lexical items function as index devices that work as 'contextual coordinates of talk'. they will here be referred to as pragmatic markers. these markers establish a relation that reflects the participants' intentions, presuppositional value and illocutionary meaning of the sequence. mailto:rizaastutie@gmail.com 21 related to this study, the researcher wants to analyze pragmatic markers in one of o’neill’s works, entitled ile. ile is drama which tells about conflict in the ice-locked ship. but, actually, there is another significant story brought by the major characters in drama ile, that is about relationship between husband (captain keeney) and wife (annie). the existence and correspondence of pragmatic markers in ile will also give a clue to find the intended meaning of character's utterances (in this case, annie's utterances and captain keeney's utterances), since they are cues used by the speaker to signal his/her intentions, to convey illocutionary force to the discourse, to focus the hearer's attention onto a specific contextual space, and to facilitate and restrict the hearer's possible inferences for interpreting the message. the researcher chooses ile, since this drama is unique in which there is significant story beyond surface story. here, throughout the conflict in the ship, o'neill tries to show another conflict between mrs. keeney (annie) and captain keeney. the conversation between characters is interesting to analyze because the story has two conflicts that will be comprehended by analyzing utterances which consist pragmatic markers. those pragmatic markers can focus the hearer's attention onto a specific contextual space, and to facilitate and restrict the hearer's possible inferences for interpreting the message. 2. review of literature 2.1 classification of pragmatic markers fraser (1966:167) takes pragmatics as an account of the process by which the language user takes a sentence representation provided by the grammar and given the context in which the sentence is uttered, determines what messages and what effects the speaker has conveyed. in this case, there is a part of that process, namely, the ways in which the linguistically encoded information of sentence meaning provides an indication of the direct, literal messages intended by the speaker. this linguistically encoded clues which signal the speaker’s potential communicative intentions are called pragmatic markers. moreover, fraser categorized pragmatic markers into four major types: basic, commentary, parallel and discourse. detailed explanation of the types of pragmatic markers is summarized as follows. 2.1.1 basic markers the first type of pragmatic markers is basic markers. basic markers have representational meaning which means they contribute conceptual information. specifically, they represent 22 information which signals the force of the direct basic message of the sentence (fraser, 1996:169-179). 2.1.2 commentary pragmatic markers the second type of pragmatic markers is commentary pragmatic markers. fraser (1996:179) states that these markers are lexical expressions which have both representational meaning and procedural meaning. representational meaning specifies an entire message, while procedural meaning signals that this message is to function as a comment on some aspect of the basic message. in this case, the message conveyed by commentary pragmatic markers is typically general rather than specific. some examples of commentary pragmatic markers are illustrated as follows:  frankly, we are lost.  stupidly, we got lost.  reportedly, you are in deep trouble.  i insist that we are not lost. moreover, fraser (1996:180) explains that hedges such as technically, ideally literally, officially, theoretically, are excluded as commentary pragmatic markers. 2.1.3 parallel markers the third type of pragmatic markers is parallel markers. fraser (1996:185-186) states that parallel markers signal an entire message in addition to the basic message. 2.1.4 discourse markers discourse markers are the last type of pragmatic markers. fraser (1996:186) states that discourse markers signal the relationship of the basic message to the foregoing discourse. different from the other types of pragmatic markers, discourse markers do not contribute to the representative sentence meaning, but only to the procedural meaning. they provide instructions to the addressee on how the utterance to which the discourse marker is attached is to be interpreted. 2.2 discourse coherence relations while dealing with different aspects of discourse interpretation, the answers to these questions have to deal with how different people see verbal interaction as a meaningful whole, i.e. how they derive coherence from discourse. in recent years it has been possible to witness a considerable shift in the ways coherence is understood, namely a shift from a static text23 based descriptive approach, according to which coherence is the product of textual connectivity and cohesion, to a more dynamic understanding, according to which coherence is conceptualized as a potentially variable cooperative achievement of the speaker/writer and the hearer/reader and can be seen as context-dependent, hearer/reader-oriented and comprehension-based, interpretative notion (bublitz, 1999:1-7). discourse coherence falls under context-relative language and has to do with how discourse relates to other discourse. as seen from the extract beginning the article pragmatic markers have the discourse-deictic function to mark a transition from one part of the dialogue to another (e.g. from an initiating move to a response or from one topic to another). they provide the bridge between the propositional parts of the discourse making it possible for the conversationalists to move quickly and smoothly from one topic to another. discourse coherence is the result of interaction and cooperation. it involves both topical continuity and speaker change. the presence of markers is necessary to make the type of relationship established between preceding and following propositions explicit and clear. the example used by schiffrin (1987:318) can illustrate the key function of markers in a text may help to support such claim: a. sue dislikes all linguists. b. i like her. paraphrasing schiffrin’s words, without any marker heading utterance (b), interpretations are opened to different options: if the person who reads or hears such interaction is a linguist or likes linguists, s/he will interpret that between (a) and (b) there is relationship of contrast and, therefore, there should be a but heading (b); if such is not the case, there should be a so establishing a cause-consequence relationship. clearly, the meaning of both utterances is open enough to two or more possible interpretations and only its context will provide us with the correct one. the presence of marker between (a) and (b) utterances is not strictly essential but it becomes necessary to clarify the type of relationship set up, with all the inferences derived from it. it can be concluded that markers have fundamental illocutionary, inferential and textstructuring functions, with minimal propositional content and no syntactic restriction. furthermore, their presence facilitates the sort of coherence relations set up in a discourse (gonzáles,2004:45). 24 2.3 previous studies other studies on the topic of pragmatic markers have also been conducted. the first is andersen (2001) who conducted a research pragmatic markers and sociolinguistic variation. this study focused on variation across generations of speakers and the effect of age differences on the language of speakers. the second study on pragmatic markers was conducted by erkan yilmaz in 2004 in turkey. adopting an eclectic analytic perspective of discourse analysis, conversation analysis and functional approaches, this study conducts an in-depth pragmatic analysis and describes the function of three pragmatic particles yani, işte and şey in casual, conversational turkish. all three particles have multiple functions, which are described by reference to occurrences in utterances within three different domains of conversation. while utterance initial occurrences of yani are mainly connective and continuative, the utterance final placement of yani mainly acts as a situating particle with a strongly interactional nature. the utterance medial occurrences are basically ‘self-editing’ whereby the speaker marks the clarification of a point in his/her prior talk. i̇şte mainly acts as a frame particle demarcating utterances as containing detailed, highlighted, and reported information as well as connecting distant pieces of utterances. the third particle şey basically marks the speaker’s temporary mental effort of extracting the linguistic information from the memory. in addition to its major role in repair organisation whereby marking its producer’s verbal planning and word search, şey displays caution and discretion and marks politeness when assessing/asserting something about the self or the other. third related previous study is entitled two accounts of discourse markers in english. this study was conducted by miri hussein. this study is a scrutiny of the semantics and pragmatics of discourse markers in english. it discusses two accounts in the analysis of discourse markers, namely the coherence account and the relevance account. the study investigates the similarities and differences between the two accounts. another related previous study is entitled ojibwe discourse markers. this study was conducted by brendan george fairbanks in 2009. this study describes the functions of a variety of discourse markers in the ojibwe language, a language belonging to the algonquian family of languages of north america. this study shows that her initial characterization by schiffrin (1987) must be broadened in order to account for languages such as ojibwe which show discourse markers occurring in both initial and second position, and for other languages which show discourse markers occurring in medial and final positions. also, since many languages like ojibwe and the amazonian languages examined in this study make regular use 25 of clitics and affixes as discourse markers, this related previous study shows that not all discourse markers are ‘detachable’ from their containing sentences. 3. research methods this research employs a descriptive qualitative research method since the presentation of the results of the analysis later is in the form of tabulation and description of the data. this research is more interpretative rather than theoretical and based on the linguistic reality of the use of pragmatic markers in the story (i.e., drama) being analyzed. the data of this research is taken from the drama, focused on the part of conversation among all characters in the drama. the primary data of this research are the linguistic items which are categorized as pragmatic markers and they are derived fully from the drama ile. the data are then grouped in a corpus type of pragmatic markers in readiness for analysis. in collecting the data, researcher selects data in the forms of a list of words, phrases and clauses which have been categorised as pragmatic markers. to ease the processes of identifying and classifying the data, the linguistic items which are categorized as pragmatic markers are coded and labeled systematically. the coding systems applied in this study follow the number of clauses after the drama ile is rendered. the present study employs one of three kinds of triangulation suggested by miles and huberman (1994: 26) that is expert triangulation. in this case the researcher does crosschecking the interpreted data to the experts to minimize the subjectivity and bias of the interpretation. the experts are the researcher’s supervisors in doing this research, they are prof. abbas a. badib, ma., ma., ph. d and drs. suwono, ba., ph. d. the analysis of data is conducted through some stages. the first stage is the identification of all linguistic devices that are categorized as pragmatic markers. the identification of the markers is then followed by the tabulation of the markers in accordance to the types, code, frequency and percentage. the final stage is the analysis of types, functions, and the contribution of each of the pragmatic markers to the coherence relation in the drama. the analysis of the types of pragmatic markers here is done through some step. first step is classifying the markers into simple, compound and clausal. next step, each marker within each category is then classified into the types of pragmatic markers, based on fraser’s (1996) classification, into basic, commentary, parallel, and discourse. finally, the analysis of the contribution of pragmatic markers to the coherence relation in the drama is based on the principle that the presence of pragmatic markers facilitates the sort of coherence relations set up in a discourse (gonzáles, 2004:45). 26 4. results and discussion 4.1 pragmatic markers in ile the conversation in drama (ile) being analyzed in this thesis consists of about 4,369 words which are then grouped into 484 clauses. of these figures of words and clauses, 415 linguistic items are identified as pragmatic markers which are distributed into four major types of pragmatic markers following fraser’s (1996) identification of the types of pragmatic markers in english. then, these pragmatic markers are tabulated according to the membership of the markers in the groups of the four types of markers, followed by the frequency and percentage scales. the goal of organising and tabulating the pragmatic markers in such a way is to see how often a specific marker is used in the drama. 4.1.1 basic markers in ile the identification of pragmatic markers is followed by an interpretation and conclusion when each major type of markers is discussed. as a starting point, let us consider the‘basic’ pragmatic markers which are found in the ile as they are presented in table 1. table 1: basic markers in ile types of pragmatic markers examples of basic markers freq 1) structural basic markers a) declarative i mean..., i’ll thank you...., i know..., i warned ..., i guess ..., i feel ..., i’m afraid..., i heard ..., i tell ye ... 21 b) imperative stay by the stove where ye belong 36 and ye’ll find no need of chatterin’. get out o’ this, you! clean up the chart room c) interrogative what’re ye shiverin’ ‘bout? who d’ye think it were—the old man? 39 where was it ye’ve been all o’ the time—the fo’c’sle? what is it he thinks he’s goin’ to do? 2) lexical basic markers a) performative expressions i reckon 2 b) pragmatic idioms oh, yes / aye, no, aw, damn, ah 45 3) hybrid basic markers a) declarative-based hybrids 27 ~ tag question ~ positive tag question ..., be you, ...? ..., wouldn’t it? ..., wasn’t it? ..., don’t you? ..., haven’t i, ...? ..., be you? ..., don’t ye? ... , is it? ..., ain’t you? ..., have i? 14 b) interrogativebased hybrids won’t you please turn back? 1 c) imperative-based hybrids none o’ your lip, ... , or i’ll learn ye 1 table 1 indicates that 159 (38.31%) linguistic items of the whole number of pragmatic markers (415 linguistic items) in the drama ile are identified as basic pragmatic markers. from table 1, it can be seen that the dominant use of basic markers is the use of message idioms which is the member of pragmatic idiom type in lexical basic marker group. the figure of the dominant use of that type suggests that the delivery of the story of this drama is emphasized on the use of the pragmatic markers to signal the entire basic message of the characters’ utterances. 4.2 commentary markers in ile the identification of pragmatic markers, in this thesis, is followed by an interpretation and conclusion when each major type of markers is discussed. as a starting point, let us consider the number, frequency and percentage of commentary markers which are found in the ile as they are presented in table 2. table 2: frequency scale of commentary markers in ile types of pragmatic markers examples of commentary markers freq 1) assessment markers rightly 1 2)manner-of-speaking markers you know 1 3) hearsay markers they say..., you said .... 2 4) emphasis markers really 1 table 2 indicates that 5 (00.12%) linguistic items of the whole number of pragmatic markers (415 linguistic items) in the drama ile are identified as commentary markers. the use of this type of pragmatic markers in the drama seems to be dominated by hearsay markers (2 linguistic items). markers which belong to hearsay markers are comments about the type of source of the speaker’s information. it is also identified in the above table that 1 pragmatic marker belongs to assessment marker signals the speaker’s evaluation of the state of the world represented in the proposition. it is also found 1 pragmatic marker belongs to manner-of-speaking marker which 28 signals the speaker’s comment on the manner in which the basic message is being conveyed, and 1 pragmatic marker belongs to emphasis marker which emphasizes the force of the basic message. meanwhile, it is found that there is no pragmatic markers which belong to the group of mitigation markers evidential markers and consequent-effect markers. 4.3 parallel markers in ile the identification of pragmatic markers, in this thesis, is followed by an interpretation and conclusion when each major type of markers is discussed. as a starting point, let us consider the number, frequency and percentage of parallel markers which are found in the ile as they are presented in table 3. table 3: frequency scale of parallel markers in ile types of pragmatic markers examples of parallel markers freq 1) vocative markers young ‘un, mr. steward, sir, you, mr. slocum, annie, david, tom, woman, harpooner 10 1 2) speaker displeasure markers damn, to the devil with ...! for my sake, for god’s sake, for the love of god, for your sake 13 3) focusing markers well, now, you see, 7 table 3 indicates that 121 (29.16%) linguistic items of the whole number of pragmatic markers (415 linguistic items) in the drama ile are identified as parallel markers. the use of this type of pragmatic markers in the drama seems to be dominated by vocative markers. it is shown in the table 3 that 101 pragmatic markers in drama ile belong to vocative markers. the vocative markers which is found in this drama include standard titles, occupation name, general nouns, and pronominal forms. in this case, the use of vocative marker in character’s utterances shows that a speaker is explicitly sending the message that the addressee of this message is person who has been mentioned in vocative markers. it is also identified in the above table that 13 pragmatic markers belong to the speaker displeasure markers. these markers signal a message of the speakers expressing annoyance, but it is not usually clear whether the addressee or the situation is the target of the anger. turn to the next group of parallel markers, that is called focusing markers. it can be shown in table 3 that 7 pragmatic markers belong to these markers. focusing markers signal focusing or refocusing on the topic at hand. meanwhile, from the four types of parallel markers, solidarity markers are not found in the drama ile. 4.4 discourse markers in ile the identification of pragmatic markers, in this thesis, is followed by an interpretation and conclusion when each major type of markers is discussed. as a starting point, let us consider 29 the number, frequency and percentage of parallel markers which are found in the ile as they are presented in table 4. table 4: frequency scale of parallel markers types of pragmatic markers examples of discourse markers fre q 1) contrastive markers but, yet/yit, instead of/instead, 22 2) elaborative markers and / ‘n’ / an’, or, 98 3) inferential markers then, 10 table 4 indicates that 130 (31.33%) linguistic items of the whole number of pragmatic markers (415 linguistic items) in the drama ile are identified as discourse markers. the use of this type of pragmatic markers in the drama is dominated by elaborative markers. in this case, the utterance which follows elaborative marker constitutes a refinement of some sort on the preceding discourse. it is also found that 22 pragmatic markers are identified as contrastive markers. the utterance which follows the contrastive marker is either a denial or a contrast of some proposition associated with the preceding discourse. it is also identified in the above table that 10 pragmatic markers belongs to inferential markers. these markers signal that the force of the utterance is a conclusion which follows from the preceding discourse. meanwhile, it is found that there is no pragmatic markers which belong to the group of topic change markers. 4.5 contribution of pragmatic markers to the coherence relation in ile discourse coherence falls under context-relative language and has to do with how discourse relates to other discourse. as seen from the extract beginning the article pragmatic markers have the discourse-deictic function to mark a transition from one part of the dialogue to another (e.g. from an initiating move to a response or from one topic to another). they provide the bridge between the propositional parts of the discourse making it possible for the conversationalists to move quickly and smoothly from one topic to another. discourse coherence is the result of interaction and cooperation. it involves both topical continuity and speaker change. the presence of markers is necessary to make the type of relationship established between preceding and following propositions explicit and clear. it can be illustrated by the conversation between mrs. keeney and mr. keeney in situation when she attempts to 30 convince her husband (mr. keeney) to go for home and persuades him not to continue the sail for getting the ile anymore. the conversation between them can be shown as follows: mrs keeney : yes, you were very kind, david. i know that. i won’t stand it. ican’t stand it—pent up by these walls like a prisoner.take me away from here, david! if i don’t get away from here, out of this terrible ship, i’ll go mad! take me home, david! i can’t think any more. i feel as if the cold and the silence were crushing down on my brain. i’m afraid. take me home! keeney : best go to bed, annie. you ain’t yourself. you got fever. your eyes look so strange like. i ain’t never seen you look this way before. the bold and italic phrase i feel in the conversation above is identified as declarative structure of structural basic marker. in this case, by uttering i feel as if the cold and the silence were crushing down on my brain (clause 309-310) mrs. keeney is committed to express the belief of her feeling that the cold and the silence arround the ship are as if crushing down on her brain. it can be said that the kind of coherence relation which is identified in mrs. keeney’s utterances include relationship of belief expression. this relationship is reflected by the use i feel as declarative structure of structural basic marker. the kinds of coherence relations which are identified in ile include relationship of belief expression which is reflected by the use of declarative structure of structural basic marker.the use of imperative structure of structural basic markers can reflect relationship of strong desire expression. meanwhile, relationship of desire expression of verbal response is reflected by the use of interrogative structure of structural basic markers. performative expressions of lexical basic markers which are found in drama ile reflect relationship of basic message force. meanwhile, pragmatic idioms of lexical basic markers reflect relationship of entire basic message. besides, declarative-based hybrids of hybrid basic markers which are found in that drama reflect relationship of confirmation request and relationship of tentative conclusion confirmed. interrogative-based hybrids of hybrid basic markers reflect relationship of action request. meanwhile, imperative-based hybrids of hybrid basic markers reflect relationship of order. all these relationships are reflected by the use of basic markers. commentary markers which are found in drama ile also reflect many kinds of coherence relations, such as relationship of assessment which are reflected by the use of assessment marker. manner-of-speaking markers reflect relationship of manner-of-speaking. meanwhile, hearsay markers of commentary markers in that drama reflect relationship of hearsay. emphasis marker of commentary marker reflects relationship of emphasis. 31 parallel markers which are found in drama ile also reflect many kinds of coherence relations. vocative markers of parallel markers which are found in that drama reflect relationship of explicit sending message. relationship of speaker displeasure are also found in the use of speaker displeasure markers. meanwhile, focusing markers found in that drama reflect relationship of refocusing and relationship of focusing. the kinds of coherence relations which are reflected by the use of discourse markers include relationship of contrast as in clause 21 (as an example): nothin’ to see but ice. this relationship is reflected by the use of contrastive marker but. besides, the use of yet/yit and instead of/instead also reflect relationship of contrast. it can be shown in clause 93 (and this truck not cleared yet) and clause 288 (and instead, all i find is ice and cold and brutality!). relationship of elaboration is reflected by the use of elaborative markers as in clause 431: and we’ll drive her through. the marker or as elaborative marker also reflects relationship of elaboration as in clause 8: or must we drag ‘em out?. meanwhile, inferential marker of discourse markers which is found in drama ile reflect relationship of conslusion. this relationship is reflected by the use of then in clause 155: then you ain’t goin’—to turn back?. from the brief explanation about coherence relations which are found in drama ile, it shows that those pragmatic markers provide the bridge between the propositional parts of the discourse that making it possible for the characters in drama to move quickly and smoothly from one topic to another. 5. conclusion as a literary work, ile has become interesting drama since its story has significant conflict brought by the major characters (captain keeney/david and mrs. keeney/annie). conflict brought by those major characters appears in the middle of conflict of ice-locked ship. it can be said that this drama is unique in which there is significant story beyond surface story. the conversation between characters is interesting to analyze because the story has two conflicts that will be comprehended by analyzing utterances which consist pragmatic markers. those pragmatic markers can focus the hearer's attention onto a specific contextual space, and to facilitate and restrict the hearer's possible inferences for interpreting the message. the conversations among characters move quickly and smoothly from one topic to another because of the existence and correspondence of pragmatic markers which are found in the drama. this study is conducted to identify the types of pragmatic markers in eugene o’neill’s drama ile, based on fraser’s theory of pragmatic markers. fraser (1996) categorized 32 pragmatic markers into four major types which include (a) basic markers, (b) commentary markers, (c) parallel markers, and (d) discourse markers. the finding of the types of pragmatic markers in drama ile will give a clue to analyze the functions of the use of pragmatic markers in that drama. based on the analysis of pragmatic markers include its functions and its contribution to coherence relations as outlined in this study, the researcher draws some conclusion as follows; first, the results of the analysis of the data indicate that from 4,369 words in the drama, 415 linguistic items are identified as pragmatic markers which are distributed into four major types of pragmatic markers: basic markers, commentary markers, parallel markers, and discourse markers. the identification of the types of pragmatic markers in drama ile indicates that the use of the items of basic pragmatic markers is very dominant with 159 items (38.31%). this is followed by the use of the items of discourse markers with 130 items (31.33%), parallel markers with 121 items (29.16%), and the least one is commentary markers with 5 items (00.12%). second, basic markers found in drama ile reflect many kinds of coherence relations include relationship of belief expression, relationship of strong desire expression, relationship of desire expression of verbal response, relationship of basic message force, relationship of entire basic message, relationship of confirmation request, relationship of tentative conclusion confirmed, relationship of action request, relationship of order. commentary markers which are found in drama ile also reflect many kinds of coherence relations, such as relationship of assessment, relationship of manner-of-speaking, relationship of hearsay, relationship of emphasis. parallel markers which are found in drama ile also reflect many kinds of coherence relations, such as relationship of explicit sending message, relationship of speaker displeasure, relationship of refocusing and relationship of focusing. discourse markers which are found in drama ile also reflect many kinds of coherence relations, such as relationship of contrast, relationship of elaboration, relationship of conslusion. coherence relations which are found in drama ile shows that those pragmatic markers provide the bridge between the propositional parts of the discourse that making it possible for the characters in drama to move quickly and smoothly from one topic to another. 6. references andersen, gisle. (2001). pragmatic markers and sociolinguistic variation: a relevance theoretic approach to the language of adolescents. amsterdam: john benjamins. 33 bublitz, wolfram. (1999).“introduction: views on coherence.” in coherence in spoken and written discourse. how to create it and how to describe it, edited by wolfram bublitz, uta lenk and eija ventola, amsterdam/philadelphia: john benjamins, 1-7 fraser, bruce. (1996). pragmatic markers. pragmatics, 6, 167–190. gonzález, m. (2004). pragmatic markers in oral narrative. amsterdam: john benjamins publishing company. miles, matthew and huberman, a. michael. (1994). qualitative data analysis: an expanded sourcebook. thousand oaks: sage publication, inc. schriffrin, d. (1987). discourse markers. (studies in interactional sociolinguistics, 5). cambridge: cambridge university press. volume 14, number 1, april 2023, 56-71 available at http://jurnalfahum.uinsby.ac.id/index.php/nobel/article/view/704 doi: 10.15642/nobel.2023.14.1.56-71 hedges as a conversational strategy in women’s gossip in the bold type season 1 endratno pilih swasono1, hana maisaroh2 universitas islam negeri sunan ampel, jl. a. yani 117 surabaya, east java, indonesia1,2 article info abstract this study aims to explore the functions of hedges employed in women’s gossip by all female characters in the bold type season 1. this study applied coates' (1996) classifications of hedges functions combined with two other functions proposed by rabab’ah and rumman (2015) to investigate the hedges function. the researchers employed a descriptive-qualitative method and collected the data by highlighting the transcript of the series to identify the conversations categorized as women’s gossip. the data were then analyzed in several steps; identifying by giving codes, classifying, interpreting or discussing, and making a conclusion. the study revealed that all four hedges’ functions by coates and two functions by rabab’ah and rumman are found in female characters’ utterances in their gossip. based on the study’s result, using hedges as a conversational strategy in female characters’ utterances smoothens their conversation during gossip. it can facilitate them to convey precise ideas when they exchange information and prevent them from delivering exaggerated information during gossip. it also helps them maintain solidarity and friendship between the participants, which is the overall function of female gossip. to conclude, hedges or hedging can be an influential conversational strategy in women’s gossip. article history: received january 2023 accepted march 2023 published april 2023 keywords: hedges, conversational strategy, women’s gossip, female characters, the bold type season 1 © 2023 uin sunan ampel surabaya correspondence: p-issn 2087-0698 email: endratno007@uinsby.ac.id e-issn 2549-2470 http://jurnalfahum.uinsby.ac.id/index.php/nobel/article/view/ endratno pilih swasono & hana maisaroh nobel: journal of literature and language teaching 57 volume 14, number 1, april 2023, 56-71 introduction in interaction, people can use different conversational strategies to make the language used can be meaningfully accepted. this difference can also be influenced by gender. as holmes (2013) explains, men tend to apply a competitive style, while women tend to apply a cooperative style in a conversation. r. lakoff (1975, p. 54) supports that women mostly avoid appearing strongly assertive because they believe it makes them look unfeminine. therefore, they tend to reduce the assertion in their speech to make their language acceptable to conversational partners. one of the conversational strategies that participants can use to convey the force of the claim less assertively is hedges or hedging. hedging or hedges is the term that refers to linguistic devices that are used to modify a statement to be “fuzzier or less fuzzy” (g. lakoff, 1973, p. 471). it includes some expressions such as “perhaps,” “possible,” “might,” and so forth. the use of hedges indicates a less strong claim. therefore, hedges are commonly associated with uncertainty, doubt, politeness, indirectness, and vagueness. it is commonly believed that women and men use hedging devices differently (r. lakoff, 1975). hedges are one of the women’s linguistic features, and it is generally believed that women tend to use hedging expressions more than men. coates (2004, p. 88) supports that since women’s speech is usually defined as “tentative,” there are claims that women apply more hedges in their speeches. the different topics men and women choose in their conversation is a possible reason that affects the different usage of hedges in men’s and women’s conversations (coates, 2004, p. 90). to sum up, hedges are commonly considered a linguistic device that tends to be used by women. hedges are an essential device in the use of language for interacting in social life. several forms of hedges can serve affective functions that can build a more relaxed situation and minimize social distance with the participant in a conversation (holmes, 1990). hence, using hedges can help show solidarity and establish closeness between the speakers in conversation. based on this statement, using hedges as a conversation strategy needs to be learned to establish good communication. hence, hedges may also be a significant element in women’s gossip since maintaining solidarity in women’s gossip is a significant goal. gossip itself is one of the forms of language use. it is a form of interaction that we often encounter in everyday life and has become a part of the culture in society. therefore, it is worth to be analyzed to provide insight into the use of language in everyday social interactions. although both women and men can perform gossip, gossip is considered a specialized hedges as a conversational strategy nobel: journal of literature and language teaching 58 volume 14, number 1, april 2023, 56-71 characteristic of women’s communication in western society (holmes, 2013, p. 316). based on this reason, the researcher is interested in examining the use of hedges in women’s gossip since hedges are believed as a conversational strategy that is mostly used by women and can serve affective functions, which also can facilitate women’s gossip as a highly interactive conversation that can build relationship and solidarity. in recent years, there has been growing interest in the study of how gender affects the way people gossip, such as the study to analyze several aspects of women’s gossip (mangul & mirahayuni, 2013; sari et al., 2015), a study on men’s gossip (mohajer, 2013), and study that compared the types and functions of men’s and women’s gossip (nabilah, 2019). in line with this, hedges in written gossip or gossip articles have also been analyzed (hasanah & wahyudi, 2015; wulandari, 2016). besides, the use of hedges in several kinds of spoken interaction also has been studied by several researchers, such as in talk shows (miladiyah & ariyanti, 2018; saputra, 2013), in speeches (arifianto & widyastuti, 2014) and presidential debate (nariansyah, 2020). all the studies above focus on using hedges as the conversational strategy in building relationships and solidarity in verbal gossip by women. the use of hedges in gossip can be found in interactions and learned from various media, including television series. thus, the researcher uses ten episodes of a drama series entitled the bold type season 1 since the series contains a lot of daily conversations in women’s groups that may also reflect the phenomena of gossip and can be used to reveal the use of language by female characters in gossip. based on the explanation above, this study aims to examine the functions of hedges used in women gossip by female characters in the bold type season 1. review of literature gossip gossip is one of the varieties of language usage. (holmes, 2013, p. 316) defines gossip generally as a relaxed talk in an informal context done by a group. it is a form of conversation that allows participants to do positioning relationships and builds solidarity as they explore shared normative judgments to maintain the social group values (mangul & mirahayuni, 2013, pp. 1–2). jones (1980, p. 194) describes gossip as women’s talk in an intimate style with a personal setting and topic in their roles as women. to sum up, gossip is a relaxed talk or idle talk in a personal setting about daily life, personal matters, and personal experiences, as well as evaluations of third parties in an intimate style that can build solidarity as the participants share validation and judgments or evaluations. endratno pilih swasono & hana maisaroh nobel: journal of literature and language teaching 59 volume 14, number 1, april 2023, 56-71 women’s gossip gossip is commonly associated with women’s talk. according to holmes (2013, p. 316), gossip is commonly known as a specialized characteristic of women’s communication in western society. jones (1980, pp. 194–197), who considers gossip as women’s talk, classifies several elements of gossip. first, the cultural setting in gossip is usually personal and private, with places such as a house, cloakrooms, women’s toilets, supermarkets, hairdressers, corridors, tea rooms, etc. second, the participants in gossip are women as members of the social group. third, women’s role is reflected in the topic of gossip. the topic is usually about personal experience, which can be about third parties and speakers’ lives. furthermore, there are generally some formal features to give positive responses to each other and give validation to each other’s opinions in gossip, such as paralinguistic responses. last, the functional categories of gossip are house-talk (sharing of resources and information related to women’s roles), scandal (criticizing other people’s behavior), bitching (complaining about their restricted role), and chatting (sharing and commenting on each other’s feelings by taking turns retelling each other’s experiences and incidents in women’s daily lives in an evaluative process that also provides emotional supports). in women’s gossip, they also give sympathetic responses to each other by validating or confirming other participants’ reactions or attitudes, developing, and responding to each other’s topics discussed. they also frequently give agreements and even complete each other’s speeches. thus, gossip carried out by women builds relationships and solidarity between the participants involved (holmes, 2013, p. 316). conversational strategies the term conversational strategies refer to linguistic strategies used by people in conducting a conversation. coates (2004, p. 86) affirms that in conversational interaction, men and women speakers characteristically employ different strategies. women tend to be cooperative conversationalists, while men tend to use a competitive style (holmes, 2013, p. 314; coates, 2004, p. 126). based on holmes (2013, p. 315), the influence of the pattern in society and the context causes women and men to use different strategies in conversations. to sum up, conversational strategies in interaction can be influenced by the patterns and norms that emerge in society and the context. hedges the term “hedges” or “hedging” was first introduced by george lakoff in 1973. he describes hedges as a linguistic form used to make a statement “fuzzier or less fuzzy” (g. lakoff, 1973, p. 471). based on coates (2004, p. 88), hedges are linguistic forms such as “i hedges as a conversational strategy nobel: journal of literature and language teaching 60 volume 14, number 1, april 2023, 56-71 think,” “you know,” “i’m sure,” “perhaps,” “like,” and “sort of” that can be used to indicate the speaker’s uncertainty or certainty regarding the thing that is discussed. likewise, (salagermeyer, 1997, p. 106) states that hedges are verbal and adverbial expressions that are related to degrees of probability, such as “perhaps,” “may,” “can,” “suggest,” etc. this strategy allows the speaker to express controversial views by making the line less strong or critical (saputra, 2013). by hedging, a speaker can reduce a statement’s truth, assertion, or perceived negative effect on the interlocutors. the use of hedges can bridge the factual interpretation of the user about the proposition information and the proposition information itself (salager-meyer, 1997, p.106). therefore, it is considered an interactive element essential to good communication. types of hedges (salager-meyer, 1997, pp. 109–110) categorized the hedges into seven types, called “strategic stereotypes.” table 1: salager-meyer’s classifications of hedges types of hedges expressions modal auxiliary verbs can, might, may, could, would, should. modal lexical verbs to appear, to seem, to speculate, to argue, to believe, to suggest, to assume, to estimate, to tend, to propose, to indicate, etc. probability adjectives, adverbs, and nouns probable, un/likely, and possible, also nouns such as possibility, suggestion, assumption, estimate, claim, and adverbs (included in non-verbal models) such as possibly, practically, maybe, probably, nearly, likely, apparently, presumably, and perhaps. approximators of degree, quantity, frequency, and time roughly, often, about, somehow, sort of, approximately, a lot of, occasionally, usually, generally, somewhat, kind of, etc. introductory phrases i think, i believe, to our knowledge, we feel that, it is our view that, etc. if clause if anything, if true, etc. compound hedges it would appear, it seems reasonable/probable, it seems somewhat unlikely that,it may appear somewhat speculative that, etc. functions of hedges coates (1996, pp. 154–162) classifies four functions of hedging devices in spoken interaction. furthermore, to provide detailed classifications of the functions of hedges, the researcher also combines the theory by adding two other functions from the theory by rabab’ah and rumman (2015), which also proposed several functions of hedges in non-scientific discourse. the expression of doubt and confidence the first function, or the hedges’ basic function, indicates that a speaker is not committed to something they said. therefore, people use hedges when they lack confidence about the truth endratno pilih swasono & hana maisaroh nobel: journal of literature and language teaching 61 volume 14, number 1, april 2023, 56-71 of the claim or the proposition that they deliver in their utterance (coates, 1996, p. 154). several forms of hedges, such as “maybe,” “i think,” or auxiliary verbs such as “might” and “may,” are hedges forms that generally can be used to signify a doubt (coates, 1996, p. 155). besides being able to signal doubts about a claim or statement, hedges can also be used to communicate the speaker’s relative confidence in a claim (coates, 1996, pp. 155-156). for example: giselle: “bet anna already know her sister will come.” irene: “yeah, they probably already told her.” in this conversation, the speakers talk about anna, who most likely knows her sister will come. irene uses “probably” as the hedging device, indicating that her statement is closer to confidence than doubt. thus, the speaker uses the word probably, indicating she is almost certainly confident that “they” have told anna. sensitivity to others’ feelings hedges can be used to modify the strength of a proposition in an utterance. the other major function of a hedge is that it also can be used to consider the conversational partner’s feelings (coates, 1996, p. 156). as an example, the forms such as “sort of” and “kind of” as in “she looks very sort of um kind of matronly really” indicates that the speaker is not forcing her/his proposition about “she looks matronly.” searching for the right word hedges can also indicate that the speaker is having trouble finding the proper words or searching for the ideal words to communicate the speaker’s meaning. this function commonly can be seen from the pause after using hedges in the speaker’s utterance. several forms that are mostly used to achieve this function are “sort of,” “kind of,” “you know,” etc. (coates, 1996, pp. 158-160). hence, by using hedges for this function, a speaker can minimize the possibility of making mistakes in word choice when they deliver an idea. avoiding playing expert hedges can also be used as a strategy to avoid the appearance of playing expert. based on coates (1996, p. 160), the term ‘playing expert’ here means “where participants take it in turns to hold the floor and to talk about a subject which they are an expert on.” using hedges with this function can make the different social distances between the speaker and the interlocutor more subtle and, thus, make sentences sound more familiar and friendly to interlocutors (coates, 1996, pp. 161-162). hedges as a conversational strategy nobel: journal of literature and language teaching 62 volume 14, number 1, april 2023, 56-71 avoiding direct criticism, especially when predicting future events or consequences based on rabab’ah and rumman (2015, p.178), the other function of hedges is to soften the statement. it protects the speaker from criticism, especially when mentioning something that may happen in the future. as an example, the use of hedges in a statement such as “i think if she goes there, it will give a big contribution to the company” indicates that the speaker uses the introductory phrase “i think” to modify the force of the statement and imply that the statement is merely from the speaker’s personal view. thus, it protects himself/herself from being criticized by others if what is said does not appear to be true in the future. requesting the listeners’ involvement based on rabab’ah and rumman (2015, p. 179), some hedging forms can be used to get the listener involved in the speaker’s utterance. the use of introductory phrases or the expression which indicate the speaker’s doubt and direct involvement, such as “we know,” “we think,” “we believe,” “you know,” etc. are some hedging forms that can be used to make the listener involved in the things that are being discussed. example: “we know she is that kind of person.” “as you know, she is making progress.” method the researcher applied the descriptive qualitative method in this study because the researcher undertook this study to understand, analyze, and interpret the data. the data source of this research was ten episodes of an american drama series, the bold type season 1. the researcher also downloaded the subtitles to get the transcripts. since the research data were obtained from all the conversations conducted by all 12 female characters that can be labeled as women gossip, all female characters in the bold type season 1 were the subject of this research. this study’s instrument was a human instrument, the researcher herself. data collection techniques were conducted by searching and downloading the english subtitle, converting the subtitles files into word files, watching the series, highlighting the conversation in the transcript to identify the conversations labeled as women’s gossip, and watching the series again to verify the highlighted data. the data analysis is then undertaken in several steps; identifying by giving codes, classifying, interpreting or discussing, and making conclusions. endratno pilih swasono & hana maisaroh nobel: journal of literature and language teaching 63 volume 14, number 1, april 2023, 56-71 findings and discussions findings findings from the data analysis of this study show that from 87 of 93 conversations that can be labeled as gossip in 10 episodes of the bold type season 1 series, the female characters used hedges in their utterance during gossip 298 times. the following sections further show the classification results and several examples of the data. functions of hedges all six functions are found in the female characters’ utterances during gossip in the bold type season 1 series. the table below shows the finding of the hedges’ functions in the series. table 2: hedges’ functions in women’s gossip by female characters in the bold type season 1 code hedges functions frequency f.edc expression of doubt and confidence 172 f.sof sensitivity of other’s feelings 47 f.str search for the right words 8 f.ape avoiding playing expert 4 f.adc avoiding direct criticism 27 f.rli requesting listener involvement 40 total 298 expression of doubt and confidence datum 1 ex-fit student : “he made me cry at least three times. i thought everyone hated him.” sutton : well, it was like a love-hate relationship, you know?” in the datum above, sutton and a female scarlet employee in the fashion department who graduated from the fashion institute of technology (fit) are having a gossip about peterson, who is a design lecturer at fit. in the ex-fit student’s statement, she uses a hedging device as an approximator of quantity through the word “at least” to indicate that she is unsure of the accuracy of the information she has conveyed about how many times petersen made her cry. through the use of an approximator, the ex-fit student’s utterance becomes weaker. therefore, the ex-fit student uses a hedging device to modify her proposition and make the truth in the information she conveys in the gossip more precise based on her understanding. datum 2 cassie : “she was from ‘porch and garden,’ wasn’t she? i guess they started layoffs too. i want to go back for the wool.” sutton : “cassie, we’re gonna be fine.” hedges as a conversational strategy nobel: journal of literature and language teaching 64 volume 14, number 1, april 2023, 56-71 cassie and sutton are gossiping about a female employee who is crying and carrying her stuff in the same elevator as them. due to the layoff rumors spread in the company, cassie suspects that the female employee is also getting laid off from her job. the words “i guess.” in the excerpt above is a hedging device with the pronoun “i” which expresses personal doubt and indicates direct involvement. using the hedges, cassie weakens her statements and indicates that what she said is merely a personal assumption. that way, the statement does not sound too assertive. sensitivity of others’ feelings datum 3 jane : “but two guys? i mean, when i get froyo, i get one topping, one flavor. i definitely don’t do side by side, and i definitely don’t do the swirl ’cause then the flavors, they get all mixed...” sutton : “okay, i feel like the analogy could stop there.” jane and sutton are conversing in the fashion closet and discussing how jane will manage to be involved with two men simultaneously. to explain this, jane uses an analogy about when she buys frozen yogurt. sutton then asks jane to stop talking about the frozen yogurt because she wants to get the point of jane’s explanation by saying, “i feel like.” by using introductory phrases or personal doubt and direct involvement expression, sutton’s words indicate sensitivity to jane’s feelings as she softens her words to ask jane to explain the point directly. sutton could immediately tell jane to stop talking about the analogy, but she used the expression “i feel like.” that way, she also protects herself from making a too-forceful statement. thus, her suggestion sounds more polite, and the solidarity in gossip is maintained. datum 4 kat : “why do you still wear a hijab? isn’t it kind of contradictory?” adena : “i choose to wear the hijab. it does not oppress me…” in the datum above, kat employs a hedging device by using approximators of degree “kind of” in her question about why adena still wears a hijab despite her sexual orientation, which contradicts her religion’s rule. the word “kind of” in kat’s sentence is used to limit the force of her claim and protect herself from conveying a controversial claim in her question since her question might be a sensitive topic for adena. moreover, kat is unsure how adena will respond to her question. to sum up, the hedge softens kat’s sentence and makes the claim more acceptable and polite. endratno pilih swasono & hana maisaroh nobel: journal of literature and language teaching 65 volume 14, number 1, april 2023, 56-71 searching for the right word datum 5 kat : “i have an audience of almost 2 million people like right at my fingertips. i can do so much with that. so much more than i could wandering around some... foreign country without even so much as a change of underwear.” sutton : “really? that’s gross.” kat, jane, and sutton are on their way to work while talking about what kat can do with scarlet’s social media followers that she manages. kat uses hedging expressions when she is having trouble searching for the proper word to say. kat uses a hedging expression in the word “some,” followed by a pause before she continues her words to make an analogy about what she can do with the social media followers. hence, the presence of hedges in kat’s sentence indicates that kat is looking for the ideal words to deliver her meaning. by using the hedging expression, kat also protects herself from making mistakes in delivering information during their gossip. datum 6 kat : “you okay?” adena : “i had a bit of a … hard day, but i’m okay.” adena and kat chit-chat and talk about their daily lives and personal matters. adena uses the hedging expression “a bit of” in her sentence, followed by a pause before she continues talking. it indicates that, during the pause, adena is looking for the most suitable word to deliver her meaning. this is may also because english is not adena’s first language. therefore, using hedging expressions in adena’s sentence helps her provide the information in gossip without making mistakes in her word choice. avoiding playing expert datum 7 jane : “also, why is that?” kat : “something technological. blah, blah, blah. apparently, hormones play a part in how we interpret images.” kat and jane are having an idle talk in the fashion closet about a vr application for scarlet magazine that kat is working on as scarlet’s social media director. kat includes words that make her sentence sound vague through the word “apparently” above. through the use of the hedging device, her sentence sounds less authoritative, more familiar, and more friendly to jane, who is not an expert on the topic that kat is talking about. that way, it reduces the social hedges as a conversational strategy nobel: journal of literature and language teaching 66 volume 14, number 1, april 2023, 56-71 distance between jane and herself and can also maintain solidarity between jane and kat as the two speakers of the gossip. datum 8 kat : “anyway, i wrote a little something about it for the digital site, tweeted it out with the title, ‘hey, vr bros, don’t forget the female gaze.’” in the same context as datum 7, kat uses the word “little” followed by “something” when explaining to jane what she does about her job, which she is an expert on. kat tried to include vague words in her utterance. through hedging, it implies that kat is trying to make her sentences familiar, not too complicated, and easy for jane to understand. thus, through the use of hedges in her sentence, kat tries not to appear like an expert in front of jane. avoiding direct criticism, especially when predicting future events or consequences datum 9 sutton : “i think it’s gonna be my networking lifeline.” jane : “that’s cool.” sutton, kat, and jane gather in the pantry and have an idle talk about sutton who found a digital message board for fashion assistants that can help to make more connections. sutton predicts that the digital board may be a place where she can network with fashion people in the future. sutton uses the word “i think,” which indicates that the sentence she said is merely her opinion and something that comes from her point of view. the word “i think” above is a hedging device that makes sutton’s sentence sound less authoritative and forceful. by using this hedging device, sutton also protects herself from criticism from others if, in the future, what she said about the high tea does not appear to be happening. datum 10 jane : “yeah, but he’s gonna find out eventually.” kat : “how? how is he gonna find out?” jane : “he could ask to see her diploma.” when they talk, sutton and kat gather in the fashion closet and gossip about an absent third party. they are talking about oliver, the head of scarlet’s fashion department, who misunderstood and thought sutton had graduated from the fashion institute of technology (fit). kat suggests sutton pretend not to know about the misunderstanding to be easily recruited into the fashion department. however, jane tries to prevent sutton from listening to kat’s advice. in her sentence, jane uses the word “could” to soften her statement about oliver, which may ask sutton about it and may find out about the lie in the future. it implies that jane endratno pilih swasono & hana maisaroh nobel: journal of literature and language teaching 67 volume 14, number 1, april 2023, 56-71 is not entirely sure and only surmises the possibility of the consequences that will happen in the future. therefore, the modal auxiliary verb “could” in jane’s sentence mitigates her argument and make it sounds less strong. requesting listener’s involvement datum 11 jane : “well, we know that’s not who you are.” kat : “yeah, we know you better than anybody.” at the fashion closet, sutton talks about her problem with oliver, the head of scarlet’s fashion department, who discovered that sutton lied about being a fit graduate. jane and kat then provided supportive feedback and comforted sutton. jane and kat use the word “we know,” which can be categorized as personal doubt and direct involvement expression. through the use of this hedging device, kat and jane involve each other in their sentences. therefore, they get validation from each other regarding the claims they convey, which can also build solidarity in their gossip. datum 12 kat : “yeah, we were just thinking, you know, while you’re there, maybe you could, um... ask the doctor about getting the test. our insurance covers it now.” jane : “i got to go. love you guys.” kat, jane, and sutton are having chit-chat while jane is waiting in front of the lift to meet a doctor and obtain some information for alex’s article about women’s breast health. kat, who knows that jane has the brca gene from her mother, suggests that jane should do a test when she meets the doctor. when she conveys her idea, kat uses hedging in her words, “we were just thinking” and “you know.” using these expressions, kat shows her direct involvement and attempts to involve sutton as the other gossip partner in her sentence by using the pronoun “we” and “you.” thus, she also seeks sutton’s agreement as her gossip partner regarding her advice to jane. discussions according to the findings, hedges are used as a conversational strategy in female characters’ utterances during women’s gossip in 10 episodes of the bold type season 1 series, a total of 298 times. however, only 8 of the 12 female characters in the series use hedges during their gossip. those eight female characters are jane, sutton, kat, jacqueline, adena, noelle, cassie, and ex-fit student. this is because although the other four minor characters (lauren, hedges as a conversational strategy nobel: journal of literature and language teaching 68 volume 14, number 1, april 2023, 56-71 victoria, mia, and jenny) also often have conversations in the women’s group, the four characters do not have many conversations that can be categorized as gossip. this is also because they have fewer appearances in the series than the other eight characters. the results of the study show that the female characters use all six hedges functions from the theories in their gossip. based on the finding, several hedges can serve the same function. hedging expressions in female characters’ utterances in gossip are mostly used to indicate less confidence, uncertainty, doubts, and inaccuracies in delivering information. this function is mostly found because female characters tend to make guesses or utter information without commitment during gossip. it contrasts wulandari’s research (2016), which found modal verbs often used when gossiping on the buzzfeed.com website. the contrast can also see in hasanah and wahyudi (2015), who analyzed gossip at the jakarta post. hasanah and wahyudi’s research found that the approximator hedges “about” are often used in gossip. the results of these studies can be different from wulandari (2016) and hasanah and wahyudi (2015) because the study uses different theories to look at the same thing. theories are like different ways of thinking about something, and they can lead to different results from this research and others because these studies focus on different things and ask different questions. each theory provides researchers with a different framework for looking at a subject, which can influence how studies collect and analyze data and ultimately influence the results they find. wulandari (2016) used the theory of irigiliati (2007), while hasanah and wahyudi (2015) used holmes (1990). although there are differences in expressing hedges, the function of hedges is almost the same. the function of hedges is mostly found in female characters who tend to make guesses and utter information that lacks commitment and accuracy during their gossip. thus, they use hedges to be careful in expressing their ideas and make their statements less firm. moreover, this study showed that the seven types of hedges could serve this function. female characters also use hedging devices in gossiping to imply sensitivity to other gossip participants’ feelings. by using hedging for this function, the female characters protect themselves from delivering too strong judgments, complaints, or controversial claims during gossip. this can create a more relaxed relationship and enhance solidarity between the gossip participants. hedges are also widely used to indicate that they are requesting the involvement of the other gossip participants. through the use of hedging expressions for this function, the female characters attempt to seek validation and agreement from the other participants in the gossip. hedges in the female characters’ utterances are also used to indicate that the female characters are looking for the most suitable and proper word to express their meaning when they deliver information in endratno pilih swasono & hana maisaroh nobel: journal of literature and language teaching 69 volume 14, number 1, april 2023, 56-71 gossip. by using hedging devices for this function, the female characters prevent themselves from conveying inaccurate information in gossip. moreover, female characters’ utterance also contains hedging devices that are used to avoid direct criticism when the female characters talk about consequences or predictions of future events in their gossip. last, the use of hedges to avoid appearing like experts that can reduce the social distance between gossip participants is found with the least frequency, possibly caused by the female characters that mostly work in a similar field. according to these findings, hedging in female characters’ utterances helps them smoothen their conversation during gossip. by hedging, they can exchange information and ideas accurately and precisely as their understanding without making exaggerated uncertain claims during gossip and maintain a good relationship and solidarity between the gossip participants. for this reason, hedges, as the conversational strategy used by female characters, can play an important role in their gossip. based on the findings, it can be seen that gossip is not always negative since, through gossip, people can maintain solidarity as they talk and share information about each other’s ideas, experiences, feelings, and problems, as well as give advice and suggestions to each other. the use of hedging can help to prevent us from sharing exaggerated information in gossip. in addition, hedging also prevents us from conveying too assertive arguments, advice, or controversial ideas that may offend others. however, gossip that contains talk about the badness of others or criticism of other people who are not present when the conversation occurs is considered bad behavior in our society, especially in our religion. therefore, that kind of conversation should be avoided as much as possible. conclusion this study is aimed to examine hedging used in gossip by female characters in the drama series the bold type season 1. from 10 episodes of the series, the researcher found a total of 298 occurrences of hedges in female characters’ gossip. the findings reveal that female characters most frequently used hedges to express uncertainty, doubts, and relative confidence when they delivered information during gossip. based on the findings, hedges as a conversational strategy in female characters’ utterances smoothen their conversation during gossip as it can facilitate them to convey precise ideas when they exchange information during gossip and avoid delivering exaggerated information. it also helps them maintain the intimate style, solidarity, and friendship between the participants, which is the overall function of female hedges as a conversational strategy nobel: journal of literature and language teaching 70 volume 14, number 1, april 2023, 56-71 gossip. in conclusion, hedging expressions employed in female characters’ utterances can play an important role in their gossip. suggestion as the present research is limited to examining the use of hedges as a conversational strategy in female gossip, the researcher would like to suggest that future researchers explore the use of hedges in male gossip or compare the use of hedges as a conversational strategy in male and female gossip. furthermore, future researchers can also examine hedges as a conversational strategy in real-life non-scripted gossip instead of scripted gossip as in drama series. therefore, further study of hedges and gossip can fill the gap in this study. references arifianto, z., & widyastuti. 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(2016). hedges used in buzzfeed.com gossip “kesha vs dr. luke” [dian nuswantoro university]. http://eprints.dinus.ac.id/19203/9/bab1_18837.pdf 34 request strategies used by the main character in the movie “the blind side” astrinita anantama marchella1, erwin rahayu saputra2 state islamic university sunan ampel surabaya1, universitas siliwangi tasikmalaya2 astrinita.am@gmail.com1, rs_erwin@yahoo.com2 abstract: this study focuses on the request strategies used by the female main character (leigh anne tuohy) in the movie ‘the blind side’. in conducting her analysis, the writer is very much indebted to trosborg, 1995, especially, through his theory of request strategies. the writer used qualitative approach by applying interpretive framework in describing the data. leigh anne tuohy‘s utterances which contain request strategies are the data source of this study. the results show that there are ten types of request strategies used by the female character in the movie. in addition to finding the types of request strategies, the writer also describes the situation and condition of the main character when she is giving the requests to some body else. keywords: request; request strategies; the blind side movie. 1. introduction language is an important device for human being in the world. they cannot live properly without language, because no one can live alone without contact with others. knowing a language also means knowing how to use that language since speakers know not only how to form sentences but also how to use them appropriately (wardaugh, 2006:3). language also has two functions; transactional and interactional. transactional is language serves in the expressions of content, and interactional is expressing social relations and personal attitudes (brown and yule, 1983). in daily life, all people use language for sharing ideas, showing expressions and feelings, and interacting with each other. furthermore, with language one has an ability to convey, catch, and understand the messages in the conversation. to get a response from others, people ask something or utter words containing thought, feeling, desires or needs to each other. when people produce utterances that contain words and grammatical structure, they usually do some actions through their utterances which are later called “speech act” (finegan, 1992:307). austin specifies speech acts into giving order, making promises, complaining, requesting, and refusing among others (austin, 1962:98-99). for example, when a speaker invites someone to go to the party, she persuades the person using a polite request. a request is an act used by people in the direct or indirect conversation. direct request is an act of request when a speaker makes a request using performative verbs. performative verbs are verbs where saying or writing it performs the action itself. meanwhile, indirect mailto:astrinita.am@gmail.com 35 request is an act of request when a speaker makes a request the form of which is not related to the function. it contains implicit meaning if she/he wants the do something. yule (1996) has divided speech act into five types of general functions; declarations, representatives, expressives, comissives, and directives. directives is kind of speech act to get someone to do something, and express what the speaker wants (yule 1996:54). directive is to direct the hearer towards doing something; which has a world to word direction of fit, e.g. requests, ask question, suggestion, apologies, and so on (mey in searle, 1979:34-8). request as one of directive speech acts is called pre-event act. they express the speaker’s expectation of the hearer with regards to prospective action; verbal or nonverbal (blumkulka, house and kasper (1989:11). requests may be included as face-threatening act as hearers can interpret them as intrusive impingements on freedom of action; the speakers need to be competent in order to have a successful result in communication. the speakers may hesitate to make the request for fearing of exposing a need or risking the hearer’s loss of face (blum-kulka, house and kasper, 1989:11-12). with regard to this, the researcher is interested in analyzing the request strategies in the blind side movie which is adapted from an extraordinary true story. this movie is based on a book the blind side: evolution of a game by michael lewis published in 2006. this movie is an american semi biographical sports drama film which is first published in 2009. the genre is drama movie. it was written and directed by john lee hancock. the blind side was a box office success movie which is grossing over $300 million. this movie has received an academy award nomination for best picture. the researcher is interested in analyzing conversation spoken by the female main character in the blind side movie which contains request strategies. the main character from the movie is sandra bullock as leigh anne tuohy and quinton aaron as sean junior ‘sj’. this movie is telling about a poor, oversized and under-educated teenager recruited by a major college football program where he is groomed into an athletically and academically successful nfl prospect. there are some reasons why the researcher is interested in analyzing request strategies used by the female main character in the blind side movie. firstly, request is easily and commonly found in daily communication. secondly, the main characters are the persons who play mostly in the movie and they often utter and have conversation with each other. 36 2. research method in this research, the researcher used qualitative approach. the researcher used interpretive framework where the instrument of this research is the writer herself. through qualitative study, the reality that a view is different for different people under different conditions is highly respected. the data source were from the female main character (ms. tuohy) in the blind side movie, the duration of which is 128 minutes. the data were utterances spoken by the female main character in the movie which contain request strategies. all the data were interpreted and described by the researcher; this research is concerned with subjective opinions of the researcher. in conducting the analysis, the researcher was very much indebted to trosborg’s (1995) theory on request strategies. 3. findings and discussion this part presents findings of the research and discusses them. the findings presents data related to request strategies used by female characters. the findings show that ms. tuohy/leigh anne, the female character, makes sixty six requests by applying different strategies as follows: mild hints, strong hints, hearer’s ability, hearer’s willingness, suggestory formulae, statements of speaker’s wishes and desires, statements of obligation and necessity, performatives, and imperatives. 3.1 mild hints in this strategy, the speaker can leave out the desired action altogether (trosborg, 1995). the speaker does not explicitly mention the desired action to the hearer. hence, the hearer must figure out for him/ herself about the speaker’s wishes. the example of mild hints strategy that ms. tuohy uses when she gives request to the woman can be seen in the following example. data 1 leigh anne : just tell gerald to hold on the chiffonier and i'll get by after while. you don't i got to call you back. bye. excuse me. i'm not cutting, i'm just asking. let me tell you something, alright? we've been sitting around here for over an hour and when i look around and all i see is people shooting the bull and drinking coffee. who runs this place? well, i'd have it in shape in two days, i can tell you that. woman : i'd bet you would. how can i help you? leigh anne : oh, he was first. 37 the dialogue takes place in the office. there are two people, ms. tuohy and a receptionist, in the dialogue. the topic in the dialogue is waiting for a call by the officer. ms. tuohy/ leigh anne goes to an office to get information to be a legal guardian. there, she wants to talk to a receptionist (a woman) about procedures that should be gone through to adopt a child (michael). she has been waiting for about an hour, but no one calls her or gives her attention. then, she warns the receptionist, because she has been ignored by the officer, just like the other people who have been waiting there. ms. tuohy/leigh anne’s utterances, “let me tell you something, alright? we've been sitting around here for over an hour and when i look around and all i see is people shooting the bull and drinking coffee. who runs this place? well, i'd have it in shape in two days, i can tell you that” are considered as mild hints strategy because the expression makes no reference to the request proper but it is interpreted as a request in that context. the expression seems to be a statement without having its intended meaning as a request. however, this expression is considered as request expression in context because ms. tuohy/leigh anne’s desire is wanting to talk to the woman about adopting a child. therefore, she warns the woman with her condition in the office that she only sees staff who are just drinking coffee and shooting the bull. in conclusion, ms. tuohy/leigh anne did not explicitly ask the woman to call her name; thus, it is considered as mild hints strategy. 3.2 strong hints in this strategy, the speaker’s wish can be partially mentioned (trosborg, 1995:192). however, the speaker only omits explicit mention of the hearer as the agent (trosborg, 1995:193). the example of strong hints strategy that ms. tuohy uses when she gives request to sean can be seen in the data below. data 2 leigh anne : was this a bad idea? sean : what? leigh anne : don't lie there and pretend like you're not thinking the same thing as me. sean : fine, tell me what you're thinking so i know what's supposed to be on my mind. leigh anne : how well do you know big mike? sean : in case you haven't noticed he doesn't have much to say. what's the big deal? it's just for one night, right? it is just one night, right? leigh anne : you don't think he'll steal anything, do you? i guess we'll know in the morning. 38 the dialogue above happens in the bedroom. the conversation occurs between two people, ms. tuohy and sean. the topic in the dialogue above is michael. ms. tuohy/leigh anne is talking about michael with sean (her husband) in their room. she thinks that she wants to adopt michael as their child. however, when she asks sean, there is no response from him. then, she states her dislike by using this statement, “don't lie there and pretend like you're not thinking the same thing as me.” ms. tuohy’s utterance is considered as a strong hints because the desired action of ms. tuohy (as the speaker) is partially mentioned. here, ms. tuohy’s desired action towards sean is asking him about her idea. hence, ms. tuohy desired action towards sean is asking him to be honest about her idea and agree with that. 3.3 hearer’s ability this strategy is the condition of ability that refers to the hearer’s capacity to perform the desired act. it can be said that it is asking about the hearer’s ability to do something for the speaker. the example of hearer’s ability strategy that ms. tuohy uses when she gives a request to collins is as follows. data 3 leigh anne: collins, can you pass me the green beans, please? don't pick it with your fingers just take a spoon. okay. sj! elbows! sorry. so, big mike. you like to shop? because tomorrow i think i'll have to show you how it's done. the dialogue when preparing for breakfast above occurs in the tuohy family’s dining room. the utterance above is spoken by ms. tuohy or leigh anne to her daughter collins, but there is no utterance spoken by collins; she mainly does her mom’s request. in the dining room, ms. tuohy/leigh anne prepares a breakfast for her family in the morning. she has cooked a big breakfast, because it is a tthanksgiving celebration. at that time, her husband and her child are eating their foods in front of tv. ms. tuohy sees michael who eats his breakfast alone in the dining room. since ms. tuohy wants to show her empathy to michael, then she invites her other family members to eat the foods in the dining room. her husband and her child are disappointed, because they cannot watch baseball on the tv while eating. even though they are disappointed, they grant ms. tuohy’s request. when all tuohy’s family start their breakfast in the dining room, ms. tuohy asks collins to help her pass the green beans. 39 ms. tuohy says collins, can you pass me the green beans, please? to her daughter. the words ‘can you….?’. is included in the hearer-based pre-condition where the hearer must infer that the question concerns with his or her ability to carry out the specified act. this counts as an attempt on the part of the speaker to make the hearer to do the activity. in this context, ms. tuohy asks collins’s ability—and willingness—to bring her the green beans next to collins. therefore, the utterance of ms. tuohy is included in hearer’s ability strategy. 3.4 hearer’s willingness this strategy is a request of willingness that is asking whether the hearer is willing to do something or has any objection to do something. the speaker addresses the hearer as the agent of the action and usually used term ‘will you…’ or ‘would you (like)’ and ‘can/ may i…’ (trosborg, 1995:199). the example of hearer’s willingness strategy that ms. tuohy used when she gives request to a man can be seen below. data 4 man 1 : at least a dozen, probably. if not more. with her drug arrest record my guess would be she can't even remember. leigh anne : may i see that? so we'd need her permission, right? man 1 : no. michael is a ward of the state. just apply and get a judge to sign off on it. the dialogue above happens in an office which processes a legal guardian. the conversation is between two people; ms. tuohy and an officer, who talk about michael’s file. ms. tuohy is in an office to make a legal adoption of michael. before she asks to an officer for processing a legal adoption of michael, she wants to know the file of michael. she wants to know what happened to michael in the past, because she does not know anything about michael. therefore, ms. tuohy asks the permission to the officer. ms. tuohy’s utterances in the dialogue, “may i see that? so we'd need her permission, right?” is considered as asking the hearer’s willingness using modal ‘may...’ in her request to the officer. according to trosborg (1995:199), there is another way of asking about the hearer’s willingness to do something, which is by making a request of permission. usually the expression, ‘will you...’ or ‘would you (like)…’is used. here, ms. tuohy asks permission to the officer to give michael’s file to her. after ms. tuohy requests it, the officer gives michael’s file to her. here, the requestee (the hearer) does something for the requester (the speaker). it can be said that hearer’s willingness strategy used by ms. tuohy is successful. 40 3.5 suggestory formulae suggestory formulae is a request which contains a suggestion to do something (blumkulka, house & kasper, 1989:18). this strategy is able to make the speaker request more tentative and play down his or her interest as a beneficiary of the action. the key point in this strategy is the speaker and hearer do the action and gets the benefit of it. the example of suggestory formulae strategy that ms. tuohy uses when she gives a request to someone can be seen as follows. data 5 leigh anne : collins, can you pass me the green beans, please? don't pick it with your fingers just take a spoon. okay. sj! elbows! sorry. so, big mike. you like to shop? because tomorrow i think i'll have to show you how it's done. the utterance above happens when people have breakfast in the tuohy family’s dining room during thanksgiving celebration. the topic in the dialogue above is breakfast. ms. tuohy/ leigh anne prepares for a breakfast in the morning for thanksgiving celebration. she invites her family to eat together in the dining room. it is because her husband and her child are eating in front of tv while michael is alone eating his breakfast on the table in the dining room. before they eat their foods, they pray to god to bless them and give them a new friend, michael. after that, they start to eat their food and sj wants to pick the food by his hand. however, sj’s act makes his mom state her request. ms. tuohy says, “don't pick it with your fingers just take a spoon. okay” to sj. it is considered as suggestory formulae. the expression contains her suggestion to sj to do something. when sj picks the food using his fingers, ms. tuohy suggests sj to do it using a spoon. the benefit of this action is for both of them, ms. tuohy and sj. the benefit for ms. tuohy is teaching her child about politeness when eating or teaching about table manner to sj, while the benefit for sj is becoming familiar with politeness during eating the food on the table. 3.6 statements of speaker’s wishes and desires this strategy focuses on the speaker. in other words, the speaker makes a statement of request based on his or her wishes or desires (trosborg, 1995:201). this strategy is more polite, because using term ‘i would like you to…’. the example of statements of speaker’s wishes and desires strategy can be seen when ms. tuohy gives a request to someone in the next data. 41 data 6 woman : ma'am, now you can tell me what you want or i'll make sure you wait all day. now how can i help you? leigh anne : i'd like to become a legal guardian. woman : lord helps that child. the dialogue happens in the morning in an office. there are two people in the dialogue, ms. tuohy and a woman or an officer. the topic in the dialogue above is child adoption. ms. tuohy goes to the office to legally adopt a child. however, she has been waiting there for about an hour and she watches the entire officer drink coffee and shoot the bull, but none calls her. after being complained, the officer accepts ms. tuohy’s complains and asks what ms. tuohy wants. ms. tuohy expresses her desire to the officer by saying, “i'd like to become a legal guardian. it is considered as statements of speaker’s wishes and desires. ms.tuohy expresses that she wants the hearer to do something for her. the statements of speaker’s wishes and desires based on his or her wishes and desires, and it sounds more polite. here, ms. tuohy wants to become a legal guardian for michael. she wants to know the procedure of how to become a legal guardian. the officer responds ms. tuohy’s desire by searching the file of michael. the officer also gives the step by step actions to do by ms. tuohy. hence, it is a statements of speaker’s wishes and desires strategy. 3.7 statements of speaker’s needs and demands this strategy is less polite, because the speaker directly gives a request to the hearer. it makes the hearer perform an act as the speaker’s needs or demands (trosborg, 1995:202). this strategy usually uses expressions like, ‘want (i want…)’ or ‘need (i need…)’ in making the request. the example of statements of speaker’s needs and demands strategy that ms. tuohy uses appears in the following data. data 7 man : that's terrible. leigh anne : tell me about it. he'll have nightmares about for a weeks. so when he comes to visit i want you to feed him italian he likes fettucine alfredo and i want you to take him to a movie not chainsaw massacre because he'll just cover his eyes and get him to bed by ten. you got it? man : yes'm. alright. what about tennessee? the conversation happens in the tuohy’s family house. there are two people in the dialogue ms. tuohy and a man from nfl (baseball team). the topic in the dialogue above is 42 taking care of michael. in the morning, there is a man who comes to tuohy’s family house to propose michael for his baseball team because his baseball ability of michael is amazing. it makes several universities and baseball team invite michael to join them. the invitation makes tuohy’s family happy. then, ms. tuohy talks to the man who will bring michael to the nfl (baseball team). she talks about the michael’s habit and preferences because she does not want her child to be in bad situations. she wants the best things for her child, michael. when negociating with the man about the benefits michael can get, ms. tuohy says, “i want you to feed him italian he likes fettucine alfredo and i want you to take him to a movie not chainsaw massacre because he'll just cover his eyes and get him to bed by ten. it is considered as statements of speaker’s needs and demands strategy because the requester directly gives a request to the hearer to perform an act based on the speaker’s needs and/ or demands. here, ms. tuohy directly gives a request to the man to take care of her child, michael. she also wants the man to let michael watch movies. she wants the man to give the best service for her boy. indeed, the speaker (ms. tuohy) uses the word ‘want…’ to make her request (‘i want you to...’) which is in the form of statements of speaker’s needs and demands. 3.8 statements of obligation and necessity this strategy states that the hearer is under the obligation to do a desired action. in addition, the hearer must be obliged to to do what the speaker wants or requests. this strategy usually uses terms like ‘should’ and ‘ought to’, ‘have to’, or ‘must’. the example of statements of obligation and necessity strategy that ms. tuohy uses when she gives a request to someone can be seen below. data 8 leigh anne: you stopped it. you stopped it. this team is your family, michael. you have to protect them from those guys. okay listen. okay. tony here is your quarterback, alright? you protect his blind side. when you look at him, you think of me. how you had my back. how you have his. okay? alright. tony, go back. alright. oomaloompah here is your tailback. when you look at him, you think of sj, how you never let anyone or anything to hurt him. you understand me? alright. go back. you got it? michael: what about collins and mr. tuohy? leigh anne: fine. they can be on the team too. are you gonna protect the family, michael? michael: yes, ma'am. 43 the dialogue above occurs when ms. tuohy and michael play baseball in the yard. ms. tuohy and sj come to the filed to watch michael’s team play baseball. ms. tuohy watches the details of their play and sj takes the video of the play. then, ms. tuohy feels the play of baseball players is bad and the couch is less detail in teaching them. the couch, bert, can only show his anger and grumble to his players. because of this, ms. tuohy walks toward the baseball player where michael, her child, is part of the team. ms. tuohy tries to teach the players authoritatively. ms. tuohy says, “you have to protect them from those guys. okay?” to michael. it is considered as statements of obligation and necessity because the word ‘have to..’ expresses obligation to the hearers. ms. tuohy says to michael that the team is like a family and must be protected from anything that can hurt his family. her request gives an obligation to micahel to protect his team from another team, because michael is the protector of their team. after ms. tuohy coaches the baseball players, micahel understands it and does what has been coached to him. hence, the request is expressed in the form of a statements of obligation and necessity. 3.9 performatives this strategy is very direct and usually authoritative when the speaker gives a request to the hearer. the speaker can convey a request simply by using a performative verb. it is such as ‘ask, request, order, demand, command’, and etcetera (trosborg, 1995:203). the example of performatives that ms. tuohy uses when she gives a request to someone can be seen in the next data. data 9 woman 1 : leigh anne, is this some sort of white guilt thing? what will your daddy say? leigh anne: umm... before or after he turns over in his grave? daddy's been gone five years elaine, make matters worse you were at the funeral. remember? you were chanel and that awful black hat. look, here's the deal. i don't need y'all to approve my choices, alright? but i do ask you to respect them. you've no idea what this boy's been through. and if this is going to be some running diatribe i can find an overpriced salad a lot closer to home. woman 1 : leigh anne, i'm so sorry. we didn't intend to-- woman : no. we didn't really. the dialogue above happens in the restaurant. there are about five people involved in the dialogue, they are, ms. tuohy and her friends who are talking about michael adoption. however, there are only three people talking. they are talking about their daily activities to 44 each other. at that time, one of her friends talks about michael who leaves with tuohy’s family. a woman says that michael is like jessica lange and king kong (a character in king kong movie). another woman makes a joke about how if tuohy’s family adopts michael, and they think that it is impossible to do. ms. tuohy/ leigh anne just smile at them while eating her lunch. then she tries to talk to her friends about her idea to adopt michael as her child. all of the women shock and cannot believe in leigh anne’s mind. the women complain and suggest that it is not a good choice. ms. tuohy feels annoyed about it and she says to her friend authoritatively, “i don't need y'all to approve my choices, alright? but i do ask you to respect them,” it is considered as performative strategy because ms. tuohy/ leigh anne directly requests her friends by saying ‘ask’ to request her friends to respect michael eventhouh they do not approve her choice. after listening to the request expression of ms. tuohy/ leigh anne, they feel sorry and respond to ms. tuohy, “leigh anne, i'm so sorry. we didn't intend to---“ in the perfomatives strategy, the speaker can convey a request simply by using a performative verb in their sentences, such as ‘ask, request, demand, command.’ in conclusion, ms. tuohy’s utterances can be called performatives strategy. 3.10 imperatives this strategy is the grammatical form directly showing the utterances as an order (trosborg, 1995:204). it is very authoritative and the speaker’s request must be obeyed by the hearer. this strategy also has power to the hearer, for example orders from parents to their children, from teachers to pupils, from officers to soldiers, from employers to employees, and so on. the example of imperatives that ms. tuohy uses when she gives a request to someone is as follows. data 10 leigh anne : who's that sj? sj : big mike. leigh anne : get your feet off my dash. thank you. put on your seatbelt! in the dialogue above that happens in a car, ms. tuohy/ leigh anne and sj talk about going home. before sj is picked by his mom, he meets michael in the play ground at school. they are talking for few minutes. then from her car, ms. tuohy (sj’s mama) pushes the horn. sj sees his mom and he runs fast to meet her. ms. tuohy says to sj in the car, “get your feet off my dash. thank you. put on your seatbelt! it is considered as imperatives because ms. 45 tuohy is very authoritative in asking sj to move his feet from her desk. in the same situation, ms. tuohy very authoritative commands sj to put the seatbelt for his safety. even though in the dialogue there is no utterance spoken by sj, but in the movie it is apparent that sj does what his mama orders directly. in addition, the imperatives are the canonical grammatical form to get somebody to do something very authoritatively. in conclusion, the request expressions of ms. tuohy/ leigh anne above are included as imperatives. 4. conclusion and suggestion there are ten types of request strategies used by female (ms. tuohy) character in the movie. the writer found out that when giving request to someone, leigh anne tuohy, a busy woman and a mother uses all request strategies suggested by (trosborg, 1995). all request strategies were mild hints, strong hints, hearer’s ability, hearer’s willingness, suggestory formulae, statements of speaker’s wishes and desires, statements speaker’s needs and demands, statements of obligation and necessity, performatives, and imperatives. based on the findings the writer found out that the female character applies all request strategies when she was giving request to someone. it somewhat deviates from holmes’s (1982, 1986, 1990) statements that women tend to favor more polite and less direct form of request than men. more polite forms usually tend to be less direct. the data showing that the female character applies all strategies suggest that she does not only apply the less direct strategies, but also apply the direct ones. this research is only a small scale research, which only uses a movie as its source of data and pays attention only to types of request strategies used by a female character. the writer recommends other researchers to conduct further studies about requests, for example, by involving social variables, such as, social status, age and so on. further studies might also take data from other sources other than movies. data collected from real life will give better portrayal of real application of request strategies by people in real societies. 5. references austin. (1962). how to do things with words. london: oxford university press. blum-kulka, s. , house. j. , and kaper, g (eds). (1989). cross cultural pragmatics: requests and apologies (advances in discourse processes, vol 31). norwood nj: ablex publisher. brown, g. & yule, g. (1983). discourse analysis. cambridge: cambridge university press. finegan. (1992). language: its structure and use. marickville: harcourt brace jovanovich group pty ltd 46 holmes, j. (1982). expressing doubts and certainty in english. relc journal, 13(2):9-28. holmes, j. (1986). functions of you know in women’s and men’s speech. language in society, 15:1-22. holmes, j. (1990). hedges and boosters in women's and men's speech. language and communication, 10(3): 85-205. searle, j. r. (1979). expression and meaning in the studies of speech act. cambridge: cambridge university press. trosborg, a. (1995). interlanguage pragmatics: requests, complaints, and apologies. berlin: mounton de gruyter. wardhaugh, r. (2006). an introduction to sociolinguistics 5th ed. uk: blackwell publishing. yule, g. (1996). discourse analysis. new york: oxford university press. 47 using english as a means of instruction (emi) in teaching content subjects syariful muttaqin1, ismarita ida2 brawijaya university malang1 2 smuttaqin@ub.ac.id1, ismarita_ida@ub.ac.id2 abstract: a foreign language will be more effectively learned when integrated with content rather than isolated as a learned subject; thus the language should be more used in contexts than just formally learned. recent language teaching methods have been geared toward involving both content and language teaching simultaneously, referred as clil, cbi, emi or l2 use. this article is aimed at describing the use of l2 in teaching content subjects by looking at the attitudes of the students and the interaction between students and teachers at a university in indonesia. using mixed research method by conducting survey and nonparticipant observation to obtain the data about the classroom interaction and attitudes of the students in emi classes, this study reveals that students’ attitude towards emi classes is at a moderate to high level. the classroom interaction has been mostly done in english. both the students and the lecturers use english in the classroom when they are involved in activities up to a certain level for content understanding. in addition, it is common to find code mixing or code switching during interaction. this can be due to their awareness of the benefits and advantages of having more english interaction in this program. keywords: l2; attitude; interaction. 1. introduction despite the increasing debate in the use of english as means of instruction or emi (coleman, 2006), more universities are promoting emi as a breakthrough to prepare their students to be ready for globalization. this can be due the belief that a foreign language will be more effectively acquired if it is integrated with content rather than learned in isolation as a school subject (blanton, 1992; geneese, 1994). in other words, english should rather be used in ‘real’ contexts than just learned formally. as stated by krahen (1983, cited in lightbown & spada, 2006) that there are two process, namely acquisition as a “natural” way of developing knowledge of a second language and learning as a conscious process where conscious rules about a language are developed. of the two, acquisition process is seen to be more effective (genesee, 1994; chin & chien, 2003). consequently, recent language teaching methods have been geared toward involving both content and language teaching simultaneously. in indonesia, however, most schools still teach english separately as a foreign language subject to be learned from elementary schools to universities. as a compulsory subject, it is only given just two up to four class hours per week. in addition, the position of english as a foreign language has made it difficult for english learners to get more exposure outside the mailto:smuttaqin@ub.ac.id mailto:ismarita_ida@ub.ac.id 48 class which is important in learning a foreign language. these are the reasons why english language teaching in indonesia is still considered as a failure (sadtono, 2005). actually, some efforts have been done to improve elt in indonesia shown by continuously improving curriculum since the independence of indonesia up to the current applied curriculum which is communicative language teaching approach (sadtono, 2005). recently, in order to promote more effective use of english for non-english students, some efforts have been made by using english as a means of instruction rather than as a learned subject, such as promoting bilingual teaching and content based learning in esp classes (kasbolah, 2005; sadtono, 2005; muttaqin, 2009). by integrating english into content subject teaching it is hoped to provide a greater chance of fulfilling the need of mastery of both content and english. up to now however, there have been few comprehensive studies in the use of english as a means of instruction in indonesian tertiary educational contexts despite the fact that english has been a great demand and has been gaining more attention than before. this article is aimed at describing the attitudes of the students toward emi program and the interaction between students and teachers in emi classes at an indonesian university. 2. review of literature emi policy has encouraged international co-operation and interaction in various education fields and is also helping to influence cultural awareness and learning abilities (crystal, 2003). theoretically, using english at schools as a means of instruction rather that as a taught subject has been supported by many scholars. learners should be given opportunity to use the language in more real life. also, learners should be provided with comprehensible input to process the language acquisition (lightbown & spada, 2006). in general, old saying says, practice makes perfect. up to now, there have been many schools in indonesia offering bilingual or even english only programs, ranging from the prestigious schools in jakarta such as pelita harapan, global jaya, bina nusantara high, gandhi memorial international school to schools in local level either state/public or private ones. they offer various international program, from adopting international curriculum, such as cambridge, singaporean, or even australian curriculum (santoso, 2006). some have also developed their curriculum by having collaboration with some universities for their curriculum development. in addition, school facilities and learning material along with teacher training and expert teacher hiring are among the efforts to ensure the international classes are run as expected. however, despite the high cost and energy spent 49 for the internationalization, some reports have indicated that the result in terms of content and language mastery is still questionable (santoso, 2006) some studies have shown that the requirements and conditions for ideal international standard high school have not be fulfilled yet, such as the proportion of emi due to topic difficulty, students' background of english, class size, teacher's confidence, and length of teaching experience (handayani, 2011). to support the emi program, some programs have also been done, such as utilizing ict optimally, promoting team teaching accompanied with facilitator as well as native speaker, designing class activities by giving individual assignment, discussion in group, as well as discussion before the class (suwardani, 2009) at tertiary education level, some studies have shown that the language gain varies depending on the proficiency level with lower beginning students’ significant increase and the satisfactory level of content mastery, but no significant correlation between english proficiency and language mastery (pattiradjawane, 2009). in addition, classroom interactions are geared toward more student-centred with more group discussion and classroom presentation in most of the emi classes (muttaqin, 2009). in malaysia, the policy to initiate the use of emi was intended to address the problem of difficulties by the university graduates to get a job due to lack of ability to speak english well which is also supported by the federation of malaysian manufacturers (zaaba et.al., 2011). it began in 1993 when the malaysian prime minister mahathir mohamad set the policy to implement english as a medium of instruction for science and technology courses in public higher education institutions supported by education act of 1996 which allowed english to be used as the medium of instruction in private higher education institutions. following this, some universities in malaysia started to apply emi for all science and technology courses. moreover, to enroll in universities there, students had to take malaysia university english test (muet). to support the higher education policy in using emi, the government announced the implementation of teaching science and mathematics in english at the primary and secondary levels of education in 2003. however, as time passes, some problems then have occurred in the implementation since the emi policy did not involve higher education institutions in the decision making. the aim to improve the english proficiency has not been achieved yet. emi classes seem to be struggling to fully use english, rather teachers prefer to apply code mixing or switching in class interaction (ariffin & husin, 2011). this is done because the teachers try to assure the understanding of content and also their lack of english proficiency. however, students perceive this differently that is those who have low english 50 see this as a help, but those who are good in english think that this even lower their english skills. in their effort to face global world, taiwan has also been under tremendous pressure from this trend towards academic internationalization by introducing english-medium instruction in higher education (coleman, 2006) in order to attract both local and international students. a study in a taiwanese university which compared two classes with different emi, one using mandarin and the other english, has shown that in terms of grades obtained, there was no obvious difference, but the class with emi tended to show a more positive learning attitude and also felt that their proficiency in english for the four skills had been improved (wu, 2006), despite some disadvantages of emi reported that english-medium instruction caused greater difficulties in understanding the course content and inhibited them from expressing themselves fluently in the class. another study by chang (2012) at a taiwanese university which requires all undergraduate students in the three major colleges to complete at least 18 credits of emi subject courses before graduation shows that english was used more than 90% of the class time in only a minority of the courses carrying the label of “english-medium instruction.” in the class it is shown that in class, there were often found code switching from english to mandarin during the class under the following circumstances: (1) when students looked confused; (2) when students asked for an explanation in mandarin; and (3) when the concept introduced was difficult. in addition, it also found that for various reasons (such as large class size, limited class time and students’ poor writing and speaking abilities), the lecturers usually just “encouraged” their students to try to speak english in class and to answer their test questions in english, rather than forcing them to do so to reduce students’ anxiety level. in terms of content and language mastery, about one third (32.3%) of the students reported that instruction in english not only helped their learning of the subject content, but also helped them improve their english language proficiency, and overall, most of the students thought that instruction in english helped them improve their english language proficiency. the low students’ lecture comprehension derived from the fact that the subjects taught in english were in themselves difficult, difficulties they had with the english language, such as limited vocabulary. in terms of interaction, it is found out that very few students asked questions in class, even when most of them looked confused during the lectures causing the teachers to be less able to determine students’ specific problems and difficulties in order to adjust their lectures in a timely manner. this may in turn further impede students’ comprehension of the lectures. 51 another term used related to emi is content based instruction (cbi). in addition to immersion program applied in canada, some studies on cbi at tertiary level (mostly quasiexperimental or descriptive in nature), has found out that cbi has benefited learners in all level of education with a variety of acquisition contexts. the benefits are: (1) enhanced foreign language competence; (2) enhanced subject matter knowledge; (3) enhanced selfconfidence in their ability to comprehend and use the target language; and (4) enhanced motivation to continue foreign language study beyond the requirement. (dupuy, 2000, cited in dalton-puffer, 2011). in europe, coleman (2006) states that many content and language integrated learning (clil) projects have shown how students improved their subject knowledge and target language proficiency. a good example country is austria, where this bilingual concept has been successfully introduced in several austrian schools. there are some positive results learned from the emi implementation (haagen-schützenhöfer & mathelitsch, 2001). students instructed with emi show an enhanced flexibility in foreign-language communication and they are able to talk about a large variety of subject-specific topics in which subject-specific topics are explained more slowly and on a simpler linguistic level, which often contributes to a deeper subject understanding. in addition, the instruction of content subject through the medium of a foreign language often increases students’ motivation. finally, the use of a foreign language frequently avoids the confusion between everyday concepts and scientific concepts. the emi method makes it easier for students to acquire scientific concepts as there is usually no temporal gap between the acquisition of a term and the matching scientific concept. according to haagen-schützenhöfer & mathelitsch (2001), some points need to be considered, however, to assure the successful implementation of the program, such as the ability and motivation of students, the shortage of science teachers who have a profound knowledge of english poses another problem, a lack of continued education, which would prepare science teachers for the instruction with emi, a shortage of adequate teachingmaterials (their language is too difficult or their scientific content is far under students’ cognitive level and thus bores them) in addition, there are some criticism that that in real practice, the implementation of this approach is often different from the policy design (evans, 2009, cited in dalton-puffer, 2011) where it is often difficult to assure that english-medium instruction can really benefit tertiary students studying their subject courses in a variety of acquisition contexts. 52 3. research method this research was conducted to see how emi as a teaching approach was implemented in a faculty at an indonesian university. this faculty is selected since it has officially initiated the international class (english class) by having some policies: using english as a means of instruction, having international program, either double degree or foreign students. since this study was aimed at describing: the interaction between students and teachers and the attitudes of the students a mixed method was applied. to collect the data, survey was conducted to obtain data about the interaction of the students and the lecturers. in addition, to complement the survey, interviews and non-participant observation were done to obtain data especially about classroom interaction and attitudes of the lecturers and the students. the data are: (1) students and teachers’ responses about the attitudes and interaction, (2) voice recording of the classroom interaction and teacher and student language, (3) documents about curriculum, faculty profile, and some of the students works, such as assignments, (4) and students’ language proficiency test. the quantitative data were analyzed using statistical procedure using spss and simple excel program to obtain interpretation of the data and generate findings about the attitudes and interaction of the students in emi program and qualitative data were analysed qualitatively to describe patterns, themes, models and phenomena about the implementation emi. 4. results and discussion results this part presents the research finding of this study which cover the attitudes of the students toward emi program, the interaction between students and teachers in emi classes, and the students’ language learning strategies in taking emi program. before getting into the detailed finding of the study it is necessary to show the general description of the students which covers the students’ interest and their language proficiency. the finding shows that the students have the level of interest in learning english is 4.3 (scale of 1 – 5) which indicates that in general the international program students have very high level of interest in learning english. this is supported by the finding that the level of english proficiency by self rating is mostly at the intermediate level. the detail level of proficiency level is shown in the table below: table 1: self rating of proficiency level of students 53 advanced 5,3 upper intermediate 19,3 intermediate 49,1 pre-intermediate 8,8 beginner 17,5 however, it is quite surprising that the beginner level students account for 17.5% of the respondents which lead to a question about their ability in following the classes using english. in addition, the respondents’ effort in improving their english through joining english course is low shown by the data that 68.4% respondents do not join any english courses, only 31.6% join english courses. in preparing and reviewing their lessons the respondents state that they do not prepare and review course materials written in english as shown in the table below. table 2: text preparation and reviewing of the students english text 36,8 36,8 indonesian text 21,1 17,5 mixed 42,1 45,6 students’ attitudes towards emi program the students’ perception is classified based on three aspects: understanding of the course materials, difficulty level, and benefits of taking international program class using english as a means of instruction. students’ perception on course understanding the student’s perception on course understanding is shown in the following table. table 3.the perceptions of students on emi emi class makes students easy to grasp information about their discipline 3,5 students find it difficult to understand learning resources, learning materials, texts used in emi class 3 emi class makes students left behind by those students learning in indonesian class 2,6 from the table above, it can be seen that the level of understanding by the students is not high (3.5). they also state that the understanding difficulty in learning materials used in emi class is at a moderate level (3.04). however, when it is compared between the degree of achievement of the students at international program and that of the regular class, the data indicate that the international program students are not left behind from the regular students. 54 students’ perception of the disadvantages of using emi the students’ perception on the disadvantages of emi class is shown in table below. table 4. students’ perception on the disadvantages of emi students find emi class adding their burden: 2,7 emi class makes students difficult to memorize terms and concept in english 2,9 emi class hinders students participation in expressing ideas and opinions in class 2,4 emi class hinders classroom interactions between students and teachers 2,5 from the table it is shown that the students see emi class does not disadvantage the students in terms of the burden (2.6), concept understanding (2.9), hindrance in classroom participation (2.4) and student-teacher interaction (2.5). students’ perception on the advantages of emi class the students’ perception on the advantages of emi class is shown the table below. table 5. students’ perception on the advantages of emi emi class influences their achievement positively 3,5 students are more motivated because english is used in real life situations 3,8 students have more opportunities to practice their english better in emi classes 3,9 english used can help students improve their cognitive/academic skills in english (developing concepts, thinking, reasoning, planning, and problem solving) 3,9 students can use the informations from emi class in their academic activities creatively 3,5 students can follow news related to their discipline from medias (tv, radio, magazines, newspapers, and internet) using english 3,7 from the table it can be seen that students show not high level of advantages in terms of motivation (3.8), opportunities to practice english in emi class (3.9), cognitive/academic improvement (3.9), creative use of information for academic activities (3.5), and ability to follow media in english (3.7). classroom interaction in this section interaction is defined by how english is used in the classroom interaction. firstly, it is intended to show how teachers use english in teaching and learning activities. the finding of how the use of english by the teacher is shown below. 55 table 6. lecturers’ use of english in classroom interaction use of english by lecturers in favourite class: 3,9 use of english by lecturers in not favourite class: 3,4 teacher’s encouragement in using english 4,1 teachers requirement to use english in asking, presenting, and doing assignment 4,1 the fluency of lecturers in delivering class in english: 3,8 teachers’ use of indonesian to avoid misunderstanding of the students: 4 from the table we can see that the teachers’ level of use and fluency of english in the international program is high (3.4 – 3.9) which means that the range of use is 75% 89% in their class. in addition, the teachers also encourage their students to use english at high level (4 of 5) which means that the teachers really pay high attention to the students’ use of english. however, the students also think that although the use of english is required in the international program, the use of indonesian is highly needed to support the understanding of the lectures. table 7.students’ use of english in classroom activities use of english by students in class: 3,1 use of english in exam (uts/uas): 4,5 making notes using english: 3,9 students’ participation in discussions using english confidently: 3,5 students’ confidence and fluency in asking questions using english in emi class 3,7 students cannot answer exams well if using english 2,4 from the table above it can be seen that the use of english by the students in classroom interaction fall at the medium level of use (3.1). in exam the use of english is at a high to very high level (4.5). in addition, in following the class, the students also take notes using english at a high level (3.9). the students’ level of confidence is medium to high level (3.5). the level of confidence is shown to be quite high level of confidence (3.7).in addition, they do not agree that they cannot answer well in exams if using english. from the table 8, it can be seen that the level of understanding of the students in following the explanation of the lecturers using english in international program is nearly high (3.8 of 5). however, they also nearly agree (3.4 of 5) that sometimes they also miss or misunderstand the lecturers’ explanation. thus, the level of ability to retell the materials explained by the lecturers is not quite high (3.4). in addition, their ability in summarizing 56 course materials and answering questions either in written or oral form is at a moderate level. in the difficulty level of understanding the answers given by the lecturers, they answer it neutrally (3 of 5). overall the mastery of the course materials is at a moderate level (3.3) table 8. understanding of students on the course level of understanding of the students in emi class: 3,8 students sometimes miss or misunderstand the course materials delivered in english 3,4 students ability to retell the materials explained by lecturers: 3,4 students have no difficulty in summarizing course materials using english in emi class: 3,1 students find difficulties in answering questions in written form: 3,1 students find difficulties in answering questions in spoken form: 3,1 students find difficulties in understanding answers given by lecturers: 3 students ability to master the course materials by the methods used by the lecturers: 3,3 discussion the international program is aimed at developing students in the subject content and english language in order to be able to compete in international competition. this requires some standards for goal achievement. however, as seen from the finding, the students level of english is mostly at an intermediate level. this means that at this level the use of english is still at a limited range. surprisingly, some of the students even state that their english is still at the beginner level. from this finding it is suggested that the interaction in the classroom will not be as smooth and effective as expected. therefore, most of the students agree that the lecturers are expected to do some code switching or mixing during the class to assure that the students can understand well. in terms of students’ attitude it can be seen that their level of understanding is at a moderate to high (agree) level. this level indicates that the students have not been comfortable with the teaching and learning process. the aforementioned level also indicates that there are some aspects to be considered, such as the lecturers’ language competence and also teaching methods. however, from the data it is shown that the students do not see emi program as a hindrance for language learning. most students do not agree that the emi program should be blamed for the unsuccessful. this can be supported by the finding that most students feel that the lecturers are expected to switch to indonesian language or even the students can switch to 57 indonesian language when interacting in class. in other words, the students mostly have positive enough perception on the application of emi. they hope that the this program will benefit academically and professionally in terms of english language and content subject mastery. in classroom interaction, it is shown that the level of use of english by the lecturers is not high yet, this should be addressed to the fact that not all lecturers have sufficient english competence to be used in explaining the materials. thus, it is also found that the use of indonesian is still permitted and expected to assure that the understanding of content is achieved. however, the lecturers are active in encouraging or suggesting students to use english in class interaction. from the students’ side it is shown that their level of english use is also not as high as expected. this can be seen from the fact that based on the finding, their english background is still at the intermediate level. only few students have advance or upper intermediate level of english. the finding also indicates that the beginner level of students are still quite many so that the expectation of a full english program should be carefully designed and monitored so the intended aims can be achieved. having all the findings above, it can lead to the students’ level of understanding during classroom interaction. their understanding of the course explanation by the lecturers have not reach up to high level, it is still medium to high level. there are some factors that can cause this. first, is the lecturers’ competence in english is not at a required level, thus affecting the students understanding. then, the students’ level of competence in english is still mostly at a moderate level. this means that some programs in increasing the language competence of both the students and the lecturers should be designed to help both the lecturers transfer the information fluently and comprehensively and also the students accept a better level of understanding at the international program. as the goals of international undergraduate program that is to produce the graduates who have strong competencies in the economics and business and to equip them with professional skills which enable them to survive in a global business environment, the international students are obliged to use english as the medium of communication. it is expected that by having good communication in english, the graduates will have a capacity to compete in the globalization era. then, since international undergraduate is the member of aacsb international (the association to advanced collegiate school of business) usa, it allows this program to collaborate with colleagues around the world. this cooperation encourages international 58 students to cross border to take undergraduate study either by taking double degree or student exchange program. those which are offered by the international undergraduate program can be the motivation and the goals of the students to be international students in which english is used in the teaching and learning activity. besides, from the background questionnaire result, it implies that the international students also have high motivation to learn english due to the interest in its language, interest in its culture, and the need of english for future career. therefore, those motivations encourage the students to choose metacognitive strategies as the strategies most frequently used since these strategies help the students achieve learning goals by managing, arranging, and planning their own learning. this finding is in line with the statement of politzer (cited in muttaqin, 2008, page 47) that asian students are high in using instrumental motivation in which english in international undergraduate program is used as the medium of instruction in teaching and learning process. next, in the international undergraduate program, all courses are taught in english. since there are differences in the linguistics aspects such as the vocabularies, language rules, writings system, words spelling, and pronunciations, they can be the problems in their learning process. moreover, it is possible that the students make some errors in producing english since english is not their mother tongue. therefore, metacognitive strategies are useful for the students to cope with those problems successfully by monitoring their errors. thus, it can help the students for directing the learning process in a more efficient and effective way. therefore, the application of metacognitive strategies must be considered very crucial in learning process, as stated by o’malley et al (1985, cited in o’malley and chamot, 1990, page 99) “students without metacognitive approaches are essentially learners without direction and ability to review their progress, accomplishments, and future learning directions”. based on the finding and analysis there are some conclusions derived in accordance to the research problems of this study. students show moderate to high level of attitudes about the emi program at the international program at feb. this can be due to their awareness of the benefits and advantages that they can get by joining this program. this level of perception needs to be increased up to higher level in order that the students can participate well in classroom. this can be done by developing more teaching and learning methods for assisting students and teachers in accomplishing the course objective using english as emi. the classroom interaction has been mostly done in english. both the students and the lecturers use english in the classroom when involved in activities up to a certain level for 59 content understanding. since the level of english competence is still not high, it is common to find code mixing or code switching during classroom interaction. the students expect that this is done by the lecturers because by only using english the level of understanding of the content cannot be guaranteed. based on the conclusion, it is suggested that the faculty of economics and business can further develop the lecturers and students’ english competence by having pre-service or inservice training. this training is to help the lecturers deliver the course content in english well and the students can follow the class better. in addition, the lecturers should support the students language development by paying necessary attention to the students’ language to help students improve their language, in terms of the pronunciation, the grammar, and vocabulary, etc. further studies should be conducted on the use of english as a means of instruction by having focusing on the students and lecturers’ language and see how the language competence can have relationship with the content mastery. 5. references ariffin, k. & husin, m.s. 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(2006). how languages are learned. oxford university press. oxford. muttaqin, s. (2009). integrating english into content subject teaching in indonesian university: toward strengthening esp course. conference proceeding. cotefl ump purwokerto. o’malley, j. m., & chamot, a. u. (1990). learning strategies in second language acquisition. cambridge: cambridge university press. pattiradjawane, a. m. (2009). the implementation of bilingual education at klabat university and its outcomes as seen in students’ english proficiency and their achievement in subject-matter. (unpublished dissertation). program pascasarjana um. malang. sadtono, e. (2005). a concise history of tefl in indonesia. teflin conference proceeding. uad yogyakarta. santoso, t. (2006). the benefits of bilingual education and its applications in indonesia. jurnal pendidikan penabur no.06/th.v/juni 2006. suwardani, n. p. (2009). implementasi kebijakan rintisan sekolah bertaraf internasional (studi multisitus pada tiga sekolah menengah atas negeri di bali). unpublished thesis. program pascasarjana um, malang. wu, w.-s., (2006). students’ attitude toward emi: using chung hua university as an example. journal of education and foreign language and literature, 4, 67-84. tiespj, vol. 2: 1, 2010. zaaba, z., aning, i. n. a., gunggut, h., ramadan, f.i.m., umemoto, k. (2011). english as a medium of instruction in the public higher education institution: a case study of language-in-education policy in malaysia (selected topics in education and educational technology). school of knowledge science. japan advanced institute of science and technology. 6-115 jaist student housing, 1-8 asahidai, nomi shi, 9231211, ishikawa japan volume 14, number 1, april 2023, 115-132 available at http://jurnalfahum.uinsby.ac.id/index.php/nobel/article/view/727 doi: 10.15642/nobel.2022.14.1.115-132 the effect of culturally familiar text on lowproficiency reader’s reading comprehension dewi novita1, fuad abdul hamied2, didi sukyadi3 universitas tanjungpura, jl. prof. dr. h. hadari nawawi pontianak, indonesia1 universitas pendidikan indonesia, jl. dr. setiabudhi no. 229 bandung, indonesia2,3 article info abstract the study examines the effect of culturally familiar text on the reading comprehension of low-proficiency readers in indonesia. there were sixty-two second-year college students involved in the study as participants. the study used reading comprehension tests to gather the data. the results revealed that students with culturally familiar text had outperformed those with culturally unfamiliar text in reading comprehension. it is also found that these low-proficiency readers’ reading comprehension has improved significantly by using culturally familiar text in their reading practices. interestingly, the students showed good engagement after being taught text that contained familiar culture. finally, it can be concluded that the research results provide important insights, particularly for efl educators, researchers, and learners, on the impact of culturally familiar contexts in facilitating reading comprehension achievement for low-proficiency readers in indonesia. article history: received january 2023 accepted march 2023 published april 2023 keywords: culturally familiar text, low-proficiency reader, reading comprehension © 2023 uin sunan ampel surabaya correspondence: p-issn 2087-0698 email: winovita10@gmail.com e-issn 2549-2470 http://jurnalfahum.uinsby.ac.id/index.php/nobel/article/view/ the effect of culturally familiar text nobel: journal of literature and language teaching 116 volume 14, number 1, april 2023, 115-132 introduction reading comprehension is considered one of the fundamental elements in learning english as a second or a foreign language. in general, reading comprehension of a text depends on the shared information from the writer to the reader to create meaning. this shared information is the essence of the text. some scholars assert that when the information shared in the text is familiar to the reader, i.e., the reader knows about it, then the reader’s comprehension of the text is achieved (carrell, 1987; chihara et al., 1989; jalilifar & assi, 2008; sheridan et al., 2016, 2019; tavakoli et al., 2013). this assertion is related to the study of schemata. researchers defined the meaning of schemata. nassaji (2002) defines schemata as interconnecting mental structures which include readers’ background knowledge of everyday events. in schemata theory, this background knowledge of the reader is the main component that supports the reader in retrieving or constructing meaning from any text she/he reads (bartlett, 1932). additionally, al-jahwari and al-humaidi (2015) contend that the study of schemata provides deep insights into the failure or success of a reader in comprehending a text. the schemata are divided into formal schema and content schema. carrell (1987) posits that a formal schema is the background knowledge a reader has about the organizational structures of texts. a content schema, on the other hand, is the background knowledge a reader has about the content of a text. the information about the topic, the reader’s cultural familiarity, and his/her prior knowledge, which are grouped in cultural schema, are the basis of content schema. as carrell (1987) explains, all these factors facilitate the readers to understand a written text. some scholars contend that cultural schema has a significant relationship with reading comprehension. it is suggested that familiarity with the content of a text will increase the readers’ comprehension significantly and help him/her to understand the message of the text much better (florencio, 2004; yuet & chan, 2003). furthermore, florencio (2004) suggests that a reader with an excellent cultural familiarity with the written text will be easier to comprehend implicit propositions found in the text. using such text, in return, will increase reading comprehension and reading speed. next, studies explored the concept of cultural schema in content schemata, where background knowledge is activated through familiar cultural materials. these studies suggest that culturally familiar text improves reading comprehension (alptekin, 2006; alptekin & erçetin, 2011; bartlett & burt, 1933; carrell, 1987; chihara et al., 1989; demir, 2012; erten & razi, 2009; gürkan, 2012; jalilifar & assi, 2008; johnson, 1981; khataee, 2018; li & lai, 2012; pei-shi, 2012; petnoosed, 2019; rokhsari, 2012; sasaki, 2000; sheridan et al., 2016, dewi novita, fuad abdul hamied, & didi sukyadi nobel: journal of literature and language teaching 117 volume 14, number 1, april 2023, 115-132 2019; steffensen et al., 1979; tavakoli et al., 2013). in addition, these scholars contend that the student’s ability to identify with and immerse in the culture portrayed in the text enhances their comprehension and engagement and may overcome some of the linguistic complexity, syntactic or vocabulary, that the student has in the text. researchers also explored the combination of schemata (cultural and content schemata) on reading comprehension. among those researchers were erten and razi (2009), gürkan (2012), rokhsari (2012), and khataee (2018), who specifically combined the utilization of culturally familiar text with content schemata using reading strategies such as pre-reading activities: brainstorming, pre-questioning, kwl chart; while-reading activities: scanning, skimming, clarifying, reciprocal teaching, inferring; and post-reading activities: thinking aloud, asking and answering questions. in the studies, these researchers found that culturally familiar text and reading strategies impact reading comprehension. interestingly, the studies also found that culturally familiar text significantly outperformed reading activities in improving the utilization of reading strategies and reading comprehension, especially for lower and intermediate-level students. hence, it is evident that all the studies reviewed in the paragraphs above share the same findings. despite the reasonably well-documented studies describing the impact of cultural schemata on reading comprehension, it remains to be explored to compare the influence (the presence or absence) of culturally familiar text on reading comprehension. therefore, whether culturally familiar text effectively improves reading comprehension remains to be investigated. in addition, exploring the students’ interest in culturally familiar text is also worth researching as it will provide insightful results on the role of this cultural schemata on the students’ reading comprehension. this present study aims to contribute to our understanding of these issues by answering the following research question: is culturally familiar text effective in improving students’ reading comprehension? review of literature studies have shown that culturally familiar text improves reading comprehension. for the past ten years, the studies include demir (2012); gürkan (2012); rokhsari (2012); li and lai (2012); weng (2012); sheridan et al. (2016); khataee (2018); sheridan et al. (2019); and fikray and habil (2019). these scholars contend that the student’s competence to recognize and engage in the culture described in the reading text will eventually improve their interaction and comprehension. the students’ familiarity with the culture of the text may help them to reduce the effect of culturally familiar text nobel: journal of literature and language teaching 118 volume 14, number 1, april 2023, 115-132 the problem in understanding the linguistic complexity of the text, the syntactic elements of the text, and the problematic vocabularies found in the text they read. li and lai (2012) performed research examining the impacts of culturally familiar text on fifty-five sophomore college students in taiwan. these participants were told to read two sets of texts: one in a foreign culture, and the other, with culturally familiar text. a cloze test measured the student’s comprehension of the text. the time spent on completing the test was also counted in this study. the study used a topic familiarity questionnaire and an attitude survey to know the students’ ideas about the role of familiar culture and background knowledge on their comprehension of a reading text. the findings showed that the student’s reading comprehension was affected by familiar culture from the text. the data also suggested that the student’s familiarity with the content of the text significantly affected the time spent reading the text. then, from the questionnaire and the attitude survey, it was found that the students believed that their prior knowledge played crucial functions in elevating their comprehension of the texts. these participants also agreed that they spent less time reading and comprehending culturally familiar texts than reading unfamiliar or foreign cultural texts. in conclusion, this study’s results affirmed that background knowledge strongly impacted reading time, memory, and comprehension. in 2012, weng conducted similar research to assess the influence of prior/background knowledge on students’ reading comprehension. two hundred one first-year students in taiwan were taken as the research participants. the study used four sets of texts (2 sets of culturally familiar/unfamiliar texts and two sets of topic familiar/unfamiliar texts) that all participants read and comprehended. afterward, the participants did a reading comprehension test, a familiarity rating on the text, and a vocabulary test. the research results showed that the students’ comprehension scores were significantly better on culturally familiar texts than on the other texts. it was also found that cultural familiarity supported students’ vocabulary achievement, especially for those students with vocabulary knowledge under 2,000 words. in summary, the study claimed that culturally familiar text was important for participants at lower proficiency levels to support them in comprehending reading text and vocabulary achievement. however, for the advanced learners, the role of cultural familiarity was not detectable since the students used linguistic knowledge more to support their comprehension on the reading and vocabulary tests. thus, the study concluded that background knowledge was necessary for the student’s comprehension and vocabulary mastery. next, sheridan et al. (2019) conducted a study measuring the correlation between familiar culture text and the results of text comprehension. partly replicating demir’s (2012) work, dewi novita, fuad abdul hamied, & didi sukyadi nobel: journal of literature and language teaching 119 volume 14, number 1, april 2023, 115-132 sheridan et al. implemented crossover research with 78 lower-intermediate japanese efl students as the participants. unlike demir (2012), who used tests to gain the data for the research, this study used tests, questionnaires, homework assignments, and interviews to collect its data. the study was also unique because it corrected the limitation of their previous pilot study (sheridan et al., 2016) by having crossover research. the study also used a questionnaire with 7 points on the likert scale questionnaire to improve the result finding from their previous study on measuring the students’ interest in the culturally familiar or unfamiliar text. the result of the research yielded that the learners who read the text in a familiar cultural context outperformed students who read the original culture text in their reading comprehension and vocabulary tests. it was also found that the student’s interest and engagement were higher with culturally familiar text than with an unfamiliar cultural context. finally, the study concluded that culturally familiar text could be a scaffolding tool to enhance the students’ learning. fikray and habil (2019) conducted a study with thematic analysis on 17 journal articles to answer three related questions. first, it explored schema’s function in improving reading comprehension. second, it investigated the significance of text with familiar culture as teaching materials of reading subjects for esl students. the third attempted to describe the pedagogical implications of how teachers can improve students’ reading comprehension. the study utilized chalkiadaki’s (2018) procedure framework to organize data for systematic review. specifically, inclusion and exclusion criteria are employed to select relevant articles for the study. the study’s findings yielded that most studies affirmed background knowledge’s role in supporting the comprehension of reading text. the research results further agreed with other scholars that background/prior knowledge is vital as it links students’ prior knowledge with new knowledge. moreover, the study asserted that culturally familiar text help to support reading comprehension and leads to positive reading recall that reduces anxiety in comprehending the text. finally, the study concluded that teachers must apply the culturally familiar text in reading comprehension classes as it supports and enhances the students’ reading performance. it is also suggested that curriculum designers create and select the reading text that matches the students’ cultural background to stipulate a scaffolding aid to accomplish higher reading results. similarly, researchers from turkey and iran, including demir (2012), gürkan (2012), rokhsari (2012), and khataee (2018), measured the impact of culturally familiar texts on reading comprehension achievement. the difference these studies had was that they adapted western literary texts at deeper levels. the effect of culturally familiar text nobel: journal of literature and language teaching 120 volume 14, number 1, april 2023, 115-132 firstly, in 2012, demir conducted a study to measure the influence of background knowledge and cultural nativization on the comprehension achievement of reading and vocabulary. in this research, demir had 121 students from the seventh grade of primary school in turkey as the participants. there were sixty-three male and fifty-eight female students in the study. these students were grouped into experimental and control classes. the experimental class was treated with familiar cultural text where the english names for locations (such as the cities or countries), the cultural activities (events, celebrations), and dates on the text were replaced with turkish words to activate the students’ schemata. the control group, conversely, was treated with foreign culture text with all authenticated proper nouns about american culture. a t-test was employed in the data analysis. the students were given a parallel truefalse test and a vocabulary test in the multiple-choice form to examine their reading comprehension and vocabulary inference. finally, the result showed that familiar culture text has significantly facilitated students’ reading comprehension and vocabulary inference. it was also concluded that culturally familiar text had enabled the students to activate their cultural schemata and improve their learning. in the same year, gürkan (2012) conducted a study examining the impact of familiar culture on the comprehension of reading text. additionally, this research wanted to find out if activities of reading can replace cultural familiarity in the students’ reading comprehension practice. the study took sixty pre-service teachers aged 20 to 24 from a university in turkey as the participants. they were grouped into four classes (two received an original text with or without activities, and another received familiar culture text with or without activities). after completing the treatments, all participants took a set of reading tests comprised of questions: true/false, rearranged sentences, and essay questions. the research results of the reading test were then quantitatively examined using anova. the findings showed that culturally familiar texts significantly impacted the students’ reading comprehension. the research also revealed that the influence of text with familiar culture significantly outperformed the impact of reading activities. finally, it was concluded that culturally familiar texts positively supported students’ reading comprehension and significantly impacted their learning. next, a similar study was conducted by rokhsari (2012) to examine the impacts of nativized text and activities before reading on students’ comprehension. this study differed from other research because the participants were all intermediate students. there were 100 iranian students involved in this research. the study replicated demir’s way of assessment by using true-false and multiple-choice reading tests on the study. the study results revealed that the students who received culturally familiar text outperformed the other participants on the dewi novita, fuad abdul hamied, & didi sukyadi nobel: journal of literature and language teaching 121 volume 14, number 1, april 2023, 115-132 comprehension test of reading text. specifically, the research found that the students receiving nativized text and pre-reading activities scored the highest. this finding meant that culturally familiar text with pre-reading activities that activated the students’ background knowledge significantly facilitated reading comprehension. however, it was found from the comparison of the groups that the role of pre-reading activities alone was insignificant and that it could not exchange for the limited cultural familiarity the students had with the text. this finding supports erten and razi’s (2009) work which claimed that reading activities could not activate the students’ schema without cultural familiarity. in short, it can be concluded from the study that the nativization of the text played a substantial role in facilitating reading comprehension, and this role could not be replaced by pre-reading activities alone. in 2018, khataee conducted a study to explore the influence of cultural familiarity and cultural schemata in improving students’ reading achievement. 129 efl students aged nine to eleven from elementary school in iran participated in this research. these participants have the same culture and first language. the study divided these participants into two groups: the first was treated with three familiar cultural texts, and the second with three original cultural texts. after the treatments, all of the students were told to do a test of comprehension on reading. the results of the test were then quantitatively calculated using descriptive statistics. the findings revealed that the groups with familiar culture texts were more successful in their reading test (with a mean score of 5.00 on the first, 5.50 on the second, and 5.68 on the last). in contrast, the control group was not very successful (with a mean score of only 2.79 on the first test, 2.61 on the second test, and 2.39 on the last). this finding suggests that activating the students’ background knowledge and facilitating them with culturally familiar text indeed support the comprehension of their reading text. next, the research data also affirmed that activating students’ background knowledge was more successful in developing the student’s comprehension of the reading text rather than using culturally familiar text only. in short, the findings supported the study hypothesis that a strong connection exists between cultural schemata, cultural familiarity, and the comprehension of a reading text. it was also evident in the study that teaching reading comprehension would be best facilitated by activating the students’ background knowledge before reading and accommodating the students with culturally familiar text to comprehend. all of the studies mentioned above suggest a need for a familiar cultural text which can support students to become effective readers. those studies have also shown the positive influences of culturally familiar texts on improving students’ reading achievement. however, it is interesting to state that in one study, sheridan et al. (2016) found different results on the the effect of culturally familiar text nobel: journal of literature and language teaching 122 volume 14, number 1, april 2023, 115-132 influence of culturally familiar text on students’ reading comprehension. the study was a pilot study using the nativization of reading articles to increase vocabulary and reading comprehension recall. forty-one efl japanese students aged eighteen to twenty-four participated in this research. this research was exceptionally unique because the learners were from various proficiency levels (intermediate to advanced levels). the study used reading comprehension tests (before and after the treatment) and written assignments to gather the data. in this research, sheridan et al. (2016) found that the test results did not show differences in the scores between learners treated with culturally familiar or unfamiliar text. their reading comprehension results also did not significantly improve after the treatment. from the qualitative data, however, the study revealed interesting results. first, it was found that the learners were positively engaged in reading the texts with familiar proper nouns. then it was also evidence from the study that the absence of a culturally familiar context created cultural biases and changed how students responded to the text. in short, though this study did not successfully confirm that culturally familiar text improved students’ reading comprehension and vocabulary, the study’s findings produced exciting information on how culture impacted reading comprehension. specifically, it revealed that the ways students read the texts could be either culturally based or culturally biased, depending on their familiarity with the culture. in conclusion, the studies above describe that culturally familiar texts activate students’ background knowledge and reinforce reading comprehension. however, this conclusion may not be generalizable to other cultural settings, such as indonesia. therefore, this issue prompted the need to perform research focusing specifically on indonesian culture and its students. method participant the study took sixty-two second-year students in the english education study program at west kalimantan state university. there were twenty-seven male and thirty-five female students. the participants’ age ranged from 18 to 19 years old. they were assigned to two classes at the lower-intermediate levels of english proficiency based on the toefl test scores before the treatment. none of these participants participated in reading comprehension training with culturally familiar text. dewi novita, fuad abdul hamied, & didi sukyadi nobel: journal of literature and language teaching 123 volume 14, number 1, april 2023, 115-132 material culturally familiar text replicating alptekin’s (2006) nativization process, the texts selected for the experimental group were made culturally familiar to the students. first, the textual and contextual cues of the original texts, which reflected british, american, or international culture, were identified to accomplish this. then these cues were adapted in the modified versions to reflect indonesian culture while keeping the texts’ linguistic features and rhetorical structures unchanged. the textual cues involved proper nouns about settings, locations, occupations, and characters that are familiar to the students and are from their locality. for the students from west kalimantan, the word pontianak and kapuas hulu may activate their past knowledge and experiences rather than the words europe and belgium. the name, pierre lebrun, may also sound foreign rather than zikri kelana which is a familiar name to the malay people and the west kalimantan people in general. then, as the region is famous for its fishery, the students would be more familiar with a local fisherman association than a potato growers’ association. table 1 below lists all textual cues in the sample culturally familiar and unfamiliar text 1. table 1. examples of textual cues in the texts culturally foreign version culturally familiar version europe pontianak pierre lebrun zikri kelana a potato growers’ association a local fisherman association mr. lebrun mr. kelana belgium kapuas hulu belgians the locals contextual cues involve cultural elements based on culture’s sociological, semantic, and pragmatic dimensions, including religious conventions, interpersonal relationships, currency, time and space relations, food, drinks, games, and other cultural concepts. table 2 demonstrates examples of contextual cues in the texts. table 2. examples of contextual cues in the texts culturally foreign version culturally familiar version potato harvest fish harvest this summer this year french fries kerupuk basah the very hot summer poor harvest hot temperatures the big wave in the sea around the island the heatwave heavy rainstorms in many rivers a lack of rain a high tide on the sea 5,000 eateries 50 eateries the world’s biggest potato chips exporters the best local delicacy in the region potato harvest fish harvest the effect of culturally familiar text nobel: journal of literature and language teaching 124 volume 14, number 1, april 2023, 115-132 there were ten culturally familiar and unfamiliar texts used in the study. the following paragraph illustrates one of the texts to show its textual and contextual changes. the unfamiliar culture text was titled “french fries will be 3cm shorter”, and it depicted a poor harvest season in europe due to a particularly hot summer. the hot weather had the most detrimental effect on the potato crop in belgium, which grew at a rate of 25 percent lower than average. due to the shortfall, the length of belgian french fries has been reduced by 3 centimeters. belgium’s most famous export is its french fries, which also happen to be the country’s official cuisine. the nation sends over 2.3 million tons of french fries all over the globe each year. in the culturally familiar version of the text, the story changed from describing french fries to kerupuk basah, which was 3 cm shorter than usual due to a poor fish harvest in west kalimantan this year. the textual cues are as follows: • europe was changed to pontianak. • pierre lebrun was changed to zikri kelana. • a potato growers’ association was changed to a local fishermen association. • mr. lebrun was changed to mr. kelana. • belgium was changed into kapuas hulu. • belgians were changed to locals. then, the contextual cues consist of the following: • potato harvest was changed to fish harvest. • this summer was changed to this year. • the very hot summer was changed to a poor harvest. • hot temperatures were changed to the big wave in the sea around the island. • the heatwave was changed to heavy rainstorms in many rivers. • a lack of rain was changed to a high tide on the sea. • french fries were changed to kerupuk basah. • five thousand eateries were changed to 50 eateries. • the world’s biggest potato chip exporters were changed to the best local delicacy in the region. reading comprehension test the toefl test was used as the reading comprehension test. the study administered the toefl test to students from both experimental and control groups to compare their reading comprehension results after exposure to the treatment. the toefl test shows high reliability dewi novita, fuad abdul hamied, & didi sukyadi nobel: journal of literature and language teaching 125 volume 14, number 1, april 2023, 115-132 and validity and is a standard test for students studying english as a second or foreign language (chapelle et al., 2008). the study explicitly utilized the reading section of the toefl test, which consists of five passages and 50 multiple-choice questions. procedure the study implements a quasi-experimental with a post-test-only design on two groups of participants: group 1 treated with culturally familiar text, and group 2 treated with culturally unfamiliar text. both groups were randomly assigned, one as the experimental and the other as the control group. in order to control the intervening variables, the study administered the treatments for the groups with some conditions: first, the groups were treated in parallel sessions simultaneously. second, the groups were taught with the same teaching strategies. third, the groups were similar in their proficiency level based on their pre-test toefl results. fourth, the number of males and females in each group was similar (group 1 with 14 males and 18 females, group 2 with 13 males and 17 females). fifth, both groups received ten sessions of treatments, either with culturally familiar or unfamiliar text. furthermore, to eliminate affective intervening factors, the study has asked the students to select topics of interest before the treatment. the texts assigned to the students to read on the treatments were with topics based on their interests (i.e., about youth activities, food, drinks, daily life, and technology). one difference was that the experimental group received culturally familiar text, while the control group was taught culturally unfamiliar or foreign cultural text. the study administered a toefl test to all participants from both groups to gather the data. table 3 below summarizes the types of treatment given to the participants. table 3. types of treatment groups group 1 group 2 • taught with general teaching strategies and culturally familiar texts • taught with general teaching strategies and culturally unfamiliar texts • morning sessions (07.30 – 09.00) • morning sessions (07.30 – 09.00) • ten meetings • ten meetings • text topics: youth activities, food, drinks, daily life, and technology. • text topics: youth activities, food, drinks, daily life, and technology. • 32 participants: 14 males and 18 females • 30 participants: 13 males and 17 females the whole procedure of the research is summarized in table 4. table 4. the study planning summary groups weeks sessions g-1 1 • toefl reading comprehension test and an introduction to the culturally familiar text. 2-11 • teaching sessions with culturally familiar text. the effect of culturally familiar text nobel: journal of literature and language teaching 126 volume 14, number 1, april 2023, 115-132 12 • toefl reading comprehension test. g-2 1 • toefl reading comprehension test and an introduction to the culturally foreign text. 2-11 • teaching sessions with culturally foreign text. 12 • toefl reading comprehension test. results and discussions result this research question measures the effectiveness of culturally familiar texts in improving students’ reading comprehension. to answer this research question, the researcher tested the study hypothesis: students taught with culturally familiar text get higher reading comprehension scores than those taught with culturally unfamiliar text. the study used analysis of variance (anova) to analyze the differences among the groups. there were two independent variables, culturally familiar or unfamiliar text. there was only one dependent variable: the reading comprehension score. before proceeding with anova, the homogeneity of variances was measured using “levene’s test of equality error variances” (levene, 1960). the variances were found to be homogeneous, as shown in table 5. table 5. results on homogeneity of variances group x¯ s  f sig description experimental 3.39 2.296 30 0. 009 0.923 homogenous control 1.42 2.678 32 after assessing the homogeneity, anova was performed in spss to compare the effects of the first group (taught with culturally familiar text) with the second group (taught with culturally unfamiliar text) on the students’ reading comprehension achievement. from the analysis, it was revealed that there were effects of both groups on the students’ reading comprehension. figure 1 below describes the scoring representation. figure 1: description of score representation culturally familiar text culturally unfamiliar text m e a n s o f r e a d in g s co re dewi novita, fuad abdul hamied, & didi sukyadi nobel: journal of literature and language teaching 127 volume 14, number 1, april 2023, 115-132 figure 1 shows that students treated with culturally familiar text outperformed those treated with text with unfamiliar cultural context. their average mean in reading comprehension was 3.39 compared to the group with culturally unfamiliar text with only 1.42. table 6 below provides a summary of the descriptive statistics. table 6. descriptive statistics on the impact of the treatments on reading scores group x¯ s  f sig description experimental 3.39 2.296 30 3.389 0.000 (<0.05) significant control 1.42 2.678 32 culturally familiar text is practical for improving the student’s reading comprehension. the data analysis of research question 1 suggests that culturally familiar text improves the students’ reading comprehension achievement. as shown in table 6, culturally familiar text was significant with p-values < 0.05. the main effect yielded an f ratio of 3.389. as a result, the hypothesis was accepted. the study result showed essential issues concerning the effectiveness of culturally familiar text in improving the students’ reading comprehension achievement. the study revealed that novice pre-service teachers who participated improved their reading comprehension after being taught culturally familiar text. the text activates the students’ background knowledge and improves their comprehension of the reading text. the study found that the students benefitted the most from using culturally familiar text, with higher scores than their pre-test. this finding agrees with khataee (2018), who suggests that activating the students’ background knowledge and facilitating them with culturally familiar text support their comprehension of the reading text. as a replication study, this study confirms alptekin’s (2006) assertion that simple textual and contextual cues familiar to the students’ culture help activate their background knowledge and improve their comprehension. several other scholars (alptekin & erçetin, 2011; demir, 2012; erten & razi, 2009; fikray & habil, 2019; gürkan, 2012; jalilifar & assi, 2008; li & lai, 2012; pei-shi, 2012; rokhsari, 2012) also found that localized words such as textual and contextual clues about characters, settings, locations, occupations, religious conventions, interpersonal relationships, currency, time and space relations, food, drinks, games, and other cultural concepts stimulate the students’ memory and background knowledge which lead to a better reading comprehension result. furthermore, these scholars contend that familiar cultural texts help students to recognize and engage in the culture described in the reading text. additionally, the studies affirm that students’ familiarity with the culture of the text may help the effect of culturally familiar text nobel: journal of literature and language teaching 128 volume 14, number 1, april 2023, 115-132 them to reduce the problem in understanding the linguistic complexity of the text, the syntactic elements of the text, and the problematic vocabulary found in the text they read. thus, it makes it easier for the students to have better comprehension. moreover, the study finding agrees with tavakoli et al. (2013) and sheridan et al. (2019) on the positive benefit of using familiar cultural text to support students’ comprehension. these scholars claim that when the information shared in the text is familiar to both the reader and the writer, a better understanding and comprehension of the text can be achieved. this assertion is also supported by fikray and habil (2019), who state that culturally familiar texts lead to a positive reading recall, reducing anxiety in comprehending the text. in other words, texts with familiar cultural contexts provide the readers with adequate cues that increase understanding and create an enjoyable reading. in addition, the finding agrees with weng (2012) and sheridan et al. (2019) that culturally familiar text is essential for participants at lower proficiency levels to support them in comprehending reading text and vocabulary achievement. in his study, weng (2012) found that cultural familiarity supported vocabulary mastery, especially for lower-level readers with vocabulary knowledge under 2,000 words. the study also claimed that culturally familiar text was necessary for these readers to support them in activating their background knowledge, linking their past knowledge and experiences to the text’s message, and increasing their comprehension of the text. agreeing with the idea, sheridan et al. (2019) contend that culturally familiar text could be a scaffolding tool to enhance beginner or lower readers’ comprehension mastery. the study is also in line with the findings of studies by erten and razi (2009), takallou (2011), gürkan (2012), and rokhsari (2012), which conclude that cultural schemata support reading comprehension achievement better. additionally, this current research agrees with their conclusion that familiar cultural texts should accompany reading strategies to strengthen the activation of students’ background knowledge and eventually improve reading achievement. cakir (2006) mainly explains five goals that can be achieved by utilizing familiar cultural text the learners: developing communication skills; helping the understanding of the linguistic patterns of the text; improving the knowledge of cultural understanding; advancing the perception of reality; providing enjoyable learning processes; enhancing the knowledge/awareness about problems during reading, improving the interpretation of the text, and helping in comprehending the meaning of the text. in summary, the utilization of culturally familiar text in the treatment of this present study has provided excellent support to the student’s reading comprehension, both activating the dewi novita, fuad abdul hamied, & didi sukyadi nobel: journal of literature and language teaching 129 volume 14, number 1, april 2023, 115-132 students’ background knowledge and assisting them in comprehending the message of the text they read. conclusion this present study examines the effectiveness of culturally familiar texts in improving students’ reading comprehension. a contribution of this study includes proposing culturally familiar texts to improve students’ reading comprehension. in addition, the current study explicitly showed how teachers could use culturally familiar text in their reading comprehension classes. the study urges the teacher to use nativization to produce culturally familiar text in reading comprehension class. in the nativization process, the teacher must ensure sufficient familiar words are found in the text. having too many familiar words will decrease students’ interest in reading because there are no new things to keep them interested to read more. having only a few familiar words is also not recommended because it will not provide much support for the student’s comprehension. the students who participated in this study achieved positive results in their reading comprehension after being treated with culturally familiar text in their reading comprehension class. this finding revealed a significant impact of using culturally familiar text on the student’s reading comprehension. there was also great interest found in the students on the use of culturally familiar text in their reading comprehension. finally, the study recommends that teachers and book designers produce culturally familiar text through nativization. the process replaces the contextual cues (such as the description of religious activities, money, time, space, food, and drink) and textual cues (such as proper nouns about people’s names, professions, and locations) in the text. there is a need for texts with various cultural contexts in indonesia to support students from many local cultures to develop or improve their reading comprehension. indonesia has rich local cultures all over the region that are unique and interesting for future study. moreover, efl students in the english global era enjoy english learning that connects to their culture. teachers and book designers must know this need to create better teaching material that enhances learning engagement. in addition, to create moderation in support of cultural context, it is also suggested that the teacher and book designer will commit to providing other cultural contexts (national, asian culture, and international culture) in developing text to read for the learners. the effect of culturally familiar text nobel: journal of literature and language teaching 130 volume 14, number 1, april 2023, 115-132 references al-jahwari, y., & al-humaidi, s. 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(2003). cultural content and reading proficiency: a comparison of mainland chinese and hong kong learners of english. language, culture and curriculum , 16(1), 60–69. https://doi.org/10.1080/07908310308666657 volume 14, number 1, april 2023, 1-18 available at http://jurnalfahum.uinsby.ac.id/index.php/nobel/article/view/648 doi: 10.15642/nobel.2023.14.1.1-18 the display of islamic conflictual discourses through logics of film discourse interpretation zuhriyatun nur qudsiyah1, mochamad andhy nurmansyah2 universitas brawijaya, jl. veteran, malang, indonesia1,2 article info abstract in the past few decades, islamic discourse in indonesia was turning more problematic, leaving some issues to the conflict between majority and minority discourses (the muslims’ conception) of islam. some of the manifestations of discursive conflict were captured in popular work, such as the movie ayat-ayat adinda. this research tries to unpack the movie using wildfeuer's logics of film discourse interpretation (fdi) theory and combine it with the concept of halliday's ideational metafunction to track the islamic signs emanated by the movie. fdi is chosen to fill the area which has not been studied by previous research. this study found some rhetorical segment relations: result, elaboration, contrast, background, parallel, and narration, presenting two islamic discourses being contested. however, the interesting point is indicated at the end of the resolution of the movie that none of the discourses wins. this study interpretation is somehow implicitly parallel to the spirit of 'moderation' of religion when the movie maker hopes that it can stop violence and discrimination which degrade religious practices in indonesia. article history: received december 2022 accepted february 2023 published april 2023 keywords: islamic discourse, film discourse interpretation, multimodality, social semiotics, rhetorical structures © 2023 uin sunan ampel surabaya correspondence: p-issn 2087-0698 email: qudsizuhriyatun@gmail.com e-issn 2549-2470 http://jurnalfahum.uinsby.ac.id/index.php/nobel/article/view/ the display of islamic conflictual discourses nobel: journal of literature and language teaching 2 volume 14, number 1, april 2023, 1-18 introduction discourse is always an interesting part of studying human beings. discourse and humans are indivisible. discourse relishes as long as people have the will to convey something and influence others to succeed in their intention. as a noun, discourse can be simplified as the discussion of a particular topic authoritatively, while in linguistics definition, discourse was well known as the utilization of language to produce meanings (oxford university press, 2022). foucault in barker defines discourse as the active production of knowledge constructed through a language (barker, 2008). in other words, the discussion of those abstractive ideas, to some extent, will have to be bordered to create meaning. the border itself is a context. a context is attached to a topic giving the related aspects of the talk, for example, with whom it is discussed, in what circumstances, and for what purposes it is addressed. those all factors contribute to forming the complete meaning of discourse. this is aligned with halliday's systemic functional linguistics (sfl). halliday argued that language is a tool to function in the social semiotics system (halliday, 1984a). language is a code embedded with deliberately chosen and arranged modes (any resources humans use to represent something, verbal and nonverbal). halliday (1984b) called language both a code and behavior because its meaning is attached to its social context (the culture and situation). throughout interactions, this social context is actively created, and to understand that, people make guesses of the possible meaning. for example, people can have different perceptions of understanding a register due to different cultures and knowledge backgrounds. it is why, even though someone can use a foreign language, he sometimes misinterprets what the context is trying to convey. based on the theory, hallidean sfl and its further development, including film discourse interpretation by wildfeuer (2014), can be considered multimodal discourse analysis. it analyzes any modality or components used in communication to find discourses meaningful. this research was conducted to give more evidence for the functional implementation of the multimodal analysis theory in contemporary discourse, especially to address what is currently happening in indonesian islamic discourses and to offer more perspective to the audience in seeing a phenomenon. this study focuses on islamic discourse in indonesia reflected in a film. even though indonesia is not an islamic state in the constitution, islam has a large group of adherents, with 87% of the total population in the 2018 survey (nurhayati-wolff, 2021). many of them tend to congregate according to their beliefs and interest. bruinessen (2013) once made a study of it. he identified some types of islamic societies in indonesia. within islam, there are chunks of paradigms, from the most conservative view to the most liberal one. bruinessen argues that zuhriyatun nur qudsiyah & mochamad andhy nurmansyah nobel: journal of literature and language teaching 3 volume 14, number 1, april 2023, 1-18 there has been a conservative return in indonesia since 2005, giving evidence from some controversial fatwa (statements) released by the mui (majelis ulama indonesia/indonesian ulema council), the government counselor of islamic affairs. those fatwas tend to decline secularism, pluralism, and other similar ideas from progressive parties. added to the fact that conservatives play important roles in a political career, it lessens the influence of liberals in the institution. until now, the mainstream discourse is still dominated by conservative sunnies. bruinessen also included some minorities in the explanation. some non-mainstreaming, such as shia and ahmadiyya, and other small sects are labeled deviant due to their huge differences (manifested in styles of religious practices) from the mainstream (bruinessen, 2013). throughout the century, their journey of living together was not static. history records some disputes, discrimination, and even violence toward minorities (ramadhan, 2022). the issue was the main problem in the movie ayat-ayat adinda, which the researcher later tried to interpret to understand better indonesian islamic discourse manifested in a multimodal artifact. the movie is also interesting because it is deliberately made not for da'wah but discusses the dialectic of two ideological discourses of islam. studying modes in movies was previously conducted by several researchers. bo (2018) studied the cultural background behind the images in the argo movie. he did the multimodal discourse analysis by combining the theory of halliday's sfl and kress and leuween's (2006) metafunction. nashiroh (2021) studied the meaning construction behind the movie the great hack. the movie was the story behind the 2016 us presidential election campaign. she investigated any visual and verbal elements of the film that could include propaganda messages. the next year, loi et al. (2022) looked for signs in the movie spiderman: far from home, which form halliday's three metafunctions. they analyzed the data based on chandler's writing in semiotics for beginners (1931). there have been studies in the field of indonesian islamic films, too. huda (2012) noted no fixed definition of an islamic movie but concluded that it contains islamic symbols and values. he recorded that the early appearance of islamicthemed movies in indonesia focused on islamic reformation and islamic propaganda. it implies that national discourses inserted in such islamic movies exist. some films, such as titian serambut dibelah tujuh (a bridge of seven-split hair, 1959) and tauhid (the unity of god, 1964) by asrul sani, were under the lesbumi production (an organization for muslim artists and cultural activists in indonesia). lesbumi was known for its affiliation with traditionalist muslims nu, who opposed lekra (institute for the people's culture) in political ideology because they were under the indonesian communist party. another study was conducted by schmidt (2021). he analyzed how nahdlatul ulama (nu) uses the documentary rahmat islam the display of islamic conflictual discourses nobel: journal of literature and language teaching 4 volume 14, number 1, april 2023, 1-18 nusantara to promote islam nusantara and combat islamic radicalism. he called the strategy the aesthetic of authority. an aesthetics of authority is a particular aesthetic approach that establishes and validates a network of religious authority. this chain serves as the foundation for creating contradictory narratives in which saints, kyai, and ulama are portrayed as highly inspirational authorities who should be listened to during trying times because they counter extremist ideas. another indonesian islamic film study came from a recently produced film, bid'ah cinta (released in 2017). in part of the discussion, bahruddin and hamad (2021) analyzed the social aspect related to the movie. they approach the movie using theories such as structuration by gidden, critical discourse analysis by van dijk, and semiotics by peirce. after that, they complete the data by interviewing the movie maker. they found that bid'ah cinta indicates a desire to preserve and replicate the existing social structure. it is portrayed by one of the characters, ustadz jaiz, who failed to change the tradition that he considered bid'ah (the practice not based on the quran and hadith). however, few studies have been on janina wildfeuer's theory (2014). wildfeuer adopted the theory from asher and lascarides (2003) from the book logics of conversation. it holds the relation of segmented discourse within the logic of rhetoric. wildfeuer believes linguistic theory can be applied to movies. wildfeuer's approach was rigid in presenting the construction of the rhetorical relationship between scenes, leading to the bigger theme of the discussion drawn by ideational metafunction. this approach is chosen for this study to avoid putting an arbitrary meaning into the interpretation process. consequently, it is important to add new insight into the previous studies by proposing this research. hopefully, this research will significantly contribute to the development of social semiotics studies and fill the gap in previous studies that did not apply the rhetorical discourse relation analysis (fdi) to islamic movies yet. ayat-ayat adinda is the main object of this study. it is a religious movie released in 2015 and directed by hestu saputra (saputra, 2015). this film is taken as a data source because it contains some apparent semiotics modes representing islamic discourses, which are relatively easy to recognize to identify the issues. the story revolves around adinda, an elementary student having a melodious voice struggling to get recognition because she belongs to an outcast family. despite her talent, her family never approves of her joining any competition because it can harm her family's existence in the neighborhood. adinda's social unacceptance as the major conflict intertwined with different islamic perceptions among islamic adherents and was analyzed further in the discussion. zuhriyatun nur qudsiyah & mochamad andhy nurmansyah nobel: journal of literature and language teaching 5 volume 14, number 1, april 2023, 1-18 method this study used the descriptive qualitative method, in which researchers retrieved the data from the movie ayat-ayat adinda and analyzed the social phenomena by reviewing relatable literature such as journals, books, and news reports. researchers collected screenshots of the scenes that potentially conveyed islamic discourse and turned them into verbal keywords labeled π. researchers then drew rhetorical relations between the keywords based on wildfeuer's (2014) framework on the logic of film discourse interpretation. being noted, wildfeuer’s goal was to show that each predicate introduced in filmic discourse may be meaningfully related to subsequent text segments. this study served a chart in each cluster to present the data. one segment, the screenshot containing a key predicate, is tied to another segment with an arrow to show its coherence (the ties of ideas). data transcription tables were also included to make the pictures clearer. to interpret, researchers then elaborated the idea in the segments with halliday's (1985) ideational metafunction. ideational metafunction is the semantic function of language to represent the real experience of humans in the natural world, the world humans live in or say as human consciousness. this is how language functions to carry messages from the filmmaker. results and discussions the researchers categorized segmental discourse into six clusters to analyze the data easily. those clusters were presented based on the chronological order of events in the movie. each of them formed an idea detailed in the explanation below. adinda's uniqueness as a minority figure 1: the rhetorical relationship (coherence) of segments in cluster 1 the display of islamic conflictual discourses nobel: journal of literature and language teaching 6 volume 14, number 1, april 2023, 1-18 one segment (a picture conveying a key verb labeled in π next to it as unity) is connected to another segment with an arrow representing their relation, giving an overall idea in cluster 1 about adinda's uniqueness as a minority table 1. movie transcription of cluster 1 label shot description spoken language π1 adinda sings ya badratim alone (while it should be done by peers) / π2 adinda is warned by the knock of a chalkboard / π3 pak rifa’i yells at adinda pak rifa’i: adinda, you are singing alone, again and again. you do not want to follow my rules. this is qasida. (it) must be in a team. do not sing by yourself! π4 fajrul and emi convince pak rifai to let adinda sing solo fajrul: i am sorry, sir, but we want you to listen to adinda singing. the first cluster (see figure 1) is about adinda's uniqueness which places her as a minority, constructed by wildfeuer's segment rhetorical relations and halliday's ideational metafunction. the first discourse segment, the picture labeled with π1, introduces the main character, adinda, a talented indonesian elementary school student. the movie, represented in π1, opens with the loud sound of rebana, a wood-made tambourine usually used in qasida or islamic musical team activity. the music stops leaving adinda's tuneful voice without accompaniment. the close-up shot then highlighted adinda's talent for singing solo as her specialty. the first rhetorical relation of islamic conflictual discourse in the movie was found between π1 (sings) and π (being warned and being yelled). the two forms hold a result-segment relation. according to wildfeuer (2014), a result-relation occurs when the first segment caused the event in the second segment in order. the effects must be stronger than those from a natural event sequence (which, later, wildfeuer defines as narration-relation). the result-relation in this movie part offers the idea of the custom rule's response to adinda's uniqueness. adinda's uniqueness (of conception) is considered not socially acceptable because qasida is designed to be performed in a team, not individually, as she preferred. the evidence of social unacceptance can be found in the idea of the elaboration-relation between (π2) and (π3). wildfeuer defines an elaboration-relation as when the second segment gives more information or detail about the first proposition (wildfeuer, 2014). adinda's teacher, pak rifa'i, warned her in front of other students. during practice, he knocked off the chalkboard (π2). in this context within the film narrative, a knock is an indexical sign of interruption. an indexical sign can be identified when the signifier and what is signified are essentially close so that they can be immediately understood by common people. with strokes of knocks, zuhriyatun nur qudsiyah & mochamad andhy nurmansyah nobel: journal of literature and language teaching 7 volume 14, number 1, april 2023, 1-18 he tried to stop adinda from singing. pak rifa'i yelling at adinda (π3) has a contrast-relation with fajrul and emi, her closest playmates, convincing pak rifai to let her sing solo (π4). a contrast-relation can be identified when there is a sense of semantic dissimilarity between discourse segments (wildfeuer, 2014). pak rifa'i refusal is contrasted with adinda's friend's acceptance. it means that adinda's differences do not disrupt the friendship they build. however, it signifies the hierarchical position that places adinda in a subordinate position compared to pak rifa'i and the majority of students. there is evidence that adinda's differences make her inferior to others. these segment relations signify that she is uncommon. it is hard for her to be accepted directly in her community. as a result, the connection leads to the cluster idea, which proves that adinda's uniqueness (her different ability and perspective from her surroundings) forces her to be part of the minority discourse of islam. adinda's family's 'silent' struggle as a minority figure 2: the rhetorical relationship of segments in cluster 2: adinda's inferiority and struggle as part of a minority table 2. movie transcription of cluster 2 label shot description spoken language π5 faisal’s religious group provoke him to take action in defending them group member 1: if we do nothing, we're getting trampled. faisal: keep calm, please. i want everyone to calm down. i didn't want you to gather like this because of our current condition. group member 1: you know, you play with a knife every day, but you’re such a coward! π6 faisal declines the group request because he has a softer approach faisal: excuse me? (faisal stands up) what did you say? say that again! group member 2: (trying to tranquilize the tension) istighfar, istighfar! astaghfirullahaladzim. (faisal sits) the display of islamic conflictual discourses nobel: journal of literature and language teaching 8 volume 14, number 1, april 2023, 1-18 amira: i'm sorry, gentlemen. it's getting late. faisal: we're already considered heretics. π7 adinda learns that her family was an outcast due to their deviant belief fikar: shush! dinda listen to me, dinda. we're not leaving as mom said that we're looking for a new school for you. we're leaving because we’re banished. we're considered a heresy. π8 adinda wants to win the mtq competition / being part of the minority discourse, adinda faces hardship manifested by the rhetorical relation (coherence) of the visual sequence throughout the chart in figure 2. this cluster begins from a contrast-relation between verbs provoking (π5) and declining (π6). faisal's (adinda's father) religious group in picture π5 provokes him to defend their people, but their request is declined in picture π6. the camera was changed from a close-up angry expression (projecting the character's emotion and bringing tension to the viewer) into a wide shot in orange-lighting domination, projecting the room when faisal stands up, offended. participants were mostly whispering, in a careful state, not to expose their existence to the neighbors. these argumentative scenes were caused by a previous incident in the story when faisal (representing the minority) was teased by arifin (representing an intolerant majority) for being an outcast. the mainstream was portrayed as trying to maintain their stability in domination by oppressing the minority seeking shelter to settle in the neighborhood. the contrast-relation of π5 and π6 implies an idea of the crack among the minority. it serves their different approaches to solving problems, whether being brave or staying low and not openly opposing the majority group's oppression. the dispute gives the backgroundrelation to the next segment, the picture in π7 when adinda learns her family is an outcast. according to wildfeuer (2014), if a discourse segment provides details about the surroundings and circumstances around the eventuality in the second discourse segment, they hold a background-relation. the second one in the relation must overlap the first, although it need not be situated there. the segments are then followed by a contrast-relation. the idea that adinda is being oppressed (π7) becomes her motivation to fight back (π8) with a desire to win an mtq (musabaqah tilawatil quran). mtq is a cultural event in which muslims gather and compete in reciting the quran with some particular tunes and reciting techniques. with its structural relations, including some contrasts, this second cluster forms the idea of adinda's struggle as part of a minority discourse. in a further analysis, adinda's conflict in the movie represents the past social conflict in indonesia. in the story, adinda is reconfirmed to be part of the minority discourse due to her family background. her family belongs to a group with a religious belief divergent from the zuhriyatun nur qudsiyah & mochamad andhy nurmansyah nobel: journal of literature and language teaching 9 volume 14, number 1, april 2023, 1-18 indonesian mainstream islamic group. being socially unaccepted forces them to move continually from one place to another. their condition is similar to the real indonesian conflict when this movie was released. one example of the religious group conflicts was the dispute between sunni and shia in sampang 2012 (lumbanrau, 2020; qodar, 2019; vaswani, 2012). news records show there has been eviction of some groups who adhere to certain teachings by their neighbor, a civilian house-burning, and other related conflicts due to differences in daily islamic implementation. the first contrast-relation, captured between π5 and π6, shows different conflict resolution strategies for solving the problem. on the one hand, competing conflict resolution is used by those who want to confront openly. competition is the strategy in which the participants are both assertive and noncooperative. the participants attempt to protect what they believe is correct thomas and kilmann (1976). in this case, competition is the fight for dominance. the assertive minority tries to declare that they also possess dignity as human beings, so they want to be treated respectfully. the team provokes the person in charge, adinda's father, by addressing figurative language (π5). this utterance is supposed to insult faisal, whose job is butcher, in a way that he does not dare to fight the majority openly. this figurative language can be considered a paradox. a paradox is presented when two opposite things are sided: the knife and the coward. figurative language is also part of the rhetorical devices commonly used. on the other hand, adinda's father, the person in charge of the group, chose a non-violence approach. he tried to ensconce his group in the neighborhood by establishing an in-law relationship with kyai taufiq, the majority group's authority. his method of conflict resolution is by accommodating. he was being unassertive and cooperative (thomas & kilmann, 1976). he withdrew himself and his group from society's attention to prevent unintended consequences or dangerous situations. he was trying to build a good relationship with the mainstream authority, kyai taufiq, who did not know his background yet. adinda's involvement in the story brings children's points of view toward a big social issue. adinda takes real action to fight against oppression and refuses her father's strategy to hide from people by joining the mtq competition. the display of islamic conflictual discourses nobel: journal of literature and language teaching 10 volume 14, number 1, april 2023, 1-18 adinda's confrontative actions against the mainstream π8 π9 contrast π' π10 π11 elaboration contrast π' π12 π13 elaboration parallel π14 π15 figure 3: rhetorical relationship of segments in cluster 3: adinda's movement to struggle against the mainstream table 3. movie transcription of cluster 3 label shot description spoken language π9 adinda learns seven standard tunes of mtq based on competition rules fajrul: so, there are seven standardized tunes. those are bayyati, shaba, hijaz, nahawand, rast, jiharkah, and sika. π10 adinda recites the quran in a different tune from the seven standard songs (dinda reciting the quran) fajrul: try again, please. (dinda recites the quran again) emy: how come it has nothing in common? fajrul: but your voice is really good, you know. emy: unfortunately, your tune is not included in those seven songs. π11 adinda decides to perform her own tune in the semifinals / π12 some adjudicators reject adinda’s tune adjudicator 1: something doesn't sound quite fit. adjudicator 2: yes, well, it is against the code. (indistinct chattering, jury’s debate) zuhriyatun nur qudsiyah & mochamad andhy nurmansyah nobel: journal of literature and language teaching 11 volume 14, number 1, april 2023, 1-18 kyai taufiq: enough, enough, ladies and gentlemen. adjudicator 3: obviously, passed. adinda had to get into the finals in any way. π13 kyai taufiq supports adinda’s tune kyai taufiq: be patient, gentlemen. please be patient. let’s think of it as a variation. π14 people like watching adinda’s semifinal performance on youtube a market vendor: faisal, come here! come here! (faisal approaches the crowd) a market vendor: oh, she’s so young, but she has such a euphonious voice! cluster 3 (see figure 3) shows adinda's struggle against the mainstream in which the rhetorical relations are dominated by contrast. in this cluster, adinda's differences from her surroundings become more apparent. to begin the cluster, the pictures presented in π9 and π' have a contrast-discourse segment relation. they signify the idea of the contrast between the standard tune and the variation one. in the segment π9, adinda tried to be adaptive by learning the standard tunes. however, she failed in the end (π10 – π11). she accepted the fact that her tune of reciting the quran is different from those of the commonly used, so she decided to perform her 'own' tune in the semifinals (π11). based on the dialog in π9, the standard songs used in the mtq in indonesia are only seven, while adinda's tune is a variation, coming from a different rawi, the transmitter of the recital back to the era of the prophet muhammad. through π10 – π11, an elaboration-segment relation is presented, showing the details of why adinda is different. it can be interpreted that by keeping her technique, she chose to keep her style and identity despite social dictation. the segment is then followed by a contrast-relation. the relation of π11 and π12 presents the contrasting idea between adinda's tune as a movement and adjudicator rejection as a response. it symbolizes the majority group rejecting adinda's offense. the camera angle changes from a wide shot (showing all adjudicators debating in front of all attendees) to a medium shot (focusing on kyai taufiq, the chief adjudicator as mediator). to elaborate the mainstream's rejection discourse, an elaborationrelation is presented between π12 and π13. there came a debate among adjudicators to pass adinda into the finals. the pros are not disturbed by adinda's differences because she recites in the right tajweed, so her recital is considered correct, and the meaning itself does not change. conversely, the opposing adjudicators argue that she failed because her tune did not match the standard ones used in the competition. however, the chief of adjudicators supported the pro-side argument. it means there is friction within the mainstream opinion. kyai taufiq representing the mainstreaming authority is considered prudent in handling the conflict. his support of adinda's tune (π13) is then paralleled with people's liking to watch adinda's semifinal the display of islamic conflictual discourses nobel: journal of literature and language teaching 12 volume 14, number 1, april 2023, 1-18 performance (π14). they both depict the activity of "supporting." wildfeuer (2014) argues that parallel-relation occurs when there are semantic similarities between the discourse structures of the corresponding portions. the relation between π13 and π14 gives a similar idea of response by the authority and the public viewer to minority differences. viewers love adinda's melodious voice, although some only know she is reciting the quran (unaware of the tuning style). pressure on minority π14 π15 result π16 π17 figure 4: rhetorical relationship of segments in cluster 4: pressure on minority table 4. movie transcription of cluster 4 label shot description spoken language π15 faisal was angered π16 adinda is contemplating in her own room fikar: everything in our solar system must be in the right place. (pointing out adinda’s school project) so that the deck is stable. dinda: are people like that too? there's always a place for each. fikar: could be. (ayat-ayat adinda, 2015, 1:08:40) the next rhetorical relation found is a result-relation, displayed in cluster 4 (see figure 4.). the result-relation is drawn because the first segment, faisal's anger (π15), caused adinda to be disheartened (π16), the second segment. adinda's semifinal performance goes viral on youtube, drawing more attention to her family. faisal looks furious (π15). his plan did not work yet, but his family was endangered. his action of grounding adinda put her in a state of disappointment (π16). the cluster then brings the sub-theme meaning, which is the pressure felt by the minority as the effect of oppression. during her contemplation, adinda had a good discussion with her brother, fikar (see the dialog in π16). the simile in the discussion brings people with the milky way galaxy together. zuhriyatun nur qudsiyah & mochamad andhy nurmansyah nobel: journal of literature and language teaching 13 volume 14, number 1, april 2023, 1-18 the solar system consists of planets and other space things orbiting the sun in their path. it can be assumed that space things and people are similar because they are both diverse. each has a different role in making the system balance. the defects of one unit complete and support another. therefore, it is paralleled to the spirit of gerakan islam cinta (love-based islamic movement) and gerakan indonesia tanpa diskriminasi (indonesia with zero discrimination movement), which initiated the production of the movie. the movie fosters a love for all creatures, especially human beings. islam is described as a religion of peace, high tolerance, and embracing differences (including those of minority groups). authority acceptance of the differences π16 π17 narration π18 narration π19 narration π20 π 21 figure 5: rhetorical relationship of segments in cluster 5: acceptance of the differences table 5. movie transcription of cluster 5 the diagram above shows that narration-relation connects all discourse segments (from π17 until π20) in cluster 5. according to wildfeuer (2014), the narration-relation is a natural label shot description spoken language π17 adinda asks her mother why her family keeps being frightened adinda: but why are we constantly afraid? amira: it's not a matter of fear. we must never be afraid of what we believe. π18 adinda insists on reciting quran at fikar's engagement party / π19 kyai taufiq hears adinda's voice and recognizes her / π20 adinda's family is accepted by kyai taufiq kyai taufiq: i'm the presiding judge. if i don't come, there will be no competition. now please follow me to the competition! come on, zahra. the display of islamic conflictual discourses nobel: journal of literature and language teaching 14 volume 14, number 1, april 2023, 1-18 event sequence when an event in the first segment is followed naturally by the event in the next. cluster 5 can be considered the plot's climax, in which adinda performs her biggest attack to fight for her right until finding positive feedback. through the first arrow, the π17 is connected to π18 by narration-relation, showing encouragement and reasoning to solve adinda's problem. being at the end of the cliff after a long suppression, she chose to continue her fight. she seeks a logical justification for her actions while searching for a solution. her strategy can be considered a rationalization defense mechanism. in freud's theory, this defense happens when someone creates excuses from his standpoint to make the barrier appear less threatening (mcleod, 2019). in the π17, adinda asked her mother why her family did not fight back. her mother assured her that protecting their belief was the right thing to do. it signifies the importance of having faith. being fanatic usually contrasts with being tolerant, whereas the two are equally important. they should be applied together in islam as the quran surah al-kāfirūn (the disbelievers) mandated (qur’an kemenag, 2022). the movie shows that a person can do both. fanaticism is allowed as long as it is not extreme, combined with tolerance, because people live from different perspectives. the spirit of these two is applied not only to inter-religion but also intra-religion itself. in the segment π18, adinda insists on reciting the quran at fikar's engagement party. the audio played adinda's melodious voice reciting surah ali imran 102. the semiotic mode chosen in the scene is resourceful because the audio is related to the practice of how to respond to multiculturalism. ali imran 102 contains a command to do taqwa (god-fearing, according to each self-capacity) and not to die unless being a muslim. the word muslim is supposed to be whole, not defined by a specific group. the verse recited by adinda (102) is still coherent with the next verse (103) in the quran, "do not be scattered." it means we should not be in groups, but if we have to be in groups, we must not be hostile (shihab, 2007 in simpan sehat, 2014). in the response, a rhetorical narration-relation is shown between the segment π18 (recite) dan π19 (recognize), indicating the idea of tolerance of kyai taufiq to adinda's differences. this movie (segment π19) places kyai taufiq as the role model representing a benevolent mainstream leader. his action in this image is a semiotic mode to convey the message. in addition, the narration-relation is set between π20 dan π21, signifying the mainstream authority's acceptance. adinda's family is accepted by the leader, which means her family is "protected." zuhriyatun nur qudsiyah & mochamad andhy nurmansyah nobel: journal of literature and language teaching 15 volume 14, number 1, april 2023, 1-18 mainstreaming the differences π20 π21 contrast π' π22 π23 elaboration figure 6: rhetorical relationship of segments in cluster 6: mainstreaming the differences table 6. movie transcription of cluster 6 label shot description spoken language π21 most of the adjudicators vote to exclude adinda the opposing jury 1: but that kid violated the regulation. our competition is limited to the sab'ah (7 standard tunes). arifin (the opposing jury 2): sure, that’s what i mean. kyai taufiq: ladies and gentlemen, we are old. please try to be a little bit more flexible. don't be too rigid. remember that our bones are already old. they’re broken easily. to me, it’s simple. differences are not a problem. it’s legitimate and justified. but remember, it has to be in a good way. that’s all. the opposing jury 3: never mind, now it’s better to vote, period. π22 adinda becomes the additional champion in the favorite category / π23 adinda is lifted to her father’s shoulder / in the last cluster (see figure 6.), the effort that the minority group made succeeded. the rhetorical relation structures build the meaning of mainstreaming the differences. the cluster is opened with a contrast-relation between segment π21 and π '. the relation represents the opposite idea of the jury's vote to drop adinda (π21) and the most viewers' vote to support her (π22-π23). in other words, it symbolizes the oppression of the majority contrasted with the winning of the minority in getting equality. segment π21 shows a debate among adjudicators to decide the result of the mtq final round (see the dialogue in table 6). after voting, adjudicators rule not to pass adinda into the three winners' positions. however, the viewers' vote allows adinda to earn a place as a winner in the favorite category the display of islamic conflictual discourses nobel: journal of literature and language teaching 16 volume 14, number 1, april 2023, 1-18 (π22). it indicates that after the majority's oppression, the minority still wins to earn their better position. the segment discourse then continues with an elaboration-relation. there is an elaboration from segment π22 to π23 to show the euphoria of winning in the minority to get equality in society. the celebration was portrayed by the applause of the supporters and the shoulder piggyback of adinda by her father in the middle of the crowd (π23). it means the effort of mainstreaming the minority into public visibility succeeded. bringing the discourse into the movie is important because it enhances their visibility and brings them attention. it leads to the rise of its talk-ability and people's awareness of minorities. thus, the film logic has aimed the audience through its narrative to be lenient toward different religious practices. after being lengthily contrasted, the movie does not make either discourse win. both minority and majority discourses win in their ways and learn to co-exist. minority discourse in this context does not mean restricted to the number of marginalized groups; rather, it focuses more on the cultural products of these groups, such as their ideas, viewpoints, and "differences which keep them excluded from political power" (sadhath, 2014). the hegemony of the dominant culture causes their status of inferiority (majority discourse) (janmohamed & lloyd, 1987). in adinda's story (π22-π23), the acceptance of the way adinda recites the quran in the mtq competition implied the practice of tolerance between the majority and minority discourse. even though she did not manage to become a champion, which means she is not accepted as part of the majority discourse, her existence is not nullified. she becomes the symbol of minority discourse, owning her position (in addition to the ongoing system) and breaking free from discrimination. this representation aligned with the spirit of moderation promoted by the government as a response to the prolonged conflict and guidance to face diversity (kementerian agama ri, 2019). in indonesia, "moderation-ism" refers to a certain religious belief or practice that rejects both the typically-western liberal belief and the extremist islamist belief. muslims who disagree with the use of violence in their philosophy and tactics are considered "moderate." (hilmy, 2013). in this movie, moderation does not want to presume that all practices are correct. moderation in this movie means that each individual has to be a fanatic (keeping one own stance but in a non-extremist way) while still being tolerant (accepting differences in reality, living together, and being good to others for the sake of humanity). this conflict resolution strategy was similar to that addressed by thomas and kilmann (1976) as compromising. adinda faces problems by showing herself to be halfassertive (defending her belief) while being half-cooperative (neither avoiding the problem nor using violence and serving half of the other party's demand). cooperativeness and assertiveness levels for both parties (majority and minority discourse) are intermediate regarding zuhriyatun nur qudsiyah & mochamad andhy nurmansyah nobel: journal of literature and language teaching 17 volume 14, number 1, april 2023, 1-18 compromising. the same goes for how it deals with a problem more immediately than avoiding it but less thoroughly than collaborating strategy. to compromise might imply agreeing, making concessions in exchange, or finding a middle ground quickly. conclusion some rhetorical relations are found between segments in the movie ayat-ayat adinda. they are result, elaboration, contrast, background, parallel, and narration-relation. it proves that linguistic coherence theory is applied, making the discourse it builds meaningful. the construction shows the links. they are connected to a bigger theme, the display of islamic conflictual discourses. because neither side is winning, the movie tries to promote moderation in the hope of becoming a resolution to the conflict in indonesia around the time. references asher, n., & lascarides, a. 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(2022). majority religious politics: the struggle for religious rights of minorities in sampang, madura. simulacra, 5(1), 17–28. https://doi.org/10.21107/sml.v5i1.13427 sadhath, a. (2014). empowering the margins: postmodernism and minority discourse. grin verlag. https://www.grin.com/document/267140 saputra, h. (2015). ayat-ayat adinda. mvp pictures. schmidt, l. (2021). aesthetics of authority: ‘islam nusantara’ and islamic ‘radicalism’ in indonesian film and social media. religion, 51(2), 237–258. https://doi.org/10.1080/0048721x.2020.1868387 simpan sehat. (2014). 1428h surat #3 aali imran ayat 102-103 tafsir al mishbah metrotv 2007. youtube. https://www.youtube.com/watch?v=a8yisulwsdi&t=1001s thomas, k. w., & kilmann, r. h. (1976). thomas-kilmann conflict mode instrument. cpp, inc. https://doi.org/http://dx.doi.org/10.1037/t02326-000 vaswani, k. (2012). shia muslims: indonesian villages burned down. bbc news. https://www.bbc.com/news/av/world-asia-20843259 wildfeuer, j. (2014). film discourse interpretation towards a new paradigm for multimodal film analysis. routledge. https://www.routledge.com/film-discourse-interpretationtowards-a-new-paradigm-for-multimodal-film/wildfeuer/p/book/9781138245334 98 pilar’s existence in her love story shown in paulo coelho’s by the river piedra i sat down and wept nuz chairul mugrib1, zulfah2 state islamic university of sunan ampel surabaya1, stain pare-pare2 chairulmugrib212@gmail.com1, fakhruddin.zulfah@yahoo.com2 abstract: this research talks about existence found in ‘by the river piedra i sat down and wept’ novel by paulo coelho. this research focuses on pilar as one of the main characters in the novel. the aim of this research is to describe pilar’s characteristics and pilar’s life to get her existence through her love story in the novel. it is a descriptive study. it is a library based study that collects data from the novel. the result of this research shows that pilar as one of the main characters in the novel is a dynamic character. pilar is initially described as lacking self-confidence and fearful woman and she finally becomes a self-confident and brave woman. besides that, love story of pilar’s life brings pilar to some stages of existence that is aesthetic stage, ethic stage and religious stage as the peak of stage in life. keywords: aesthetic; ethic; religious; existence 1. introduction every human in this world has freedom and responsibility to undergo his own life to show his existence because human can make choice for his life. human can make choices only because humans have desires, hopes, fears, wishes, hates, and myriads of other interested attitudes (evans, 2009:21). so the choice shows human existence. one of common ways that we can find it in human life is when human being makes relationship with other humans or called as love relations. love is not something strange in human life because every human has experienced it. love is a need and it has been a part of every human life in this world because humanity could not exist a day without love. love becomes the source of the power to create a dream because love can give strength to human when facing any problems and also provide force to human to make everything what she or he wants. love is an action, the practice of a human power, which can be practiced only in freedom (fromm, 1985:17). a love story that exists between people in society is a theme that is often expressed by the writers of their works because it is one of human experiences. nurgiyantoro states themes in literary works always are related to human experience (2010:32). many writers who create their works use the theme because love is a very common in life of human and always remain attractive for disclosed. one of famous writers who has written many literary works is paulo coelho. mailto:chairulmugrib212@gmail.com 99 paulo coelho is an author coming from rio de janeiro, brazil. he becomes one of the most important literary phenomena of the 20th century because of the alchemist novel in the guinness world record for the most translated book in the world (67 languages) (http://www.paulocoelho.com/engl/bio/shtml). besides, he has also written many books such as the pilgrimage: a contemporary quest for ancient wisdom, the valkyries: an encounter with angels, the devil and miss prym, eleven minutes, the fifth mountain, veronica decides to die and by the river piedra i sat down and wept. by the river piedra i sat down and wept novel is one of novels of paulo coelho that is written at 1994 and this novel is interesting to be read because the theme concerns love story and spiritual way of young spanish woman (britannica.com). this novel tells about love relation between two characters in the novel who meet again after twelve years apart by space and time. pilar decides to make a trip from zaragoza to madrid after she receives a letter from her childhood friend who asked her to see him deliver a lecture to a few people in madrid. the meeting between pilar and her friend bring them to memories when they were children in soria village until pilar’s childhood friend expresses the feeling that he has loved pilar since their childhood. love story between pilar and her childhood friend makes pilar’s life become different. it brings pilar to make decisions which change pilar’s life from the woman who does not believe in god to become believe in god after she knows about real life of her friend childhood as a seminarian. based on the story of the novel, the writer is interested in analyzing one of the characters in novel that is pilar. pilar is one character in the work which shows her existence through life of love story between her and her childhood friend. pilar experiences the process of life transformation to become better after she meets her childhood friend and pilar is aware of the meaning of love as total surrender to the god. therefore, by using existentialism theory, the writer will analyze the existence of pilar’s character through kierkegaard concept. 2. review of literature 2.1 kierkegaard’s existentialism existentialism is a philosophy which is a movement done by the existentialists to refuse a philosophy beforehand because it does not give satisfaction with concepts to understand about human life. kaufmann says that existentialism is the refusal to belong to any school of thought, the repudiation of the adequacy of any body of beliefs whatever, and especially of systems, and a marked dissatisfaction with traditional philosophy as superficial, academic, and remote from life-that is the heart of existentialism (1956:12). http://www.paulocoelho.com/engl/bio/shtml 100 the advance of existentialism at the time, of course, has been related to one of existentialists that is soren kierkegaard. bertens says that for kierkegaard, human has never lived as “general”, but as an individual and cannot be changed to something else and also philosophy is not system but the expression to individual existence (2013:89). moreover, solomon says that kierkegaard substitutes “subjective truth,” choice, personality, and passion, turning our attention back to the individual and away from the “collective idea” and philosophical systems (1). this means that human existence is an existence that is selected in freedom itself so existence means daring to take own decisions to determine the life and it is not a group decision. in his theory, evans says that for kierkegaard to talk about human existence is to talk about inwardness (2009:20). this means that human existence is the emphasis on the human side of all the problems and objectives that will also get back on human beings because existence itself is privately owned. humans can choose and act typically: the conscious self, acting on their own accord. the typical existence is human existence that is real, namely that each behavior comes from his conscience and his own free choice (abidin, 2002:10-11). in other words, understanding of human existence must include an understanding of what today would be termed our emotional lives (evans, 2009:21) in his theory, kierkegaard says that existence is ongoing, not static, a kind of “becoming” rather than a state of “being.” normatively, it is a striving to “become a self,” (qtd in michelman, 2008:202). it represents that humans are always undergoing a process to be and it will continue to determine the direction of his life. hadiwijono said that existence is the people who were able to determine which direction of their life with the courage to take decisions on his own (1975:83). kierkegaard describes that there are some stages which human must face to progress in creating his existence where the individual moves from one stage to the next in search of selffulfilment (michelman, 2008:202). evans explains that kierkegaard’s idea of the three stages of existence, life viewed aesthetically, ethically, and religiously, is called as the well-known view of the “three stages on life’s way (2009:52). 2.1.1 the aesthetic stage the first stage of human’s life is aesthetic. the aesthetic is the broadest in scope, incorporating an abundant range of variations. it is defined most simply as the life lived for enjoyment (miles, 2006:1). at this stage, human or individuals are in an instable mental condition because it is often in a situation where emotions and passions are the main power of 101 human to run things when they are going to do something in order to give satisfaction to themselves without bothering anything. rahman states that the man does not attend moral rules in the aesthetic stage because it is all the things that will limit any human being to give satisfaction to them (2013:332). the person who inhabits the aesthetic as an existential sphere also lives “in the moment,” attempts to fashion a life that is in some way satisfying (evans, 2009:71). therefore, life at this stage is a continual search for satisfying moments. furthermore, evans also explains that an aesthete is a person who takes himself as a gift, complete with a set of desires to satisfy, and tries to satisfy as many desires as possible (71). therefore, at this stage there is no moral principle that considers good and bad. there are only satisfaction and dissatisfaction, delights and frustrations, joys and sorrows are free to choose without limitation. fadhillah states that the principle of individual life is the pursuit of immediate pleasure (hedonic) so that the moral norms in this stage is not suitable, because it would hamper the satisfaction of individual desires (2009:50). furthermore, they do not have the religious beliefs as the standard to hold on life due it will limit human freedom of choice (stumpf and fieser, 2003:360). therefore, kierkegaard puts emphasis the “pleasure” on desire itself. what the aesthete wants is simply to have what he or she wants, whatever that might be (qtd in evans, 2009:71) the aesthetic life comes in a vast range of forms, as extensive as the forms of human desire itself. for the aesthetic person, the only two-categories matters in human life which matters are boring and interesting (obinyan, 2014:4). life of the aesthete is an attempt to scramble for new sources of enjoyment and to avoid boredom by filling interesting experiences. miles states that the person living for enjoyment must continually strive to arrange enjoyable circumstances in order to fend off the boredom, displeasure and disappointment that life in the actual world inevitably brings with it (2006:5) for the aesthete, the relationship is the sexual affair, burning with passion but lacking in commitment (evans, 2009:72). this means that human makes a romantic relationship with another human being simply based on fulfilling sexual needs and they are at this stage will perform a rejection of a bond because it will provide limits to meet the desires. obinyan states sensual pleasures are as well as the romantic who reveals in the enjoyment but without committing his life (2014:4). however, this condition includes existential stage because at this stage, the man has the freedom to choose to live like this and when the man was hit by desperation at this stage, people will find a way out to the next stage (rahman, 2013:332). 102 2.1.2 the ethic stage the second sphere of human existence is the ethical. human leaps from the area of aesthetic to ethical and choose moral as a standard in determining the choices of his life (kaufman, 1956:263). at this stage, the individual can master and recognize himself. the introduction and self-control bring the individual to adjust his actions with measures that are universal moral. kierkegaard states that individuals start to use or live a life with reference to the category of the good (good) and evil (evil) (1962:43). moreover, obinyan states that the individual in this existence sphere makes choices in his/her life and moral choices which human decides in ethical stage are divided into the dichotomy of good/bad (2014:5) kierkegaard presents the ethicist as a representative of this important insight into of human existence. however, he also shows how this insight has certain limitations, as it takes for granted the individual’s freedom and power to rule her own life (qtd in christensen, 2007:2). this means that the individual makes a free choice by recognizing and controlling him, but at this stage, individuals are still confined to himself (fadhillah, 2009:50). moreover, although humans have been trying to achieve universal moral principles, however, ethical human beings are still restrained in himself, because he is still being immanent, that means relying on strength of mind (hardiman, 2007:253). thus, an individual's life at this stage is marked by concrete options under consideration of mind. kaufman states that if life of aesthetic stage only thinks nowadays through a desire of satisfaction, while in the ethical stage, individuals get the past as a life experience and understand the future as expectations are based commitments of his life (1956:263). this means that at this stage of ethical, human tries to comprehend life as a whole to be more meaningful and can achieve decisions of his life. ethical human believes that a meaningful life is to live for the sake of universal values and rule and always expressed his personal of choice and commitment to be uphold, and continuously maintain obligations and universal rules that occur in society. therefore, the fundamental obligation of an ethical individual is his life based on universal norms and rules (kierkegaard, 1962:183). in social interactions, ethical stage is an important stage for civilized human life as human in this stage already has controlled over his behavior in dealing with the other individual (fadhillah, 2009:5). in other words, the ethical person does not have any relationship with god other than that of good moral conduct (obinyan, 2014:5). however, ethical life is not the life of the noblest although at this stage human has been able to comply with the norms prevailing in a society. therefore, according to kierkegaard, the ethical person has not 103 achieved the self-fulfilment that is only possible at the religious stage and the leap from ethical to the religious sphere of existence is an imperative (1962:5). 2.1.3 the religious stage the third sphere of human existence is religious. at this stage, a person discovers what it means to be a self. humans who are at this stage will be living the life or looking for something beyond the ratio, then they will be dealing with faith (rahman, 2013:333). faith may exceed the ratio which is limited, so that humans will be aware of the existence god who controls his temper and it can be unlimited. this stage is the stage of "non-rational". in this stage, god is the absolute paradox, namely as a relation that "unlimited" as the basis of human judgment in making decisions in the act, although it is not rational. fadhillah states that humans who have entered at this stage, is the human with the consideration of "non-rational", which is based on the own beliefs that choose "faith" as a basis for making the decisions to act (2009:51) in this stage, individuals surrender and commit themselves completely to god. hardiman states that individuals make a personal commitment and perform what it is called as a leap of faith (2007:253). this means that self-reliance to the strength and power of god is the key to achieve at this level. so that a life experienced by humans at this stage based on submission to the existence of god. miles states that the life of faith requires that we surrender this insistence on selfreliance. living by faith means to put one’s trust absolutely in god, not in one’s own strengths and abilities (2006:41). kierkegaard imagined the life of faith as one in which love of god manifests itself in loving, joyful engagement with others and the world. as kierkegaard understands it, this life of joyful, genuine participation in the world is a stance gained only through accepting one’s life as a gift and task from god (1962). therefore, human life cannot be separated from the power of god as the creator of everything so human must get faith and surrender his life to god as the absolute reality, as the creator of all reality (fadhillah, 2009:52). further, in this stage, life is not based on good and bad way but it shows faith that is truly in a relationship with god. obinyan states that the person of faith is not related to god by way of morality, but his commitment to morality derives from his relationship to god sothe religious person’s relationship to anything finite and relative is always governed by his commitment to the absolute god (2014:6). therefore, in this stage, the existence of human achieves his peak (rahman, 2013:333). 104 3. research methods this is a library based study since the writer uses some books as data source having related with topic researched. in this case, the writer merely uses the novel of by the river piedra i sat down and wept by paulo coelho as the primary data source. besides that, the writer uses other sources outside the novel that are closed with the subject and it can support the primary data, such as theory books, text book, other thesis, and internet source to improve the knowledge. in presenting the analysis, the writer mainly uses descriptive analytic. the research follows the following steps: (1) reading the novel to get the complete and well understanding on the whole story; (2) selecting and collecting the data in form of narration and conversation from novel related to the problem; (3) analysing the data collected by firstly categorizing them into two points, dealing with two points of the statement of problems. then, each point is analysed using related theories which refer to the objectives of the study; and (4) making conclusion based on the result of data analysis. 4. discussion of the main themes 4.1 pilar’s existence in her love story evan states that for kierkegaard to talk about human existence is to talk about inwardness (2009:20). it is shown in pilar’s condition when she decides to meet her childhood friend, but the meeting has brought pilar on journey with her childhood friend and love relationship occurs between them. a love affair makes battle inside pilar’s mind when pilar tries to understand the love affair. pilar undergoes a transformation of life when she dares to take a decision on her love story with her childhood friend. pilar’s decisions show her existence. existence of pilar through her love story can be described by kierkegaard’s concept that there are several levels that humans must face in creating existence where the individual moves from one stage to the next in search of self-fulfillment (qtd in michelman, 2008:202). they are aesthetic, ethnic and religious. 4.1.1 aesthetic stage in this stage, life as aesthetic person appears in pilar’s life in the novel initially. pilar is described as a woman who sacrifices her life in zaragoza as a student of university because of her desire to meet with her childhood friend. pilar feels bored with her life and she wants to find new experience for her life by recalling her memories with her childhood friend. besides that, pilar tries to ignore anything which disturbs the happiness in her life at the time. she refuses her own feeling of love to her childhood friend. 105 pilar’s life is just a usual life of a woman in completing her education and spends part of her time working as a salesgirl to pay for her education at the university located in the city of zaragoza. however, pilar's life begins to change when she often gets a letter from her childhood friend. it makes pilar curious about her childhood friend life from different place and talks about god. until one time, when pilar receives a letter from her childhood friend again, pilar knows that her childhood friend will deliver a lecture in a place in madrid. pilar finally decides to leave her home in zaragoza to meet her childhood friend, pilar misses her childhood friend with their memories when they are together. one day i learned that he had begun to give lectures. this surprised me; i thought he was too young to be able to teach anything to anyone. and then he wrote to me that he was going to speak to a small group in madrid. so i made the four-hour trip from zaragoza to madrid. i wanted to see him again; i wanted to hear his voice. i wanted to sit with him in a café and remember the old days, when we had thought the world was far too large for anyone ever to know it truly. (coelho, 1994:4) it is clear that pilar’s desire meets with her childhood friend is a desire that has been expected by herself because during this time, pilar only knows the news about her childhood friend's life through letters sent to her. although pilar has to take four hours trip from zaragoza to madrid, yet, pilar feels satisfied to meet her childhood friend and the meeting can memorize their childhood time in their village. pilar finally reaches the city of madrid and knows that her childhood friend is going to deliver a lecture for a small group of people. but when pilar comes, pilar is surprised to many people attending his lecture and to see her childhood friend quite different in performance when entering the room. the place where the conference was held was more formal than i had imagined it, and there were more people there than i had expected. i was even more surprised when i saw him enter the room. he was quite different from the boy i had known—but of course, it had been twelve years; people change. tonight his eyes were shining—he looked wonderful. (coelho, 1994:5) at the place, pilar’s strong desire to see her childhood friend face to face seems when pilar merely beholds him without listening to what he speaks in front of the audiences. accordingly, pilar is frightened by her desire to see her childhood friend which is shown by pilar’s question to herself of her own appearance as a woman to see him after twelve years in separation. …when he started to speak, i couldn’t concentrate. i was sure he had spotted me in the audience, and i was trying to guess what he was thinking. how did i look to him? how different was the woman of twenty-nine from the girl of seventeen? (coelho, 1994:6) when her childhood friend finished delivering lecture, her childhood friend came to meet her. pilar wants to say many things to her childhood friend, but she cannot say a word when 106 her childhood friend stands in front of her. suddenly, her childhood friend tells that he invites pilar to accompany him on the way to deliver a lecture in another city. pilar initially refuses it, but looking at her childhood friend again, pilar directly changes her mind to accept the invitation. “i really need to talk to you. tomorrow i have a lecture in bilbao. i have a car. come with me.” “i have to get back to zaragoza,” i answered, not realizing that this was my last chance. then i surprised myself—perhaps because in seeing him, i had become a child again…or perhaps because we are not the ones who write the best moments of our lives. i said, “but they’re about to celebrate the holiday of the immaculate conception in bilbao. i can go there with you. (coelho, 1994:10) pilar decides to join her childhood friend’s journey to another speech because it is a good opportunity to spend time with her him and to be able to satisfy pilar’s desire by recalling their memories when they are on the way. the decision is like pilar’s desire to leave everything from zaragoza to meet her childhood friend. pilar’s attitude is part of the act of someone who is at aesthetic stage because of desire that exists in pilar, so she possibly takes action to give satisfaction to herself. evan states that an aesthete is a person who takes himself as a given and tries to satisfy as many desires as possible (evan, 2009:71). finally, after a long journey, pilar and her childhood friend arrived in the city of bilbao and they were looking for a hotel to put their stuff. after that they sat in a café waiting for the lecture. pilar’s childhood friend began a conversation and he said that there was something he wanted to show to pilar. a medal which belonged to pilar and which had been lost. a memory of the past between pilar and her childhood friend re-emerged from the medal when he started to say something to pilar at that time but because the medal was lost, he did not do it until the medal was found. finally, he told pilar that he loved her. “i want to give you something,” he said, handing me a small red pouch. i opened it and found inside an old rusty medal, with our lady of grace on one side and the sacred heart of jesus on the other. “i was going to tell you something, something i had rehearsed for weeks. but as soon as i began, you told me that you had lost your medal at the hermitage of san satúrio, and you asked me to see if i could find it there.” i remembered. oh, god, i remembered! “i did find it. but when i returned to the plaza, i no longer had the courage to say what i had rehearsed. so i promised myself that i would return the medal to you only when i was able to complete the sentence that i’d begun that day almost twenty years ago. for a long time, i’ve tried to forget it, but it’s always there. i can’t live with it any longer.” he put down his coffee, lit a cigarette, and looked at the ceiling for a long time. then he turned to me. “it’s a very simple sentence,” he said. “i love you. (coelho, 1994:22-23) 107 the statement turns out to give a major impact on the life of pilar. when her desire to meet her childhood friend and recall their time together in the village has been fulfilled, pilar knows that up to now, he loves her. pilar feels that she is getting closer to him. the expression of her childhood friend’s feeling gives a life to pilar because it becomes something different in pilar’s life. pilar feels bored with her life as a student at a university in zaragoza because she only spends her time with books and it does not give something pleasant for herself. i was there because suddenly life had presented me with life. i felt no guilt, no fear, no embarrassment. as i listened to what he was saying—and felt myself growing closer to him—i was more and more convinced that he was right: there are moments when you have to take a risk, to do crazy things. i spend day after day with my texts and notebooks, making this superhuman effort just to purchase my own servitude, i thought. why do i want that job? what does it offer me as a human being, as a woman? nothing! i wasn’t born to spend my life behind a desk, helping judges dispose of their cases. (coelho, 1994:25) initially, pilar feels that the feeling expression gives happiness for herself to spend time with her childhood friend but the feeling expression becomes fear for herself. when pilar and friends of her childhood friend are gathering in a cafe, pilar tries to talk again about his declaration of love. suddenly, her childhood friend refuses to talk about it there. pilar feels that her presence with the memory of the past is not going to bring love in the life of her childhood friend. he had said that he loved me. we hadn’t had time to talk about it, but i knew i could convince him that it wasn’t true. “if you want me to take the trip with you, you have to listen to me,” i said. “i don’t want to talk about it here. we’re having a good time.” “you left soria when you were very young,” i went on. “i’m only a link to your past. i’ve reminded you of your roots, and that’s what makes you think as you do. but that’s all it is. there can’t be any love involved. (coelho, 1994:27-28) attitude conducted by her childhood friend finally makes pilar afraid to trust the feeling of love. pilar convinces herself that what she feels of her childhood friend is not same as that what her childhood friend feel of her. therefore, she makes sure that she does not fall in love with her childhood friend. i was sure i could never fall in love with someone like him. i knew him too well, all his weaknesses and fears. i just couldn’t admire him as the others seemed to (coelho, 1994:31) when pilar and her childhood friend are back to continue traveling to another city, her childhood friend wants to try to talk issue of love by asking about medal having been given to 108 pilar. pilar immediately responds it by saying some words. pilar does not want to discuss it further because she fears of her happiness. “where are we going now?” i asked. “nowhere. let’s just enjoy the morning, the sun, and the countryside. we have a long trip ahead of us.” he hesitated for a moment and then asked, “do you still have the medal?” “sure, i’ve kept it,” i said, and began to walk faster. i didn’t want to talk about the medal—i didn’t want to talk about anything that might ruin the happiness and freedom of our morning together (coelho, 1994:35) besides that, pilar does not want to believe in the feeling of her childhood friend because she does not want to sacrifice her life that is undergone again. pilar has sacrificed many things that has been obvious in her life when she is in zaragoza. pilar leaves all to get peaceful soul when meeting her childhood friend so she does not want to sacrifice it again by receiving and trusting the feeling of her childhood friend. “…i’ve paid a considerable price for the little i have gained. i’ve been forced to deny myself many things i’ve wanted, to abandon so many roads that were open to me. i’ve sacrificed my dreams in the name of a larger dream—a peaceful soul. i didn’t want to give up that peace…” (coelho, 1994:41) pilar’s attitudes undertake to avoid anything that can damage her happiness and her actions achieve whatever she wants is part of the aesthetic stage. evan said that kierkegaard puts emphasis "pleasure" on desire itself. the aesthetic wants are simply to have what he or she wants, whatever that might be (2009:71). 4.1.2 ethic stage pilar’s life as an aesthetic person initially moves to become as an ethic person. after spending time to make journey some days and learning many things about life and struggle that has been done by her childhood friend, pilar begins to understand feeling of love. pilar changes her mind about love which is declared by her childhood friend and finally pilar makes a decision to choose a life what she wants to undergo with her childhood friend. after making a long journey together again, pilar and her childhood friend arrive a village called saint-savin, one of villages in france and pilar is very excited. there is a reason why her childhood friend brings pilar to the place because he wants to show a house to pilar. besides that, the place also brings life enlightenment of her childhood friend that he needs pilar in his life. “we’re in saint-savin,” he explained. the name meant nothing to me. but we were in france, and that in itself thrilled me. “why this place?” i asked. “because the house i want you to see is here,” he answered, laughing.” “when i first came here, i thought i was lost. but i wasn’t—actually, i was just rediscovering it.” 109 “you talk in riddles sometimes,” i said. “this is where i realized how much i needed you in my life.” (coelho, 1994:46) pilar tries to ignore it because she does not want to face a risk for her happiness but pilar begins to think about her actions to her childhood friend. pilar realizes that her action still seems like a child and it also is like pilar’s friends in understanding love that it is something impossible to trust love in life. pilar feels that she is going to miss the good things from her childhood friend because of her action. …i was tired of playing the child and acting the way many of my friends did—the ones who are afraid that love is impossible without even knowing what love is. if i stayed like that, i would miss out on everything good that these few days with him might offer… (coelho, 1994:46). pilar herself is brave to talk again about her feeling of love which is declared by her childhood friend. pilar has thought it since her childhood friend said to her. pilar fears to face a risk when she decides to make a love affair if someone loving her leaves her finally. therefore, pilar only wants to love someone who always stays besides her and someone who can give a peace to her life. i took a deep breath. we couldn’t avoid the subject any longer. “we have to talk about love,” i said. “you know how i’ve been these last few days. if it had been up to me, the subject would never have come up. but ever since you brought it up, i haven’t been able to stop thinking about it. “it’s risky, falling in love.” “i know that,” i answered. we should love only those who can stay near us,” i said. i wished i were there with someone who could bring peace to my heart—someone with whom i could spend a little time without being afraid that i would lose him the next day. (coelho, 1994:54-55) everything becomes different after pilar has courage to say what she wants on the night. although pilar and her childhood friend do not talk again about love, pilar begins to feel pleasant when she is close to him when he uses his hand to stroke pilar’s hair without saying anything. the situation makes pilar wants to recognize more about his life after separating for some years. he does not want to tell about his life more deeply, but pilar knows that life of her childhood friend is someone who is still firm to faith in god as the virgin. he reached out and stroked my hair without saying anything. i absorbed his touch without trying to pull away. “tell me about your life since i last saw you,” i asked. “there are no great mysteries to tell. my path is always there, and i do everything i can to follow it in a dignified way. “what is your path? he didn’t respond. perhaps he was still deep in the ocean of silence, but the wine had loosened my tongue again, and i had to speak. “you said that something here in this city altered your course.” 110 “yes, i think it did. i’m still not absolutely sure, and that’s why i wanted to bring you here.” “is this some kind of test?” “no. it’s a surrender. so that she will help me to make the right decision.” “who will?” “the virgin.” (coelho, 1994:57) even though pilar only knows the life of her childhood friend little on the night but pilar gets knowledge about spiritual life by life and faith of her childhood friend. when pilar wants to sleep at the night, pilar contemplates the conversation with her childhood friend and she decides to try something. it makes pilar want to create a life with someone loving her and she loves him. before i fell asleep, i decided i would do what he called the “exercise of the other.” i am here in this room, i thought, far from everything familiar to me, talking about things that have never interested me and sleeping in a city where i’ve never set foot before. i can pretend—at least for a few minutes—that i am different. i began to imagine how i would like to be living right at that moment. i wanted to be happy, curious, joyful—living every moment intensely, drinking the water of life thirstily. believing again in my dreams. able to fight for what i wanted. loving a man who loved me. (coelho, 1994:68-69) in the morning, pilar with her childhood friend spends time to walk together while enjoying atmosphere of the village. then they stop in a building which is a church at the village. pilar enters in the church to follow her childhood friend. there, her childhood friend begins to tell many things about jesus and the virgin and it is something amazing for pilar because of the spiritual knowledge of her childhood friendbroadly. when pilar wants to know about it, her childhood friend tells about his life again that for 4 years, he has learned many things about spiritual life in a monastery. …i entered a monastery close to here. for four years, i studied everything i could. during that time, i made contact with the clarifieds and the charismatics, the sects that have been trying to open doors that have been closed for so long to certain spiritual experiences. i discovered that god was not the ogre that had frightened me as a child… (coelho, 1994:81). when knowing about life in a monastery, pilar feels worried about her journey with her childhood friend and her decision to make an affair if he is still in the place. in the church, pilar tries to understand it while seeing her childhood friend playing a piano and singing a religious song. after finishing it, he comes closer to pilar. pilar does not say anything but she only gives her hand to him and then her childhood friend gives an embrace to pilar. at the time pilar feels that she does not want to ask anything and she thinks thather journey with her childhood is something meaningful. he looked at me, and i at him. my hand reached out for his and found it. now it was his heart that was beating faster—i could almost hear it in the silence. but my soul was serene, and my heart at peace. i held his hand, and he embraced me. we stood there at the 111 feet of the virgin for i don’t know how long. time had stopped i didn’t want to ask for anything. that afternoon in the church had made the entire journey worthwhile. (coelho, 1994:87) when night almost comes, pilar and her childhood friend go back home that they rent in the village. after eating with the owner of the home, pilar and her childhood friend ask permission to go out and go back home late night. her childhood friend will attend a meeting and pilar accompanies him. as pilar is in the car, pilar still thinks about the monastery, so she asks back of his life in monastery to her childhood friend. her childhood friend says that although he tries to forget pilar by entering in the monastery, he cannot forget pilar because he still loves pilar. when he getsa job to sell a house which is given to the monastery, her childhood friend finds that the content in the house describes life which her childhood friend wants. he cannot forget the house from that day. after two weeks, he takes a decision to explain his feeling to his superior and the superior gives a chance to find my own fate by loving someone. “from that day on, i couldn’t forget that house. every time i went to the chapel to pray, i realized that my renunciation had not been total. i imagined myself there with you, looking out at the snow on the mountain tops, a fire blazing in the hearth. i pictured our children running around the house and playing in the fields around saint savin.” “for the past two weeks, i haven’t been able to stand the sadness in my soul. i told him about my love for you and what had begun when we were taking the inventory. “so my superior said, ‘there are many ways to serve our lord. if you feel that’s your destiny, go in search of it. only a man who is happy can create happiness in others. (coelho, 1994:92) pilar feels happy when knowing it and she trusts what her childhood friend says even though pilar never sees the house. at the time, her childhood friend shows a key of the house which will be sold and he gives the key to pilar. pilar is sure that her childhood friend does love pilar and pilar feels sure to make a life with her childhood friend. he pulled something from his pocket and handed it to me. it wasa key. “the superior loaned me the key to the house. he said that hewould hold off for a while on selling the possessions. i looked at the key in my hand and smiled. in my heart, bells wereringing, and the heavens had opened to me. he could serve god in a different way—by my side. because i was going to fight for thatto happen. i put the key in my bag (coelho, 1994:93) pilar does not ask her feeling to her childhood friend after getting the key of house. during the journey to the meeting place, pilar begins to imagine a life with her childhood friend. pilar wants to stay in the house and she wants to make a happy life having sons and daughters with her childhood friend. right now, i preferred to think about the house, which i could picture perfectly—its books, its records, its view, its furniture. somewhere in the world, a home awaited us. a 112 place where we could care for daughters or sons who would come home from school, fill the house with joy, and never pick up after themselves. (coelho, 1994:95) after knowing a life undergone by her childhood friend and realising his struggle, pilar initially is described as aesthetic person by her action to meet her childhood friend without thinking moral standard because her decision only satisfies at the moment. pilar begins to take a decision by moral standard that describes as an ethic person. pilar chooses to make a life as a family with her childhood friend. pilar and her childhood friend arrive at a church called as cathedral which the meeting will be performed. there are many people to come to the place. when the bell of cathedral shows time in midnight, all people come together in a place. they want to celebrate happy day of the immaculate conception. pilar actually wants to leave the place and she stays together with him because pilar wants to talk about love affair with him. …i wanted to be alone with him, far from this place, holding his hand and telling him how i felt. we needed to talk more about the house, about our plans, about love. i wanted to reassure him, to make clear how strong my feelings were, and to let him know that his dream could come true—because i would be at his side, helping him… (coelho, 1994:97). however, pilar does not want to do it because the meeting to celebrate happy day of the immaculate conception by her childhood friend is part of his life. pilar will not ruin his life but pilar tries to participate in part of his life. “you’re shivering from the cold. you don’t have to take part in this,” he said. “are you going to stay?” “yes. this is my life.” “then i’m going to participate,” i answered, even though i would have preferred to be far from there (coelho, 1994: 98) pilar sees directly a life undergone by her childhood friend. he has a life with strong faith in the virgin. pilar tries to follow all actions which are done by people in the place because they are something new for pilar. when the meeting will be over, all people get a chance to make request and pilar makes it with her childhood friend. after the meeting, pilar does not feel worried about a risk of love affair but pilar has been ready to face all risk about her love. for years, i had fought against my heart, because i was afraid of sadness, suffering, and abandonment. but now i knew that true love was above all that and that it would be better to die than to fail to love. i had thought that only others had the courage to love. but now i discovered that i too was capable of loving. even if loving meant leaving, or solitude, or sorrow, love was worth every penny of its price. (coelho, 1994:104) a decision taken by pilar to make love affair and create a family with her childhood friend is the way of person in ethic stage. pilar is ready to face anything of risk by her decision about love affair and has responsibility to create a family. by her experience, pilar wants to create a 113 life based commitment for his life with her childhood friend. kaufman states in the ethical stage, individuals get the past as a life experience and understand the future as expectations are based commitments of his life (1956:263). pilar has made commitment in her life to struggle with her love and make a marriage with her childhood friend 4.1.3 religious stage pilar’s journey with her childhood friend finally takes pilar’s life at religious stage. pilar decides to live with her childhood friend because pilar wants to create a family in a marriage and she wants to stay with her childhood friend in house like other humans, but she must face difficult choice. when a priest of church who is supervisor of her childhood friend comes in her life, pilar knows the truth about her childhood friend life as candidate of a priest with his power to heal people that need help which makes pilar fear to live with her childhood friend. however, love has been present in pilar’s life after spending some days with him and being aware little of spiritual life, pilar begins to feel the presence of god in her life through her love to her childhood friend. finally, pilar’s decision to keep loving him is based on her faith in god. when pilar is awake from her sleep in the morning, pilar finds that her childhood friend who stays in the same room with her has gone. pilar feels fearful if he leaves without saying anything when she is sleeping. but pilar’s fear is gone when pilar gets a message from her childhood friend on the table. her childhood friend goes to the seminary and asks to prepare everything because they will go to spain tonight. at the time, pilar believes that her love grows in every journey with her childhood friend and pilar feels that love belongs to her who has changed her life to become someone, soon or later, finds god in her life. then i saw his note: i’ve gone to the seminary. pack up your things, because we’re going back to spain tonight. i’ll be back by late afternoon. i love you. i clutched the note to my breast, feeling miserable and relieved at the same time. i noticed that the other had retreated. i loved him. with every minute that passed, my love was growing and transforming me. i once again had faith in the future, and little by little, i was recovering my faith in god. all because of love. (coelho, 1994:111) after she gets the message from her childhood friend and pilar prepares everything to make a journey to spain with her childhood friend that night, pilar plans to take a walk to wait for her childhood friend in the morning. as she wants to leave house, the owner of house invites to have breakfast together. they enjoy to tell about their life each other and suddenly pilar feels something in her pocket. pilar considers that the key of house which is given by her 114 childhood friend belongs to her. pilar openly asks to the owner of house about house which is given to tarbes. the owner shows the house and pilar directly decides to visit the house. i felt something in the pocket of my bag pressing at me. when i realized what it was, my heart went cold. i quickly finished my coffee. the key. i had the key. “there was a woman in this city who died and left everything to the seminary at tarbes,” i said. “do you know where her house is?” the woman opened the door and showed me. it was one of the medieval houses on the plaza. the back of the house looked out over the valley toward the mountains in the distance. i soon stood in front of the house, not knowing what to do. the mist was everywhere, and i felt as if i were in a gray dream where strange figures might appear and take me away to places even more peculiar. i toyed nervously with the key. (coelho, 1994:114) in front of the house, pilar stands and observes the house which is covered by fogs. pilar tries to collect her courage to enter the house. when she wants to go into the house, unexpectedly, pilar hears voice which calls her name in the fog. the voice gets louder and someone appears. pilar realises that he is a priest of a church; she is curious to know how the priest knows her name. he explains that he knows pilar because he is a senior childhood friend of hers. he comes to the place because he knows from the charismatic group and he wants to meet pilar and her childhood friend. from the priest, pilar knows that her childhood friend is not in the seminary. “i came here because i wanted to see you two. a member of the charismatic group last night told me you were both staying in saintsavin. and it’s a small place.” “he went to the seminary.” the padre’s smile disappeared, and he shook his head. “too bad,” he said, as if speaking to himself. “you mean, too bad he went to the seminary?” “no, he’s not there. i’ve just come from the seminary.” (coelho, 1994:117) that day, the priest invites pilar to meet directly her childhood friend in one place of the villages. on the way to the place, priest and pilar meet a woman. when she looks the priest, the woman runs to come the priest. the woman wants to say thanks to the young man because the man has healed her husband. then the woman invites priest and pilar to meet her husband. pilar recollects the situation when someone says that she is together with someone amazing and pilar thinks that someone having power to heal is probably her childhood friend. the woman carrying the hay saw the priest and came running in our direction. “padre, thank you!” she said, kissing his hands. “the young man cured my husband!” “it was the virgin who cured your husband,” he said. “the lad is only an instrument.” “it was he. come in, please.” “it was he. come in, please.” i recalled the previous night. when we arrived at the cathedral, a man had told me i was with a man who performed miracles. (coelho, 1994: 121) after encountering the woman and her husband who is healed by her childhood friend, pilar knows the truth about life of her childhood friend. pilar considers that she has made a wrong decision to fall in love with him. her presence in the life of her childhood friend has 115 changed his responsibility as a man having a power to heal and giving a hope to people in need. “…i was in love with a man who was capable of performing cures. a man who could help others, bring relief to suffering, give health to the sick and hope to their loved ones. was i distracting him from his mission just because it was at odds with my image of a house with white curtains, cherished records, and favourite books…” (coelho, 1994:124). pilar and the priest leave the woman and her husband to find pilar’s childhood friend. on the way, pilar tells the priest what she knows about her childhood friend life. during this time, pilar thinks her childhood friend is someone that has no decision to choose about religion and marriage in his life. then the priest explains again to pilar that the life of her childhood friend is different from others. he has power to be able to speak with a lady. spiritual life needs someone like him because his attendance in spiritual life of human is important as a leader with his thoughts to make spiritual transformation. …“he is a revolutionary,” he continued, sounding humble. “he has the power, and he converses with our lady. if he is able to concentrate his forces well, he can be one of the leaders in the spiritual transformation of the human race. this is a critical point in the history of the world (coelho, 1994:134). when pilar and the priest are at the place of her childhood friend, pilar sees that her childhood friend is praying. pilar feels something different with him when her childhood friend at prayer. pilar looks at him with a big spiritual power. when the priest tries to come to her childhood friend, pilar feels fear so she asks to the priest not to disturb him. however, padre keeps trying to meet him; yet the situation makes pilar anxious so she decides to leave the place because she does not want to disturb his ritual. his head was bowed and his hands joined in prayer. i don’t know if i was influenced by the ritual i had attended the night before or by the woman who had been gathering hay, but i felt that i was looking at someone with an incredible spiritual force. i was feeling more and more anxious. “let’s not disturb him,” i said. “let him finish his contemplation.” “he shouldn’t be here. he should be with you.” i turned away and began to walk down the same path we had just come up. the padre followed me (coelho, 1994:138) pilar leaves her childhood friend who is praying at the place and the priest follows her. after talking with the priest about her feeling to her childhood friend. pilar leaves the priest and spends the time to keep waiting for her childhood friend although she already knows the truth about him. pilar spends to walk on the valley and visit a village around saint-savin. then pilar goes into the church of the village. as pilar sees a crucifix in the church, suddenly pilar begins to speak. pilar feels something mastering herself and at the time pilar begins to 116 pray about her love to her childhood friend. pilar does not want to leave him and she helps him to become an instrument to serve god. at the church in the village, i lit a candle. i closed my eyes and repeated the invocations i had learned the previous night. then, concentrating on a crucifix that hung behind the altar, i began to speak in tongues. bit by bit, the gift took over. it was easier than i had thought. i closed my eyes and prayed. our lady, give me back my faith. may i also serve as an instrument ofyour work. give me the opportunity to learn through my love, because lovehas never kept anyone away from their dreams. may i be a companion and ally of the man i love. may we accomplisheverything we have to accomplish—together. (coelho, 1994:141) when pilar makes a request to god about her love affair with her childhood friend, pilar has a belief that only god can help her to face every decision which has been made. the situation describes pilar as someone who moves in religious stages because pilar makes her life based on faith in god having strengths and abilities. at night, pilar and her childhood friend make a journey to go back to spain, but because the day is late, pilar and her childhood friend decide to stop in a small village. they choose to stay in the village and continue the journey in the morning. at night, pilar senses something coming in herself after she makes a pray in the church in the afternoon. pilar has gotten her faith in god and pilar assures that her decision to stay with her childhood friend is not something wrong. she will struggle with her childhood friend to spread knowledge about great mother to create new world. but i would never go through that, i promised myself. i would never lose him. he would always be with me—because i had heard the tongues of the holy spirit as i looked at a crucifix behind an altar, and they had said that i would not be committing a sin. i would be his companion, and together we would take a world that was going to be created anew. we would talk about the great mother. that’s what the tongues had said to me—and because i had recovered my faith, i knew they were telling the truth. (coelho, 1994:150) in the morning, pilar and her childhood friend wants to continue her journey to go back spain, but her childhood friend wants to go another place before going there. pilar is thinking the place to be able to go there. when pilar hears ring of church bells, pilar remembers one place and suggests to go to the place. pilar invites her childhood friend to see the monastery of piedra again. i went to the window, opened the curtains, and looked down on the narrow street. the balconies of the houses were draped with drying laundry. the church bells were ringing. “i’ve got an idea,” i said. “let’s go to a place we shared as children. i’ve never been back there.” “where?” “the monastery at piedra. (coelho, 1994:152) 117 pilar and her childhood friend arrive at the place in the afternoon. they spend time to walk in areas of the monastery and recall the time when they are still children and play in the monastery. at the place, pilar is very happy and thanks god because god has met herself with someone loving her and can make journey together with him. pilar also realizes that because of love to her childhood friend, she has a chance to serve god with him. god was good and had given me back my lost enthusiasm, directing me toward the adventures i had always dreamed about. and toward the man who—without my knowing it—had waited for me all my life. i felt no remorse over the fact that he was leaving the seminary—there were many ways to serve god, as the padre had said, and our love only multiplied the number of them. starting now, i would also have the chance to serve and help—all because of him.we would go out into the world, bringing comfort to others and to each other. (coelho, 1994:161) pilar sees the presence of god in his life when she takes her childhood friend to the past place. new life is coming in pilar’s life and she feels that pilar gets love and affection of god when she is there. her belief and desire to be someone who obeys command of god makes pilar release all dream to make a life with her childhood friend in the house. but, pilar only wants to keep staying with her childhood friend. pilar wants to be a person of her childhood friend life as person obeying god because pilar has gotten her faith from her childhood friend. …“i don’t care about that house! i didn’t even want to go in!” i said, trying not to shout. “i want to go with you, to be with youin your struggle. i want to be one of those who does something for the first time. don’t you understand? you’ve given me back my faith!” (coelho, 1994:166) finally, love story of pilar with her childhood friend changes pilar to become someone in a peak of existence, that is, religious stage. fadhillah states that at religious stage humans choose “faith” as a basis for making the decision to act (2009:51). pilar understands only faith in god which can make herself with her childhood friend. her love feeling to him is the way of pilar to get her faith in god and understand the power and help of god. therefore, pilar decides to spend her time as an instrument to serve god through her love to her childhood friend. 5. conclusion pilar’s journey and her love story with her childhood friend show her existence. based on kierkegaard (1962), there are 3 ways of human life to achieve their existence. they are aesthetic stage, ethic stage and religious stage. aesthetic stage happens in pilar’s life when pilar leaves all of her life in zaragoza because she only satisfies her desire to meet her childhood friend in other place. pilar feels bored with her life and she wants to try finding 118 new experience that is she meets her childhood friend and can recall memories when they are still children. besides that, pilar ignores her love after her childhood explains his feeling to her because she thinks that it disturbs her happiness with him. furthermore, ethic stage happens in pilar life when pilar realises that the struggle of her childhood friend shows his love to pilar and pilar begins to senselove that has come in her life. finally, pilar makes a decision in her life based on her love to her childhood friend that she wants to create a family through a marriage with him. religious stage occurs when pilar has found faith in god in her life. as pilar knows the truth about life of her childhood friend as a man having spiritual power to help many people, pilar requests god about love affair with her childhood friend. because of love, she has gotten her faith so pilar can leave him. pilar chooses to keep living a life with her childhood friend as lovers and she wants to serve god with him. 6. references abidin, z. (2002). analisis eksistensial. bandung: pt. refika aditama. bertens. k. (2013). filsafat barat kontemporer. jakarta: gramedia. christensen, anne-marie. (2007). depending on ethics: kierkegaard’s view of philosophy and beyond. university of southern denmark. 4.1. page 1-119 coelho, p. (1994). by the river piedra i sat down and wept. perfectboundtm. evans, c. s. (2009). kierkegaard an introduction. new york: cambridge univ. press. fadhillah. (2009). hakekat manusia dalam pandangan eksistensialisme soren kierkegaard. jurnal madani edisi i/mei fromm, e. (1985). the art of loving. british: thorson. hadiwijono, h. (1975). ringkasan sejarah filsafat. yogyakarta: kanisius. hardiman, f. b. (2007). filsafat modern dari machiavelli sampai nietzsche. jakarta: gramedia. kaufmann, w. (1956). existentialism from dostoevsky to sartre. new york: world publishing. kierkegaard, s. (1962). the present age and of the difference between a genius and apostle, translated by alexander dru. new york: harper tochbooks. michelman, s. (2008). historical dictionary of existentialism. united states of america: the scarecrow press, inc. miles, t. p. (2006). the ethical project kierkegaard and nietzsche share: illustrating, analyzing, and evaluating different ways of life. texas: university of texas. nurgiyantoro, b. (2010). teori pengkajian fiksi. yogyakarta: ugm press. 119 obinyan, v. e. (2014). nature of human existence in kierkegaard’s ethical philosophy: a step towards self-valuation and transformation in our contemporary world. international journal of philosophy 2:1: 1-14. rahman, m. a. (2013). sejarah filsafat barat. yogyakarta: ircisod. stumps, s. e. & fieser, j. (2003). socrates to sartre and beyond. united states: mcgrawhill. taylor, r. (1981). understanding the elements of literature. hongkong: the macmillan press ltd. wellek, r & wasten, a.(1956 ). theory of literature. united states of america: harcout, brace and world.inc. volume 14, number 1, april 2023, 84-101 available at http://jurnalfahum.uinsby.ac.id/index.php/nobel/article/view/700 doi: 10.15642/nobel.2022.14.1.84-101 absurdism and superstitions: islamic perspectives in albert camus’s the plague hasnul insani djohar  universitas islam negeri syarif hidayatullah, jl. ir h. juanda no.95, ciputat, jakarta, indonesia article info abstract many scholars discussing the pandemic issues tend to use western perspectives. to question this hegemony, this paper investigates albert camus’s the plague (1947) by using islamic perspectives to challenge the dominant views in evaluating literary canon and pandemic studies. by engaging with postcolonialism and pandemic studies with the frameworks of islamic studies, this research investigates what differences in pandemic issues are explored in camus’s novel and how islam advocates for muslims to deal with the pandemic problems. the focus of this novel is mainly on european culture and perspectives, although the setting of the novel is algeria, which is one of the largest muslim populations in the world. thus, it is essential to apply the islamic perspectives in investigating this novel to understand how islam encourages muslims to believe and worship god as a way of living instead of being atheists, selfish, and hedonists, as this novel reveals. this research found that the author uses the ideas of absurdism, isolation, and superstitions by depicting the characters as struggling to face the bubonic plague. however, the characters still live in atheism and believe in superstitions instead of worshipping god as islam advocates. article history: received january 2023 accepted march 2023 published april 2023 keywords: absurdism, isolation, superstitions, islamic studies, pandemic literature © 2023 uin sunan ampel surabaya correspondence: p-issn 2087-0698 email: hdjohar@uinjkt.ac.id e-issn 2549-2470 http://jurnalfahum.uinsby.ac.id/index.php/nobel/article/view/ hasnul insani djohar nobel: journal of literature and language teaching 85 volume 14, number 1, april 2023, 84-101 introduction for centuries, muslim and islamic perspectives have been excluded from world literature and global debates, including pandemic issues, which have become the hottest topic in the 21st century. in world literature, many american or british writers have produced texts about the pandemic, robin cook’s pandemic (2018), john kelly’s the great mortality (2006), and stephen king’s the stand (2011). however, not many muslim writers produced or published their writing about pandemic literature. raising pandemic discussion from muslim or islamic perspectives is essential to challenge this western dominance in world literature and global contexts. hasan (2016) argues that it is important to understand english literary texts from islamic viewpoints to “shield learners and practitioners of muslim backgrounds from un-islamic values that many english texts may proliferate” (p. 7). hasan’s book inspires the researcher to investigate english literary texts exploring the ideas of a pandemic, especially albert camus’s the plague (1947), which depicts their characters as atheists and absurdists who disbelieve in god but believe that human beings have no purpose in this world and fail to link the existence of individuality and the universe. however, islam teaches muslims that human beings have a meaningful life if they have a purpose of worshiping god and being the most beneficial person for the ummah. historically, atheism and absurdism believe that life exists the way it is without god’s hands, and people die as life is meaningless, and there is no life in the hereafter. to challenge the limited views of death and absurdism, albert camus’s the plague (1947) explores pandemic issues by depicting its characters as doctors and pastors to emphasize the meaning of life and death when people face pandemic and animals, the rats, which haunt humans’ life night by night. camus’s protagonist, dr. rieux, is depicted as a doctor who has no fear of challenging the plague and building solidarity with his community to help many suffering patients. as a result, many inhabitants of oran in algeria want to volunteer to help dr. rieux face the plague or the regime. moreover, by setting the plague in algeria, one of the french colonies, camus complicates issues of the plague after world war ii and the era after colonialism, which poisoned colonized people ideologically. thus, the novel reveals how totalitarian rulers use their power to oppress powerless groups, but they become powerless when they face death and animals, which are ready to take their lives anytime. in doing so, camus’s the plague reveals the ideas of atheism and absurdism by depicting the characters as believers and heroes who work together to support powerless groups threatened by the pandemic or the regime. absurdism and superstitions nobel: journal of literature and language teaching 86 volume 14, number 1, april 2023, 84-101 to challenge the ideas of absurdism in camus’s the plague, this project uses islamic perspectives by engaging with postcolonial studies and pandemic studies as this novel explores absurdism and pandemic issues from western perspectives. moreover, the meaning of human life or the goal of human beings to live should be understood from the islamic perspective to protect the ideology of muslims, especially muslim students who read western literature texts that might include western ideologies, such as neoliberalism and absurdism, as the novel explored. the researcher argues that camus’s the plague explores the ideas of absurdism, which believes that humans exist purposelessly in a chaotic universe. instead, human beings exist to worship allah as islam inspires muslims, as this project seeks to address. this research contributes to challenging western hegemony or orientalism in world literature and promoting muslim perspectives in the world. in doing so, this project works as the pioneer in pandemic literature by incorporating the islamic perspectives, which have been likely excluded in pandemic studies and world literature. thus, this research not only aims to promote islamic perspectives but also to challenge the ideas of absurdism. this philosophy believes that the universe is irrational and meaningless and that the search for meaningful life creates conflicts between individuality and the universe. to challenge this idea, the research engages with pandemic studies and islamic studies to understand the meaning of human existence: to worship allah instead of meaningless or created conflicts with the universe as absurdism seeks to define. in addition, not many scholars discuss pandemic literature from the islamic perspective as this project seeks to address. thus, by investigating the western pandemic literature, such as albert camus’ the plague, from the islamic perspective, this paper contributes to both pandemic studies and islamic studies when investigating ideas of absurdism, isolation, and medicine by engaging with the islamic tenets, especially the quran and hadiths of the prophet (peace be upon him/pbuh)’s good deeds and words. review of literature camus previously claimed that “colonialism is over” (cited in peyre, 1958, p. 23). this statement was declared by camus in 1958 to criticize colonialism in the world, especially his rooted culture, algeria, which was colonized by french empire for more than a century (1830-1962). this criticism can also be seen in the plague (1947), which criticizes the nazi regime for providing the plague or the poison of nazi ideology in europe, including to the french empire, which colonized algeria, where this novel is set in aron, the second largest hasnul insani djohar nobel: journal of literature and language teaching 87 volume 14, number 1, april 2023, 84-101 city in algeria after the capital city, algieri. as this novel is set in colonized algeria, this project uses pandemic and postcolonial studies to investigate camus’ the plague. this approach can be related to fanon’s the wretched of the earth (1961) as the novel can be read as strategies to question european colonialism, especially french colonialism, which created the wretch of algerians. kabel and phillipson (2021, p. 4) state that “at least 20,000 algerians and 100 european colons were killed. freedom from french colonial exploitation (it took fifty years for military control to be imposed after the invasion in 1830) was already a central political change in the 1940s”. algerian genocide can be linked to people genocide because of covid-19, as both catastrophes have killed millions worldwide. this genocide seemingly questions the ideas of communism, especially nazi, which killed millions of jews in german. judt (2001, p. 3) believes that the plague can be understood as “camus’s own rueful reflections upon his passage through the communist party in algeria during the 1930s”. arguably, the ideas of genocide and violence in this novel can be read as a way to question how modern society tends to live in hedonism and atheism, as this paper seeks to address. haber (2019, p. 4) writes that camus believes in the idea of “alienation had become endemic to the modern person, divested of the comforts of mass religion or faith in institutions, even rationality itself: a world capricious, unjust, even violent. indeed, the plague challenges both colonialism and communism. however, not many scholars mentioned previously focus on how this novel questions colonialism and communism by using islamic perspectives, especially the qur’an and hadiths, as this project aims to discuss. in postcolonial studies, islam and muslims have often been understood in limited and prejudiced ways in orientalist discourses. this view can be seen through the works of khabeer (2017), curtis (2009), and chan-malik (2018), who investigate muslims living in the u.s. curtis (2009) argues, “islam is sometimes seen mainly as a political rather than a religious concern, and it is often associated with controversy rather than curiosity” (p. 2). significantly, khabeer (2017) claims that “muslim cool is a study of the relationship between race, religion, and popular culture. it also joins a growing body of work that has begun to explore islam’s relationship to hip hop in the united states” (p. 38). eventually, chan-malik (2018) suggests that living as a muslim in the us affects the realities of race and gender , which questions the safety for women and people of color. albert camus’s the plague (1947) is set in the 1940s after world war ii when french, germany, and japan and their aliens had war with us and uk. by setting his novel after world war ii, this novel questions global capitalism, which occupies other nations through absurdism and superstitions nobel: journal of literature and language teaching 88 volume 14, number 1, april 2023, 84-101 its economic and political powers. this statement can be seen through the way rambert asks dr. rieux a question: “so how is your country’s situation these days?” (camus, 1947, p. 30). through this question, the omniscient narrator emphasizes how rambert represented the french empire and wants to investigate and observe the islamic nation, algeria, as the french occupied algeria for over a century. although algeria achieved its freedom on 5 july 1962, the french empire was seemingly still eager to control the country through its political and economic power as the journalist wanted to investigate algerian’s conditions after ww ii. however, when the journalist wanted to write about algeria after the war, the plague haunted algeria, making the journalist have to stay in oran for months and even years as he could not live the city to return to paris. by being caught by the plague, we can learn how the plague can stop the voracity of transnational capitalism, in this case, the french empire, which represents metropolitanism. this novel questions metropolitanism and nativism by exploring the ideas of the plague, which has more power and control than metropolitanism and nativism. the journalist lost his power to write about algeria from his metropolitan perspective as he is surrounded by the plague, which can take his life anytime. thus, this novel challenges the ideas of metropolitan, nativism, and absurdism by using the plague, the animals, or the rat’s fleas. in this case, the animals have power and can control the voracity of the european empires in occupying non-european countries. this research uses islamic perspectives to question orientalism which tends to represent non-europeans based on eurocentrism, regardless of whether europeans occupied oran 1940s. ironically, islamic perspectives have been seemingly marginalized in western culture, especially since european colonialism, including the french empire, colonized algeria, where camus’ novel is set. moreover, the way the orientalists tend to represent postcolonial people in reductionist views has been challenged by neil lazarus in postcolonial unconscious (2011). in doing so, lazarus (2011) adopts two main approaches: “critique of ideas and categories that have structured the field in its dominant articulations hitherto” and “elaboration and renewal of countervailing ideas and categories” (p. 18). lazarus’ approaches inspire the researcher to investigate colonized writings, such as camus’ novel, to contest “the construction that has been placed upon specific concepts, historical development, and bodies of writing by influential scholars in the field” (p. 18). to challenge this dominant construction of the muslim world, we investigate camus’s the plague, which is rarely investigated from the islamic perspectives that this paper seeks to explore. hasnul insani djohar nobel: journal of literature and language teaching 89 volume 14, number 1, april 2023, 84-101 albert camus’s the plague discusses the ideas of religion used by the character, father paneloux, to question the protagonist’s ideologies of absurdism, which believes that the world exists full of uncertainties, including the pandemic, without god’s hands. this is also relevant to tuffuor and payne (2017)’s analysis in their essay as they argue that “father paneloux, a jesuit priest, provides critically important religious perspectives on illness, suffering, death, and dying during the epidemic; his religiosity serves as a foil to rieux’s atheism” (p. 401). here, camus’s novel uses the ideas of sermons, priests, and religion to question the protagonist’s absurdism and atheism. however, this novel mainly used christianity in questioning the characters’ absurdism and hedonism. to challenge this dominant perspective, it is important to apply islamic principles, such as the qur’an, hadiths, and exegesis or tafsir tahlili to investigate camus’s the plague, which explores the ideas of absurdism, atheism, and materialism. similarly, davis (2011) argues that camus’ novel articulates the ideas of absurdity by extending into “his philosophy, prose, and journalism, was an early avatar of what we might now recognize as the prevailing neo-liberal governmentality” (p. 226). davis focuses on how camus’ text explores the idea of absurdity by connecting to the root of neoliberalism, which “can be found in the global economic crisis following world war two” (peck et al., 2010). neoliberalism focuses on the individual right as an independent agent who can take profit for his/her fulfillment, so neoliberalism supports market competition, which guarantees a balanced outcome for society. indeed, it is the mainstream society that can control the market competition. in this case, the french government might continue its empire through the economic market in its colonized country, algeria. foucault (2018) who discusses the dominant government, argues that ‘maybe the target nowadays is not to discover what we are but to refuse what we are” (p. 47). foucault reminds us to question what the dominant government, in this case, the french regime, set certain rules and standards for marginal people, algerians, who must resist and challenge this hegemony in algeria. this research is different from davis’ analysis because this project uses foucault’s neoliberal government from the islamic perspective, especially how islam creates syariah law to manage the relationships between human beings and their god, which is excluded in liberalism that separates between government and religion. this idea will be explored further in the section of the discussion. some scholars, such as peters (2020), investigated the plague—though mostly focus on human resilience. for example, peter argues that the plague focuses on the ideas of how absurdism and superstitions nobel: journal of literature and language teaching 90 volume 14, number 1, april 2023, 84-101 humans have the strength and empathies to deal with the catastrophe and “to cope with pain and discomfort and ultimately to contemplate and face death” (p. 1). method this research used close textual analysis in examining literary texts. the primary text used in this research is albert camus’s the plague (1947). the secondary texts for this research include all articles discussing the primary text mentioned previously. in examining the corpus, the researcher read the completely primary text several times by focusing on issues on the pandemic, especially the ideas of absurdism, isolation, and medicine. the researcher also compared albert camus’s the plague with islamic tenets, such as the quran, hadiths, and exegesis, to question the dominant views of western culture and orientalism in defining certain topics, including pandemic issues and islam. in doing so, the researcher engaged with theories in postcolonial studies, islamic principles, and pandemic studies to contribute to larger debates around pandemic issues and islamic perspectives. the researcher also investigated pandemic issues in albert camus’s the plague and pandemic topics based on islamic perspectives, especially the quran, hadiths, and exegesis. this investigation is important to study how camus’s the plague questions western dominance in defining certain issues, such as pandemic problems. by comparing pandemic issues in camus’s novel and the islamic tenets, muslim readers and muslim students will better understand their own culture and values to create and have a meaningful life, especially when they are reading the european literary canon. thus, muslim students and readers will not merely accept the western culture but, importantly, question it by accommodating their islamic values and traditions. this paper employed close textual analysis in examining the literary text mentioned previously to examine albert camus’s the plague using islamic perspectives. the secondary texts for this research include many articles discussing camus’s the plague by engaging with pandemic studies and islamic studies with the framework of postcolonial studies. in examining the data, the researcher read the primary texts several times, focusing on issues on the pandemic, absurdity, and islamic perspectives. the researcher also engaged with theories in postcolonial and pandemic studies to contribute to larger debates around pandemic literature and orientalism. hasnul insani djohar nobel: journal of literature and language teaching 91 volume 14, number 1, april 2023, 84-101 results and discussions pandemic and absurdism in albert camus’s the plague, the oran people mostly respond to the pandemic by neglecting the existence of god, as they believe that the pandemic emerges as the way it is instead of god’s will. dr. riuex advises tarrou, one of his assistants, that “god did not exist, since otherwise there would be no need for priests. nevertheless, from some observation which followed, tarrou realized that the old fellow’s philosophy was closely involved with the irritation caused by the house-to-house collections in aid of charities, which took place almost incessantly in that part of the town” (camus, 1947, p. 105). here, dr. rieux’s belief that god does not exist represents his atheist perspectives in this novel. however, his assistant, tarrou, feels confused about either believing the doctor or his traditions, where the elder orans have continued going to the church to collect some money for charity and the needy, including the victim of the pandemic. in this sense, this novel provides pros and contras of being an atheist as represented by the protagonist and another character, tarrou, who is still confused about the existence of god. in line with this, franco-paredes (2020) proposes that camus’s novel revisited covid-19 as he writes “camus’s narrative reveals our contemporaneous familiarity with the concept of how our lives and our sorrows become instantly meaningless in the face of an epidemic that spreads rapidly and unexpectedly, inconveniently interrupting our daily routines” (p. 899). in the novel, dr. rieux believes that the pandemic happens without god’s hands but merely because of the idea of absurdism or uncertainty in the world. although the pandemic has interrupted our lives and made them meaningless, islam sees the pandemic as evaluating ourselves and reminding ourselves of the goal of our lives, which aims to worship god. this can be related to how islam sees pandemics as a test and punishment for sins and testing for the good of muslims or believers. in islam, it is clearly stated in the quran that god exists as follows: “allah bears witness that there is no god but he, and (so so) the angels and those possessed of knowledge kept up with injustice (bear witness): there is no god except he. he is the all-mighty, the all-wise” (ali ’imran: 18) indeed, the oneness of allah can be seen through the proof of his creation of the universe and humankind, the delivery of the quran, and the explanation through the angels to the prophet muhammad. all the angels also stated the oneness of allah that is delivered and explained to the prophets. moreover, all the prophets also bear witness to the oneness of allah, which is supported by knowledge and experiences. additionally, all the islamic parsons (ulama) also stated the oneness of allah and explained it. ulama also bears witness to the absurdism and superstitions nobel: journal of literature and language teaching 92 volume 14, number 1, april 2023, 84-101 oneness of allah through witnesses supported by proofs and scientific reasons. indeed, ulama have higher dignity as they are placed equally with the angels, who can witness allah’s oneness. thus, we understand that in islam, god exists as known as the oneness of allah, which can be seen through the existence of the universe and its contents, including nature and humankind. by understanding that god exists and god is oneness, students will question the protagonist’s belief that “god did not exist, since otherwise there would be no need for priests” (camus, 1947, p. 105). in this case, the protagonist claims that oran does not need priests, as god does not exist, and the pandemic happens the way it is without god’s hands. indeed, the muslim population dominates oran or algerian. however, the narrator never mentions muslim characters in the novel, although algeria is a muslim country. this novel uses orientalist perspectives, which understand the world based on european cultures and religion, christian perspectives. this is why edward said’s orientalism (1978) is important and still relevant to current situations to question the dominance of eurocentrism in describing the muslim world and the muslim country, in this case, algeria. this novel uses eurocentric perspective through the description of how persians congested christians by using their dirty clothes. the narrator describes when father paneloux explains how the abyssinian christians have prejudice towards persians as they claim that: “persians who in time of plague threw their infected garments on the christian sanitary workers and loudly called on heaven o give the plague to these infidels who were trying to avert a pestilence send by god” (camus, 1947, p. 196). here, the christians have likely bigotry towards persians by assuming that the persians have a bad intention to throw their dirty clothes to punish the christians as they do not believe in god. this kind of prejudice can spread hatred and prejudice between christians and persians. indeed, muslims are banned from spreading prejudice and bias in islam, as explained in the quran and hadiths. moreover, the protagonist believes that god does not exist and does not believe in the afterlife or alam barzah. the narrator describes when dr. reux likely agrees with a profane writer who writes: “a secret of the church by declaring that purgatory does not exist. he wished to convey that there could be no half measures, there was only the alternative between heaven and hell; you were either saved or damned” (camus, 1947, p. 195). here, the protagonist likely rejects the existence of “heaven and hell” (p. 195), but believes that humankind only protected or rejected. the protagonist uses his absurd perspectives by believing there are no fixed measures for humankind, whether they will be punished or rewarded for their deeds and words. dr. rieux rejects the existence of god and the afterlife, hasnul insani djohar nobel: journal of literature and language teaching 93 volume 14, number 1, april 2023, 84-101 claiming that “purgatory could not be hoped for; … every sin was deadly, and any indifference criminal. it was all, or it was nothing” (p. 195). however, in islam, there is purgatory or believing in alam barzah as a hadith from bukhari and muslim explains that a believer, before entering heaven, goes to hell first. how long he stays depends on the sin he has committed during his life on earth. many other hadiths are similar and the same as the hadith above (baqi, 2017). from these hadiths and the quran, we can understand how islam teaches muslims that there is a life after the worldly life, so muslims should live by having a purpose for their hereafter. by comparing camus’s protagonist, dr. rieux, who is an atheist, with an islamic perspective, which inspires muslims to believe in god and the hereafter, muslim students or readers will understand that the pandemic exists because of god’s will or that there is a reason why god send us the pandemic whether to test or to punish us depends on our iman. the following section discusses how oran people face the pandemic compared to how islam inspires muslims to deal with the pandemic issues. pandemic and isolation in the novel, the oran people are depicted as struggling to face the pandemic as they need to report themselves to the hospital and need to do quarantine once they are congested. the narrator describes oran’s struggle facing the plague: the townspeople were advised to practice extreme cleanliness, and any who found fleas on their person was directed to call at the municipal dispensaries. also, heads of households were ordered promptly to report any fever case diagnosed by their doctors and to permit the isolation of sick members of their families in special wards at the hospital” (camus, 1947, pp. 49-50). indeed, the townspeople are suggested to have a healthy lifestyle, especially often cleaning their houses and themselves. the idea of cleanliness can be seen in our current situation, where we need to always clean our hands by using soaps or hand sanitizers as the virus spreads widely from the covid-19 virus and the rats’ fleas, as this novel describes. if a person gets infected, he/she needs to report himself to the caregivers and needs to be isolated soon. this idea can also be related to the current situation where many people have to isolate themselves once infected. the quran also explains what we should do during pandemic times, including when we are infected. one of them is isolation, as the prophet muhammad explains below: “the prophet sallallahu’ alaihi wasallam said: “tha’un (plague of infectious diseases) is a warning from allah subhanahu wa ta’ala to test his servants from among mankind. so, when you hear of the disease in a land, do not enter the land. and when the plague is contagious in the land where you are, do not flee from it.” (“hadith no: 23 narrated/authority of usama ibn zayd”) absurdism and superstitions nobel: journal of literature and language teaching 94 volume 14, number 1, april 2023, 84-101 this hadith explains that when any disease or plague infects muslims, it is responsible for muslims to stay in their environments instead of traveling to other places to reduce the spread of the plague. indeed, this hadith also explains that the plague is a warning from god to remind muslims of their sins and their bad attitudes to nature and animals. talking about animals, this novel exemplifies that the animals or the rats have the power to spread disease through their fleas, which makes humans powerless as small animals like fleas can kill them. thus, this novel reminds humans of their arrogance and selfishness in this world as they tend to manipulate nature and animals by eating and exploiting them according to whatever they like. this novel not only reminds human beings of their selfishness towards animals but also describes that humans can kill animals as long as they are dangerous, like spreading contagious diseases. the narrator describes when dr. rieux explains how to kill the rats that spread their fleas: “the notice outlined the general program that the authorities had drawn up. it included systematic extermination of the rat population by injecting poison gas into the sewers and strict supervision of the water supply” (camus, 1947, p. 49). indeed, the oran government uses water pipes to kill the rats in the water supply. in this sense, this novel suggests that humans can kill and poison animals if their existence is dangerous. indeed, islam teaches muslims to care for and love animals as they deserve to live like human beings. allah gives human beings rewards if they treat animals tenderly and carefully, as one of the hadith states below: “surely allah will reward all good deeds against all things. if you kill, then kill it in a good way. if you slaughter animals, then slaughter them in a good way. among them, sharpen your knives, and make the slaughter animals calm.” (“hadith no: 3170 narrated/authority of shaddad bin aws”) . indeed, in this hadith, allah suggests that all humans treat animals in good ways. if they have to kill animals, human beings should also kill them in a very good way, such as starting manslaughter with the name of allah and sharpening their knives so the animals will not get hurt. however, suppose the animals are disturbing and dangerous for human beings, such as the rats’ fleas, as discussed in this novel. in that case, people can kill them for purposes as killing dangerous animals is permitted in islam, as hadiths previously explained. thus, caring for human beings is prioritized over loving animals, especially if the animals are risky for human life. by comparing how islam inspires muslims during the pandemic with how the characters respond to it, we can understand that both muslims and the characters perform isolation and clean themselves during the pandemic. however, when discussing cleaning, the way muslims and the characters clean themselves are different, as muslims have to take ablution every day, hasnul insani djohar nobel: journal of literature and language teaching 95 volume 14, number 1, april 2023, 84-101 and even five times a day. in comparison, the characters do not have to clean themselves five times as they do not have to perform prayers (salat) every day. by comparing the characters in the novel and the way islam inspires muslims in the quran and hadiths, muslim students can learn hikmah from the ablution and praying five times, not only to clean themselves physically but also mentally and spiritually by practicing and praying five times a day to be protected from the pandemic. by having ablution five times a day, hopefully, muslims can be protected from the pandemic and avoid the stresses as they can talk to god five times a day. thus, muslim students can make their lives more meaningful when reading the european canon using islamic traditions and values. pandemic, medicine, and superstition tuffuor and payne (2017) investigate camus’s novel by focusing on the importance of the relationships between patients and the patient’s caregivers, including nurses and doctors, dr. rieux, the omniscient narrator in camus’s novel. they argue that “by addressing the struggle of an ailing community from rieux’s perspective, camus allows us to feel not only the internal struggles of the patients but also the emotional effects of illness on the patient’s caregivers and the collapse and revival of a community” (p. 400). indeed, it is important to understand the relationship between the patients and the patient-caregiver to develop the collapse of a community because of the bubonic plague. however, suppose we use the islamic perspectives in investigating camus’s novel. in that case, we also can learn that to develop the collapse of the ailing community. we can take both the patients and the caregivers to return to religion, as faith can heal the emotional distress caused by the bubonic plague. moreover, tuffuor and payne refer to the importance of religion in their analysis. however, their analysis is based on european-centric, where religion is mainly discussed from the perspective of christianity. tuffuor and payne (2017) argue, “through the dialogue of several characters, particularly dr. rieux and father paneloux, camus provides important commentary on the role of caregivers for the seriously ill and the role of religion and spirituality in healing the dying” (p. 400). tuffuor and payne argue that the reader can learn the urgent roles of both doctors and priests in curing and healing the pandemic as they can link worldly medicine with spiritual medicine, although tuffuor and payne mainly focus on the religion of christianity, as argued previously. additionally, tuffuor and payne (2017) also focus on dr. rieux’s professionalism as they argue that “dr. rieux’ journey exemplifies the complexities of doctoring in desperate circumstances; he demonstrates important aspects of professionalism, compassionate caring, absurdism and superstitions nobel: journal of literature and language teaching 96 volume 14, number 1, april 2023, 84-101 and later, emotional burnout” (p. 400). indeed, the protagonist, dr. rieux, is professional in caring for his patients. for example, when his wife is sick, he still provides good service to his patients. he even sends her wife to another hospital where complete medicine and facilities are provided. sending his wife to another institution represents how the protagonist is not only professional for his patients but also for his family and wife. however, in this novel, professionalism is only measured from worldly perspectives instead of spiritual views, as islam suggests muslim’s work based on ikhlas (sincere) to achieve god’s ways and rewards. moreover, in camus’s the plague, oran people are depicted as believing that drinking alcohol is one of the best medicines to cure the bubonic plague. many characters are drinking “a bottle of good wine” as it is the best choice to protect themselves from the dangers of the rat pandemic. the omniscient narrator describes, the best protection against infection is a bottle of good wine, which confirmed an already prevalent opinion that alcohol is a safeguard against infectious disease. every night, toward 2 am, quite a several drunken men, ejected from the cafes, staggered down the streets, vociferating optimism” (camus, 1947, p. 72). from islamic perspectives, it is forbidden to drink alcohol as it may lead the drinkers to lose their minds and have wrongdoing activities as the quran states: “o you who have believed, indeed, intoxicants, gambling, (sacrificing on) stone alters (to other than allah), and divining arrows are but defilement from the work of satan, so avoid it that you may be successful” (alma’idah: 90). in this surah, allah explains that there are four forbidden deeds for muslims: drinking alcohol, gambling, sacrificing animals for statues, and forecasting, which arabs often practiced before islam emerged in the 5th century. both the novel and surah al-maidah: 90 discuss issues of drinking alcohol and gambling. in the novel, gambling is discussed to describe how oran responds to the pandemic. the narrator says, “there lay the real danger; for the energy they devoted to fighting the disease made them all the more liable to it. in short, they were gambling on their luck, and luck is not to be coerced” (camus, 1947, p. 168). the oran people live surrounded by the plague. whenever they go, they will meet the virus spread by the rats through their fleas. they realize that the disease threatens their lives and is at risk of being contagious. despite being haunted by the plague, they still meet and visit their friends or relatives who have got the disease as they believe that “they were gambling on their luck” (p. 168). although this novel describes gambling, which is not playing gambling, such as the spending of huge amounts of money, it describes how the oran people often playfully with their luck, which is also considered hasnul insani djohar nobel: journal of literature and language teaching 97 volume 14, number 1, april 2023, 84-101 gambling. instead, in islam, muslims are encouraged to take care of themselves and protect others from being contagious by the plague; instead of merely believing in their luck. moreover, muslims are prohibited from doing any superstition, as it is believed in objects instead of believing in god. bisht (2020) suggests that camus’s novel explores the ideas of superstition as he writes that “religion is replaced by the unevaluated principles of superstition that include the forecasts of “nostradamus and st odilia.” it is because mental sublimation acts like a metaphorical light that emerges in the act of discovery of unknown bounds” (p. 3041). in the novel, the narrator describes how the oran people believe that the medals of st. roch can protect them from any dangers or disease. the narrator says, “thus, they were readier to wear prophylactic medals of st. roch than to go to mass” (camus, 1947, p. 192). the oran people believe in superstition, which uses things or objects to protect themselves rather than praying to god to protect themselves. the plague explores the ideas of sublimation that made the characters enjoy arts and nature without considering god exists. bisht argues, “the new scope of imagination allows individuals to adjust better to adversities. this is why one of camus’s characters, tarrou, suggests that the saint is also possible without the experience of god. “can one be a saint without god? that’s the problem that only problem. i’m up against today” (camus, 1947, p. 244). however, islam teaches muslims that god is oneness, and superstition is prohibited for muslims as it is a part of musyrik (polytheist), believing in objects rather than god. the ideas of musyrik and superstitions are discussed in the quran as follows: “indeed, allah does not forgive association with him, but he forgives what is less than that for whom he wills. and he who associates others with allah has certainly gone far astray” (an-nisa: 116). the surah explains that god will not forgive the sin of doing the superstition but will forgive sins except the superstition. here, the repetitions of these statements work to assert to the believers to remind them of avoiding the sin of superstition. muslims should grow tauhid in their hearts, as tauhid is the fundamental of religion. by applying islamic perspectives on superstition, muslim students and readers will understand that islam suggests muslims avoid superstition, which is one of the biggest sins as it is unforgivable. if muslims believe in superstition, their hearts or souls will get darker as god states that he will not send his hidayah or guidance to musyrik who perform superstition as allah states in surah an-nisa: 116. it is important to use islamic perspectives when evaluating a european canon to protect muslim readers from staying in islamic ways and values and from being pious muslims. indeed, learning literature is about not only english and british cultures but also how absurdism and superstitions nobel: journal of literature and language teaching 98 volume 14, number 1, april 2023, 84-101 to find the meaning of our lives by understanding our own culture and values first, then other cultures, to develop our students’ critical thinking. in this case, in muslim student contexts. moreover, to respond to the pandemic, the oran people believe in superstitions and even kill themselves as they are distressed and desperate for the plague. while in islam, believing in superstitions is considered a musyrik who believes in an object instead of believing in god as the oneness. to cure themselves of the bubonic plague, the oran people are doing the following things: they drink alcohol to be stronger and to make their bodies warmer so the plague will not affect them. in the quran, allah bans muslims from drinking alcohol or wine as the wine can make muslims lose their minds, so they can do irrational and illegal activities, such as robbing, stealing, or even killing themselves or others. in the novel, the oran people are also depicted praying to god, but not many go to mass or the church as some are atheists. while in islam, muslims need to go to the mosques to pray and wake up at earlier times, such as at two am or three am, to pray tahajud, which is a direct call to god asking for anything, including protection from any diseases and dangerous things. however, in this novel, the oran people are depicted as going to the nightclub and bar early to get drunk and protected from the plague. by applying the islamic perspectives in camus’s novels, muslim students and readers understand the importance of going to the mosque and praying tahajud to be protected and stronger during the pandemic. conclusion this paper has discussed how islamic perspectives are applied in albert camus’s the plague, which explores the struggle of the oran people in facing the pandemic in oran, algeria after the rats spread their dangerous fleas. indeed, this research has found some pandemic issues in camus’s the plague, which can be engaged with islamic perspectives and values. this paper has investigated how the oran people in the novel are depicted as struggling to respond to the pandemic and how these responses relate to islamic perspectives. in the novel, the oran people are depicted as atheists who believe in superstitions and are afraid of the plague. however, in islam, muslims believe in god and the oneness of allah, and they are prohibited from believing in superstitions. the oran people are also depicted as feeling afraid of the plague and desperate as they are scared of being infected by the rats’ fleas. while islam teaches muslims to be patient and calm during the pandemic, the plague can be considered a test or a punishment for muslims. it is considered a punishment if the muslim has enormous hasnul insani djohar nobel: journal of literature and language teaching 99 volume 14, number 1, april 2023, 84-101 sins, so this punishment serves to remind muslims of their sins, and allah sends the plague to reduce their evils. at the same time, the plagues are also sent as a test from allah swt for pious muslims, whether they are patient or get closer to god during the hard times. by comparing how the oran people in camus’s novel respond to the novel with how islam teaches muslims to face the pandemic, muslim students or readers can understand and relate with their islamic values how to live with the full understanding of islamic principles so that they can apply it in their daily lives. after reading this paper, it is suggested for muslim students or readers apply islamic perspectives while reading european literary canon to question orientalism, which tends to dominate world literature when discussing certain issues, in this case, the pandemic issues based on eurocentrism, instead of accommodating islamic perspectives regardless islam is the second-largest religion in this world. to challenge the hegemony of eurocentrism in defining any knowledge and any issues in this world, it is recommended for young muslim students and researchers to continue to apply and engage with islamic perspectives and islamic studies when evaluating european literature or european canon. thus, muslim students and readers can improve their critical thinking by applying their islamic values in analyzing european texts instead of accepting whatever the orientalist people acknowledge and define muslims, including muslims who live in oran. algeria. indeed, algeria is one of the most muslim populations in the world. however, in camus’s novel, the narrator almost fails to mention any islamic tradition and culture but mainly describes how oran people are mainly christians, and most of them go to mass and the church. thus, it is important to further research european canon by engaging with the islamic perspectives and muslim cultures to challenge this eurocentrism. acknowledgment the researcher would like to thank the research center at universitas islam negeri syarif hidayatullah jakarta for supporting and funding this project. references al-ma’idah: 90. 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(2017). isolation and suffering related to serious and terminal illness: metaphors and lessons from albert camus’ novel, the plague. journal of pain and symptom management, 54(3), 400–403. https://doi.org/10.1016/j.jpainsymman.2017.07.046 nobel: journal of literature and language teaching volume 10, number 01, april 2019, 71-86 young learners’ perceptions on the implementation of online english proficiency test diah royani meisani1, pupung purnawarman2 doctoral program in english education, school of postgraduate studies, universitas pendidikan indonesia, jl. dr. setiabudi no.229 bandung1 department of english education, faculty of language and literature education, universitas pendidikan indonesia, jl. dr. setiabudi no.229 bandung2 diahroyani@student.upi.edu1, purnawarman@upi.edu2 abstract: the present study made use of cambridge online english test for children and young learner to explore how young learners perceived the implementation of an online test and to what extent the ict backgrounds and english exposures correlated to their online english test achievement. three data collection strategies were used to gather the data that involved second to sixth-grade elementary school students as the participants. the instruments were: 1) online english proficiency test for young learners; 2) observation field notes; and (3) interviews. the findings revealed that students’ test scores diverse as their grade levels were also various. the mean score was 10.53 which could be categorized into movers level which was in the middle level. it was also found that the three-quarter of the participants declared that they preferred having an online test as it gave them new experiences and comfortable feeling with taking a test on laptop or smartphones. from further investigation to the randomly selected six students, it was revealed three factors were majorly influential for young learners in benefitting the digital technology use. they were: 1) family socio-economic background; 2) parental involvement in children’s digital media use; and 3) learners’ personal motivation in using the digital media. keywords: english for young learners; online english proficiency tests; young learners. doi: 10.15642/nobel.2019.10.1.71-86 the voluminous exposure to digital technologies has resulted in the development of the younger generation to be able to seize technology better than their parents, who migrated to the digital world. this generation is often called as ‘digital natives’ or ‘net generation’ for they were born in a world where digital and online technologies have been an integral part of life—they have the capabilities of integrating new media into their daily lives and are bounded by opportunities to involve in new, technology-mediated forms of social engagement (miller, 2017; australians & smith, 2012; killian, 2011; bittman et al., 2011; zevenbergen, 2007; prensky, 2001). it has been a common assumption to consider our young learners have higher information and communication technology (ict) competency than their teachers or parents (guo et al., 2008). however, it is still arguable whether or not good access can guarantee the regular, competent and rewarding use assumed by the digital native rhetoric (australians & smith, 2012; guo, 2008). diah royani meisani and pupung purnawarman 72 studies conducted by the australian bureau of statistics in 2009 have proved that households with children under the age of 15 reached the access rate of 86%. this percentage was higher than those in childless households who stood at 66%. the data showed that more than half of all australian children have been online by the time they entered primary school (aged 5–8). in the age of 12-14, when they enter high school nearly all have done so (australians & smith, 2012). the data are linear with the results found by kurnia & astuti (2017) that in the indonesian context, teens or students topped the participants’ list at 29.55% as the internet users compared to university students, citizens, parents, teachers/lecturers, communities and mass organizations, researchers, etc. the researchers assumed that young people are considered the most vulnerable to hoaxes. this group of participants is seen as the largest group of potential digital literacy agents. this is potentially affected by the roles of schools that are the most active partners in organizing digital literacy activities (32.07%), followed by the government (18.86%) and community (11.94%). the community here might involve the role of the family in introducing digital knowledge to kids. then, when seeing the data from this survey, age can be considered the key factor in the use of internet access (williams et al., 2016). though, it should be pointed out that digital literacy does not merely deal with age, hardware possession, or how long a person spends time to computer and access internet (guo et al., 2008; reed and giessler, 2002). miller (2017) and guo et al. (2008) also have taken a different angle on age and ict competency, arguing that exposure to technology does not automatically affect the way students use technology or the way they learn best. in making this claim, they drew on research suggesting that explicit formal teaching to digital literacy is needed because growing up in the digital age is not a guarantee that learners are able to effectively leverage technology for research, collaboration, and content creation. these arguments are positively correlated to the definition of being digitally literate given by kurnia & astuti (2017) and ict literacy panel (2002). to become digitally literate, a person should possess the ability to use digital technology, communications tools, and/or networks to access, manage, integrate, evaluate, and create information in order to function in a knowledge society. australians & smith (2012) adds by formulating the capacities young people develop for internet use that involve five elements, they are the quality and context of internet access, the frequency, duration, motivations, and purposes of their use, and their perceptions of its impact. furthermore, a framework upon which the behaviors of the digital learners could be characterized is formulated by teo (2013) that involve four categories: they young learners’ perceptions nobel: journal of literature and language teaching volume 10, number 01, april 2019 73 grow up with technology, they are comfortable with multitasking, they are reliant on graphics, and they thrive on gratification. referring to recommendations made by miller (2017) and guo et al. (2008) about formal training to technology, ict experience can be given to students through technologybased assessment—it can be a computer-based or web-based or online test. chapelle (2003) encourages the use of the technology-based test as it offers new opportunities to realize some of the current ideals for interactive language assessment by providing the test takers information about their language ability at their convenience. as a viable alternative to paperand-pencil testing, a technology-based test has been a broad-based production that encompasses a large variety of assessment types, purposes, test delivery designs, and item types appropriated for wide-ranging areas that cover educational accountability and achievement testing, college and graduate admission testing, professional certification and licensure testing, psychological testing, intelligence testing, language testing, employment testing, adult education, and military use (luecht & sireci, (2011). friedrich (2008) and alabi, issa, & oyekunle (2012) support by stating that these types of testing allow the users to write, organize, deliver, and report on tests or surveys. besides providing results more quickly than the paper-based testing, computer-based testing or web-based testing enable someone who has minimal or no previous computer experience to take the test as it commonly provides instruction tutorials before the examination begins. previous studies have indicated that technology-based testing in k-12 settings brings potential benefits as mentioned above (alabi, issa, & oyekunle, 2012; luecht & sireci, 2011; friedrich, 2008; way, davis, & fitzpatrick, 2006; chapelle, 2003). moreover, as the data from previous surveys signpost students’ positive responses towards this kind of test (way, davis, & fitzpatrick, 2006), the present study aims at exploring whether those affirmative reactions also occur in the indonesian context, particularly to elementary school students. thus, to link the gap in the literature, this study is intended to investigate elementary school students’first experiences in taking an online english proficiency test and examining if their ict competence contributes to english language skills or vice versa. regarding the above-mentioned issues, this study investigated elementary school students’ ict-related activities both at school and at home, and their perceptions towards the online english proficiency test after taking it for the first time. four research questions were formulated in the following: (i) what ict-related activities have the participants been engaged in at school and at home? (ii) what are the participants’ english qualification levels measured by cambridge online english test for children and young learner? (iii) how do diah royani meisani and pupung purnawarman 74 participants perceive the online test? (iv) to what extent the patterns of ict-related activities at school and at home correlate with their achievement in the online test? methods participants demographically, the study was conducted with 17 young learners aged from 7 to 12 years old who study at the elementary school varied from grade 2 to 6. five of them were male and 12 of them were female. ten students study in malang city, three in batu city, and five in pamekasan regency, madura island. the recruitment was conducted by giving direct offering to the targeted participants who fulfilled the following criteria: 1) they had english subject at school; 2) they had not done a kind of online test before; 3) they participated in the study with the permission of their parents; and 4) they themselves agreed to be the participants. all of the participants’ parents were given detailed information about the test and what their kids did in the tests. the test was then conducted after gaining parents’ oral approval for their kids’ participation and the kids’ own agreement to join the study. instrumentation as mentioned before, three instruments were used to collect the data. each of the instruments is explained as follows. online english proficiency test for young learners the online english test in this study was taken from cambridge online english test for children and young learners that can be accessed through the link http://www.cambridgeenglish.org/test-your-english/young-learners/. the test used in this present study is a quick free online test for children aged 7 – 12 that consists of 20 multiple choice questions and is divided into four parts covering listening for part 1 and 2, and reading and writing for part 3 & 4. this is authored and published by the university of cambridge esol examinations (ucles). this takes more or less 40 minutes for the test takers to do the test and immediate results appear right after the test finishes showing which cambridge english qualification might be best for them. the test spans three ability levels: starters, movers, and flyers. starters are at a level equivalent to pre-a1 of common european framework of reference for languages (cefr), movers are at a1, and flyers are equivalent to a2. as it is a web-based test, software installation is not needed. the test is delivered through internet technology and can be accessed through multiple platforms in personal computer (pc), laptop, or smartphones (gupta, 2018). similar to computer-based testing young learners’ perceptions nobel: journal of literature and language teaching volume 10, number 01, april 2019 75 (cbt), a web-based test is one specific form of information and communication technology (ict) for assessment to administer tests in which the responses are electronically recorded, assessed, or both (alabi, issa, & oyekunle, 2012). the websites of cambridge assessment english are accessible to all internet users. the main website accessibility standards are well-maintained so that the accessibility and usability levels of the sites are good (ucles). to support the websites, the following features are used: 1) the pages are designed with a minimum screen resolution of 1024 x 768 pixels; 2) page structure is conveyed using header elements; 3) a style sheet is used with relative font sizes on all text with the exception of graphical text; 4) information can still be accessed if style sheets are turned off or not supported; 5) text can be increased or decreased in size by using the "view" option in your browser; 6) images that convey important information have alternative text—if an image is used for a decorative purpose the alternative text will be left blank; 7) no information is exclusively conveyed using color; and 8) a site map is available to provide information about the structure of the website (http://www.cambridgeenglish.org). in this study, participants did the test on a laptop or on smartphones provided by the researcher. the participants did the test at school after school hours, accompanied by their parents or caregivers. permission was also obtained from the school to conduct the test to some of their students after school. simply by clicking start, the participants could begin the test and answer the multiple-choice questions. the listening component contained two parts each with five items. the parts were based on dialogues between an adult and a child where the dialogues were increasingly complex with each subsequent part, and from one test level to another. in listening part 1, the students chose pictures that identified the content of a dialogue. in listening part 2, students had to drag the answers and placed them onto the pictures based on the dialogue. similar to the listening section, the reading and writing section had two parts each with five items. in this part, students chose a grammatically correct option for gaps in a reading text and complete the conversation between an adult and a child in order to measure their comprehension of connected text, knowledge of social expressions, as well as verb number, tense, and contracted forms of modal verbs (bailey, 2005). observation field notes as this study was intended to investigate how young learners conducted the online english proficiency test, observation field notes were used to gather the data that captured attitudes, diah royani meisani and pupung purnawarman 76 direct responses, and challenges that students faced as the first-timers during taking the online test. interviews as one of the practical ways of gathering information on participants’ digital literacy experiences, semi-structured interview format was used to understand the personal experiences of each participant as it provides some consistency between interviews while allowing each participant the opportunity to share new perspectives that may not have been asked about directly (bangou & waterhouse, 2008). the interviews covered four themes: participants’ demographic information, english class at school, their ict-related activities at school and at home, and their perceptions towards the online test. while the interviews were conducted, voice recorder was used to record the participants’ responses. the interviews were conducted right after each student finished doing the test. as the parents and caregivers accompanied the children during the interviews, further elucidations about children’s ict backgrounds and english activities they had been engaged in were directly conducted to parent and/or caregivers after the sessions with the students accomplished. results and discussions ict-related activities the data gathered from the interviews were addressed to know the activities that the participants were engaged in related to ict. all the participants (n = 17) were asked about their ict-related activities at school—whether or not they had the ict subject, what they learned in ict class, and the hardware used in ict class. besides, their home ict-related activities were also investigated. the data showed that all students studied in batu city had ict class at school. there were only two students from malang city and four participants whose school was located in pamekasan regency, madura island, that did not learn ict as the school did not provide the subject. in indonesian elementary school curriculum, ict subject is included as a local content subject. as a consequence, it is a bottom-up policy in which the school may initiate the composition of the local subjects in the curriculum and decide to what grade levels the subject is given (alwasilah, 2013). when seeing the data in table 2 in the following section, it is identified the length of time the students learn ict subject formally vary between one and another. the students in the higher grade level, by all means, have more chances of learning the subject. however, it does not directly determine that their ict competency is better than the others who have it later. from the data, it is recognized that six students did young learners’ perceptions nobel: journal of literature and language teaching volume 10, number 01, april 2019 77 not formally receive education on ict. others have gained ict subject in the various length of time: 1 year (4 students), 2 years (3 students), 3 years (1 students), and 4 years (3 students). this different span of time occurs due to students' different grade levels and each school policy in deciding from what grade the ict subject is given. furthermore, in the interview, students who admitted that they had ict subject at school explained that they learned about the parts of the computer hardware and their functions. for the software skills, the data showed that the students also learned simple tasks, like how to use word pad, paint, how to create tables and frames. this has fulfilled the lowest level of digital literacy which is digital competence mastery of basic skills and competence proposed by mcloughlin (2011) that is considered fit young learners’ digital literacy learning objectives. besides having formal education on ict, the participants were also exposed to and engaged in ict related activities at home. in terms of hardware possession, all confessed that they were familiar with smartphones and internet use. all of them used smartphones for having the internet applications and only five of them used a laptop and/or personal computer (pc) besides smartphones at home. among the internet applications provided in smartphones, gaming was the mostly done by the participants (88.24%), followed by using social media (facebook, whatsapp, instagram etc.) and downloading music and videos that reached the same percentage (64.71%), searching information on google for school and others (41.18%) and reading e-book which was the least of all (17.65%). from this information, it can be implied that the participants have been possessing the basic skills and competence of ict as suggested by mcloughlin (2011). thus, in doing the online test, data from the observation field notes show that there were no substantial challenges faced by the participants although that was the first time for them to do an online test. questions from the participants were meant to be verifications than inquiries, to make sure that they had done the right procedures in the test. in this case, the researcher who accompanied the participants during the test while observing them was not allowed to give any information when the participants were having the test as the procedures of doing the test were explained before they clicked ‘start’. english test results all of the participants (n = 17) were willing to take the cambridge online test for young learners. it was the first experience for all of them to take a kind of online test. the test results showed a varied range of scores of the students who were also diverse in grade levels. diah royani meisani and pupung purnawarman 78 as cambridge online test span three qualification levels which are starters, movers, and flyers, the students’ scores were categorized based on those levels. the table below displays the range scores for starters to flyers. table 1. participants’ cambridge english qualification levels range scores english qualification levels number of participants in each level 0 – 7 starters 7 8 – 10 starters/movers 3 11 – 14 movers 1 15 – 17 movers/flyers 3 18 – 20 flyers 3 from the table above, it can be seen that the test divided the participants into five qualification levels from starters to flyers. it shows that the dominant number is on starters level. furthermore, from two ranges of scores (8 – 10 and 15 – 17) students could be recommended to be included in one of the two level options—8 – 10 for starters/movers and 15 – 17 for movers of flyers. in this case, teachers’ recommendations are needed to determine which level is more appropriate for those students when the test is used for other particular purposes. as the participating students consisted of two, three, four, five, and six graders, classifications towards students’ test scores based on their grade levels might be needed to give another point of view. the table below presents each student’ score along with other related information of students’ formal ict and english learning. table 2. participants’ test scores participant gender grade score cambridge english qualification year(s) of learning the subject at school preference of online test or pbtenglish ict student 1 f 2 6 starters 1 1 pbt student 2 f 2 7 starters 1 1 pbt student 3 m 2 7 starters 2 2 online test student 4 f 2 19 flyers 1 1 online test student 5 f 2 0 starters 1 1 pbt student 6 m 2 6 starters 2 0 online test student 7 f 3 4 starters 2 0 online test student 8 f 4 10 starters/movers 4 2 online test student 9 m 4 10 starters/movers 4 2 online test student 10 m 5 17 movers/flyers 5 4 online test student 11 f 5 8 starters/movers 5 4 online test student 12 f 5 11 movers 3 0 pbt student 13 f 6 7 starters 6 3 online test student 14 f 6 16 movers/flyers 4 0 pbt student 15 m 6 18 flyers 6 4 online test student 16 f 6 18 flyers 4 0 online test student 17 f 6 15 movers/flyers 4 0 pbt mean 10.53 movers young learners’ perceptions nobel: journal of literature and language teaching volume 10, number 01, april 2019 79 the data in the table shows that the number of the students in each grade level is not equal. however, it can be seen that the scores of higher grade level tend to be higher than the lower one. overall, the mean score is 10.53 which can be categorized into movers level. this indicates that the english qualification level of the participants is considered to be in the middle level. similar to the status of ict subject in the primary level curriculum, it is also the school policy to decide whether english subject is included in the curriculum or not, to what grade levels it is given, and what to teach to students (alwasilah, 2013). students who participated in this study were all having english subject at their school. as they came from different schools, what they learned in their english classes might be different from one(s) to the others. when examining the data in table 2, the length of time spent to learn english at school is linear with the students’ grade levels. theoretically, the higher the students’ grade level, the longer they have learned english at school. although the data of the students’ english scores does not perfectly increase as the grade level got higher, the data showed the rising pattern. while the lower grade level students (2nd and 3rd graders) tended to be in the starters levels, the higher level students (4th, 5th, and 6th graders) were likely to be in the movers and flyers levels. hence, further investigation was conducted to explore more about ict background and english-related activities of the participants, particularly the ones that were considered anomaly, to know the underlying factors that contribute to their ict and english competency. participants’ perceptions towards the online test it has been explained before that the test which consisted of four parts covering listening, reading and writing skills had 20 multiple-choice questions which were compulsorily to be answered. it is interesting to know that each student differed towards which part was their preference and the reason why they liked it. in addition, which part they disliked most was also investigated. 10 out of 17 opted for listening part 1 as their favorite as it was the easiest of all. it solely required them to choose one pictures out of three which matched the descriptions given by the speaker. no oneof all the participants mentioned to dislike this part. the second part was listening part 2 that required the test takers to match the pictures and the names of the day the activities in the pictures were conducted. although it was considered difficult by five students but there were four who enjoyed doing this part. students who hated this part said that the speaker spoke too fast and they could not catch the words. in the contrary, students who were keen on having this part said that it was exciting having this part diah royani meisani and pupung purnawarman 80 because they had learned the name of the days before. while there were eight students who were not fond of having reading and writing part 3 for it involved grammar and new vocabulary, one student opted for it as her favorite. it was a completion task with five blanks in a paragraph needed to be filled in and three alternative answers were given in each number. two students preferred reading & writing part 4. on the other hand, four found difficulties in doing this part. in these sections, participants had to complete the conversation between two people. the options for the answers were provided so that they just needed to drag the answers they chose to the given spaces. from this findings, it was interesting to find out that students enjoyed having listening parts as in their english class at school, listening activities were rarely been conducted—all said that it was their first experiences having listening exercises like the ones in cambridge online test. the discoveries of students’ excitement of having online test which were signed by 13 out of 17 participants (76.47%) who declared that they preferred having online test as it gave them new experiences of having test without paper and pencil and comfortable feeling with taking test on laptop or smartphones is coherent with the findings from the previous research comprised by way, davis, & fitzpatrick (2006). even, when the test was over, they requested for having another test if any. in english language learning context, this positive hint is essential to encourage students’ english learning through technology as when students have found it interesting to learn the language using digital media, they will be motivated to study, and learning engagement and objectives can be achieved. participants’ ict and english-related activities and test results in order to find out more about the participants’ ict and english-related activities and to what extent they may contribute to the results of the test, further investigation was undertaken by involving parents and/or caregivers of six randomly selected participants of each qualification level in table 1. in the interviews, questions were given to parents covering child’s ict backgrounds and english exposures. the descriptions from parents beneficially supported and verified the data gained from the interviews with the students themselves that were conducted before. the following are the elaborations of each selected participants. student 5. student 5 was an 8-year-old female student who sits in the second grade at the private school in malang city with accredited rank a. as she gained the lowest score of all, which was 0 (zero), it is worth to investigate further about her background. although the data showed that she learned ict and english subject at school starting from the second grade, the parents claimed that she was not really exposed to english and digital literacy young learners’ perceptions nobel: journal of literature and language teaching volume 10, number 01, april 2019 81 skills at home. coming from a low-income family, her parents admitted that they did not understand english at all and had no idea about how to support their kid to learn english at home. in terms of ict, gaming in her parents’ smartphone on weekends was the only digital exposure she had. in other words, the ict and english lessons she obtained in the formal setting at this current grade level were the first exposures through which she gained knowledge on digital literacy and english. thus, no wonder when her score was the lowest of all as english and ict were new things she learned at the present time. student 6. student 6 was a second-grade male aged 9 who came from middle-high class family. he studied in a private school in malang city which is accredited a. in his school, english subject was given from the first grade, while ict subject was not given until he studied on the second grade. so, he had been learning english in formal education for two years and had not learned ict formally yet. based on his parents’ information, he was exposed to english since he was 1.5 years old through the english channel on television, like cartoon network. since he was 3 years old, the parents introduced him to a tablet. he usually played games on the tablets and watched cartoons. it was later after knowing tablet, his parents introduced him to english story books when he was 4 years old. for smartphone use, the parent asserted they did not give the child a personal smartphone for himself. he could borrow from his parents’ smartphone in the given time as agreed by both of them. when he was interviewed, he clearly stated that the english subject was not his favorite at school. he could not stand studying english as he got problems with the vocabulary. hearing about this, it was not surprising that his english test score is 6 which is in the starters level. student 11. student 11 was a fifth-grade female aged 11. she came from a middle-low income family. in her daily life, she lived with her grandmother as her mother worked out of town and the father passed away. she studied in a public elementary school with accreditation a in batu city. in a day, she could be online for more than five hours for games, social media, music, and videos. although she spent most of her time surfing online, the lack of parental involvement had limited this student to obtain the supreme benefits of digital media access opportunity. this might impact on her obtaining score 8 on the online test that is included in the starters/movers level and is the lowest among the other fifthgrade-participants. besides, it might be due to the less interest in english subject at school that she avowed to face difficulties in understanding english vocabulary and grammar. student 12. this 12-year-old female student was sitting on the fifth grade in a public elementary school in pamekasan regency, madura island which was accredited b. in her school, ict subject was not in the school curriculum while english subject was given since diah royani meisani and pupung purnawarman 82 the third grade. thus, until the study was conducted, she had not yet received any formal training on ict and had been three years of learning english at school. moreover, as the internet connection was not stable in the regency where she lived, youngsters usually went to cybercafé for having internet access instead of surfing online on their smartphones. this student was one of those who faced difficulties in doing the test. although those were minor, like how to drag the answer to the given space and what next after this section, but this experience seemed to be not exciting for her. it was known from her answers that she was not interested in joining another online test if any. she also preferred having paper and pencil test because it was simpler than the online one. nevertheless, her score was not too low. although coming from a middle-low income family and mostly spent her time at home with the absence of parents for they went out for work, she could get score 11 which was in the movers level. in her case, the deficiency of formal training on ict might trigger her disinterest towards the implementation of an online test. student 10. student 10 was an 11-year-old male who was in his fifth grade. he was a student of an elementary school with accreditation rank a in batu city. although coming from a middle-low income family, the parents who admitted being low educated had much concern for their children’s education. at home, the parents allowed him to access smartphones for gaming on weekends only. for studying at home, his older sister who was a university student was given responsibility to assist him to study. his test score was 17, included in movers/flyers level, was the highest among the other two fifth grader participants. besides having been exposed with english language since he was in the kindergarten and learning ict subject at the school since he was at the second grade, the assignment from school often demanded technology use, like finding information from google, writing it on word and printing it. in addition, parents’ role to take part in encouraging their children to study harder and expect for a better living had positively triggered the children to study and achieve well at school. student 4. this second-grade student was a nine-year-old female who studied in elementary school in malang city with accreditation rank a. coming from a middle-high income family, this student had been exposed to english and ict since she was a baby. being one of the youngest of all participants, she successfully achieved the highest score in the test among others as shown in table 2. the data discovered that home-learning-environment had been created by the parents, such as by having regular bedtime english stories reading both from e-books and printed ones, decorating walls with english words and pictures, using tablets to have interactive english games and watching cartoons which were mostly in young learners’ perceptions nobel: journal of literature and language teaching volume 10, number 01, april 2019 83 english. additionally, the information from her parent also revealed that as she liked drawing, she was exposed to use the applications on tablets for drawing and making comics and digital storybooks. so far, she had been creating pictures and producing many digital storybooks that she made and saved on her tablets and ipad. besides the disclosures of her parents who were both academicians, from the collected information, it can be concluded that the intense exposures of both english and ict, and parents’ involvement and supports for home learning activities have positively influenced child’s english and ict competencies. the more elaborate explorations towards those five students above have led to the findings which are parallel to those revealed by vandoninck et al., (2010) that in terms of the online opportunities, students from higher socio-economic families have better quality of access to the internet that enables them to go online more frequently and earn more benefits from the digital technology use. however, the roles of exposure (spolsky, 1998) of both ict and english are particularly powerful to support students’ ict and english skills when it is with parents’ involvement and guidance. in a similar vein, kurnia & astuti (2017) stated that besides schools and communities, parents’ roles are essential to be the role models, to guide and to get actively involved in children’s digital media access. they recommended that to ensure children to use the digital media appropriately, parents need to formulate and make an agreement on how the family accesses the digital media. with the proper guidelines, negative impacts of the digital media use can be lessened or avoided, instead, children are encouraged to offer ideas on various digital literacy activities and gain experience in digital literacy so they can become agents who would bring positive impact in their communities. conclusion through the descriptions of elementary school students’ first experiences with the technology-based test, how young learners perceived the implementation of an online test was able to be highlighted. as all of the participants (n = 17) took the online test for the first time, it was interesting to find out that 13 out of 17 participants (76.47%) preferred having online test as it gave them new experiences of having test without paper and pencil and comfortable feeling with taking test on laptop or smartphones. the study that involved students of grade 2 to 6 from three areas in east java which were malang city, batu city, and pamekasan regency, found out that six students did not formally obtain an education on ict. however, the data showed that there were no sizeable challenges faced by the participants as they have been possessing the basic skills and competence of ict diah royani meisani and pupung purnawarman 84 (mcloughlin, 2011). it was proved by their ict-related activities, like gaming (88.24%), using social media and downloading music and videos (64.71%), searching information on google (41.18%), and reading e-book which was the least of all (17.65%). moreover, further study was conducted to investigate to what extent the ict backgrounds and english exposures correlated to students’ online english test achievement. from the findings, it can be implied that the roles of exposure (spolsky, 1998) of both ict and english are positively influential to support students’ ict and english skills if, besides school, parents are actively involved to support and guide children in their home-learning activities as recommended by meisani (2018). hence, in order to find out more about how ict and english-related activities impact to young learners’ ict and english skills, further research needs to be undertaken involving a larger number of participants, so that various dimensions to support students in becoming technologically literate, particularly in relation to english language learning, can be identified. finally, there must be collaboration among parents, school, and community, to provide opportunities for digital literacy practices to students so that they can become agents who would bring good influences in their societies. acknowledgment this research is fully supported by indonesia endowment fund for education (lpdp), the ministry of finance of indonesian republic. references alabi, d., issa, d. a. o.,& oyekunle, r. a. 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