research and innovation in language learning vol. 3(3) september 2020 pp. 257260 pissn: 2614-5960 e-issn: 2615-4137 http://jurnal.ugj.ac.id/index.php/rill copyright 2020@ euis rina mulyani 257 short report for study, future career and religious practices: female santris’ motivations for learning english euis rina mulyani euisrinamulyani@gmail.com english education program, faculty of language education, ikip siliwangi, cimahiindonesia abstract this paper reports a survey study investigating motivation for learning english of indonesian female students. the participants were 200 female students of a senior high school of a pesantren in west java, indonesia who participated voluntarily. the data was gained through close-ended and open-ended questionnaires. the close-ended questionnaire was adapted from choosri’s (2011) instrument. the data from the closeended questionnaire was analyzed quantitatively involving average score and percentage using microsoft excel statistical package; whereas the data from the openended questionnaire was analyzed qualitatively using miles and huberman’s (1994) framework of qualitative data analysis. based on the data, it was found that the students’ motivations were more instrumental than integrative, especially to continue their study to the university level, to broaden their knowledge, achieve good grade/score, and achieve better career. it was also revealed that religious motivation of learning english existed among the students: expecting to be future pendakwah ‘muslim preacher’ and making silaturahmi (knowing more and communicating) with english speaking muslims. keywords: instrumental motivation, integrative motivation, motivation of learning english, religious motivation, sari artikel ini melaporkan penelitian survey tentang motivasi belajar bahasa inggris siswa putri di sekolah setingkat sma. penelitian ini menggunakan desain survey. partisipannya adalah 200 orang siswa putri di sebuah sekolah madrasah aliyah (ma) yang berada di bawah naungan sebuah pesantren di provinsi jawa barat, indonesia. para partisipan berpartisapasi dalam penelitian ini secara sukarela. instrument penelitiannya adalah kuisioner tertutup dan terbuka. kuisioner tertutup diadaptasi dari instrumen choosri (2011). data yang didapatkan dari kuisioner tertutup dianalisa secara kuantitatif yang meliputi nilai rata-rata dan persentase dengan menggunakan microsoft excel; sedangkan data dari kuisioner terbuka dianalisa dengan menggunakan konsep analisis mulyani, e.r. p-issn 2614-5960, e-issn 2615-4137 258 data kualitatif miles dan huberman (1994). data yang telah dianalisa menunjukkan bahwa motivasi para siswa putri di sekolah tersebut dalam belajar belajar bahasa inggris lebih bersifat instrumental daripada integrative, terutama motivasi untuk melanjutkan studi ke tingkat unversitas, untuk memperluas pengetahuan, mendapatkan nilai yang baik, serta untuk mendapatkan pekerjaan yang lebih baik. selain itu, ditemukan pula bahwa di antara mereka ada memiliki motivasi yang bersifat religious, yaitu ingin menjadi pendakwah dan bersilaturahmi dengan muslim yang berbahasa inggris. kata kunci: motivasi belajar bahasa inggris, motivasi instrumental, motivasi integrative, motivasi religious received 2020-09-02 accepted 2020-09-30 published 2020-09-30 apa citation: mulyani, e.r. (2020). for study, future career and religious practices: female santris’ motivations for learning english. research and innovation in language learning 3(3), pp. 257-260 http://dx.doi.org/10.33603/rill.v3i3.4213 this study motivation is an important factor since it can trigger learners to achieve successfulness in a language learning. students with instrumental motivations take benefit from language learning to reach practical advantages like to get a job and to continue to study to a higher level. in contrast, students with integrative motivation learn a language in order to know more about and to communicate with the target-language communities. some studies relating to students’ motivation in learning english have been found. however, previous works more focused on students at university level and paid less attention to high school students. in addition, studies on female students’ motivation of learning english, particularly in muslim schools, have not been found yet. therefore, the present study is interested in investigating female students’ motivation of learning english; particularly those who live in a pesantren. a pesantren is indonesian muslimcommunity-based education institution consisting of kyai (the top leader of a pesantren), ustads ‘teachers’, santris ‘students’, islamic studies, students’ dormitory, a mosque’, and classrooms. the questionnaires with open-ended and close-ended questions were employed. the close-ended questionnaire was adapted from choosri’s (2011) instrument. the participants of this study were 200 female santris (students of a pesantren) who were http://dx.doi.org/10.33603/rill.v3i1 research and innovation in language learning vol. 3(3) september 2020 259 p-issn 2614-5960, e-issn 2615-4137 studying at the pesantren’s senior high school. they participated in this research voluntarily. finally, the data from the close-ended questionnaire was analyzed quantitatively involving average score and frequency; whereas the data from openended questionnaire was analyzed using miles and huberman’s (1994) framework of qualitative data analysis. findings the finding suggests that majority students were triggered to study english through the instrumental motivation. the students’ instrumental motivations are mainly to achieve their desires: (1) to further their study to the college level (higher education), (2) to broaden their knowledge, (3) to get good grade/score, and (4) to get good income. in other words, most students’ primary instrumental orientations of learning english focused on study; whereas their secondary motivations were geared towards a decent career. in short, in learning english, most students preferred instrumental motivation to integrative one. the finding gives new insights on how seeing santris efforts in their english learning to be religious pendakwah (muslim preacher) and to have silaturahmi (to know better and communicate) with their foreign muslim. the findings also revealed the santries were enthusiastically in their learning vocabularies toward their toefl in advanced in the their higher education. discussion and conclusion the finding of this study is in line with some previous researches such as hong (2017). furthermore, the data from the close ended questionnaire was supported by the data gained from the open-ended questionnaire. the students said that they learned english because it can be a tool to make them easier to continue study to university level and get a decent job. this motivation is probably because many indonesian colleges and workplaces provide entrance tests such as toefl. in addition, the present study also finds a unique finding. based on the data, it is revealed that some of the students’ motivations for learning english are religious: to be pendakwah (muslim preacher) and to have silaturahmi overseas. these motivations is integrative motivation because they desire to know more and communicate with english speaking people (specifically with those who are muslim). this religious motivation is probably influenced by other mulyani, e.r. p-issn 2614-5960, e-issn 2615-4137 260 factors which are not observed in this research. they are probably influenced by their learning context and environment – the pesantren – which highly uphold islamic values. some previous studies such as hayat (2016) lamb (2007), and pham and white (2018) have proved that learning context and environment have important roles in shaping types of students’ learning motivation. to conclude, the findings portray santris’ primary motivations of learning english are for study; the secondary motivation is future profession reasons; and tertiary motivation is for religious practices. their motivations are believed to be shaped by various factors including the students learning context and environment. references choosri, c. & intharaksa, u. (2011). relationship between motivation and students learning achievement: a study of the second-year vocational certificate level hatyai technical college students. the 3 rd international conference on humanities and social sciences proceedings. retrieved from http: //tar.thailis.or.th/bitstream/123456789/665/1/006 hayat, a.a., kohoulat, n., deghdani, m. r., kojuri, j. & amini, m. (2016). students’ perceived environment and extrinsic and intrinsic motivation. international journal of humanities and cultural studies, 3(2), 1000-10011. hong, y.c., & ganaphaty, m. (2017). to investigate esl students’ instrumental and integrative motivation toward english language learning in a chinese school in penang: case study. english language teaching, 10(9). https://doi.org/ 10.5539/elt.v10n9p17. lamb, m. (2007), the impact of school on efl learning motivation: an indonesian case study. teachers of english to speakers of other languages (tesol), 4 (4), 757-780. miles, m.b., & huberman, a.m. (1994). an expanded sourcebook qualitative data analysis. sage publications. pham, w.c. & white, c. (2018). rural students’ motivation for learning english. in albright, j. (ed.). english tertiary education in vietnam. routledge. conflict of interest no conflict of interest was reported. about author euis rina mulyani is a faculty staf at english education program, faculty of language education, ikip siliwangi, cimahi-indonesia. her research interest is tefl methodologies. she is reachable at euisrinamulyani@gmail.com https://orcid.org/0000-0001-7672-3799 mailto:euisrinamulyani@gmail.com research and innovation in language learning 4(1) january 2021 pp. 31-35 pissn: 2614-5960 e-issn: 2615-4137 http://jurnal.ugj.ac.id/index.php/rill copyright 2021@ kusrin, muhammad reza pahlevi, siti nursanti 31 short report engaging student-teachers in english oral presentation: a teacher’s feedback kusrin kusrin@fkip.unsika.ac.id english education department, faculty of teaching and education, universitas singaperbangsa karawang, karawang, jawa barat, indonesia muhammad reza pahlevi mreza.pahlevi@fkip.unsika.ac.id english education department, faculty of teaching and education, universitas singaperbangsa karawang, karawang, jawa barat, indonesia siti nursanti siti.nursanti@staff.unsika.ac.id communication science departement. faculty of social and politics study, universitas singaperbangsa karawang, karawang, jawa barat, indonesia abstract this case study reports on how teacher gives feedback on oral presentation in an efl classroom. observation sheet deployed feedback on oral presentation given by teacher in classroom. data analysis discovered that the teacher concerned on giving comments in pronunciation, paraphrasing, and power point design. in addition, the analysis showed that students had good encouragement in doing oral presentation. keywords: feedback, oral presentation, paraphrasing, powerpoint, pronunciation sari penelitian studi kasus ini melaporkan bagaimana guru memberikan umpan balik pada presentasi lisan di kelas bahasa inggris sebagai bahasa asing. lembar observasi menyebarkan umpan balik atas presentasi lisan yang diberikan ole guru di kelas. analisis data menemukan bahwa guru memfokuskan pada pemberian komentar dalam pengucapan, parafrase, dan desain powerpoint. selain itu, hasil analisis menunjukan bahwa siswa memiliki keberanian yang baik dalam melakukan presentasi lisan. kata kunci: umpan balik, presentasi lisan, parafrase, powerpoint, pengucapan received 2020-10-03 accepted 2021-01-26 published 2021-01-31 apa citation: kusrin, k., pahlevi, m.r., & nursanti, s. (2021). engaging studentteachers in english oral presentation: a teacher’s feedback.research and innovation in language learning 4(1), pp. http://dx.doi.org/ 10.33603/rill.v4i1.4214 mailto:siti.nursanti@staff.unsika.ac.id http://dx.doi.org/10.33603/rill.v3i1 kusrin, k., pahlevi, m.r., & nursanti, s. 32 p-issn 2614-5960, e-issn 2615-4137 introduction the ability to present orally is considered as one of the important competencies for higher educated professionals concerns, (grez, 2009; kerby & romine, 2009; ginkel, gulikers, biemans & mulder, 2017). this is regarded as a surface performance to vie in the real world, (smith & sodano, 2011; ginkel, gulikers, biemans & mulder, 2015), to achieve a career success, (chan 2011; ginkel, gulikers, biemans & mulder, 2015). it should be acquired by the time the students totally accomplish their studies (dunbar, brooks, & miller 2006; joint quality initiative 2004; živković, 2014; zamoranoa & montanerob, 2017) so fostering students’ oral presentation competence is said to be urgent in higher education (smith and sodano, 2011; ginkel et al. 2015; zamorano & montanero 2017). in short, the increasing of oral presentation skills is an essential goal for higher education students because it becomes the main asset in many real world practices, (grez, valcke, & roozen, 2014; harman, 2010; morton & rosse, 2011; mcdougalla & holden, 2017). however, based on the individuals experience, oral presentation in a social context is always becoming a big problem, (smith and sodano, 2011; ginkel, gulikers, biemans & mulder, 2017). in addition, most of pre-service professionals frequently feel frightened to deliver their thaughts orally to audiance, (chan, 2011; ginkel, gulikers, biemans & mulder, 2015). meanwhile, grez (2009, 5) defines: ‘oral presentation is the combination of knowledge, skills and attitudes needed to speak in public in order to inform, self-express, to relate and to persuade’, (ginkel, gulikers, biemans & mulder, 2015). in fact, oral presentation competence in higher education has been developed intensively to help students applicate in real life, (king 2002, wang, teo & yu, 2016). nevertheless, there is still hard to find the research about teacher feedbak on student oral presenations, (wang, teo & yu, 2016). in this paper, the researcher investigates higher education student’ problems in oral presentation by way of semi-unstructured observation. the results may become one of the alternative solutions for the foreign language teacher to the related issues. methods this is a case study in a higher education in indonesia. the study investigates the teacher’s feedback on student’s problems in oral presentation during the odd semester research and innovation in language learning 4(1) january 2021 p-issn 2614-5960, e-issn 2615-4137 33 2018. it focuses on student’s pronunciation, paraphrasing, and power point design. there are three researchers who concerned on doing research. there were twenty seven fifth semester students involved in the early stage. through purposive sampling technique, five participants _santi, nadia, sulis, vera, and sintia_ were determined to take part in the study. the enthusiastic students were organized in weekly events to present the prepared materials in the form of power point. during the oral presentation, the participants expres their thoughts guided by the prepared power point designs. on the other side, non-participant observation is engaged to record the detail fieldnotes about participant’s pronunciation, paraphrasing the prsented materials, and the power point design. one observer focuses on pronunciation consisting of suprasegmental phonemes (consonants, vowels, and gliding sounds) and procody features (intonation and stress). the two others concern on paraphrasing based the power point design. the various collected data are analyzed occupying qualitative inductive content analysis design. firstly, the trancripted data are fixed into themes; secondly, the coding is done before being classified into 3 categories (pronunciation, paraphrasing, and power point design). finally, the data are analyzed and interpreted. open-ended interview is done to triangulate the results before being infered. results and discussion three formulated themes comprised of pronunciation, paraphrasing, and power point design were investigated from the non participant-observation data. at the end of the presentation, admiration was presented to each participant in the form of smiling face pictures complemented by reinforcement motivation. motivation and productivity skyrocket when students reach their goals (dryden & vos, 1999, p.288). in turn, afterward the participant accepted two observers’ written feedbacks, one on pronunciation, and oral feedbacks on paraphrasing and power point design. the written feedbacks focused on the student’s inaccurates of pronouncing supra-segmental phonemes (vowels, consonants, and gliding sounds) and the procody. meanwhile, the oral ones undertook on paraphrasing the sub topics presented and power point design for the two focuses are unseparated, indeed. the first observer handed down the different fieldnotes to the five participants. they should refer their inaccurate pronounced words to the pronunciation exemplified by the native speakers on vedio kusrin, k., pahlevi, m.r., & nursanti, s. 34 p-issn 2614-5960, e-issn 2615-4137 they searched. the second one let each participant have face-to-face correction to both the way of paraphrasing the sub topics and power point design. the observer pointed out participants’ weaknesses in paraphrasing and designing power point and showed the effective ways to decode themsubsequently. based on the participants’ indirect statements sent by e-mail hinted that santi, nadia, and sulis preferred receiving written feedbacks to the oral one because they were engaged fun in browsing and imitating new knowledge. on one side, vera and sintia felt convenient to pay undivided attention to the observer’s oral feedback while writing and the evidence remains unclear. trianglation through open-ended interview was conducted to reinforce the inference. realizing that a further research is required, the two different ways of giving feedbacks scaffold teachers to take into practice for each of them is beneficent for promoting student’s autonomous learner. the first form needs technological involvement and the second form is a common approach that both of them should be taken by the practioners into consideration. references: dryden, g. & vos, j., (1999). the learning revolution to change the way the world learns, the learning web torrance, ca, usa, and auckland, new zealand www.thelearningweb.net. in u.s. and canada: toll-free 1-800 637-6893 ginkel, s., v., gulikers, j., biemans, h. & mulder, m. (2015). the impact of the feedback source on developing oral presentation competence, studies in higher education, doi: 10.1080/03075079.2015.1117064 ginkel, s., v., gulikers, j., biemans, h. & mulder, m. (2016). fostering oral presentation performance: does the quality of feedback differ when provided by the teacher, peers or peers guided by tutor?, assessment & evaluation in higher education, doi: 10.1080/02602938.2016.1212984 ginkel, s., v., gulikers, j., biemans, h. & mulder, m. (2017). fostering oral presentation performance: does the quality of feedback differ when provided by the teacher, peers or peers guided by tutor?, assessment & evaluation in higher education, 42:6, 953-966, doi: 10.1080/02602938.2016.1212984 mcdougall, j. & holden, h. (2017). the silence about oral presentation skills in distance and online education: new perspectives from an australian university preparatory programme, open learning: the journal of open, distance and elearning, doi: 10.1080/02680513.2017.1316187 wang, b., teo, t., & yu, s. (2016). teacher feedback to student oral presentations in efl classrooms: a case study, journal of education for teaching, doi: 10.1080/02607476.2016.1257507 http://www.thelearningweb.net/ research and innovation in language learning 4(1) january 2021 p-issn 2614-5960, e-issn 2615-4137 35 zamorano, l. r. m. & montanero, m. (2017). oral presentations in higher education: a comparison of the impact of peer and teacher feedback, assessment & evaluation in higher education, doi: 10.1080/02602938.2017.1303032 conflict of interest no conflict of interest was reported author biography kusrin is a lecturer of english education department, universitas singaperbangsa karawang-indonesia. he has been teaching efl in this departement since 2018. he is in charge of english research methodology and writing. https://orcid.org/0000-0002-0847-5356 muhammad reza pahlevi is an english lecturer at english education department, universitas singaperbangsa karawang-indonesia. he has been teaching english since 2010. he currently teaches research methodology and course design of eap. he has sinta id: 6120500. he also currently publishes some national reputable articles. he is also active as speaker in national seminar. https://orcid.org/0000-0003-3244-7571 siti nursanti is a communication lecturer at universitas singaperbangsa karawang. she has been teaching communication science since 2019. she also currently publishes at national reputable article. her sinta id is 5977526. https://orcid.org/0000-0002-0847-5356 https://orcid.org/0000-0003-3244-7571 research and innovation in language learning vol. 3(1) january 2020 pp.32-39 pissn: 2614-5960 e-issn: 2615-4137 http://jurnal.unswagati.ac.id/index.php/rill copyright 2020 @ husna imro'athush sholihah 32 exploring linguistic polarity displayed in alice‟s “adventures in wonderland”: a systemic functional linguistic perspective husna imro‟athush sholihah husna.azka@gmail.com department of elementary school teacher education, stkip muhammadiyah, bloraindonesia abstract short story is an interesting texts for promoting linguistic awareness and language acquisition, e.g. english young learners. it is important to introduce them with the linguistics features, e.g. subject-finite in their early ages of language learning especially in second and foreign languages. in respecting to the students character building, short stories are enriched of doctrines and philosophy which are fruitful for their psychological development, e.g. characters. therefore, this study aims to analyze finites of linguistic polarity found in alice’s adventure in wonderland. this is interesting as it leads to linguistics awareness. adopting bustam & rayhan’s (2012) transitivity analysis model of systemic functional linguistics (sfl) approach, this exploratory research identified linguistic polarity of the attitudes of the story. the findings show that finite processes realize the polarity of attitudes utterances. behavioral mental process are realized through finite to sharpen the attitudes in the story. keywords: finite, polarity, process, sfl sari tujuan penelitian ini untuk menganalisis finite pada process dan mendeskripsikan polaritas tuturan aktor pada cerita alice’s adventure in wonderland. penelitian ini merupakan penelitian exploratif dengan pendekatan systemic functional linguistics (sfl). dengan menerapkan pendekatan sfl yang dikembangkan oleh rustam & rayhan (2012), polaritas kebahasaan digali dari cerita pendek berjudul advantures in a wonderland karya elis. hasil analisis menunjukkan bahwa polaritas menunjukkan proses perilaku mental para tokoh dalam cerita. kata kunci : finit, polaritas, proses, sfl received 2019-11-26 accepted 2020-01-06 published 2020-01-31 doi. 10.33603/rill.v3i1.2835 introduction english short story is important to promote character buildings of children in their early ages in their language class (rozak, sholihah, & misdi, 2020). a short story ussualy has http://dx.doi.org/10.33603/rill.v3i1.2835 research and innovation in language learning vol. 3(1) january 2020 p-issn 2614-5960, e-issn 2615-4137 33 a moral value that can be imitated by the target reader. as one of the short stories, “alice’s adventures in wonderland” has influential linguistic features relevant for children linguistic awareness, e.g. speaking contexts. in terms of speaking, utterances are realized in both positive and negative polarities. following systemic functional linguistics (sfl), finite shows the polarity of the actor/ participants. the polarity can be known as positif or negatif. alice was begining to get very tired of sitting by her sister on the bank, and of having nothing to do, she had peeped into the book her sister was reading. “and what is the use of a book, without pictures or conversations?” from the example of alice’s words, the finite is “is” that shows polarity. some previous research have taken objects about children. anggororeni (2018) discusses interpersonal meaning of children movie’s dubbing. she used sistemic functional linguistics as the tool for analyzing the data. sholihah (2017) elaborated more specific aspect of linguistics in her study. she took circumstance in clauses as the data. pengsun & fengfeng (2013) used sfl as their tool, too. even, they focused on modality in their research, but they didn’t use object for children such as kid story or movie. schulz (2008) has discussed polarity, but she combained it with tense and modality. in spite of a number of studies, clausal level of analysis in sfl perspective is still barely investigated. thus, this research is an effort to shed light the process part of a clause in comprehensive study about spoken language, e.g. in a short story. the addressed question in this paper is how polarity of the alice’ adventures in a wonderland is realized in the process of finite? method this exploratory case study reported finite process and linguistic polarity from the perspective of systemic functional linguistics as proposed by bustam & rayhan (2012). all phenomena were selected from the elice’ adventures in a wonderland. all cited and quoted utterances were coded and analyzed according to bustam & rayhan’s (2012) sfl framework. results and discussion the story of alice’s adventure in wonderland consist of twelve subtitles. the writer selected eight titles of data because finites shows in the clauses are used repeatedly. sholihah, h.i. 34 p-issn 2614-5960, e-issn 2615-4137 finite is something that can be argued about (halliday & matthiessen, 2004). finite is the verbal component of the mood. from 120 data, finites that used are is, am, are, was, were, have, had, do, does, did, shall/ should, will/ would, must, ought to, can/ could, and may/ might. some of finites with negative mark are no, hadn’t, don’t, doesn’t, didn’t, shan’t, won’t, wouldn’t, can’t, couldn’t. the data can be seen on the table below. table 4.1 the distribution of finite no items total items 1. finite 86 2. finite + not 34 wiratno (2018) explained that polarity shows by finite and polarity shows the actor positions or attitude. halliday & matthiessen (2004) said that the positive/ negative opposition is one that is fairly certain to be gramaticalized in every language. from the table, it can be conclude that the actor, in this case is alice, has positive attitude or she has resolute determination. finite is showed as process in transitivity. process expresses the ideational meaning (experiential meaning). according to wiratno (2018), process represent the experience pattern. in this study, the writer found five prosesses of clause. they are relational process (attribution, identivication, possession), behavioral process (mental and verb), existential process, material process and mental process. 1. relational process relational process is process of being, its is divided into attribution, identivication, possession and circumstance. the data example on relational process is below. but it ‘s no use now. conj s finite c adjunc carrier relational attribution process attribute halliday & matthiessen (2004) explain that a positive polarity doesn’t mean has negative sentence. from the example, finite is expressed by relational atrribution process. besides, it shows that the actor has negative polarity. her attitude is weak. research and innovation in language learning vol. 3(1) january 2020 p-issn 2614-5960, e-issn 2615-4137 35 on relational attribution proceess, there is a carrier and attribute. their posisition can not be changed. on the other hand, it is different in positive composition. it is the stupidest tea-party [i ever was at in all my life] s f c carrier relational attribution process attribute the second example include on relational attribution process to, but the finite which found was positive. so the attitude of the actor (alice) was positive when she said that clause. in the other hand she has strong attitude or character. besides relational attribution process, the writer also find finite with relational identification process and relational possession process. that was a narrow escape s finite o token relational identification process value i „ve had nothing yet s finite predicator c token relational possession process value both data show positive polarity because of its finite, “was” and “ve (have)”. 2. behavioral process behavioral process shows the act of the participant. it almost same with the material and mental process. behavioral process is material process in doing action and also verbal process. there is a behavier as the participant who do something and receiver. here is the example of behavioral process. dinah „ll miss me very much tonight s finite predicator o c behaver behavioral process mental receiver from the example, finite is expressed by behavioral process mental. finite “will” shows that the actor has positive polarity. her attitude is strong or assertive. behavioral process is also find in other type, that is behavioral process verb. in this analysis, the example shows finite which is realized has positive polarity. sholihah, h.i. 36 p-issn 2614-5960, e-issn 2615-4137 i „ll give them a pair of of boots every christmas s finite predicator o c behaver behavioral process verb receiver 3. existential process existential process shows the existence of thing. existential process is like relational process. the difference is the participant of this process, called existence, placed after the process. but, sometimes, existence also placed in early clause. this is the example of existential process: “there are no mice in the air”. there are no mice in the air finite o adjunc existential process existence circumstance finite “are” shows the existence of the mice. the polarity is negative because there is negative mark on the finite. beside the negative polarity, there are also the positive form of existential process which represent positive polarity. there „s plenty of room finite o existential process existence finite “is” with the existence “plenty of room” realizes the positive polarity. the existence has assertive character. 4. material process material process shows the process of doing or process of happening. it realizes by verb that shows physical act. the participant of this process is actor and the receiver. some material processes happen without support other participant, so just the actor. do cats eat bats? finite s predicator o material process actor receiver “do cats eat bats?”, do realizes the process of doing. it shows material process and positive polarity. from alice’s speaking on the story, there is also negative finite that include on material process too. of course it realizes negative polarity. and mine doesn’t go in ringlets conj s finite predicator c actor material process receiver research and innovation in language learning vol. 3(1) january 2020 p-issn 2614-5960, e-issn 2615-4137 37 5. mental process mental process is the process of sensing. mental process explains about perception, kognition, afection, and pretension. there are senser and the phenomenon, as this sentence, i „m sure s finite c senser mental process phenomenon “i‟m sure”. finite “am” shows on mental process and realizes the positive polarity. the actor is known having good attitude, positive polarity. i don‟t think s finite c senser mental process phenomenon from the clause above, finite “don’t” shows that the polarity is negative. it will influence the attitude of the actor. finite is the component of process. finite in process of clauses that found in data, then distribute on this table. table 4.2 finite in process of clause no process total items 1. relational attribution identivication possession 17 12 3 2. behavioral mental verb 36 16 3. existential 4 4. material 17 5. mental 15 the table shows that behavioral process mental is the biggest number. existential process is the rare one. it meant that finite realizes psycology process and as the way to measure the polarity. positive finite can mark that polarity of a clause is assertive. negative mark that shows in finite will influence the polarity. as halliday & matthiessen explain (2004), if the negative word is part of some element in the residue, the clause itself maybe positive. sholihah, h.i. 38 p-issn 2614-5960, e-issn 2615-4137 from the data, total item of finite with negative mark is 34 data and 86 data is finite in positive form. according to the data, the actor of the story (alice) has assertive polarity. the writer can conclude that alice on the story has positive character and strong attitude. the polarity found from alice’s speaking shows that she is in certain condition whatever it is. sort story reading is important to promote students’ critical literacy at schools (crook, 2019; simmons, 2016) especially in the contexts of early education which is short story is relevant (dermott, 2015). as the final remark, most finites represent polarity is known as behavioral process mental. it means the act of mental can be the way to measure the character of the participant. as a part of the process, finite process helps readers to reveal the speakers’ attitude. alice’s words on the dialogue mostly contains assertive behaviors. this is as an indication that she is not a weak girl. yet, she is strong. every event faces wihout fear. conclusions and recommendation polarity is indicated by its finite to show the actor positions or attitude. to this, it concludes that alice on the story has positive character and strong attitude. the polarity found from alice’s speaking shows that she is in certain condition whatever it is. finite shows the process realizing the polarity of the actor’s speaking. most finites represent polarity known as behavioral process mental. from the findings, it suggests textual meaning and ideational, which are not explored within the analysis can be further investigated in the contexts of short stories. references anggororeni, p. (2018). analisis terjemahan makna interpersonal dalam dubbing film “thomas and friends: blue mountain mystery”. surakarta: uns. bustam, m.r., & rayhan, m. (2012). analyzing clause by halliday’s transitivity system dermott, k (2015) towards a pedagogy of short story writing, english in education, 49(2), 130-149, doi: 10.1111/17548845.2015.11912533 graham crookes. (2019). conceptions of l2 learning in critical language pedagogy. the cambridge handbook of language learning, pages 621-646. https://doi.org/10.1111/17548845.2015.11912533 research and innovation in language learning vol. 3(1) january 2020 p-issn 2614-5960, e-issn 2615-4137 39 halliday, m.a.k.,& matthiessen, c.m.i.m. (2004). an introduction functional grammar. new york: oxford university press. pengsun, j.,& fengfeng, l.u. (2013). a contrastive study of political speeches in presidential election of interpersonal meaning. cs canada: study in literature and language. 6(3) doi 10.3968/j.sll.1923156320130603.5269. rozak, d. l., sholihah, h. i. a., & misdi, m. (2020). engaging indonesian kindergarten students with adapted songs to empower young learners’ cultural awareness voice of english learners, 1(1). santosa, r. (2017). metode penelitian kualitatif kebahasaan. surakarta: uns. schulz, a. (2008). tense, modality and polarity: the finite verbal group in english and german newsgroup texts. language and communication vol. 29. sholihah, h.i. (2017). analisis terjemahan sirkumstan pada buku cerita anak berjudul the 7 habbits of happy kids karya sean covey dan terjemahannya. prosiding seminar internasional language maintenance and shift (lamas) 7. the vitality of local language in global community: 240. semarang, 19-20 july pascasarjana undip dan balai bahasa jawa tengah. simmons, a.m. (2016). supporting critical literacy in high school english by using systemic functional linguistics to analyze fantasy, canonical, and nonfinctional texts. critical inquiry in language studies 3(3). pages 183-209 doi.org/10.1080/15427587.2016.1152475 wiratno, t. (2018). pengantar ringkas linguistik sistemik fungsional. yogyakarta: pustaka pelajar. author biography husna imro‟athush sholihah is a lecturer at stkip muhammadiyah blora, central java-indonesia. the author is interested in doing research in systemic functional linguistic and teaching english to young learners fields. research and innovation in language learning vol. 3(1) january 2020 pp. 23 31 pissn: 2614-5960 e-issn: 2615-4137 http://jurnal.unswagati.ac.id/index.php/rill copyright @ 2020 anita anggraeni, cynantia rachmijati, dewi listia apriliyanti 23 vlog: a tool for students’ speaking practice enhancement anita anggraeni department of english education, institute keguruan dan ilmu pendidikan siliwangi, bandung indonesia cynantia rachmijati department of english education, institute keguruan dan ilmu pendidikan siliwangi, bandung indonesia dewi listia apriliyanti department of english education, institute keguruan dan ilmu pendidikan siliwangi, bandung indonesia abstract vlog, stands for video-blogging, is quite popular in the internet. vlog is considered as a learning tool that is acquainted and adaptable to be integrated in language learning activities especially for speaking practices. hence, this research is conducted to investigate the improvement of students’ speaking skill after the implementation of the vlog in speaking activities. a mixed method was used in this research. the research subjects were 13 vlogs made by students on the topic of spot tourism. the 13 vlogs were assessed by using the rubric that was developed by dan rooney (1998). the result found out that the most prevalent error-detected were the way they delivered the introduction, delivered conclusions and performed proper grammar structure in their utterances. yet, using vlog deemed to be improving students’ speaking skills especially in enrich their vocabularies, in enhance their speaking fluency, in improve their english pronunciation and intonation. furthermore, this research recommends the use of vlogs as alternative learning tools in teaching speaking skills due to positive responses from students. keywords: speaking skills, vlogging, youtube sari vlog,adalah singkatan dari video blogging cukup populer di internet. vlog yang cukup populer ini juga dapat dimanfaatkan sebagai alat pembelajaran terutama untuk kegiatan berbicara dalam bahasa inggris. karena itu penelitian ini difokuskan untuk melihat adakah peningkatan kemampuan berbicara pada siswa sesudah menggunakan media vlog. metode penelitian ini adalah mix method. subjek penelitian ini adalah 13 vlog yang dibuat oleh siswa dengan tema tempat pariwisata. 13 vlog tersebut dinilai menggunakan rubrik penilaian yang dikembangkan oleh dan rooney (1998). hasil penelitian ini menemukan bahwa terdapat kesalahan yang paling banyak ditemukan diantaranya cara penyampaian pengantar dimulainya vlogs, dalam menyimpulkan kegiatan, dan dalam penggunaan stuktur grammar pada pengucapannya. akan tetapi anggraeni, a., rachmijati, c., & apriliyani, d.l 24 p-issn 2614-5960, e-issn 2615-4137 hasil penelitian juga menyatakan bahwa kegiatan vlogs meningkatkan kemampuan berbicara siswa terutama aspek-aspek yang tampak dari segi vokab, kelancaran, pelafalan dan intonasi. lebih lanjut, penelitian ini merekomendasikan penggunaan vlogs sebagai alat belajar alternatif dalam mengajarkan keterampilan berbicara karena tanggapan positif dari siswa. kata kunci: kemampuan berbicara dalam bahasa inggris, vlog, youtube received 2019-11-06 accepted 2020-01-06 published 2020-01-31 doi. 10.33603/rill.v3i1.2775 introduction nowadays, english has become a lingua-franca in which connected people from different countries and different cultures (majanen, 2008; baker, 2009). not only did in social interaction, but in formal circumstances as well, for instance, diplomatic relations, trade and business, and establish other partnerships such as introducing national cultures and such. thus, by looking at the usefulness and the benefit of english, to be able to speak it fluently deemed necessary expected to participate actively as an active communication skill. despite the significant role of the english in all aspects, but in indonesia, the ability of speaking english is still low to middle (gani, fajrina, & hanifa, 2015; gunantar, 2016). it is understandable that that english language in indonesia is still regard as a foreign language therefore students rarely used it in everyday conversational language and thus brings fear and hesitancy to them to use it. english is not used in daily conversation, consequently many students have less opportunity to practice and then they are afraid to speak english. based on the writers’ observation, most of the students are reluctant to speak english. this concern causes most students at non-speaking english school feel anxious and keep silent in speaking class, this phenomenon happens due to pressure from the speaking tasks where the students’ needs to converse by using english within limited time individually, and spontaneously they felt hesitant, concern and fear to make mistakes. thus, with english, students’ needs more practices and less fear to try to speak up using english. according to cortes and lorazo (2014) learning activities regards as a social activities where a student not only learn from their teachers or the textbooks in a classroom . they http://dx.doi.org/10.33603/rill.v3i1.2775 research and innovation in language learning vol. 3(1) january 2020 p-issn 2614-5960, e-issn 2615-4137 25 also learn from many other means, such as the media, their peers and also society in general where it also helps them to study and improve their skills. we can consider that learning activities in 21 st century generation are mostly related to the usage of the internet and the media , combining interactive and social properties—social media—of classrooms with students’ personal learning environments, for instance twitter, facebook, webinars, blogs, and vlogs in personal channel. the terminology of “vlog” stands for “video blog” is referring to a blog but form in a video . the vlog created by creating a video or a log in an event to be uploaded to a platform. in the earlier days the vlogs were called as podcast, because it was a term refer to combining audio and video blog. nowadays the term itself blends and has its own characteristics. (combe & codreanu, 2016). vlogs are personal record that shapes in the form of videos that are updated and distributed publicly through personal channel on video sharing platform, for instance youtube, flickr, and so on. in addition, vlogs are forms of blogging activities using video as the tools over its main media sources, which is text and audio (mccarthy, 2010). combe & codreanu (2016) mentioned that vlog has “potential for supporting informal language learning, speaking and inter cultural interaction between other users”. there are various types of media that can be used to teach speaking. according to (kahler, jacobs, raftery, & ditnes, 2017) stated that most college and universities students share habits of watching videos. they watched the videos for many reasons such as for their classes or to completed their assignment. it is also stated that as many as 68% students said that they even watch videos during their classes. align with that statement therefore to upgrade their speaking skills, one strategy which can be used is using vlog through youtube. according to (lestari, 2019), video blogging or vlog has advantages than the usual text blogging because it combined the video, sound, pictures and also text to increase the content, context, information and thus evoke more emotions which can be shared with other users. based on the descriptions above, therefore this research will be focusing on using vlog as a learning media to improve students' speaking skill. anggraeni, a., rachmijati, c., & apriliyani, d.l 26 p-issn 2614-5960, e-issn 2615-4137 methods this research used mixed methods to obtain more comprehensive facts about the application of blended learning in speaking learning activities through vlog. qualitative data will be collected from observations and interviews (creswell, 2009). the quantitative data were collected from the results of students' vlogging assessments. vlogs were assessed based on criteria of introduction, body, conclusion, eye contact, use of language, body language, clarity, topic, visual aids. all those criteria’s were used as the guideline of the performance of their spoken english whether there has been improvement or not. the participants of this research were 40 students of english language study program. the participants then divided into 13 groups where they made 13 vlogs with a tourism theme. after, then all students’ vlogs is uploaded to youtube channel, namely, "a1 2018 channel" https://www.youtube.com/channel/uc1ajpjgok6easfooi6j13pg/ where their peers can leave comments and see the vlogs themselves. the assessing grade where made by making a rubric then graded by the criteria where the writer see it fit. results and discussion students’ perception using vlog as their learning tool the students were asked regarding their opinion of choosing youtube as their video platform to share their works. there were four reasons on why students’ chose youtube as their favorite learning platform. the first reason was because youtube was their number one go to source to find any information they need regarding video search engine platform. second reasons were because they found youtube much more appealing than any other platform or search box therefore they use it more often. for third reason it’s because they found youtube content much better and different than tv. they believed that youtube was more appealing and the rise of the youtube as content creator add those interesting points. meanwhile, when asked regarding their opinion why students love using vlog as their learning tools, the students shared several opinions. the first reason is because they liked youtube for actively do the https://www.youtube.com/channel/uc1ajpjgok6easfooi6j13pg/ research and innovation in language learning vol. 3(1) january 2020 p-issn 2614-5960, e-issn 2615-4137 27 assignments. as the second reason, they did not need to practice speaking right in front of the class but through camera. they motivated to create and edit the content through their taste and talent. since all students recorded the vlogs using their phones and that they were fairly technology savvy, all of them were enthusiastic on the ideas of bringing more technology into classroom activities. for one thing, technology was something that they were familiar with. it was also flexible and a lot more interactive compared to the usual or conventional method. they were also finding it fun and add as media to be creative as reason why they prefer speaking practice using vlog and youtube. therefore, the research resulted concluded that youtube has quite impact for students’ life since they use this application most of the times. youtube as learning tool is deemed positive. students’ vlog assesment in this research activity, 13 groups participated in making vlogs and assessed. the speaking skill is assessed according to rooney (1998). the results of the assessment is presented in the following table. table 1. the vlog speaking assessment result anggraeni, a., rachmijati, c., & apriliyani, d.l 28 p-issn 2614-5960, e-issn 2615-4137 it can be seen that the highest score is sv007 entitled “vlog at bandung baru museum” and sv002 entitled “vlog at museum geology” whereas the lowest is sv005 entitled “vlog a day at museum upi” and sv010 entitled “explore to bandung”. cinematography and editing are wisely good in their deliverance. overall, they made good descriptions to the viewer to explain good tourism spots to visit. instead of some mistakes, they managed good grammar. assessment of speaking is vocabulary, grammar, fluency, pronunciation and intonation. the findings discussed speaking skills, vlog implementation and students’ creativities. in speaking, most students fairly delivered their ideas and recommendations of their tourism spot. in vlog implementation, it shows students feel enjoyable with the vlog as learning media. the students do not hesitate to create, share and record their vlogs in public and practice their speaking skill. they were not hesitant to pour their ideas to creating their vlogs with the given themes in the classroom. this finding supports pamungkat (2019) revealing that video-assisted speaking practices are potential to promote students’ speaking enhancement. in students’ vlogging creativities, this research indicates that students’ creativity is improved. some students edited their vlogs fairly simple by adding some videos, quotes, captions, memes and et cetera to make their videos more pleasant visually. therefore, using vlog as learning tool promote students’ speaking fluency and triggers research and innovation in language learning vol. 3(1) january 2020 p-issn 2614-5960, e-issn 2615-4137 29 them to creatively edit and publish scenery photos and videos. as misdi, hartini, farijanti, & wirabhakti (2013) suggest, providing student-centeredness in learning, e.g. english speaking practices, is important in developing students’ autonomous learning awareness in the era of 2.0. conclusion & recommendation using vlogging tool in language learning is potential for promoting speaking skills and develop students’ multimodal literacy, e.g. editing and capturing events published in their vlogs. these activities are rich of language aspects such as vocabulary, fluency, pronunciations and intonation. the students also perceived their vlogg-mediated speaking activities positively. since the current research is part of longitudinal projects, findings needs further investigation for other aspects of vloging in english learning, e.g. students’ motivation, learning outcomes, and other impacts. vloging has also other interesting aspects to be studies in relation to the english learning. teachers are also other party to be interviewed and questioned for their perception. this research is an initial report. acknowledgment this research is financially supported by research fund of ikip siliwangi. references baker, w. (2009). the cultures of english as a lingua franca. tesol quarterly, 567592. combe, c., & codreanu, t. (2016). vlogging: a new channel for language learning and intercultural exchanges. call communities and culture – short papers from eurocall 2016, 119-124. cortes, j., & lozaro, j. (2014). social networks as learning environments for higher education. international journal of artificial intelligence and interactive multimedia vol 2 no 7, 63-69. creswell, j. w. (2009). research design: qualitative, quantitative and mixed method approaches. newbury park: sage publications. anggraeni, a., rachmijati, c., & apriliyani, d.l 30 p-issn 2614-5960, e-issn 2615-4137 gani, s., fajrina, d., & hanifa, r. (2015). students’ learning strategies for developing speaking ability. studies in english language and education, 16-28. gunantar, d. a. (2016). the impact of english as an international language. language circle: journal of language and literature x/1, 141-151. kahler, j., jacobs, d., raftery, n., & ditnes, m. (2017). using media in teaching and learning. sage white paper. lestari, n. (2019). improving speaking skill by vlog as learning media: the efl students perspective. international journal of academic research in business and social science vol 9 no 1, 915-925. majanen, s. (2008). english as a lingua franca: teachers' discourses on accent and identity. helsinki: university of helsinki. misdi, m., hartini, n., farijanti, d., & wirabhakti, a. (2013). teacher-centred and teacher controlled learning: a postmodernism perspective. elt perspective jurnal pendidikan bahasa inggris, 1(1). mccarthy, j. (2010). blended learning environments: using social networking sites to enhance the first year experience. australian journal of education technology, 26 (6), 729-240. pamungkas, f. d. (2019). improving students pronunciation using video dubbing (a classroom action research for tenth grade and eleventh grade students of vocational high school). academic journal perspective: education, language, and literature, 7(1), 11-17. rooney, d. (1998). public speaking and oral presentation component acknowledgment this research is supported by ikip siliwangi author biography anita, cynantia and dewi listia apriliyanti are lecturers in english department of ikip siliwangi. anita can be reached at anitaenglish@gmail.com, cynantia can be reached at cynantiarachmijati@ikipsiliwangi.ac.id whereas dewi listia can be reached at deedeliezta@gmail.com mailto:anitaenglish@gmail.com mailto:cynantiarachmijati@ikipsiliwangi.ac.id mailto:deedeliezta@gmail.com research and innovation in language learning vol. 3(1) january 2020 p-issn 2614-5960, e-issn 2615-4137 31 research and innovation in language learning vol. 2(3) september 2019 pp. 207-215 pissn: 2614-5960 e-issn: 2615-4137 http://jurnal.unswagati.ac.id/index.php/rill copyright 2019 @nurul lailatuh khusniyah , lukman hakim 207 enriching english vocabularies using movie script in reading class nurul lailatul khusniyah universitas islam negeri mataram, indonesia lukman hakim universitas islam negeri mataram, indonesia abstract the purpose of this study was to get more in-depth implementation of movie scripts to increase vocabulary in reading classes. vocabulary has a important role in understanding the contents of the reading text. the research method used action research. so that, data analysis techniques used qualitative and quantitative data analysis techniques. the sample was taken as many as 25 students. the process of collecting data used tests, observations, and interviews. the results showed that the vocabulary of students before and after using movie scripts was different. the average score of the student vocabulary test in the reading class showed a significant difference. the average of pre-test result is 56.2 and the post-test is 81.87. this research implied in using of media of learning that used technology or multimedia in the class. keywords: vocabulary, movie, script sari tujuan dari penelitian ini adalah untuk mendapatkan lebih mendalam implementasi skrip movie untuk meningkatkan kosakata di kelas membaca. kosakata memiliki peran yang sangat penting dalam memahami isi teks bacaan. metode penelitian menggunakan penelitian tindakan. sehingga teknik analisis data menggunakan teknik analisis data kualitatif dan kuantitatif. sampel diambil sebanyak 25 mahasiswa. proses pengumpulan data menggunakan tes, observasi, dan wawancara. hasil penelitian menunjukkan bahwa kosakata yang dimiliki mahasiswa sebelum dan sesudah menggunakan skrip movie berbeda. nilai rata-rata tes kosakata mahasiswa dalam kelas membaca menunjukkan perbedaan yang cukup signifikan. hasil rata-rata pre-test sebesar 56,2 dan nilai rata-rata post-test sebesar 81.87 kata kunci: kosakata, movie, skrip received 27 march 2019 last revision 11 september 2019 published 06 october 2019 http://dx.doi.org/10.33603/rill.v2i3.2108 http://dx.doi.org/10.33603/rill.v2i3.2108 khusniyah, n.l. & hakim, l. 208 p-issn 2614-5960, e-issn 2615-4137 introduction some students think that english vocabulary learning is difficult part. sometimes, they are confused with the meaning. it is because, the word has different meaning between literal and context. it has essential role in english learning both of passive skills and active skills. like as reading class, it needs knowledge about vocabulary. according to read (2000:1) “vocabulary is necessary in the sense that words are the basic building blocks of language, the unit of meaning from which larger structures such as sentences, paragraphs, and whole text are farmed.” richard and willis (2008:82) “vocabulary building is microcosm of the large process of literary building “. it means that vocabulary is essential part of language and serves as a basic for learners to speak, listen, read, and write. it is the main element for language. it used in four language skill learning. everyone will know the meaning of the text from the basic concept of vocabulary comprehension. the result of observation and interview, the researcher found some problems in the reading class that related with the vocabulary knowledge. they are; 1) the students cannot comprehend the literal and context meaning in the text, 2) the students still are lack meaning when they explain the content of reading, 3) the result of vocabulary test is still low, and 4) the students bored in learning process. it is because the teacher less used the learning media. as we know that learning media has an essential in learning process. from these problems, vocabulary has important role for language skill learning. it can give negative impact in english learning. some research has given evidence that vocabulary has an important role in english language skill learning. teaching critical reading strategies to efl learners can have a significant positive effect on the retention of new vocabulary by such learners (khabiri & pakzad, 2012). this study shown that vocabulary always need to comprehend the reading meaning. like as nation (2001), extensive reading is useful for vocabulary growth and is called incidental learning. it means that the process learning has done as strategies, planning, instruction, or time. they learn new vocabulary in context. but it cannot be success if the teacher never used the appropriate learning method or learning research and innovation in language learning vol. 2(3) september 2019 p-issn 2614-5960, e-issn 2615-4137 209 media. other research shown that the findings of the present research could be employed as a trigger for language teachers to integrate strategy training into classroom instruction to facilitate learning and retention of new vocabulary items (nemati, 2010). as we know that learning method or strategy has significant influence on vocabulary learning. but it will fail if the implementation of learning method is completed by learning media. the result of observation and interview from some students and teacher concluded that they like the music, learning fun using technology, watching movie, etc. the research result shown that watching flash story with or without subtitles seems to have a significant impact on incidental vocabulary acquisition of learners. the gains of learners were thought to be the result of contextual aids of flash stories. flash stories with special characteristics such as providing a concrete picture of words and articulating of words clearly provides a very rich context of acquisition and facilitate the understanding of the target words whether it is accompanied with subtitle or without subtitle. the findings of this study also indicated that vocabulary development is a long lasting process that needs to be supported by contextual clues (mousavi & gholami, 2014). recent research has shown that learners can learn new words while watching tv programs. however, the number of words learned tends to be low. several studies have demonstrated that first language (l1) subtitles as well as captions (= subtitles in the foreign language) have the potential to increase learning gains compared to when no onscreen text aids are provided (peters, heynen, & puimège, 2016). there is the different result of research that have found. the use of subtitled audiovisual aids in foreign language classroom teaching help the students in learning process (frumuselu, de maeyer, donche, & colon plana, 2015). watching video clips and studying the language used in them improves their command of currently used english for tourism (kacetl & frydrychova-klimova, 2015). then, it can be concluded that film or movie gave the positive impact on vocabulary learning. thus, the main problem of this study is the impact od movie script on vocabulary knowledge in reading class. the problem research; how is the impact of movie script on students‟ vocabulary knowledge? so, the research can give the different ways in vocabulary learning especially it is to comprehend the reading text. khusniyah, n.l. & hakim, l. 210 p-issn 2614-5960, e-issn 2615-4137 research method the research method was action research. the procedure of action used kemmis and mctaggart (burns, 2010). this research measured the process learning and the result of learning. process of action research has been success when the average score in the post test got 80. the participant of research is 25 students from uin mataram in 2017-2018 academic years. the process of collecting data used observation, interview and test. qualitative data used observation and interview to analyze the process of learning or action and quantitative data used test to know the result of learning. the validity of the study used credibility, transferability, dependability, and conformability. technique of analysis data used qualitative and quantitative data analysis. findings and discussions process of vocabulary learning in reading class has given different students‟ vocabulary test. here is the different of result of pretest and posttest from the test. graph. 1 the different of pretest and posttest score graph 1 shown that students has increased the vocabulary test score from pretest to posttest. in the pretest, the lowest score is 43 and the highest score is 66. there are many students that fail this learning. while in the posttest result, the lowest score is 77 and the highest score is 89. it means that the posttest result gave a good changing. each student had the developing score. here is the result of statistic descriptive from the vocabulary test. 0 20 40 60 80 100 a b c d e f g h i j k l m n o p q r s t u v w x y comparing the result of pretest and posttest pretest posttest research and innovation in language learning vol. 2(3) september 2019 p-issn 2614-5960, e-issn 2615-4137 211 table 1. statistic descriptive of vocabulary test statistic descriptive pretest posttest mean 56.2 81.87 median 55 80 mode 64 80 standard deviation 6.35 3,79 sample variance 40.4 14.37 range 23 12 minimum 43 77 maximum 66 89 confidence level (95.0%) 2.68 1.60 table 1 shown that the average score in the pretest is 56.2 which has increased in the posttest is 81.87. there is increasing score 25,57 point. it can be concluded that the implementation of movie script in vocabulary learning for reading class gave a positive impact. the result of vocabulary test has comparing to know the influence of movie script. it used the t-test: paired two sample for means. table 2. t-test: paired two sample for means pretest pearson correlation 0.11 hypothesized mean difference 0 df 24 t stat -18.02 p(t<=t) one-tail 9.43 t critical one-tail 1.710 p(t<=t) two-tail 1.886 t critical two-tail 2.063 table 2 described the result of t-test analysis. it is to know students‟ knowledge of vocabulary in reading learning process. t-stat (-18.02) < t-table (9.43), it means ho is rejected and h1 is accepted. so, it can be understood that vocabulary learning in reading class has improve when the teacher used the movie script. in this study, students watch the movie in the first without script and the second time, they watch the movie with the script. they have to give attention the vocabulary learning process in the reading class has been directed towards understanding the movie script in the reading class. every learning in the first to third cycle, students are directed to the process of writing and exploiting the meaning of script from the vocabulary presented. after reading, students are directed to identify difficult vocabulary words, idioms, or terms in the movie script. khusniyah, n.l. & hakim, l. 212 p-issn 2614-5960, e-issn 2615-4137 next, students learn the meaning as literally and context. thus, students can easily understand that every word in english will have different meanings when it is in a different context study. so, the process learning is interest and fun. because, movie is one of the multimedia that is appropriate with the condition today. digital era is not only influenced on the economic system, but the education process has to utilize the technology, for example using the film is taken from you tube, dvd, or others website. as essential, students loved movie. it has a good story to learn many values, beside that the student can learn more new vocabulary. it gives students the real example in using interactive language. the visuality of film makes it an invaluable language teaching tool, enabling learners to understand more by interpreting the language in a full visual context. film assists the learners‟ comprehension by enabling them to listen to language exchanges and see such visual supports as facial expressions and gestures simultaneously. film can bring variety and flexibility to the language classroom by extending the range of teaching techniques and resources, helping students to develop all four communicative skills (donaghy, 2014). in the research shown that teaching english through movies is one of the better methods for cultural transference, short of learners going abroad. it would seem though that in order to ensure students are learning the material and retaining it, a certain amount of time and thought need to be invested into lessons (brown, 2010). movie can use in language skill. other research has proved in the writing skills. the first time using film and streaming media in academic writing teaching and learning process, the students have a good appreciate. they enjoy watching film and is an enjoyable way to learn. because it shows a nice condition and fun. it is audio visual media as a good complement to written texts. during this time, the students just learn theory after that doing assignment. of course it gives bored feeling. but using film and streaming media, they can get more idea and develop supporting in their writing (meinawati, 2014.). moreover, several empirical studies focused on the effects of watching subtitled films/animations on comprehension in reading and listening, and vocabulary acquisition. neuman and koskinen's experiment showed that the group that watched a scientific television program with subtitle incidentally acquired more words than either research and innovation in language learning vol. 2(3) september 2019 p-issn 2614-5960, e-issn 2615-4137 213 of the two other treatment groups and the control group. neuman and koskinen is taken from (mousavi & gholami, 2014) claimed that "providing different modes of information appeared to enhance incidental acquisition from context rather than overwhelming the student's intentional capacity. visual and printed context that provided explicit, and thus redundant, information supported incidental vocabulary acquisition". wu (2014) has used the smartphone in vocabulary learning. the results of the study revealed that the use of smartphones is a very effective technique in building vocabulary for chinese university efl students. it also exhibited that the use of smartphones achieved successful growth in these students‟ vocabulary acquisition over time. the same research is about the implementation of using film in learning. this experimental study seeks to explore informal and conversational speech, such as slang, phrasal verbs and colloquial expressions through the use of subtitled tv series (interlingual and intralingual) amongst learners in higher education. thus, 40 spanish/catalan, dutch, german, russian, romanian and moldavian second year university undergraduates, studying a ba in english in the province of catalonia (spain) with an a2 to c1 proficiency level of cefr, were randomly assigned either to interlingual mode (english sound+spanish subtitles) or to intralingual mode (english sound+english subtitles). they were exposed to a total of 13 subtitled episodes from the american series „friends‟ over a period of 7 weeks. a multiple choice and open questions pre-test and a post-test were administered in order to analyse the effect of the two types of subtitles upon informal vocabulary learning and film comprehension. results indicated that learners performed better under the ee (intralingual) than under the es (interlingual) mode. no significant interaction has been found between the intervention and the posttest scores, therefore, the difference in scores between the two conditions of subtitles is not dependent on students‟ prior proficiency level. the obtained results support the use of subtitled audiovisual aids in foreign language classroom teaching, being in line with the principles outlined by the cognitive theory of multimedia learning and theory of cognitive load (frumuselu et al., 2015). from this research can be concluded that smartphone is multimedia like as movie. it can help the students to catch more information in vocabulary learning. text in the movie sometime has different khusniyah, n.l. & hakim, l. 214 p-issn 2614-5960, e-issn 2615-4137 grammatical. it combines the culture and social context. it is a real story that informed the different meaning. thus, the student gets many new vocabulary is related with the social life. conclusion and implications this research found that script movie gave different ways to learn new vocabulary. the students feel fun with the material and they can improve their understanding on vocabulary. besides that, the students found new meaning and different meaning like as context. therefore, the teacher has to choose appropriate movie that has a good value to increase their interesting in english learning. for the next research, the teacher may be developing this study using big size and time, combining the script movie with strategy learning, and it related with the student‟s personality. because this study found some problem when the vocabulary learning has done, some students have difficulties to identify new vocabulary and cannot share information in the group. therefore, the teacher can develop students‟ personality to implement the strategy and media of learning. the result of study has given the positive impact in implementation of vocabulary learning. references brown, s. k. (2010). popular films in the efl classroom: study of methodology. procedia social and behavioral sciences, 3, 45–54. https://doi.org/10.1016/j.sbspro.2010.07.011 burns, a. (2010). doing action research in english language teaching a guide for practitioners. london & new york: routledge. frumuselu, a. d., de maeyer, s., donche, v., & colon plana, m. del m. g. (2015). television series inside the efl classroom: bridging the gap between teaching and learning informal language through subtitles. linguistics and education, 32, 107– 117. https://doi.org/10.1016/j.linged.2015.10.001 kacetl, j., & frydrychova-klimova, b. (2015). english vocabulary in video clips on travel and tourism. procedia social and behavioral sciences, 182, 364–368. https://doi.org/10.1016/j.sbspro.2015.04.788 khabiri, m., & pakzad, m. (2012). the effect of teaching critical reading strategies on efl learners‟ vocabulary retention. shiraz university, 31(1), 73–106. https://doi.org/10.22099/jtls.2012.325 meinawati, euis. (2015). improving students‟ academic paragraph writing through film and streaming media. retrieved from https://www.academia.edu/16529985/improving_students_academic_paragraph_ writing_through_film_and_streaming_media research and innovation in language learning vol. 2(3) september 2019 p-issn 2614-5960, e-issn 2615-4137 215 mousavi, f., & gholami, j. (2014). effects of watching flash stories with or without subtitle and reading subtitles on incidental vocabulary acquisition. procedia social and behavioral sciences, 98, 1273–1281. https://doi.org/10.1016/j.sbspro.2014.03.543 nemati, a. (2010). enhancing long-term retention by memory vocabulary learning strategies, 7(1), 171–195. peters, e., heynen, e., & puimège, e. (2016). learning vocabulary through audiovisual input: the differential effect of l1 subtitles and captions. system, 63, 134–148. https://doi.org/10.1016/j.system.2016.10.002 wu, q. (2014). learning esl vocabulary with smartphones. procedia social and behavioral sciences, 143, 302–307. https://doi.org/10.1016/j.sbspro.2014.07.409 willis, judy md. 2008. teaching the brain to read. alexandria: association for supervision and curriculum development biography nurul lailatul khusniyah is a lecturer of universitas islam negeri mataram, indonesia. her research interests are about tefl methodoly. she is reachable at nurullaila@uinmataram.ac.id lukman hakim is a lecturer of universitas islam negeri mataram, indonesia. he is working at the research areas of language teaching. mailto:nurullaila@uinmataram.ac.id research and innovation in language learning vol. 2(1) january 2019 pp. 75-84 pissn: 2614-5960 e-issn: 2615-4137 http://jurnal.unswagati.ac.id/index.php/rill copyright ©2019 nurul lailatul khusniyah 75 improving descriptive writing ability through mind mapping nurul lailatul khusniyah english education study program, universitas islam negeri mataramindonesia abstract the study aims to get the effect of the mind mapping on students descriptive writing ability and the process of mind mapping implementation in writing descriptive learning. the research study is qualitative and quantitative research through action research method. the sample was taken by 34 students. the validity of data used credibility, transferability, dependability, and conformability. the process of collecting data used test, observation, and interview. the researcher used independent sample t-test to analyze the differences of students’ ability before and after using mind mapping. the finding of analysis that mind mapping implementation has increase the students’ motivation of descriptive writing learning. they can make a good imagination in writing. the t-test result is t-stat (5.38) > t-table (1.99). it means that there is a significant difference was found in descriptive writing ability before and after using mind mapping. keywords: descriptive, mind mapping, writing ability sari tujuan dari penelitian ini adalah untuk menguji pengaruh mind mapping terhadap kemampuan menulis deskriptif dan proses dalam penerapan mind mapping dalam pembelajaran menulis deskriptif. penelitian ini merupakan penelitian kualitatif dnegan metode penelitian tindakan. sampel diambil sebanyak 34 mahasiswa. validitas data menggunakan kredibilitas, transferabilitas, ketergantungan, dan konformabilitas. proses pengumpulan data menggunakan tes, observasi, dan wawancara. teknik analisis data juga menggunakan independent sample t-test untuk mengetahui perbedaan kemampuan mahasiswa sebelum dan sesudah menggunakan mind mapping. hasil penelitian menunjukkan bahwa penerapan mind mapping telah meningkatkan motivasi mahasiswa dalam pembelajaran menulis deskriptif. mahasiswa mampu memiliki imajinasi dalam menulis. sedangkan hasil uji t-test menunjukkan bahwa t-stat (5,38)> t-tabel (1,99). artinya ada perbedaan signifikan yang ditemukan pada kemampuan menulis deskriptif sebelum dan sesudah menggunakan mind mapping. kata kunci: deskriptif, mind mapping, kemampuan menulis received 23 november 2018 last revision 08 january 2019 published 24 january 2019 khusniyah, n.l. 76 p-issn 2614-5960, e-issn 2615-4137 introduction teaching english as a foreign language is a challenging task in developing countries in general and in our country in particular. in iran, it has been included in the curriculum of iranian schools and universities. its acquisition can guarantee the availability of opportunities to employment, traveling, higher education, and even better life (crystal, 1997 in (akbari, 2015). therefore, the student must master in language skills. english learning has four skills as listening, speaking, reading and writing. writing is a part of difficult skills to learn because it needs more imagination. writing is not only describing something but also as a social and cultural phenomenon. nation (2009, p.113) says that writing is an activity that can usefully be prepared for my work in the other skills of listening, speaking and reading. this preparation can make it possible for words that have been used receptively to come into productive use. writing is an expression of a person to something though. a person unable to write a variety of matters related to the field of scientific other. in some research stated that writing needs analogy to describe writing (klein, piacente-cimini, & williams, 2007). english writing refers to expressing everything that has been thought by everyone. writing in the learning of languages second only an opportunity to be able to write and revise. facilities for students to learn to write closely connected with the matter who is learned. sokolik in linse (2005, p.98), writing is a combination of process and product. the process refers to the act of gathering ideas and working with them until they are presented in a manner that is polished and comprehensible to readers, like as descriptive writing. sova (2004, p.82), description is another common technique in conversation, and writers find that it is also a useful pattern of organization. it can be concluded that descriptive writing is a process of mental activity that describes something or someone or place which covers readers’ imagination when they read it. thus, reading support students’ critical writing. in ataç research found that the students usually have a positive opinion about the relationship between critical thinking skills, critical writing and advanced reading and writing instruction (ataç, 2015). to assess the research and innovation in language learning vol. 2(1) january 2019 p-issn 2614-5960, e-issn 2615-4137 77 writing, it needs a component of assessment. smith and heaton in line with brown and barley in brown (2003) that there are five components to construct writing; (1) organization (introduction, body and conclusion), (2) logical development of ideas, (3) grammar, (4) punctuation, spelling, and mechanics, and (5) styles and quality of expression. while according to heaton, there are five components in the assessment of writing; language use, mechanical skill, treatment of content, stylistic, and judgment skills. mcnamara in weigle (2002, p.109) notes, the scale that is used in assessing performance tasks such as writing test represents, implicitly or explicitly, the theoretical basis upon which the test is founded; that is, it embodies the test (or scale) developer’s notion of what skills or abilities are being measured by the test. in the composition literature, three main types of rating scales are discussed: primary trait scale, holistic scales, and analytic scales. in contrast, university education exists to build on that foundation with a view to further developing your intellect and powers of analysis, your specialist knowledge of the subject you have chosen to study and your ability to play a role in taking forward that field of study through your own ideas and creativity. this shift of emphasis as you move from high school to university is reflected in the expectations tutors have of your writing. thus, the writing process refers to process understanding of meaning. in university, the students have to create the writing. not only writing but also how to analyze the writing is to be a new writing. because they have to leads their intellectual development and make a scientific writing. but some students are still confusing to write. the problem has observed an english class at uin mataram is lower students’ ability in writing, especially descriptive writing. some problems are 1) the students cannot write the abstract in the final paper, 2) the students still confused to write topic sentences, 3) the students cannot make a good paragraph, 4) the students cannot relate supporting sentences with the topic sentences, and 5) the students are low imagination in writing. the last problem is a crucial problem in descriptive writing. because their writing does not have sense and the reader is not interested. in this case, the students do not know about audience context. while, it has khusniyah, n.l. 78 p-issn 2614-5960, e-issn 2615-4137 the important role. an audience is central to the rhetorical context and helps to identify the parameters of a writing task (cho & choi, 2018). the overall identified writing constraints needs a new solution to make descriptive writing is more interesting. one of them is mind mapping. hornby (1995, p.425) said that technique is a method of doing something expertly or needs skill. mind mapping is an effective visual way to connect and organize our thoughts because it conducts the colour, picture/symbol, and association. davies (2011) states that mind mapping allows students to imagine and explore associations between concepts; concept mapping allows students to understand the relationships between concepts and hence understand those concepts themselves and the domain to which they belong. it is the same with windura’s opinion (2013, p.12) that delineates mind map as the system of study and thought which uses both sides of the brain, process, potential and capacity of the brain, think, and visual. it also requires a map with the central theme at the centre and supporting ideas around it. by using a mind map, students can produce oral language in a coherent, cohesive, clear, organized, and memorable way, because its advantages are to describe, compare, classify, make a sequence, and make a decision. it also allows them to expand their vocabulary and associate new and old words to images that help to convey meaning easily in a specific context. they notice that mind maps use images, words, and arrows to show the relations. they are placed in the graphic in a specific way. then, the students need to follow relations in order to read and talk about them. by using this way, students become creators that inspire and help others to keep on creating. it can be done by making groups of work. they can amplify and create waves each other. as the result, students compare their work and evaluate themselves with their classmates. consequently, they do not only study about the lesson, but also increase their knowledge in a community that learn together and help each other. this way help the students is to write based on the bubbles in the graph or else. thus, the main purposes the study is to solve the problem in descriptive writing learning. research and innovation in language learning vol. 2(1) january 2019 p-issn 2614-5960, e-issn 2615-4137 79 the main problem of this study is the effect of mind mapping on descriptive writing ability. this is the detail of problems: how is the difference of the descriptive writing ability of the students before and after the implementation of mind mapping? research method the research study used qualitative and quantitative research using action research method. it measured the process and result of the learning. the action declared successful if the students’ activity in the learning process with mind mapping achieved good category marked at least reaches an average score of 75. so, the action stopped. in this action, pre-test and post-test results were used in order to decide on the effectiveness of the independent variable. the participant of research consisted of a total of 34 students from uin mataram in 2015-2016 academic years. the process of collecting data used observation and tests. the validity of the study used credibility, transferability, dependability, and conformability. the independent t-test technique was implemented to know the difference between students’ descriptive writing ability before and after application of mind mapping. findings and discussions mind mapping technique applied in descriptive writing ability learning, so that students could practice, improve, and increase their skill. mind mapping technique created students creativeness and imagination in learning english, especially in writing. students have learning descriptive writing ability without the mind mapping implementation get the average score 68.2 and the students have studied using mind mapping get the average score 81.4. it shows that the mind mapping technique has an effect on each other. here is the t-test result for descriptive writing ability: table 1. the difference between the pre-test and post-test score pretest posttest mean 68.17647059 81.44117647 variance 37.24064171 21.58734403 observations 34 34 pooled variance 29.41399287 hypothesized mean difference 0 df 66 khusniyah, n.l. 80 p-issn 2614-5960, e-issn 2615-4137 t stat -10.08428461 p(t<=t) one-tail 2.6917 t critical one-tail 1.6682 p(t<=t) two-tail 5.3833 t critical two-tail 1.9965 from the table above, the result shows that t-stat (-10.08) < t-table (2.001), which means ho is rejected and h1 is accepted. besides that, if it sees p(t-t) two-tail (5.38) > t-table (t critical two-tail) = 1.99. it can conclude that learning process using mind mapping on descriptive writing ability has improved. thus, it can be concluded that the post-test and pre-test is significantly different. the mind mapping technique is effective to use. from the teacher’s experience during this research, the teacher found that students difficult to describe something orally because the students still can not visualize their ideas. therefore in this research mind mapping was introduced as a preparation technique that students could use to plan their ideas. moreover, the mind mapping technique was implemented in order to draw students’ attention to the importance of planning and organizing their ideas. the implementation of the technique was conducted within three times meeting and was examined their use of the mind mapping technique as a tool to plan their writing. when students use mind mapping in conveying what they are going to describe something. they can use their brain and reflects visually on a piece of paper what happened internally in their brain when they study and think. students can write down in some of the branches then divided each branch into specific words. the students felt excited in using mind map because it used a variation of colour and it may use a picture in writing and also when they want to speak, this mind maps can help them be brave. there is some disadvantage of using mind mapping technique in the class, such as; the students still can not manage their time to make good mind maps, then students and teacher also need more time to practices their descriptive writing skill in using mind maps. some students are able to understand easily but some of them are difficult to research and innovation in language learning vol. 2(1) january 2019 p-issn 2614-5960, e-issn 2615-4137 81 understand, the teacher and students need to be concentrate during making the mind maps, like as previous research (buran & filyukov, 2015). evaluation phase is aimed to evaluate the data that have been collected to determine whether the action is successful or not. it is necessary for evaluation to hold next lesson plan needs to be accomplished. this phase needs to know some problems in the classroom that occurred during the action phase. when the writer teaches descriptive writing, the teacher makes an evaluation as long as a teaching-learning activity. teacher gives pre-test for students to write the text, in fact, there are several problems that faced by a teacher in applying the material lesson. students are rather confused to make a mind map and difficult to reflects their ideas. so, it needs the harmony thinking and visualizes, as brain, mind and education (butler-kisber, 2011). but the teacher has the initiative to make a group discussion to finish the mind map. students felt easy to develop their ideas and do some exercises in post-test. before describing something using mind mapping technique that applied by the teacher, in pre-test the students find troubles and their score is low. teacher initiative with the situation and think about the mind mapping technique and the score of students better and the goals of the study was achieved that students capable to describe using mind mapping technique easily. in other situation, the students were still confused about the technique and the students also did not understand how to use the technique. the writer still needs others attractive ways to attract the students to the study the descriptive writing skill using mind mapping technique. it is related to the mind mapping technique that the students can not directly write down the ideas using this technique only once, but it needs more practices to develop their ideas. it showed by the students only can describe a few topics easily and not from all topic that given in the class. finally, using mind mapping technique to describe something is very useful and make the teacher easier to apply the lesson. because students trained how to reflects what they think in a piece of paper and it can not make a limitation from their ideas. the ideas appear from their own minds and also improve their descriptive writing skill in front of khusniyah, n.l. 82 p-issn 2614-5960, e-issn 2615-4137 students’ classmate. it has a significant influence on students’ ability. there are much research that has proven it, like as (merchie & van keer, 2016). conclusion mind mapping is one of the appropriate techniques to improve students’ descriptive writing skill in order to be active students and able to describe something orally. it is indicated that students learn well when they are personally involved in the teachinglearning process. through the mind mapping technique, students can develop their mind and also makes students creative in finding the ideas. the implementation of the mind mapping technique in uin mataram can be concluded that the mind mapping technique can improve students’ descriptive writing ability. moreover, the mind mapping technique would be an alternative strategy in teaching descriptive writing. it can be proved from the fact. it means that the mind mapping technique has influenced teaching for improving descriptive writing skill. mind mapping technique gave students more opportunity to express their ideas, besides that the students feel enjoy in learning descriptive writing skill. the benefit of using mind mapping technique in descriptive writing skill for students at uin mataram can help them to practice their confidence in front of their classmate. mind maps also provide teachers with insight into their students’ thought process regarding a specific topic. the disadvantage in using mind mapping technique is students and teacher need more time to practice their skill in making mind maps. references akbari, z. (2015). current challenges in teaching/learning english for efl learners: the case of junior high school and high school. procedia social and behavioral sciences, 199, 394–401. https://doi.org/10.1016/j.sbspro.2015.07.524 ataç, b. a. (2015). from descriptive to critical writing: a study on the effectiveness of advanced reading and writing instruction. procedia social and behavioral sciences, 199, 620–626. https://doi.org/10.1016/j.sbspro.2015.07.588 buran, a., & filyukov, a. (2015). mind mapping technique in language learning. research and innovation in language learning vol. 2(1) january 2019 p-issn 2614-5960, e-issn 2615-4137 83 procedia social and behavioral sciences, 206, 215–218. https://doi.org/10.1016/j.sbspro.2015.10.010 butler-kisber, l. (ed. . (2011). mind, brain, and education: implications for educators. learning landscapes, 5(1), 1–266. https://doi.org/papers3://publication/uuid/eba184d1-518b-4c04-aad3315248d2df02 brown, douglas. (2003). language assessment principles and classroom practices. san francisco, california: longman. cho, y., & choi, i. (2018). writing from sources: does audience matter? assessing writing, 37, 25–38. https://doi.org/10.1016/j.asw.2018.03.004 davies, martin. ( 2011). concept mapping, mind mapping, argument mapping: what are the differences and do they matter?. australia: university of melbourne hornby, a. s. (1995). oxford advanced learners’ dictionary of current english. new york: oxford university press klein, p. d., piacente-cimini, s., & williams, l. a. (2007). the role of writing in learning from analogies. learning and instruction, 17(6), 595–611. https://doi.org/10.1016/j.learninstruc.2007.09.006 linse, caroline t. (2005). practical english language teaching young learner.mcgraw hill. merchie, e., & van keer, h. (2016). mind mapping as a meta-learning strategy: stimulating pre-adolescents’ text-learning strategies and performance? contemporary educational psychology, 46, 128–147. https://doi.org/10.1016/j.cedpsych.2016.05.005 nation, i.s.p. (2009). teaching esl/efl reading and writing. new york & london: routledge. sova, dawn. (2004). writing clearly a self – teaching guide. united states of america: john wiley & sons. weigle, sara cushing. (2002). assessing writing. united kingdom: cambridge university press. windura, susanto. (2013). 1 st mind map. jakarta: pt elex media komputindo khusniyah, n.l. 84 p-issn 2614-5960, e-issn 2615-4137 biography nurul lailatul khusniyah is a member of english lecturers in universitas islam negeri mataram, indonesia. the author expertises are tefl, language use, and linguistics. the author is reachable at nurullaila@uinmataram.ac.id mailto:nurullaila@uinmataram.ac.id research and innovation in language learning vol. 2(1) january 2019 pp. 65-74 pissn: 2614-5960 e-issn: 2615-4137 http://jurnal.unswagati.ac.id/index.php/rill copyright ©2019 sri arfani, atika sulistia 65 teaching speaking using a “snake and ladder” board game: a teacher story sri arfani fakultas komunikasi dan bahasa ubsi jakarta atika sulistia fakultas komunikasi dan bahasa ubsi jakarta abstract the objective of this research is to know how the implementation of teaching speaking using a “snake and ladder” board game to the students in an english class of a private schools in a jakarta. employing descriptive study, the english teacher made her story from her classroom. the data of the research included on-site-observation and recording. the results show that (1) using a snake and ladder board game is potential to promote students‟ eagerness to speak within the peers, (2) despite of some difficulties, students seem enjoy the learning, and (3) a “friendly‟ learning atmosphere was established. keywords: teaching speaking, snake and ladder, fun sari penelitian ini bertujuan untuk memotret mengajar berbicara bahasa inggris dengan menggunakan papan permainan “ular tangga”. penelitian ini dilakukan di sebuah sekolah di klender, jakarta. data diperoleh melalui observasi kelas saat proses belajar mengajar dan juga hasil rekaman. hasil dari penelitian ini memperlihatkan bahwa: (1) mengajar berbicara dalam bahasa inggris menggunakan papan permainan “ular tangga” dapat memfasilitasi siswa berbicara bahasa inggris, (2) siswa menjadi aktif dan menikmati suasana belajar bahasa inggris, dan (3) dengan pembelajaran menggunakan papan permainan “ular tangga” terbukti dapat menciptakan suasana yang bersahabat antara guru dan siswa. kata kunci: pembelajaran berbicara, permainan ular tangga, menikmati received 29 october 2018 last revision 21 november 2018 published 24 january 2018 introduction indonesia is one of the countries where english is used as the foreign language. language has an important rule for human life to express ideas, emotion, and desires. arfani, s. & sulistia, a. 66 p-issn 2614-5960, e-issn 2615-4137 therefore, english is taught from elementary school to university level. nowadays, english is often used in formal or non formal situation, e.g. state offices, banks, and schools, and markets. english is considered a difficult subject for the indonesian students because english is completely different from indonesian language, e.g. the system of structure, pronunciation and vocabulary. english teaching involves four language skills. they are listening, speaking, reading and writing. listening and reading are receptive skills whereas speaking and writing are productive skills. they ask the learners to produce outputs. all of these skills are integrated english in the learning contexts for the successful teaching and learning in the supported environment. speaking, one of the english skills taught at schools is an important part of in language teaching. speaking is important for students to practice. in this practice, their capability and their understanding, sending idea and spelling word well and the student‟s motivation and interest are central to make hearer and speaker‟s understanding easily. however, speaking is well-known as one of the most difficult aspect for students to master in the context of indonesian classes. this is hard when one considers everything when speaking, e.g. ideas, words to say, language, how to use grammar and vocabulary, and pronunciation. ur, penny (2009:120), argues “all off the four skill (listening, speaking, reading and writing) speaking seems intuitively the most important: people who know a language are referred to as „speaker‟ that language, as if speaking included all other kinds of knowing and many if not most foreign language learners are primarily interested in learning to speak”. according to nunan (2003), speaking is oral skills which consist of producing system verbal language to convey meaning. he also adds that speaking is someone‟s ability to express ideas, feelings, thoughts, and emotions and to respond the other speaker orally. teaching english to students of junior high school is almost the same as teaching english to student of elementary school. it is possible that there are some students who are still characterized as elementary school children. many factors can cause the problem of the students, e.g. media. research and innovation in language learning vol. 2(1) january 2019 p-issn 2614-5960, e-issn 2615-4137 67 in facts, the material of english learning varied. so, the teachers are obligated to choose the suitable approach, strategy, and media in order to achieve the teaching purposes easily. moreover, the media will make the students motivated to learn. games, for an examples, are potential for making english learning fun and exciting. thus, the study was aimed at to answering the following research questions. 1. how is the process of teaching speaking using a “snake and ladder” board game? 2. what are the difficulties of using a “snake and ladder” board game in teaching english speaking? 3. what are the advantages and disadvantages of using a “snake and ladder” board game in teaching english speaking? methods the methods and some procedures were used to complete the data analysis. the descriptive quantitative methods was employed in the current study. the research took place at mts al – fath, klender. the seventh english classroom was chosen as the research setting. in collecting the data, recording and on-site observation were used. in this case, the researcher acted as the participant observer. procedures (1) the researcher taught english using a snake ladder game (2) first of all, all students were shown how to use the snake ladder game for learning speaking (3) observation and assessment was conducted to evaluate the activities and students‟ engagement in the speaking class (4) problems, advantages and disadvantages were indentified and discussed. results and discussion the teaching process the writer did a research english speaking at mtss al-falah klender for 7th (seventh) grade, especially 7-2 class; they are 29 students, 13 girls and 17 boys. in this school, the arfani, s. & sulistia, a. 68 p-issn 2614-5960, e-issn 2615-4137 writer had teaching time up to two meeting in a week for 1 class, on monday at 07:30 am until 08:50 am and thursday at 10:50 am until 11:40 am. the preparation of teaching the teacher prepared the material before starting the learning process to make it easier for teaching in the classroom. the things that teachers need to prepare instructional administration matters including worksheets, exercises, attendance lists, whiteboards, markers, and some other instructional things to motivate students to learning. first all of, after having completed administration and instructional media, the teacher started to handle the class. the first day, teacher introduced herself as the english teacher in the class. then, she called student‟ name one-by-one according to the attendance list. in the the first part, teacher provided warming up. warming up is an activity to make students stimulated, relaxed, and motivated to learn. in the second part, the writer started delivering the materials to the students about the “family tree”. the teachers gave vocabulary by write on whiteboards and explaining to students. the teacher asked the students to write them on their books. after that, the students start the practice. in the third part, the teacher asked the students to complete the exercise. the teacher made evaluation or assessment. the teacher just reminded the topic and the purpose of the subject they were learning on the day. the teacher asked to student about material and another question to remind students about the material. the teacher made exercises in two versions: oral and written exercises. in the last part, the teacher ensured the topics by making a review. after that, the teacher gave the students homework. teaching process the writer followed three steps. first is warming up. this step is as an opening for the class. second is the main activity. third is the closure. in this step, review and homework task were provided. a) warming up research and innovation in language learning vol. 2(1) january 2019 p-issn 2614-5960, e-issn 2615-4137 69 the first, before starting the teaching learning process, the teacher asked the students to pray together. after that, the writer maded the warming up sessions to make sure the students were ready for the lessons. the duration of warming up was 15 minutes for the greeting and conversation as follows. teachers : “hi! everyone. good morning!” (hai semuanya. selamat pagi!) students : “good morning ms” (selamat pagi bu) teacher : “how are you today?” (bagaimana kabarmu hari ini) students : “i‟m fine ms. and you?” (baik bu. dan kamu?) teacher : “i‟m great. thank you”. (saya baik. terima kasih) the writer did a warming up to the students for every meeting and after that, the teacher previewed the material for that day. b) main activity after warming up session, the teacher delivered the material to students. the material is about family tree. in the main activities, not only the presentation but also a snake ladder game were made in the classroom. after the teacher explained the rules of the play, the teacher arranged students to move quickly to create groups according to the rules explained by the teacher. the teacher also provided the "board game snake and ladder" equipment to the students who had obtained the group. after all students had their own group, the teacher gave a command to play the game. teacher : “ok class, you have got the group?” (kalian semua sudah mendapatkan grup?) students : “sudah, bu” (have done, ms) teacher : “baik, tolong 2 siswa maju untuk menjadi contoh? siapa yang mau” (right, 2 students come forward to be an example, please? who wants?) aziz : “me, ms” (saya bu” tamam : “saya bu” (me, ms) both students were going to the front of the class. the teacher gave an example of how to play. all students paid attention. after teacher explained how to play the "snake and ladder” board game, the teacher asked all students to start the game. teacher : “this group who get the first turn” (grup ini siapa yang dapat giliran pertama?) arfani, s. & sulistia, a. 70 p-issn 2614-5960, e-issn 2615-4137 iqbal : “me, ms” (saya, bu) teacher : “come on (ayo) iqbal sekarang lempar dadunya!” (now, throw the dice please?) students enjoyed the game of snake and ladder. their expressions looked very happy and they started learning to speak english without coercion. c) closure the game ended in 60 minutes. the teacher made a review before giving the instruction of the homework tasks. homework is considered important as it makes students keep learning. teaching difficulties teaching reflection is important (nurfaidah, 2018). therefore, the teacher here made reflection of the results of the using a snake ladder board game. there are several problems appeared during the teaching english speaking using the “snake and ladder”board game. first, students still found difficulties in the pronunciation of vocabulary. sometimes they found it difficult to fix them. one of the reasons identified here students‟ habits are as the main sources, e.g. mother, the some students said that “moter” or “mot-her”, and the nephew was pronounced “nepew” and etc. second, the situation in the class is very noisy. however, students‟ activeness is an indication that there is an empowerment in the class (misdi, hartini, & mahaputri, 2016). third, there are some students found it difficult to understand the rules of playing board game "snake and ladder". as an indication of this, they do not obey the rules. advantages and disadvantages board game “snake and ladder” in learning process. in the teaching process, the writer found the advantages of board game "snake and ladder" as media in the teaching-learning process. the media board game "snake and ladder" is an effective, easy, and fun way for students to learn and practice students' communication skills. with the board game, students can grow their motivation research and innovation in language learning vol. 2(1) january 2019 p-issn 2614-5960, e-issn 2615-4137 71 (badroeni, 2018) to try practice the ability to talk them, without the tensions inside, and to create an atmosphere of friendship between teacher and students. board game has advantages, but board game also has disadvantages is the writer need to prepare the equipment used while playing such as dice, the counter and photocopy of board game “snake and ladder” according with the number of group of students. the writer also must manage time to explain the rules. in the game should be monitored by teachers in order to avoid mistakes in the technical implementation of the fun or do not understand the rule. the teacher let students to have their own learning is important. in other words, the teacher only control learning (misdi, hartini, farijanti, & wirabhakti, 2013). conclusion, research implication, and recommendation after analyses and discussion have been discussed in chapter previously, so the conclusion will be discussed in this chapter. teaching using board game “snake and ladder” at mtss al-falah klender jakarta timur the writer conclude that is effective used in learning process, especially in teaching speaking makes students more understanding and confidence to practice the ability to speaking english. the result of the research shows that games can improve the students‟ speaking proficiency and the atmosphere of teaching and learning process becomes more alive. besides those result findings, there is also the result finding on the teacher behavior that is she knows another media in teaching speaking. the atmosphere during the implementing of games also improved. the improvement could be seen in the terms of their participation in answering question, asking the teacher if they got difficulties, paying attention to the teacher explanation, and increasing their motivation to learn. the process of teaching and learning became more communicative and learning anxiety reduced. the students were not ashamed of asking question to the teacher and answering her question. they also were active discussing the task with their friends. in the guessing game, they looked more competitive. they had to discuss with their group to find the prediction of the arfani, s. & sulistia, a. 72 p-issn 2614-5960, e-issn 2615-4137 words meant. the competitive atmosphere also made them concentrate and think intensively during the learning process. in language teaching and learning, it is necessary to implement an appropriate method and technique. it can be seen from thebfindings that to make the teaching learning process successful, the teacher is not only the source of the knowledge and dominates the learning process but also, she or he should create the situation where the students are involved in experiencing in learning. based on the conclusion of this study, it can be shown that after implementing the research, the implication includes: 1). the use of games helps the students to comprehend the vocabulary and grammar. finally, they can use the vocabulary, grammar and the expression in real communication. 2). games can make the students think intensively and concentrate in learning process. by so doing, they will able to express their idea, think naturally. 3). games increase creativity and courage; they have more discussion with their friends. it also increases their enthusiasts to ask the teacher about their difficulties. the traditional way of teaching and learning applies the technique during the speaking lesson, the teacher asks students to do the exercise in the student worksheet (lks). they just rely on the task in the worksheet. sometimes they just cheat other students‟ answer and copy it. if there is a dialogue, the teacher asks them to complete it and read it in front of the class. this technique cannot enhance their speaking proficiency. on the basis of the research finding, the teaching and the learning process changes from the traditional way of teaching to an innovative way, applying "snake and ladder game. however, this media of games should be investigated more thoroughly by conducting the relevance research in four skills (listening, speaking, reading, and writing). references badroeni, b. (2018). improving students‟ motivation in speaking english through active learning strategy. research and innovation in language learning, 1(2), 76-88. research and innovation in language learning vol. 2(1) january 2019 p-issn 2614-5960, e-issn 2615-4137 73 misdi,m., hartini, n., & mahaputri, r. (2016) empowerment in madrasahs: sound from english language teacher. proceeding: the first international conference on linguistics and language teaching, may 2015 universitas negeri yogyakarta misdi, m., hartini, n., farijanti, d., & wirabhakti, a. (2013) teacher-centred and teacher controlled learning: a postmodernism perspective. english language teaching perspective, 1(1). nunan, d. 2003. practical english language teaching. new york: mc.grow hill nurfaidah, s. (2018). three attitudes of a reflective teacher. research and innovation in language learning, 1(1), 39-48. ur, penny. 2009. a course in language teaching practice. uk: cambridge university press. biography dr. sri arfani, m.pd. is an english lecturer in communication and language faculty bina sarana informatika university jakarta. she earned her doctoral degree of unj in 2017. she can be reached at sri.saf@bsi.ac.id atika sulistia is an english staff of the faculty of komunikasi dan bahasa ubsi jakarta. her research interests are about the language teaching and linguistics. arfani, s. & sulistia, a. 74 p-issn 2614-5960, e-issn 2615-4137 research and innovation in language learning vol. 2(3) september 2019 pp. 228-236 pissn: 2614-5960 e-issn: 2615-4137 http://jurnal.unswagati.ac.id/index.php/rill 228 copyright 2019 @ rifari baron employing jigsaw in english academic writing: an action research in an efl class in indonesia rifari baron universitas indraprasta pgri jakarta, indonesia abstract the aim of the study was to get increasing of students’ english academic writing ability through the jigsaw technique. it conducted in the english education program study of postgraduate program universitas indraprasta pgri jakarta. in this study has emphasized teamwork learning. the research was action research that used the exploratory mixed method. the process of collecting data used test, observation, documentation, interviews, and daily note. the technique of data analysis used qualitative analysis and quantitative analysis. the sample of the study is 20 students. the result of the study shows that the average score of the student english academic writing test is different. the average of the test in cycle 1 is 51.1, cycle 2 is 51,2 and cycle 3 is 79,6. keywords: academic writing, english learning, jigsaw sari tujuan dari penelitian ini adalah untuk mendapatkan peningkatan kemampuan menulis akademik bahasa inggris menggunakan teknik jigsaw. penelitian dilakukan di program studi pendidikan bahasa inggris pada program pascasarjana universitas indraprasta pgri jakarta. penelitian ini menitiberatkan pada pembelajaran kerja tim. pendekatan penelitian adalah penelitian campuran menggunakan metode penelitian tindakan. proses mengumpulkan data menggunakan tes, observasi, dokumentasi, wawancara dan catatan harian. teknik analisis data terdiri dari analisis data kualitatif dan analisis data kuantitatif. sampel penelitian sebanyak 20 mahasiswa. hasil penelitian menunjukkan perbedaan nilai tes menulis akademik bahasa inggris. nilai rata-rata tes pada siklus 1 sebesar 51.1, siklus 2 sebear 51,1 dan siklus 3 sebesar 79,6.. kata kunci: menulis akademik, bahasa inggris, jigsaw received 03 april 2019 last revision 29 august 2019 published 06 october 2019 http://dx.doi.org/10.33603/rill.v2i3.2138 introduction english academic writing for postgraduate students needs hard effort because some students still have difficulties. the academic writing in postgraduate student has a different concept with the graduate student. they have to write for many purposes. http://dx.doi.org/10.33603/rill.v2i3.2138 baron, r. p-issn 2614-5960, e-issn 2615-4137 229 it implies that their writing is used for the daily activity. it’s not just for formal situation like as in academy or education program however additionally the writing activity used for people work. murray (2012) stated that writing process in university education program exists to create basic foundation through developing your intellect and powers of analysis, your specialist profession which have chosen and your ability to manage a role in taking forward that field of study through your own ideas and creativity. it refers to the process of thinking from secondary school to university is described in the expectation teacher. for university students, writing known as social activity. sokolik viewed that writing may be combination of activities between processes and products. olson described the process of writing is as pertaining to the unification of ideas from starting until finish and into writing that was able to revealed, it was helpful for novice writers. as a result of writing has many steps. the writing is supported with the logic and it is able to create the different imagination (linse, 2005). writing has several stages that are adjusted to the procedure. kroll had identified 4 stages in obtaining writing skills, namely preparation, consolidation, differentiation, and systematic integration (naomi & stainthorp, 2006). therefore, the aims of writing learning subject were to build the knowledge that can be used as analysis way in writing problem. the result of observation concluded that academic writing subject faced some problems because some students cannot write the right paragraph. they used the indonesia context in making english paragraph. the main problems in writing subject is; 1) difficulty developing paragraphs; 2) difficulty understanding cohesion and coherence; 3) difficulty using stages in writing. as we know that writing preparation has the core role in writing. it’s intrinsic to the writing process. hayes suggests that creating a writing preparation always involves setting goals, generating ideas, and reflecting them and it necessarily involves translation and transcription to produce a written product: a plan. thus, creating a written plan involves a complete writing procedure that produces a text designed to aid the writer of the preparation of producing another text (byrnes and manchon, 2014). besides that, the result of analysis data in observation and interview concluded that students need the group discussion in writing learning. students have the different characteristics and they can learn with a friend and by self. discussion helps students who have difficulty writing because many students are not able to understand the writing process. research and innovation in language learning vol. 2(3) september 2019 230 p-issn 2614-5960, e-issn 2615-4137 therefore, the writing class needs the appropriate method of learning. this study offers the jigsaw technique in the writing learning because it will help the teacher to create the student’s cooperation. it provides to teamwork ability. it’s an crucial aspect for the students in learning process. because almost the students are be as a teacher in the class or for her children at home. jigsaw is a part of collaborative learning technique (hedeen, 2003). some analysis has proved it. evcim & pek (2013) declared the analysis finding that there was a big distinction between the experiment and management cluster in term of victimisation jigsaw ii technique. jigsaw ii includes a purposeful impact on the tutorial action of scholars. in their analysis showing that it will be declared that being each an educator and a student helped students develop a far better interaction and actively participate within the method. a similar analysis has tested that cooperative learning techniques are promoted for the event of educational and social competencies. one such technique, jigsaw, creates cooperation by structuring student interdependency through the training task, instead of through the grading system. a method and outcome analysis of jigsaw was conducted (moskowitz, malvin, schaeffer, & schaps, 1985). in cscl contexts (computer supported cooperative learning) cooperative activities with totally different levels of structuredness square measure typically accustomed foster discussion and exchange among students and enhance collaboration. in this field, the talk around whether or not and to what extent it's helpful to structure the activities planned to students remains terribly spirited. during this paper, 2 cooperative activities square measure explored, specifically an easy case study (moderate level of structuredness) and also the case study joint with the jigsaw (higher level of structuredness). starting from the analysis of the interactions occurred among students of 2 real on-line courses activity these activities, it's attainable to spot sturdy points and weaknesses of the 2 activities, thus to draw some reflections on the impact of structuredness on the cooperative learning process(pozzi, 2010). it's versatile follow and lots of variations. besides that, it suggested for english educational writing. it will be seen from maden's analysis. in our study on impact of the jigsaw i as part of the cooperative learning techniques implementation on written expression skills, the result of study indicate that a few variety of jigsaw implementation impact on the students’ test and baron, r. p-issn 2614-5960, e-issn 2615-4137 231 discussion in the class. it shows the different ability between students that has learnt using jigsaw technique and traditional method in written expression pattern. there are many other studies pointing out cooperative learning methods has a positive impact on students’ writing and written expression ability. student perceptions of the jigsaw i application were very positive, especially as an choose of learning experience (maden, 2011). another analysis shows that jigsaw iv answered the issues of scholars and lecturers victimisation jigsaw ii and had a positive effect on the students' educational achievement(holliday, 2000). there's a positive effects of cooperative learning (using the jigsaw method) on students' action during a general chemistry course. the chemistry achievement test (cat) and phase achievement test (pat) were used. one of these categories served because the experimental cluster (n = 52), that was educated victimisation cooperative learning (jigsaw) ways, whereas the opposite category served because the management cluster (n = 56), that was educated victimisation ancient learning ways. the results indicate that the instruction supported cooperative learning yielded considerably higher action in terms of the cat and pat scores compared to the take a look at a lot of the management cluster, that was educated with historically designed chemistry instruction (doymus, 2007). the review of the previous analysis indicates that there's still a scarcity of investigation within the implementation jigsaw, particularly in educational writing learning at university. as a result of some analysis simply enforced the strategy because the sequence in jigsaw while not building of the students' interest in learning. thus, this research is aimed to implement the jigswa on english academic writing that focuses to the building of togetherness in learning. besides that, the student can manage their teamwork in learning. therefore, the teacher can add the process of competition to evaluate students’ learning, such as giving a quiz, puzzle, moving group members, different task between group of peer evaluation. in this study, the process of english academic writing postgraduate student needs many variations of teamwork learning. thus, the problem in this study is “how is the effect of jigsaw implementation on english academic writing ability for postgraduate students universitas indraprasta pgri jakarta?” research and innovation in language learning vol. 2(3) september 2019 232 p-issn 2614-5960, e-issn 2615-4137 research method the study used action research method that used the exploratory mixed method. the steps of action research used kemmis and mctaggart. there are 3 cycles to implement of jigsaw technique in english academic writing. the sample of research is 20 students. collecting data process used; 1) test is to know students’ english academic writing ability, 2) observation is to collect learning process in the class, 3) interview is to collect information from students and teacher about the effectiveness of learning, 4) documentation is to take the result of daily students learning, and 5) daily note is to know the students’ perception of english academic writing learning. the validity of the study used credibility, transferability, dependability, and conformability. besides that, to know students’ difference in english academic writing used t-test paired two samples for means. findings and discussions 1. findings academic writing learning has been done as 3 cycles. each cycle has 4 meeting. each cycle has disadvantages that have revised for next cycle. in the first cycle has concluded that students’ english academic writing ability is still low. it can be seen from the result of the interview, observation process, documentation and daily note, and test. they are still confusing to divide the teamwork. every student has his own selfishness to finish the assignment in the group. in cycle 2, the learning process emphasized to comprehend the teamwork through changing of member group and there is a leader in each group. the exercises are many variations. but the achievement of learning is still low. therefore, cycle 3 has designed more different exercises. the students have to change of group member and one is a leader. he/ she guide the group in finishing their task. here is comparing the result of the test in cycle 1, cycle 2, and cycle 3. table 1. statistic descriptive of english academic writing test cycle 1 cycle 2 cycle 3 average 51.1 51.15 79.6 standard error 1.259 1.758102 0.89266 median 50 52 79 mode 50 50 80 standard deviation 5.769 7.862469 3.992097 sample variance 33.29 61.81842 15.93684 range 20 31 15 minimum 40 32 75 maximum 60 63 90 baron, r. p-issn 2614-5960, e-issn 2615-4137 233 table 1 shows that in cycle 1, the average score of english academic writing is still low. the lowest score is 40 and the highest score is 60. these scores are not appropriate with the standard score in the class. the first cycle result is the same in cycle 2. while in cycle 3, it has increased to be 79,6. the average score in the last cycle has been suitable with the standard score. thus, it can be concluded that the jigsaw has given significant influence on the english academic writing learning in the class. each student has good development of test score. here is comparing the result of students’ test; graph. 1 the comparing students’ score test in each cycle graph 1 shown that between cycle 1 and cycle 2, nearly students didn't need to modification of score take a look at. however within the third cycle, they need a major modification. it's as a result of the students need to build the interaction with alternative, involving verbal interchange like giving suggestion to develop the most plan or topic sentences, giving an assessment to partners’ writing, giving the data to develop their writing and peer assessment to get writing feedback. therefore, there's important english educational writing ability before and after using a jigsaw. it can be seen from the t-test result; table 2. t-test: paired two sample for means mean 51.36842 variance 64.24561 observations 19 hypothesized mean difference 0 df 18 t stat -13.67 p(t<=t) two-tail 5.99 t critical two-tail 2.1009 0 20 40 60 80 100 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 students' score test in each cycle cycle 1 cycle 2 cycle 3 research and innovation in language learning vol. 2(3) september 2019 234 p-issn 2614-5960, e-issn 2615-4137 table 2 gave the assumption t stat < t-table (-13,67 < 2.1009). it can be said that ho is rejected and h1 is accepted. it implies that jigsaw had a positive effect for the result of english academic writing learning. it has proven from other research, the jigsaw strategy plugs this gap as each member of a group shows an integral act, so the students depend to achieve the task. they are in control and the teacher is a facilitator that create and provides necessary explanation. jigsaw provides learners the opportunity to be responsible for autonomous learners. it used for reading and introducing research essay writing, but it are able to use with any reading passage in any teaching context. 2. discussion the jigsaw strategy in english academic writing learning have the positive effect to students’ interest in writing learning. they can used their expertise and imagination to develop of writing. jigsaw could be a variation of in-class activities to inspire and keep learners engaged and targeted on the text and task at hand. it's a noteworthy and helpful cl methodology that promotes effective learning, important thinking, learner autonomy, empathy, positive team mutuality and social and communication skills. it may be used with any esl/eap reading category and with completely different category (esnawy, 2016). jigsaw is one of cooperative learning technique that impact to the students’ teamwork in finishing the writing. in the learning process, every group must finish their writing from the exercise. they identify information or data to support their argument in writing. the member of group must give one data and writes a paragraph. it is teamwork learning. after that, peer assessment is done to get students’ feedback. then, the teacher and students discussed together to see some students’ mistake in their writing. all students working in a small group must understand to contributes by helping other classmates. so they used their knowledge in the class, but also they build the cooperation in out of the class. it is effective to develop students’ english academic writing ability. the result of english writing learning shows that students can build togetherness during discussions. they cooperate each to build the cooperative process. cooperative learning model could maintain students to understand descriptive text since they can share the difficulties to their friends in a group. the students also had more motivation to circumstance the best because they must compete with other groups (haydan, 2013). https://www.thesaurus.com/browse/circumstance baron, r. p-issn 2614-5960, e-issn 2615-4137 235 moreover, students who feel they have higher writing skills can bring out peer learning activities. in the discussion, it stated that the leader in the team of discussion directed other students who were still weak. in addition, they exchange ideas well without facing obstacles. students who are an introverted personality will be open when facing difficulties. so, the research result has found an innovation orientation during implementing the jigsaw strategy. because of the teacher directs and implements the jigsaw strategy correctly. the teacher has also completed this strategy with media learning when they faces difficulties in learning process. the implementation of jigsaw strategy is usually different in every cycle, therefore it is enhancing of writing learning for student grades at the last of learning cycle. many researchers stated that jigsaw is effective and flexible in enhancing students’ achievement in learning. in addition, they can understand to finish their exercise in their group and individual task. conclusion and implications jigsaw has increased student’s teamwork discussion which enhance a productive environment in the writing class. it has given the significant effect on students in learning. they can build critical thinking. motivation, empathy, and positive team. therefore, this study is an alternative in teaching writing subject for the postgraduate student. the result of study has given an inspiration about the implementation of jigsaw on english language learning. references byrnes, heidi and rosa m. manchon. (2014). task-based language learning insight from and for l2 writing. amsterdam: john benjamins publishing company doymus, k. (2007). effects of a cooperative learning strategy on teaching and learning phases of matter and one-component phase diagrams. journal of chemical education, 84(11), 1857. https://doi.org/10.1021/ed084p1857 esnawy, s. (2016). efl/eap reading and research essay writing using jigsaw. procedia social and behavioral sciences, 232, 98–101. https://doi.org/10.1016/j.sbspro.2016.10.033 evcim, h., & i̇pek, ö. f. (2013). effects of jigsaw ii on academic achievement in english prep classes. procedia social and behavioral sciences, 70, 1651–1659. https://doi.org/10.1016/j.sbspro.2013.01.236 haydan, r. (2013). implementation of the cooperative learning method in teaching reading comprehension. journal of english and education, 1(2), 57–64. retrieved from http://ejournal.upi.edu/index.php/le/article/view/584 hedeen, t. (2003). the reverse jigsaw: a process of cooperative learning and discussion. teaching sociology, 31(3), 325. https://doi.org/10.2307/3211330 research and innovation in language learning vol. 2(3) september 2019 236 p-issn 2614-5960, e-issn 2615-4137 holliday, d. c. (2000). the development of jigsaw iv in a secondary social studies classroom. retrieved from https://eric.ed.gov/?id=ed447045 linse, caroline t. (2005). practical english language teaching young learners. mcgraw hill naomi dan rhona stainthorp. (2006). the learning and teaching of reading and writing. west sussex: wiley murray, neil. (2012). writing essays in english language and linguistics: principles, tips, and strategies for undergraduates. cambridge: cambridge university press. maden, sedat. (2011). effect of jigsaw i technique on achievement in written expression skill. educational sciences: theory & practice 11(2) • spring • 911-917 moskowitz, j. m., malvin, j. h., schaeffer, g. a., & schaps, e. (1985). evaluation of jigsaw, a cooperative learning technique. contemporary educational psychology, 10(2), 104–112. https://doi.org/10.1016/0361-476x(85)90011-6 pozzi, f. (2010). using jigsaw and case study for supporting online collaborative learning. computers & education, 55(1), 67–75. https://doi.org/10.1016/j.compedu.2009.12.003 biography rifari baron is a senior lecturer in the department of english in the postgraduate program, universitas indraprasta pgri jakarta, indonesia. his reserach interest includes academic writing and tefl. he can be contacted through rifari.baron@unindra.ac.id research and innovation in language learning vol. 3(1) january 2020 pp. 40-48 pissn: 2614-5960 e-issn: 2615-4137 http://jurnal.unswagati.ac.id/index.php/rill copyright @ 2020 fetriani, kiagus baluqiah, meta fransiska 40 listening comprehension strategies employed by indonesian efl students: lesson learned from indonesian islamic higher education fetriani fitriwahyutama@gmail.com universitas muhammdiyah bengkulu, bengkulu-indonesia kiagus baluqiah universitas muhammdiyah bengkulu, bengkulu -indonesia meta fransiska universitas muhammdiyah bengkulu, bengkulu -indonesia abstract the objective of this research is to know the strategies in acquiring listening comprehension used by english students in english classes of islamic university in bengkulu, indonesia. the data of the research included questionnaire and interview the result of this research, there were two strategies in acquiring listening: first in direct strategies they were memory, cognitive and compensation strategies. second in indirect strategies they are metacognitive, affective and social strategies. especially in direct strategies, memory was the most strategy was chosen by students in the second semester. indirect strategies, social was the most strategy was chosen by student. so the most strategies used by english students are memory and social strategy. keywords: affective, metacognitive, listening comprehension, efl students, social strategies sari penelitian ini bertujuan untuk mengetahui strategi yang digunakan siswa bahasa inggris dalam memperoleh pemahaman pada skill mendengarkan. penelitian ini dilakukan disebuah kampus islam di bengkulu, indonesia. data diperoleh melalui quesioner dan interview. hasil penelitian ada dua strategi dalam memperoleh pemahaman mendengarkan: pertama strategi langsung, yaitu strategi memori, kognitif dan kompensasi. kedua dalam strategi tidak langsung,yaitu strategi metakognitif, afektif dan sosial. dalam strategi langsung, memori adalah strategi yang paling banyak dipilih oleh siswa di semester dua. dalam strategi tidak langsung, sosial strategi adalah strategi yang banyak dipilih oleh siswa. jadi strategi yang paling banyak digunakan siswa bahasa inggris adalah memori dan sosial strategi . kata kunci: strategi, pemahaman mendengarkan, siswa efl received 2019-12-03 accepted 2020-01-04 published 2020-01-31 doi. 10.33603/rill.v3i1.2873 http://dx.doi.org/10.33603/rill.v3i1.2873 research and innovation in language learning vol. 3(1) january 2020 p-issn 2614-5960, e-issn 2615-4137 41 introduction listening comprehension is one of the skills that students must acquire especially in english education programs. the students will be easier to understand native speaker speaking and also can capture information. they communicate well through good listening. according to brown and yule (1983), listening comprehension means that a person understand what she or he has heard. in acquiring listening comprehension we needed some strategies. because strategy can help students quickly to acquire listening comprehension, this is the reason why strategies are very important to acquire listening comprehension. o’malley, chamot and kupper (1989), and vandergrift, (1997) define listening comprehension strategies as steps taken by learners to help them acquire, store, retrieve, and/or use information. basically, strategy is effort or way used to achieve a goal. according to oxford rebecca (1990) there are two strategies in listening, they are direct strategy and indirect strategy. in direct there are three components memory strategies, cognitive strategies, and compensation strategies in indirect strategy also there are three components metacognitive strategies, affective strategies, and social strategies. so, the strategy used by oxford rebecca consists of six strategies the first namely direct divided into three parts and the second indirect also divided into three parts. in teaching and learning process, there are some factors that affect the successful of teaching and learning process. they are students, lecturer and material. teacher who teaches in the classroom should be active and able to motivate the student to learn english. after the researchers interview some students in the second semester on friday 05 july 2019, the researcher found that some students think that listening lesson can be easier and not easier to learn. this based on their material and the way of their lecturer. the lecturers should have ability to manage the classroom, it shouldn’t be monotone, the lecturer must know what the students need. therefore, strategies or trick very needed of english students in acquiring listening comprehension. this is the reason why the researchers want to know the strategies used by students in acquiring listening comprehension of islamic university in bengkulu, indonesia. fetriani, f., baluqiah, k., & fransiska, m 42 p-issn 2614-5960, e-issn 2615-4137 methods the data of the research included questionnaire and interview. the subjects of this research were all of the students in the second semester at english education study program of islamic university in bengkulu, indonesia. there are 54 students to become respondents in this research. the data in this research were collected by using questionnaire and interview. the questionnaire adapted from the questionnaire in the journal of huy (2015) containing of direct strategy (memory, cognitive, compensation strategy) and indirect strategy (meta-cognitive, affective, social strategy) from oxford (1990). the researcher met the students, explained the purpose of giving questionnaire. the students answered the questionnaire and submitted it to the researcher. in the interview, the researcher gave some questions such as the reasons why the students chose the most strategy used. the students answered the questions and the researcher recorded the students’ answers. results and discussion strategies used by english students in acquiring listening comprehension there are two type strategies used by second semester in acquiring listening comprehension, they are direct and indirect. those strategies were divided into thirteen items for direct strategies and ten items for indirect strategies. the results showed that students more used memory strategy in direct and in indirect strategies was social strategy. the complete explanation could be seen in the following explanation. 1. direct strategies in the result of english students’ questionnaire in acquiring listening comprehension in direct strategies, the students chose all the strategies in acquiring listening comprehension. it can be seen from percentage on the table 64% for this strategy. it can be seen in table below: table 1 strategies used by english students in acquiring listening comprehension at direct strategies no item respond (%) negative positive 1. memory 11% 89% 2. cognitive 31% 69% 3. compensation 36% 64% total 26% 74% research and innovation in language learning vol. 3(1) january 2020 p-issn 2614-5960, e-issn 2615-4137 43 based on the table above, the students used all of the strategies. they are memory, cognitive and compensation. the result showed that memory strategy is strategy most frequently used by the students second semester in acquiring listening comprehension. this showed from percentage 89% second semester students chose memory strategies. cognitive is seldom used by second semester, it can be seen from 69% for this strategies and compensation is the low strategies used by second semester students. 2. indirect strategies in the result of the questionnaire, the researcher found the strategies used by english students in acquiring listening comprehension in indirect strategies. they are metacognitive, affective and social. for more explanation, it can be seen the table below: table 2 strategies used by english students in acquiring listening comprehension at indirect strategies no item respond (%) negative positive 1. meta cognitive 36% 64% 2. affective 34% 66% 3. social 12% 88% total 27% 73% based on the data above in indirect strategies the second semester students chose all strategies in acquiring listening comprehension. it showed that all of students used these indirect strategies in acquiring listening comprehension. they are meta cognitive, affective and social, it can be seen from percentages result for meta cognitive 64% the most little used by second semester, affective is seldom used by second semester too, it can be seen from 66% and the last is social. with the total numbers is 88%. it means that social is most frequently used by second semester students. discussion in this discussion, the researcher discuss strategies used by english students in acquiring listening comprehension especially in the second semester at islamic university in bengkulu, indonesia. the result showed that the most frequently used strategies were memory and social strategies. memory strategy was the most frequently employed in direct strategy. the result show, there are 89 % the students used this fetriani, f., baluqiah, k., & fransiska, m 44 p-issn 2614-5960, e-issn 2615-4137 strategies. this can help the students to store memories that they had known before. as said by oxford (1990:38) memory strategies were used to enter new information into memory storage. in the memory strategies there are three activities that students can do. first, when hearing a new word in listening material, the students connect the sound of the new word and an image or picture (85% respond positive). this activity made the students acquire listening comprehension because they are easier to remain back what they have listened before. for example, native speaker said new word is “sand” and give picture or image about beach. so the students can imagine about beach and found word of sand. the second activities, the students remember "word or phrase" in listening material . this activities has (90% respond positive), it help students remain word or phrase for example if native speaker said about fire in listening material so the students can imagine about situations that hot and emergency. the last activities used by students in memory strategies is the students think of relationship what students heard between what students already know (92% respond positive) for example, the students has previously knowledge about material listening is aerobic so students has familiar about aerobic and know benefit of aerobic for healthy. it means the students can thing relation what they heard between what they have known before. those are activities used by second semester in acquiring listening comprehension for the memory items. based on the explanations above and support the data, the researcher conclude that memory strategies are very effective in acquire listening comprehension and base the result of research showed memory the most strategy chose by second semester students. this statement supported by huy (2015:29) said that the fact students in the researcher’s school used more memory category than any other categories was understandable. this could be explained that they tried to memorize as much as possible to help them get information usually with remain new word or phrase who they have listen and memorize it, as duong (2009) stated that memorization is traditionally popular language classes as well as many other content subjects in vietnam and in many other asian countries. the fact that the students in the researcher’s school used more memory category than any other categories was understandable. research and innovation in language learning vol. 3(1) january 2020 p-issn 2614-5960, e-issn 2615-4137 45 social strategy is the second strategy many chose by second semester students in indirect strategies. this strategy many used by second semester in acquiring listening comprehension with interaction between teacher to students and students to students, can help students work together to get understanding about material listening. this statement justified by oxford (1990:144) social strategies could help listeners work together and understand the target language as well as the language. social strategies include two sets: asking for question and cooperating with each other. particularly, asking for question (asking for verification), for instance, or verification from their teacher or their friends could help listeners clarify what they are not clear. while, cooperating with each other like cooperating with peers aid listeners to share information and to check comprehension or to solve questions. social strategies can help students in acquiring listening comprehension because students like this technique. they are two technique used by second semester in acquiring listening comprehension in memory strategies. first, students ask the lecturer for clarification what they do not understand about listening material. this purpose to made students be understand material listening when they confuse about material listening so they can ask with their lecturer and this function to acquire listening comprehension. the second when listening, student exchange the information with friends to help students understand the material listening better. this purpose together work between students to student for example they made discussion form in acquire listening comprehension. base on the explanations above the researcher conclude that social strategies are very effective in acquire listening comprehension and base the result of research showed social strategy is the second strategy chose by second semester students for indirect strategies. this finding showed that social strategy many chose by students in acquiring listening comprehension. but, the result of research different for other research such as bao said (2017:191) teachers attach importance to both cognitive strategies and social/affective strategies while students obviously neglect the latter which indicates students in listening classroom seldom adopt social\affective strategies teachers instruct, fetriani, f., baluqiah, k., & fransiska, m 46 p-issn 2614-5960, e-issn 2615-4137 which contribute to three reasons. firstly, it is related to university students’ psychology, namely, autism psychology. as stated by noguchi (1991) and kao (2006), which proved that the social strategies were used the least frequently. one reason for the least frequent use of social strategy could be explained that the students in the researcher’s school were afraid of making mistakes or being laughed by their friends. thus, they were not eager to ask for clarification from their teachers or cooperate with their partners. after finding result of questionnaire, the researcher conducted interview to the students who choose memory and social strategies this function to strengthen the result of research. based on interview result from students, some of them said that memory and social are strategies use more in acquiring listening comprehension. because memory and social strategies are the most efective for acquiring listening comprehension,more efficient used in acquire listening comprehension, students can acquiring listening if use these strategies. for direct strategies the most strategy used by students in the second semester is memory. memory is a way appopriate for them in acquiring listening comprehension. for example with memorise of music from you tube can help the students acquire new vocabulary, remembering words and remember lesson they heve learn that can help students acquiring listening comprehension. in indirect strategies some of students choose social strategy. based on interview the reasons why the students chose this strategy because the social strategies are effective for acquiring listening comprehension, the students can acquire listening comprehension if use this strategy.social strategy is a way appopriate for them because there is interaction between students to students and lecturer to students. for instance students made discussed for their friends or ask to their lecturer, if they do not understand or confuse with material listening. this way can help students in acquiring listening comprehension. this finding of research different for previous research such as altinur (2018) she analyzed about a study of students’ strategies in learning listening skill at english study program of islamic university in bengkulu, indonesia. from her result, she found only research and innovation in language learning vol. 3(1) january 2020 p-issn 2614-5960, e-issn 2615-4137 47 the dominant learning listening strategy was in direct learning strategy and the subject of her result is six semester. different for this research, researcher analyzed about strategies in acquiring listening comprehension used by english students of islamic university in bengkulu, indonesia. the finding of research showed that strategies used by english students especially of the second semester are memory and social. memory strategy is most used frequently in direct strategies and for in indirect strategies, social is the second strategy chosen by second semester students in acquiring listening comprehension. based on the result resacher suggest to the students try use other strategies in acquiring litening comprehension because the expert made strategies to used. conclusions & recommendations there are two strategies used by students in acquiring listening comprehension: first in direct strategies, there are memories, cognitive and compensation strategies.. memory is the most frequently used in direct strategies. second, indirect strategies the student used metacognitive, affective and social strategies. social strategies is the most frequently used indirect strategies references abdalhamid, f.2012. listening comprehension strategies of arabic-speaking esl learners. departement of english. fort collins: colorado state university. ahmadi, s, m.2016. the importance of listening comprehension in language learning. international journal of research in english education.1,1. al alwan, a.2013. efl learners’ listening comprehension and awareness of metacognitive strategies: how are thry related?.international education studies.6,9(p.31)issn 1913-9020. altinur, a.2018.astudy of students’ strategies in learning listening skill at english study program in muhammadiyah university of bengkulu.english study program.university muhammadiyah of bengkulu. andrew, et al.1996.the impact of strategies-based instruction on speaking a foreign 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now teaching reading as her specialist at muhammadiyah university of bengkulu. kiagus baluqiah and meta fransiska are also the faculty members of english education, muhammadiyah university of bengkulu. research and innovation in language learning vol. 2(2) may 2019 pp. 139-147 pissn: 2614-5960 e-issn: 2615-4137 http://jurnal.unswagati.ac.id/index.php/rill copyright @ 2019 dewi christa kobis 139 psychoanalytic criticism on mizoguchi’s perception of the golden temple in the temple of the golden pavilion dewi christa kobis stmik multicom bolaang mongondow indonesia abstract this paper is to discuss the psychological aspects in the novel which is written by yukio mishima entitled the temple of the golden pavilion which was translated into english by ivan morris and was published for the first time in 1959. this paper analyzes mizoguchi’s affection and behavior towards golden pavilion by using psychoanalysis. first, it analyzes how mizoguchi treats the golden pavilion. second, it analyzes the reasons of why mizhoguchi buns the golden pavilion that he admires so much. at the end, this paper found that mizoguchi previously perceives the golden pavilion as the true representation of beauty since it has been admired by people, but at the end, he hated the golden pavilion because it caught people’s attention more than human being can do and this hatred caused him to burn the golden pavilion. his action literarily analyzed by psychoanalysis as his oppressed depression because most people’s rejection and humiliation to him due to his ugliness and stuttered condition. keywords: the temple of the golden pavilion, mizoguchi, psychology, psychoanalysis sari penelitian ini membahas tentang aspek psikologi dalam novel yang ditulis oleh yukio mishima berjudul the temple of the golden pavilion yang diterjemahkan dalam bahasa inggris oleh ivan morris dan dipublikasikan untuk pertama kalinya pada tahun 1959. penelitian ini menganalisa perhatian dan perlakuan mizoguchi terhadap pavilyun emas dengan menggunakan kajian sastra psikoanalisis. pertama, peneltian ini menganalisa tentang bagaimana perlakuan mizoguchi terhadap pavilyun emas. kedua, penelitian ini menganalisa tentang mengapa mizhoguchi membakar pavilyun emas yang sangat dikaguminya. akhirnya, penelitian ini mendapati bahwa mizoguchi sebelumnya menganggap pavilyun emas sebagai perwakilan dari keindahan karena pavilyun tersebut dikagumi semua orang, tapi pada akhirnya dia membenci pavilyun emas tersebut karena pavilyun itu lebih menarik bagi kebanyakan orang dari pada manusia dan kebencian ini menyebabkannya membakar pavilyun emas. secara literal, psikonalisis menganalisa aksi mizoguchi sebagai depresinya yang terpendam dikarenakan penolakan dan hinaan yang didapatinya dikarenakan kondisinya yang buruk rupa dan gagap. kata kunci: kuil dari pavilyun emas, mizoguchi, psikologi, psikoanalisis received 13 february 2019 last revision 30 april 2019 published 31 may 2019 doi. 10.33603/rill.v2i2.1963 kobis, d.c. 140 p-issn 2614-5960, e-issn 2615-4137 introduction the temple of the golden pavilion tells a story about a stutterer named mizoguchi. he was really influenced by the image of the golden temple and over attached on it (yu, 2008). at any moment that he experienced, even when he was with a girl, being angry, disappointed, happy, or sad, he might refer all his feelings into the golden temple (atkinson, 1989). this condition led the readers for having speculation or prejudice that mizoguchi might have psychological disorder. research questions based on the introduction, background, and purpose of the study that had been clarified above, the researcher proposed two research questions that will be answered in this research. they are: 1. how did mizoguchi treat the golden temple as an essential aspect in his life based on psychoanalysis criticism? 2. why did mizoguchi burn the golden temple based on psychoanalysis criticism? literary analysis by using psychoanalytic theory psychoanalysis theory that i use in this study is psychoanalysis theory that had been proposed by sigmund freud. all of freud’s work depends upon the notion of the unconsciousness, which is “the part of the mind beyond consciousness which nevertheless has a strong influence upon our actions” (peter, 1995, p. 96). sometimes we thought that unconsciousness is not important and it is just a factor that could be left behind. but freud has different perception about this. he clarified that our true self is actually our unconsciousness. psychoanalysis, in the broad sense of the term, attempts to better understand human behavior. “the goal of psychoanalysis is to help us resolve our psychological problems…the focus is on patterns of behavior that are destructive in some way” (lois, 2006, p. 12). surely each of us at some point or another has been self-destructive or acted in ways that could be considered destructive to others or the situation. psychology is associated with more “recent developments in the sciences of the mind. our selves are complex, and they are not what they appear to be. our conscious awareness is only part of what our “self” is. our past, our personal history, is crucial in determining what we are, yet it exists for our consciousness only as fragments research and innovation in language learning vol. 2(2) may 2019 p-issn 2614-5960, e-issn 2615-4137 141 of memory” michael, 2012, p. 45). thus, analyzing the past of the main character in a story is crucial so that we could know the deepest desire of the main character and we could understand well the story. lois (2006) then added that people might not know the specific source of our emotional problems. they might not even know that they possess such problems because they tend to repress their most distressing experiences, push those experiences into the unconscious, which is the psychological sore house of painful experiences that they do not want to remember. put simply, as human beings, we all tend to push out of sight those experiences we feel we cannot handle. because there is always something that we repress in our mind, there is also what is called defense. there are several defenses that had been clarified by tyson (2011). the first is denial. we are in denial when we believe that an emotionally painful situation does not exist or an emotionally painful event never occurred. the second is avoidance. we are practicing avoidance when we stay away from people, places, or situations that might stir up the memory of repressed experience. the third is displacement. we are displacing at the moment we unleash the negative feeling of ours which might be related to one particular person or someone else so that we can relieve our agony or resentment without being aware of what is the real cause of our oppressed feelings. the last is projection. we are projecting when we believe, without real cause, that someone else feels the same way we feel, specifically that someone else has the problem we want to deny that we, ourselves have. unlike most other critical theories, psychoanalytic theory has its own system of symbols that can be of use especially if we are interpreting a literary work as if it were a dream. for psychoanalytic theory, tyson (2011) explained that certain objects tend to have symbolic meaning for most human beings, whether we are aware of this meaning or not, and these symbols often show up in our dreams as something which is processed in our mind but we perceive it as reality. there are numerous most common symbols of the dream. the first is water. water can symbolize the unconscious, the emotions, and/or sexuality. the second is buildings. buildings usually symbolize the self, as if our body were the “building” in which we lived. the third is basements. basements are often associated with the unconscious as the place where we repress unpleasant memories. kobis, d.c. 142 p-issn 2614-5960, e-issn 2615-4137 the fourth is attics. attics are often associated with the intellect or the conscious mind. the fifth is male imagery. male imagery consists primarily of “phallic symbols,” for example, towers, guns, swords, or anything that can be associated with the penis. the sixth is female imagery. female imagery consists of anything that can be associated with the womb, for examples, caves, walled-in gardens, or containers. based on several clarifications about psychoanalysis criticism which have been claimed above, we know that there are several aspects in the novel the temple of the golden pavilion which are suitable to be analyzed using psychoanalysis criticism. for instance, mizuguchi’s repressed feeling about the beauty of the golden temple, and also the symbol of the “building” as the self which represented as golden temple in the story. methodology in purpose to analyze more about the psychological disorder that might be possessed by mizoguchi, it is really necessary to analyze the temple of the golden pavilion by using psychoanalysis criticism. psychoanalysis criticism helps us to know more about mizoguchi’s psychological disorder through his behavior, his past, and also several conversations in the novel. by using psychological criticism in analyzing the temple of the golden pavilion, this research aims to make the readers know better the reason of why mizoguchi decided to burn the golden temple that had been the image of the source of beauty that he adored so much. findings and discussion rq1: how mizoguchi perceived the golden temple as an essential aspect in his life based on psychoanalysis criticism mizoguchi’s past may be categorized as pathetic and unfortunate. mizoguchi is a boy who has a stuttering problem and who is always being teased and even mocked at school. he could be considered as a loner because he thinks that he cannot connect with the outside world due to his stuttering problem. like what he said as the narrator in the novel: “my stuttering, i need hardly say, placed an obstacle between me and the outside world” (mishima, 1959, p. 5). research and innovation in language learning vol. 2(2) may 2019 p-issn 2614-5960, e-issn 2615-4137 143 a scene in the novel which depicted an event when mizoguchi met a savage soldier who ever mocked him in the schoolyard was actually a moment when mizoguchi perceived that soldier as someone who possessed power. deep down in his heart, mizoguchi had a strong desire to have that kind of power. a type of power which can control the life of people who had ever tortured him or even a kind of power which is able to control the world. as addition, the scene in the novel where he tried to approach uiko in the early morning was eventually mizoguchi’s effort to communicate with someone who fascinated him. the novel tells that mizoguchi failed to communicate with uiko and this moment really made him completely disappointed and perceived himself as a fool. mizoguchi even did not show any emotion when uiko and the deserter were found dead. even before mizoguchi had seen the golden pavilion, he already had an image in his head of how fascinating and beautiful it is, just because of the stories that he heard from his father. when he was able to see that pavilion that he was really eager to see since his childhood for the first time, he was not that impressed actually. specifically, mizoguchi perhaps saw the beauty of the golden pavilion in materialistic way such as physical beauty or building construction but he rather failed to see the beauty of its historical aspects. after mizoguchi visited the temple and entered in the golden pavilion, he seemed began to recognize the beauty of it because he was consumed with its image that he has previously kept in his mind at the moment his father told him about the beauty of golden pavilion. since mizoguchi was perceived by the people surround him as the foolish and ugly stutter boy, he cannot enjoy the beauty of life and just focus on the image of the golden temple that has been told by his father as the beautiful object in the world. even after his father’s death, he became an acolyte at the golden temple and this decision might make him closer to the golden temple. the image of the beauty of the golden temple always comes into mizoguchi’s mind even when he almost did an intimacy with a lady: “i could vaguely make out the woman’s white breast and held it out to me. it would be untrue to say that i did not feel dizzy. i looked at her breast. i looked at it with minute care. yet i remained in the role of witness. that mysterious white point which i had seen in the distance from above the temple gate had not been a material globe of flesh like this. the impression had been fermenting so long within me that the breast which i now saw seemed to be nothing but flesh, nothing but a material object. this flesh did not in itself have the power to appeal or to tempt” (mishima, 1959, p. 151). kobis, d.c. 144 p-issn 2614-5960, e-issn 2615-4137 usually a man might be easily seduced by a woman, especially when a woman seduced that man by showing her sensitive parts of the body. in the novel, the woman particularly showed her breasts to mizoguchi, but mizoguchi seemed to be slow in realizing the breasts’ beauty. for a while, he intended to pay attention the woman’s breasts, but the image of the golden pavilion came appeared in his mind: “beauty arrives late for me. other people perceive beauty quickly and discover beauty and sensual desire at the same moment; for me it always comes far later. now an instant the woman’s breast regained its connection with the whole, it surmounted the state of being mere flesh and became an unfeeling, immortal substance related to eternity. i hope that i am making myself understood. the golden temple once more appeared before me. or rather, i should say that the breast was transformed into the golden temple” (mishima, 1959, p. 152). mizoguchi seemed to perceive the golden temple as a precious object which cannot be compare to anything even with a woman’s breasts. stanus (2001) claims that “for him (mizoguchi), the temple represents beauty in all its splendor, everything that he lacks” (p. 95). atkinson (1989) also added that “only one thing in mizoguchi's world has any substance, the beauty of kinkakuji, about which he first learns from his father, a former temple priest. when he finally goes as a novice to the temple, it seems the great emptiness in his life is filled, as his dream becomes a reality” (atkinson, 1989, p. 57). based on those statements and the dialogues in the novel, the researcher declared that mizoguchi really perceived the golden temple as the crucial aspect in his life which completed his life. like what tyson said that “buildings usually symbolize the self”, it also happened to mizoguchi. since he cannot fulfill his emptiness regarding his self which is perceived by other people as a foolish stutterer who cannot do anything, he perceived the golden temple as the most beautiful object the precious object that complement him. rq2: why did mizoguchi burn the golden temple based on psychoanalysis criticism? the hatred of mizoguchi towards the golden temple is the main problem in yukio mishima’s the temple of the golden pavilion. mishima seemed to emphasize mizoguchi’s attachment on the golden pavilion (winston, 2013). yet, mizoguchi has his own thoughts and reasons in why he must burn the golden temple, although the golden temple is beautiful. its beauty leads mizoguchi to burn it because he hates beauty. he hates it because when he compares it to himself, he finds that he is not research and innovation in language learning vol. 2(2) may 2019 p-issn 2614-5960, e-issn 2615-4137 145 beautiful or he is ugly. the golden temple, which is only a dead object, receives many admiration and adoration because it is a historical artifact for japanese national treasure. furthermore, the golden temple is beautiful because of its scenery. as a contradictory, mizoguchi receives no admiration and adoration. people start to laugh every time he tries to speak because he is a stutter. ironically, even some of his friends make a joke of it. people also underestimate him when they know about his aspiration to become a priest. those insults really annoy him because he is defeated by a “dead object” (which somehow means something which does not live and has no feeling), the golden temple. then, he feels unsatisfied and hates the golden temple. furthermore, his father’s words, that “there is nothing in this world as beautiful as the golden temple” also affects him. because he has an opinion that beauty is his deadly enemy then he has a plan to destroy beauty, which is represented by the golden temple. as a consequence, he actualizes his hatred to beauty by burning the golden temple (susanto, 2004). so, based on the statement that had been clarified by susanto, mizoguchi burnt the golden temple because he wanted to destroy the thing that jailed him during his life. mizoguchi thought the golden temple as the symbol of beauty, and he believed that by destroying it he can be free from the concept of a beauty that desperate him. it is also true that mizoguchi might be envy towards the golden temple as the object of the beauty which was admired by the people. by burning the golden temple, he seemed begin a new life like what he said: “i felt like a man who settles down for a smoke after finishing a job of work. i wanted to live” (mishima, 1959, p. 262). mizoguchi repressed his feeling about the beauty of the golden temple at that repressed feeling led him into the action of burning the temple. like what tyson proposed by using freud’s statements, mizoguchi tried to deny the fact that he was ugly and a stutterer and just tried to find a concept of beauty in the golden temple (denial). mizoguchi also tried to avoid people since he was also mocked by the others especially when he was rejected by uiko (avoidance). mizoguchi also seemed to displace his anger to people or objects around him. this behavior might be caused by his inability to express himself properly and directly to others (erdemir, 2014). for instance, he even wanted to step down the american soldier’s girlfriend’s stomach cruelly. although it was an order from the american soldier and he was paid by the two boxes of cigarettes, kobis, d.c. 146 p-issn 2614-5960, e-issn 2615-4137 but he also enjoyed the moment when he stepped down the woman’s stomach and displace his anger (displacement). mizoguchi even projected his plan to burn the temple as the reaction of his rejection toward the beauty (projection). it means that mizoguchi’s actions complete the psychological aspects of his repressed feelings and like what have been clarified above at the first place, mizoguchi burnt the golden temple because of he wanted to be free from the concept of beauty and live a new life. this might be mean that he tried to receive himself just the way he is without leaning on the concept of beauty that his father created on his mind. conclusion mizoguchi at the first time perceived the golden temple as the precious thing that he admired, but at the end he seemed to hate the golden temple that he perceived as the focus of the beauty at the first place. mizoguchi intended to burn the golden temple because he had desire to destroy the image of the beauty which was admired by others. his action of burning of the temple was also kind of protest for the people who admired the temple more than the life of human beings since he perceived and argued that he was rejected by the society and even the world because of his stuttering problem, ugliness, and foolishness. his action of burning the temple revealed his repressed feelings of his protest toward the concept of the beauty and people’s perception of the beauty itself. at the end, it was revealed that psychoanalysis criticism helps us to understand better how mizoguchi perceived the temple and why he chose to burn the temple. references atkinson, david. (1989). alienation in the novels of yukio mishima. the international fiction review, 16 (1): 56-64. barry, peter. (1995) beginning theory: an introduction to literary and cultural theory. manchester: manchester university press. erdemir, a. v. (2014). fact and fiction – japanese social normsin mishima yukio’s patriotism. ankara universitesi dil ve tarih-cografya fakultesi dergisi. 54 (1). 367-376. research and innovation in language learning vol. 2(2) may 2019 p-issn 2614-5960, e-issn 2615-4137 147 mishima, yukio. (1959). the temple of the golden pavilion. new york: perigee books, ryan, michael. (2012). an introduction to criticism: literature/film/culture. oxford: wiley-blackwell. stanus, estera, r. (2001). post-war japanese consumer society in search for an identity (a way to approach yukio mishima’s the temple of the golden pavilion. dialogos 3 (1): 94-96. susanto, irene handayani. (2004). a study on the reasons of the main male character’s burning of the golden temple in yukio mishima’s the temple of the golden pavilion. (bachelor thesis) surabaya: universitas kristen petra. tyson, lois. (2006). critical theory today: a user-friendly guide. new york: routledge. tyson, lois. (2011). using critical theory 2nd ed. canada: routledge. winston, leslie. (2013). mishima. choice. 50 (10): 1-9. yu, shiau, chiou. (2008). the absence of fatherhood in yukio mishima’s novel: the temple of the golden pavilion. asian classic literature journal. 2 (2): 2-7. author’s biography dewi christa kobis is currently teaching english at stmik multicom bolaang mongondow. her research interests are among english learning, english literature, asian literature, literary criticism, english education, psychology education. she is available at dechriskobis@gmail.com or dewi@stmikmulticom.ac.id mailto:dewi@stmikmulticom.ac.id research and innovation in language learning vol. 1(3) september 2018 pp. 129-140 pissn: 2614-5960 e-issn: 2615-4137 http://jurnal.unswagati.ac.id/index.php/rill copyright @ rill 2018 129 applying correction game in teaching nominalization to improve students’ writing of discussion text siti aisyah dailla fasha indonesian university of education, bandung, indonesia hasna parida bachtiar indonesian university of education, bandung, indonesia abstract related to curriculum 2013 which is currently applied in indonesia, students are required to learn genres and later write the text independently. based on prior observation, one genre which is learned and considered difficult to write for tertiary students is argumentative discussion. they often face difficulties in delivering and elaborating their opinions and reasons in writing discussion text since they do not know exactly how to do so. using qualitative design and systemic functional linguistics analysis, this study attempts to identify the discussion text written by expert in which becomes the basic reference to discover the main problem found in the students’ texts which later help to find correction game as pedagogical implication to improve students’ writings. the results show that the expert’s text is an ideal model of discussion text. besides, there are two problems appeared in the students’ texts in term of the situational contexts such as lack of nominalization and the absence of passive sentence. the former becomes the major problem since it is assumed to affect the appearance of the latter. the implementation of correction game integrated in the genre based approach teaching reveals as pedagogical implication as well an alternative solution to develop the sudents’ abilities in writing discussion text. keywords: discussion text, correction game, gba, nominalization sari berkaitan dengan penggunaan kurikulum 2013 di indonesia, para siswa diharuskan mempelajari jenis-jenis teks dan kemudian menuliskannya secara mandiri. salah satu jenis teks yang dipelajari dan dianggap sulit oleh siswa sma adalah teks diskusi argumentasi. para siswa seringkali menghadapi kesulitan dalam menyampaikan dan menguraikan pendapat dan alasan ketika menulis teks diskusi karena mereka tidak tahu dengan pasti bagaimana menuliskannya dengan baik. dengan menggunakan metode kualitatif dan analisis systemic functional linguistics, studi ini berusaha untuk mengidentifikasi teks diskusi yang ditulis oleh ahli yang dijadikan landasan untuk mengidentifikasi masalah utama yang ditemukan dalam teks siswa yang kemudian dapat membantu menemukan permainan koreksi sebagai implikasi pedagogis untuk meningkatkan kemampuan menulis mereka. hasil studi menunjukan bahwa teks yang ditulis oleh ahli merupakan model ideal dari teks diskusi. selain itu, terdapat dua fasha, s. & bachtiar, h. 130 p-issn 2614-5960, e-issn 2615-4137 masalah dalam hal konteks situasi yang terdapat pada teks siswa seperti kurangnya nominalisasi dan ketidakadaan kalimat pasif. kurangnya nominalisasi menjadi masalah utama karena diasumsikan berdampak pada munculnya masalah yang kedua. penerapan permainan koreksi yang diintegrasikan dalam pengajaran berbasis teks muncul sebagai implikasi pedagogis dan solusi alternatif untuk meningkatkan kemampuan siswa dalam menulis teks diskusi. kata kunci: teks diskusi, nominalisasi, permainan koreksi, pendekatan berbasis teks received 30 june 2018 last revision 15 august 2018 published 26 september/2018 introduction in learning english as foreign language, writing is one of four essential skills (reading, listening, speaking and writing). related to the current curriculum namely curriculum 2013, students are required to learn genres and later write the text independently. genre discussed here is considered as text types (christie, 1990; cope and kalantzis 1993a, callaghan, knapp and noble, 1993). based on prior observation, one genre which is learned and considered difficult to write for tertiary students is argumentative discussion. discussion text is a factual text that explores different sides of an issue in order to reach an informed judgment or recommendation (butt, et al; 2000). in learning discussion text, students are provoked to think critically and give their ideas clearly as the supporting evidences of the issue discussed (rachman, 2016). however, they often face difficulties in delivering and elaborating their opinions and reasons in writing argumentative discussion text since they do not know exactly how to do so. by applying systemic functional linguistics (sfl) analysis to understand the context of the situation which includes three metafunctions of language: a. ideational (to express and construct ideas or information), b. interpersonal (to interact), c. textual (to construct coherent and cohesive texts) and to discover the context of the culture (halliday, 1994a), the text created by an expert and by students will be compared. the analysis result of the expert text will give the ideal example of discussion text, conversely; students’ text is identified to find the kinds of problems they face in producing the text. research and innovation in language learning vol. 1(3) september 2018 p-issn 2614-5960, e-issn 2615-4137 131 therefore, it is intriguing to discover pedagogical implication of the problems which is later implemented in genre-based stages. this study aims to find out the analysis results of the discussion texts produced by the expert and the students using sfl analysis which further become the consideration to determine the implementation of correction game as the pedagogical implication of the problems. in line with the purpose, the following questions are addressed: a. how is the analysis result of the expert’s text? b. what is the main problem revealed in the students’ texts compared to the expert text? c. how is correction game implemented as pedagogical implication in genre based learning to improve students’ writing of discussion text? methods since the purpose of this study is to collect, examine, analyze, describe and categorize textual data using interpretative analysis, qualitative design is considered appropriate (creswell, 2000). it is also in line with the statement of hamied (2017) that qualitative methodology is suited best to address ‘why’ and ‘how’ questions and to get the in-depth exploration on a phenomenon. in this case, discussion genre created by expert and students are the phenomena in the form of descriptive data that are analyzed in detail. there are three documents analyzed namely discussion text written by an expert and two students. the title of the expert text is ‘boarding school’ while only two students’ texts are selected entitled ‘online transportation’ represents high achiever and ‘town’ represents low achiever. analyzing the discussion text as the data by using systemic functional linguistics is started by identifying the context of the culture such as the social purpose and the schematic structure of the text. it is then followed by analyzing the context of situation: ideational, interpersonal and textual metafunction. results and discussion a. the expert’s discussion text fasha, s. & bachtiar, h. 132 p-issn 2614-5960, e-issn 2615-4137 the result shows that the text is considered as an ideal model of discussion text if seen from the cultural and the situational context. the former is noticed from the pro and the con arguments of the text entitled ‘boarding school’ which reveals conclusion at the end of the text. the text aims to present two perspectives from the writer about boarding school issue. in addition, there are 4 paragraphs of the text. the first paragraph is introductory statement (issue statement), followed by pro arguments presented in the second paragraph, and contra arguments in the third paragraph. the fourth paragraph as the closing contains the conclusion of the arguments. the latter indicates that the text is dominated by: material and relational attributive process type, nominalizations and abstract nouns, causal circumstances, present tense finite, several passive sentences, circumstantial adjunct, emotive words, and topical themes. table 4.1 process types shown in the expert’s text no. process type occurrence percentage 1 material 8 26.67% 2 behavioral 3 10% 3 mental 3 10% 4 verbal 3 10% 5 relational identifying: 2 6.66% 6 relational attributive: 8 26.67% 7 existential 3 10% total 30 100% table 4.2 nominalization shown in the expert’s text no. nominalizations occurrences 1. which (their arguments) 1 2. interacting and communicating 2 3. living and studying 1 4. their self-confidence 1 table 4.3 abstract nouns appeared in the expert’s text no. abstract nouns occurrences 1. which (advantages) 1 2. which (their arguments) 1 3. interacting and communicating 2 4. a arts and crafts, music and theatre, as well as many different sporting activities 1 5. living and studying 1 research and innovation in language learning vol. 1(3) september 2018 p-issn 2614-5960, e-issn 2615-4137 133 table 4.4 the occurrence of circumstances in the expert’s text table 4.5 the occurrence of tenses finite in the expert’s text no. tenses finite occurrence percentage 1. present 29 96.67% 2. past 0 0% 3. future 1 3.33% total 30 100% table 4.6 types of adjunct appeared in the expert’s text no. types of adjunct occurrence percentage 1. circumstantial adjunct 18 62.07% 2. conjunctive adjunct 9 31.03% 3. mood adjunct 2 6.9% total 29 100% b. problems found in the students’ texts (compared to the expert’s text) the students’ texts point out that the problems are in term of the situational context namely lack of nominalizations and the absence of passive sentence. the writer assumes that the absence of passive sentences is due to lack of nominalizations particularly as subjects. thus, the former is considered as major problem since it relates to the appearance of the other problem. 6. their self-confidence 1 no. circumstances occurrence 1 time 1 2 location 3 manner: means 2 4 cause 5 5 accompaniment 4 6 matter 1 7 role 1 fasha, s. & bachtiar, h. 134 p-issn 2614-5960, e-issn 2615-4137 table 4.7 nominalizations found in the expert’s and the students’ text no. expert occurrence text 1 occurrence text 2 occurrence 1. which (their arguments) 1 application 2 association 1 2. interacting and communicating 2 3. living and studying 1 4. their selfconfidence 1 c. the pedagogical implication: why it should be game correction’ game is a language game aimed to identify grammar mistakes. it is useful grammar game and can be prepared very quickly and played with small classes. hadfield (1990) defined game as "an activity with rules, a goal and an element of fun". in deciding which game to be used in a particular class and which game will be most appropriate and most successful with their students, teachers must take many considerations into account such as the level of the game that suits the students’ language levels and the type of the game that fits the learning objective. richard-amato (1996) further stated that, even though games are often associated with fun, the implementation of game in teaching should not lose the sight of their pedagogical values, particularly in second language teaching. games are effective because they provide motivation, lower students' stress, and give them the opportunity for real communication. there are reasons of why games are considered as learning aids, among others are: 1) they spur motivation and students get very absorbed in the competitive aspects of the games, 2) they lower students' stress in the classroom, 3) students learn without realizing that they are learning, 4) increasing students' proficiency, 5) games provide language practice in the various skill-speaking, writing, listening and reading. 6) learning a language requires a great deal of effort, games help students to make and sustain the effort of learning. research and innovation in language learning vol. 1(3) september 2018 p-issn 2614-5960, e-issn 2615-4137 135 d. integrating ‘correction game’ to genre based approach to teach nominalization building knowledge of the field this stage focuses on building background knowledge and the content of the topic (gibbson, 2002; rothery, 1996). the teacher chooses one issue that invites pro and contra arguments like ‘online transportation’. the teacher and the students share what they know about the issue as well as the advantages and the disadvantages of it. later, she or he can have the students deliver their arguments in spoken. finally, the teacher explains the students that different from spoken arguments; there are ways in delivering written arguments to sound more objective. modeling stage this stage is designed to introduce the students with the text so they can read it and deconstruct it (rothery, 1996 cited in emilia, 2005). it aims to create students’ understandings of the purpose, schematic structure and language features of the genre. as nominalization is related to the language feature, so at this stage the explanation about nominalization is carried out more deeply. activities conducted in this stage are (emilia, 2005). 1) introducing the students with the written argumentative genre called discussion including the purpose and providing a model of discussion text, 2) presenting the schematic structure of the text, 3) guiding them to notice each language feature contained in the text followed by giving clear and detail explanations of the features particularly about nominalization. telling them that nominalization is a way to make the arguments in the text sound more objective in order to achieve the social purpose of the text itself. 4) presenting other discussion texts. joint construction this stage refers to the activities in which the students do something more practical. they do the exercises by modifying and manipulating the text given. guided by the teacher, the students reconstruct the text, revise and paraphrase the vocabulary usage fasha, s. & bachtiar, h. 136 p-issn 2614-5960, e-issn 2615-4137 before going forward to the next stage. at this stage, integrating ‘correction’ play is conducted through some steps, as follows: 1) the teacher writes 10-15 sentences on the board. all the sentences are taken from a discussion text. the teacher has to tell the class that each sentence contains a mistake and they are supposed to concentrate on the grammar points particularly nominalization based on what they have studied recently, 2) the teacher separates the class into two teams (a and b), 3) the teacher tells the teams to read the sentences and look for the mistakes, as it is a game, they have 100 points to start with, 4) team a starts and chooses a sentence for team b to correct, 5) team b decides how many points they would like to gamble (the more confident they are, the more points they will gamble), 6) the maximum bet is 50 points, and the teacher should impose a time limit for their consultation, 7) if team b identifies the mistake, the teacher adds their points. if they don’t identify the mistake, they lose the points and team a has a chance to pick up the points by correcting the sentence. if they answer correctly, they gets the points that team b proposed, 8) it is then the turn of team b to choose a sentence for team a to correct and so on. 9) after the game ends, the teacher decides the winner team and gives a reward, 10) the teacher then asks the students to arrange the sentences that have been corrected into a discussion text. independent construction this is the last stage in which the students are required to produce the text independently. in this case, the teacher must be sure that the students have understood what they have learned in the previous stages. the instructions to make the students produce their texts individually are: 1) asking the students to choose the topic, 2) having them write a draft, 3) while setting out their drafts, the teacher can remind them how to write nominalization and other grammatical features that they have learned and applied in joint construction stage, research and innovation in language learning vol. 1(3) september 2018 p-issn 2614-5960, e-issn 2615-4137 137 4) when the students finish their writing, they are encouraged to consult each other. then, the students can consult with the teacher who acts as a facilitator. conclusion and recommendation for further research based on the findings, this part attempts to review on the analysis result of the expert’s text, the main problem revealed in the students’ texts compared to the expert’s text and the implementation of correction game as pedagogical implication. employing sfl analysis as a framework, the analysis result shows that the expert text is an ideal model of discussion text since its characteristics suits the theories taken from eggins (2004), butt et. al (2000), derewianka (1991) and emilia (2005). after comparing the students’ texts with the expert’s text, the problems revealed are in the case of situational context including lack of nominalization, the absence of passive sentences, the lack number of clauses and the dominant use of marked theme. it is assumed that lack of nominalization is the main problem since it causes on the appearance of another problem which is the absence of passive sentences. therefore, to improve the students’ writings of discussion text, pedagogical implication through the integration of ‘correction game’ to genre-based approach teaching is conducted. it is advisable to carry out the further research to evidence the pedagogical implication of this study. besides, as there are many problems found in the students’ texts, other pedagogical implications are wisely recommended to explore as an effort to enhance students’ writings of discussion text. references butt, et.al. (2000). using functional grammar: an explorer’s guide (2 nd edition). sydney: macquaire university. callaghan, m., knapp, p., and noble, g. (1993). genre in practice. in cope, b., and kalantzis, b. (1993). the powers of literacy. a genre approach to teaching writing. london: the falmer press. christie, f. (1990). the changing face of literacy. in christie, f. (1990).(ed). literacy for a changing world. melbourne: acer. fasha, s. & bachtiar, h. 138 p-issn 2614-5960, e-issn 2615-4137 cope, b., and kalantzis, m. (1993a). introduction: how a genre approach to literacy can transform the way writing is taught. in cope, b. and kalantzis, m. (1993). (eds). the powers of literacy. a genre approach to teaching writing. london: the falmer press cresswell, j. h. (2012). educational research: planning, conducting, and evaluating quantitative and qualitative research. boston: pearson. derewianka, b. (1991). exploring how texts work. sydney: primary english teaching association. eggins, suzanne. (2004). an introduction to systemic functional linguistics (2 nd edition). new york: continuum international publishing group. emilia, emi. (2005). a critical genre-based approach to teaching academic writing in a tertiary efl context (dissertation). australia: the university of melbourne gibbons, p. (2002). scaffolding language and scaffolding learning. teaching second language learners in the mainstreamclassroom. portsmouth, nh: heinemann. hadfield, j. (1990). a collection of games and activities for low to mid-intermediate students of english. intermediate communication games. hong kong: thomus and nelson and nelson and sons ltd. halliday, m. a. k. (1994a). an introduction to functional grammar. (2 nd ed). london, edward arnold. hamied, f. a. (2017). research methods: a guide for first-time researchers. bandung: upi press. rachman, l. a. (2016). argumentative discussion text analysis: lukmanarifrachman.blogspot.co.id. richard-amato, p.a. (1996). making it happen. new york: addison wesley publishing group. pp 192-199. rothery, j. (1996). making changes: developing educational linguistics. in hasan, r., and william, g. (1996). (eds). literacy in society. new york: addison wesley longman limited. biography siti aisyah dailla fasha is a post graduate student in indonesian university of education, bandung, indonesia. she obtained her s.s. degree in literature (2013) from research and innovation in language learning vol. 1(3) september 2018 p-issn 2614-5960, e-issn 2615-4137 139 school of foreign language yapari aba at bandung. she is interested in conducting research related to systemic functional linguistics, genre based approach and reading to learn. she can be reached at sdaillafasha@gmail.com hasna parida bachtiar is a post graduate student in indonesian university of education, bandung, indonesia. her undergraduate study was from english department of sunan gunung djati state islamic university. now, she focuses on doing her research about reading to learn (systemic functional linguistics); besides, she has great concern for english for young learners subject. please feel free to contact her at hasnaspiba@gmail.com. mailto:sdaillafasha@gmail.com mailto:hasnaspiba@gmail.com fasha, s. & bachtiar, h. 140 p-issn 2614-5960, e-issn 2615-4137 research and innovation in language learning vol. 2(3) september 2019 pp. 237-247 pissn: 2614-5960 e-issn: 2615-4137 http://jurnal.unswagati.ac.id/index.php/rill copyright 2019 @ sariani, yaningsih, welsi haslina, mutia el khairat 237 language learning design for pronunciation instruction: listen-and-read method sariani politeknik negeri padang yaningsih politeknik negeri padang welsi haslina politeknik negeri padang mutia el khairat politeknik negeri padang abstract regardless fewer studies have been conducted in pronunciation teaching, pronunciation has a significant role in language learning to make the meaningful communication occured, as pronouncing word in different ways will cause different in meaning of the word. therefore, this article concentrated on the innovative language learning design particularly in pronunciation instruction in an efl setting, in order to improve the students‟ phonemes of english, and their listening skill as well. this was a classroom research based on observation carried out in a class consisted of 26 students with basic proficiency level. the observation was conducted once a week in a 2x50 minutes teaching time, for 16 meetings. the last 25 minutes learning time was set for pronunciation. the procedure consisted of three activities: brainstorming words, applying the „listen-and-read‟ method, and carrying out evaluation. the findings indicated that there was a significant improvement on students‟ ability in recognizing the sound of the language, and at the same time improving their pronunciation on being intelligible and comprehensible. keywords: classroom research, pronunciation, listen-and-read method sari sampai dengan sekarang, penelitian mengenai pengajaran pronunciation tidak begitu banyak dilakukan walaupun dapat dikatakan pronunciation mempunyai peranan yang sangat penting sekali dalam mempelajari bahasa untuk membuat komunikasi yang terjadi menjadi bermakna. hal ini dikarenakan pronunciation yang berbeda akan memberikan arti yang berbeda pula. penelitian ini adalah penelitian kelas dengan melakukan observasi pada kelas terdiri dari 26 mahasiswa yang berada pada level basic. observasi dilakukan selama 16 x pertemuan, sekali seminggu dengan durasi jam belajar 2x50 menit, dimana 25 menit terakhir dipakai untuk pengajaran pronunciation. prosedur yang dilakukan terdiri dari tiga kegiatan yaitu: brainstorming words, sariani, yaningsih, haslina,w. & khairat, m. 238 p-issn 2614-5960, e-issn 2615-4137 mengaplikasikan metode „listen-and-read‟, dan melakukan evaluasi. penelitian ini menggunakan metode qualitative sebagai analisa data. hasil yang didapatkan dari penelitian ini mengindikasikan terdapat kenaikan yang signifikan pada kemampuan siswa dalam mengenali sound of the language, dan pada waktu bersamaan meningkatkan keahlian pronunciation mereka untuk dapat dipahami dan dimengerti oleh lawan bicara mereka. kata kunci: classroom research, listen-and-read method, pronunciation received 07 april 2019 last revision 10 july 2019 published 06 october 2019 http://dx.doi.org/10.33603/rill.v2i3.2140 introduction teaching foreign language in general, and english in particular has been experiencing tremendous challenging related to approaches and methods applied. language teaching is dynamic, therefore english for foreign language (efl) teachers should improve their teaching-learning interaction with their students. therefore, the students‟ role in the class are not only in gaining knowledge, but also in increasing their effort to do some searches, developments, and transformations into practical skills (shaykina, 2014, 2015). this situation also applies for efl learners at higher education institution such as polytechnic. english classes become one of mandatory subject the students must take as it is included in part of the school curriculum (paci, delija, & vishkurti, 2014). they realize that in order to be able to compete with other graduates from other polytechnics in a real-world employment, they should consider the importance of english, especially where in the development of english oral communication fluency is promoted over accuracy. as a matter of fact, students at polytechnic learn english as multi-skills curriculum. the objective of the course is to enable the students comprehending the four skills in english which are „listening‟, „speaking‟, „writing‟, and „reading‟ (nation & newton, 2009). in an efl setting, the students‟ language input derived from inside and/or outside of the classroom setting is the primary source for their language acquisition (hwang, 2008), how ever, classroom interaction becomes the only place for them to exploit and practice their speaking skill since there are hardly opportunities for them to learn it outside the class. at recent times, the students think that the lesson needs to concentrate more on how to pronounce the english words clearly, considering the needs http://dx.doi.org/10.33603/rill.v2i3.2140 research and innovation in language learning vol. 2(3) september 2019 p-issn 2614-5960, e-issn 2615-4137 239 of employment in this globalization era which requires their applicants to be fluent in english. besides that, by having intelligible pronunciation, it can affect directly to their communicative competence as well as performance. pronunciation as the integral part of efl learning plays a significant role in supporting students‟ overall communicative skills like in social interaction especially in its communicative aspects. it is vital for the students learning to speak english as intelligibly and comprehensibly as possible, even though it is not necessarily for them to speak like natives as long as well enough to be understood (morley, 1991). therefore, language teachers should be able to determine and ensure sufficient attention on the students‟ needs regarding to pronunciation skill development. unintelligibility in normal communication can be avoided when students have had good pronunciation of language (derwing & munro, 2015 cited in nation & newton, 2009). here, the teachers play the role as the pronunciation coaches, and the students must be proactive to imitate the teachers through mimicking. it is expected in the development of efl teachers, they can reasses their roles and contributions to facilitate their learners succesful language learning by applying instructions and strategies to meet the skills that their learners needs (goh, 2013; mckay, 2004). undoubtedly in a communication, a message can be delivered back and forth by having clear pronunciation. it is acceptable in spoken communication where learners have several inaccuracies in their vocabulary and/ or grammar, in contrast, they are more likely be intelligible when they speak in good pronunciation and intonation (gilakjani, 2012). students sometimes encounter problems in pronunciation particularly for productive skill such as speaking. therefore, it is importantly to provide students with wide range opportunities so they can have more knowledge in their speech production practice (ramdani & rahmat, 2018). even though in a large class context there might be complexities occured, teachers are hoped to be able to have creativity in managing their students‟ emotion and activating their students‟ acquisition in language learning. besides that due to varied attentions in teaching pronunciation, this attention should be increased to enable the students developing their pronunciation and become familiar with pronunciation rules and patterns (nation & newton, 2009). sariani, yaningsih, haslina,w. & khairat, m. 240 p-issn 2614-5960, e-issn 2615-4137 in recent years, there has been an increased focus on teaching pronunciation and establishing approaches to pronunciation instruction designed by english teachers in order to overcome the difficulties brought by lingusitic diversity, and to meet the standard made. prior studies have generally found a positive impact on teaching pronunciation by providing students with pronunciation approaches and techniques despite the differences on their students english proficiency level (shahriari & dastgahian, 2014), which confirmed by the statistic on the assessment techniques survey that they were conducted in collecting the data. hwang (2008) and davis, summers, & miller (2012) studies perceived the similar result as well, confirming that intonation became the most influential factor on comprehensibility as appropriate pronunciation took the major role in providing opportunity for the students to practice their pronunciation (hwang, 2008). thus by establishing student behavioral management, their cognitive engagement in the learning process, and strategies that help the students in managing their behavior, to some extent can improve the relationship and enhance the learning of pronunciation within the class room context (davis et al., 2012). however, the result obtained from hilla (2012) study showed that the non-native language teachers in finland were struggling to apply approaches and strategies for teaching pronunciation due to the teachers insecurities on their accents to be native like (american and/or british). consequently, the inconclusive results encourage more researches to be conducted in order to develop students‟ pronunciation intelligibility by providing them with more chances to hear and to repeat the correct words pronounced. methods it was a classroom research conducted through observation on a class of 26 second year students. the project was commenced in the odd semester of academic year 2018/2019. the students themselves understand english as they have been studying it since their elementary school for some, and since junior high school for some others. according to common european framework of reference for languages (cefr), these students‟ english proficiency level were at a2-basic user. even though they were at the same age, their acquisiton on the language was differ from one into another due to research and innovation in language learning vol. 2(3) september 2019 p-issn 2614-5960, e-issn 2615-4137 241 their origin, famiy, culture, financial, education and parent-education background (nation & newton, 2009; sariani & el khairat, 2016). the content of english lesson is different on each department at pnp, as it is in accordance with the department‟s background. how ever, the lesson should cover the four skills of english; listening, speaking, reading, and writing, which is scheduled once a week within a 100-minute of learning time. these language classroom activities should also strees on the need for meaningful communicative tasks, including those that aim on pronunciation (savignon, 1997). therefore, the treatment given in this research included the pronunciation instruction which was carried out at the last 25 minutes of the study time. the procedure was divided into three activities; the first five minutes for brainstorming words, the next 15 minutes for applying the „listen-and-read‟ method, and the lats five minutes for evaluation by carrying out the dictation activity. to begin with, the lesson plan set up for the class covering the topics of the 16 meetings was distributed in the first meeting to the students. it means that they comprehend the topic of discussion on each meeting, browse for the additional material, and read it prior to each meeting. during the first 75 minutes of the learning time, the students were advised to make a note on difficult vocabulary occured during the learning. these words were written in a notebook which was aimed spefically for their vocabulary book. for the first activity, within the five minutes time arranged, the lecturer conducted the brainstorming activity for words which occured during the 75 minutes study time. the teacher wrote and read out loud all those words gathered from the students on the white board. afterward, for the next 15 minutes, the teacher read those words written on the white board with the correct pronunciation while the students listened and then mimicked the word pronounced for a couple of time. during this time, the teacher also played an audio from „merriam-webster‟ online dictionary as an aid in order to help the students to comprehend more the difference of the sound. finally, the last five minutes was set for the dictation activity as the evaluation. it was where the students writing sariani, yaningsih, haslina,w. & khairat, m. 242 p-issn 2614-5960, e-issn 2615-4137 down 10 words being dictated by the teacher on a piece of paper, and then checked them with their peer, and the lecturer. results and discussion highlighted by nation & newton (2009), at first, teachers can ask the students to copy the sound of the word they pronounce, then if the students yet can figure out how to pronounce the word, teachers can help them by explaining to them the position of the tongue and the lips when it utters. previous study conducted by andi-pallawa (2013) focused on the pronunciation teaching on the difference of phonological systems on the english and bahasa indonesia. even though his study concerned on the sound system of a given language as well, it discussed more on to the analysis and classification of its phonemes. this method engages the students with the automatic reproduction of the sounds in the target language by analyzing the sounds of vowels and consonants. so, they can use the sounds communicatively (murphy, 2003). to some extent, engaging the students with phonological systems is quite challenging as they have to memorize the phonetic features and how to pronounce it correctly compares to the approach applied in the present study which involving students with listening and immitating orientation (listen-and-read method). for the “listen-and-read” method, the teachers set up the practice in their class taking the “analytic-lingusitic approach”, where the students listen and then immitate the word pronounced by their teachers, and focus only on procusing the correct sound in the target language as their teachers do (celce-murcia, brinton, & goodwin, 1996). in line with the present study, shahriari & dastgahian‟s (2014) study also resulted that oral repetition and mimicry was the most intuitive technique for teaching pronunciation, regardless, the difference dictation activity. the dictation activity performed in this current study was a wrap up of the pronunciation learning, and aimed as teacher‟ and students‟s evaluation whether the listen-and-read activity performed reached the target. by applying this dictation activity at the end of the learning, it enabled the teacher to focus the learning on their students‟s language proficiency (kazazoglu, 2013), in which the students could diagnose their errors and ensure whether their ability in recognizing research and innovation in language learning vol. 2(3) september 2019 p-issn 2614-5960, e-issn 2615-4137 243 the sound of a language accuracy (alkire, 2002). thus, this self awareness of the weaknesses triggered them to do self-improvement out side of the class room setting. as pointed out by nation (2009), dictation was one valuable language-focused teaching and learning technique to help the students to measure their ability in listening and at the same time increase their comprehension on aural and punctuation. most of the times, it was a challenge for the teachers during the five minutes set for the brainstorming and writing up the vocabulary onto the white board. due to some unclear words uttered by the students, misunderstanding appeared due to the pronunciation made by the students. as they uttered the word similar ways they read the word in bahasa indonesia as shown in the table below. table 1. samples of the words uttered word heard by the teacher word meant by the students read /rēd/ red /red/ tea /tē/ tie /tī/ her /hǝr/ here /hir/ e elephant /‟elǝfǝnt/ eleven /ǝ‟levǝn/ c college /kȁlij/ colleague /kȁlēg/ many efl learners encounter problems regarding to the phonological system of their own language (bahasa indonesia) and the target language (english) which differs respectively due to its major role in readings. this constant interference of the two languages make these learner fail to communicate fluently (andi-pallawa & abdi alam, 2013; riyani & prayogo, 2013). most vowel and consonant errors occured in the above mentioned words. such as deletion, and consonant or vowel change/ substitution. seen in the table that the first, the fourth, and the fifth words the errors made by the students were the consonant or vowel change/ substitution. the word that the students meant was „red‟, and it supposed to be pronounced /red/, whereas the word that the teacher heard was „read‟ as the students pronounced it /rēd/. for the fourth words, the consonant or vowel change/ substitution here was when the students changed the sound of /ē/ to the /e/ sound instead. the students pronounced it /‟elǝfǝnt/, where it supposed to be pronounced /ǝ‟levǝn/ referred to the word that they intended. like wise to the fifth word, where they pronounced /kȁlij/ as heard by the teacher, where the students meant was /kȁlēg/. as an additional, for errors made on deletion, the example are the second and the third words sariani, yaningsih, haslina,w. & khairat, m. 244 p-issn 2614-5960, e-issn 2615-4137 (see table 1). in this case, the students omitted the sound of the last vowel. when they pronounced the word „tie‟ with /tē/, and the word „here‟ with /hir/ as heard by the teacher, nonetheless the word they had in their mind were /tī/, and /hǝr/. following this brainstorming activity within the next 10 minutes was the pronunciation practice activity. it was when the teacher chose some appropriate words to focus which were pronounced incorrectly by the students, and then read these words one by one while the students listened carefully on the word uttered. upon completing pronounced the first word, then the students were asked to do mimicking for several times. this activity was carried out until all of the chosen words read. other than that, teachers could also use media as an aid for practice hearing the sound such as the audio from „merriam webster‟ online dictionary. this online dictionary was provided with the audio button so that the listeners could hear on how the word pronounced precisely. by having the audio where the word pronounced by the native speaker, the students got the appropriate sounds for the word. this dependent and guided activity began with the whole class activity, then proceeded to pair work activity where each pair could help each other in correcting their partner‟s pronunciation based on the examples given. these students actively engange in distinguishing and identifying the sound, conducting repetition drills, and monitoring this pronunciation activity of their class mate (nation & newton, 2009). more over, to have more improvement on their pronunciation, these students could have some more practice at their own time out of the class setting for fluency development (newton, 2010). further improvement also can be achieved through feedback which comes from teachers and classmates. teachers‟ feedback is reinforcing the students for intelligibility, by giving the correct model right away when the students make a mistake. to begin the dictation activity, which was set in the last five-minute of the learning time, the students were asked to prepare a piece of paper and put away all their learning books. so there was only a sheet of paper and their pen. the teacher chose the words taken from the words written on the white board, and assumed to be challenging by the students in regards of their sound. there were 10 numbers in particular for this activity, research and innovation in language learning vol. 2(3) september 2019 p-issn 2614-5960, e-issn 2615-4137 245 where for each word, the teacher repeated it twice, and the students wrote the word on the second utterance. upon the completion, the students were asked to collect their paper to the teacher, and then the teacher distributed the paper randomly to all students. afterward, the answers were written on the whiteboard by asking the whole class participation to read the words out loud. at the same time, these students checked the answers on the paper that they held, and made correction of the wrong answer. taken from the answer sheets gathered from the students, the number of the wrong answers made by the students then being analyzed. in the initial of the weeks; week 1, 2, and 3, there were stil many wrong answers found. even so, there were several numbers were blank. these blank answers were considered as wrong answer. starting from week 10, 11 and so forth up to week 16, the wrong answers made by the students began to decrease as shown in the figure 2 below. figure 2. number of wrong answers based on week based on the data illustrated in figure 1 above, after carrying out the dictation activity for 16 meetings, the result were summed up into a graph to be analyzed . taking it from week 1, 2, and 3, the students who made the wrong answers were varied between two to three students for eight to nine errors, whereas a few of the errors made was derived from the blank answer. starting from the week 6, 7, and 8, the number of the students who got the wrong answers was decreased, was varied to two and one students, for eight to nine errors as well. in contrast at the week of 14, 15, and 16, the errors made were downsizing to one until five errors, and none of the students made the wrong answer for six until 10 errors. seen from figure 1 that the number of students who could answer the whole dictation question was increased, starting from six students at the week 1, and ending it with 15 students at the week 16. shortly, the dictation activity‟s 0 5 10 15 20 week 1 week 2 week 3 week 6 week 7 week 8 week 14 sariani, yaningsih, haslina,w. & khairat, m. 246 p-issn 2614-5960, e-issn 2615-4137 result on each week was affected by the “listen-and-read‟ method applied by the teachers where these students significantly improved in terms of their language proficiency, particularly in recognizing the sound of the language. conclusion & recommendation in classroom context, the study of pronunciation receives lesser attention compare to other language components and skills. it is inversely proportional with the needs of the efl learners now adays to be intelligble so that they can have successful communication in their real world employment. the results obtained after engaging the students with „listen-and-read‟ method in a set of time show the significance improvement in their pronunciation skill. they become more capable in recognizing sound demonstrated by the decrease of the errors made in their dictation. to mention, promoting this pronunciation learning to these learners actuate them to have strong motivational foundation for their behavioral engagement in and out side the classroom context. despite this achievement, future studies are encouraged to take pronunciation learning in adequate time by providing the learners with varied techniques. references alkire, s. (2002). dictation as a language learning device. the internet tesl journal, 8(3). retrieved from http://iteslj.org/techniques/alkire-dictation.html andi-pallawa, b., & abdi alam, a. f. (2013). a comparative analysis between english and indonesian phonological systems. international journal of english language education, 1(3), 103–129. https://doi.org/10.5296/ijele.v1i3.3892 celce-murcia, m., brinton, d., & goodwin, j. m. (1996). teaching pronunciation: a reference for teachers of english to speakers of other languages. cambridge: cambridge university press. davis, h. a., summers, j. j., & miller, l. m. (2012). an interpesonal approach to classroom management: strategies for improving student engagement. ca: a sage publication company. gilakjani, a. p. (2012). a study of factors affecting efl learners‟ english pronunciation learning and the strategies for instruction. international journal of humanities and social sciences, 2(3), 119–128. goh, c. c. . (2013). globalization and teacher development for spoken english instruction. indonesian journal of applied linguistics, 23(1), 29–38. hilla, h. (2012). teaching the pronunciation of english as an international language. university of jyväskylä. hwang, e. (2008). factors affecting korean learners ‟ english pronunciation and comprehensibility. english teaching, 63(4), 3–28. https://doi.org/10.15858/engtea.63.4.200812.3 research and innovation in language learning vol. 2(3) september 2019 p-issn 2614-5960, e-issn 2615-4137 247 kazazoglu, h. (2013). dictation as a language learning tool. procedia-social and behavioral sciences, 70, 1338 – 1346. retrieved from www.sciencedirect.com mckay, s. l. (2004). teaching english as an international language: the role of culture in asian contexts. the journal of asia tefl, 1(1), 1–22. morley, j. (1991). the pronunciation component in teaching english to speakers of other languages. tesol quarterly, 25(3), 481–520. https://doi.org/10.2307/3586981 murphy, j. (2003). pronunciation. in d. nunan (ed.), practical english language teaching (pp. 111–128). nation, i. s. . (2009). teaching esl/ efl reading and writing. new york: routledge. nation, i. s. p., & newton, j. (2009). teaching esl/ efl listening and speaking. new york: routledge. newton, j. (2010). course lecture week 5. wellington. paci, m., delija, s., & vishkurti, s. (2014). the development of an english for specific curriculum in the polytechnic university of tirana. international journal of humanities and education (ijhsse), 1(8). retrieved from www.arcjournals.org ramdani, j. m., & rahmat. (2018). promoting speaking spontaneity in large classes: an action research study in indonesian efl university setting. indonesian journal of applied linguistics, 8(2), 388–401. https://doi.org/10.17509/ijal.v8i2.13304 riyani, i. o., & prayogo, j. a. (2013). an analysis pf pronunciation errors made by indonesian singers in malang in singing english song. journal online universitas negeri malang, 4(2). retrieved from http://jurnal-online.um.ac.id/article/do/detailarticle/1/7/1345 sariani, s., & el khairat, m. (2016). factors affecting the language learning of efl students through the abc model: a cross cultural analysis. polingua, 5(2). https://doi.org/https://doi.org/10.30630/polingua.v5i2.42 savignon, s. j. (1997). communicative competence: theory and classroom practice. new york: mcgraw-hill. shahriari, h., & dastgahian, b. s. (2014). a descriptive overview of pronunciation instruction in iranian high schools. international journal of english linguistics, 4(2), 1–11. https://doi.org/10.5539/ijel.v4n2p1 shaykina, o. i. (2014). to develop the competence upgrade for teaching english grammar students of technical university. bulletin of chelyabinsk state university. education and healthcare, 13(342–4), 106–109. shaykina, o. i. (2015). blended learning in english language teaching: open educational resources used for academic purposes in tomsk polytechnic university. mediterranean journal of social sciences. mcser publishing, 6(3 s5). https://doi.org/10.5901/mjss.2015.v6n3s5p255 biography sariani, yaningsih, welsi haslina & mutia el khairat are lecturers at politeknik negeri padang, where the first, the second and the fourth authors are from english department, and their research interest includes tefl and speaking. meanwhile the third author is bahasa indonesia‟s lecturer, and from accounting department. the first author can be reached through her email, pasnisariani@gmail.com. mailto:pasnisariani@gmail.com research and innovation in language learning vol. 1(3) september 2018 pp. 141-152 pissn: 2614-5960 e-issn: 2615-4137 http://jurnal.unswagati.ac.id/index.php/rill copyright @ rill 2018 141 the low motivated factors in extensive reading achievement kardi nurhadi english department university of wiralodra indramayu, indonesia gina larasaty english department university of wiralodra indramayu, indonesia abstract the purpose of this study is to explain what are low motivated factors in extensive reading achievement. it is based on the problems that some students had a low motivation in extensive reading, and they had a problem with their motivation. the bad effect of that problems the students are lazy to read in or out of the classroom. to achieve the purpose of study, the writer used case study with the design descriptive case study. the research participants took from the students from the second semester who took the extensive reading class at english department university of wiralodra indramayu. to get the data, the writer used questionnaire, observation and interview. the findings showed that there was an equal percentage 21 % who said that reading ability and attitudes toward reading as the factors made them low motivated in extensive reading. in line the findings, day and bamford (1998: 29) revealed that low level reading abilities would normally lower expectations of success and thus lower motivation to read. and then, 26 % of students said that sociocultural environment made them low motivate in extensive reading. the last, the highest percentage was 32 % who said that materials made the students low motivated in extensive reading. regarding the research findings, the lecturer should create an interesting and meaningful materials to increase students motivation and achievement in extensive reading keywords : achievement, extensive reading,low motivated factors sari tujuan penelitian ini adalah untuk menjelaskan faktor-faktor rendahnya motivasi mahasiswa dalam prestasi extensive reading. penelitian ini berdasarkan masalah bahwa beberapa mahasiswa rendah motivasinya pada extensive reading dan mereka memiliki masalah dengan motivasinya. dampak buruk dari masalah ini, mahasiswa jadi malas untuk membaca baik di dalam maupun di luar kelas. untuk mencapai tujuan penelitian ini, peneliti menggunaka metode penelitian case studt dengan desain penelitian descriptive case study. responden penelitian ini berasal dari mahasiswa semester dua yang mengambil mata kuliah extensive reading pada program studi pendidikan bahasa inggris universitas wiralodra indramayu. untuk mengumpulkan data, penulis menggunakan kuesioner, observasi dan wawancara. hasil penelitian menunjukkan bahwa ada jumlah persentase yang sama sebesar 21 % yang mengatakan bahwa kemampuan membaca dan perilaku terhadap membaca sebagai faktor yang membuat rendahnya nurhadi, k. & larasaty, g. 142 p-issn 2614-5960, e-issn 2615-4137 motivasi dalam extensive reading. sejalan dengan hasil ini (day & bamford, 1998 : 29) mengungkapkan bahwa rendahnya kemampuan membaca akan berakibat pada rendahnya prestasi sehingga motivasi membacapun rendah. kemudian, 26 % mahasiswa mengatakan bahwa lingkungan sosial membuat mereka rendah motivasi dalam extensive reading. yang terakhir, persentase tertinggi adalah 32 % yang menyatakan bahwa materi sebagai faktor rendahnya motivasi mahasiswa dalam extensive reading. melihat hasil penelitian ini, dosen harus dapat membuat materi yang menarik dan bermakna untuk meningkatkan motivasi dan prestasi mahasiswa dalam extensive reading. kata kunci: rendahnya motivasi, extensive reading, prestasi received 15 august 2018 last revision 24 august 2018 published 26 september 2018 introduction in terms of extensive reading, motivation play important role for students. since it is important, the high motivation the students have, the better their achievement in extensive reading. day and bamford (1998: 27) explain that motivation is another wellknown affective domain of language learning that plays a vital role in successful l2 reading ability. day and bamford (1998) also defined that motivation as the learners’ emotional drive, or lack thereof, that ―makes people do (or not do) something‖. due to the importance of motivation in extensive reading, the numerous studies of extensive reading have shown that the advantages of extensive reading in teaching english as foreign language. mori (2002) found that foreign language reading motivation, looked at japanese university students’ motivation in l2 reading. by using a 30-item, 7-point likert scale questionnaire that drew upon wigfield and guthrie’s (1997) domain-specific motivation theories, mori was able to delineate four sub-components of reading motivation: intrinsic value, attainment value, extrinsic value, and expectancy for success. she also claimed that motivation to read in a foreign language is not independent of general motivational constructs but is a multidimensional phenomena. in addition, according to day and bamford’s (1998), explain that expectancy value model, learners’ decisions to read in the second language are made up of four major variables: (a) materials, (b) reading ability in the l2, (c) attitudes toward reading in the l2, and (d) the socio-cultural environment including the influence of family and friends. with regard to the weight of the components, day and bamford stated that er materials research and innovation in language learning vol. 1(3) september 2018 p-issn 2614-5960, e-issn 2615-4137 143 and attitudes have more influence on motivating learners to read than reading ability and socio-cultural environment. for this reasons, the writer thinks that the role of motivation is very important in extensive reading. since extensive reading is type of reading for pleasure. according to yamashita (2004), reported that comfort and self-perception in reading influenced positive attitudes in the participants’ reading habits, while anxiety and the value one places on the reading had no impact at all. yamashita added that no matter how participants feel about reading, they read more if they feel comfortable reading in their first language (l1) or l2 and consider themselves to be good readers. however, studies related to the use of extensive reading especially in indonesian schools level are still limited since reading instructions in various levels of indonesian school dominantly adjust to intensive reading (cahyono and widiawati, 2006). in addition, the studies of motivation and extensive reading in indonesia are also still limited, it can be seen from the few result of research in that field. and then, researchers in teaching english foreign language have shown considerable interest in er; however, most of them have targeted groups of learners and do not present a detailed picture of individual experience. more specifically, none of the er studies has focused on individuals with poor l2 reading habits, despite the fact that more exploration is needed to discover why some individuals have poor reading habits and what could be done to boost their reading performance. in this case, the low motivated students for example, they have to be increased their motivation in extensive reading; the extensive reading activities should make them interested in the teaching learning. even though saito et al. (1999) highlighted anxiety as a factor that has a negative impact on l2 reading performance and identified two anxiety provoking factors—l1-to-l2 cultural differences and differences in writing systems—possible remedies for these issues have not yet been addressed. in light of these considerations, anxiety and motivation should be further investigated for possible interference effects with l2 reading and language learning. furthermore, there is a need for greater clarity in concepts such as positive feeling (yamashita, 2004) and positive attitude (crawford camiciottoli, 2001). as a matter of fact, the main purpose of this study is to explain how the low motivated students toward their achievement in extensive reading. therefore, the paper is sought to investigate 1. what are low motivated factors in students’ extensive reading achievement? nurhadi, k. & larasaty, g. 144 p-issn 2614-5960, e-issn 2615-4137 2. how are low motivated factors in extensive reading achievement? methods this research used qualitative approach with case study design. according to merriam (1988, cited in duff, 2008: 22), ―qualitative case study as ―an intensive, holistic description and analysis of a single entity, phenomenon, or social unit‖. case studies are particularistic, descriptive, and heuristic and rely heavily on inductive reasoning in handling multiple data sources‖. the present qualitative study uses a pattern-matching, logic single-case study research design (see yin, 2008) with group of students as the primary unit of analysis. yin (2008) informed that the results of this research design can strengthen the internal validity of a group participant case study if patterns are found to coincide with other research results, thereby determining whether a causal relationship exists between certain conditions believed to know the factors influence in extensive reading and to explain low motivated students toward their achievement in extensive reading. in this case, yin (2003: 70) also informed that a different categorization of case studies, by describing them according to purpose : exploratory, descriptive, or explanatory. in this research, the writer used a descriptive case study, hood (2009: 70) explain that the aim of this case study is only to present a detailed contextualized picture of a particular phenomenon. the phenomenon of this research was about the low motivated factors in extensive reading achievement. the participants of this research took from the group of students who took the extensive reading class; there were twenty four students who joined this class. in this case, the writer observed extensive reading class to get the research data. results and discussion regarding the formulation of problems that there were two purpose of this research are : to know the factors low motivated students in extensive reading ; to explain the low motivated factors in extensive reading achievement. in this part, the writer would like to discuss each the purpose based on the research finding. research and innovation in language learning vol. 1(3) september 2018 p-issn 2614-5960, e-issn 2615-4137 145 1. the factors low motivated students in extensive reading to know the factors low motivated students in extensive reading, the writer used three instruments were questionnaire, interview and class observation. first, the finding from the questionnaire found that majority of students said neutral about reading as the favourite skill (question no 1). in terms of extensive reading, the students said that they read english book to become a faster reader (question no 10) and they also said like extensive reading than intensive reading (question 13). in general they have motivation to read, this finding is line with the statement of day and bamford (1998) that motivation as the learners’ emotional drive or lack thereof, that ―makes people do (or not to do) something‖. secondly, the findings from interview showed that there were four factors made the students low motivated in extensive reading. according to day and bamford (1998: 28) : “ expectancy value model, learners’ decision to read in the second language are made up of four major variables : (a) materials, (b) reading ability in the l2, (c) attitudes toward reading and (d) the sociocultural environment including the influence of family and friends.” in line with the statements above, the writer tried to ask the students some questions: 1. what do the factors make you motivate in extensive reading? the result of students interview can figured out in the following chart: figure 1.1 question chart no 1 when they were asked this question, the majority of students said materials as the most factor motivate them in extensive reading. in line this finding, day and bamford (1998: 29) informed that the reading materials used in extensive reading motivate positively the decision to read in the second language, as they are interesting, at appropriate linguistics nurhadi, k. & larasaty, g. 146 p-issn 2614-5960, e-issn 2615-4137 level and readily available. day and bamford (1998) also informed that it is difficult to place too much emphasis on the role interesting material plays in the desire to read. 2. do you think materials important in extensive reading? the result of students inteview for question no 2 can be figured out in the following chart: figure 1.2 question chart no 2 all the students said that materials were important in extensive reading. it means that the lecturers should create an interesting materials and also appropriate in the students level. in extensive reading, the students can choose what materials they want to read (day and bamford, 2004). 3. what do the factors make low motivated in extensive reading? question no 3 was the core of this research, the result of students answered can be figured out in the following chart: research and innovation in language learning vol. 1(3) september 2018 p-issn 2614-5960, e-issn 2615-4137 147 figure 1.3 question chart no 3 the findings showed that there was an equal percentage 21 % who said that reading ability and attitudes toward reading as the factors made them low motivated in extensive reading. in line the findings, day and bamford (1998: 29) revealed that low level reading abilities would normally lower expectations of success and thus lower motivation to read. and then, day and bamford (1998) also revealed that an extensive reading approach is likely to produce positive attitudes toward reading in the second language. regarding this statements, the lecturer should consider the students reading ability and always pay more attention their attitudes toward reading. the result of study showed that attitudes and motivation are two concepts that are highly related to language learning achievement (dörnyei, 2006). attitude, on the other hand, is described as a psychological tendency that is expressed by evaluating a particular entity with some degree of favor or disfavor (eagly & chaiken, 1993, p. 1). students’ attitudes towards the learning situation influence their level of motivation to learn another language. in other words, they serve as foundations for motivation (masgoret, bernaus, & gardner, 2001). while the learners’ negative attitudes and feelings pose an obstacle to progress, positive emotions and attitudes make language learning far more effective and enjoyable (merisuo-storm, 2007; oxford, 1990). more surprisingly, 26 % of students said that sociocultural environment made them low motivate in extensive reading. day and bamford (1998) infomed that an extensive reading approach creates environment that values and encourages reading. such an environment can counteract the influence of society, family and friends if they are less nurhadi, k. & larasaty, g. 148 p-issn 2614-5960, e-issn 2615-4137 than encouraging toward reading. lastly, the highest percentage was 32 % of students who said that materials made them low motivated in extensive reading. 2. the low motivated factors in extensive reading achievement to get data of low motivated in extensive reading achievement, the writer used observation, questionnaire and interview. firstly,the finding from the classroom observation shows that most of students gave positive response in extensive reading class, for example, they have involved during the class discussion actively. in class discussion, the students were divided into five group which consist of six students for each group. before they presenting the materials, they were asked to read the novel (holes). after they have read the novel, they were asked to present it. for the presentation session, the writer applied literature circle, daniels (2002) explains that a literature circle is an activity in which members meet to discuss and respond to a book or story that they have read. and then, as cameron et.al (2012) also explain that literature circles are led mostly by students, and performs only basic control functions. roles are usually assigned to members of the literature circle to allow the group to function productively and to help members remain focused on the chosen book. in literature circle, there are five students roles in literature circle namely discussion director, literary luminary, illustrator, summarizer and vocabulary enricher (daniels and steineke, 2004). the discussion director’s task, for example, could be to develop at least five questions about the text and then share these questions with the group. the literary luminary pinpoints important parts of the text for the group in order to stimulate thinking and elicit some interesting facts about the text. the illustrator’s job might be to draw pictures related to the reading and share the drawings with the group; the group members then speculate on the meaning of the pictures and connect them to their own ideas about the text. the summarizer’s role is to recall what happened in the reading and prepare a summary for the group, and ; the vocabulary enricher helps the group find and discuss new or difficult words (daniels and steineke 2004). and then, after they got the roles, they have to present in front of their friends. the result of discussion observation found that only some students who understood the content of novel, while the others were not. in this case, the writer tried to ask why the didn’t understand the content; and they said that they novel was too difficult in vocabulary and grammar. more surprisingly, since it was difficult vocabulary they research and innovation in language learning vol. 1(3) september 2018 p-issn 2614-5960, e-issn 2615-4137 149 were lazy to read. regarding this findings, the writer have to change materials with the approriate level of linguistics. secondly, the findings from questionnaire indicates that students showed a positive attitude in extensive reading. they want to be faster reader and develop their literacy skills in extensive reading. the last, the findings from students interview revealed that, mostly the students said that materials were the factors made them low motivated in extensive reading achievement. therefore, they gave some suggestion about the materials. the writer tried to summarize the students suggestion relate to extensive reading materials were : they want to be asked reading in front of the classroom, hence they more confident and the lecturer could give them a feedback and correction about their understanding; they also said that the lecturer should give an interactive method; the materials should appropriate with their level; the materials shoud be variative for them. to sum up, the findings above informed that there were four low motivated factors in extensive reading achievement were : reading ability, attitude toward reading, sociocultural environment and materials. conclusion & recommendation this research was focus to know the low motivated factors in students extensive reading achievement. the findings revealed that there was an equal percentage 21 % who said that reading ability and attitudes toward reading as the factors made them low motivated in extensive reading. more surprisingly, 26 % of students said that sociocultural environment made them low motivate in extensive reading. lastly, the highest percentage was 32 % of students who said that materials made them low motivated in extensive reading. regarding this findings, the writer recommend that extensive reading should give students a positive attitude especially the students habit in reading. the ultimate goal extensive reading is building students habit in reading. also, the lecturer have to create a positive atmosphere during extensive reading class in order to build students motivation. lastly, the successful of extensive reading depend on the materials were given, therefore the materials should consider students need and interest. nurhadi, k. & larasaty, g. 150 p-issn 2614-5960, e-issn 2615-4137 acknowledgment this research was supported by the research fund provided by directorate of research and community service, directorate general for research and development, ministry of research, technology and higher education. in accordance with the research contract for fiscal year 2018. the research scheme was ― penelitian dosen pemula‖. references cahyono, b. y and widiawati. (2006). the teaching of efl reading in the indonesian context: the state of the art. teflin journal: a publication on the teaching and learning of english. cameron, s., m. murray, k. hull, and j. cameron. (2012). engaging fluent readers using literature circles. literacy learning: the middle years 20 (1): i–viii. crawford camiciottoli, b. c. (2001). extensive reading in english: habits and attitudes of a group of italian university efl students. journal of research in reading, 24, 135 daniels, h.( 2002). literature circles: voice and choice in book clubs and reading groups. 2nd ed. portland, me: stenhouse. 153. daniels, h., and n. steineke. (2004). mini-lessons for literature circles. portsmouth, nh: heinemann. day, r. , & bamford, j. (1998). extensive reading in the second language classroom. cambridge: cambridge university press. de burgh-hirabe, r., & feryok, a. (2013). a model of motivation for extensive reading in japanese as a foreign language. new zealand studies in applied linguistics. april 2013 vol. 25.no 1. dörnyei, z. (2006). motivational strategies in the language classroom. cambridge: cambridge university press. duff, p. a. (2008). case study research in applied linguistics. new york: taylor & franciss group. ferdila, r.(2014). the use of extensive reading in teaching reading. journal of english and education 68-80. guo, s-c. (2012). investigating the effects of outside reading on reading tendency and english proficiency. extensive reading world congress proceedings, 1, 79-81. harmer, j. (2007). the practice of english language teaching (4th ed.). new york: pearson longman. research and innovation in language learning vol. 1(3) september 2018 p-issn 2614-5960, e-issn 2615-4137 151 jacobs m, g and renandya a.w.(2014). making extensive reading even more student centered. indonesian journal of applied linguistics, vol. 4 no. 2, january 2015, pp. 102-112 krashen, s. d. (2011). free voluntary reading. santa barbara, ca: abc-clio. masgoret, a-m., bernaus, m., & gardner, r. c. (2001). examining the role of attitudes and motivation outside of the formal classroom: a test of the mini atmb for children. in z. dörnyei, & r. schmidt (eds.), motivation and second language acquisition(technical report #23, 281295). honolulu: university of hawaii, second language teaching and curriculum centre. merisuo-storm, t. (2007). pupils’ attitudes towards foreign language learning and the development of literacy skills in bilingual education. teaching and teacher education, 23,226-235. meng, (2009). developing students’ reading ability through extensive reading. ccse english language teaching, 2(2). mori, s. (2002). redefining motivation to read in a foreign language. reading in a foreign language, 14, 91–110. richards, k .(2003). qualitative inquiry in tesol. new york: palgrave macmillan. richards, j. s. and renandya, w. a. (2001). methodology in language teaching: an anthology of current practice. new york: cambridge university press. richards, j. s. and schmidt, r. (2010). longman dictionary of language and teaching applied linguistics (4th ed.). great britain: pearson education limited. ro, eunseok. (2013). a case study of extensive reading with an unmotivated l2 reader. reading in foreign language, volume 25, no. 2 issn 1539-0578 pp. 213–233 sachs, g. t. (2001). transforming extensive reading lessons. new horizons in education, 43, 78-90. saito, y., horwitz, e., & garza, j. (1999). foreign language reading anxiety. the modern language journal, 83, 202–218. shen, m. –y. (2008). efl learners’ responses to extensive reading: survey and pedagogical applications. the reading matrix, 8(2). sheu, s. p.-h. (2003). extensive reading with efl learners at beginning level. tesl reporter, 36, 8–26. nurhadi, k. & larasaty, g. 152 p-issn 2614-5960, e-issn 2615-4137 sweet. a. p. (2000. ten proven principles for teaching reading. online . available on http: nea.org assets mf 10proven.pdf . retrieved january 22, 2014. wilkinson, d. (2012). a data-driven approach to increasing student motivation in the reading classroom. language education in asia, 3(2), 252-262. yamashita, j. (2004). reading attitudes in l1 and l2, and their influence on l2 extensive reading. reading in a foreign language, 16, 1–19. yin, r. k. (2008). case study research: design and methods (4th ed.). thousand oaks, ca: sage publications. wigfield, a., & guthrie, j. t. (1997). relations of children's motivation for reading to the amount and breadth of their reading. journal of educational psychology, 89, 420– 432. biography kardi nurhadi is an english lecturer of english department university of wiralodra indramayu. his research interests and expertise are : the teaching reading (intensive, extensive, critical and academic reading), curriculum and material development and systemic functional linguistics in language education. his address is at perumahan bumi dermayu indah jl. flamboyan ii blok c35 indramayu. his email is kardi.nurhadi84@unwir.ac.id. gina larasaty is an english lecturer of english department university of wiralodra indramayu. her research interests and expertise are : english literature and translation, poetry and drama in language education. her address is at karangampel indramayu and can be contacted at gina_larasaty@unwir.ac.id mailto:kardi.nurhadi84@unwir.ac.id mailto:gina_larasaty@unwir.ac.id research and innovation in language learning vol. 2(3) september 2019 pp. 216-227 pissn: 2614-5960 e-issn: 2615-4137 http://jurnal.unswagati.ac.id/index.php/rill 216 copyright 2019 @ubaediillah improving students’ english speaking ability through jigsaw ubaedillah universitas muhadi setiabudi abstract the aim of this research is to find out the improvement of students’ speaking ability through jigsaw method of the management study program students of the second semester in the academic year 2018/2019 at a private university taught by and without using jigsaw. the data of the current study were gathered at multiple points of time before and after the end of the experiment to determine the improvement of student’s speaking ability through jigsaw speaking skills. in practical terms, the sample’s speaking ability was first examined through an english oral test prior to and after some jigsaw instructional activities were provided. the data were analyzed using basic and inferential statistical methods including mean scores, standard deviations, paired sample t-test, and effect size. the findings showed a remarkable development in the students’ speaking skills through jigsaw method. the writer holds an experimental research to apply jigsaw in teaching english speaking. the population is the second semester students of a private university in the academic year 2018/2019 and the sample are two groups of students placed in experiment and control groups. using oral test as the instrument, the writer collected the data of the students’ speaking ability. the report of the research concludes that jigsaw improved the english speaking ability of the second semester students in the academic year 2018/2019. by doing small discussion of jigsaw method it can motivate to develop the student’s braveries to use their knowledge and their experience to solve a problem without other’s opinion. there may be different of view so the students can give different opinion. beside that the students are also able to give real opinion orally. keywords: jigsaw, students’ speaking ability, teaching method sari tujuan dari penelitian ini adalah untuk mengetahui peningkatan kemampuan berbicara siswa melalui metode jigsaw mahasiswa program studi manajemen semester dua tahun akademik 2018/2019 di sebuah universitas swasta yang diajarkan oleh dan tanpa menggunakan jigsaw. data penelitian saat ini dikumpulkan di beberapa poin waktu sebelum dan setelah akhir percobaan untuk menentukan peningkatan kemampuan speking mahasiswa melalui keterampilan berbicara dengan metode jigsaw. dalam prakteknya, keterampilan berbicara sampel pertama kali diperiksa melalui tes lisan bahasa inggris sebelum dan setelah beberapa kegiatan pembelajaran jigsaw diberikan. data dianalisis menggunakan metode statistik dasar dan inferensial termasuk skor ratarata, standar deviasi, paired sample t-test, dan ukuran efek. temuan menunjukkan perkembangan luar biasa dalam keterampilan berbicara siswa melalui metode jigsaw. ubaedillah p-issn 2614-5960, e-issn 2615-4137 217 penulis mengadakan penelitian eksperimental untuk menerapkan jigsaw dalam mengajar berbicara bahasa inggris. populasi adalah mahasiswa semester dua pada sebuah universitas swasta pada tahun akademik 2018/2019 dan sampelnya adalah dua kelompok siswa yang ditempatkan dalam kelompok eksperimen dan kontrol. menggunakan tes lisan sebagai instrumen, penulis mengumpulkan data kemampuan berbicara siswa. laporan penelitian menyimpulkan bahwa jigsaw meningkatkan kemampuan berbahasa inggris siswa semester kedua di tahun akademik 2018/2019. dengan melakukan diskusi kecil melaui metode jigsaw dapat memotivasi untuk mengembangkan keberanian mahasiswa untuk menggunakan pengetahuan dan pengalaman mereka untuk memecahkan masalah tanpa pendapat orang lain. mungkin ada perbedaan pandangan sehingga mahasiswa dapat memberikan pendapat yang berbeda. selain itu mahasiswa juga dapat memberikan pendapat secara lisan. kata kunci: metode mengajar, kemampuan berbicara bahasa inggris, jigsaw received 30 march 2019 last revision 10 july 2019 published 06 october 2019 http://dx.doi.org/10.33603/rill.v2i3.2127 introduction teaching cannot be defined apart from learning. teaching is guiding and facilitating learning. enabling the learner to learn, setting the conditions for learning. teacher’s understanding of how the learner learns will determine his or her philosophy of education, teaching style, approach, methods, and classroom techniques. theory of teaching will spell out governing principles for choosing certain methods and techniques, a theory of teaching, in harmony with the teacher integrated understanding of the learner and the subject matter to be learned, will pint the way with successful procedure on a given day for given learners under variant constraints of particular context of learning. in other words the teacher’s theory of teaching is the teacher’s theory of learning. english speaking ability is one of the most important skills to be developed and enhanced in language learners, particularly in an academic setting (morozova, 2013). a lot of students faced difficulties in carrying out a conversation and expressing their ideas (romlah, 2018). generally, students are intended to be better in four skills matter as well as their critical thinking along learning process in the classroom (gilang&nadia, 2019, p.31). speaking is the verbal use of language and a medium through which human beings communicate with each other (fulcher, 2003). it is the most demanding skill that people need to communicate in everyday situations. generally, speaking is the ability to http://dx.doi.org/10.33603/rill.v2i3.2127 research and innovation in language learning vol. 2(3) september 2019 218 p-issn 2614-5960, e-issn 2615-4137 express something in a spoken language. it is simply concerning putting ideas into words to make other people grasp the message that is conveyed. in this study, the term “speaking” is to one of the four skills related to language teaching and learning. speaking is very important in second language learning. despite its importance, speaking has been overlooked in schools and universities due to different reasons like emphasis on grammar and unfavorable teacher-student proportions (nasser & rais, 2014). according to harmer states that there are three main reasons for getting students to speak in the classroom. those are chances to practice real-life speaking in the safety of the classroom, trying to use any or all of the language they know, and having opportunities to activate the various elements of language. badroeni (2018). leong & seyedah (2017, p.38) state that there are some problems for speaking skill that teachers can come across in helping students to speak in the classroom. the first is inhibition, lack of topical knowledge, low participation, and mother-tongue use (tuan & mai, 2015). inhibition is the first problem that students encounter in class. when they want to say something in the classroom they are sometimes inhibited. they are worried about making mistakes and fearful of criticism. they are ashamed of the other students’ attention towards themselves. the second problem is that learners complain that they cannot remember anything to say and they do not have any motivation to express themselves. according to rivers thinks that learners often have nothing to say probably because their teachers had selected a topic that is not appropriate for them or they do have enough information about it. baker and westrup also supports the above idea and stated that it is very difficult for learners to answer when their teachers ask them to tell things in a foreign language because they have little opinions about what to say, which vocabulary to apply, or how to use grammar accurately. the third problem in the speaking class is that the participation is very low. in a class with a large number of students, each student will have very little time for talking because just one student talks at a time and the other students try to hear him/her. in the ubaedillah p-issn 2614-5960, e-issn 2615-4137 219 speaking class, some learners dominate the whole class while others talk very little or never speak. the last problem related to the speaking ability is that when some learners share the same mother-tongue, they try to use it in the speaking class because it is very easy for them (tuan & mai, 2015). there are some reasons why learners use mother-tongue in their speaking classes. the first reason is that when teachers ask their learners to talk about a topic that they do not have enough knowledge, they will try to use their language. the second reason is that the application of mother-tongue is very natural for learners to use. if teachers do not urge their learners to talk in english, learners will automatically use their first language to explain something to their classmates. those four problems happend to the student of indonesia, especially the students of the research site university majoring management of the second semester. in teaching and learning process, the teacher is able to make the students active in discussion the material effectively, be able to understand what they are learning in the class learning process, and also be able to express their own english orally, the most important thing here to carry out the english teaching was that the teacher is able to use the appropriate approach, design, and procedures to manage and create the class lively. jigsaw method is an efficient way to learn the course material in a cooperative learning style. the jigsaw process encourages listening, engagement, and empathy by giving each member of the group an essential part to play in the academic activity. group members must work together as a team to accomplish a common goal; each person depends on all the others. no student can succeed completely unless everyone works well together as a team. this "cooperation by design" facilitates interaction among all students in the class, leading them to value each other as contributors to their common task. jigsaw is one of the cooperative learning techniques, is based on group dynamics and social interactions (sahin, 2010). first, teacher divides the students into small groups. each group consists of three to five students. these groups are called jigsaw group. teacher gives a topic consists of some segments of the material to all students in research and innovation in language learning vol. 2(3) september 2019 220 p-issn 2614-5960, e-issn 2615-4137 jigsaw group. second, each student in jigsaw groups is assigned to choose a section or portion of the material. after that, students who choose the same section gather and make a new group called expert group. in this step, the researcher gives time to these “ expert group” to discuss the mai n point of their segment. they may share ideas, opinions, and comprehension about the material and try to solve their problem. after that, they return to their jigsaw groups and explain the material to each other, until all of them in jigsaw groups comprehend the material. finally, give a quiz based on the material to find out students’ achievement (yohanes & hesti, 2018). jigsaw has first introduced and experimented by elliot aronson and colleagues in texas university then have been adopted by slavin and colleagues in john hopkins university (arends, 2001). besides, jigsaw is very important in communicative language teaching because it gives the students an opportunity to practice communicating and interacting in different social context and different social roles. therefore, communicative language learning (clt) approach is very appropriate to support the problem above because this approach is learners-centered, where in doing their activity they use their own language resources to communicate meaningfully and to take part in the communication (richard, 2003: 17). the main purpose of this study is to know the use of using jigsaw method to improve students’ english speaking ability. methods this study belongs to pre experimental method with the one group pretest posttest design. this study was conducted in one class which was given the treatment. the treatment of this study is teaching and learning process by using jigsaw method. procedures before the start of the experiment, oral performance test were administered to the students in the control and the experimental groups. after that, the actual experiment began. students in the control group were taught through the traditional method of teaching speaking skill, while the students in the experimental group were taught through using jigsaw. the writer conducted this study in a private university. this study was conducted on march 2018 in the academic year 2018/2019. the population of this study was second ubaedillah p-issn 2614-5960, e-issn 2615-4137 221 semester students of english study program of a private university in academic year 2018 / 2019. the total members of second semester students were 124 who were divided into 5 classes. every class consisted of 40 students. the writers used purposive sampling technique to take the data. the writer determined one class because she assumed that students had sufficient knowledge of english in this class. therefore, the sample of this study was 40 students. they were all homogeneous with regard to age, sex, ethnicity, mother tongue, exposure to english and educational and cultural background. students in the experimental group were divided into six groups each consists of 5 students. however, the students were given a choice to select their group members to work with on alternate weeks during study duration, i.e. three months. throughout the group work, each member had to present a topic. then each group discussed a chosen topic, exchanged the ideas, helped each other and shared knowledge. each group member was assigned a role and responsibility that must be fulfilled if the group is to function. those roles were assigned to ensure interdependence. at the end of the study, post-tests of oral performance and students’ ability towards jigsaw were given to the students. three approaches were used in order to analyze the data of the study. to find out the effect of jigsaw on speaking ability, descriptive statistics including mean scores, standard deviations of the preand post-tests were used. inferential analysis was used to find out if any significant differences were found between the control group and experimental group in both the preand post-tests. however, statistical significance does not tell us the most important thing about the size of the effect. one way to overcome this confusion is to report the effect size which is simply a way of quantifying the size of the difference between two groups (thalheimer&cook 2002). results the data obtained from the pre-/post-test were analyzed and interpreted using the statistical package for the social sciences (spss). the main results are presented and displayed based on the questions of the study to what extent does jigsaw improved research and innovation in language learning vol. 2(3) september 2019 222 p-issn 2614-5960, e-issn 2615-4137 speaking skills among university students. the overall average mean score of the experimental group on the pre-test was 63.37 with a standard deviation of 10.17, while that of the control group was 63.63 with a standard deviation of 9.55. as shown in table 1, the speaking performance mean scores of the experimental group were all similar to the scores of the control group. relative to each other, both the control and the experimental groups were similar in their speaking skills before carrying out the experiment. table 4.1 overall average mean-scores and standard deviations of the experimental and control group in the pre-test of speaking performance group n mean std deviation experimental group pr-test 40 63.37 10.17 control group prtest 40 63.63 9.55 however, the mean score of the experimental group on the post-test was 69.00 with a standard deviation of 9.98, while that of the control group on the post-test was 63.63 with a standard deviation of 9.77. table 2 presents the speaking competence mean scores of the experimental group in the post-test which were all higher than the scores of the control group. this result provides confirmatory evidence of a noticeable increase in the post-test mean score of speaking ability of the experimental group. table 4.2 overall averages mean scores and standard deviations of the experimental and control group in the post-test of speaking performance group n mean std deviation experimental group pr-test 40 69.00 9.99 control group prtest 40 63.63 9.77 to determine if there is any significant statistical difference between the students who were taught speaking skill using traditional instruction and those who had been exposed to jigsaw, a paired sample t-test was conducted. the writer demonstrate a lack of any significant statistical difference at the confidence level of α=0.05 between the students in the control and experimental groups before the experiment. the tvalue -779>0.05 reveals that there is no significant difference between the mean scores of the two groups ubaedillah p-issn 2614-5960, e-issn 2615-4137 223 on the pre-test (α=0.05). thus, it is evident that the two groups had the same level of english speaking competence before the experiment in table 3 below. table 4.3 paired samples t-test of the experimental and the control groups in the speaking performance test prior to experimentation paired differences t df sig.(2-tailed) mean std. deviation std. error mean 95% confidence interval of the difference lower upper pair 1 pretest .26667 1.87420 .34218 -.96651 .43317 -.779 29 .442 to ensure if the difference between mean score of the control and experimental groups in the post-test is statistically significant, a paired sample ttest was run. table 4 shows that there is a statistically significant difference in the post-test between the experimental and control groups. the experimental group with tvalue =8.781, p= .000 < 0.05. table 4.4 paired samples t-test of the experimental and the control groups in post-test of the speaking ability paired differences t df sig. (2tailed) mean std. deviati on std. error mean 95% confidence interval of the difference lower upper pair 1 post-test 5.3666 3.3475 .61117 4.1167 6.6166 8.781 29 .000 to further compare differences between the experimental group and control group and to find out the improvement of students’ speaking ability by jigsaw, the overall posttest scores of the two groups were compared. the result revealed an effect size of 0.55 which is interpreted as a medium improvement of the independent variable (jigsaw) on the dependent variable (speaking ability). after analyzing the data, the writer can describe the data as the result of the study from the data of the students’ speaking ability of the second semester students of muhadi research and innovation in language learning vol. 2(3) september 2019 224 p-issn 2614-5960, e-issn 2615-4137 setiabudi university in taught by using jigsaw. the writer then put them into the table of frequency distribution as follows: table 4.5 the frequency distribution of the speaking ability of the student taught by using jigsaw no. score frequency precentage % 1 95-87 12 30 2 86-77 16 40 3 77-69 7 17,5 4 68-60 3 7,2 5 59-51 1 2,5 6 50-42 1 5,2 total 40 100 from the data listed of the table 4.5 the writer found that the highest score is 90 and the lowest score is 45. the average score (mean) is 80 and the standard of deviation (sd) is 5.80 based on those data findings, the writer concludes that the speaking ability of the second semester students taught by using jigsaw can be categorized as excellent. the writer also described the data as the result of the study from the speaking ability of the second semester students of the university in the academic year 2019/2020 taught without using jigsaw. the writer found that the highest score is 81 and the lowest score is 44. the data can be drawn in the table of frequency distribution as follows. table 4.6 frequency distribution of the speaking ability taught without using jigsaw no. score frequency precentage % 1 95-87 5 12,5 2 86-77 10 25 3 77-69 9 22,5 4 68-60 11 27,5 5 59-51 3 7,5 6 50-42 2 0,5 total 40 100 from the data listed on the table 4.6 above, the writer found that the conclusion the mean is 64.3 and the standard of deviation (sd) is 7.74. it means that the speaking ability of the second semester students taught without using jigsaw can be categorized as sufficient. the data can be described that based on the calculation of ttest, with the ubaedillah p-issn 2614-5960, e-issn 2615-4137 225 level of significance 5 %, the research hypothesis is confirmed. and the achievement of english speaking of the second semester students of the university taught by using jigsaw is higher than the achievement of english speaking of the second semester students taught without using jigsaw. it means that jigsaw method improved the students’ english speaking ability. finding and discussion carried out a study on the factors increasing the development of learners’ speaking skill. the results represented that the use of appropriate activities for speaking skill can be a good strategy to decrease speakers’ anxiety. the results also revealed that the freedom of topic choice urged the participants to feel comfortable, persuaded to speak english, and increased the speaking confidence among efl learners. boonkit (2010). in the classroom discussion, the students have more motivation to use english in communication with their friends they can practice how to express their ideas or opinions, they can also appreciate the other opinions of other students, and they can practice how to solve the problems together. discussion involves all students in learning process, and it can increase the student‟s participation individually (afrizal, 2015). the effect of jigsaw method to improve students’ vocabulary ability in mastering prepositional phrasal verb, it can be concluded that the effect of jigsaw method can improve students' vocabulary ability. it can be seen by students’ achievement in vocabulary test. the result of this study showed that the students’ vocabulary ability improved efficiently and effectively after following the teaching and learning process by using jigsaw method. moreover, the effect of jigsaw method can improve the students’ interaction with the teacher and other students. based on explanation above, the writers conclude that the effect of jigsaw method can improve second semester students’ vocabulary achievement of english study program of timor university in academic year 2017 / 2018 (yohanes & hesni, 2018). related to the some previous study and after analyzing the data shown in the result terms. jigsaw method the students were more active in learning process, they can freely express and share their ideas and opinion about the problems that has been faced. research and innovation in language learning vol. 2(3) september 2019 226 p-issn 2614-5960, e-issn 2615-4137 beside that they can work together with their friends to solve the problems. the teacher or the lecturer serves only as the motivator and facilitator and also monitors in doing the discussion. based on the result above, it is concluded that jigsaw was a model of cooperative learning works well in improving the ability of english skills of the second semester students of the university in academic year 2019/2020. by doing small discussion of jigsaw method it can motivate to develop the student’s braveries to use their knowledge and their experience to solve a problem without other’s opinion. there may be different of view so the students can give different opinion. beside that the students are also able to give real opinion orally. in this case they need to practice their democratic life. thus, the students can practice to give opinion about a problem. and at last the discussion gives possibility for students to learn to participate by asking to solve a problem together. in the lesson which is doing by jigsaw method, the students have more motivation to use english in communication with their friends they can practice how to express their ideas or opinions, they can also appreciate the other opinions of other students, and they can practice how to solve the problems together. jigsaw involves all students in learning process, and it can increase the student’s participation individually of the second semester students of the university in academic year 2018/2019. conclusion the result of the research shows that activities through jigsaw technique improved the english speaking for the second semester students of the university in the academic year 2018/2019. the writer suggests that the teacher can use the jigsaw as one of the models of cooperative learning to apply in teaching english, especially to improve students’ ability in speaking. references arends, r. (2001). learning to teach. new york: mc graw hill companies, inc. badroeni. (2018). improving students‟ motivation in speaking english through active learning english. research and innovation in language learning vol. 1(2) may 2018 pp. 76-88. [online] available: http://jurnal.unswagati.ac.id/index.php/rill. http://jurnal.unswagati.ac.id/index.php/rill ubaedillah p-issn 2614-5960, e-issn 2615-4137 227 boonkit, k. (2010). enhancing the development of speaking skills for non-native speakers of english. procedia social and behavioral sciences, 2(2010), 1305– 1309. fulcher, g. (2003). testing second language speaking. london: longman/pearson education. gilang & nadia. (2019). teacher’s communicative teaching to encourage students’ critical thinking. research and innovation in language learning vol. 2(1) january 2019 pp. 31-46. [online] available: http://jurnal.unswagati.ac.id/index.php/rill. leong & sayedeh. (2017). an analysis of factors influencing learners’ english speaking skill. international journal of research english education,34-41 [online] available: www.ijreeonline.com. m.afrizal. (2015). improving english speaking ability through classroom discussion. lentera vol. 15. no. 14. september 2015. mcleish, k. (2009). attitude of students towards cooperative learning methods at knox community college: a descriptive study. a research paper submitted in partial fulfilment of the requirements for the postgraduate diploma in education. faculty of education and liberal studies: university of technology, jamaica morozova, y. (2013). methods of enhancing speaking skills of elementary level students. translation journal, 17(1), [online] available: http://translationjournal.net/journal/63learning.htm. nasser & rais. (2014). effectiveness of cooperative learning in enhancing speaking skills and attitudes towards learning english. international journal of linguistics, 6 (4), 27-45. richards, j. k and t. s rodgers. (2003). approaches and methods in language teaching. cambridge: cambridge university press. sahin, abdullah. (2010). effects of jigsaw ii technique on academic achievement and attitudes to written expression course. retrieved fromhttp://www.researchgate.net/publication/228346703_effects_of_jigsaw_ii_tec hnique_on_academic_achievement_and_attitudes_to_written_expression_course/fil e/9fcfd50b46f467348a.pdf. (accessed on 3 rd 2018). siti romlah. (2018). improving students’ speaking skill through talking stick. research and innovation in language learning vol. 1(3) september 2018 pp. 119128. [online] available: http://jurnal.unswagati.ac.id/index.php/rill. thalheimer, w., & cook, s. (2002). how to calculate effect sizes from published research articles: a simplified methodology. [online] available: http://worklearning.com/effect_sizes.htm (january 31, 2014) tuan, n. h., & mai, t. n. (2015). factors affecting students’ speaking performance at le thanh hien high school. asian journal of educational research, 3(2), 8-23 yohanes & hesni (2018) the effect of jigsaw method to improve efl students’vocabulary ability. metathesis: journal of english language literature and teaching vol. 2, no. 2, 171-183. biography ubaedillah is an english lecturer at muhadi setiabudi university. his research interest is about language learning and teaching. he can be reached ubaedillah2@gmail.com http://jurnal.unswagati.ac.id/index.php/rill http://www.ijreeonline.com/ http://jurnal.unswagati.ac.id/index.php/rill research and innovation in language learning vol. 2(2) may 2019 pp. 148-159 pissn: 2614-5960 e-issn: 2615-4137 http://jurnal.unswagati.ac.id/index.php/rill copyright @ 2019 ninin herlina 148 social criticism in 2019 ganti presiden lyrics: a critical discourse analysis ninin herlina universitas negeri jakarta, jakartaindonesia abstract this research aimed to clarify the meaning of the social criticism lyrics “2019 ganti presiden” and struggle for social values. this research used qualitative approach by using critical discourse analysis method. the researcher choosed the 3d model and framework proposed by norman fairclough. there were three aspects in his model for critical analysis of each discourse or text. this model consists of texts, socio-cultural practices and discursive practices in society. the result showed that social criticism of the song “2019 ganti presiden” represented awarness and an invitation to unlimited solidarity to learn about humanity, justice, help the lower classes such as laborers and hawkers. the lyrics of “2019 ganti presiden” also represented marginalization and personal opinion. keywords: critical discourse analysis, text dimension, social criticism, song lyrics sari penelitian ini bertujuan untuk mengklarifikasi makna lirik kritik sosial "2019 ganti presiden" dan perjuangan untuk nilai-nilai sosial. penelitian ini menggunakan pendekatan kualitatif dengan analisis metode analisis wacana kritis nourman fairclough. tiga pendekatan dalam analisis wacana tersebut penelitian kritik sosial terhadap lagu "2019 ganti presiden " mewakili kesadaran dan undangan untuk solidaritas tanpa batas untuk belajar tentang kemanusiaan, keadilan, membantu kelas bawah seperti buruh dan penjaja. lirik "2019 ganti presiden " juga mewakili marginalisasi dan pendapat pribadi. kata kunci: analisis wacana kritis, dimensi teks, kritik sosial, lirik lagu received 23 january 2019 last revision 22 april 2019 published 31 may 2019 doi. 10.33603/rill.v2i2.1875 introduction social criticism becomes a necessity in human life, because the process of criticism becomes a trigger for the inception of renewal in a better life. in making a social change, social criticism can be a communication tool that suppresses fraud and offenders, ie an existing system does not have a beneficial impact on the object of the system. (eagleton, 2003) it means that social criticsm can be as one of alternative in herlina, n. 149 p-issn 2614-5960, e-issn 2615-4137 formulating a new social change which give a good impact for social life. then, song lyric is also one of social criticsm model. song lyrics are often an interesting spectacle for social criticism. (dinara, 2017) music is not only a means of entertainment, but also as a medium in conveying messages that contain social criticism and agreeing to discuss social reality in society. (yuliansyah, 2015) so a song lyrics in certain music is very influential on socio-cultural conditions. (imam, 2012) there are many song lyrics that describe social criticism, even marginal people or so-called punk music groups often present with critical lyrics in opposing oppression or present with arousing humanity awareness. (anggraeni & dharmawan, 2018) in addition to the 60s, songs were also quite critical in seeing social phenomena at the time. like the birth of the analysis of song lyrics of „tikus-tikus kantor’ (syaeful bahri, 2013) which is the work of iwan fals in criticizing the government which is dangerous because of corruption. there are also „melancholic bitch’ song lyrics that came to criticize the politics of the new order (fathya, 2018), even it was used old songs but this analysis was updated with the analysis carried out at this time. other interesting research was also carried out with the lyrics of the unity song by barry likumahuwa (silalahi, n.d.), which illustrated the representation of pluralism. song lyrics „2019 ganti presiden‟ is one of the social criticisms that emerged in the early 2018. one of the law graduates considered the lyrics to be one of the techniques in dealing with elections. in their research, fitri and sherly (fitri, 2018) revealed the existence of agree and disagree in the tagar #2019 ganti presiden. they admitted the movement as a means of campaigning in elections. while the fence sign 2019 ganti presiden is also analyzed as a framing of the news. the results of the framing analysis of the news text showed voa-islam tends to make opinions so readers believe that the downturn is happening in this country under the leadership of joko widodo, while offering movement #2019 ganti presiden as the solution. (pratama, 2018) the term discourse has several definitions. in language studies, discourse often refers to speech patterns and the use of languages, dialects, and statements that are acceptable, in a community. analysis is the process of evaluating things by breaking them into parts. discourse analysis only refers to linguistic analysis of connected writing and speech. research and innovation in language learning vol. 2(2) may 2019 p-issn 2614-5960, e-issn 2615-4137 150 (sipra & rashid, 2013) the main focus in discourse analysis is the use of language in a social context. critical discourse analysis specifically balances how language works in institutional and political discourse and specific discourse is able to express an unbalanced order or the dynamics of certain social relations. the use of language in songs and writing is seen as a social practice, which implies a dialectical relationship between certain discursive events and situations, institutions, and social structures that frame them (fairclough and wodak, 1995: 258). so, in this two-way relationship, discourse is considered constitutively social. critical discourse analysis differs between various types of relations between social and ethnic groups (fairclough, 1992). he focuses on sequential texts and events and relates them to the broader socio-cultural perspective of unbalanced people's discourses and ideologies that form power relations. he explores how power is carried out in society through elite hegemonic and ideological texts. discourse analysis of song lyrics shows how the language contained in song lyrics becomes a discourse that has meaning, ideas and thoughts that can be known by listeners or song lovers. from this, the public views that song lyrics have a purpose that sometimes matches the circumstances of the listener or song connoisseur so that what is contained in the song lyrics can at the same time represent the feelings that are being experienced by the listeners or connoisseurs of the song. (imam, 2012) while in research related to critical discourse analysis, its contribution is needed for the development of ideology in language (stamou, 2018). critical discourse analysis in movement # 2019 the president's president was also investigated by exploring one news on kompas.com entitled movement # 2019 change president between legal ambiguity and political order. (putra & triyono, 2018) this news is an interesting discourse to analyze events that occur and context the use of the news language presented by the media. besides that the media also plays an important role in neutralizing song lyrics that are full of social criticism. the lyrics of „2019 ganti herlina, n. 151 p-issn 2614-5960, e-issn 2615-4137 presiden‟ songs are fully a popular discourse throughout 2018. the approach taken in „2019 ganti presiden‟ song lyrics by sang alang in conveying his message is no longer an informative approach, but an emotional approach or one that arouses emotions or feelings that hear. thus, social criticism in the 2019 ganti presiden song becomes an interesting discourse to analyze to see how the composition of the song text gives a view to the current social situation of the community. this research has become important to understand the degree of choice of words by poets as a social criticism for government. so, fairclough's critical discourse analysis is very appropriate to use as this research method. this article presents the famous critical discourse analysis today, namely the viral 2019 ganti presiden song, which was analyzed using norman fairclough's critical discourse analysis by applying 3d fairclough models. so, the researcher formulated the research questions as follows. 1. how is social criticism in the lyric of 2019 ganti presiden in terms of text dimensions? 2. how is social criticism in the lyric of 2019 ganti presiden viewed from discourse practice? 3. how is social criticism in the lyric of 2019 ganti presiden viewed from sociocultural practice? methods this study uses a qualitative approach with a critical discourse analysis method. this research certainly does not only interpret the meaning of a text but also tries to explore what lies behind the text in accordance with the research paradigm used. "in understanding qualitative research, the reality is even the reality of nature, constructed socially, that is based on mutual agreement. the results of the construction are influenced by the nature of the relationship between the researcher and the one studied, in situational constraints between the two. "(mulyana and solatun, 2008). research and innovation in language learning vol. 2(2) may 2019 p-issn 2614-5960, e-issn 2615-4137 152 the researcher chose the 3d model and framework proposed by norman fairclough (1992). he has introduced three aspects in his model for critical analysis of each discourse or text. this model consists of texts, socio-cultural practices and discursive practices in society. text can be analyzed because socio-economic and political factors influence discursive practices in society. fairclough (1989) describes the purpose of this approach as contributing to the general awareness of exploitative social relations, through focusing on language. the researcher has taken critical discourse analysis as a method in this study. in the analysis of critical discourse, a discourse is analyzed critically and reveals social practices such as domination, hegemony, exploitation of victimization against the oppressed. this critical discourse analysis is an interdisciplinary field that brings social and linguistic science to the same platform. the discussion topics are related to ethnicity, high hegemonic attitudes towards low, gender discrimination, domination, ideology, discursive practices, and gender. analysis parameters are only language and express how discourse manifests discursive practices in social settings. the topic of this article clearly represents the problems addressed in the analysis of this critical discourse with the main basis. topics bring variables such as social, cultural, political inequality and ideology which are the core issues discussed by this critical discourse analysis. so, the verses in the 2019 ganti presiden song are very well analyzed by using this critical discourse analysis method. discussion and analysis this section presents the results of the research used the three-dimensional critical discourse analysis by norman fairclough. the results are presented in the form of descriptions and are described in the form of discussions. 1. social criticism of the ‘2019 ganti presiden’ song lyrics in terms of the text dimension in the discourse analysis the text and context are two important things. song lyrics can be categorized as a text, so it will be analyzed based on the dimensions of the text. text is one of the main pillars which is the center of analysis of the fairclough model. text herlina, n. 153 p-issn 2614-5960, e-issn 2615-4137 analysis is very much related to the analysis of languages used by people in the real environment. this approach was originally referred to as 'critical language study' as a special focus was to raise awareness of exploitative social relations with a special focus on language. text analysis involves analysis of lexical choices, cohesion, coherence, and different style features that focus on specific themes and the broader socio-political perspective of the speaker or in this case the creator of the text. in the first part, there is an analysis in the clause or sentence that highlights theme, rheme, and obtained new information. in the second part, there is an analysis of the sentence or clause relationship with each other by focusing on four types of thematic developments. informative structures are developed through a series of themes, rheme, given and new information. this creates an organization in the lyrics. the opening lyrics begin with the delineation of the past imagined to be fine. two initial sentence fragments with information structures that contradict the next sentence fragment. dulu kami hidup tak susah (we used to live hard) mencari kerja sangat mudah (finding job is very easy) tetapi kini, pengangguran (but now, unemployment) semakin banyak nggak karuan (increasingly unsuccessful) the songwriter provide cohesion and coherence to the lyrics. the sentences are written in grammar and thematically correct by following informative and thematic structures. in reality, a lyric is only understood from language, separate from its context and separated from how the process of production and consumption of text. this research was conducted to find out how vocabulary, grammar, macro context, production process, and text consumption connect the purpose of the text writer to the audience, not only expressing a meaning or purpose in the text of social criticism in the form of lyrics but expressing positive spirit in it, enthusiasm to carry out awareness, empowerment and social transformation in the midst of a vortex of discourse, the flow of text production and study of how power is used, carried out, and reproduced through text (anggraeni & dharmawan, 2018) in addition, the expression of lyrics is like (buseet) and you have a function as a rhythm in the peculiarity of enjoying music. while the pause is very important in adjusting the research and innovation in language learning vol. 2(2) may 2019 p-issn 2614-5960, e-issn 2615-4137 154 tone or rhythm that touches the listener's feelings so that it functions as a magnet to unite the entire discourse. 2. social criticism on the lyrics of the ‘2019 ganti presiden’ song is reviewed from discourse practice in the second dimension, namely the practice of discourse, text production. text is generated related to the typical situation throughout the current government period. the government is considered problematic in terms of economic conditions, politics in indonesia which results in unemployment and corruption. the text has an institutional influence on the practice of socio-cultural third dimension, namely the audience and the author of the text as human desires, namely the form of mastery in the text. the text or song lyrics are made as a form of struggle against the people. the foundation that was built was the government's impartiality towards the small people. the government is considered to prioritize foreign workers. as in the following lyrics: 10 juta lapangan kerja (10 million jobs) tetapi bukan untuk kita (but not for us) kerja, kerja, kerja, buruh asing yang kerja (work, work, work, foreigners who work) anak, anak, bangsa tetap nganggur aja (children of the nation still unemployed) di sana sini orang menjerit (here and there people shouted) harga-harga selangit hidupnya yang sulit (exorbitant prices of difficult life) sembako naik, listrik naik (basic food rises, electricity rises) di malam buta bbm ikut naik (in the night the fuel goes up too) the pieces of the lyrics above clearly indicate that the lyrics or text are based on a reality that does not pay attention to the interests of people. in text is the process of producing social life, culture or values that develop in the lives of lower-class writers, superiors and subordinates or other components of forms of superiority rather than inferiority to social settings such as culture, political power, and media in which culture emerges in the political system run. then, the media that spreads the news or text that contains degrading someone or group in the text to attract, provokes people to read or consume the news and will provoke the emotion of the audience or listeners to song lyrics.work structures and practices in the text differ from the structure and work practices in the media. the ruling system and what values are dominant in society determine and influence text production. darma (2009) the use of vocabulary and herlina, n. 155 p-issn 2614-5960, e-issn 2615-4137 grammar does not stand alone, word choice and grammar give meaning to the audience there is a context related to the text. the fact is that the choice of meaning is actually arranged in a structure formed through a long history involving various political, economic, and social forces that exist in society. 3. social criticism in the song lyrics of the ‘2019 ganti presiden’ seen from the sociocultural practice song or text lyrics are social practices in which by using language, using their strength as a text writer, the author of the text includes his views or opinions and his goals implicitly. the purpose of the author of the text is to use text (lyrics) to influence the audience to be aware, consciously there will be further movements, inviting the audience to form bonds or alliances, creating a shared feeling between the writer and audience as if it were an audience, although not all audiences have opinions or attitudes that are in accordance with those indicated by the text writer, and seek attention (djaroto, 2000). the following fragments of lyrics clearly state how the conditions of life today are quite troublesome, and people need new leaders in the future. pajak mencekik usaha sulit (tax strangulation is difficult effort) tapi korupsi subur pengusahanya makmur (but the corruption of fertile businessmen prospered) rumah rakyat kau gusur, nasib rakyat yang kabur (the house of your people is displaced, the fate of people who run away) awas awas kursimu nanti tergusur (watch out your seat will be displaced later) beban hidup kami sudah nggak sanggup (our life expenses are incapable) pengennya cepat-cepat tahun depan (want it sooner next year) 2019 ganti presiden kuingin presiden yang cinta pada rakyatnya (i want a president who loves his people) 2019 ganti presiden kuingin presiden yang tak pandai berbohong (i want a president who is not good at lying) 2019 ganti presiden kuingin presiden yang cerdas gagah perkasa (i want a president who is brave and smart) 2019 ganti presiden bukan presiden yang suka memenjarakan ulama (not a president who likes to imprison clerics) dan rakyatnya ye ye (and the people are ye) beban hidup kami udah nggak kuat (our life burden is not strong) maunya cepat-cepat tahun depan.( i want to hurry up next year.) in socio-cultural practice, you want to show and explain about the institutional and social situation during the creation of the „2019 ganti presiden‟ song lyrics. this song was created because there are still many people who have not enjoyed life properly. research and innovation in language learning vol. 2(2) may 2019 p-issn 2614-5960, e-issn 2615-4137 156 while the government that has almost expired its term has not shown achievements that are considered appropriate in controlling the lives of its people. the song really became a call of trepidation for all audiences who enjoyed it. so that along with the viral song, the people joined in voicing their hopes through the „2019 ganti presiden‟ song. the next condition is increasingly crowded with the declared # 2019 hashtag movement president. this is the fact that language influences a discourse and how a song lyrics can trigger enthusiasm in voicing justice and improving the social life of the community. conclusion critical discourse analysis in the song lyrics „2019 ganti presiden‟ shows that, first, this song was created with definite and firm lyrics without spice it up with excessive connotations. judging from the dimensions of the text, the song lyrics have met the elements of cohesion and coherence and the selection of lexemes is well organized according to the theme presented. it can be concluded that in this song certain textual and style devices have been used very often to achieve some specific goals. this is a prerequisite for a song lyrics to spread an ideology in an interesting way. second, the songwriter used causal sentences. the lyrics of the „2019 ganti presiden‟song are arranged well plus repetitions carried out several times in „2019 ganti presiden‟points which show the number of people does not need a government that is currently improving. in the lyric is the process of producing social life, culture or values that develop in the lives of lower-class writers, superiors and subordinates or other components of forms of superiority rather than inferiority to social settings such as culture, political power, and media in which culture emerges in the political system run. while from the socio-cultural dimension, „2019 ganti presiden‟ song lyrics are a form of brave social criticism carried out by a song. „2019 ganti presiden‟ is a form of strict protest against social life that is not in accordance with the expectations of the people. acknowledgements herlina, n. 157 p-issn 2614-5960, e-issn 2615-4137 we thank all the lecturers who helped in writing this article. especially prof. yumna and dr. ninuk lustyantie who has guided me in understanding discourse studies that are developing at this time. indonesia is currently experiencing a number of discourses worth analyzing from a linguistic approach. the phenomenon that occurs certainly cannot be separated from the mastery of the indonesian people's language. then, thanks to the lecturers of the jakarta state university who added insight into linguistic knowledge. references anggraeni, h., & dharmawan, a. 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(2018). analisis framing pemberitaan tanda tagar (# 2019gantipresiden) di voa-islam periode 27 maret–27 april 2018. universitas bakrie. putra, h. p., & triyono, s. (2018). critical discourse analysis on kompas.com news: 'gerakan #2019gantipresiden'. leksema: jurnal bahasa dan sastra, 3(2), 113– 121. silalahi, t. m. (n.d.). representasi pluralisme dalam lirik lagu unity karya barry likumahuwa (analisis wacana kritis norman fairclough tentang representasi pluralisme dalam lirik lagu unity karya barry likumahuwa). sipra, m., & rashid, a. (2013). critical discourse analysis of martin luther king‟s speech in socio-political perspective. stamou, a. g. (2018). synthesizing critical discourse analysis with language ideologies: the example of fictional discourse. discourse, context & media, 23, 80–89. syaeful bahri, m. (2013). pesan bahaya korupsi dalam lirik lagu tikus tikus kantor karya iwan fals (analisis wacana kritis norman fairclough tentang pesan bahaya korupsi dalam lirik lagu tikus tikus kantor karya iwan fals). wodak, r. (2001). what cda is about a summary of its history, important concepts and its developments. in r. wodak & m. meyer (ed.). methods of critical discourse analysis. london thousand oaks new delhi: sage publications. yuliansyah, m. (2015). musik sebagai media perlawanan dan kritik sosial (analisis wacana kritis album musik 32 karya pandji pragiwaksono). author’s biography ninin herlina is a teaching staff at universitas negeri jakarta, jakartaindonesia. her research interests include language and linguistics. she can be reached at herlynasahara@gmail.com. herlina, n. 159 p-issn 2614-5960, e-issn 2615-4137 appendix lirik lagu 2019 ganti presiden dulu kami hidup tak susah mencari kerja sangat mudah tetapi kini, pengangguran semakin banyak nggak karuan 10 juta lapangan kerja tetapi bukan untuk kita kerja, kerja, kerja, buruh asing yang kerja anak, anak, bangsa tetap nganggur aja di sana sini orang menjerit harga-harga selangit hidupnya yang sulit sembako naik, listrik naik di malam buta bbm ikut naik (buset)... pajak mencekik usaha sulit tapi korupsi subur pengusahanya makmur rumah rakyat kau gusur, nasib rakyat yang kabur awas awas kursimu nanti tergusur beban hidup kami sudah nggak sanggup pengennya cepat-cepat tahun depan 2019 ganti presiden kuingin presiden yang cinta pada rakyatnya 2019 ganti presiden kuingin presiden yang tak pandai berbohong 2019 ganti presiden kuingin presiden yang cerdas gagah perkasa 2019 ganti presiden bukan presiden yang suka memenjarakan ulama dan rakyatnya ye ye beban hidup kami udah nggak kuat maunya cepat-cepat tahun depan. research and innovation in language learning vol. 2(3) september 2019 pp. 196-206 pissn: 2614-5960 e-issn: 2615-4137 http://jurnal.unswagati.ac.id/index.php/rill 196 copyright 2019 @valentina dyah arum sari z generation towards the use of smartphone application for listening activities in blended-learning valentina dyah arum sari universitas mercu buana yogyakarta – indonesia abstract the character of generation z which is closely related to the use of technology triggers awareness of educators to facilitate this generation with teaching and learning techniques that are most suitable for them. one of them is by optimalizing the use of gadget or smart phones as learning media for them. because of this phenomenon, this study was carried out with the aim to find out the use of smartphone application in learning listening skills in blended-learning class of english general courses followed by first semester students who are included as z generation. the research also aimed to find out the significance of smartphone application dealing with the improvement of listening skill towards the nonenglish department students and to figure out the possible obstacles while using the smartphone application. thus, the researcher applied the two selected smartphone applications and conducted data triangulation by pre-testing and post-testing the learners to see the significance. the other instruments were questionnaires and students’ listening material summary. the data were analyzed by mixed-method technique, namely qualitative and quantitative. the results showed that the students gave medium positive responses to the use of smartphone applications for learning listening skills in blended-learning class and did not encounter obstacles while using the applications. moreover, the smartphone applications also gave high positive impacts showed by a significant improvement in results experienced by non-english students in listening skills. keywords: blended-learning, listening skill, smartphone applications sari karakter generasi z yang lekat dengan teknologi memicu kesadaran para pendidik untuk memfasilitasi generasi ini dengan teknik belajar mengajar yang paling cocok untuk mereka. salah satunya dengan mengoptimalkan penggunaan dawai atau ponsel pintar sebagai media pembelajaran bagi mereka. oleh karena fenomena ini, penelitian ini dilakukan dengan tujuan untuk mengetahui penggunaan aplikasi smartphone dalam belajar keterampilan mendengarkan di kelas blended-learning mata kuliah umum bahasa inggris yang diikuti oleh mahasiswa semester pertama yang termasuk dalam generasi z. penelitian ini juga bertujuan untuk mengetahui pentingnya aplikasi ponsel pintar yang berhubungan dengan peningkatan keterampilan mendengarkan bagi mahasiswa jurusan non-inggris dan untuk mencari tahu kemungkinan hambatan saat menggunakan aplikasi ponsel pintar. peneliti menerapkan dua aplikasi smartphone. untuk triangulasi data, penelitian ini juga menggunakan pre-test dan post-test untuk melihat signifikansi dari penggunaan aplikasi smartphone. instrumen lainnya adalah kuesioner dan tugas rangkuman materi yang sari, v.d.a. p-issn 2614-5960, e-issn 2615-4137 197 didengarkan mahasiswa. data dianalisis dengan teknik metode campuran, yaitu kualitatif dan kuantitatif. hasil penelitian menunjukkan bahwa siswa menunjukkan respon positif sedang terhadap penggunaan aplikasi smartphone untuk belajar keterampilan mendengarkan di kelas blended-learning dan tidak menemui hambatan saat menggunakan aplikasi. selain itu, aplikasi smartphone juga memberikan pengaruh positif tinggi yang ditunjukkan oleh peningkatan signifikan dalam hasil yang dialami oleh siswa non-inggris dalam keterampilan mendengarkan. kata kunci: aplikasi telepon pintar, blended-learning, keterampilan mendengarkan received 14 february 2019 last revision 13 june 2019 published 06 october 2019 http://dx.doi.org/10.33603/rill.v2i3.1967 introduction the term z generation is given to the generation as the successor to the millennial generation. the existence of the term is echoed along with the characteristics inherent in the community groups who own this generation. if the millennial generation or also called generation y is labeled for individuals born in 1981-1995 (oblinger & oblinger, 2005), then generation z is a predicate for someone born in the years 1995 to 2010 (bencsik, csikos, & juhez, 2006) grouping by referring to the term specific generation of individuals born in a certain year range is a form of response from the world community today to identify a form of class that has the same experience. this is reinforced by the definition of generation by kupperschmidt’s (2000) which states that the community gives a label as a particular generation based on similarities such as age, year of birth, and events experienced and has a significant influence on the development of the individual group. although generation z is not the latest generation to emerge at this time because of the emergence of the alfa generation that has a year born in 2010 to the present, but generation z gives a special impression on aspects of life today because of the characteristics they have and which are able to have a significant influence also for the pattern of present life. generation z is pinned to the title of effective worker for the digital era and current technology, education as an accommodator of science should be a strong foundation to help generation z achieve the predicate. thus, the characteristics and needs of generation z that are closely related to technology, the internet and other digital components open the way as well as can be used by education to provide this generation of internet with the knowledge delivery techniques that are most suitable for them. it aims to achieve the more effective learning objectives. http://dx.doi.org/10.33603/rill.v2i3.1967 research and innovation in language learning vol. 2(3) september 2019 198 p-issn 2614-5960, e-issn 2615-4137 answering the need for the development of learning techniques that are adapted to generation z characters, a technique namely blended-learning has been implemented. as stated by brew (2008: 98), blended-learning is a combination of online and face-based class to give more effective result in learning. blended-learning is considered capable of providing learning experiences that accommodate the characteristics of z generation because through this learning model, students can accomplish their tasks in a more efficient time (mccarthy & murphy, 2010: 67). in addition, this learning model can accommodate the students’ autonomous learning so that they can achieve the goals of thei learning more optimally (marsh, 2012: 4). in the world of higher education, especially in non-english majors there are several general courses that must be given to their students as a capital of basic and applied skills and knowledge. one of them is a general english course. at one private university situated in western part of yogyakarta, first-level students are given the obligation to attend lectures on general english courses. in this course, students will be dynamic in learning four skills in english, one of which is listening skills. these skills are important because most of our time is as much as 80% is spent communicating, and 45% of that percentage is spent listening (lawson, 2007, as cited b y sofiana, 2015). concerning to the statement of how much people do listening, it can be ascertained that having good listening skills is the key to the success of communicating accurately, especially in learning english. the study by sofiana (2015) entitled "implementation of blended-learning in extensive listening courses", showed that the blended-learning technique was successfully accepted by the students of nahdlatlul ulama 'jepara islamic university. the research participants were satisfied with the blended-learning model. in addition, students feel effective in learning listening skills and easier to understand the material in listening skills in extensive listening courses. the importance of having listening skills in english, and the success of previous studies on the application of blended-learning in listening skills, sparked the idea of researchers to look for learning techniques that are consistent with the characteristics of first semester students as students of general english courses. the first semester students at one private university situated in western part of yogyakarta, are dominated by those born in the generation which are later called z generation. generations that are close to the internet and digital systems and this technology need the techniques that are most suitable for them to achieve successful learning listening skills. therefore, the researcher aims to sari, v.d.a. p-issn 2614-5960, e-issn 2615-4137 199 apply blended-learning in english language lectures and uses the learning tools that are closest to first semester students as generation z namely gadget, especially applications on smartphones. there are two applications chosen to help students sharpen their listening skills more independently and use their own learning styles. they are learn english podcasts – free english listening by british council and 500 english listening practice. the two applications can be downloaded for free through playstore or appstore. they also offer levels of listening material including beginner, intermediate, and advanced. furthermore, this application provides a quiz in the form of deciding true or false of statements based on the sound recordings. this makes the applications get high ratings and good reviews. the research is conducted with non-english department students in first semester who are included in z generation at one private university situated in western part of yogyakarta. the research was carried out on blended-learning based in english general subjects for the success of the learning process in listening skills. method in this study, researchers used mixed-method research to carry out this study. according to wirawan (2012: 160), mixed-method research is a research that combines qualitative and quantitative methods all in one evaluation process. mixed-method research will make research findings richer. related to that, sugiyono (2011: 404) added that mixed-method research was used to obtain more comprehensive, valid, reliable and objective data. the population of this study were all first semester non-english students of one private university situated in western part of yogyakarta who took general english courses. in addition, the first semester students who could be considered as the research population were whose have years of birth between 1995 and 2010. this was to meet the z generation criteria as the focus in this study. therefore, to find out the year of birth of the students, before the research was carried out, the researcher distributed a questionnaire which contains information about the year of birth data of students and their perception of listening skills. the sample in this study was the first semester non-english department students of one private university situated in western part of yogyakarta with the year of birth between 1995 and 2010 academic year 2018/2019. samples from this study were determined through purposive techniques. research and innovation in language learning vol. 2(3) september 2019 200 p-issn 2614-5960, e-issn 2615-4137 the researcher used questionnaire to obtain data related to the implementation of the smartphone application in a blended-learning class. the questionnaire was also used to reveal the benefits of using the smartphone application as well as the possibility of difficulties experienced by students in their application. in addition to questionnaire, to obtain valid data, a test was used as a tool to determine the effect of using the english listening smart phone application in the blended-learning class on improving listening skills for semester 1 students in non-english majors. there are two types of tests that will be applied in this study, namely the pre-test and post-test. the pre-test is intended to get initial information about the ability to listen to first semester non-english students whereas the post-test is used to obtain information and the existence of significance result of the smartphone application in the blended-learning class. in this study, data obtained were analyzed using qualitative-quantitative analysis. according to miles and huberman (1994, p. 10), in research, data were analyzed during the data collection process. apart from that, the data is also analyzed after the data collection process in a certain period. as stated by sugiyono (2009, p. 337), there are four data analysis activities. they are data reduction, data presentation, data triangulation, and conclusion drawing. the researcher draws conclusions obtained from data analysis and also the facts obtained in the study. in addition, the conclusions presented the results obtained in the study. the researcher analyzed the data collected from the results of the questionnaire. thus, the results of data analysis obtained from the questionnaire are presented in a descriptive-qualitative manner. the researcher analyzed the results of the questionnaire on the implementation of the use of smartphone applications in the blendedlearning class. in addition, the researcher analyzed the results of the questionnaire on evaluating the benefits of implementing smartphone applications as well as the possibility of difficulties experienced by students in their application as the focus of this study through the three steps described as follows: a. calculate the score for each answer option. there are four choices of answers namely strongly agree, agree, disagree, and strongly disagree. in the questionnaire, strongly agree gets a score of 4; agree to print 3; disagree to print 2; and very disagree was assessed 1. in the study, scores 4 and 3 were considered as scores that had positive responses. however, scores 1 and 2 are considered as scores that have negative responses. b. presents data in a table. sari, v.d.a. p-issn 2614-5960, e-issn 2615-4137 201 c. calculate the score through the following formula: qrs w p  x 100% (sugiyono, 2009, p.143-144) p: score percentage w: total score r: number of items q: maximum score for each item s: number of respondents tabel 3.1 qualification of questionnaire score percentage result no percentage (%) qualification 1 75% ˂ p ≤ 100% high 2 50% ˂ p ≤ 75% medium 3 25% ˂ p ≤ 50% low 4 0% ≤ p ≤ 25% very low (sugiyono, 2009, p. 144) results and discussion pre-test is one of the instruments used in this study. the pre-test was used to determine the significance of the application of smartphone applications to listening skills. the researcher conducted a pre-test for first semester students who took general english courses at one private university situated in western part of yogyakarta. the students came from the department of agrotechnology and psychology. the students are included in z generation which is referred to as the internet generation or also igeneration (putra, 2016). z generation was born in the period 1995 2010. the students who were participants in this study qualified as z generation because they had years of birth between 1998 until 2001. after carrying out the pre-test, researchers introduced two smartphone applications used in this study called learn english podcasts free english listening by british council and 500 english listening practice. 500 english listening practice has beginner, intermediate and advanced level sharing features. there are also features to adjust the speed of conversation in listening material the lower the number, the slower the speed. it eases the application users to determine and adjust the audio speed which is expected to simplify the user's understanding of the audio material being played. learn english podcasts free english listening by british council has more or less the same features as the previous application. in this application, there are many material choices. however, there are several stages before users can listen to audio in this application. before playing the desired audio, the user must click the download button firstly and requires internet access, and after that users are free to access audio that has been downloaded offline. learn english podcasts free english listening by british council provides transcripts for each audio which is of course intended to facilitate users in checking their understanding of the contents of the audio. there are also exercises in research and innovation in language learning vol. 2(3) september 2019 202 p-issn 2614-5960, e-issn 2615-4137 this application, so that application users can immediately check their understanding of the audio they have listened to. in this section, when practice questions are read, there is a feature that gives users the freedom to while listening to related audio simultaneously and accommodates the learning independence of application users. applications were implemented for three weeks in blended-learning class. students practiced listening with the help of the two smartphone applications. in monitoring the use of the application, students were asked to make the task of summarizing the audio content they had listened to. students were required to rewrite the content in their own words. student responses’ toward the use of smartphone applications were written in the items on the questionnaire distributed to the students. this is also to answer the first formulation of the problem in this study, "how is the application of smartphone applications in listening skills in english general courses based on blended-learning followed by first semester students?" there are 23 statements on the questionnaire that show the formulation of the problem. based on the results of the questionnaire, the students showed a positive response to the use of smartphone applications for learning listening skills. positive response is indicated by the selection of number 5 to strongly agree, number 4 to agree and number 3 which means neutral but can be assumed to be still leaning towards positive. positive responses are shown in table 4.1. percentage of questionnaire results for problem formulation 1. table 4.1 percentage of questionnaire results for problem formulation 1 item no. the number of positive response percentage 1,2,3,4,5,6,7,8,9,10,11,12,13,14,15, 16,17,18,19,20,21,22,23 3397 74% the students responded well to the use of smartphone applications. they were familiar with smartphones so that they could operate the smartphone application easily. they used the features contained in smartphone applications optimally, such as selecting audio levels that suit their desires, namely beginner, intermediate or advanced. they chose topics according to their interests. in addition, they also utilize transcript features and audio speed settings. with a percentage of 74%, according to sugiyono (2009, p. 144) it is included as the medium qualifications. sari, v.d.a. p-issn 2614-5960, e-issn 2615-4137 203 questionnaire item number 24, 25.26, 27, 33, 34, 35, 36, 38 answered the second problem formulation, namely "how does the application of smartphone applications affect the listening skills of first semester students in english subject based on blendedlearning? " based on the results of the questionnaire, the students gave positive responses to the effect of using smartphone applications for learning listening skills. positive responses are shown in table 4.2. percentage of questionnaire results for problem formulation 2. table 4.2. percentage of questionnaire results for problem formulation 2. item no. the number of positive response percentage 24, 25,26, 27, 33, 34, 35, 36, 38 1375 76,3% the percentage of 76.3% showed high qualifications which presented that the use of smartphone applications really gave a good influence on their listening skills while giving a good impression in learning listening skills. this was indicated by the statement that they found self-confidence when using these applications to improve listening skills and provide special pleasure for students in practicing listening. the listening applications were also responded well by the research participants because it was believed in providing an opportunity for students to practice listening skills in their own way. the ease and improvement was demonstrated by their ability to retell the contents of the listening material they were listening to in the form of a brief description. the pre-test and post-test scores for 40 students showed a significant improvement in results experienced by non-english students in listening skills. after using the smartphone application and trying to listen to audio as much as 2-3 times, their listening skills increase. the use of smart phone applications in listening skills was an embodiment of the blended-learning learning model that is believed to be able to provide students with an autonomous learning atmosphere and learning environments that accomodate their own learning styles so they can reach their goals easily and effectively. (marsh, 2012: 4). the exercises found in smartphone applications provide students the chances to accomplish the tasks by summarizing the contents of the audio they have listened to and retelling it in a shorter and more efficient time ( mccarthy & murphy, 2010: 67). in answering the third problem formulation, "is the difficulty of first semester students in research and innovation in language learning vol. 2(3) september 2019 204 p-issn 2614-5960, e-issn 2615-4137 using smart phone applications in listening skills in english general subjects based on blended-learning ?, the questionnaire items no. 28, 29, 30, 31, 32, 33, 37 were questioned to the students. based on the results of the questionnaire, the students did not encounter obstacles in the use of smartphone applications. the results were shown in table 4.4. percentage of questionnaire results for problem formulation 3. table 4.4. percentage of questionnaire results for problem formulation 3. item no. the number of positive response percentage 28, 29, 30, 31, 32, 33, 37 1036 74% the percentage of 74% was included in the medium qualification. only a small portion of the students got the obstacles in the use of smartphone applications. there were two students who said that barriers occured when their smartphones storage memory were almost full, so they could only use one of the two applications used in this study. one person stated another obstacle related to their smartphone hardware which made them uncomfortable in using smartphone applications in doing the listening practice by using the smartphone applications. two other people responded that the application does not have transcript in indonesian. it was related to one another person’s statement that meeting and catching up new vocabulary were quite difficult for them. based on the results of the questionnaire, the formulation of problems 1 and 3 showe medium qualifications. this means there were still several things that needed improving in the application of smartphone applications. the implementation of smartphone application in listening practice had to concern on how to minimize obstacles. regarding on that, the results of the questionnaire for formulation of problem 2 showed that the use of smartphone applications still showed a positive response. the statement was indicated by a percentage of 76.3% which was included as high qualifications and a significant increasing score of the pre-test to post-test. conclusions and recommendations the use of smartphone applications in listening skill learning is able to provide a positive influence on each of the skills listening to first semester students from non-english majors. however, based on the results of the questionnaire, the formulation of problems 1 and 3 still shows moderate qualifications. it means that there are things that need to be sari, v.d.a. p-issn 2614-5960, e-issn 2615-4137 205 improved towards the use of smartphone applications so that the obstacles are minimized too. through looking at the positive effects provided by the application of smartphone applications, learning activities for the millennial generation or z generation can be filled or varied by including smartphone applications like this. it can also provide ideas for learning other skills such as speaking, reading and writing. moreover, smartphone applications are considered close to the characteristics of students today and the research result shows that it is able to provide significant improvement test score results and positive influences. therefore, this research will be an idea for further research, namely the design of smartphone applications for learning english especially in listening skill. references arikunto, s. 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(1989). teaching listening. london: longman acknowledgement this research was supported financially by lldikti wilayah v yogyakarta, indonesia through the grant research for beginner lecturer in 2018. biography valentina dyah arum sari is a member of english language education study program lecturers at universitas mercu buana yogyakarta, indonesia. the author is interested in doing research in english language teaching field. the author can be reached at valentina@mercubuana-yogya.ac.id http://jurnal.stieama.ac.id/index.php/ama/article/viewfile/142/133 https://www.google.co.id/url?sa=t&rct=j&q=&esrc=s&source=web&cd=2&cad=rja&uact=8&ved=0ahukewjvzdeh7o3aahuhli8khfdzdsiqfggwmae&url=https%3a%2f%2fejournal.unisnu.ac.id%2fjpit%2farticle%2fdownload%2f303%2f617&usg=aovvaw3lxpfvra0qkl_4vp4d99d0 https://www.google.co.id/url?sa=t&rct=j&q=&esrc=s&source=web&cd=2&cad=rja&uact=8&ved=0ahukewjvzdeh7o3aahuhli8khfdzdsiqfggwmae&url=https%3a%2f%2fejournal.unisnu.ac.id%2fjpit%2farticle%2fdownload%2f303%2f617&usg=aovvaw3lxpfvra0qkl_4vp4d99d0 https://www.google.co.id/url?sa=t&rct=j&q=&esrc=s&source=web&cd=2&cad=rja&uact=8&ved=0ahukewjvzdeh7o3aahuhli8khfdzdsiqfggwmae&url=https%3a%2f%2fejournal.unisnu.ac.id%2fjpit%2farticle%2fdownload%2f303%2f617&usg=aovvaw3lxpfvra0qkl_4vp4d99d0 https://www.google.co.id/url?sa=t&rct=j&q=&esrc=s&source=web&cd=2&cad=rja&uact=8&ved=0ahukewjvzdeh7o3aahuhli8khfdzdsiqfggwmae&url=https%3a%2f%2fejournal.unisnu.ac.id%2fjpit%2farticle%2fdownload%2f303%2f617&usg=aovvaw3lxpfvra0qkl_4vp4d99d0 http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.868.1491&rep=rep1&type=pdf http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.868.1491&rep=rep1&type=pdf http://e-flt.nus.edu.sg/v1n12004/chamot.pdf http://e-flt.nus.edu.sg/v1n12004/chamot.pdf research and innovation in language learning vol. 2(3) september 2019 pp. 183-195 pissn: 2614-5960 e-issn: 2615-4137 http://jurnal.unswagati.ac.id/index.php/rill copyright 2019 @suci noer wulan sari, niken anastasia kusuma wardani 183 difficulties encountered by english teachers in teaching vocabularies suci noer wulan sari universitas pendidikan indonesia niken anastasia kusuma wardani universitas pendidikan indonesia abstract this study aims at identifying some difficulties encountered by english teachers in teaching vocabulary and finding out the solutions. the design used was qualitative descriptive using a semi-structured interview as the instrument. the study showed that common difficulties encountered in teaching vocabulary are students‟ and teachers‟ limited knowledge of the words, techniques, time constraint, and word selection. to overcome those difficulties, teachers may employ some techniques in teaching vocabulary such as using translation in l1, picture, real objects, gestures, guessing from the context, drilling, repetition, and using dictionary. thus, it can be concluded that difficulties in teaching vocabulary lead english teachers to some ways they can take to overcome them. for future studies, it is suggested to employ observation to see the practice of vocabulary teaching and find out what the actual difficulties are encountered. moreover, interview to students might be carried out to see their own difficulties in learning vocabulary. keywords: english teaching, vocabulary, difficulties, techniques sari penelitian ini bertujuan untuk mengidentifikasi beberapa kesulitan yang dihapadi oleh guru bahasa inggris dalam mengajarkan kosakata dan menemukan solusinya. desain penelitian yang digunakan adalah kualitatif deskriptif dengan menggunakan interviu semi-struktur sebagai instrument. penelitian ini menunjukkan bahwa kesulitan yang dihadapi adalah kurangnya pemahaman siswa dan guru terhadap kosakata, teknik yang digunakan, waktu, dan pemilihan kosakata. oleh karena itu, guru disarankan untuk menggunakan berbagai teknik dalam mengajarkan kosakata seperti menggunakan penerjemahan dalam bahasa ibu, gambar, objek asli, gerakan, menerka konteks, latihan, pengulangan, dan menggunakan kamus. dapat disimpulkan bahwa kesultian dalam pengajaran kosakata mengakibatkan guru mencoba menemukan cara untuk mengatasinya. untuk penelitian selanjutnya disarankan untuk menggunakan observasi untuk melihat praktik pengajaran kosakata dan kesulitan yang sebenarnya dihadapi. adapun interviu kepada siswa baiknya dilakukan juga untuk mengetahui kesulitan mereka dalam mempelajari kosakata. kata kunci: pengajaran bahasa inggris, kosakata, kesulitan, teknik sari, n.w.s. & wardani, n.a.k. 184 p-issn 2614-5960, e-issn 2615-4137 received 30 june 2019 last revision 03 august 2019 published 06 october 2019 http://dx.doi.org/10.33603/rill.v2i3.1301 introduction one of the elements of a language is vocabulary. when it comes to the word vocabulary, people are likely to think about a list of words. vocabulary is more than just a list of words. it is rather the knowledge of words and the word meanings (raphael, 2009). one‟s size of vocabulary matters, but what matters most is how one uses it (buckland, 2008). besides having a large size of vocabulary, it would be better if one knows how to use it well. the meanings of words often appear many and complex. thus, english teachers need to take that into account in order to teach vocabulary to their students. experienced teachers of english language will know exactly how crucial vocabulary is (allen, 1983). moreover, they would know that students should master thousands of words used by english speakers and writers. during the period 1940-1970, vocabulary teaching got a little attention (allen, 1983). teachers were focused on teaching grammar and pronunciation. moreover, vocabulary took too much time in language classrooms. there was also a fear that students would make many mistakes in constructing sentences if they learned too many words before learning basic grammar first. moreover, there was some who advised that students can only learn word meanings through experience, not to be taught in the class. consequently, teachers were convinced that it was not necessary to teach much vocabulary. presently, vocabulary teaching gets more attention. teaching vocabulary becomes one of the most discussed topics in teaching english as a foreign language since it is crucial. english teachers have devoted much time to teach vocabulary but they got unsatisfying results (allen, 1983). moreover, a number of studies have shown that lexical problems affect communication. vocabulary teaching should also not be delayed though students have not mastered grammar. thus, there is a need to teach vocabulary in order to supports students‟ language acquisition. yet, when it comes to teaching and learning http://dx.doi.org/10.33603/rill.v2i3.1301 research and innovation in language learning vol. 2(3) september 2019 p-issn 2614-5960, e-issn 2615-4137 185 processes, teachers would likely encounter problems from students, themselves, or even other factors. since teaching vocabulary is considered important, nation (1974) believed that teachers need to teach the meanings of words in context – not from lists of unrelated words. he suggested three things in teaching vocabulary such as: (1) the form of the word, (2) the meaning of the word, and (3) the form and the meaning of the word go together. moreover, allen (1983) suggested the teachers can show the meanings of the words in three ways: pictures, explanations in students‟ own language, and simple definitions in english using vocabulary they already know. furthermore, (brown, 2000) exemplified some guidelines in teaching vocabulary such as: (1) giving specific time to learn vocabulary; (2) supporting students to learn vocabulary in context; (3) training students to accept the word they learn; (4) motivating students to improve their strategies to deduce the meaning of words; and (5) providing students with the meaning of the words they ask. in the practice of vocabulary teaching, there could be issues, challenges, or difficulties. beltrán (2001) tried to investigate some problems in teaching vocabulary such as incapability to find incorrect vocabulary that has been taught, using vocabulary in a meaningless way, incorrect use of dictionary, incorrect use of grammatical form, spelling, pronunciation, or stress. thus, she suggested that teachers need to select the words carefully, and think how they are going to lead their students to an understanding. further, she stated that students‟ own process of learning should be considered in order to make learning effectively. meanwhile, hiebert and kamil (2005) pointed out four main issues in vocabulary teaching such as the number of words that should be taught, the particular words that should be taught, the vocabulary learning of two groups of students (english-language learners and potentially at-risk students); and the role of independent reading in vocabulary learning. sedita (2005) tried to highlight some problems encountered by english teachers in developing sufficient vocabulary in school (e.g. some types of students that became challenge to successful vocabulary development). the challenge seemed to happen if the students are lack of knowledge of english, do not read outside of school, have reading and learning disabilities, and are sari, n.w.s. & wardani, n.a.k. 186 p-issn 2614-5960, e-issn 2615-4137 lack or vocabulary knowledge. she, thus, suggested that teachers should find kinds of vocabulary instruction and use technology that assists their vocabulary teaching. whereas, dastjerdi and amiryousefi (2010) stated that one should concern about what it is to know a word and how to teach a word. they showed that in teaching vocabulary, students, mostly low-level students, are often frustrated in learning the words by guessing meaning from the context since it does not really result in long-term retention. later, he suggested that teachers need to emphasize some appropriate techniques based on students‟ needs, levels, and educational backgrounds. brewster, ellis, and girard (1992) as cited in alqahtani (2015) recommended several techniques in teaching vocabulary such as: using objects (visual aids, realia, and demonstration) to help students remember words better; drawing to help understand the words; using illustrations and pictures to help students understand the meanings of unknown words; contrasting the words to explain the word meanings; enumeration (a group of items, for example the word “clothes” can be explained by saying a number of clothes such as shirt, trousers, etc.) to help students understand what clothes mean; gestures to make the lesson dynamic; guessing from context to encourage students to learn independently to guess the word meanings they do not know; and using translation when encountering incidental vocabulary and to check students‟ comprehension. considering the ways to teach vocabulary, teachers can employ those techniques to engage students in the learning. moreover, they need to design activities to encourage students to give attention to the word and make them aware of it as an individual item (nation, 2005). accordingly, the studies revealed that teaching vocabulary turned to be problematic to teachers due to many factors. so that, teachers should come up with solutions to overcome their difficulties in teaching vocabulary. considering the previous studies; thus, this present study tried to identify some difficulties encountered by english teachers in teaching vocabulary seen from three factors: students, teachers, and other factors (time constraint and word selection). research and innovation in language learning vol. 2(3) september 2019 p-issn 2614-5960, e-issn 2615-4137 187 methods design the design used was a qualitative descriptive. qualitative is a kind of designs that is conducted in order to understand a phenomenon or individuals (zacharias, 2012). sullivan-bolyai, bova and harper (2005) as cited in mendez-shannon (2010, p. 32) stated, “the goal of qualitative description is not thick description (ethnography), theory development (grounded theory) or interpretative meaning of an experience (phenomenology) but a rich description of the experience depicted in easily understood language.” thus, this design was chosen because the study tried to investigate the topic about the difficulties encountered by english teachers in teaching vocabulary and how they solved the difficulties they faced. participants eighteen students at one of the universities in indonesia were voluntarily involved in this study. they worked as english teachers either in state and private primary or secondary schools in big city in west java and other cities in indonesia. data collection technique a semi-structured interview was employed since it was to seek more information on a particular topic and to understand completely the answers provided (harrell and bradley, 2009). this type of interview seemed to be the best way to unpack the difficulties encountered by english teachers in teaching vocabulary. data analysis of the present study is based on miles and huberman (1984) interactive model: data reduction, data display, and conclusion drawing or verification. results and discussion the difficulties encountered in teaching vocabulary according to the data obtained, the difficulties english teachers encountered in teaching vocabulary can be seen from three factors: students, teachers, and other factors. sari, n.w.s. & wardani, n.a.k. 188 p-issn 2614-5960, e-issn 2615-4137 students’ limited knowledge of the meaning of words and pronunciation the data showed that mostly the difficulties english teachers encountered in teaching vocabulary come from their students. eight out of 18 participants had quite similar responses that their difficulties are from students‟ limited knowledge in knowing the meanings of the words and how to pronounce the words correctly. some of them stated, “students are not familiar with the words, and they do not know the definitions.” the result is in accordance with sedita (2005) that one of the challenges in vocabulary teaching is students‟ limited knowledge of the meaning of words. if students do not have sufficient knowledge of the word meanings, they will fail to comprehend texts they read. additionally, pronunciation can be a problem in vocabulary teaching. some participants stated, “i face difficulty that students are really hard to pronounce the words.” english teachers may encounter their students find it difficult to pronounce the words correctly. this may happen since they do not know about phonetic symbols. harmer (2007) emphasized that it is important to teach phonetic symbols to students in order to make them able to pronounce the words. thus, teachers need to consider pronunciation when they teach vocabulary. students’ poor memorization and learning motivation eight participants reported that their students were easy to forget the words they had already learned and felt demotivated in learning vocabulary. six out of the eight participants had quite similar responses about their students‟ memorizing skill towards their vocabulary teaching. they revealed, “it deals with memorizing… when i want to recall the words they have learned, they simply neglect it and do not try to remember the words… they are hard to remember the words.” forgetting mostly occurs soon after students learn new words (griffin, 1992, as cited in nation (2005). thus, teachers need to put attention to this. students need to be trained to memorize words. according to shen (2003), “memorization is important for vocabulary learning: if words cannot be remembered. few are likely to be produced properly.” therefore, memorization is necessary when students learn vocabulary. research and innovation in language learning vol. 2(3) september 2019 p-issn 2614-5960, e-issn 2615-4137 189 additionally, learning motivation can be a challenge too. two participants said, “the students are not interested in learning vocabulary… some of the students feel demotivated in the learning.” this may happen when the activities designed in teaching vocabulary are not interesting to students. moreover, environment where they practice the words sometimes does not support their vocabulary development. astika (2015, p. 125) stated, “an acquisition-poor efl context may be found in school contexts in indonesia. such an environment cannot provide learners with adequate opportunity to use english they learn in class. this condition, in turn, may weaken their motivation to develop communicative skills because their language learning outside the class is not socially functional; hence their vocabulary development may be diminishing.” since vocabulary development is a long-term process, students need to find good environments in order to practice the words they learn in their class; otherwise, they will feel bored, inattentive, and demotivated to develop their vocabulary knowledge. dastjerdi and amiryousefi (2010) also found that students, mostly low-level students, are often frustrated in learning the words by guessing meaning from the context since it does not really result in long-term retention. thus, teachers need to employ some appropriate techniques based on students‟ needs, levels, and educational backgrounds. teachers’ limited knowledge of the words and techniques the data showed that two participants believed that the difficulties come from their limited knowledge of the words and techniques. one participant stated, “sometimes i face difficulties in teaching vocabulary when i cannot relate the words to the contextual meanings. so i will end up defining the words in native language.” meanwhile the other one said, “sometimes i just cannot explain the meanings to students so i will just translate it.” translating the words into students‟ native language seems to be the last choice they have. it can be seen that they could not find what techniques they could use to explain the words. “in some situations, translation could be effective for teachers when dealing with incidental vocabulary” (thornbury, 2002, as cited in alqahtani, 2015). dastjerdi and amiryousefi (2010) stated that one should concern about what it is sari, n.w.s. & wardani, n.a.k. 190 p-issn 2614-5960, e-issn 2615-4137 to know a word and how to teach a word. thus, they need to anticipate the troubles with equipping themselves with sufficient knowledge of the words and appropriate techniques other than translation before teaching vocabulary. other factors: time constraint and word selection in learning materials time constraint one of the participants stated, “i got no enough time to teach vocabulary for some particular topics.” what this participant revealed is in line with what hunt and beglar (2005) and schmitt (2008) stated as cited in astika (2015). they believed that one of the challenges teachers might face in classroom practice is an insufficient amount of time. by having insufficient amount of time, english teachers cannot teach vocabulary effectively because vocabulary teaching needs some attention (brown, 2000). further, brown stated that teachers need to take into account to allocate specific class time to vocabulary learning. it means that vocabulary learning and teaching need some particular specific time in the class because teachers and students are required to devote some attention to the words. word selection in learning materials one participant stated, “sometimes when the topic contains many technical terms, i face some problems in explaining to my students.” meanwhile, another participant revealed, “when i give students some texts containing technical terms, students will get confused and i need to define the words.” it can be seen that english teachers may encounter difficulties when many technical words contained in the learning materials. this is in accordance with (hiebert, and kamil, 2005) who believed that selecting words to be taught is one of the issues in vocabulary teaching. it will affect learning efficiency and effectiveness in the classroom. fisher and blachnowicz (2005) as cited in buckland (2008) also recommended that teachers should select the words carefully for their planned teaching and reinforcement in order to support vocabulary development. if learning materials contain many difficult words, both teachers and students may encounter problems in vocabulary learning and teaching. thus, they need to take into account in selecting what words they should select carefully to teach to their students. research and innovation in language learning vol. 2(3) september 2019 p-issn 2614-5960, e-issn 2615-4137 191 the ways to overcome difficulties in teaching vocabulary providing ‘vocabulary of the day’ or ‘vocabulary of the week’ program a half of the participants stated that they have a program called „vocabulary of the day‟ or „weekly vocabulary‟ for their students. four of them specifically revealed that they give five to ten new words along with the definitions in order to make them learn independently after they explain the words. they stated, “i give five to ten words every day for students to practice… mostly it is based on the topic of our lesson.” the “word of the day” or “vocabulary of the day” or “weekly vocabulary” program is one of practical classroom ideas to support vocabulary development. buckland (2008, p. 9) stated, “by encouraging „word of the day‟, you and the pupils identify a new word each day and attempt to use it in context as many times as possible.” thus, teachers may allocate some time for „vocabulary of the day‟ or „weekly vocabulary‟ because it may encourage students to practice the words effectively and independently. meanwhile, the rest of the participants stated that they did not have the “vocabulary of the day” program. some of them said, “i don‟t provide any specific time for vocabulary of the day, sometimes i give new vocabulary only when students need it.” they did not provide the vocabulary of the day program because they believed that when they presented new materials, at the same time students would learn new words. thus, it can be seen that it is not necessarily important for them to provide specific time to make a “vocabulary of the day” program for their students because most of the times it is context dependence. checking students’ understanding after teaching new vocabulary reviewing the words students have learned is really important in vocabulary teaching because it will show us students‟ comprehension. the data reveals that all participants stated that they check their students‟ understanding. eight out of 18 participants check their students‟ understanding by asking them to define the words, mime the words, guess the meanings from the context, play games, and do speaking activity. checking students‟ understanding of vocabulary can be in the form of questioning students to do some tasks in guided reading and writing (buckland, 2008). in line with sari, n.w.s. & wardani, n.a.k. 192 p-issn 2614-5960, e-issn 2615-4137 what (buckland, 2008) suggested, the rest of the participants reported that they checked their students‟ understanding by giving a writing task. they asked their students to write sentences by using new words they have learned. by giving a writing task, they believed that they could see how far their students‟ understanding of vocabulary they have learned in the learning. using translation in first language (l1) seen from the data, two out of 18 participants reported using translation in l1 when encountering difficulty in explaining the meanings in english. allen (1983) pointed out that teachers can define words in students‟ first language if they are young learners. however, mehta (2009) spoke against the use of translation. further, he suggested that teachers should avoid using translation since it may or may not provide the word meanings precisely. thus, when it comes to the choice whether teachers should translate the words in l1 or avoid the translation, they need to consider students‟ levels. if they are dealing with low-level students, it is accepted to translate the words into l1. giving word games three out of 18 participants reported that they used word games to solve their problems in vocabulary teaching. one of the participants stated, “my students like to play games, so sometimes i use guessing game to overcome my problems in teaching vocabulary to them.” it means that they found games useful since it help them encounter their problems they face in the process of teaching vocabulary. this is in line with harmer (2007) who recommended the use of word games in the classroom practice to keep the class going. additionally, buckland (2008, p. 11) believed that “playing word games is to extend and challenge understanding of vocabulary.” thus, teachers can use word games to engage and encourage students to develop vocabulary during independent tasks, and overcome their difficulties in vocabulary teaching. using pictures, drawings, realia, and flashcards it is reported that three out of 18 participants used pictures, drawings, realia, and flashcards in order to explain the words to their students and expect them to remember the meanings of words better. this is in accordance with allen (1983) who believed that research and innovation in language learning vol. 2(3) september 2019 p-issn 2614-5960, e-issn 2615-4137 193 in order to assist students in understanding the word meanings, teachers find that a picture is effective when it is noticeable by all students in the classroom. further, she explained that real objects (realia) are better than pictures if they are available in the class. additionally, realia are very meaningful to show the word meanings (mehta, 2009). repetition repetition improves vocabulary acquisition. repetition is important for vocabulary learning and teaching because there is so much that students need to know about each word learned in order to use it contextually (nation, 2005). in line with what nation said, five out of 18 participants tried to repeat the words many times to their students to anticipate forgetting. griffin (1992) as cited in nation (2005) stated that most forgetting is likely to happen after students learn new words. since students may forget the words after learning, they try to do repetition as many as possible so they can recall the words they have learned fluently and communicatively. using dictionary one participant reported that he asked his students to use dictionary in the learning when they did not understand the meanings. harmer (2007) believed that the use of dictionary is useful because it is rich in information about words, the meanings, the forms, etc. however, it is suggested that teachers need to apply some rules when it comes to dictionary use in the learning to anticipate overuse. giving rewards one participant reported giving rewards to her students to motivate them in vocabulary learning. however, it would be better if she could find another way to motivate their students instead of giving rewards. she might use some creative techniques in teaching vocabulary to build her student‟s learning motivation. based on the results and discussion above, it can be stated that those english teachers encountered some challenges in teaching vocabulary to their students. the challenges could be viewed from three ways which are the students, the teachers themselves, and sari, n.w.s. & wardani, n.a.k. 194 p-issn 2614-5960, e-issn 2615-4137 other factors such as time constraint and word selection to teach. however, those challenges could be overcome by employing some techniques such as providing vocabulary program, checking students‟ understanding of the words learned, repeating the words, using translation, using pictures, and so on. conclusion & recommendation first, the difficulties lie in students‟ limited knowledge of the words and pronunciation. it is believed that insufficient knowledge of the words may lead to poor reading comprehension. moreover, poor memorization and learning motivation affect too. second, difficulties come from teachers themselves. and third, time constraint and word selection in learning materials become the obstacles too. references allen, v. f. 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(2012). qualitative research methods for second language education. new castle: cambridge scholars publishing. biography suci noer wulan sari & niken anastasia kusuma wardani are fresh graduates of universitas pendidikan indonesia. tefl methodologies are their research areas. they can be contacted either at sucinoerwulansari@student.upi.edu or niken.anastasia@student.upi.edu http://www.fcu.edu.tw/wsite/public/attachment/f1378105968860.pdf mailto:sucinoerwulansari@student.upi.edu mailto:niken.anastasia@student.upi.edu research and innovation in language learning vol. 1(3) september 2018 pp. 153-166 pissn: 2614-5960 e-issn: 2615-4137 http://jurnal.unswagati.ac.id/index.php/rill copyright @ rill 2018 153 needs analysis of mechanical engineering students in learning english for specific purposes noeris meiristiani english department of fkip, universitas pancasakti tegal, indonesia yulia nur ekawati english department of fkip, universitas pancasakti tegal, indonesia abstract this research aims to find out mechanical engineering students’ needs and problems in learning english. this research is case study using qualitative approach. the research participants are 40 students of mechanical engineering in third semester, in the academic year of 2017/2018 and two english lecturers who teaching english in mechanical engineering study program. the instruments to collect the data are questionnaire, interview and documentation (students’ achievement). the data are analyzed through triangulation technique i.e. data reduction, data display and conclusion drawing or verification. the research results show that english subject is important in mechanical engineering study program and the materials of listening, speaking, reading, writing, pronunciation, grammar, vocabularies on mechanical engineering and english application letter are extremely needed. moreover, students’ problems in learning english are students’ lack confidence in mastering english both orally and in written, difficulties on learning pronunciation, grammar and vocabulary, and they do not get used to reading and writing english texts. based on the findings, it can be concluded that analyzing students’ needs and students’ problems especially before designing esp syllabus are very essential. it would be the basic information to decide the goals and objectives of learning. keywords: english for specific purposes, need analysis sari penelitian ini bertujuan untuk mencari tahu kebutuhan dan permasalahan mahasiswa dalam mempelajari bahasa inggris. penelitian ini adalah penelitian studi kasus menggunakan pendekatan kualitatif. partisipan penelitian yaitu 40 mahasiswa program studi teknik mesin semester tiga, tahun akademik 2017/2018 dan dua orang dosen bahasa inggris yang mengajar di program studi teknik mesin. instrumen yang digunakan untuk mengumpulkan data yaitu angket, wawancara, dan dokumentasi (hasil tes pencapaian mahasiswa). data dianalisis menggunakan teknik triangulasi; reduksi data, tampilan data dan kesimpulan atau verifikasi. hasil penelitian menunjukkan mata kuliah bahasa inggris penting di program studi teknik mesin dan material seperti mendengarkan, berbicara, membaca, menulis, pengucapan, tata bahasa, kosakata meiristiani, n. & ekawati, y. 154 p-issn 2614-5960, e-issn 2615-4137 tentang teknik mesin dan surat lamaran kerja berbahasa inggris sangat dibutuhkan. selanjutnya, permasalahan mahasiswa dalam mempelajari bahasa inggris antara lain yaitu kurangnya rasa percaya diri mahasiswa dalam mempelajari bahasa inggris baik secara lisan maupun tulis, kesulitan mahasiswa dalam mempelajari penguacapan, tata bahasa dan kosakata, serta mereka tidak terbiasa membaca dan menulis teks berbahasa inggris. berdasarkan hasil tersebut, dapat disimpulkan bahwa menganalisis kebutuhan dan permasalahan mahasiswa sebelum mendesain silabus bahasa inggris untuk tujuan khusus sangatlah penting. karena hal ini akan menjadi informasi dasar dalam menentukan tujuan umum dan khusus pembelajaran. kata kunci: bahasa inggris untuk tujuan khusus, analisis kebutuhan received 30 june 2018 last revision 24 september 2018 published 26 september 2018 introduction english course at universitas pancasakti tegal is one of the compulsory subjects for non-english education students of the first year. in the mechanical engineering study program (s1), english course is given in the third semester and the needs of the students for english learning are of course different from those of other study program students. english language learning in mechanical engineering program must be applicable specifically in mechanical engineering both orally and in writing. it is not solely aimed to communicate daily in general. however, learning english that emphasizes only material that is specific in a particular field is not considered adequate to accommodate the needs of its learners. english language learning for mechanical engineering study program students must consider the needs of the students themselves so that they must use the specific purpose approach (english for specific purposes). according to hutchinson and waters (1987: 19), english for specific purposes is an approach to language learning based on the needs of its learners. using this approach, the content and methods of learning are based on the learner's reasons for learning. so far, the english learning process in the mechanical engineering study program is done by simply referring to giving materials that are specific in the field of mechanical engineering. but students as language learners are not directly involved to participate in research and innovation in language learning vol. 1(3) september 2018 p-issn 2614-5960, e-issn 2615-4137 155 identifying the target situation, that is the situation where learners will use the language they are learning (hutchinson and waters, 1987: 12). in other words, the english course in the mechanical engineering study program does not have esp goals that the students can use english adequately in the target situation. in esp, based on the target situation analysis then the syllabus can be designed. hutchinson and waters (1987) describe three models of the esp course design approach that all begin with a target situation analysis. the english course syllabus in the mechanical engineering study program is based solely on lecturer's assumptions, knowledge, and experience related to english specification for mechanical engineering while the most important part of esp starting point, that is situation analysis, is still ignored. through needs analysis, information that directly influences the development of syllabi, materials, methodologies, and tests can be obtained to design an effective esp course. based on the above description, the research on the needs analysis of mechanical engineering students in english learning needs to be done. the problems in this research can be formulated as follows: 1. what are the needs of students in english course related to material aspects in mechanical engineering study program? 2. what are the problems faced by the students of mechanical engineering study program in learning english? this study focuses on the needs of students in english course for mechanical engineering. in relation to these needs, the course materials which will be taught to the students emphasize the specific purposes or are considered as english for specific purposes. research on needs analysis conducted by hossain (2013) on engineering students at presidency university dhaka used learner-centred approach. the results of the study resulted findings on the level of learners’ ability, appropriate learning models, varied learning material resources, time constraints, appropriate judgments, learners’ desires meiristiani, n. & ekawati, y. 156 p-issn 2614-5960, e-issn 2615-4137 related to the content of the material, how the face-to-face process takes place (meetings in the classroom or online course), room facilities and learning time. hutchinson and waters (1987) argue that the learner-centred approach is difficult to realize because the principle of this approach is that total learning is determined by the learners. an english course organized by an institutionalized system, this kind of approach will be difficult to do because there are rules that indirectly affect the preparation of syllabus or material. so, they provide an alternative approach that is learning-centred approach (learner-centred approach) assuming that the learner is just one of the factors that must be taken into account and learning is something that should be paid more attention. in learning-centred approach, learning does not mean simply a mental process, but rather as a process of negotiation between individuals and society. the public determines the target of the situation, and the individual must do his best to achieve the goal as much as possible (or reject it). learners can certainly determine their route and speed to reach targets but not make targets unimportant. this approach sees things beyond the competencies that allow one to be able to perform in the target situation, because the exploration is not the ability itself but how one acquires that ability. so in the context of esp in english course at a university study program, the use of learning-centred approach would be more appropriate because it focuses on maximizing learning. cowling's (2007) study conducted at mitsubishi heavy industries (mhi) japan to prepare an english intensive course shows that the results of need analysis are really useful in designing a syllabus that suits the needs of learners. materials, manuals for teachers, and textbooks can be developed by focusing on the aspects that the learners desire. needs analysis can also be used as a reference to place the learners on the right levels such as elementary, lower intermediate, and upper intermediate. the study suggests that the use of other parties—in addition to the targeted learners—to provide information will be useful to provide important recommendation for syllabus design. needs analysis, according to hutchinson dan waters (1987: 54), has to consider two different needs, namely target needs and learning needs. target needs deal with what is necessary to do in the target situation. the target situation is divided into three, namely research and innovation in language learning vol. 1(3) september 2018 p-issn 2614-5960, e-issn 2615-4137 157 necessities, lacks, and wants. necessities are the kind of need that is determined by the demand of the target situation, i.e. what learners need to know in order to use the language effectively in the target situation. lacks relate to what the learners already know, whereas wants are the learners’ expectation of what they will learn. thus, needs analysis should include desired knowledge, learners’ knowledge, learners’subjective needsand how learning takes place. since need analysis has to be directed to decisions on what will be learnt in the course, nation and macalister (2010) categorize the questions based on four (4) learning purposes like language, ideas, skills, and texts. the questions can be used to make sure that need analysis elicits information for appropriate learning purposes. in english language teaching, esp is a branch of english as a foreign language (efl). therefore, the needs of language learning in esp are particularly related to the non-native speakers (robinson in hossain, 2013). in addition, esp is different from general english (ge). the difference is not on the existence of the need but due to the awareness of the need (hutchinson and waters, 1987:53). if the learners’ needs are already identified, the awareness will influence the specific acceptable material and the material potential to be further explored. consequently, the characteristics of esp are likely shown by the material given (such as english for medicine, business, tourism, law, etc.), but it is actually a secondary consequent of a more principle thing after the learners’ reasons of learning english are specified. based on the curriculum implemented in mechanical engineering department of engineering faculty of ups tegal, students must take the english course in semester 3. at this level, students are categorized as adult learners in which they have a more obvious learning orientation. learning is to improve self-ability to develop its orientation. therefore, the orientation is centered on their expected activities (tisnowati tamat in sunhaji, 2013). needs analysis used as a reference in the preparation of syllabus can accommodate the expectations of the students in learning english, so it will suit the learners’ characteristics. meiristiani, n. & ekawati, y. 158 p-issn 2614-5960, e-issn 2615-4137 english learning in mechanical engineering program of faculty of engineering of ups tegal is currently done based on the syllabus prepared by referring to english material for mechanical engineering but it has not involved students as subject of learning. so it is necessary to analyze the needs of students to study english in accordance with the students’ expectations. methods this research is a case study by using qualitative approach. this case study focuses on the students’ needs analysis for learning english in mechanical engineering study program of engineering faculty of universitas pancasakti tegal. the data were gained from third semester students and the english lecturers taught in mechanical engineering study program. the subjects of this study are divided into two: a) the first subjects are 82 students of third semester in s1 degree of mechanical engineering study program in the academic year of 2017/2018. however, due to the limited human resources and budget, the researchers only took 50% of the total students, that were 40 students as the sample. b) the second subjects are two english lecturers teaching in s1 degree of mechanical engineering study program. to gather the data, triangulation technique was used by using questionnire, interview, and documentation (final english test result). the questionnaire was distributed to find out the students’ needs in learning english. in addition, the interview was done to two lecturers in order to examine the needs of english language teaching. the documentation was in form of results of students’ final exam. it was done to check the students’ needs in learning english in mechanical engineering study program of engineering faculty of universitas pancasakti tegal. there were three instruments used; questionnaire, list of questions for interview, and english test (final examination). first instrument was questionnaire. it is in form of open-ended questions adapted from diallo (2008) which was cited by kadi, research and innovation in language learning vol. 1(3) september 2018 p-issn 2614-5960, e-issn 2615-4137 159 abdelouaheb (2013). it covers three (3) aspects of questions (necessities, lacks and wants). the three aspects were limited into the following categories: a) the importance of english course. b) frequently used english skills (reading, writing, listening, and speaking). c) current students’ competences and weaknesses in learning english. d) materials needed by students in learning english, especially english for mechanical engineering. second instrument was the list of questions for interview containing: a) the lecturers’ background b) teaching method used by the lecturers c) explanation about students’ learning motivation, and d) english syllabus used by the lecturers. the third instrument was documentation which is in form of results of students’ final examination contains materials that have been taught to students in one semester. after the data were gained through questionnaire, interview and documentation, the next step was analyzing the data. the procedures of data analysis were as follows (sugiyono, 2013: 247): a) data reduction in this step, the detailed data are reduced by selecting the essentials. firstly, after the questionnaire distributed to students, the data are grouped into each criteria. the criteria were as follows: (1) english is important to learn. (2) english learning were in sma/smk was interesting. (3) students’ mastery in reading sub skill (4) students’ mastery in writing sub skill (5) students’ mastery in listening sub skill (6) students’ mastery in speaking sub skill (7) level weaknesses of students’ english competences the percentages of each criterion were then calculated and put into tables in data display. moreover, based on interview data, in this step the researchers analyzed the meiristiani, n. & ekawati, y. 160 p-issn 2614-5960, e-issn 2615-4137 data by taking note the results of interview referring to lecturers’ education and teaching background, teaching method, students’ motivation and english syllabus. the last data were gained from final english exam. it was compared to previous result before students got material (pre-test). b) data display after the data were reduced into the essentials, the next step was data display in forms of brief elaboration, percentages, and tables. c) conclusion drawing/ verification the last step is drawing conclusion and verification of the data gained. it answered the research problems referring to the students’ needs and the students’ problems in learning english. furthermore, the results and conclusions of this study will be used as a reference for mechanical engineering study program in designing english course syllabus. results and discussion 1. students’ needs in learning english based on the questionnaire distributed to students, the results showed: (a) all of the respondents (4 students) answered that english is important to learn. (b) twenty seven (27) students stated that english learning in sma/smk was interesting; while the rest, 13 students, said that english learning in sma/smk was not interesting. (c) for students’ reading sub-skills, the data are as follows: table 1 reading sub-skills category always sometimes rarely never reading textbooks/course handouts 3 18 18 1 reading technical articles in journals 2 17 20 1 reading technical manuals 2 22 16 0 reading study notes and texts on computer 5 20 10 5 total percentages 12 (7,5%) 77 (48,1%) 64 (40%) 7 (4,4%) table 1 shows that the students’ reading competences fall mostly in the categories of sometimes (48,1%) and rarely (40%) read. research and innovation in language learning vol. 1(3) september 2018 p-issn 2614-5960, e-issn 2615-4137 161 (d) for students’ writing sub-skills, the data are as follows: table 2 writing sub-skills category always sometimes rarely never writing short projects and assigments 6 19 15 0 taking notes in lectures 21 15 4 0 writing exam answer 15 17 3 5 writing text 10 10 17 3 total percentages 52 (32,5%) 61 (38,1%) 39 (24,4%) 8 (5%) table 2 shows that the students’ writing competences fall in the categories of always (32,5%), sometimes (38,1%),rarely (24,4%), and never (5%) write. (e) for students’ listening sub-skills, the data are as follows: table 3 listening sub-skills category always sometimes rarely never following lectures 25 10 5 0 following question/answer sessions in class 11 16 10 3 listening to spoken presentations 15 18 5 2 listening to instructions and explanations 22 15 3 0 total percentages 73 (45,6%) 59 (36,9%) 23 (14,4%) 5 (3,1%) table 3 shows that students always listen (45,6%), sometimes listen (36,9%), rarely listen (14,4%), and never listen (3,1%). (f) for students’ speaking sub-skills, the data are as follows: table 4 speaking sub-skills category always sometimes rarely never participating in discussions 11 18 8 3 asking questions in class 7 7 19 7 giving spoken presentations 9 18 11 2 having conversations in english 5 16 14 5 total percentages 32 (20%) 59 (36,9%) 52 (32,5%) 17 (10,6%) from table 4, it can be seen that students’ speaking competences are 20% always, 36,9% sometimes, 32,5% rarely, and 10,6% never speak in the classroom. (g) the weaknesses of students’ english competences meiristiani, n. & ekawati, y. 162 p-issn 2614-5960, e-issn 2615-4137 the results of questionnaire show that the level of students’ competences is weak by referring to listening, speaking, reading, writing, grammar, vocabulary, pronunciation, and communication. table 5 level of students’ english competence aspect weak average good very good listening 20 (50%) 11 (27,5%) 6 (15%) 3 (7,5%) speaking 17 (42,5%) 13 (32,5%) 9 (22,5%) 1 (2,5%) reading 18 (45%) 14 (35%) 6 (15%) 2 (5%) writing 17 (42,5%) 13 (32,5%) 9 (22,5%) 1 (2,5%) grammar 25 (62,5%) 12 (30%) 2 (5%) 1 (2,5%) vocabulary 19 (47,5%) 12 (30%) 9 (22,5%) 0 pronunciation 23 (57,5%) 10 (25%) 7 (17,5%) 0 communication 20 (50%) 13 (32,5%) 6 (15%) 1 (2,5%) from table 5, it can be concluded that english competences of students of engineering study program are weak in all aspects. therefore, it is necessary to give them special treatment in order to improve the students’ english competence. further results can be presented as follows: (a) the results of questionnaire also show that students urgently need an english course that focuses on listening, speaking, reading, and writing. (b) english course is very beneficial in engineering study program. (c) the courses needed are general english and english for specific purposes (esp). (d) it is not sufficient to take an english course only in one semester in engineering study program, but it has to be at least two or three semesters. (e) all language aspects like listening, speaking, reading, writing, grammar, vocabulary, pronunciation, writing a cv, and presentation are really needed by students in learning english. (f) students find difficulties in mastering vocabulary, grammar, pronunciation, speaking, and writing. in addition, the results of interview from two english lecturers in mechanical engineering study program are as follows: (a) lecturers’ background the lecturers’ last education is master degree (s2). they have been teaching for 48 years. they are full time lecturers in ups tegal and do not teach somewhere else. research and innovation in language learning vol. 1(3) september 2018 p-issn 2614-5960, e-issn 2615-4137 163 their expertise is english language teaching especially listening, esp, and curriculum and material development(cmd). (b) teaching method in teaching english, the method used by the lecturers is student-centered learning and communicative approach to create active class situation and condition. the material taught is adapted to the students’ study program that is mechanical engineering. since the study program does not provide the english course syllabus, the lecturers made their own syllabus by searching the materials from books and the internet. to encourage students activeness in the classroom, they also train the students to deliver a presentation in groups. (c) students’ motivation based on their observation, the two lecturers find that the students are enthusiastic in learning english, eventhough there are only 25% students who actively speak english in the classroom. the other students tend to be passive, reluctantly use english because they are afraid of making mistakes and shy. they also find english difficult and their vocabulary are limited. students’ reading and writing skills are still weak so that the lecturers have to train them to read aloud and read texts comprehensively. in addition, they also find it difficult to write because their grammar is still weak. (d) english syllabus the syllabus used by the english lecturers is the syllabus designed by the lecturers themselves. the material and evaluation in the syllabus were obtained based on observation before teaching by asking the previous lecturers and searching in the internet. the materials given are related to engineering vocabulary, reading texts on mechanical engineering, writing an english application letter and cv as well as delivering public presentation. after the students received the materials from the lecturers, the lecturers assessed the students’ english competences (listening, speaking, reading, writing, grammar, pronunciation, and vocabulary). it showed that the students’ english competence before teaching is 69,75 in average. meanwhile after teaching, the average score of the students’ english competence improved into 76,5. from the results, it is found out that meiristiani, n. & ekawati, y. 164 p-issn 2614-5960, e-issn 2615-4137 they have problems in speaking, writing, and are weak in aspects of vocabulary and grammar. 2. problems faced by students in learning english based on the results of students’ questionnaire, interview with lecturers, and the students’ final examination, the problems faced by students are vocabulary, grammar, and pronunciation mastery. the engineering students’ english competences were in weak category. it can be explained as follows: table 7 level of students’ english competencies aspect weak listening 20 (50%) speaking 17 (42,5%) reading 18 (45%) writing 17 (42,5%) grammar 25 (62,5%) vocabulary 19 (47,5%) pronunciation 23 (57,5%) communication 20 (50%) grammar (62,5%) and pronunciation (57,5%) components have the highest percentage. it means that english course in mechanical engineering study program emphasizes the two components. in addition, listening skill also needs to teach by applying drilling method and listening exercises. in the classroom, the lecturer should encourage the students to actively speak in groups, for presentation, or performance. therefore, the students will be excited if they are assigned to practice their speaking skill. one of the methods in order to encourage students to confidently perform is by training them to do role play with peers/partners for short conversations. they also will find it easier to comprehend reading text by doing presentation about things/materials related to their field, for examples, parts of vehicle, welding, and suspension system. the materials are presented through interesting pictures on presentation slides and the definitions and functions are explained briefly in english. after the presentation, the lecturer reviews the material, gives reward for their effort and success in doing the performance confidently and gives feedback so that they understand about what they have explained. in learning process, research and innovation in language learning vol. 1(3) september 2018 p-issn 2614-5960, e-issn 2615-4137 165 the lecturer should always encourage students to actively communicate by using english. they considered english to be difficult subject and because of their limited vocabulary, it makes them shy to speak and afraid to make mistake. therefore, the lecturers should always encourage students to be confident in learning english either inside or outside the classroom. presentation practice in front of the class can also improve their vocabulary by presenting new terms on their presentation slides. furthermore, the lecturer will encourage and train them to pronounce the vocabulary so that their pronunciation improves. for grammatical problem, the lecturer gives feedback in the end of presentation related to grammatical use on their slides. other problematic aspects in learning english are reading and writing. they don’t get used to reading english texts and writing articles in english. it makes them weak in vocabulary mastery. therefore, the lecturer should train them to read and write frequently. reading activity that has to be done in the beginning of learning process is by reading english texts aloud. through this activity, they will be trained to listen to english texts and pronounce them correctly. as a result, they will be accustomed to terms (vocabulary) for the texts they read. after reading aloud, the students are trained to answer questions related to the texts either orally or in written. through this activity, the students’ speaking and writing skills will be continuously trained. conclusion from the research results, it could be drawn conclusions that analyzing students’ needs especially before designing syllabus is extremely important. the needs would be the basic information to state the goals and objectives of learning. after that, the materials, teaching method and evaluation could be decided based on the learning objectives. after knowing the students’ need, it is needed to know students’ problems before teaching. it is useful for lecturers to identify students’ characteristics, deliver materials, and give appropriate teaching strategies. meiristiani, n. & ekawati, y. 166 p-issn 2614-5960, e-issn 2615-4137 references cawling, jeremy david. (2007). need analysis: planning a syllabus for a series of intensive workplace courses at a leading japanese company. english for specific purposes 26 (2007) 426-442. www.elsevier.com/locate/esp gusti, astika. (1999). the role of need analysis in english for specific purposes. accessed in http://www.researchgate.net/publication/47523741. kadi, abdelouaheb. (2013). an analysis of learners’ needs: the case of petroleum engineering students at ouargla university. hadi, sutrisno. (2000). metodologi research. yogyakarta : ardi offset hossain, md jamal. (2013). esp need analysis for engineering students: a learner centered approach. journal of presidency university. vol. 2 no.2, july 2013, pp 16-26. issn: 2224-7610. moleong, lexy j. (2009). metodologi penelitian kualitatif. bandung:remaja rosdakarya puspitasari, indah. (2013). english for computer science: sebuah analisis kebutuhan bahasa inggris pada mahasiswa teknik informatika. jurnal pro bisnis vol. 6 no. 1 februari 2013 pratama, rinaldo adi. (2014). tahapan-tahapan dalam penelitian kualitatif dan kuantitatif. accessed in http://rinaldoadi.blogspot.co.id/2014/12/tahapan-tahapanpenelitian-kualitatif.html sugiyono. (2013). metode penelitian kuantitatif kualitatif dan r&d. bandung: alfabeta. biography noeris meiristiani teaches at english department of universitas pancasakti tegal. her research interests are english for specific purposes and language skills. she can be reached at noeris.meiristiani@gmail.com. yulia nur ekawati is an active lecturer at english department of universitas pancasakti tegal. she is interested in doing research on english for specific purposes and listening. she is available at yulianurekawati.ups@gmail.com. http://www.researchgate.net/publication/47523741 http://rinaldoadi.blogspot.co.id/2014/12/tahapan-tahapan-penelitian-kualitatif.html http://rinaldoadi.blogspot.co.id/2014/12/tahapan-tahapan-penelitian-kualitatif.html mailto:noeris.meiristiani@gmail.com mailto:yulianurekawati.ups@gmail.com research and innovation in language learning vol. 3(3) september 2020 pp. 208219 pissn: 2614-5960 e-issn: 2615-4137 http://jurnal.ugj.ac.id/index.php/rill copyright 2020@ arifin nur himawan, dinar purwati 208 article the use of informal assessment in evaluating students’ speaking ability: students’ and teachers’ voices arifin nur himawan arifinhimawan92@gmail.com department of english education, universitas ahmad dahlan, yogyakarta indonesia dinar purwati dynar.anisa13@gmail.com department of english education, universitas ahmad dahlan, yogyakarta indonesia abstract in this era, english becomes an important subject to be learned in senior high school. in the case of english language learning, the curriculum 2013 requires the students to have critical thinking and active learning that should be mastered in both written and spoken. unfortunately, there are major problems faced by the students such as less confidence and low motivation in speaking. thus, this research was conducted under a phenomenological study that involved two efl teachers and ten efl students in a senior high school. the semi-structured interview had been conducted to obtain some information related to the students’ and teachers’ perceptions toward the use of informal assessment in evaluating speaking. the result presents that the use of informal assessment is useful to improve the students’ interest to perform speaking. furthermore, it enhances the students’ confidence and motivation to perform the speaking test. hence this research has some implications for other researches to develop a further discussion about the use of informal assessment in other language skills. keywords: informal assessment, student’s confidence, student’s motivation sari bahasa inggris menjadi salah satu mata pelajaran yang sangat penting untuk dipelajari di sma. dalam penerapan kurikulum 2013 pembelajaran bahasa inggris diharapkan mampu untuk mendorong siswa memiliki keterampilan berfikir kritis dan memiliki skill bahasa aktif baik secara lisan maupun tertulis. sayangnya, hal ini belum dapat di wujudkan lantaran kurangnya rasa percaya diri dan motovasi belajar khususnya dalam keterampilan berbicara. penelitian ini di kembangkan dengan menggunakan metode penelitian fenomenologi yang melibatkan dua orang guru bahasa inggris dan sepuluh orang siswa tingkat sma sebagai responden dari penelitian ini. teknik pengambilan research and innovation in language learning vol. 3(3) september 2020 p-issn 2614-5960, e-issn 2615-4137 209 data dilakukan dengan cara wawancara semistruktur, hal ini bertujuan untuk memperoleh data dan informasi terkait dengan persepsi siswa dan guru terhadap penggunaan penilaian informal dalam skill berbicara. hasil penelitian menunjukkan bahwa penggunaan penilaian informal sangat berguna untuk meningkatkan minat siswa dalam mengikuti pembelajaran speaking, selain itu penggunaan penilaian informal dapat meningkatkan motivasi dan rasa percaya diri siswa dalam mengikuti tes speaking. oleh karenanya, penelitian ini perlu dikembangan lebih lanjut oleh para peneliti untuk dapat diaplikasi di berbagai aspek skill bahasa tidak hanya dalam skill berbicara. kata kunci: penilaian informal, kepercayaan diri siswa, motivasi siswa received 2020-08-12 accepted 2020-09-30 published 2020-09-30 apa citation: himawan, a.n., purwati, d. (2020). the use of informal assessment in evaluating students’ speaking ability: students’ and teachers’ voices. research and innovation in language learning 3(3). pp. 208219 http://dx.doi.org/10.33603/rill.v3i3.3986 introduction the current demand for global changes is the use of international language as global communication. this condition creates some challenges for students to have adequate communication skills in global communication. as mentioned by rahmawati & ertin (2014) the development of english as the global language is strengthened and as a consequence. it brings shed light toward the status of english language, the nature of english, and the fact that english is widely used in multilingual context. it is very beneficial to be used to maintain the communication among non-native speaker as well as native-speaker (vodopija-krstanović & marinac, 2019). regarding to this case, the teachers need to prepare students to master english in all skills of language, especially in speaking skills. it is not easy for preparing students to face this condition. there are some challenges in speaking class especially when the teacher wants to conduct an assessment for speaking skills. as mentioned by bachman (1990), the current problem in language assessment is to specify language abilities. while in thornbury (2005), he explains that in assessing speaking there should be a great consideration to balancing between accuracy and fluency. besides, bachman (1990) explains that the important thing to be considered by the tester is about how to define the test which has authenticity because the current framework of language use is the concept of language as communication, and recognize the importance of the context, both discourse, and sociolinguistics where the language is used. http://dx.doi.org/10.33603/rill.v3i1 himawan, a.n. & purwati, d. 210 p-issn 2614-5960, e-issn 2615-4137 as an english teacher, we should have a good understanding of how to teach and how to assess the students’ speaking ability. the teacher must be aware of the task that has developed to the test taker and we need to think about the wash back of the assessment (brown and abeywickrama, 2010). according to ounis (2017), the central focus of current efl assessment concerns to go beyond the traditional standardized forms. it reforms to be communicative oriented assessment. a good assessment instrument should cover the nature of speaking. luoma (2013) described that a speaking is a special thing to be considered because of its interactive nature. it means that speaking often to be tested in live interaction where the discourse is not entirely predictable. besides, pawlak (2015) also states that speaking is interactive. it is an important language skill that relates to expressing ideas, opinions, or feelings to others. another aspect that should be considered by the teacher in developing a good speaking assessment is the complexities of the assessment. ferdiant (2016) explains that speaking assessment should be clear in complexities to define the aspect and the language features based on real world criteria. the complexities that frequently happen in the speaking class is about the balance of fluency and accuracy (bailey & nunan, 2004). teacher can’t ignore those aspects because it is very beneficial for the students to have good speaking skills in any various contexts. bygate (1987) states that the language teacher needs to train our students to learn about the knowledge and skill of speaking in various context. it helps the students to use their language skill based on daily communication. while goh & burns (2012) explain that one of the ways that influence the students speaking ability is the environment. the environment can be one of the factors that have a good contribution to the student`s language learning. the challenges happen in english language teaching is the anxiety of the students to practice speaking in the classroom. goh & burns (2012) explain that some factors can create a student’s anxiety in using the target language. these factors are related to the personal and interpersonal condition, learner belief about language learning, instructor belief about language learning, instructor-learner interaction, classroom procedures, and language testing applied. there are three main reasons for getting students to speak in the classroom: chances to practice real-life speaking in the safety of the classroom, trying to research and innovation in language learning vol. 3(3) september 2020 p-issn 2614-5960, e-issn 2615-4137 211 use any or all of the language they know, and having opportunities to activate the various elements of language (harmer, 2007). moreover, the student’s motivation is an essential aspect to be considered for having successful learning, it energizes and directs the student’s behavior (badroeni, 2018). there are some principles that should be considered by the teacher to develop a good assessment. luoma (2013) explains that the realistic simulation of the task can help our students to perform their language well on its function. the teacher should begin the task design with the need for assessment situations and it should cover the practical circumstances which can be arranged in some general guidelines. madani, (2019) promotes that generating the scales is very beneficial to provide incredible criteria to measure the intended ability. therefore, the use of rating scales is preferable to maintain a greater validity and reliability. in addition hughes (2002) explains that testing speaking ability should cover the following aspects: accent, grammar, vocabulary, fluency, and comprehension. these ratings then weighted and totaled. the use of suitable assessment type is also an essential aspect to be considered. cammeron (2001) explains that assessment is more than testing, it means that the teacher should consider that the assessment must have a good wash back to present the language skill in various context. in previous times, the teacher uses a formal assessment in assessing a student’s speaking ability. it is the conventional assessment where the students are given a specific scoring and grading formats, using a certain frame time and condition. ayuanita (2013) explains that formal assessment is designed in deliberately using the conventional feedback, conducted in a certain time frame, prepared for (and some feared) by the students, and characterized by offering specific scoring or grading formats. the use of formal assessment is merely used to make a judgment for the students’ ability and to generate the students’ improvement to reach the highest standard (widiastuti & saukah, 2017). in the current condition, the use of formal assessment needs to be improved, therefore the teacher must develop the assessment in a more stylish design. himawan, a.n. & purwati, d. 212 p-issn 2614-5960, e-issn 2615-4137 many kinds of research are developed to investigate the suitable teaching strategy and assessment to improve students’ speaking ability. wulandari (2014) and nirmawati (2013), explain that the use of interesting material and the authentic task can help students to improve their speaking ability and also their motivation in engaging the learning process. while himawan (2015) and armasita (2017) explain that the use of interesting and various styles of learning activities can improve the students’ speaking skills. by implementing an interactive learning strategy may improve the learning quality of students. those researches are well designed although there is still a lack of use of the assessment task. the assessment tasks used in those researches are still using standardized and formal test where the students should perform the dialogue-based determined topic then the teacher assesses their performance based on the criteria and weighting strategy that have been designed by the teacher. those kinds of tasks should be modified to improve the washback of language assessment and its function in a reallife situation. the current educational trends promote the use of informal assessment as an alternatives way to assess the students’ language skills. it is very beneficial to assess not only the language competencies but also the language function in a contextual manner. hillyard (2013) that informal assessment is conducted by monitoring and recording the students’ progress which means that it is focused on the students’ progress rather than the product. it allows the students not to have feared situation because the assessment is conducted in classroom daily activity, and it is necessary to develop assessment method which allows the students to demonstrate their understanding and learning by doing, showing and telling. moreover, the implementation of individual or group projects, presentations, and other speaking performances is beneficial to support the informal assessment (dagmar, 2012). hence, this research is conducted to investigate the potential of informal assessment in assessing students’ speaking ability. the researchers develop some questions to investigate this case. 1) how does the informal assessment improve the students’ learning interest? 2) how does the informal assessment increase the students’ confidence in joining the speaking assessment? 3) how does the informal assessment enhance the students’ motivation to join the speaking assessment? research and innovation in language learning vol. 3(3) september 2020 p-issn 2614-5960, e-issn 2615-4137 213 methods the qualitative approach had been implemented to describe the influence of informal speaking in assessing speaking skills based on students’ and teachers’ perspectives. this research was designed under phenomenological study that analyzed the phenomenon happened in efl senior high school students where they got an anxiety to join the speaking test because of the feeling of the nervous and under-pressure situation. groenewald (2004) explains that the purpose of phenomenological research is to describe a certain phenomenon accurately based on the truth of the fact. by applying this method, the researcher will have a chance to find out the data to describe the related phenomenon toward students’ motivation and confidence in speaking assessment. further, this study used purposive sampling in determining the participant. as explained by etikan (2016), purposive sampling enables us to have a chance to determine the participants based on their quality possessed. some criteria had been set up to be used as the measurement for the participants. for the teacher, the criteria which have been set is the teacher who has at least five years of teaching experience, and the teacher must be the english teacher. while for the students, the criteria which have been set required the students to have some experiences in joining the formal speaking assessment, and they experienced some problem in joining the formal assessment. as a result, there are two teachers and ten students available to meet the criteria of being the participant. to collect the data, the researcher conducted some investigations related the phenomena. after that he conducted some interview with the students get the data of the phenomenon based on students’ perspectives. as explained by christensen et al. (2014), the technique for data collection in phenomenological research can be gained by using an in-depth interview or open-ended questionnaires. thus, this study used the semistructured interview to get detailed information from the participants about the phenomenon based on students’ experiences and perspectives. the next step is developing the descriptive comments taken from the interview transcript by identifying the key phrase, explanations, description, and emotional despond from the participants. and finally the researcher focus on describing how the transcript reflects the phenomenon being studied (cooper, fleischer, & cotton, 2012). himawan, a.n. & purwati, d. 214 p-issn 2614-5960, e-issn 2615-4137 results and discussion in this section, the researcher provides some findings to answer the question stated in the research objectives. the finding concerns the use of informal assessment in improving the students’ interest, confidence, and motivation to join a speaking test. the findings are being described and analyzed based on the teachers’ and students’ perspectives toward the implementation of informal assessment in assessing students’ speaking ability. the research finding is being discussed in the following explanation. the informal assessment improves students’ interest in the speaking test. in the current curriculum design, especially in curriculum 2013, the students are expected to have critical thinking toward certain phenomena and problems. this situation requires the teacher to have some adequate skills to teach students by using appropriate learning methods, approaches, and techniques. the use of an appropriate assessment method is required to measure the students’ ability and to help them to achieving the learning goals. unfortunately, there are some difficulties faced by the students in achieve the learning goals. this might happen because of a complicated assessment that should be accomplished by the students. one of the factors that influence the students to feel anxiety is the language testing itself (goh & burns, 2012). after conducting the interview, the researcher found that students have less confidence and low motivation in joining the speaking assessment. in addition, they feel nervous and under pressure when they are joining the formal assessment. “there are some obstacles faced by the students such as less confidence and low motivation in performing speaking in english, they are afraid for making mistakes in grammar, and they are being shy to their partner if they make a mistake such as faltered utterance.” (teacher 1) “one factor that makes me become nervous and feel under pressure to perform speaking in front of the classroom is because of mispronouncing and make some mistake then i felt so nervous in front of the class”. (student 1) by considering some factors above, we need to have some innovation in conducting the assessment process. we need to changes the formal assessment to another assessment method that can encourage students to be more interested in joining the assessment. fortunately, the use of informal assessment is useful to gain the students’ interest in research and innovation in language learning vol. 3(3) september 2020 p-issn 2614-5960, e-issn 2615-4137 215 joining the speaking assessment. from the teacher’s perspective, it is necessary to develop an informal speaking assessment that can be used in improving students’ interest and motivation to join the speaking assessment. “on my side, certainly it can be used to help our students in solving the problem because it can make the students become interested to learn about speaking. because last time i have provided some assessments for the students but we don’t use any youtube channel because at that time youtube was not available yet. i tried to make some assessments for the students to make a short video about an advertisement, then they took the video outside and it was very interesting when we can relate to real life. it can encourage the students to be very enthusiastic to join this kind of assessment. so informal assessment is very useful to improve the students’ enthusiasm.” (teacher 2) while from the students’ perspective, it revealed that the use of informal assessment is an interesting way to enhance their confidence in joining the speaking assessment. they prefer to engage in a supportive learning environment where they can maximize their talent and creativity in performing speaking. “in my side, it is very interesting because there are some teachers that give us the assignment to create the short video then upload it on youtube and i am really enjoyed it. i prefer to join some activities outdoor like you said as the informal assessment method because we have much time to prepare, and maximize our creativity so i prefer to join informal speaking.” (student 2) from the explanation above we can see that the use of informal assessment can help the students to have a good interest in joining the speaking assessment. by implementing the informal assessment, it reduces the students’ feeling of anxiety to join the assessment. this finding is relevant to the statements of badroeni (2018) who explained that there are some factors that make students be able to speak in the classroom like the chance of practicing real life speaking. the informal assessment increases students’ confidence. there are so many challenges faced by the language teacher to determine the suitable technique to design speaking assessment. the research finding showed that informal assessment can be used as an alternative way to improve students’ confidence in joining speaking assessment. based on the teacher’s perspective, the implementation of informal assessment is useful to improve the students’ confidence in joining the speaking assessment. himawan, a.n. & purwati, d. 216 p-issn 2614-5960, e-issn 2615-4137 “in my opinion, there is some informal assessment task that can be developed to improve the student`s confidence say for example we can give some assignment for the students but it is not done in the classroom, means that we can conduct some outdoor activities such as making flog videos or out-door project.” (teacher 2) we need to have some innovation and improvement in assessing speaking because speaking is one of the important language skill which should be mastered by students. as we know that in this current age, our students have some social media such as instagram and youtube account, therefore for the future it will be better for us develop some informal assessment task by giving instruction to the students to make some videos then they should upload the video in their youtube account, and we can make some assessment through their video. this kind of assessment can build the students’ confidence in joining the speaking test, but we must ensure that the content of the video should be validated and trustworthy to avoid some bullying comments from the netizen. (teacher 1) while from the students’ perspective, the use of informal assessment enhances their confidence in joining speaking assessment. several students prefer to follow outdoor activities because they feel more comfortable in a positive environment. they feel confident when they use informal assessment rather than a formal assessment. “in my opinion, it will be a very interesting way for the students because it can enable the students to have a new experience and it can improve the student’s confidence.” (student 3) “i agree if we make some flog video, it will be more interesting, and it can improve my confidence because we only face the camera not directly to the real audience.” (student 4) from the explanation above we can see that the use of informal assessment builds more stylish environment for students. by using those kinds of task, it encourages the students to have good confidence in demonstrating speaking. as mention in brown (2000), learners’ belief of accomplishing the task in at least partially can be the factor of their success in attaining the task. speaking assessment is not only conducted to elicit the students’ language competence but also allows students to demonstrate their understanding and learning by doing, showing, and telling (hillyard, 2013). the informal assessment enhances students’ motivation. motivation is an important aspect to be developed in the learning process. it can be raised through the dynamic language classroom. as mention by tampubolon (2018), students’ motivation can be raised when the language classroom becomes fun and research and innovation in language learning vol. 3(3) september 2020 p-issn 2614-5960, e-issn 2615-4137 217 dynamic place to be. from the data interview, it was found that the informal assessment brings some benefits for students toward their motivation. this can be conducted in various techniques which is more relaxing and flexible in time. therefore, the students can be more comfortable and confident to accomplish the assessment given by the teacher. “in my perspective, this kind of assessment technique certainly can be used to improve the students’ motivation and confidence because by creating some video, flog and another stylish activity the students become more enthusiast because the previous time i try to make a project to make a video about advertising product then i develop the assessment task through this project, but at this time we don’t use youtube channel so maybe the next time we need to try this on students.” (teacher 2) while from the student’s perspective, it can be found that the informal assessment brings some benefits for them because it can be conducted in various techniques which is more relax, and flexible of time therefore the students can be more comfortable and confidence to accomplish the assessment given by the teacher. it brings a high motivation for the students to enroll the speaking assessment. “in my point of view, this kind of assessment technique can help us to improve our motivation and confidence to perform speaking. the use of informal assessment can be another alternative assessment that provides an interesting task without any pressure situation. it has a flexible time frame so i think it is a good way to be implemented.” (student 5) after having a deep understanding of the data finding and discussion above, we can see that the use of informal assessment brings a positive impact on students’ motivation to join the speaking assessment. improving the students’ motivation is very important to ensure the students reach the learning goal. conclusion & recommendation from the discussion above, we can see that the major problem and difficulties faced by the students to perform the formal speaking test are less confidence in joining the formal speaking test and low motivation toward the assessment task provided by the teacher. furthermore, most students feel nervous and under pressure when performing speaking in front of the class. even they are not interested in the formal assessment task provided by the teacher, it is necessary for the language teacher to develop the informal speaking test as an alternative way of assessing speaking. the use of informal speaking himawan, a.n. & purwati, d. 218 p-issn 2614-5960, e-issn 2615-4137 has some positive feedback from the students and also the teachers. based on the teachers’ and students’ perspectives, informal speaking can provide an interesting way of assessing speaking. it can enhance the student’s confidence and motivation to perform and join the speaking test. the researcher recommends to the next following researcher to have some contribution to conduct any further research about the informal assessment. references armasita. 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(2013). informal assessment tools in kindergarten. argentinian journal of applied linguistics, 1(1), 45–55. tampubolon, t. c. (2018). improving students’ motivation in speaking through collaborative learning. international journal of english literature and social sciences, 3(2), 185–191. https://doi.org/10.22161/ijels.3.2.10 thornbury, s. (2005). how to teach speaking. longman. vodopija-krstanović, i., & marinac, m. (2019). english as an international language and english language teaching: the theory vs. practice divide. iranian journal of language teaching research, 7(2), 19–38. widiastuti, i. a. m. s., & saukah, a. (2017). formative assessment in efl classroom practices. bahasa dan seni: jurnal bahasa, sastra, seni dan pengajarannya, 45(1), 050–063. https://doi.org/10.17977/um015v45i12017p050 conflict of interest no potential conflict of interest is reported. author biography arifin nur himawan (corresponding author) and dinar purwati are english graduate students of universitas ahmad dahlan. both researchers are interested in developing english language teaching research. they can be reached at arifinhimawan92@gmail.com, and dynar.anisa13@gmail.com. mailto:dynar.anisa13@gmail.com research and innovation in language learning vol. 2(1) january 2019 pp. 15-30 pissn: 2614-5960 e-issn: 2615-4137 http://jurnal.unswagati.ac.id/index.php/rill copyright ©2019 jimmi, juniato sidauruk 15 speech acts analysis in donald trump’s speech: trump bans all refugees and citizens of 7 majority muslim countries entering u.s. jimmi universitas bina sarana informatika, jakarta -indonesia juniato sidauruk universitas bina sarana informatika, jakarta jakarta abstract the purpose of this research is to understand and discuss in a more detail of speech acts of the president of the united states of america, donald trump. the speech will be discussed linguistically by the writers. in analyzing trump‟s speech, the writers will relate it to the speech acts belong to j. l. austin, those are: locutionary act, illocutionary act, and perlocutionary act. the analysis that will be elaborated by the writers is about austin‟s types of speech acts contained in donald trump‟s speech, and then the most and the least types used in donald trump‟s speech, and also determining does perlocutionary is always exist in every trump‟s utterance. this research is using descriptive qualitative method. in this case, the writers found 10 utterances related to donald trump‟s speech. in those utterances, there include 10 data of locutionary forces, 10 data of illocutionary forces, but only 2 data that show perlocutionary forces, because not all utterances conduct perlocutionary. locutionary forces are always followed by illocutionary force, but not for perlocutionary force. thus, every utterance can be analyzed linguistically in order to see whether every speech always conduct perlocutionary forces or not. keywords: linguistics, speech acts, donald trump’s speech sari tujuan dari penilitian ini adalah untuk memahami dan membahas secara detail mengenai tindak tutur dari pidato presiden amerika, donald trump. pembahasan tindak tutur secara keilmu bahasaan yang akan di telaah oleh penulis. dalam menganalisa pidato tindak tutur donald trump, penulis akan menggunakan teori pemahaman tindak tutur yang di prakarsai oleh j.l austin, yaitu lokusi, ilokusi, dan perlokusi. teori austin akan dirinci oleh penulis berdasarkan pidato donald trump yang terdiri dari tipe-tipe tindak tutur milik austin yang terdapat dalam pidato donald trump, lalu tipe-tipe yang paling banyak dan yang paling sedikit digunakan dalam pidato donald trump, serta menentukan apakah daya perlokusi selalu ada dalam setiap ujaran trump. penelitian ini menggunakan metode deskriptif kualitatif. dalam kasus ini, penulis menemukan 10 ujaran terkait pidato donald trump. di dalam 10 ujaran tersebut, termasuk 10 data daya lokusi, 10 data daya ilokusi, namun hanya 2 data yang menunjukan daya perlokusi, jimmi & sidauruk, j. 16 p-issn 2614-5960, e-issn 2615-4137 karena tidak semua ujaran menghasilkan perlokusi. daya lokusi selalu diikuti oleh daya ilokusi, tetapi tidak selalu diikuti daya perlokusi. jadi, setiap ujaran dapat dianalisa secara linguistik, agar bisa dilihat apakah setiap ujaran selalu menghasilkan daya perlokusi atau tidak. kata kunci: linguistik, tindak tutur, pidato donald trump received 04 september 2018 last revision 11 december 2018 published 24 january 2019 introduction it cannot be ignored at present time that foreign language mastery has significant role. many people are trying to raise their language level competence to be able to compete with other people from around the world. one of the skills that people prefer to be mastered is english. because in english consist of four language skills that people have to learn it. they are free to choose what skill they will need to in the future. these needs should be well prepared before begin to learn english. one of the english skill must be observed specifically in define its meaning of the sentence and words is linguistics. in communication, it finds two factors; they are the speaker and the hearer. when people as a hearer focused on the implicit meaning by the speaker‟s idea, and then the people catch a meaning that is highly depended by the context, it definitely can be called pragmatic. pragmatic has three parts of the discussion, those are: speech act, presupposition, and implicature. presupposition can be said the same as preconception, where between speakers and hearers have the same preconception, so it can facilitate the communication. implicature can be said as an additional meaning which delivered by the speaker, which is sometimes not contained in the speech itself. among the three discussions, the writers are very eager to choose speech acts to be analyzed. without people knowing, speech acts are the discussion in pragmatics that people always use every day. although not everyone is aware of it, most of the time, everything that people do is the result of speech acts. research and innovation in language learning vol. 2(1) january 2019 p-issn 2614-5960, e-issn 2615-4137 17 al-rassam (2010) in college of basic education researchers journal vol. 10, no. 1 highlights the perspective of performance how politicians in political interviews rely on pragmatic strategies to grapple with the conflict between being uncooperative and truthful. his article limits the discussion on word play, metaphor, circumlocution, use of approximation and numbers, citing historical speeches and citation from the holy quran. this puts the idea that discussion on politicians statements are on the coming up researchers attention. štefanovičová (2011) also wrote articles conversational implicature in political discourse. the articles deals with conversational implicature in political discourses and divided into theoretical and practical parts as referred to h.p. grice theory. the political discourse are only identified and classified as in the theory of h.p. grice. however, at least the article affirms that the theory of particularized conversational implicature as a useful tool for reasoning of concrete maneuvers in political discourse and their understanding, and to show the way in which public listeners can distil information that goes beyond an utterance. by identifying, classifying implicatures of politicians will then open wider discussion and varies interest research topics in the area of pragmatics. much of the excitement of speech act theory is its demonstration that entities often taken as incompatible are instead thoroughly interactive. words and things, speaking and doing are one and the same when language performs. words do things in social setting because it is the foundation on which every other rule is erected. related to the speech acts, there is something which is very important that the writers want to analyze. reflected in recently period appears in the united states of america, donald trump has been elected as the 45 th president of the u.s. on november 9 th , 2016, defeating his opponent, hillary clinton. during his campaigning period, trump has so much controversy. trump‟s slogan says “make america great again” has made many people think of trump. donald trump also bans seven muslim countries entering to the u.s. this will become reaction for people of america whether they are in pros or cons. after the election and trump elected to be president of united stated of america, president trump kept his promise to ban these seven muslim jimmi & sidauruk, j. 18 p-issn 2614-5960, e-issn 2615-4137 countries. trump‟s statement is fully political related to the american presidential election. speech atcs are found many in political statement. this idea supports the idea of dylgjeri. dylgjeri (2017) in european journal of social sciences studies eagerly states “undoubtedly, political discourse has been a major domain of language use that has attracted the interests of researchers for a long while. this is because political discourse is a complex human activity that deserves critical study particularly because of its central place in the organization and management of society.” it is bravely saying that discussion in speech acts related to utterances in political discourse will be on researchers‟ interest for the future. based on the background above, the writers prefer to analyze further and detail information about speech acts based on donald trump spoken, especially in the point of view of locutionary, illocutionary and perlocutionary forces. the perlocutionary of his spoken whether exist in trump utterance or not. that is why the writers prefer to choose speech acts analyze of in donald trump‟s speech: trump bans all refugees and citizens of 7 majority muslim countries entering u.s. this speech is contained in president trump signs executive order for refugees and citizens from 7 majority muslim countries‟ video. some questions appear during this discussion that must be explained and answered. the questions are as a follow: (1) what types of speech acts used by donald trump based on austin‟s category? (2) what is the dominant speech acts used in donald trump‟s speech? (3) does perlocutionary always exist in every utterance that uttered by donald trump? methods this analysis used descriptive qualitative method. it can be defined the writers did analysis and review the donald trump speech based on the topic have been discussed. the way of the discussion would be analyzed descriptively. the discussion of this research is regarded to type of speech acts, the most and the least of speech act‟s being used by donald trump, and did perlocutionary always exist in every utterance? research and innovation in language learning vol. 2(1) january 2019 p-issn 2614-5960, e-issn 2615-4137 19 regarding to the discussion, the writers have to understand on speech acts. the writers must observe the speech acts from the experts, the types of speech acts by the experts. after recognized and understood about speech acts terms, then the writers watched to related speech video for several times, scripted the speech and re-checked the results of speech script. this activity is finished in order to confirm the theory to the data obtained. the writers verified the speech acts which contained in the video. soon, the data were analyzed. after that, the writers arranged and bundled the data in this research. results and discussion a. type of speech acts in donald trump’s speech in this discussion, the writers want to provide the analysis of speech acts in donald trump‟s speech based on austin (1962) the analysis to be given by the writers is in the form of donald trump‟s utterances, and the next will be described in a coherent manner, ranging from locutionary, illocutionary, to perlocutionary forces. in these discussions, the writers will discuss illocutionary more detail, because illocutionary has some important point to be analyzed. the writers will add additional categories to make the illocutionary process clearer. the addition of these categories are only additional, and do not alter the meaning or form of the entire writers‟ analysis. data 1 “i’m honored to stand here today among so many patriots.” (pentagon, 00:06:01 – 00:06:04) locutionary, this utterance can be interpreted that trump felt honored because he can stand to deliver the speech in front of his people, and among the patriots. illocutionary, trump is stated his feeling. relate to the austin‟s category, trump did expositive as his illocutionary forces, especially stating, because he is stated to the public about his feeling. jimmi & sidauruk, j. 20 p-issn 2614-5960, e-issn 2615-4137 from that utterance, the word „stand‟ is showing that donald trump did expositive; he is standing among the patriots. because he is standing among the patriots, he feels honored and proud, because he did it. so, trump is stating his feeling to people. this is in accordance with austin‟s category namely expositive especially in stating of something. however, there was no perlocutionary force after this utterance. data 2 “believe me, warriors they are and to save our wondrous liberties and to save this god-blessed land, they shed their blood and poured out the love from their hearts to protect our home.” (pentagon, 00:07:29 – 00:07:45) locutionary, trump said that the warriors have fought to save their blessed land, the u.s., and they shed their blood and poured out the love to protect their home, that was the united state of america. illocutionary, trump tried to emphasize people about the struggle of the warriors in saving u.s. relate to the austin‟s category, emphasize belonged to the expositive of illocutionary, because in his utterance, trump had asserted his people to appreciate their warriors. from that utterance, the expositive can be seen from „to save our wondrous‟, „to save this god-blessed land‟, „they shed their blood and poured out the love‟, and „to protect our home‟, he tried to emphasize his utterance, to make the people realize, to appreciate their warriors. this was in accordance with austin‟s category namely expositive especially in emphasize of something. there was no perlocutionary force after this utterance. data 3 “that is why today i'm signing to executive actions to ensure the sacrifices of our military are supported by the actions of our government, and they will always be supported by the actions of our government, believe me.” (pentagon, 00:07:59 – 00:08:19) locutionary, trump said that on that day he wanted to sign the executive order to support their military, and the government would always support their military. illocutionary of trump‟s utterance was commissive, in specific was „declare my research and innovation in language learning vol. 2(1) january 2019 p-issn 2614-5960, e-issn 2615-4137 21 intention‟ relate to the austin‟s category, he was not only declared about the executive order, but also declared about his intention, the reason why he wanted to sign the executive order. from that utterance, commissive was not only seen from declaring about his intention, but there were two parties, „i am‟ as trump, and the military. in this utterance, trump as a subject to the military, because trump wanted to do a certain course of action, he and the government were always support the military by the actions. this was in accordance with austin‟s category namely commissive especially in declare my intention of something. there was no perlocutionary force after this utterance. data 4 “first, i'm signing an executive action to begin a great building of the armed services of the united states, developing a plan for new planes, new ships, new resources and new tools for our men and women in uniform and i'm very proud to be doing this.” locutionary, trump said that firstly he wanted to sign the executive order to begin a great building for their military services of the u.s., and developed a plan for some attributes of military such as new planes, new ships, new resources, and new tools for their military, and trump felt proud to be done this. illocutionary of this utterance was exercitive, in specific was „giving of a decision‟. relate to the austin‟s category, trump gave a decision that he was signing an executive order, and he did a certain course of action to building the u.s. military, so the people could call it as exercitive. this was in accordance with austin‟s category namely exercitive especially in giving of decision. in illocutionary, trump is explained about the plans to develop the u.s. military, while trump finished his utterance, many people were giving applause to him because his great plans to make u.s. great again, especially in developing u.s. military. data 5 “secondly, i'm establishing new vetting measures to keep radical islamic terrorists out of the united states of america.” (pentagon, 00:09:08 – 00:09:18) jimmi & sidauruk, j. 22 p-issn 2614-5960, e-issn 2615-4137 locutionary, trump said that he wanted to establish new vetting measures, and kept radical islamic terrorist out of the united states of america. illocutionary of trump‟s utterance was exercitive, in specific was „proclaim‟. relate to the austin‟s category, the writers assumed that trump‟s utterance w a s not only proclaims about something, but he had the power and a certain course of action to make islamic terrorist out of the u.s. this was in accordance with austin‟s category namely exercitive especially in proclaim of something. there was no perlocutionary force after this utterance. data 6 “we don’t want them here.” (pentagon, 00:09:19 – 00:09:20) locutionary, trump said that he did not want islamic terrorism in the u.s., and also the refuge and citizens of seven majority muslim countries, those are: libya, sudan, iran, yemen, somalia, suriah, and iraq. illocutionary, trump denied and he is stated that he did not want the existence of seven muslim countries, because the seven muslim countries were identified to have the terrorist organization which operates significantly in the region, or the countries were considered as a “heaven” for terrorist. that was why the seven muslim countries were the most cautioned countries by the u.s. trump did expositive as his illocutionary, because expositive are used in acts of exposition involving expounding of views. trump denied and stated about what he wanted, it is caused the expounding of views from the existence of seven muslim countries that banned by donald trump. this was in accordance with austin‟s category namely expositive especially in deny and state of something. there was no perlocutionary force after this utterance. data 7 “we only want to admit those into our country who will support our country and love deeply our people.” (pentagon, 00:09:30 – 00:09:38) research and innovation in language learning vol. 2(1) january 2019 p-issn 2614-5960, e-issn 2615-4137 23 locutionary, trump said that they were only wanted to admit those into their country who will support the u.s. and love deeply their people. illocutionary, in this utterance, it can be seen that trump wanted to affirm the people. relate to the austin‟s category for this utterance, trump did expositives, especially „to affirm‟. from that utterance, „to affirm‟ can be seen from „we only want to admit‟, „will support‟, and „love deeply‟, because trump literally wanted to affirm the people about who will be admitted and accepted in the u.s. the people who will be admitted and accepted in the u.s. are the people who will support the u.s., and the people who love the u.s. deeply. thus, donald trump will be ignored the people who did not support and love the u.s. this was in accordance with austin‟s category namely expositive especially in affirm of something. there is no perlocutionary force after this utterance. data 8 “we will never forget the lessons of 9/11 nor the heroes who lost their lives at the pentagon.” (pentagon, 00:09:39 – 00:09:48) locutionary, trump said that they would never forget the lessons of 9/11 nor the heroes who lost their lives at the pentagon. from that utterance, trump did commissive, especially „vowing‟, and also can be a promising, or swearing. relate to the austin‟s category, commissive can be seen from „we will never forget‟, it showed that donald trump is vowed to himself, and also his people that they committed to a certain course of action, they never forget the lessons of 9/11 nor the heroes who lost their lives at the pentagon. this was in accordance with austin‟s category namely commissive especially in vowing of something. there was no perlocutionary force after this utterance. data 9 “we will honor them not only with our words but with our actions, and that's what we're doing today.” (pentagon, 00:09:51 – 00:09:58) jimmi & sidauruk, j. 24 p-issn 2614-5960, e-issn 2615-4137 locutionary, trump said that they would honor the heroes not only with their words but with their actions, and that was what they were done on that day. illocutionary, trump did commissive, especially „vowing‟, and also can be promised or swearer. relate to the austin‟s category, commissive can be seen from „we will honor them‟, and there are three parties in this utterance, donald trump, the people, and heroes. donald trump and his people were vowing that they will always honor the heroes, not only with words, but with their action too, that was why trump signed the executive order. it showed that trump and his people were commit to a certain course of action to the heroes. this was in accordance with austin‟s category namely commissive especially in vowing of something. there was no perlocutionary force after this utterance. data 10 “and thank you very much for accepting this responsibility.” (pentagon, 00:11:07 – 00:11:23) locutionary, trump said that he thanked the people for accepting that responsibility. illocutionary, from that utterance, trump did behabitive, especially „thank‟. relate to the austin‟s category, behabitive can be seen from „thank you very much‟ that uttered by trump to other. trump gave an attitude and respect to other. this was in accordance with austin‟s category namely behabitive especially in thank of something. perlocutionary, after trump finished his last utterance of speech, many people gave his applause, because of his good speech for the u.s. from the analysis above, it can be concluded that in donald trump‟s speech, there are locutionary, illocutionary, and perlocutionary forces in ever utterances that spoken by trump. every utterance has its own meaning, so that it makes the writers will be easier in analyzing the data. b. the dominant of speech acts used in donald trump’s speech in a conversation or a speech, without the people realize either directly or not, many of them did speech acts contained in the conversation or speech. the main theory of research and innovation in language learning vol. 2(1) january 2019 p-issn 2614-5960, e-issn 2615-4137 25 speech acts proposed by austin, he expressed that there are three main types of speech acts, those are locutionary, illocutionary, and perlocutionary. these three things are the ones that make it easier for people to analyze speech acts, because every utterance could be separated by type, to make it easier to analyze further. in this case, after the writers analyzed donald trump‟s speech for several time, the writers found three types of austin‟s category that contained in trump‟s speech, locutionary, illocutionary, and perlocutionary. but the most type of speech acts that contained in donald trump‟s speech are locutionary, and illocutionary forces, and the least type of speech act that contained in his speech is only perlocutionary. locutionary and illocutionary were always tandem, because illocutionary can be said to be the process or function of a locutionary forces, so the portion in a utterance between locutionary and illocutionary were balanced, that was why locutionary and illocutionary cannot be separated from one to another. literally was different from perlocutionary. perlocutionary can be said as the result of locutionary and illocutionary forces. perlocutionary was the form of a concrete action undertaken by the hearer, as a result of locutionary is forced conducted by the speaker. from the analysis above, perlocutionary i s forced that the writers analyzed was not many, there were only two perlocutionary forces resulting from locutionary and illocutionary, those were data 4 and data 10, because perlocutionary was not depending on both of it. so, there were different in the amount of the three. c. findings perlocutionary on donald trump’s speech as mentioned earlier, perlocutionary was a form of concrete action undertaken by the hearer, as a result of locutionary and illocutionary are forced conducted by the speaker. from the previous analysis, it can be seen that perlocutionary force is only found two data, it was not as many as locutionary and illocutionary. jimmi & sidauruk, j. 26 p-issn 2614-5960, e-issn 2615-4137 of 10 data discussed, it can be said that there are only 2 data utterances that contain perlocutionary forces. it proved that not all actions of locutionary and illocutionary had perlocutionary in every utterance. a lot of locutionary and illocutionary forced had no effect to the listener, so they did not act of perlocutionary. whereas of every utterance that contain locutionary force is then in tandem to illocutionary force, but not for perlocutionary force. many factors behind the lack of occurrence of perlocutionary is forced, such as lack of sensitivity to the speaker, or probably the speech did not require any perlocutionary forced in it. from the analysis above, two of the perlocutionary that occurred is showed the applause of donald trump's speech only. the first one was perlocutionary shown because in trump‟s utterance, he wanted to develop the u.s. military, many people gave applause to him because his great plans to make the u.s. great again. and the second was perlocutionary shown because trump said „thank you” to people, so that people give applause to him. it is proved that not all the locutionary and illocutionary is forced by trump should get perlocutionary from the hearer. then it can be said that perlocutionary does not depend on the locutionary and illocutionary forces, because not all of the utterance can result perlocutionary. from the whole analysis above, it can be concluded that the writers found three types belonging to austin, locutionary, illocutionary, and perlocutionary forces in every utterance that spoken by trump, but there were differences in the amount of the three. perlocutionary is found by the writers were not many, there were only two perlocutionary force resulting from locutionary and illocutionary forces, those are data 4 and data 10, because perlocutionary was not depend on both of it. perlocutionary forces made by the hearer are done only at a certain moment, not in all moment. it proves that not all the locutionary and illocutionary forces done by trump should get perlocutionary from the hearer. research and innovation in language learning vol. 2(1) january 2019 p-issn 2614-5960, e-issn 2615-4137 27 conclusion & recommendation the conclusion of the whole analysis as a follow: first, the locutionary may be regarded as the first utterance, which has broad and general meaning, merely an utterance. illocutionary can be regarded as the process or function of utterance, which is processed in more detail and depth. with illocutionary, the people know the meaning or function of the utterance, along with the classification of the utterance. perlocutionary is an end result of locutionary and illocutionary forces. perlocutionary is considered as feedback or response made by the hearer to the speaker. these three things are interconnected with each other in an utterance; to analyze an utterance, the thing that people must do is to analyze the utterance from its head or from locutionary, only then to continue to the illocutionary and perlocutionary. second, the writers found many locutionary, those are ten data‟s, and ten data of illocutionary. the amount of locutionary and illocutionary are more rather than perlocutionary in the data that the writers analyzed, because where it is locutionary, there must be an illocutionary. locutionary and illocutionary forces are always in tandem, because illocutionary cannot be analyzed if locutionary does not exist. therefore, the amount of locutionary and illocutionary in trump's speech is same. in contrast to perlocutionary, the amount of perlocutionary is only a little, only found in data 4 and data 10, because perlocutionary does not depend on the locutionary and illocutionary, it stands alone, so there are differences in the amount of the three. finally, not all locutionary and illocutionary can conduct perlocutionary. it proved there only two of ten data that have perlocutionary forces. it is caused by many factors behind the lack of occurrence of perlocutionary, such as lack of sensitivity to the speaker, or probably the speech does not require any perlocutionary forces in its. from this analysis, the writers and the people are recognizing about locutionary, illocutionary, and perlocutionary, also understand the function of each utterances that spoken by the speaker. jimmi & sidauruk, j. 28 p-issn 2614-5960, e-issn 2615-4137 references al-rassam, eba m. 2010. analyzing political discourse: towards a pragmatic approach. college of basic education researchers journal vol. 10, no. 1. austin, john langshaw. 1962. how to do things with words. london: oxford university press, ltd. dylgjeri, ardita. 2017. analysis of speech acts in political speeches. european journal of social sciences studies., vol. 2, issue 2. issn 2501-8590. factbase. 2017. remarks: transcript donald trump – washington, dc – january27, 2017. united states: factsquared, inc. kreidler, charles w. 1998. introducing english semantics. london: routledge taylor and francis group. marschark, mark, and patricia elizabeth spencer. 2003. oxford handbook of deaf studies, language, and education. new york: oxford university press, inc. sapir, edward. 2001. language: an introduction to the study of speech. new york: harcourt, brace and world. searl, john rogers. 1969. speech acts: an essay in the philosophy of language. london: syndics of the cambridge university press, ltd. searl, john rogers. 1979. expression and meaning: studies in the theory of speech acts. new york: cambridge university press, inc. štefanovičová, michaela. 2011. conversational implicature in political discourse. (from https://dk.upce.cz/handle/10195/42403?locale-attribute=en) tatham, mark, and katherine morton. 2011. speech production and perception. edinburgh: edinburgh university press, ltd. trump, d. 2017. president trump signs executive order for refugees and citizens from 7 majority muslim countries. united states: youtube, inc. (retrieved from https:youtube.com) biography jimmi, an english lecture in universitas bina sarana informatika, jakarta. his research is interesting in writing subject, literature study, teaching, linguistic, and toefl. the writer is also as head of language center of bsi. the available email can be found at jimmi.jmm@bsi.ac.id https://dk.upce.cz/handle/10195/42403?locale-attribute=en research and innovation in language learning vol. 2(1) january 2019 p-issn 2614-5960, e-issn 2615-4137 29 juniato sidauruk, an english lecture in universitas bina sarana informatika, jakarta. his research is in teaching, writing, linguistics, and literature. the available email can be found at junianto.jnd@bsi.ac.id mailto:junianto.jnd@bsi.ac.id jimmi & sidauruk, j. 30 p-issn 2614-5960, e-issn 2615-4137 research and innovation in language learning vol. 2(1) january 2019 pp. 47-64 pissn: 2614-5960 e-issn: 2615-4137 http://jurnal.unswagati.ac.id/index.php/rill copyright ©2019 euis meinawati, nurmala dewi, dina rachmawati 47 sociological properties of slang used by the characters in step up 2 the streets movie euis meinawati communication and language faculty universitas bina sarana informatika jakarta indonesia nurmala dewi communication and language faculty universitas bina sarana informatika jakarta indonesia dina rachmawati communication and language faculty universitas bina sarana informatika jakarta indonesia abstract the objective of this research is to know the function of the usage of slangs that used by the characters in step up 2 the streets movie. the method of this research was descriptive qualitative. the data were collected through documentation of utterances that contains slang words. the result of this analysis shows that; 1) there are 14 properties used in the movie: „color‟, „efficiency‟, „group-restriction‟, „informality‟, „subject-restriction‟, „orality‟, „musicality‟, „aggressiveness‟, „unconventionality‟, „offensiveness‟ „desire to impress‟, ‟hybridism‟, „localism‟, „secrecy‟. (2) the most frequent of sociological properties is „colour‟. (3) the purposes of using slang are to enrich the language, to induce friendliness or intimacy, to prove that someone did not belong to a certain society, and to be secret. keywords: sociolinguistic, slang, sociological properties, purposes sari tujuan dari penelitian ini adalah untuk mengetahui fungsi penggunaan bahasa slang yang digunakan oleh para pemeran film „step up 2 the streets‟. metode yang digunakan dalam penelitian ini adalah metode deskriptif kualitatif. pengumpulan data dilakukan melalui proses dokumentasi ujaran yang mengandung kata slang. hasil dari penelitian ini adalah (1) ada 14 properti yang digunakan dalam film, yaitu: „color‟, „efficiency‟,„group-restriction‟, „informality‟, „subject-restriction‟, „orality‟, „musicality‟, „aggressiveness‟, „unconventionality‟, „offenciveness‟, „desire to impress‟, ‟hybridism‟, „localism‟, „secrecy (2)sociological properties yang paling sering digunakan yaitu „color‟, (3) tujuan penggunaan „slang‟ yaitu untuk memperkaya bahasa, untuk menjalin keintiman or keharmonisan, untuk membuktikan bahwa seseorang tidak semestinya berada di suatu lingkungan tertentu, dan rahasia. meinawati, e., dewi, n., & rachmawati, d. 48 p-issn 2614-5960, e-issn 2615-4137 kata kunci: sosiolinguistik, slang, sociological properties, tujuan received 06 october 2018 last revision 23 october 2018 published 24 january 2019 introduction in social life, people should build the interaction between them in order to get the information. in interaction, language is the most crucial thing as the tool to communicate. communication is that the method of giving and receiving the message at intervals 2 or a lot of folks. extremely development of exploitation of language that emerged sorts of languages is caused by the region, surroundings, sex, occupation and age. according to coulmas in orton (2007, p.34), language variation in space forms the subject matter of linguistic geography, which itself includes traditional dialectology. language variation in time forms the subject matter of historical linguistics. the main advances in recent years, however, have been in the more obviously “human” dimensions of variation, that is, in social variation in language. some people used the language in many ways, like as orally and written language. it is as media of human expression or feeling. in communication process, each one has different ways to speak as formal and informal. based on that kind of informal ambience, then it is called by slang. based on sohn (2006a, p.18) “slang can be defined as a variation of a language or vocabulary used by members of a particular group for ease of expression, usually devised with the intent of restricting understanding to members of the group”. according to stolt (2010, p.4) mentioned that “slang is a characteristic for informal situations and is a peculiarity of spoken language, but not every colloquial expression is slang”. slang often occurs in an informal situation such as college students talk with their friends, probably slang often involves in this situation, in fact, slang does not always occur within a conversation, depends on their environment. slang appeared in the twentieth century and firstly used by criminal classes and black communities in london. criminal classes used slang as a secret, whereas the black communities used slang as a protest to the white community who become the majority. day by days, as the development of language in society slang is not only used by black research and innovation in language learning vol. 2(1) january 2019 p-issn 2614-5960, e-issn 2615-4137 49 communities but also white communities used slang as their spoken language especially in american communities. in a study of the sociological approach according to mattiello (2008, p.32), she mentioned “slang is a sociocultural practice that speakers privilege is for such social purposes as being on the same speech-level with one‟s audience facilitating social intercourse, and inducing friendliness or intimacy”. in social aspect, usually slang language use in one community or region as same as the speaker and hearer degree of formality in order to build a close relationship or to avoid to be neglected by the others. in this case, slang is often used by the teenagers in a community by using unusual language to communicate in an informal situation. teenagers use slang language for communication to the others in making a friendship that heard from their friend. according to migut (2010, p.41) who defines some types of slang such as war, slang, criminal slang, urban slang, internet slang, prison slang, political slang, afro american slang, vice slang, sms slang, sex slang. through miguts‟ explanation slang is much wider and there are many kinds of slang. slang is not only used in a social group in a region, but also slang is used in different context. such as internet slang, in fact, people use the internet are not the same as they communicate with the people around the world, much people should be used the internet at the present. zhou (2013, pp.2209-2210) mentioned “slang cannot be distinguished on the basis of its formal or grammatical features”. the writer chooses to step up 2 the streets movie to be analyzed because it is related to the topic of this paper that discussed slang language. the main characters in this movie are teenagers which are using slang language in their spoken. the writer is interested in investigating the social aspects of slang and its function that appear of slang usage in this movie. therefore the writer digs more information about this study then presented through this paper. step up 2 the streets movie, this film was released on july 15 2008. this film tells about the community of street dancer in america. the member of the community are the teenagers who often use slang language as their spoken language. as the writer had mentioned previously, at the previous paragraph meinawati, e., dewi, n., & rachmawati, d. 50 p-issn 2614-5960, e-issn 2615-4137 above, teenagers tend to use slang more in communication. the purposes are same those are to be accepted in a group, to associate with other, to describe a condition that cannot be described by standard english. based on statement above, the purposes of research is to know sociological properties of slang language used by the characters in step up 2 the streets movie. research method the writer used descriptive qualitative research using content analysis. the writer conducted the data analysis by enriching the information, looking for relationships, comparing and finding the pattern on the basis of the original data. the results of data analysis are presented in the form of a narrative description. validity technique of data i.e. choosing and watching the movie, collecting the utterance that has slang words, analyzing and classifying the sociological properties based on theory, the writer confirmed the data with the experts who competent according the research object. finding and discussion sociological means, the social factor that influences language usage especially slang. to define the properties that are used, the writer defines the appropriate meaning of slang, analysis the characteristic of slang in the dialogues. the writer uses mattiello‟s theory about sociological properties as a source of this analysis. in mattiello‟s theory, there are 31 sociological properties it also shows that the sociological properties may be classified in relation in either the speaker or the hearer. the properties of slang below are classified into speaker and hearer oriented that find in the dialogues, following: table 1. speaker and hearer orientation slang speaker oriented hearer oriented group restriction color informality musicality localism aggressiveness subject restriction offensiveness secrecy desire to impress from that explanation, the writer associates slang with the most appropriate sociological properties of slang. based on the analysis the writer finds 14 properties of slang used in research and innovation in language learning vol. 2(1) january 2019 p-issn 2614-5960, e-issn 2615-4137 51 step up 2 the streets movie which are the properties and the forms of slang will be presented in the next followings. 1. hybridism data 1: aye missy: “aye, why it gotta be me?” andie: “cause you are the youngest” duration 00:04:46,319 --> 00:04:48,310 one of the characteristics of slang is that some foreign language may occur in its vocabulary. the term aye means (hello), it is the scottish way of saying yes, it indicates that aye is kind of foreign language that occurs within the dialogue between teenager. the term aye relates to “hybridism properties‟ of the sociological feature. data 2: telemundo missy : [speaking spanish] felicia: ”girl, stop slinging that spanish at me, telemundo” duration 00:04:54,026 --> 00:04:57,189 telemundo is an unfamiliar term, that is used by the speaker, it is the expression that describes someone who speaks spanish. this term is one of a foreign language, that is associated with “hybridism‟ of sociological properties of slang 2. group-restriction data 1: man tuck: “yo, the four-one-oh killed again, man” (laughing) duration 00:04:20,059 --> 00:04:22,493 the man has originally meaning (male friends), it used as someone relation with other in a group. it also identifies people of a common age and experience. this word is categorized as “group-restriction‟ properties of a sociological feature. data 2: guys chase: “guys, come on. this is one performance. you can let it get you down” andie: “we didn't‟t work this hard to give up” meinawati, e., dewi, n., & rachmawati, d. 52 p-issn 2614-5960, e-issn 2615-4137 duration 00:48:16,990 --> 00:48:17,091 guys is a general form of address it can be used to men or women in the mixed group. it indicates the speaker is a member of a particular group and it relates with “grouprestriction‟ properties of sociological properties. data 3: son felicia: “that was sick, son”andie: “thank you very much i'm a genius” duration 00:04:22,562 --> 00:04:23,722 son is the expression for the closest friend. this expression occurs in conversation among the member of a group that indicates the speaker is a part of a particular group. it refers to the speaker oriented which is the most appropriate properties used is “grouprestriction‟. 3. desire to impress data 1: gotcha tuck: “gotcha!” andie: “oh, jesus. tuck!” duration 00:05:00,099 --> 00:05:01,862 slang deliberately used by the speaker to impress or shock others, gotcha means (got you) is used by the speaker to shock others. this expression includes in “desire to impress‟ properties of a sociological feature. 4. secrecy data 1: piece of cake tyler: “piece of cake”andie: “no way” duration 00:14:18,189 --> 00:14:21,352 a piece of cake is another way to say something that very easy to do. this term defines as “secrecy properties‟ of sociological properties because both of characters above want to hide their conversation from other. data 2: spot research and innovation in language learning vol. 2(1) january 2019 p-issn 2614-5960, e-issn 2615-4137 53 andie: “yo, we gonna get some serious youtube play, son”felicia: “come on, let's go. we gotta get to the spot” duration 00:04:33,039 --> 00:04:35,030 spot means an apartment, building or particular place, based on the situation above the speaker tries to hide their conversation from the people around. it should be recognized by the member of the group itself where is the place mean. this term refers to “secrecy‟ of sociological properties of slang, which is only the member of the group who knows where it means. 5. aggressiveness data 1: homeboy tuck: “why don‟t you show us now, homeboy”kido: “all right lets go” duration 00:45:41,669 --> 00:45:43,762 homeboy is the expression of someone who dislike another, homeboy like a mamas‟ boy who never comes out. it is used by the speaker to mock the hearer as his distaste. it is categorized in the sociolinguistic feature as “aggressiveness‟ of sociological properties. data 2: out of luck tuck: ”you‟re out of luck! now go home leave”missy: “that‟s mad wack b” duration 01:21:41,391 --> 01:21:45,122 out of luck means that someone is not having a chance for success. it used as speaker expression who dislike of someone from outside his group. this is categorized as the “aggressiveness properties‟. 6. colour data 1: chill out andie: “i don‟t even need to explain this. i‟m out”tayler: “whoa, whoa, whoa come on chill out” duration 00:09:38,443 --> 00:09:40,468 meinawati, e., dewi, n., & rachmawati, d. 54 p-issn 2614-5960, e-issn 2615-4137 chill out means to be calm down, slang has a tendency to be colourful to make speech more interesting in interaction with other. in order to get the interlocutor‟s attention, the speaker made some words to be more colourful and to make the situation better. the writer argues, that this term refers to “color properties‟ of the sociological feature. data 2: kicked out andie: “i got kicked out of my crew”chase: “what for?” duration 00:38:56,064 --> 00:38:58,965 kicked out or dishonourable discharge is the expression of the speaker to get hearer attention. by using extraordinary language, the hearer will be interested more in the topic. sociolinguistic feature in this term is defined as “color‟ of sociological properties. data 3: check it out chase: “you guys, listen up. check it out” all : (notice) duration 00:41:07,695 --> 00:41:09,560 check it out means, it used by the speaker to attract people attention with colour full words. as mattiello‟s theory that slang has a tendency to be colour full and interesting, this term including “color of sociological properties‟. 7. subject-restriction data 1: gig tuck: “yo, we got this gig at the dragon coming up” all : (notice) duration 00:18:44,822 --> 00:18:46,847 a live performance either musical, theatrical or physical called gig, it describes as the activity of a group. this slang may be unfamiliar for people from outside, it only recognizes by the member of a group. “subject-restriction‟ is the most appropriate properties for this word, as mattiello‟s statement that sometimes slang describes as the vocabulary of some activity in a society which makes slang peculiar to a set of people who are identified by the specialized terms they use among group members. research and innovation in language learning vol. 2(1) january 2019 p-issn 2614-5960, e-issn 2615-4137 55 data 2: dj tuck: “hey, yo. dj sand! drop that beat homey” dj sand: “lets clear the dance floor, see what they are talking about duration 00:45:50,811 --> 00:45:53,974 dj is the abbreviation of disc jockey, in the sociolinguistic feature, it defines as “subject-restriction‟ of sociological properties. in mattiello‟s theory, slang is sometimes described as the vocabulary of some profession or occupation, e.g. a disc jockey is someone‟s profession to play music. 8. efficiency data 1: jam session andie: “when i was a little, my mom took me to watch a jam session” (narration) duration 00:00:52,952 --> 00:00:55,512 on the dialogue above, the speaker is explaining about her childhood memory that her mother often took her to watch a jam session, it means a gathering of musicians, especially jazz musician playing freely in a public performance. the speaker tries to explain that activity in a simple way, this is characterized as the “efficiency‟ of sociological properties which is the reason for using slang is to be brief and concise. data 2: texting felicia: “where have you been? i have been texting you all day” andie: “i know, i am sorry, the school thing is crazy” duration 00:29:34,270 --> 00:29:36,670 it describes as the vocabulary of some activity in a society which make peculiar slangs to a set of people who are identified by the specialized terms they use among group members. data 2: dj tuck: “hey, yo. dj sand! drop that beat homey” dj sand: “lets clear the dance floor, see what they are talking about duration 00:45:50,811 --> 00:45:53,974 meinawati, e., dewi, n., & rachmawati, d. 56 p-issn 2614-5960, e-issn 2615-4137 dj is the abbreviation of disc jockey, in the sociolinguistic feature, it defines as “subject-restriction‟ of sociological properties. in mattiello‟s theory, it mentioned that slang sometimes described as the vocabulary of some profession or occupation whereas a disc jockey is someone‟s profession to play music. 9. efficiency data 1: jam session andie: “when i was a little, my mom took me to watch a jam session” (narration) duration 00:00:52,952 --> 00:00:55,512 on the dialogue above, the speaker is explaining about her childhood memory that her mother often took her to watch a jam session. it means a gathering of musicians, especially jazz musician playing freely in a public performance. the speaker tries to explain that activity in a simple way. this is characterized as the “efficiency‟ of sociological properties which is the reason for using slang is to be brief and concise. data 2: texting felicia: “where have you been? i have been texting you all day” andie: “i know, i am sorry, the school thing is crazy” duration 00:29:34,270 --> 00:29:36,670 texting is the act to send a message by cellular phone. as mattiello‟s explanation in patridge, numerous slang is to be brief and concise. word of texting makes the conversation more concise and to help the efficiency in the talk. this word includes in “efficiency properties‟ of the sociological feature. data 3: freestyle andie: “why don‟t you dance here?” moose: “i can freestyle all right, right?” duration 00:33:44,720 --> 00:33:46,847 freestyle means the term for a form hip-hop dance that borrows from many styles of dance in and outside of hip-hop. it includes in “efficiency‟ of sociological properties research and innovation in language learning vol. 2(1) january 2019 p-issn 2614-5960, e-issn 2615-4137 57 because the message delivered by the speaker is brief and concise but it still understood by the hearer. 10. localism data 1: dang man: “oh dang! relax, relax. that‟s my computer man” all : (exclaiming) duration 00:52:46,593 --> 00:52:47,617 dang is a euphemized of damn mostly used by southerners and mormons. the characteristic of this word is not found in hearer oriented, dang, include in speaker oriented that speaker characterized as an individual who comes from the specific regional area. dang defined it as “localism‟ properties mean that slang in many regions is different, although they share english as their common language. data 2: gosh [hip hop song plays on ringtone] moose: ”it's my mom”andie: “oh, my gosh!!” duration 00:32:31,113 --> 00:32:34,480 gosh is the surprising exclamation of the speaker. there is not evidence about the speaker nationality but this term may include as “localism‟ sociological properties of slang because of this expression associate with britain slang. 11. musicality data 1: whatcha gonna do dj sand: “she punched on you, whatcha gonna do?” all : (book) duration 00:12:20,505 --> 00:12:22,496 normally teenager uses the term whatcha gonna do only when speaking fast and casually with their friends. for example, whatcha is the short form of (what are you) and gonna is a short form of (going to). if it said them very fast, without carefully pronouncing of each word‟s pronunciation. it can be heard whatcha gonna do. this term refers to “musicality‟ of sociological properties which is slang tends to play with sound. meinawati, e., dewi, n., & rachmawati, d. 58 p-issn 2614-5960, e-issn 2615-4137 data 2: holy hell felicia: “holy hell. i cannot believe you're about to do this”andie: “well, it is this or texas, so... take your pick” duration 00:15:06,537 --> 00:15:11,497 holy hell is the expression of someone felling disbelief about something. the writer assumes this term refers to hearer-oriented which is the speaker of this movie tries to attract the attention of the interlocutor. the most appropriate properties of this slang are “musicality‟ which tends to play with sound. 12. orality data 1: yeah tayler: “maryland school of the arts” andie: “yeah, i know what it is” duration 00:09:47,685 --> 00:09:50,245 yeah, means yes, is the expression that often used as everyday conversation. this is the type of “orality‟ of sociological properties. it occurs within the conversation between two people in an informal situation and this term is never used in formal written language. data 2: geez andie: “oh, geez!” chase : (laughing) duration 01:00:28,420 --> 01:00:30,752 geez is the exclamation of surprise. this expression is associated with spoken language. the writer defines that the most appropriate of sociological properties used is “orality‟. data 3: gosh [hip hop song plays on ringtone] moose: ”it's my mom”andie: “oh, my gosh!!” duration 00:32:31,113 --> 00:32:34,480 gosh used as an expression surprise of the speaker. based on the situation of the dialogue it refers to “orality‟ of sociological properties. but it will be different if the speaker is a britain. this form includes in “localism‟ of sociological of slang because research and innovation in language learning vol. 2(1) january 2019 p-issn 2614-5960, e-issn 2615-4137 59 gosh is an expression of british slang, but there is no evidence about the nationality of the speaker in this movie. 13. informality data 1: big deal sarah: “you realized you could have been arrested?” andie: “it was‟t a big deal. you have no idea” duration 00:06:40,933 --> 00:06:43,094 the expression of big deal means that something anything that is very important. the second speaker above viewed as someone who has the desire to soften seriousness, which is the first speaker talk something important to the second speaker. the condition above tends to show the “informally‟ properties of a sociological feature. data 2: whatever tyler: “i'm just trying to look out for you”andie: “yeah, whatever” duration 00:13:35,113 --> 00:13:37,775 whatever means that the speaker does not care about the topic of the conversation. the speaker tends to soften the seriousness of the conversation. it refers to the “informal‟ of sociological properties of slang. 14. offensiveness data 3: fish tuck: “hey, yo, dj sand! drop that beat, homey. looks like we've got new fish in town” dj sand: “let's clear the dance floor. see what they talking about” duration 00:45:51,849 --> 00:45:54,010 fish is the expression of the speaker as disrespect for other people by impolite appellations. in this case, fish means a stupid or inept person. this term describe as “offensive‟ of sociological properties of slang which is many of sexist slang word refer to male or female as animals. meinawati, e., dewi, n., & rachmawati, d. 60 p-issn 2614-5960, e-issn 2615-4137 15. unconventionality data 1: benjamin dj sand: “what's poppin'? i'm the man, dj sand. tonight it's all about the benjamins, baby” (playing music) duration 00:08:04,283 --> 00:08:07,377 the term benjamin means money, which is this term defines as an unusual slang expression. this term describes as “unconventionality‟ of sociological properties of slang that refers to speaker oriented in order to release the speaker from monotony or neutral style. based on the data above, the writer summarizes some characters of step up 2 the street movie that frequently involved the terms of slangs in their spoken language in their daily life. the characters are the followings. 1. andie is an american girl. she is included in a dancer community in new york. in interaction, she often uses some terms of slang such as jam session (a gathering of musicians), cheesy (not real), big deal (anything very important), kicked out (dishonourable discharge), gosh (surprising exclamation) etc. those are some terms of slang that used by andie step up 2 the street movie. 2. missy, the same as andie, missy also one of the members of a street dancer in new york, she is an american girl but in the dialogue, the writer finds a foreign word that used by her as her expression as the affirmative of something. the word is aye (the expression of saying yes), the word of aye is the expression of saying yes in scotland, therefore foreign language may occur in its vocabulary. 3. tayler is andie‟s brother. sometimes people need to adapt to communication with other by understood or even used unfamiliar words, in this case, tayler used some slang words in other to get closer his younger sister andie. some terms of slang used are chill out (calm down), a piece of cake (something very easy to do) etc. 4. tuck is a black american that leads the dancer community in new york, as the writer knows that the black community related with the published of slang. slang begins to recognize and use by public since black community use it as a secret. the dialogues of tuck that include terms of slang are man (friends), gotcha (got you), research and innovation in language learning vol. 2(1) january 2019 p-issn 2614-5960, e-issn 2615-4137 61 homeboy (the expression of dislike), out of luck (not having a chance for success), gig (a live performance), homey (someone who never goes out) etc. 5. felicia is one of the members of a community of street dancer in new york, in interaction with friends, she also used some terms of slang such as texting (send a message by cellular phone), holy hell (expression of disbelieving of something), telemundo (expression of spanish) etc. through those features of sociological properties mentioned above, the slang usage has a certain background in its use. every single word has different properties and certainly, it depends on the situation, the purposes, language variant and established time. slang is a typical spoken, informal side of human interaction, and slang words are restricted in their social status and geographical distribution (brown & de klerk, 2006). the different opinion that said slang is an ever-changing set of colloquial words and phrases that speakers use to establish or reinforce social identity or cohesiveness within a group or with a trend or fashion in society at large (brown & eble, 2006). the use of slang is offered as a major index and signal of alienation and solidarity, remarkable in that the same locution can signal both in the same situation. the development of studies of slang will contribute substantively as a significant component of linguistic and social behaviour and methodologically as a basis for integrating the study of language and society into a unified theoretical framework (drake, 1980). conclusion and recommendation slang is associated with many sociological properties, which has varied functions there are 31 sociological properties mentioned by mattiello, and the properties are reported only 14 properties include. there are 1.) „color‟ properties; as hearer oriented in order to get his/her attention. 2.) „orality‟; associated with spoken language and never used in formal written language. 3.) „efficiency‟; to deliver the message in a simple way. 4.) „musicality‟; slang as hearer oriented in order to get hearer attention, the typical tendency of slang is to play with sound. 5.) „group restriction‟; as speaker oriented that speaker as a member of a group with same age and experience. 6.) „informality‟; as speaker oriented in order to soften seriousness. 7.) „aggressiveness‟; as hearer oriented, express hostility and dislike. 8.) „localism‟; as speaker oriented, as an individual who meinawati, e., dewi, n., & rachmawati, d. 62 p-issn 2614-5960, e-issn 2615-4137 coming from the different region. 9.) „subject restriction‟; as speaker oriented that describe the activity, occupation and profession. 10.) „hybridism‟; as speaker oriented, that slang may use foreign language. 11.) „secrecy‟; slang is exclusive. 12.) „offensiveness‟; slang is free natural speech. 13.) „desire to impress‟; as hearer oriented to shock, arresting other. 14.) „unconventionality‟ of sociological properties. for the next researcher, this paper is concerns to the topic about sociological properties of slang in general. it is important to take different research slang perspective in sociological properties of „ephermeral‟ and „time-restriction‟ feature means in a shortlived and ever-changing vocabulary viewed from more specific theories because slang as high rising and innovating on its vocabulary in every generation. it may have different forms in every century, e.g. comparing the changing of the words to meaning in every century. references brown, k., & de klerk, v. (2006). slang, sociology. encyclopedia of language & linguistics, 407–412. https://doi.org/10.1016/b0-08-044854-2/01303-1 brown, k., & eble, c. (2006). slang, argot and ingroup codes. encyclopedia of language & linguistics, 412–415. https://doi.org/10.1016/b0-08-0448542/01514-5 coulmas, florian. (2007). population decline and ageing in japanthe social consequences. new york: the taylor and francis e-library. drake, g. f. (1980). the social role of slang. language, 63–70. https://doi.org/10.1016/b978-0-08-024696-3.50015-6 mattiello, elisa. (2008). an introduction to english slang, a description of its morphology, semantics and sociology. milan: polimetrica migut, pawel. (2010). the study of social varieties of english with special emphasis on the am. e. cb slang. norderstedt germany: grin verlag sohn, ho-min. (2006). korean language in culture and society. university of hawai‟i press stolt, robert. (2010). the translation of slang. norderstedt: grin verlag. research and innovation in language learning vol. 2(1) january 2019 p-issn 2614-5960, e-issn 2615-4137 63 zhou, yanchun, (2013). a sociolinguistic study of american slang. finland: academy publisher biography euis meinawati is an english lecturer of the faculty of communication and language universitas bina sarana informatika jakarta. her research interests are among the language learning, pragmatics, and linguistics. she is available at euis.eum@bsi.ac.id nurmala dewi is an english lecturer of the faculty of communication and language universitas bina sarana informatika jakarta. her research interests are among the language learning, pragmatics, and linguistics. she can be contacted at nurmala.nmd@bsi.ac.id dina rachmawati is an english lecturer of the faculty of communication and language universitas bina sarana informatika jakarta. her research interests are about the language and linguistics. mailto:nurmala.nmd@bsi.ac.id meinawati, e., dewi, n., & rachmawati, d. 64 p-issn 2614-5960, e-issn 2615-4137 research and innovation in language learning vol. 3(3) september 2020 pp. 220233 pissn: 2614-5960 e-issn: 2615-4137 http://jurnal.ugj.ac.id/index.php/rill copyright 2020@ ani fiani 220 article students’ perception toward the enactment of metacognitive instruction in an efl writing class: lesson learned from a private university in indonesia ani fiani annie_fiani@yahoo.com department of english education, stkip pgri lubuklinggau, south sumateria indonesia abstract last five years has witness the crucial contribution of metacognitive pedagogy in efl class. yet, little has been paid this issue in the context of higher education. thus, last five years has witness the crucial contribution of metacognitive pedagogy in efl class. yet, little has been paid this issue in the context of higher education. . thus, this article discussed the students’ responses towards the use of the teaching program. this case study situated in a private university in indonesia. the data were garnered from distributed questionnaire and reflective journal writing. the research results revealed that most of the efl students had highly positive responses towards the implementation of metacognitive instruction in an efl writing class including three aspects, namely the learning materials, learning activities, and benefits of the learning processes. therefore, the teaching program had encouraged and benefited to the students in learning to write. metacognitive instruction, as an alternative of effective methods, should be considered by teachers to help their students to become more independent learners. keywords: efl, metacognition, metacognitive instruction, writing sari metakognisi memainkan peranan penting dalam mengembangkan siswa menjadi pembelajar sukses yang mampu merencanakan tujuan pembelajaran mereka, memantau kemajuan belajar mereka, dan mengevaluasi hasil belajar mereka. karena peranan penting metakognisi dalam pembelajaran bahasa, penerapan instruksi metakognitif dalam kelas menulis bahasa inggris sebagai bahasa asing telah dilakukan selama satu semester. untuk itu, artikel ini membahas tanggapan siswa terhadap penggunaan program pengajaran tersebut. penelitian yang dilakukan terhadap tiga puluh tiga mahasiswa di sebuah perguruan tinggi swasta di lubuklinggau ini menggunakan deskriptif kualitatif dengan pengumpulan data melalui kuisioner dan jurnal reflektif. hasil penelitian menunjukkan bahwa sebagian besar siswa efl memiliki respon yang sangat positif terhadap penerapan pembelajaran metakognitif di kelas menulis bahasa inggris sebagai bahasa asing yang meliputi tiga aspek yaitu materi pembelajaran, mailto:annie_fiani@yahoo.com research and innovation in language learning vol. 3(3) september 2020 p-issn 2614-5960, e-issn 2615-4137 221 kegiatan pembelajaran, dan manfaat proses pembelajaran. oleh karena itu, program pengajaran ini telah mendorong dan memberikan manfaat kepada siswa dalam belajar menulis. pengajaran metakognitif, sebagai alternatif metode yang efektif, harus dipertimbangkan oleh guru untuk membantu siswanya menjadi pembelajar yang lebih mandiri. kata kunci: metakognisi, instruksi metakognitif, menulis received 2020-09-07 accepted 2020-09-30 published 2020-09-30 apa citation: fiani, a. (2020). students’ perception toward the enactment of metacognitive instruction in an efl writing class: lesson learned from a private university in indonesia. research and innovation in language learning 3(3), pp. 220-233 http://dx.doi.org/10.33603/rill.v3i3.4105 introduction nowadays, metacognition instruction plays a crucial role in improving language teaching and learning. for instance, tarricone (2011) argues that metacognition is an important aspect to language learning. in contrast, teachers included in metacognition are preferable to assist their own and their students' development as stated by fairbanks et al (2010) and hattie (2012). then, policymakers increasingly recognize the significance of metacognition, which they classify as a crucial competency for meeting future individual and global challenges (griffin, mcgaw, and care, 2012). moreover, according to van velzen (2016) students who have good metacognition will become independent learners to learn of their own accord in the future effectively. thus, it means that helping students construct language knowledge appears insufficient because they must also become active learners in the processing and memorization of information by making sense of their learning process. research also shows, for instance, that metacognition positively affects the effectiveness and quality of learning (anderson, 2002, 2008; chamot, 2004; somaye and shahla, 2016; wenden, 1998), academic success (zimmerman and bandura, 1994), the improvement of student autonomy (victori, 1999), and strategy use and selfregulated learning (wenden, 1992). in the indonesian context, the importance of metacognition to develop can be seen from one of the curriculum purposes in higher education that students should become autonomous learners in regulating or monitoring their learning in and beyond the classrooms (permenristekdikti, 2015). regarding this, http://dx.doi.org/10.33603/rill.v3i1 fiani, a. 222 p-issn 2614-5960, e-issn 2615-4137 efl teachers, as facilitators or experts, should design their teaching programs more learner-centered learning processes. as educational experts and methodologists believe that teachers should train their students "how to learn," and thus they by themselves, using different techniques or strategies, plan, monitor, and evaluate their learning processes (sardareh, saad, and boroomand, 2012). in short, students should be active and constructive in their learning, aware of their strengths and weaknesses, and learning strategies that they use to help them achieve their learning outcomes. regarding to efl writing contexts, a study conducted by fareed et al. (2016) found that students often faced difficulties in writing essays due to limited linguistic knowledge, anxiety, and lack of ideas, as well as l1 inferences and insufficient understanding of structure organization. one of the factors causing the writing problems is an ineffective use of strategies (graham et al., 2000). since teaching writing skills is still challenging in the efl setting, teachers need to seek a revolutionary way to deal with it. thus, cohen and macaro (2007) suggest that students need strategy-based practices to improve their writing abilities. as zimmerman and bandura's (1994) view, they stated that learning strategy use plays an essential role in maximizing students' knowledge and writing skills. students should be taught the contextual, structural and educational principles of writing in a strategy-focused manner, taking into account student writing skills and competences (sever, 2011, in cer, 2019). to overcome low proficient writers in indonesia and by considering the importance of metacognition, a model of teaching-learning interaction is proposed in this research. it is metacognitive instruction (joyce and weil 1992; pea et al., 2002 in recee & walker, 2007, p. 58). the instruction encourages students to become more independent and autonomous (more able to plan, monitor and evaluate their learning process) and thus become efficient and successful students or, in other words, self-regulatory learners (cer, 2019; fenghua lv, 2010; goctu, 2017). metacognitive learning activities, such as planning, monitoring, and evaluation, may assist students to improve and regulate awareness of linguistic and cognitive level for writing (harris, santangelo, and graham, 2010). research and innovation in language learning vol. 3(3) september 2020 p-issn 2614-5960, e-issn 2615-4137 223 however, the implementation of metacognitive instruction has not been widely conducted in the indonesian higher education setting, particularly in writing classes with less proficient students. mbato (2013) investigated a metacognitive approach to facilitate self-regulation in reading classes in universitas sanata dharma, yogyakarta. the findings showed that the students' self-regulation in reading had significantly improved, particularly in personal and strategy aspects. they are more self-regulated in their learning to read, however, this study did not investigate the development of the students' reading comprehension. moreover, fiani (2018) conducted a case study related to the implementation of metacognitive instruction in efl listening contexts during one semester. she found that the instruction improved the students’ ability in learning to listen and benefited various effective strategies to help them becoming more successful language learners. therefore, regarding to the implementation of metacognitive instruction in efl writing, this article tried to investigate the students’ responses towards the teaching program used in one semester in a private university in lubuklinggau with thirty three students in the academic year of 2019/2020. methods enacting a descriptive case study, this study was conducted at a private university at lingga during a semester of academic courses. this study attempted to describe the students’ responses towards the implementation of metacognitive instruction in an efl writing class in a private university during one semester. according to malik and hamied (2014, p.20) a descriptive study is focusing on gathering, managing, and summing up information on the issue under inquiry. participants thirty-three efl students in the academic year of 2019/2020 were recruited and voluntarily participated in the study. regardless to their sex identities due to ethics and negotiation consent, they aged around 19-22 year old. they have been learning english as their majors for over two years and categorized in intermediated level. data collection and analysis fiani, a. 224 p-issn 2614-5960, e-issn 2615-4137 to achieve the objective of the study, the researcher collected research data through distributing a questionnaire and reflective journals. those research data then had been analyzed by considering three aspects of the implementation of the research program, namely learning materials, learning activities, and benefits of the learning processes. results and discussion this part discussed the students' responses to the teaching program. the program used in the research used a metacognitive approach proposed by wenden (1992) and harris et al. (2010). then, in developing the instruction implemented in the classroom, the researcher used the calla approach designed by o'malley and chamot (1990) combined it into writing instruction. the researcher named it as metacognitive-based writing instruction. the metacognitive-based writing instruction was implemented during one semester into 16 meetings. in each meeting, the students were encouraged to use several strategies to improve their writing abilities from planning to evaluation. the following part will present the students' responses toward the teaching program in nine statements. the students tried to respond to learning materials, learning activities, and benefits of the learning activities after they engaged in the teaching program during one semester into 16 meetings. there were data collection tools, namely reflective journal, and questionnaire, prepared in order to investigate the students' opinions and to find out whether the implementation of metacognitive-based writing instruction was beneficial for them. the questions in the reflective journals included the process of writing as well as students' views on the metacognitive writing strategies before, during, and after the implementation. the questionnaire statements generally consist of the learning materials, learning activities, and the benefits of the teaching program. students' responses to learning materials regarding the learning materials, the students were asked several questions to reflect what they think about them. during the teaching program, there were several questions: research and innovation in language learning vol. 3(3) september 2020 p-issn 2614-5960, e-issn 2615-4137 225 1) do you think that the learning materials, descriptive and narrative texts, are relevant to the level of your capacities? 2) in your opinion, is the presentation of the learning materials systematic and easy to understand? 3) do you think that the learning materials used are closely related to the real world? students 18 and s20 stated that their teacher's descriptive and narrative texts during the teaching program are relevant to their competencies in english. they learn step by step in writing descriptive and narrative paragraphs/essays. they enjoy learning to write those texts. student 06, for example, stated that her teacher had systematically explained the learning materials so that she could easily follow and understand those materials. if she faced writing difficulties during the writing process, she did not doubt to ask her teacher. then, the majority of the students mentioned that the topics of the descriptive and narrative texts related to the real world. they described things, places, or people around them. they helped those students quickly developed their ideas in writing. student 03, for instance, stated: i am happy studying to write during the class. i can develop my ability. my teacher explains the materials systematically and easily to understand. i can write descriptive and narrative texts in paragraph and essay forms with selected topics. the topics are well-known by us because they are around us. the students' responses on the teaching program's learning materials are summarized in the following table. table 4.1.: students’ responses on learning materials no. statements agree disagree 1. the materials in the teaching program are relevant to the level of students’ abilities. 100% 2. the presentation of the learning materials is systematic and easy to understand. 100% 3. the learning materials used are closely related to the real world. 100% the percentage of students indicates that the teaching materials, narrative and descriptive texts, used in the teaching program were relevant to the level of their abilities, systematic and easy to understand, and closely related to the real world. all of the students (100%) agreed to the statements after implementing the metacognitivebased writing instruction during one semester. fiani, a. 226 p-issn 2614-5960, e-issn 2615-4137 learning materials play a crucial role in language teaching and learning. they are tools that are applied to facilitate learning and understanding of concepts, particularly a writing subject. based on the research results above, the students had good responses towards the learning materials in learning to write effectively and efficiently. the materials had motivated them in mastering their writing skills. they were meaningful for the students. it is in line with busljeta’s (2013) statement that one of objectives of teaching and learning materials is motivating learners. therefore, the materials used in this study were relevant, systematic, easy, and closely correlated to the facts. students' responses to learning activities regarding learning activities in the teaching program, the students had been asked several questions in their journals such as 1) did you apply metacognitive writing strategies before this teaching program? 2) do you now apply the planning activities before the writing task? 3) do you now apply the monitoring activities while the writing task? 4) do you now apply the evaluation activities after the writing task? metacognitive writing strategies are new for the majority of the students. they stated that they did not know about the strategies before the teaching program. however, some of them mentioned that they have ever implemented those strategies, although they did not know the name. student 19, for example, argued: i am not familiar with the name of metacognitive strategies before. it is the new one for me. however, i have been using some strategies, although i don’t know that it was called metacognitive writing strategies. now, after implementing the strategies, i make writing paragraphs and essays easier and more fun. (refl.05) in the planning phase, most of the students argued that they did planning activities before writing a text. the planning stage helped them in organizing their texts. student 11, for instance, stated: when my lecturer asked me to write a descriptive text. i try to plan it by using an outline strategy to organize my writing. this activity is important to help me in arranging the text and see the whole picture of my writing before i make a draft (refl.03). research and innovation in language learning vol. 3(3) september 2020 p-issn 2614-5960, e-issn 2615-4137 227 then, in the monitoring stage, most of the students stated that they tried to read and check their rough drafts. they do those activities after they finish writing each sentence in making a paragraph and each paragraph in making an essay. student 29, for example, mentioned: yes, i check my draft by looking at my plan whether it followed the outline or not. sometimes i stop and recheck what i have done and what is still needed to be done (refl.3). moreover, most of the students stated that they tried to apply evaluating strategies after they had written a text. after finishing their draft, they evaluate it step by step from content and organization, as well as sentence construction and vocabulary. student 13, for instance, said: yes, i use the assessment stage after writing a descriptive essay. i evaluate my draft by reading and check the content, organization, and grammar as far as i know. sometimes if i doubt that my writing is good enough or not, i asked my classmate to check and comment it. now i know how to use it efficiently and effectively. furthermore, the students’ survey responses on learning activities implemented during one semester through metacognitive instruction are summarized in table 17 below. table 4.2: students’ survey responses regarding learning activities no. statements agree disagree 1. the learning instructions used are clear and easy to understand. 100% 2. the learning activities used to make it easier for students to learn writing skills. 100% the students' responses related to learning activities used in the teaching program were shown in two statements. based on the statements, all of the students (100%) agreed that the learning instruction used was clear and easy to understand. the instruction also made it easier to learn writing skills. during one semester, they used various effective writing strategies from planning, regulating, and evaluating their learning performance. those strategies are included in metacognitive strategies. various experts argue that those strategies are needed to master by efl students so that they are more selfregulated and successful language learners (anderson, 2002, 2008; chamot, 2004; somaye and shahla, 2016; wenden, 1992, 1998; zimmerman and bandura, 1994). in fiani, a. 228 p-issn 2614-5960, e-issn 2615-4137 conclusion, the learning instructions used in this study were easy and clear to follow, use, and engage in the teaching and learning process. students' responses to the benefits of learning activities regarding the benefits of learning activities, the teacher asked the students to reflect on the use of metacognitive strategies. there were several questions, such as 1) did metacognitive writing strategies that help you write paragraphs and essays? 2) what are your perceptions of the impact of the metacognitive writing strategies on your performance? 3) how did you benefit from pair and group work in the process of writing? 4) are organization, planning, and the use of cohesive devices necessary during the writing process for you? 5) name three things that you gained due to metacognitive writing strategies? 6) did you have any problems while learning to use metacognitive strategies and applying them? the metacognitive writing strategies helped most of the students in learning to write paragraphs and essays. the strategies allowed them to plan, monitor, and evaluate their writing processes so that they did not need to rewrite the texts several times. student 05, for example, stated: i am happy in learning to write by using metacognitive writing strategies. it helped me to write systematically and efficiently. i didn’t need to rewrite my draft several times. it saves my time. i also can write independently. in planning phase, i could expand my background knowledge to support my writing. then, in monitoring phase, i could generally read and check my draft and evaluate it after i finished my writing (refl.5). the student’s statement regarding the impact of the metacognitive strategies on their writing performance showed positive responses. they argued that after engaging in the teaching program during one semester, they got many positive effects such as they could manage their own learning not only in but also outside the classroom; they were aware that those strategies helped them not only in writing but also self-study in general; they felt confident in writing good texts. student 16, for example, mentioned: i believe that metacognitive writing strategies are useful and meaningful for me. i can use them in writing to improve my performance. although using those research and innovation in language learning vol. 3(3) september 2020 p-issn 2614-5960, e-issn 2615-4137 229 strategies is time-consuming and a little bit stressful, but in fact, it is worth it. i felt confident, and i am sure i will get a good grade in this subject (refl.5). considering the benefits of pair and group work in the writing process, the students stated that they got new supports in learning to write. they could learn together and ask their friends if they faced problems during the process. student 11, for instance, said: working in pairs and group works made me happy and enjoyed learning in this class. i can share my knowledge, and if i have some problems, i can ask them. i felt my confidence increasing well. although the objective of metacognitive writing strategies is independently used by me, working together can help me in developing the strategies. we can support each other (refl.5). next, most of the students were aware that the use of cohesive devices, organization, and planning played a crucial role in the writing process. they stated that planning and organizing are critical factors in writing. those helped them in arranging and developing their ideas before they made a draft. moreover, they also mentioned what they gained from metacognitive writing strategies implemented during the teachinglearning processes of writing for general communication, particularly descriptive and narrative texts. generally, they stated that they could write accurately and effectively, broaden their knowledge of the paragraphs and essays, and organize their thoughts in advance. student 17, for instance, mentioned: by using metacognitive writing strategies, i can make my writing more accurate. i can better express myself and activate my background knowledge while writing. these strategies are meaningful and enjoyable activity (refl.5). even though the majority of the students stated positively regarding metacognitivebased writing instruction, they faced many difficulties in using planning, monitoring, and evaluating strategies. they mentioned that those activities initially seemed undoable and formalistic, unsurmountable, and boring as well. however, in the last sections, they felt better and enjoyed using the strategies. the survey also asked the students whether they elicit the benefits of the learning activities after they engaged in the teaching program during one semester. the findings of these four statements are summarized in the following table. table 4.3: students' responses on the benefits of learning activities no. statements agree disagree fiani, a. 230 p-issn 2614-5960, e-issn 2615-4137 1. the learning activities in the teaching program are beneficial for students. 100% 2. the learning activities in the teaching program improve students’ abilities in writing. 97% 3% 3. the learning activities in the teaching program motivate students to learn to write. 97% 3% 4. the learning activities in the teaching program allow students to use them independently outside of the classroom. 94% 6% the data indicates that the implementation of metacognitive-based writing instruction during one semester provided many benefits. regarding statement 1, all of the students (100%) agreed that the learning activities in the teaching program were beneficial. they knew that the teaching instruction helped them to learn effectively in writing. then, 97% of the students agreed that metacognitive instruction activities improved their writing abilities. moreover, most of them (97%) agreed that after they engaged in the teaching program during one semester, the instruction motivated them to learn to write. finally, regarding the statement 4, 94% of the students argued that the learning activities allowed them to use the learning strategies independently outside of the classroom. metacognitive strategies used in this study helped the students to become more selfregulated and successful learners. wenden (1987) explain that successful fl / sl students know how to prepare, manage, concentrate and use a variety of techniques to solve challenges and assess their language learning performances. therefore, through the teaching program, the students elicited many benefits for their own learning to become more independent students. overall, the students' responses and reflective journals revealed that most of the students positively elicited many benefits from the teaching program during one semester. the questionnaire was divided into three categories, namely learning materials, learning activities, and benefits of the learning activities. the results showed that most of the students positively responded to the teaching program during one semester. conclusion & recommendation the important role of metacognition has been considered by many language researchers. they have been aware that this ability can help language learners to become more self research and innovation in language learning vol. 3(3) september 2020 p-issn 2614-5960, e-issn 2615-4137 231 regulated and successful learners. the students are able to become independent learners in planning, monitoring, and assessing their own learning inside and outside the classroom. thus, the researcher implemented metacognitive instruction in teaching writing and tried to find out the students’ responses towards the instruction. the research results have been divided into three aspects, namely the learning materials, the learning activities, and the benefits of the learning processes and showed that most of the students positively responded to the teaching program. they elicited many benefits to help them becoming independent and successful learners who are able to set their learning goals, monitor their learning progress, and assess their learning 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(1992). learner strategies of learner autonomy. new york: prentice hall. https://doi.org/10.1016/s0346-251x(99)00049-4 research and innovation in language learning vol. 3(3) september 2020 p-issn 2614-5960, e-issn 2615-4137 233 wenden, a. l. (1998). metacognitive knowledge and language learning. applied linguistics, 19(4), 515–537. https://doi.org/10.1093/applin/19.4.515. zimmerman, b., and bandura, a. (1994). impact of self-regulatory influences on writing cource attainment. american educational research journal, 31, 845862. conflict of interest no potential conflict of interest is reported about author ani fiani works at english education study program of stkip-pgri lubuklinggau, south sumatera. she gained her master degree from sebelas maret university (uns) in 2012 and is currently pursuing doctoral degree in universitas pendidikan indonesia (upi). her interests are mainly in the area of english language teaching (elt), efl curriculum development. she can be reached via email, annie_fiani@yahoo.com http://orcid.org/0000-0002-2835-1123 https://doi.org/10.1093/applin/19.4.515 research and innovation in language learning vol. 2(1) january 2019 pp. 31-46 pissn: 2614-5960 e-issn: 2615-4137 http://jurnal.unswagati.ac.id/index.php/rill copyright @ 2019 gilang rajasa, nadia tiara antik sari 31 teacher’s communicative teaching to encourage students’ critical thinking gilang rajasa universitas pendidikan indonesia, bandung indonesia nadia tiara antik sari universitas pendidikan indonesia, bandungindonesia abstract generally, students are intended to be better in four skills matter as well as their critical thinking along learning process in the classroom. indonesia elementary school curriculum tends to give no option to build deeper prospect of english subject for about 2x35 minutes a week. the study conducted qualitative research method. the data were obtained from two meetings classroom video recording and observation to expose other findings. the sample data were taken from the fourth grade of elementary school students. next, interviewing the teacher to dig information from the teacher about particular activities and to get teacher’s feedback from the video that has been recorded before. finally, distributing a questionnaire to the students to gain information from another perspective. the findings showed the teacher is not the only one factor which develops and enhance students’ critical thinking, but the students also contribute to encouraging each other to do the task. they helped other students to speak up and state their mind when the teacher tried to open discussion with the class. besides, the teacher gave higher and lower order thinking skill to develop, express, and create students’ mindset to think and to be active along in the classroom. keywords: communication, classroom interaction, critical thinking sari para siswa dipersiapkan untuk menjadi sosok yang lebih baik dalam meningkatkan kemampuan dan keterampilan mereka secara umum dalam pembelajaran di sekolah. kurikulum sekolah dasar di indonesia tidak memberikan banyak opsi untuk membangun prospek yang lebih baik dalam mata pelajaran bahasa inggris, yaitu sekitar 2x35 menit seminggu. penelitian ini menggunakan metode penelitian kualitatif. data diperoleh dari dua pertemuan rekaman video di kelas dan observasi untuk memaparkan temuan-temuan lainnya. sampel data diambil dari siswa kelas empat sekolah dasar. selanjutnya, seorang guru diwawancarai untuk menggali informasi yang lebih dalam. lalu, menyebarkan kuesioner kepada siswa untuk mendapatkan informasi dari perspektif lain. hasil temuan menunjukkan bahwa guru bukanlah satu-satunya faktor yang mengembangkan dan meningkatkan pemikiran kritis siswa, tetapi para siswa juga berkontribusi untuk mendorong satu sama lain untuk melakukan tugas tersebut. mereka membantu siswa lain untuk berbicara dan menyatakan pikiran mereka ketika guru rajasa, g. & sari, n.t. 32 p-issn 2614-5960, e-issn 2615-4137 mencoba membuka diskusi dengan kelas. selain itu, guru memberikan keterampilan berpikir tingkat tinggi dan rendah untuk mengembangkan, mengekspresikan, dan menstimulus pemikiran para siswa untuk berpikir dan aktif secara bersama-sama di kelas. kata kunci: komunikasi, interaksi kelas, berpikir kritis received 29 june 2018 last revision 27 july 2018 published 24 january 2019 introduction learner is one of component in the classroom beside teacher, media, facilities, etc. learners are divided into three parts according to the age; young learners, adolescent, and adult. in this present study, young learners would be the object of the research. learners have a need for individual attention and approval from the teacher. that is why skill from the teacher to teach young learner is needed to accommodate young learners’ unique characteristic especially for 10 to 12 years old learners, as follow they respond to meaning even if they do not understand individual works, they often learn indirectly rather than directly. they take information from all sides, learning from everything around them, their understanding comes not only from explanation, but also from what they see, hear, and sometimes from what they touch and interact with, they find abstract concepts such as grammar rules are difficult to grasp, they generally display an enthusiasm for learning and a curiosity about the world around them, they have a need for individual attention and approval from the teacher, they are keen to talk about themselves and respond well to learning that uses themselves and their own lives as main topics in the classroom, and they have a limited attention span; unless activities are extremely engaging they can get easily bored. (harmer, 2007). moreover, scott & ytreberg, (1991) added that young learners have a tendency to have a very short attention and concentration span. speaking skill is one of the most important skills in implementing language (nunan, 1998). in indonesia curriculum, even government does not put english as a compulsory subject in elementary school level, but schools have to encourage learners to enhance their speaking skill in the classroom. learners are asked to speak english more to research and innovation in language learning vol. 2(1) january 2019 p-issn 2614-5960, e-issn 2615-4137 33 develop their critical thinking as well. moreover, ellis, (1985) also mentioned that students need the opportunity to participate in the interactions in order to develop the capacity for what has been called “communicative” speech in second or foreign language classroom. in other word, interaction is very important in second language development. thus, good communicative teaching must be reached by the teacher to develop learners’ critical thinking. teacher is not merely speak or communicate spoken language to the learners about english materials. teacher also should give motivational power through spoken or written to learners in order to make them feel comfortable, enjoy, and relax to learn english subject each week. in addition, the parameter of enhancing students’ critical thinking in the classroom is using bloom’s taxonomy keywords. it presents how fat the students respond to the materials or topics from the teacher by giving questions related to the lots and hots in bloom’s taxonomy. clark, (2004) described that higher-order thinking is thinking that takes place in the highest levels of cognitive processing. bloom’s taxonomy is the most widely accepted hierarchical arrangement of this sort in education and it can be viewed as a continuum of thinking skills starting with lower knowledge-level thinking and moving eventually to evaluation-level of thinking. in the other hand, higher order thinking skill improves students’ prior knowledge and gain students’ proficiency in english subject and its lesson. lower order thinking skill, according to clark (2004) is more like a brief definition or trigger tool to appeal students’ basic understanding toward particular lesson in the classroom. there are six categories of bloom’s taxonomy; (1) knowledge/remembering is prior knowledge of a subject (lots) (keywords: define, duplicate, list, memorize, recall, repeat, and reproduce). (2) comprehension/understanding is being able to explain and understand the knowledge (lots) (keywords: classify, describe, discuss, explain, identify, locate, recognize, report, select, translate, and paraphrase). (3) application/applying is being able to apply understandings or knowledge (hots) (keywords: choose, demonstrate, dramatize, employ, illustrate, interpret, operate, rajasa, g. & sari, n.t. 34 p-issn 2614-5960, e-issn 2615-4137 schedule, sketch, solve, use, and write). (4) analysis/analyzing is interpreting knowledge in relation to context (hots) (keywords: appraise, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question, and test). (5) synthesis/evaluating is applying knowledge in a new setting (hots) (keywords: appraise, argue, defend, judge, select, support, value, and evaluate). (6) evaluation/creating is evaluating and creating knowledge (hots) (keywords: assemble, construct, create, design, develop, formulate, and write) (hammond, 2007). in brief, the present study is important because it supports significantly to the development of theory, professional, and social exposure. theoretically, the present study increases the literature on communicative teaching method which support teacher to gain the best result in motivating young learners to achieve their speaking skill. secondly, in professional way, this present research also covers some activities and ways of communicative teaching in the classroom to rise up young learners’ critical thinking. furthermore, through this research also, teacher can perceive some methods and strategies to become professional teacher to communicate among the young learners to increase their relationship in english subject as well. last but not least, in terms of social exposure, the present study enlighten both teacher and young learners’ awareness of the importance of communication in the classroom. reflecting from the theories as elaborated above, young learners tend to be more sensitive to the teacher’s instruction as well. they sometimes must encourage themselves from their own motivation to speak and practice english subject all the time with or without teacher’s support. moreover, teacher also should give appropriate motivational communication with the young learners to nurture their english speaking skill. it is expected that both teacher and young learners have something in common to build some descent activities and to make synergy among them in order to set up great communicative values of nurturing young learners’ critical thinking. furthermore, allwright & bailey, (1991) described classroom interaction is distinct from research that can concentrate on the inputs to the classroom (the syllabus, the teaching materials, etc.) or on the outputs from the classroom (students’ test scores), for research and innovation in language learning vol. 2(1) january 2019 p-issn 2614-5960, e-issn 2615-4137 35 instance. the concept of research in classroom interaction is focused on classroom language learning in many different ways, such as how the interaction among teacherstudents build and develop in the classroom. the most important key to create an interactive language classroom is the initiation of interaction from the teacher. this stimulus is important in the initial stage of a classroom lesson as well as throughout the lesson. classroom interaction may indeed be communicative, but it can easily fall into oblique chitchat and behavior without any guidance and supervise from the teacher. yulia, (2013) mentioned that constructing lots and hots keywords in the classroom to communicate with the students. the result stated that choosing appropriate keywords to make contact and interact with the students is very essential to enrich students’ critical thinking. moreover, to determine the successful communication between teacher and students in the classroom, bloom’s taxonomy is the parameter guidance in the teacher-students communication. clark, (2004) added that bloom’s taxonomy is the most widely accepted hierarchical arrangement of this sort in education and it can be viewed as a continuum of thinking skills starting with lower knowledge-level thinking and moving eventually to evaluation-level of thinking. in the other hand, higher order thinking skill improves students’ prior knowledge and gain students’ proficiency in english subject and its lesson. meanwhile, lower order thinking skill more like a brief definition or trigger tool to appeal students’ basic understanding toward particular lesson in the classroom. therefore, to accommodate those purposes, this study construct two questions to stimulate the research findings as follow, (1) what are the factors influence learners’ critical thinking through teacher’s communicative teaching? and (2) how is the teacher’s communication skills to encourage students’ critical thinking? methods this chapter discusses some aspects of research methodology. it consists of research methodology and data collecting strategy, which consist of videotaping a classroom interaction, observing a classroom interaction (field-note taking), interviewing the rajasa, g. & sari, n.t. 36 p-issn 2614-5960, e-issn 2615-4137 teacher, and making questionnaire to the students regarding their opinion about their teacher. this study is descriptive and qualitative in nature. these, by definition, involve description and analysis. the emphasis is exploring the types of strategy (the quality) of the data, that is, teacher’s communicative teaching and ascertaining its relation to the learners’ critical thinking. moreover, the procedure of data processing and analysis cover some steps, those are transcribing, categorizing, and analyzing the data. there were three data collection techniques employed for this study. first, the researcher conducted recording conversation to gain teacher and student’s interaction naturally. second, the researcher conducted interview to the teacher. the last, the researcher also makes questionnaire for the students to reach opinion about their teacher. the researcher used video-taping as a technique for capturing natural interaction used in classroom in detail. the researcher considers this technique as a valuable source of accurate information on teacher-student interaction. the reason of using this technique is in line with burns, (1999) who says that recording can be valuable in furnishing researchers with objective first-hand data for analyzing data of teacher and student’s behavior in the classroom. in addition, some advantages gaining natural interaction techniques, there are actual wording used in real interaction, the range of formulas and strategies used, the length of response or the number of turn it takes to fulfill the function, the length of emotion that in turn qualitatively affects the tone, content, and form of linguistic performance, the number of repetitions and elaboration which occur, and the actual rate of occurrence of a speech act. wray, (1998) states that there are important ethical considerations when it comes to recording people, whether we ask their permission or not. in this case, the researcher recorded the interaction and conversation of fourth grade young learners in a private elementary school with permission because of some reasons; first, the recording was not done in that classroom. second, in order to gain a good quality of recording, the research and innovation in language learning vol. 2(1) january 2019 p-issn 2614-5960, e-issn 2615-4137 37 recorder should be placed appropriately, for example on teacher’s desk or behind the class to cover whole class interaction. therefore, permission from the institution is required. in addition, to get valid transcription result, the researcher listened to the recordings over and over again, so it must be well recorded. the researcher used the observation technique in order to support the data elicited by recording that was, to identify non-verbal behavior and to make data analysis more objective. alwasilah, (2002) states that by observing, a researcher can find implicit understanding (non-verbal behavior) and theory-in use (how the theories applied). beside collecting data through recording and observing the classroom interaction, then, the researcher used interview to support both. alwasilah, (2002) also mentions that by interviewing the respondent, a researcher can get in-depth information because of some reasons, such as the researcher can explain and paraphrase the questions which cannot be understood by respondents, the researcher can give follow up questions, respondents tend to answer the question when they are asked, and respondents can tell something in the past and the future. this study conducted the interview in order to get two purposes. first, the teacher’s impression on what they have heard and seen from the tape and video, whether they will clarify, object, and complete the data. in this case, the researcher played the video or tape after the teacher has finished performing the instruction or the lesson to avoid forgetting the process itself. second, the teacher’s opinion and perception on reasons lie behind the interaction between teacher and students. according to kidder & judd, (1986), there are two categories of interviews. the first is open-ended or free-response which allow the respondents to answer in a relatively unconstrained way. the second is close-ended questions, which present two or more alternatives that the respondents select the choice closest to their own position. in this case, the study applied the category that is in line with the purpose of interview. the teacher was interviewed by using free-response questions after playing the tape to get rajasa, g. & sari, n.t. 38 p-issn 2614-5960, e-issn 2615-4137 the information about their opinion and perspective on learners’ achievement and english skill from teacher’s communicative teaching in the classroom. the researcher used the questionnaire technique in order to cross check with the teacher’s information from the interview technique. it has a purpose to get information from the students about their opinion to the teacher’s interaction in the classroom. it consists of 15 close-questions. the study uses bahasa in order to avoid misunderstanding since the respondents are fourth grade students. the criterion of naturalistic inquiry is trustworthiness. this is to test out the trustworthiness of the data. alwasilah, (2002) adds that trustworthiness is the truth, which is resulted from the description, conclusion, interpretation and other kinds of reports. the study was situated in a private elementary school of a fourth grade students. the population of the class was fairly diverse; composed of 25 young learners in regular education classroom having varied culture, linguistic, and special needs background. then, to collect some more information about teaching experience, problems in conducting english in the classroom, and how to deliver material to the students and let them be critical students through her communicative teaching, moreover, this study also involves an english teacher who teaches in fourth grade level. this information below is the highlight information about the teacher. in this research, the researcher used some steps to analyze the data, which are assembling the data, coding the data, building interpretation and reporting the outcomes. one way of handling data collected through recording is to transcribe it. this was done as pre-analysis. the researcher used this transcription since it was the main written source to be analyzed. moreover, burns, (1999) became data analysis processing guidance to gain information related to the enhancing students’ critical thinking, as follow keeping the transcription as simple as possible, labeling the speakers using letters, numbering the lines or clauses, inserting contextual information to explain essential aspects. research and innovation in language learning vol. 2(1) january 2019 p-issn 2614-5960, e-issn 2615-4137 39 stage 1: collecting the data collected; the transcription and observation result were collected. the initial questions that began the research provided a starting point. stage 2: coding the data; the researcher applied coding by following some steps: 1) distributing the result of recording and observation by labeling the speaker; teacher (t), students (ss), and giving the different number of different students (s1, s2, s3, and so on) 2) categorizing the function of utterances by considering the meaning boundary and separate them into moves 3) classifying the teacher’s communicative teaching who encourage or influence learners’ speaking skill and achievement in the classroom. 4) stage 3: reporting the interpretations. the findings and outcomes were reported systematically using the examples from the data. results and discussion this chapter presents results and discussions. this study covers two major objectives that had been pointed out on the previous chapter. this research paper is aimed at: 1. investigating the factors of students’ critical thinking through teacher’s communicative teaching. 2. examining the teacher’s role to encourage students’ critical thinking. results teacher’s communicative teaching researcher has transcribed and identified teacher’s communicative teaching in the classroom. in this section, there were obtained some teacher-students interaction patterns which described teacher and students’ communication in order to engage students’ critical thinking ability in the classroom that displayed in four transcription below: transcription 1: t: everybody sit down! ok, let’s sing! i will begin the song. some students are singing the chant at the beginning, but some students are not singing at that time. then, teacher asks them to repeat and sing the song all together. t: ok. i am going to repeat again! everybody should sing. i cannot hear your sound. let’s start! then, all students are singing together. rajasa, g. & sari, n.t. 40 p-issn 2614-5960, e-issn 2615-4137 (adapted from yule, 1996) (adapted from yule, 1996) (adapted from yule, 1996) (adapted from yule, 1996) teacher-students interaction basically, there should be a good communication between teacher and students in the classroom. in this modern era and technology, teachers are not the only one source of information. nowadays, students have to work individually and in group to do some exercises, make experiments, and search for additional information from webpage in the internet. the evidence below showed that the teacher and students interaction in the classroom by presenting a sing a song session as a part of building a good rapport and communication among teacher and students. transcription 2: t : please give me some examples of good habits! s1: eat vegetables every day. t : yeah, good. eat vegetables every day. what else? s2 : do homework. t : ok, great. do homework. anything else? s3 : clean my room. t : ok, very nice. then, the teacher writes all the good habits on the whiteboard. transcription 3: t: ok, let’s continue, prnya nanti bunda cek. now, open your workbook page 20 activity 17. in activity 17, you can see the table. in the table, there are several good habits and bad habits. what is good habits? ss: kebiasaan baik. t : good. kebiasaan baik. can you make sentence of good habits? some students are raising their hands to share their sentence of good habit. the teacher points out several students. transcription 4: after all have finished, teacher along with the students answer the exercise together. then teacher continues the lesson. t: let’s continue to the activity nineteen. do you still remember sequence words? ss: first, second, … t : and then, what else? could you explore more? ss: next, after that … t : very good. sequence word itu selalu diawali dengan kata first dan diakhiri dengan kata finally. research and innovation in language learning vol. 2(1) january 2019 p-issn 2614-5960, e-issn 2615-4137 41 (adapted from yule, 1996) discussion factors influence learners’ critical thinking through teacher’s communicative teaching. the research findings above have showed various patterns of teacher-students interaction in the classroom. the teacher have made several strategies to enhance students’ critical thinking ability by repeating and remembering the students about particular and important events or information so that the students do not miss the information. moreover, the students are coming from different background knowledge, culture, language proficiency and skills. therefore, the teacher should say and repeat the information again as showed in the transcription 1. t: everybody sit down! ok, let’s sing! i will begin the song. some students are singing the chant at the beginning, but some students are not singing at that time. then, teacher asks them to repeat and sing the song all together. t: ok. i am going to repeat again! everybody should sing. i cannot hear your sound. let’s start! the transcription 2 until 4 showed that the teacher engaged students’ awareness and cognitive skill by making communication through lots and hots. in this part, the teacher combined the conversation by making questions based on the basic of lots and hots keywords concept. it is important to make the students follow and understand the instruction that has given by the teacher. in the transcription 2 for instance, the teacher repeated the part of good habits in order to recall and to remind other students to pay attention more on their friends’ idea. therefore, the teacher repeated students’ idea to catch the others’ understanding not only by listening, but also by writing it on the whiteboard. this is in line with nunan (1998) in his research that it is important to teacher to set some communication strategies to the learners in order to transcription 5: t: do we have any homework? ss: yes. t: who didn’t do homework? ss: tidak ada bunda. no t: everybody sit down! ok, let’s sing! i will begin the song. some students are singing the chant at the beginning, but some students are not singing at that time. then, teacher asks them to repeat and sing the song all together. t: ok. i am going to repeat again! everybody should sing. i cannot hear your sound. let’s start! then, all students are singing together. rajasa, g. & sari, n.t. 42 p-issn 2614-5960, e-issn 2615-4137 make the teaching learning process more comfortable and smooth among them that showed in the evidence below. t : yeah, good. eat vegetables every day. what else? s2 : do homework. t : ok, great. do homework. anything else? s3 : clean my room. in this sense, teacher tended to engage students with some particular habits or imperatives related to the activities at home. the teacher kept asking the students to stimulate them to give ideas and opinion about home activities. beside repeating and combining between spoken and written language teaching, teacher also implemented some questions which coded as higher order thinking skill (hots) and lower order thinking skill (lots) to support and enhance students’ critical thinking. some evidences below presented teacher’s questions to comprehend critical thinking to the students. in activity 17, you can see the table. in the table, there are several good habits and bad habits. what is good habits? (analyzing (hots)) ss: kebiasaan baik. t : good. kebiasaan baik. can you make sentence of good habits? (creating (hots)) and occur also in transcription 4 t: let’s continue to the activity 19. do you still remember sequence words? (remembering (lots)) ss: first, second, … t : and then, what else? could you explore more? (creating (hots)) ss: next, after that … the patterns above described that the teacher intension was to make the students engage with the topic that has given earlier in the beginning of the class. the teacher wanted the students comprehend the material step by step one after another. the teacher has chosen the questions carefully because the teacher did not want to lose the students’ determination in understanding and comprehending the topic given. furthermore, the students are young learners that they respond to meaning even if they do not understand individual works and their understanding comes not only from explanation, but also from what they see, hear, and sometimes from what they touch and interact with (harmer, 2007). it is important for the teacher not only to stay in the line of the topic, but also to give some fun activities or challenges to make the students focus and concentrate on the material, because students have short attention and concentration research and innovation in language learning vol. 2(1) january 2019 p-issn 2614-5960, e-issn 2615-4137 43 (scott & ytreberg, 1991). therefore, the teacher’s strategy to create challenging questions of lots and hots to stimulate and make the students keep thinking to answer and figure the teacher’s questions. yulia, (2013) has mentioned that lots and hots in bloom’s taxonomy has played its role to motivate and enhance the students to keep on their curiosity and eager to ask more and demand more information from their teacher in the classroom. choosing suitable topics, questions, and statements related to the lots and hots keywords to stimulate the students to be more active in the classroom. teacher’s role to encourage students’ critical thinking. this research finding, the researcher wanted to describe teacher’s role to encourage student’s critical thinking. since teacher’s way of teaching contributes to the learning process in the classroom, many conferences and training put emphasis on how teachers put themselves to teach and give exposure to their students as well as their teaching approach, method, and strategy to applied in the classroom. the researcher has gained some information to support research statement by collecting information from questionnaire and interviewing the teacher. around fifteen questionnaire items have been distributed and resulted. the researcher takes some motivational aspects from the questionnaire items which indicate how teacher’s effect on students’ critical thinking and achievement in the classroom. the results specify that from 25 respondents, 17 respondents or about 68% have chosen that teacher sometimes gives direct compliment in learning process. then, about 12 respondents or 48%, have selected that teacher sometimes gives them motivation in words, gestures, or even written form. the impact are most of the respondents responded very well. about 14 respondents or 56% and 17 respondents or 68% show that respondents always feel enthusiasm when do homework, tasks, peer-group discussion, and quizzes. then, they always encourage themselves to communicate and speak with english to their teacher in the classroom. moreover, the interview information also support respondents’ questionnaire result that the teacher uses english language in the classroom and she sometimes gives rajasa, g. & sari, n.t. 44 p-issn 2614-5960, e-issn 2615-4137 compliment to the students who has made correct answers or even tried to answer the questions. then, the teacher also picks interesting and meaningful strategies to avoid boredom to the students. so, the teacher can gain students’ attention easily by starting with singing along and inserting some games in the middle of the lesson. moreover, the students can express their feeling and use the energy from teacher’s interesting teaching strategies and motivation to them. conclusion & recommendation in conclusion, the teacher’s power of communication contributes to the interaction with the students in the classroom. the students become more active with the teacher’s questions which have been designed to enhance student’s critical thinking. lots and hots cognitive levels have been implemented very well. even though, some students confused with some parts of materials, but that situation made the students interacted with other students and the teacher as well. the discussion developed when the teacher asked the students about interesting related to the topic. some students responded to the questions and made a simple statement in front of their friends. the teacher’s activeness in making communication with the students enhances students’ critical thinking in the classroom. in addition, the students’ motivation is raised because the teacher allowed them to speak freely and shared their ideas without any hesitation. it is better to do another research in different point of view, such as developing students’ critical thinking by using technology or ict based. it will support to the modern teaching in primary and secondary school because students who have a critical thinking ability can be able to determine and measure the information come from social media, classmates, mass media, and etc. additionally, technology can be also a teaching aid to develop students’ critical thinking easily. references allwright, d., & bailey, k. (1991). focus on language classroom. new york: cambridge university press. alwasilah, c. (2002). pokoknya kualitatif. jakarta: pt. kiblat buku utama. burns, a. (1999). collaborative action research for english language teachers. london: cambridge university press. research and innovation in language learning vol. 2(1) january 2019 p-issn 2614-5960, e-issn 2615-4137 45 clark, d. r. (2004). the art and science of leadership. retrieved november 15, 2011, from http://nwlink.com/~donclark/leader/leader.htm ellis, r. (1985). understanding second language acquisition. london: oxford university press. hammond, g. (2007). hots: higher-order thinking skills. new york: red river college. harmer, j. (2007). the practice of english language teaching (4th edition). harlow: england pearson education. kidder, l., & judd, c. (1986). research methods in social relations. new york: holt, rinehart, and winston. nunan, d. (1998). second language teaching and learning (1st edition). boston: heinle & heinle. scott, w., & ytreberg, l. (1991). teaching english to children. london: longman. wray, a. (1998). an introduction to sociolinguistic (3rd edition). new york: blackwell. yulia, y. (2013). teaching challenges in indonesia: motivating students and teachers’ classroom management. indonesian journal of applied linguistics, 3(1). biography the first and second author were universitas pendidikan indonesia graduates. gilang rajasa also works as a private teacher. the first author's research area consists of elt, classroom discourse analysis, and pragmatic. the first author’s email is rajasa7@student.upi.edu the second author, nadia tiara antik sari is a lecturer in a public university. the second author prefers linguistics, ict based-teaching, and critical discourse analysis. and the second author’s email is nadia.tiara.38@gmail.com mailto:rajasa7@student.upi.edu mailto:nadia.tiara.38@gmail.com rajasa, g. & sari, n.t. 46 p-issn 2614-5960, e-issn 2615-4137 research and innovation in language learning vol. 2(2) may 2019 pp. 85-100 pissn: 2614-5960 e-issn: 2615-4137 http://jurnal.unswagati.ac.id/index.php/rill copyright @ 2019 euis meinawati, herlin widasiwi setianingrum, jimmi jimmi, eggi winata 85 social relationships of the main characters in rowling’s fantastic beast and where to find them euis meinawati universitas bina sarana informatika jakartaindonesia herlin widasiwi setianingrum universitas bina sarana informatika jakartaindonesia jimmi universitas bina sarana informatika jakartaindonesia eggy winata universitas bina sarana informatika jakartaindonesia abstract the purpose of this research was to know the social relationships through sorokin's theory. this research was done through a film titled fantastic beast and where to find them which was released in 2016. the data were taken from the utterances of the characters’ dialogue through documentation, the process of watching, and post watching the film. the method of research used a qualitative descriptive method. the results of the study indicated that: (1.) the types of social relationships are social interaction phenomena and non-social interaction phenomena, (2.) from the seven data about a social relationship, three data are about social interaction phenomena: by human in friendship, by human in ethnicity, and social interaction phenomenon in helping the economy, (3.) using tsapeli's theory, the sub-chapters of the causes and effects are also successfully identified. keywords: social relations, movie, main character sari tujuan penelitian ini adalah untuk mengetahui hubungan sosial melalui teori sorokin. penelitian ini dilakukan melalui film berjudul fantastic beast and where to find them yang dirilis pada tahun 2016 lalu. beberapa data diambil melalui observasi, proses menonton, dan setelah menonton film. metode penelitian adalah metode deskriptif kualitatif. hasil penelitian ini menunjukkan: (1) mengetahui jenis-jenis hubungan sosial: fenomena interaksi sosial, fenomena interaksi non-sosial dalam film berdasarkan teori sorokin, (2.) mendapatkan tujuh data tentang hubungan sosial adalah: tentang interaksi sosial fenomena fenomena sosial interaksi konseptual oleh manusia dalam persahabatan, fenomena interaksi sosial oleh manusia dalam etnis, fenomena interaksi meinawati , e., setianingrum, h.w., jimmi, j. & winata, e. 86 p-issn 2614-5960, e-issn 2615-4137 sosial dalam membantu perekonomian, (3.) memperoleh tujuh data juga untuk sub-bab sebab dan akibat dengan menggunakan teori tsapeli sebagai dasar teorinya. kata kunci: hubungan sosial, film, karakter utama received 03 april 2019 last revision 15 may 2019 published 31 may 2019 doi. 10.33603/rill.v2i2.2074 introduction the film can be used as a medium to express the work, feelings, ideas, even one's learning media into a film. according to heath cited in mcdonald (2015:96), the film is intertwined in much larger efforts to understand modern phenomena like capitalist relations and bourgeois subjectivity. rabiger (2010) states that the film is a production consciousness, where all the characters have their respective consciousness. each character has its own psychological state of consciousness, in which each character has the awareness to perform an activity in a film. it is a production of psychological conditions that were provided by the main character. it has an important role in the movie. weijers as cited in kleemans, et.al (2017:2) stated that the main character propels the story forward because she or he is confronted with a problem that requires a response. the character is put in a (moral) predicament, acts according to his or her specific character traits and as a result, the plot develops and the character changes. the film becomes very interested to be analyzed as an object to research and there are values of life that can be easily found in everyday life. one of the adventure genre films is harry potter and creator of the wizarding world named j.k. rowling was a great writer who had successfully published a successful harry potter novels, aside form that the film contains sociological aspects. based on a result of the study of data in this film, the value which dominated by an aspect of social relation by the main character in film fantastic beasts and where to find them shows the diversity of social relationships. there are several types of research that the writer finds who discussed social relationships are. according to silk and fisher (2017:145) cited the content is about the relationship of social interaction between humans and animals. sutcliffe, binder (2018:20) found the social interaction between people through social media. de bell, research and innovation in language learning vol. 2(2) may 2019 pp. 85-100 p-issn 2614-5960, e-issn 2615-4137 87 graham (2017:125) discusses how important the relationship of the condition of human psychology to that of nature. social relationships in the core of interactions include from three aspects: human beings with humans, humans with animals, humans with nature. so, it can be concluded the relationship of social interaction is not only human with a human but can be with other living beings or with the natural surroundings. in the fantastic film beast and where to find them, there are 2 types of social interactions, namely social interaction phenomena and non-social interaction phenomena, but the interaction of fellow human beings is more complex because of the types of interactions within them. based on rawlins (2017) cited in capistrano and weaver (2018:2) “friendship involves affective, micro-level ties between people that produce positive feeling; concern and care are shown for one's friend.” this means that a good friend will bring goodness in it. produce positive feelings, care and care for each other. it is true that friendship will feel beautiful if the elements are in it. tsapeli, musolesi and tino (2017:141) said that “causal analysis attempts to understand whether differences on a specific characteristic y within a population of units are caused by a factor x. y is called response, effect or outcome variable and x treatment variable or cause.” michotte cited in wende and nagels (2015:244) “the most direct cause-effect perception arises from a physical collision, also known as a launching event..” from michotte's research, assume that cause and effect can occur when there is physical contact. it assumes that every cause must have physical contact first in order to get the effect. almost the same as tsapeli which uses variables x and y as its symbol, but tsapeli does not mention what is the cause and basis cause. it makes sense if the cause of this one if applied in social interaction because one of the human’s interactions used is physical contact. social relations are the relationship of human interaction with humans or being called social interaction phenomena. humans with plants, human with nature, human with geography or so-called non-social interaction phenomena. therefore, the writer is interested to analyze from both aspect and give the title "social relationship of the main character in of fantastic beast and where to find them film by j.k.rowling" for this meinawati , e., setianingrum, h.w., jimmi, j. & winata, e. 88 p-issn 2614-5960, e-issn 2615-4137 assignment. based on the explanation of the background study above, the writer formulates the problem as follow: 1. what are the kinds of social relationship phenomena that dominantly used within the fantastic beasts and where to find them film? 2. what are the causes and effects of the social relationship of the main characters in the fantastic beasts and where to find them film? research method the study used a qualitative approach through descriptive qualitative. the method used content analysis. according to krippendorff, the content analysis method is a research technique that makes valid conclusions from text data in accordance with the context. (emzir, 2011: 283). the data were taken from the scripts of the main characters that refer to the social relationship contexts. the process of the analysis of the data was conducted through some steps, i.e. collecting the utterance that has a value of the social relationship, presenting the social relationship data through narration description, and confirming the data with the experts who are competent in the field. finding and discussion the process of analyzing data used three stages to answer research questions: (1) giving the text dialogue of the main character and other characters. (2) using sorokin’s theory in analyzing the question of causality or the so-called cause and effect. (3) synthesizing results by linking real life with research data. thus, the explanation of the process of analysis provided a step-by-step analysis process for the readers. the findings are presented in the following parts. 1. social relationship contained in fantastic beast and where to find them film the explanation of the social relationship is divided into two: first, social interaction is a two-way interaction that is human with human, while the second non-social interaction is the relationship of human interaction with the environment, a human with animal, or a human with nature. here is an explanation of the research. a. social interaction phenomena types of friendship research and innovation in language learning vol. 2(2) may 2019 pp. 85-100 p-issn 2614-5960, e-issn 2615-4137 89 this point explains the social interaction that occurs in the film fantastic beast and where to find them. sorokin theory explains that social interaction phenomena are an interaction by a human with the interrelationship of concept in it like interaction about human in friendship actually human interaction with humans with all the concepts of humanity in it. here are some of the data that have been obtained in the film. data 1. jacob : what the hell is that? newt : nothing to worry (0:12:13 beside the bank.) newt and jacob are human and they are friendly, then "nothing to worry" is a command line used by a friend to calm his friend so as not to be afraid or panicked again and it happened to newt who was soothing jacob who was in shock because of the events that shocked him. so, clearly data 1 shows a social relationship kind of social interaction phenomena with the types of friendship. in everyday life, it is possible to find a social interaction phenomenon with the concept of friendship in our own environment. friendships will form if we know each other. an ideal friend is a person who is happy when they are happy, and when it is difficult, they will come to the rescue. the above data is an example of how a friend is helping her difficult friend and helping to ease a friend's difficulties. so, the beauty is friendship. data 2. tina : keep? we don’t keep them. mr. scamander, you know about the wizarding community in america? newt : i know a few things. you have the backward law of relationships with non-magicians. you cannot be friends and marry them. to me it's ridiculous. (0:24:35 apartment’s jacob.) in the brief dialogue, tina and newt are two human beings and they are friends, then they are doing questioning and it is called a social interaction phenomena. what they are talking about is a community rule where the community cannot get along or be friends freely and they can be categorized as ethnic, but although the existence of ethnic regulations like that does not make their friendship broken, instead they help each other to help one another to save themselves from the punishment of ethnic regulations. meinawati , e., setianingrum, h.w., jimmi, j. & winata, e. 90 p-issn 2614-5960, e-issn 2615-4137 in life, there are things to accept with reason and some cannot to accept. for an example, such as the above dialogue that describes an ethnic in it. a regulatory policy forbids all members of the community in it to be friends or to be friends with people outside their community. glance is unusual but the name of the rule must remain undertaken because there may be something that should not be violated and there may also be a secret where people outside the community do not know it is a purpose so that things are maintained. it is true that ethnic is made by human and applied to humans. regarding friendship to be a good friend can show tolerance between one another, for example by helping each other. data 3. jacob : (accepting the note from newt.) newt : (mr. kowalski. you do not fit in a cannery. bring this occamy eggshell as a guarantee of your bakery. from people who pray for your kindness.) (01:59:35 entrance gate factory.) newt and jacob are both human, and newt is doing a social interaction phenomena of giving help to jacob who needs financial help to open his own bakery. in our daily lives, our friends often meet in a state of joy and sorrow. when meeting in a happy state, the people are happy, on the contrary, if they are sad are sad. as a friend will help his friend who is in trouble and no matter what the difficulty, the most important is the intention to help or not. one of them helps the condition of friends who are in need of financial assistance, although for now helping financially sound difficult, for a friend will help as much as possible. that makes good friendship good in everyone's eyes. b. non-social interaction phenomena for non-social interaction, phenomena are done not human interaction with humans only, but humans with environmental conditions, nature, and also the animal certainly in the film fantastic beast and where to find them. data 1: newt : he was trafficked, i found him in egypt, chained. i cannot leave it there. i'll give you back to where you are, frank? i have to take you back to home, to arizona's wilderness. research and innovation in language learning vol. 2(2) may 2019 pp. 85-100 p-issn 2614-5960, e-issn 2615-4137 91 (0:39:29 cage’s frank.) data 1 can be concluded that the dialogue is a social relation type of non-social interaction phenomena concept animals more precisely save creatures. in the reality, many wild animals are being traded illegally. many of them are end up being private animals or made into clothing that has a high selling value. for example, a hunted tiger is then sold and the skin is made into a luxurious shirt or mat. however, there are also groups of people who have good intentions to prevent that happening and protect the animals being hunted. in the above scene dialogue, newt is one of the people who want to return the animals. data 2: newt : the last graphorn couple. if i do not save it, it could be the end of graphorn forever. jacob : so you saved these animals? newt : right, i save them, take care of them, and protect them. (0:40:40 cage’s griphorn.) from the above dialogue, it can be seen that a social relationship type of non-social interaction phenomena with the concept of animals more precisely save the condition of animals that are almost extinct. in real life, many animals are almost extinct. the consequences of poaching and capture are rampant many animals are declared to be endangered animals or poor extinct animals such as pigeons that have become extinct due to hunting. to prevent this from happening, such as creating a nature reserve, the wwf (world wildlife fund) is formed to save the animals, so that endangered animals can be protected, and breed for the population to grow back. data 3: tina : graves always insisted on this mess caused by creatures, we have to catch all your creatures so that he cannot make them scapegoats. newt : one left still missing. dougal, my demiguise. tina : dougal. (01:16:29 on the roof of the building.) from dialogue because of the relation of the human relationship with animals, then this conclusion is a social relation type of non-social interaction phenomena with the concept of animals more precisely the rescue of animals. meinawati , e., setianingrum, h.w., jimmi, j. & winata, e. 92 p-issn 2614-5960, e-issn 2615-4137 in reality, the human relationship with animals at this time is mutual, as evidenced by the human behaviour of animals in their homes. maintaining animals can be based on the motives of wanting to be friends, breeding, or perhaps. this is because the hobby is nurturing and usually not just one species. so, as an example above newt who is his profession as a zoologist he understands what the animals need, seeks to care for them and returns them to their habitat. data 4: newt : that's the second salem. he is the obscurial. tina : he is not a child. newt : his strength must be so strong that he can survive. tina : newt! save him! (01:39:08 in the middle of the city street.) tina and newt a man, they are both planning a rescue of a living being other than humans and animals that is the parasite itself, then there is also an environment. so it is in accordance with the existing theory that this is a social relationship with the type of non-social interaction phenomena in the concept of saving animals or living things other than humans. in real of life, people can see how people interact with animals, plants, the environment or the environment. many ways humans interact with our surroundings take the example of humans with the environment, why humans took with the environment because of humans with animals already contained in the previous sample data. further human discussion with the environment is usually human interact with how to plant plants around the dwelling, care for the environment, clean up the garbage or dust that is how humans interact with the environment. so it is so easy for humans to make connections with their surroundings. 2. causality contained in fantastic beast and where to find them film from the beginning of the film, the middle to the end, there is a cause and effect in it. here is the data presented. data 1: cause (x) newt : excuse me. (newt drop his egg). effect (y) jacob : hey mr.! hey fellow! hey mr english guys! i think your egg will hatch. (0:07:24 in the bank, and 0:10:07 in the bank.) research and innovation in language learning vol. 2(2) may 2019 pp. 85-100 p-issn 2614-5960, e-issn 2615-4137 93 dialogue over newt's goodbye and accidentally dropping his egg is a cause (x) and as a result, jacob seeks newt to aim to return the egg that newt has (y). in everyday life cause and effect can just happen. such as the example of the above-mentioned dialogue, which is why people accidentally leave their belongings and others who see it will find the owner to be returned. because a result like this can happen because many in this world are good people who do not want to take that which is not hers and choose to return to the ones, although it could actually be taken and claimed to be his property. apparently, cause of this kind of consequence there is also a moral value in it. data 2: cause (x) tina : who will marry her? you two come with me. newt : for what do i come with you. effect (y) queenie : no-maj? tina, what do you want to do? tina : he sick, a long story. mr scamander has lost something. i will help to find it. (0:24:39 apartment’s jacob, and 0:30:00 apartment’s tina.) in the scene where newt's suitcase is the cause because the animal's exit from the suitcase (x) then causes a result that is jacob who is bitten by murtlap and brought to tina's residence (y). this dialogue is the second causality. in real life please help be a noble behaviour, wherein the help does not see who helped. if we help people who do not know usually we will bring our home to be helped. as the above dialogue, tina brings newt and jacob to her home to help them. things like this will be found for someone who travels. data 3: cause (x) newt : where do you think the medium-sized creatures, who like the wide, open plains, the trees and water holes? where will she go? jacob : in new york city? newt : yes. jacob : plain? hmm, central park! effect (y) newt : use this. jacob : ok. newt : you don’t need to worry about anything. (0:45:36 in the newt’s suitcase, and 0:52:37 at the central park.) the conversation above explains the atmosphere in newt's suitcase. associated with causality theory where the cause (x) of one of newt's animals disappeared then which meinawati , e., setianingrum, h.w., jimmi, j. & winata, e. 94 p-issn 2614-5960, e-issn 2615-4137 became the result jacob helped give thought and action in searching for the disappeared animal which was previously estimated in central park (y). in real of life, helping friends can be done anywhere and anytime if it is needed. helping friends will feel more fun because we know each other. similarly to the example above, newt asks jacob for help, soon he approves because he feels that the help he has helped is a friend. so essentially helping friends is fun. data 4: cause (x) graves : therefore you are guilty of betraying your fellow wizards, and you will be condemned to death. miss goldstein who has helped and abetted. newt : no, she's not wrong anything. effect (y) newt : jump! tina : are you crazy? newt : tina listens to me. i catch you tina! i catch you, i catch you tina. go! (01:08:48 room’s graves, and 01:41 execution room.) the dialogue tells that newt, tina, and jacob were captured by the american magic ministry, and who brought them there was tina herself. newt was interrogated by graves as the security field there, some questions were given to newt specifically about obscurus a dangerous parasite. however, the interrogation result stated that newt was guilty of receiving the death penalty, and also tina was also found guilty for helping newt. after arriving in the execution room of tina who was almost executed by newt because she thought tina was innocent, tina only runs the rules of being a wizard in america. the cause is the act of tina, but graves decision that determines newt guilty is the most obvious reason, therefore, the author considers that the cause is graves decision against newt (x) and the result is the execution room newt save himself by tina from the death penalty (y). so based on the data, this dialogue becomes the fourth causality. data 5: cause (x) tina : graves always insisted this mess caused by creatures, we have to catch all your pet so that he cannot make them scapegoats. newt : one left still missing. dougal, my demiguise. effect (y) tina : tell the truth. it's everything that came out of your suitcase. newt : yes everything. research and innovation in language learning vol. 2(2) may 2019 pp. 85-100 p-issn 2614-5960, e-issn 2615-4137 95 (01:16:29 on the rooftop and 01:29:20 inside of the building.) the dialogue above explains the cause is the charge given to newt by graves (x) as a result newt and friends went to find the missing animal, then they met demiguise and occam the two missing animals and of course they managed to capture both (y). so from this data, the dialogue is the fifth causality. in everyday life, mistakes can happen intentionally or unintentionally. then help comes through friends giving a solution or action. as an example above tina feels that newt needs help over errors that he accidentally made later tina feel that her friend is in need of help when she came to provide solutions and actions. it illustrates how wonderful friendship is. data 6: cause (x) newt : his strength must be so strong that he can survive. tina : newt! save him! effect (y) tina : credence, no! don’t do this. please. newt : keep talking, tina. keep talking tina, he listens to you. tina : i know what that woman did to you. i know you suffered. you need to stop this now. newt and i will protect you. this man (pointed to graves) he is using you. (01:39:00 in the middle street of the city and 01:45:42 subway tunnel.) the above dialogue explains the scene of newt rushing to save the child is a cause (x) and consequently, tina who feels indebted and knows the child helped save the child (y), so with the data, this dialogue becomes the sixth causality. in real life help, someone newly known can give a good impression on the newly rescued person. the impression was an impression on the person being helped and want to repay the person's kindness. as the example above turns out that tina knows the credence of the child she once helped, and when the credence rampage tina came to ask him to stay calm and don’t berserk again, then the credence obeyed her. from the scene explains that kindness will always be remembered by anyone. data 7: cause (x) jacob : hey! (jacob open his suitcase and read some note) meinawati , e., setianingrum, h.w., jimmi, j. & winata, e. 96 p-issn 2614-5960, e-issn 2615-4137 newt : (dear mr kowalski. you do not fit in a cannery. bring this occamy egg shell as a guarantee of your bakery. from people who pray for your kindness.) effect (y) (jacob has his own bakery) woman: you can idea from where, mr kowalski? jacob : i don’t know. it just comes. here go. don’t forget this. enjoy. (01:59:35 entrance gate factory and 02:03:28 jacob’s bakery.) the scene shows where newt changed the contents of jacob's suitcase is a cause (x) and as a result, jacob can set up his own bakery (y). from the above data, the above dialogue is a seventh causality. in real life, helping anyone we know is one of the good deeds. when we do good will be rewarded good deeds also sooner or later. the above scene explains that jacob's good intentions helped newt to resolve his problem and resolve it, then at the end of the story, newt replied to jacob's kindness that was having financial difficulties to help him by providing a guarantee for the loan. this illustrates that goodness will be rewarded with kindness as well. sociology has a social relationship which is divided into two namely social interaction phenomena and non-social interaction phenomena. social interaction phenomena is a relationship that includes all aspects of humanity as well as help, but in this film prioritizes friendship contained therein. non-social interaction phenomena is a relationship outside the social relation between human and human, but more directed to humans with the environment, human with nature, human with the geographic, condition, and also human with animals of course. durkheim cited in mangone (2018:12) “social facts originate not from individual personality, but from a different environment, and influence it in a specific way” so from the durkheim statement’s explained that social relationship is based on the influence of the environment rather than on his own. the environment carries great influence on one's attitude and can create its own interaction. compared to sorokin's response to this social relationship is human interaction with human beings as well as research and innovation in language learning vol. 2(2) may 2019 pp. 85-100 p-issn 2614-5960, e-issn 2615-4137 97 with their environment. this makes the difference between the views of the two experts on social relationship. durkheim argues that the influence of the environment is very strong in making a social relationship. weber cited in mangone (2018:12) “ “sociology of meaningful understanding” (verstehen) qualifies human action as a social action only when it is “meaningful”. actions are social when individuals take into account the actions of others, which are driven by individual motivation” based on the statement weber said that social relationship is based on motivation in self. this type of social relationship is also mentioned that in a good social relationship can make an impression later, for example, if human being helps others who are in trouble then there will be a good impression on us from the people we help. in contrast to durkheim who argues that social interaction is an influence of the surrounding environment rather than from oneself. so for weber's research is more emphasized on the individual action of social interaction itself and will have an impression. the finding of social relationship has two types. the first is social interaction phenomena related to human interaction include aspects of humanity. the second is non-social interaction phenomena associated with humans with the environment, a human with nature, a human with the geographical conditions, and also human with animals. durkheim stated that social interaction is the result of the influence of environmental conditions. last of weber's stated social relationship is an interaction based on motivation. these three statements have the similarity that social relationships are an interaction made by humans. having similarities of course also has a difference of course, from the three research above the difference is how human interaction is doing later whether different interactions, or based on motivation, the influence of the surrounding environment. conclusion in social interaction, one type of interaction friendship was found from 3 data. that is an economic help. while in the interaction of non-social phenomena, one concept of interaction was revealed with four data. there are seven data explaining causality or known cause and effect in which variable y is the cause and x is the effect in fantastic beast and where to find them film throughout the story. the first cause accidentally dropped and the effect is to return the egg to newt. the second cause is tina who meinawati , e., setianingrum, h.w., jimmi, j. & winata, e. 98 p-issn 2614-5960, e-issn 2615-4137 invites jacob and newt to his residence. while the the effect is queenie asked why there is a non-maj invited to a wizard's residence. the third cause is newt's creatures disappear and the effect is to save the creature. the fourth cause is the death and the effect is newt save himself. the fifth cause is recapture lost creatures and the effect is all creatures have been recaptured. the sixth cause is parasitic and the effect is to persuade the child to remain calm. the seventh cause is a memory of magic has been omitted and the effect is helped him exchange the contents. this study has implications for learning literature courses. the students are easier to understand the elements of the literature when given examples of analysis directly from the movie that has been studied. so, that the analysis of the values contained in the movie become an effective medium for students in analyzing literary studies suggestion the results of this analysis provide an example of how everyone can build social relationships well. in addition, it is aimed at the next researchers. when selecting the topic-selected is done, then it should be done the next step that is doing and finishing it properly. in this study only revealed values relating to the social community, even though in this movie, there are still many studies of values that can be analyzed more deeply both in terms of scientific psychology, anthropology, or perspective analysis of literary content. therefore, the next researcher can sharpen the 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(2015). the neural basis of altered physical and social causality judgements in schizophrenia. schizophrenia research, 161(2–3), 244–251. https://doi.org/10.1016/j.schres.2014.11.007 author biography euis meinawati is a teaching staff at fakultas bahasa dan komunikasi universitas bina sarana informatika jakarta, indonesia. she can be reached at euis.eum@bsi.ac.id. herlin widasiwi setianingrum is a teaching staff at fakultas bahasa dan komunikasi universitas bina sarana informatika jakarta, indonesia. she can be reached at herlin.hww@bsi.ac.id. mailto:euis.eum@bsi.ac.id meinawati , e., setianingrum, h.w., jimmi, j. & winata, e. 100 p-issn 2614-5960, e-issn 2615-4137 jimmi is a teaching staff at fakultas bahasa dan komunikasi universitas bina sarana informatika jakarta, indonesia. he is available at jimmi.jmm@bsi.ac.id. eggy winata is a teaching staff at fakultas bahasa dan komunikasi universitas bina sarana informatika jakarta, indonesia. he can be contacted at eggyaway@gmail.com. mailto:eggyaway@gmail.com research and innovation in language learning vol. 1(3) september 2018 pp. 167-186 pissn: 2614-5960 e-issn: 2615-4137 http://jurnal.unswagati.ac.id/index.php/rill copyright @ rill 2018 167 an analysis of the implementation of peer correction technique on students’ exposition text dina rachmawati university of sultan ageng tirtayasa, banten – indonesia yudi juniardi university of sultan ageng tirtayasa, banten – indonesia zahrah fawziah university of sultan ageng tirtayasa, banten – indonesia abstract this research aimed to: 1) analyze quality of students‟ exposition text; 2) analyze their responses towards learning writing exposition text using peer correction technique; and 3) find out challenges that they faced during the learning. qualitative research method, especially document analysis design, was chosen. in this research, students‟ texts were analyzed to answer first research question and open-ended questionnaire was given to students to answer second and third research questions. to triangulate the findings from those instruments, peer debriefing and member checks methods were done. to analyze the data, qualitative data analysis by miles et al. (2014) was employed. the data analysis revealed that: 1) quality of students‟ exposition texts improved, especially in generic structure aspect; 2) students mostly grouped themselves with more competent peers, learned lesson material beforehand as preparation for correcting, used both english and indonesian when correcting, concerned more about language feature of peers‟ texts, employed their critical thinking in processing feedbacks, became a better writer in the end of semester, and still preferred teacher correction over peer correction technique; and 3) students biggest challenge was poor writing skill. from those findings, it can be concluded that: 1) peer correction technique seems to contribute to the quality of students‟ writing; 2) the students also respond positively towards the implementation of the technique; and 3) students‟ effort in improving their personal writing skill outside the classroom is required. keywords: exposition text, peer correction technique sari penelitian ini bertujuan untuk: 1) menganalisa kualitas teks eksposisi siswa; 2) menganalisa respons mereka terhadap pembelajaran menulis teks eksposisi menggunakan teknik koreksi sebaya; dan 3) mengetahui tantangan yang mereka hadapi selama proses pembelajaran. dipilih metode penelitian kualitatif, terutama desain analisis dokumen. dalam penelitian ini, teks siswa dianalisis untuk menjawab rachmawati, d. , juniardi, y. & fawziah, z. 168 p-issn 2614-5960, e-issn 2615-4137 pertanyaan penelitian pertama dan kuesioner terbuka diberikan kepada siswa untuk menjawab pertanyaan penelitian kedua dan ketiga. untuk menriangulasi penemuan dari instrumen-instrumen di atas, dilakukan metode peer debriefing dan member checks. untuk menganalisis data, dipergunakan analisis data kualitatif oleh miles et al. (2014). data analisis menunjukkan bahwa: 1) kualitas teks eksposisi siswa meningkat, terutama di aspek struktur umum; 2) siswa kebanyakan mengelompokkan diri dengan teman yang lebih kompeten, mempelajari materi sebelumnya sebagai persiapan mengoreksi, menggunakan baik bahasa inggris dan bahasa indonesia ketika mengoreksi, menaruh perhatian lebih pada fitur bahasa dari teks teman, mempergunakan pemikiran kritis mereka dalam memproses umpan balik, menjadi penulis yang lebih baik di akhir semester, dan tetap lebih menyukai teknik koreksi guru daripada teknik koreksi sebaya; dan 3) tantangan terbesar siswa adalah kecakapan menulis yang buruk. dari penemuanpenemuan di atas, dapat disimpulkan bahwa: 1) teknik koreksi sebaya tampaknya berkontribusi terhadap kualitas tulisan siswa; 2) siswa juga merespons positif terhadap implementasi teknik tersebut; dan 3) usaha siswa dalam meningkatkan kecakapan menulis pribadi mereka di luar kelas dibutuhkan. kata kunci: teks eksposisi, teknik koreksi sebaya received 03 september 2018 last revision 05 september 2018 published 26 september 2018 introduction writing skill is important to master by any language users. it plays an essential role in promoting language acquisition as learners experiment with words, sentences, and large chunks of writing to communicate their ideas effectively and to reinforce the grammar and vocabulary they learn in class (bello, 1997). therefore, it is also important for english as foreign language students to have good writing skill. on the other hand, efl students seem to face difficulties in writing. the problem might be because they have to translate ideas into readable text (richards and renandya, 2002). the text considered as readable when it is written in a high degree of accuracy, complex grammar devices, careful choice of vocabulary, and sentence structures in order to create style, tone and information appropriate for the readers of one‟s written text (hedge, 2005). most of all, they also have to write in new language which is more difficult (blanchard and root, 2003). thus, there are many things that students‟ have to cope. research and innovation in language learning vol. 1(3) september 2018 p-issn 2614-5960, e-issn 2615-4137 169 one of the causes of said condition may be due to technique used in teaching writing. it was heavily centered on lecturer whom served as sole knowledge source and did not motivate the students to be more active and responsible to their own learning. therefore, collaborative learning approach was currently applied in writing class through peer correction technique to teach about exposition text. exposition text there are many different text types. each test type has a typical structure that can be recognized by users of language system (anderson and anderson, 1998). according to anderson and anderson, there are two majors of text types: literary and factual text. these two major are differentiated according to its aim. literary text is written in purpose of entertaining while factual text is written to serve a fact of things. on the other hand, derewianka and jones generalize texts according to genre. genres are the ways in which we achieve our social purposes through language (derewianka and jones, 2012). there are six genres which are: genre for arguing, genre for entertaining, genre for explaining, genre for instructing, genre for recounting, and genre for responding. thus, from its similarity, all literary text is included into genre of entertaining while the rest of texts from remaining genres are factual text. based on above explanation, expositions are factual text type and included in arguing genre. because it is a factual text, fact and evidence are needed to build a solid one. the fact and evidence will be used to persuade the reader or listener for acting or to believe on one side of argument. so, this text is clearly aiming to persuade the reader or listener by presenting one side of an argument, that is, the case „for‟ or the case „against‟ which is strengthen by fact and evidence. there are two forms of exposition text seeing from its purpose. they are hortatory (persuading to) and analytical (persuading that) texts (derewianka and jones, 2012). the social purpose of hortatory exposition is to persuade people to act in a particular way. while analytical exposition persuades people to a particular point of view. it adopts a position with respect to an issue or idea and provides evidence in support of that position. rachmawati, d. , juniardi, y. & fawziah, z. 170 p-issn 2614-5960, e-issn 2615-4137 peer correction technique peer correction, also commonly referred to as peer feedback, peer review, or peer evaluation, is a collaborative learning activity during which language learners exchange their writing drafts and give feedback to each other for the purpose of revision (mangelsdorf, 1992). dixon (1986:4) states that peer correction is a technique that enables for the students to get feedback, when the students correct their drafts in pair. in conclusion, peer correction is one of the techniques in collaborative learning activity in which students sits in small group to exchange their writing and their peer‟s writing for the betterment of its quality. research has shown that peer correction has benefits for the students. for instance, peer correction encourages student to participate in the classroom activity and make them less passively teacher-dependent (hyland, 2000). it is also led to greater concern for achieving accuracy in written expression in individual students and creates better atmosphere for teaching the correctional aspects of composition (witbeck, 1976). therefore, this research attempts to investigate the following questions: 1. how is the quality of students‟ exposition texts? 2. how is the students‟ response toward learning writing exposition text using peer correction technique? 3. what are the challenges that students faced during learning writing exposition text by using peer correction technique? methods this research is about analyzing the quality of students‟ exposition text, students‟ responses about the technique used in teaching it, and also challenges they faced during the process. thus, qualitative, especially document analysis design was employed to answer the research questions. content or document analysis is a research method applied to written or visual materials for the purpose of identifying specified characteristics of the material (ary, jacobs, & sorensen, 2010). research and innovation in language learning vol. 1(3) september 2018 p-issn 2614-5960, e-issn 2615-4137 171 this research conducted at university of sultan ageng tirtayasa. it is located on jl. raya jakarta km 4 pakupatan, serang, banten. the participants were the 5th semester students of class 2015 of department of english education. the participants for this research were chosen purposively. to purposefully select participants or sites (or documents or visual material) means that qualitative researchers select individuals who will best help them understand the research problem and the research questions (creswell, 2014). participants of this research was 5th semester students of department of english education academic year 2017/2018 of university of sultan ageng tirtayasa who attended academic writing. there were 120 students in total from 3 classes. there were two technique used in collecting data: document analysis and survey. document analysis was used to answer research question number one about students‟ argumentative text‟s quality. students‟ analytical exposition texts were collected as the instrument. according to ary et al., the term document refers to a wide range of written, physical, and visual materials, including what other authors may term artifacts (2006: 442). each student produced 4 documents: first, second, third, and final draft. three students from each class were taken as sample so there were 9 students and 36 documents in total. on the other hand, survey was used to answer research question number two and three, about students responds about peer correction technique and challenges they faced during the learning process. the data were collected using an open-ended questionnaire. according to creswell (2012: 220) the open-ended responses permit researcher to explore reasons to close-ended responses and identify any comment people might have that are beyond the responses to the close-ended questions. therefore, there will be way for probing in particular areas of interest. results and discussion the quality of students’ exposition text rachmawati, d. , juniardi, y. & fawziah, z. 172 p-issn 2614-5960, e-issn 2615-4137 data analysis revealed that there was improvement in quality of students‟ exposition texts from first to final draft. moreover, the improvement included all of aspects being investigated which were generic structure, language feature, and mechanic aspect. the findings are presented below in form of figures. figure 4.1 quality of students' exposition text in general from the figure above, it was discovered that quality of students‟ exposition texts improved. its score increased from 54.58, which categorized as „c‟ in first draft to 73.33, which categorized as „b‟ in final draft. the score had the highest increase from first to second draft and the lowest increase from third to final draft. accordingly, it could be claimed that the quality of students‟ exposition text improved quite significantly. figure 4.2 quality of students' exposition text per aspect 54,58 65,42 70,42 73,33 10 20 30 40 50 60 70 80 90 100 draft 1 draft 2 draft 3 draft 4 draft 1 draft 2 draft 3 draft 4 generic structure 1,17 2 2,44 2,67 language feature 2,61 2,83 2,89 2,89 mechanics 3,17 3,28 3,22 3,39 0 0,5 1 1,5 2 2,5 3 3,5 4 generic structure language feature mechanics research and innovation in language learning vol. 1(3) september 2018 p-issn 2614-5960, e-issn 2615-4137 173 the figure suggested that the quality of students‟ texts seen from each aspect also improved. mechanics aspect had the highest score while generic structure aspect had the lowest score. however, the last said aspect had the highest increasing score compared from its first to last draft. therefore, it can be concluded that generic structure aspect had the highest increase, followed by language features, and mechanic aspect. the students’ response towards the implementation of peer correction technique data analysis on students‟ response towards the implementation of peer correction technique revealed several findings. first, they tended to group themselves with peers with higher competency than their own. second, most of them had prepared themselves before correcting their peers‟ texts. third, nearly half of them preferred to use english in correcting their peer. fourth, many of them focused more on language feature aspect of their peers‟ text. fifth, almost all of them would recheck feedback they got before revised their text. sixth, the technique said to make them write more carefully. last, even so as stated in previous point, most of them preferred teacher correction over peer or self correction. clearly, the implementation of this technique obtained various response from them. 1. grouping preference figure 4.3 grouping preference peer‟s competency 41% peer relation 32% peer‟s cooperative 21% no criteria 6% rachmawati, d. , juniardi, y. & fawziah, z. 174 p-issn 2614-5960, e-issn 2615-4137 from figure above, it indicated that students had four different criteria in grouping themselves. they appeared to group themselves with those who had competency (41%), had close relationship with (32%), behaved cooperatively (21%), and anyone available (6%). it was clear then that, according to most of them, competency was a must. set competency as a must criterion was not in accordance with research by csernica et al., (2002). it was said that self-selected groups often gravitate toward friends and roommates. however, peer‟s relation still sat in high position, indicating that close relationship was still the students‟ top criterion. aside from that, there were quite many students who set cooperative as their criterion. whichever criterion sat in highest position was not a guarantee to more meaningful and effective learning process because all of them had their flaw. ability in grouping, for example, had been found to have few benefits and many risks. one of the examples was when homogenous and heterogeneous ability groups of students were taught identical curricula, there appeared to be few advantages to homogeneous grouping in terms of academic achievement (glass, 2015). on the other hand, grouping themselves based on the closeness might also be disadvantageous because students could segregate and spend more time socializing than working on the group project (cooper, 1990). it was afraid that instead of correcting the draft, they would converse with each other, abandoning the texts. grouping according to cooperative criterion, which seemed as finest solution of all, was also potentially problematic. it was because even though students would learn best when they were actively involved in the process (davis, 1993) there would have been students who refused to be cooperative and they could have been sat in homogenous ability groups. from elaboration above, it can be concluded that grouping must done carefully and with thoughtful consideration. therefore, it was problematic to let students group themselves due to the explanation. it would have been better if teacher herself did the grouping because only her who knew ability, closeness, and other characteristics of each student. by doing so, she could design homogenous ability groups in which less able students would be at reduced risk of being stigmatized, teacher‟s expectation for all students research and innovation in language learning vol. 1(3) september 2018 p-issn 2614-5960, e-issn 2615-4137 175 could be maintained at higher levels, and opportunities for more able students to assist less able peers in learning were exist. 2. students’ preparation before correcting figure 4.4 students’ preparation from figure above, it appeared that students had awareness of the importance of preparation before learning. most of them had read the material beforehand (42%) and paid attention and made note on the spot (27%), but there were also those who prepared nothing at all (28%). this act might be affected students‟ performance in correcting their peers‟ texts. study habits were important. it was the methods of study used by students during an academic course within an appropriate environment; in other words, it was the ability of students to manage time for the successful accomplishment of academic tasks (ozsoy g and memis a., 2009). investigation done by dehbozorgi and mooseli (2003) to find out causes of academic failure also revealed that 43.4% of the unsuccessful students had no plans for studying. therefore, students‟ preparation before learning was needed in order to promote effective study. read the material beforehand 42% pay attention and make note 30% no preparation 28% rachmawati, d. , juniardi, y. & fawziah, z. 176 p-issn 2614-5960, e-issn 2615-4137 3. language usage figure 4.5 language usage from figure above, it could be known that the students used two languages and mix of it. english was used the most (63%), followed by mix language of english and indonesian (29%), and indonesian (8%). it seemed that even though they were english students, use of native language could not be fully erased in classroom activity. in the beginning of lesson, lecturer had set rule for students to write down their correction in english, but it was up to their decision whether to use english or indonesian in communicating their meanings. this decision seemed reasonable for two considerations. it was known by the lecturer that her students were not yet proficient in english, so it was easier for them to communicate in indonesian. even though it was believed that the more students were exposed to a new language, the easier they learn the target language due to brain development (piaget and inhelder, 1969), but their cognitive system would not function at its best if children used a language which was not well developed during writing, speaking, reading, or listening activities (cummins, 2000). so, it was important for teachers to understand the process by which a second language should be taught, using the first language as support in order to ensure understanding and learning (dixon et al., 2012). the use of indonesian put students in ease when correcting their peer‟s english 63% mix 29% indonesian 8% research and innovation in language learning vol. 1(3) september 2018 p-issn 2614-5960, e-issn 2615-4137 177 text verbally because the learning would have been impeded if they were not allowed to communicate in language which they master the best. 4. concerned aspect figure 4.6 concerned aspect from figure above, it was indicated that during learning writing with peer correction technique, students had concern on almost every aspects. the highest was on language feature aspect (33%), followed by mechanic aspect (26%), all aspects (21%), generic structure aspect (19%), and none (1%). therefore, it can be presumed that this technique promoted students‟ awareness in every aspect. the process of peer correction technique could raise students‟ awareness of important organizational and syntactical elements that they otherwise might not notice on their own. this technique could lead to more meaningful revision, as these revisions were superior in vocabulary, organization and content (hansen and lui, 2005; storch, 2005; swain & lapkin, 1998. moreover, according to studies by gousseva-goodwin (2000) and storch, advanced esl learners‟ collaborative essay grades were higher than those done independently and tended to have greater grammatical accuracy. one reason for the higher grades might be that the collaborative process could lead to more productive feedback sessions (murphy & jacobs, 2000). it could be inferred from above that through this technique, students can learn multiple language skills more effectively than by working alone. language features 33% mechanics 26% all aspect 21% generic structure 19% no aspect 1% 0% rachmawati, d. , juniardi, y. & fawziah, z. 178 p-issn 2614-5960, e-issn 2615-4137 5. feedback follow up figure 4.7 feedback follow up from figure above, it was discovered that students treated feedback they had gotten differently. most of them would recheck before revise their text (77%), followed it right away (17%), or asked for second opinion (6%), these indicated that peer correction technique raised students‟ critical thinking. critical thinking was important in writing, so did in peer correction technique. by employing critical thinking, students thought logically and rationally by using data and evidence (juniardi, 2016). thus, they would not accept any feedback lightly. instead, they would recheck it to seek for confirmation or asked for second opinion to get different point of view. these process of discussing, clarifying, and evaluating other‟s idea, excessively would have the end result of producing writers who are more independent, “as they have attained the skills necessary to self-edit and revise their own writing” (rollinson, 2005, p: 29). presumably, the better critical thinking a student possessed, the better academic writing ability they would obtained. recheck and revise 77% follow it 17% ask for second opinion 6% research and innovation in language learning vol. 1(3) september 2018 p-issn 2614-5960, e-issn 2615-4137 179 6. technique’s influence on students figure 4.8 technique’s influence from figure above, it was known that peer correction technique had mostly positive influences towards students. it was said that the technique made they wrote more carefully (48%), understood the material being taught better (19%), became aware of mistakes more (20%), became critical (10%), and had no difference at all (3%). it could be indicated then that the technique made students a better writer. this finding was in accordance with previous finding about critical thinking. students‟ critical thinking had positive correlation with students‟ academic writing skill (juniardi, 2014). they had made mistakes in writing before, had been corrected, and critically considered the feedback before applying it. thus, students already knew what and how to write or to avoid and carefully wrote according to standard that had been set. surely, it made them better in writing. write more carefully 48% understand the material better 19% be aware of mistakes more 20% be critical 10% no impact 3% 0% rachmawati, d. , juniardi, y. & fawziah, z. 180 p-issn 2614-5960, e-issn 2615-4137 7. technique’s preference in correcting figure 4.9 technique’s preference in correcting from figure above, it was discovered that students had different preference in correcting technique used. more than a half preferred teacher correction (56%) over peer correction (41%) and mix of it (3%). it could be assumed that teacher correction technique considered more beneficial by them than rest of it. there were probably two reasons behind this fact. first, according to the students themselves, their writing skill was not good enough to give proper feedback to other or even to themselves. because of the uncertainty of the feedback‟s quality, students prefer teacher correction more. last, the students also saw teacher as figure of authority that guaranteed quality (jalalifarahani and azizi, 2012). sometimes, the feedback given during peer correction technique was not qualified and there was also high percentage of human error due to low writing skill. high proficiency student would gain only a little from the process while low proficiency student might have difficulties in sorting it out for not all the feedback were right. therefore, teacher correction was chosen over others. the challenges that students faced in learning writing exposition text through peer correction technique data analysis on students‟ challenges in learning writing exposition text through peer correction technique revealed that poor writing skill had become the most problematic teacher correction 56% peer correction 41% peer and teacher correction 3% 0% 0% 0% research and innovation in language learning vol. 1(3) september 2018 p-issn 2614-5960, e-issn 2615-4137 181 challenges. aside from that, there were other challenges that should be given more attention to make the implementation of said technique more efficient in future. below, the findings are presented in form of pie chart. figure 4.10 challenges in peer correction technique implementation from the figure above, it could be assumed that there were four major challenges that students faced. first was their poor writing skill. second was limited time allocation. third was peers‟ poor writing skill. last was number of texts to be corrected. for said twice, it seemed that poor writing skill was the main challenge. as stated above, it was speculated that writing skill had great impact in implementation of peer correction technique. in this technique‟s implementation, lecturer served as facilitator and was not as sole knowledge source. therefore, students depended mainly on their individual skill or, if possible, their peers‟ skill. however, it was discovered that many students had poor writing skill and so did with their peers. poor writing skill then, in context of peer correction technique, could cause domino effect in which the students were not only impeding their own progress, but also their peers‟ progress for giving improper feedback. moreover, due to their poor writing skill, they would felt like they had too little time for too many texts while in fact it was not. own poor writing skill 38% limited time 19% incompetent peer 16% too many texts 13% irresponsible peer 4% limited direction from lecturer 3% boring method 3% bad peer effect 2% not conducive 1% feel guilty to change group 1% rachmawati, d. , juniardi, y. & fawziah, z. 182 p-issn 2614-5960, e-issn 2615-4137 conclusion & recommendation based on research findings and discussion, several conclusions are drawn. first, students‟ level of writing skill seems to be higher in the end of semester. it is ensured by improvement in their texts‟ quality. second, students responded to peer correction technique implementation quite positively, but they had self-doubt to fully relay on the technique. students enjoyed learning using the technique and gained benefits, but they still desired for great assistance from lecturer due to their poor writing skill. last, in relation with the second findings, students are required to improve their writing skill outside classroom. references anderson, m., & anderson, k. 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(1991). group activities in the language classroom. english teaching forum , 12-15. storch, n. (2005). collaborative writing: product, process, and students' reflections. journal of second language writing , 153-173. research and innovation in language learning vol. 1(3) september 2018 p-issn 2614-5960, e-issn 2615-4137 185 swain, m., & lapkin, s. (1998). interaction and second language learning: two adolscent french immersing students working together. modern language journal , 320-337. ur, p. (1996). a course in language teaching: practice and theory. london: cambridge university press. vilamil, o. s., & de guerrero, m. c. (1995). peer revision in the l2 classroom: socialcognitive activities, mediating strategies, and aspect of social behavior. journal of second language writing , 51-75. rachmawati, d. , juniardi, y. & fawziah, z. 186 p-issn 2614-5960, e-issn 2615-4137 biography dina rachmawati is a candidate of phd scholar of higher education and currently works as lecturer at the english department, university of sultan ageng tirtayasa. her research interests are english education and linguistics. she can be reached through email at dina@untirta.ac.id. yudi juniardi is a phd scholar of higher education and currently works as lecturer at the english department, university of sultan ageng tirtayasa. yudi does research in language education. his current project is 'students‟ critical thinking and their academic writing skill at english department of sultan ageng tirtayasa university'. he can be reached through email at yjuniardi@yahoo.com. zahrah fawziah is a fresh graduate from department of english education, university of sultan ageng tirtayasa. she currently works as teacher at mts yaumin. she is interested in english education. she can be reached through email at fawziahzahrah07@gmail.com research and innovation in language learning 4(1) january 2021, pp. 52-67 pissn: 2614-5960 e-issn: 2615-4137 http://jurnal.ugj.ac.id/index.php/rill copyright 2021@ dina rachmawati, octania cinanti murti 52 article designing bantenese efl listening media to develop senior high school students’ local cultural awareness dina rachmawati dina@untirta.ac.id english education department, faculty of english education, university of sultan ageng tirtayasa, serangindonesia oktania cinanti murti oktania1997@gmail.com english education department, faculty of english education, university of sultan ageng tirtayasa, serangindonesia abstract this research was carried out to develop a prototype of a local content-based audio media for teaching listening in english as a foreign language (efl) for senior high school level. the research was conducted under two research questions i.e. what are the learning needs of senior high schools students for efl listening media? how was the bantenese local content-based media for listening developed? design based research was employed to conduct the study. semi-structure interview and open-ended questionnaire were conducted to collect information about the students’ needs for listening in efl teaching and learning activities. to figure out how the process of media development was done, an open-ended questionnaire was administered to students and to teachers in order to assess the quality of the media. additionally, material and media expert validations were done. data analysis revealed that first; the students needed bantense folk tales local content-based audio media for listening materials in efl classrooms in order to build their local cultural awareness. second, the audio media was developed by adopting bottom-up approach undergoing iterative processes i.e. the phases of analysis of practical problem, the phases of media development, and testing and refinement phase, and reflection phase. the development processes yielded three products i.e. teacher handbook, student handbook, and mp3 listening materials which accommodates bantenese folk tales. in conclusion, developing a local-content based learning media aiming at developing students’ awareness of their local culture and identity can be done through developing a teaching and learning media that addresses the students’ learning needs and be in accordance with english current curriculum adopted at schools. keywords: banten, cultural awareness, listening, media, design-based research rachmawati, d., & murti, o.c. 53 p-issn 2614-5960, e-issn 2615-4137 sari penelitian ini dilakukan untuk menggembangkan prototipe media audio berbasis konten-lokal untuk mengajar bahasa inggris sebagai bahasa asing untuk tingkat sekolah menengah atas. dua pertanyaan penelitian, yaitu apa saja kebutuhan belajar siswa sekolah menengah atas akan media menyimak bahasa inggris sebagai bahasa asing? bagaimanakah media ajar berbasis lokal banten untuk pembelajaran menyimak bahasa inggris dikembangkan? design based research digunakan dalam penelitian ini. wawancara semi-terstruktur, dan angket terbuka dilakukan untuk mengumpulkan data terkait kebutuhan belajar menyimak. untuk mengetahui bagaimana materi lokal banten diintegrasikan kedalam media menyimak, angket terbuka diberikan kepada siswa dan guru untuk mengetahui kualitas media. selain itu, validasi ahli media dan materi dilakukan untuk menilai kualitas media. data analysis menunjukan bahwa siswa membutuhkan media audio berbasis konten lokal banten. kedua, media audio dikembangkan melalui pendekatan bottom-up dengan langkah-langkah iteratif yaitu tahap analisis masalah praktis, tahap pengembangan media, dan tahap pengujian dan penyempurnaan, serta tahap refleksi.proses pengembangan menghasilkan tiga product, yaitu: buku pegangan guru, buku pegangan siswa, dan materi menyimak dalam format mp3 yang mengakomodir cerita rakyat banten. singkatnya, pengembangan media ajar materi berbasis konten lokal dapat dilakukan dengan mengembangkan media belajar berbasis budaya lokal yang ditujukan untuk mengembangkan kesadaran budaya lokal siswa dapat dilakukan dengen mengembangkan media belajar yang memasukan kebutuhan belajar siswa dan sesuai dengan kurikulum bahasa inggris yang berlaku dan diadopsi di sekolah. kata kunci: media, audio, budaya lokal, penelitian dan pengembangan received 2020-10-21 accepted 2021-01-27 published 2021-01-31 apa citation: rachmawati, d., & murti, o.c. (2021). designing bantenese efl listening media to develop senior high school students’ local cultural awareness. research and innovation in language learning 4(1), pp. http://dx.doi.org/ 10.33603/rill.v4i1.4262 introduction the availability and employment of audio media in language learning, especially in english as a foreign language learning context like in indonesia is fundamentally essential. the usage of audio media in the language learning provides the target language exposure for students which can improve their language proficiency (asmar & ardi, 2013) and aims at achieving instructional target purposes at the same time (smaldino, et al., 2004, p. 9). furthermore, its provision benefits teachers. it assists the creation of an enjoyable and engaging teaching-learning process and task (brinton, 2001; middleton, 2009). a new paradigm of english as international language (eil) http://dx.doi.org/10.33603/rill.v3i1 http://dx.doi.org/10.33603/rill.v3i1 research and innovation in language learning 4(1) january 2021 p-issn 2614-5960, e-issn 2615-4137 54 has overthrew the domination of british and american native-speaker standard in the practices of english language teaching (elt) (modiano, 2001; shin, eslami & chin (2011). this paradigm allows the inclusion of the standards and language power of english-language learners (alptekin, 2002; phillipson, 1997). embedding students’ local culture in english teaching and learning (etl) is believed to not only facilitate students to gain success in english learning due to their familiarity with learning content (shrestha, 2016; wicaksono & susanti, 2016) but also preserving and raising the students’ local culture knowledge to be promoted in global communication (bay, husain, & mamu, 2011; wicaksono & susanti, 2016). furthurmore, mandated by indonesia’s educational objectives highlighting national character and identity, teachers are required to give materials which expose the students to their culture (septy, 2018). in the context of this study, the statements imply that the efl teaching and learning process, especially in listening should include the students’ local culture in order to develop students local cultural awareness and identity. a number of studies have been conducted in discussing the consideration of integrating local culture into efl teaching and learning materials i.e. (bay, husain, & mamu, 2011; asmar & havid, 2013; thomas, 2014; arifani, 2016; herawati, 2016; septy, 2018;). in this respect, it helps learners’ knowledge construction and processing. as alpetekin (1993, p. 140) argued “familiarity with both content and formal schemas enables the learners to place more emphasis on systemic data, as their cognitive processing is not so much taken by the alien features of the target language background. moreover, familiar schematic knowledge allows the learners to make efficient use of their top-down processing in helping their bottom-up processing in the handling of various language tasks.” in addition to this, jenkins’s (2006) perspective on teaching world englishes/english as a lingua franca suggests that the teaching of elf should accommodate the learners to learn and use their local variation in local communicative settings. the incorporation of local culture significantly promotes nationalism, local cultural wisdom, and instills cultural identity and evocative learning context (jenkin, 2006; shrestha, 2016). considering the significant role of integrating local culture into a language learning, it can be assumed that teachers should be creative and initiatives to create their own materials and media to be implemented in the classroom which suit rachmawati, d., & murti, o.c. 55 p-issn 2614-5960, e-issn 2615-4137 their students’ cultural background. however, limited research has been done in creating local content based listening materials in efl learning i.e (herawati, 2016) and development of bantenese local-content based materials and media seems to be under research. therefore, this study was intended to accommodate the need to integrate indonesian, particularly bantenese local content into efl teaching and learning materials. the research was formulated under these two research questions i.e. what are the learning needs of senior high schools students for efl audio media? and how was the bantenese local content-based audio media developed? method design based research (dbr) was employed in this study. dbr is defined as sequences of approaches aiming at yielding new practices, theories, and artifacts that can improve teaching and learning practices in real-life settings (barab & squire, 2009). it focuses on understanding the complication of real-life situations by analytically designing and changing the learning setting, gathering facts of the various changes which recursively bring improvement for future designs (barab & squire 2009). wang and hannafin (2005, p. 6) define dbr as: “systematic but flexible methodology aimed to improve educational practices through iterative analysis, design, development, and implementation, based on collaboration among researchers and practitioners in realworld settings, and leading to contextually sensitive design principles and theories”. adapting reeves’ dbr model (2006), the development of the audio media went through four cycles. phase one is analysis of practical problems; phase two is development of solutions informed by existing design principles and technological innovations; phase three is testing and refinement of solution; phase four is reflection to produce “design principles” and enhance solution implementation. a public senior high school in (henceforth sman) serang city of banten province was chosen as the site for analysing practical problems and conducting the testing and refinement cycles. furthermore, the tests of the products were administered to the tenth grade-students to find out their learning needs and evaluate the audio media that was developed. an english teacher as co-researcher was also interviewed to find out the research and innovation in language learning 4(1) january 2021 p-issn 2614-5960, e-issn 2615-4137 56 perspective’s of the teacher about teaching and learning process and the audio media. semi-structured interview, open-ended questionnaire, and expert judgement forms were data collection techniques used in this study. there were two types of data in this study. those data were qualitative and quantitative data. three steps we done in analyzing the qualitative data adopting miles and huberman’s (2014) qualitative data analysis. first, data condensation. in this step, the semi-structured interview for teacher was transcribed into textual form. the data of semi-structured interview were analyzed carefully. after that, the necessary information were selected and put into themes/categories. the process can be seen in table 1. table 1 data condensation of interview no questions teacher’s response analysis 2 how important is the use of media in the teaching learning process media is very important, because students can be more interested in learning. especially, if the media is interesting. the students are more attracted and attentive to the teacher. second, by using media, i felt more helped in presenting the materials, at least we’re not tired. third, the teaching learning process is more enjoyable. media is important 1. make teaching learning process more interesting. 2. help teacher in lesson delivery. 3. enjoyable teaching and learning process. meanwhile, the data from students open-ended questionnaire were selected, coded, and put into themes/categories through underlining the necessary information. after that, the selected data were presented in tables. the code s1 represents code of the number of the participant, the cost and cst are protocol coding for characteristic of setting and characteristic of text. the excerpt of the process is illustrated in the table 2. table 2 data condensation of questionnaire no students’ response analysis cost cst s1 difficulty in listening to the audio because of poor quality of the audio and the class’s noisy √ s2 the problem was with the poor quality of the audio speaker √ s3 yes, sometimes the class was too noisy √ s4 sometimes, the sound of the audio speaker was poor. and when the teacher speak english it was not audible √ s5 sometimes, the audio was not clear and the pronunciation of the teacher was not good. so i couldn’t get what she said √ √ second step was data display. in this step, the selected data of semi-structured interview and questionnaire were displayed in tables and figure, as shown in table 3 for the interview data and figure 1 for the questionnaire data display. categorizing coding rachmawati, d., & murti, o.c. 57 p-issn 2614-5960, e-issn 2615-4137 table 3 display of interview no questions analysis 1 the teaching and learning process well planned 2 the importance of media really important because: 1. make teaching learning process more interesting and enjoyable 2. help teacher’s in delivery the materials 3 the media used in teaching listening power point 4 media use in the teaching and learning process laptop and speaker 5 the students’ responses related to media use the students were surprised and panic at first, the audio must be played several times. figure 1 display of questionnaire third step of the data analysis was drawing and verifying conclusions. in this step, both the qualitative data retrieved from semi-structured interview and open-ended questionnaire were verified and concluded. furthermore, the quantitative data were analyzed by using descriptive statictics. the process in analyzing the data will be explained as follow: first, the data from material expert judgement and media expert judgement forms were calculated (riduan, 2007, p.23) result and discussion students’ learning needs data analysis of the students learning needs revealed that the students needed audio media for learning listening. the inclusion of bantenese local content materials in learning english listening is imperative to develop their local culture awareness and identity in english language teaching. as illustrated in table 5. research and innovation in language learning 4(1) january 2021 p-issn 2614-5960, e-issn 2615-4137 58 table 5 result of interview no questions result of analysis 1 the teaching and learning process well-planned: teacher prepared syllabus; instructional design and teaching media 2 the importance of media really important because it makes teaching learning process interesting and enjoyable, and helpful for the teacher in explaining the material. 3 media used in teaching and learning process power point 4 media used in teaching listening laptop and speaker 5 the students’ responses related to media use the students were surprised and panic at first, the audio must be played several times 6 criteria of good listening good criteria of listening: conducive place, not too loud, high quality of sound, in language laboratory. but, language laboratory cannot be used due to limited facility at school. 7 the learning sources of narrative text the source were from other teachers who were more capable in using internet and more advanced technology 8 difficulties in teaching narrative 1. students were not interested in reading the story 2. they had difficulty in determining the generic structure of text 9 the importance of involving local content in the teaching learning process local content materials were important to make students more aware of their local culture and identity as bantenese 10 local content-based learning in narrative test material for listening activity it’s good because: 1. the story in the narrative text commonly from outside banten 2. local story of banten is hard to find 3. english teacher just introduce the history of banten 4. banten story is important to make students aware of their own local culture and identity table 5 indicated that the availability of teaching media is an inseparable part of the teaching learning process. it can be inferred from the result of analysis of items one, two, three, and four in which the consideration of what teaching aids to employ is a part of the teacher’s preparation. it implied that the teacher possessed pedagogical content knowledge (pck) by taking into account the provision of teaching aids in the instructional delivery. pck is the concept of the alteration of the subject matter for teaching. this alteration takes place as the teacher construes the subject matter, discovers numerous ways to exemplify it, and adjusts and modifies the instructional materials to different notions and students’ prior knowledge (harris & koehler, 2007; niess, 2011). in addition, the inclusion of media in the classroom activities showed a teachers’ considerate incorporation of technology and pedagogical practices throughout lesson preparation (janssen, knoef & lazonder, 2019; niess, 2011). in essence, the teacher has showed her/his flexibility and ability in accommodating the students’ learning needs and at the accomplishment of the subject materials targets. however, rachmawati, d., & murti, o.c. 59 p-issn 2614-5960, e-issn 2615-4137 analysis of items six, seven, eight, nine, and ten implied that improvement of the teaching media in teaching listening needs to be done since power point, and nonbantenese content materials were the most common media and materials used by the teacher. these findings were in line with the finding gained from item one of the openended questionnaire where generally the students found that the listening activity was not fun. as illustrated in figure 2. figure 2 students' perception of the listening teaching learning process in this respect, the problem occurred for two main reasons i.e. the teacher’s professional competence/tpack and supporting facilities. from the analysis of item seven, it implied that the teacher had difficulty in using internet and more advanced technological tools. in other words, the teacher seemed to strive to integrate the content knowledge with the technological knowledge. this finding was supported by the data from the questionnaire in which the students found that the lesson was less engaging and fun. it implied that improvement of the teacher’s strategic thinking of technological knowledge needs to be done in order to improve the teacher’s teaching practices. it is in line with neiss (2011) that teacher educators are challenged with remodeling their programs on the way to the improvement of the knowledge teachers need for reconsidering how technologies might be incorporated and acting upon their choices. furthermore, semi-structured interview and open-ended questionnaire analysis indicates that despite the teacher’s limited capacity in integrating technology in her teaching, she teacher was aware of the needs to incorporate the local cultural-content into the research and innovation in language learning 4(1) january 2021 p-issn 2614-5960, e-issn 2615-4137 60 teaching media, particularly in this study it refers to audio media. it is in line with reimann (2009) that it is increasingly essential that communication skills covering critical thinking, intercultural knowledge and understanding, and cultural awareness be incorporated in the teaching of english as a foreign language. the challenges faced by the teacher’s in this respect were driven by three main reasons. first, the english teacher had inadequate capability in designing the media through ict by herself. second, bantenese local-content was hard to find in english text books. in fact, the engagement of local content was needed in the teaching and learning process. third, the teacher needed the good quality audio since the listening activity was not conducted in the language laboratorium. as voogt & mckenney (2016) argued that teachers face difficulty in incorporating technology in their instructional practice due to incompatibility of the media and the existing teaching culture and their teaching practices. responding to this finding, a media that helps the promotion of learners’ ability development in communicating ideas and cultural belief in varied setting, including their own cultural setting (shin, eslamia & chen, 2011; modiano, 2001;) and accommodation of values adopted in the national curriculum (qoyyimah, 2016) was required. in addition, the finding of the open-ended questionnaire analysis was in the line with the semi-structured interview analysis finding since the students also needed the local-content based audio media. in this regard, it is critical for a teacher to improvise teaching aids so as to connect the gap between learners’ real world and the intangible foreign english language setting (asokhia, 2009). accordingly, provision of a ready to use local content based-audio media is beneficial not only for the teacher but also for the students to study english and at the same time exploring their own culture. process of audio media development data analysis of the audio media development revealed that a bottom-up approach was employed in developing the audio media development. bottom-up down approach starts with identifying problems, competences, and proposing solutions and strategies in integrating (turugare & rudhumbu, 2020). in this study the approach was adapted into three phases of product development i.e. analysis of practical problems, development of solution, and testing and refinement solutions. in the phase of analysis of practical problems, teachers and researchers work together in identifying the actual teaching and rachmawati, d., & murti, o.c. 61 p-issn 2614-5960, e-issn 2615-4137 learning problems (reeves, 2006). the findings of this phase were previously explained in the first research questions. the second phase was development of solutions informed by existing design principles and technological innovation. it is the process of the manufacture of model resolutions based on current design principles (reeves, 2006). in this study, the audio material design was adjusted from the result of students’ learning needs and teacher’s interview. there were three steps on planning the product. the first step was determined the purpose of listening skill in narrative text based on the curriculum. the second step was looking for suitable sources to develop audio media material. in this study, endang firdaus’ story books were chosen as the material entitled “leuwi sero”, “the legend of banten”, “the legend of cikotok”, and “the legend of sunda strait and mount krakatau”. it was intended to provide exposure to the students to bantenese local culture. the third step was turned the sources into english narrative text as the script to be spoken. furthermore, the online text-to-speech; tophonetics.com was used to change the written transcript into audio. next, the audio was recorded through wavepad sound editor. after that, the sound effect added through wavepad sound editor. then, the item test was written and changed into audio through the online text-to-speech; naturalreader.com. after that, the teacher’s and students’ books were designed. then, the content of the books was arranged. this process implied that the incorporation of technology in educational practice is an intricate innovation for teachers (gibson, 2001; webb & cox, 2004; voogt & mckenney, 2009). the process requires tpack, the knowledge that reveal teachers’ competence on the selection and employment curricular resources and ict-based resources (janssen, knoef & lazonder, 2019; voogt, fisser, roblin, tondeur, & braak, 2013; vgoot & mckenney, 2016). the third phase was testing and refinement of solutions. it is done until both of the prototype solutions and the design principles acceptable results have been reached (reeves, 2006). in this step, there were three tests. the first test was done by the material expert, the second test from media expert, and the third test was from students’ assessment. the material expert judgement was intended to measure the validity of the research and innovation in language learning 4(1) january 2021 p-issn 2614-5960, e-issn 2615-4137 62 materials developed in the product. the test measured 15 criteria of the material as shown in the table 6. table 6 material expert judgement data analysis revealed of the material expert judgement revealed that the product got score 96% in total which mean the product developed was valid (riduan, 2007; sugiono, 2017). in other words, the validator gave a minimum of adequate assessment that the materials in the audio media suits for use in learning and were appropriate for the targeted participants. furthermore, a test by the media expert was done to evaluate the quality of the media. there were twelve indicators used as the reference of the quality. as shown in table 7. rachmawati, d., & murti, o.c. 63 p-issn 2614-5960, e-issn 2615-4137 table 7 media expert judgement data analysis showed that the product got score 84% in total which mean the product. the result of the audio assessment is presented in table 8. table 8 students assessment towards the audio media research and innovation in language learning 4(1) january 2021 p-issn 2614-5960, e-issn 2615-4137 64 analysis of table 8 indicates that the total score on students’ assessment was 85.15 which mean the product was in the valid category (riduan, 2007; sugiono, 2017). it implied that the audio media could show its affordances to be used to denote the subject matter in the best possible way (mishra & koehler, 2006) and the audio media is prospective to support academic creativeness in engaging students through media mediation (middleton, 2009). since the result of test showed that the audio media was valid and ready to use, the next phase moved to the phase of reflection to produce design principles and enhance solution implementation. the phase was done by doing focus group discussion (fgd) with the co-researcher, in this study was the english teacher, regarding the final product. the fdg suggests that dissemination of the product needs to be done locally in banten province in order to equip english teachers with the knowledge about the content or materials and the practical skills in using the media so that they can instill locally cultural awareness to the students. this is in line with the principal component in the tpack framework involving the mixture and incorporation of particular ict, content and pedagogies and representing knowledge of how to teach a specific theme by using ict in a way that assists the teaching and learning process (koehler & mishra, 2008; mishra & koehler, 2006). conclusion the study found that the integration of technology-based media accommodating students’ local cultural content in teaching english listening was required in building students’ cultural awareness and identity and the bottom-up approach was employed in the development of the media. this study concludes 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(2016). addressing local knowledge and local wisdom through writing using project-based learning viewed from students ‘learning styles in cross culture understanding class. in unnes international conference on eltlt (pp. 31-42). conflict of interest no potential conflict was reported. author biography dina is a faculty member of english education department of university of sultan ageng tirtayasa. her research interest is efl research methodology, systemic functional linguistics, efl teachers’ professional development, and efl writing. okta is an english teacher of a public junior high school in serang city, banten province. research and innovation in language learning 4(1) january 2021 pp. 36 pissn: 2614-5960 e-issn: 2615-4137 http://jurnal.ugj.ac.id/index.php/rill copyright 2021@ sarfita br sitepu, lemmuela alvita kurniawati 36 article an exploration on the use of realia-mediated instruction for teaching english for young learners sarfita br sitepu sitepusarfita@gmail.com english language education department, faculty of education and humanities, universitas kristen duta wacana, yogyakarta-indonesia lemmuela alvita kurniawati pipitkh@staff.ukdw.ac.id english language education department, faculty of education and humanities, universitas kristen duta wacana, yogyakarta-indonesia abstract this study investigates how teachers and young learners use realia-mediated instruction (henceforth, rmi) in a private english course in indonesia. therefore, it also explores the viewpoints of teachers on using rmi to teach english for young learners. to gather the data, this study employed a descriptive qualitative design with interpretivism paradigm. three english teachers in a private english course involved in this study. to gain the data, the researchers conducted interviews with three english teachers and observations in kids classes. two themes emerged for research question 1 are rmi is used to teach vocabulary and rmi is used to assess students understanding. three emerging themes for research question 2 were rmi helps students engaged in learning process, rmi help students maximize their multi-sensory english learning experience, and rmi increases student’s communication skill. the results of this study have a meaningful implication for preand in-service english teachers in the exploration of rmi for young learners. moreover, this study enriches research about the use of rmi as teaching and learning media for young learners. keywords: english course, realia-mediated instruction, learning media, young learners sari studi ini menyelidiki bagaimana guru dan pembelajar anak-anak menggunakan instruksi dimediasi realia (selanjutnya, rmi) pada lembaga kursus bahasa inggris di indonesia. selain itu, penelitian ini juga mengeksplorasi sudut pandang para guru dalam menggunakan rmi untuk mengajar bahasa inggris bagi pembelajar anak-anak. dalam mengumpulkan data, penelitian menggunakan desain kualitatif deskriptif dengan paradigma interpretivisme. tiga guru bahasa inggris pada lembaga kursus bahasa research and innovation in language learning 4(1) january 2021 p-issn 2614-5960, e-issn 2615-4137 37 inggris dilibatkan dalam penelitian ini. untuk memperoleh data, peneliti melakukan wawancara dengan tiga guru bahasa inggris dan observasi di kelas kids. dua tema yang muncul untuk pertanyaan penelitian 1 adalah rmi digunakan untuk mengajar kosakata dan rmi digunakan untuk menilai pemahaman siswa. tiga tema yang muncul untuk pertanyaan penelitian 2 adalah rmi membantu siswa terlibat dalam proses pembelajaran, rmi membantu siswa memaksimalkan pengalaman belajar bahasa inggris multi-inderanya, dan rmi meningkatkan keterampilan komunikasi siswa. hasil penelitian ini memiliki implikasi yang berarti bagi guru bahasa inggris pra dan dalam jabatan dalam eksplorasi rmi untuk pembelajar anak-anak. selain itu, penelitian ini memperkaya penelitian tentang pemanfaatan rmi sebagai media belajar mengajar bagi anak didik. kata kunci: instruksi, kursus bahasa inggris, pembelajar anak-anak, realia received 2020-10-03 accepted 2021-01-01 published 2021-01-31 apa citation: sitepu , s., & kurniawati, la. (2021). an exploration on the use of realia-mediated instruction for teaching english for young learners. research and innovation in language learning 4(1), pp. http://dx.doi.org/ 10.33603/rill.v4i1.4216 introduction teachers have to be more creative and active to build memorable learning experiences (siswanto, 2017), as young learners are more excited, enthusiastic and lively than adult learners (cameron, 2001). the activities and exercises of the language classroom for young learners cannot be limited by the textbooks only (bably & nusrat, 2017). there are many variations of teaching-learning activities for young learners, such as doing role-play, playing game, making projects, and telling stories. by creating various and fun activities, teachers can use teaching media to help them develop the materials creatively during the teaching-learning process. indeed, teaching media can be used to deliver information through various activities in the classroom. aini (2013), for instance, stated that all teaching media can be used for teaching-learning activities and support learners in reaching learning objectives. in other words, all teaching media are useful to teach the language based on purposes. one of teaching media is realia. it is a teaching media which consists of real and semiconcrete objects which are illustrated to teach vocabulary (chiarantano, 2008). therefore, it can be a bridge to build collaborative activities (suharsih & hamidiyah, 2012). in which, the use of rmi to do class activities can make an authentic learning http://dx.doi.org/10.33603/rill.v3i1 sitepu , s., & kurniawati, la. 38 p-issn 2614-5960, e-issn 2615-4137 process for young learners. according to rokhmawati (2011), realia is actual or semiconcrete objects which are used as media to facilitate language learning. in short, realia is teaching media that can be seen, touched, felt, and brought into the class to support the teaching-learning process. there are many previous studies discuss rmi in the english language learning (see aini 2013; amumpuni and rahmasari 2019; arbryan 2018; argawati 2009; bably and nusrat 2017; bala 2015; diep 2019; hadi 2018; irawan 2018; rokhmawati 2011; suharsih and hamidiyah 2012). based on the results, they found out that students can be more creative and engaged in doing activities by using rmi. argawati (2009), for example, found that using rmi makes learning experience more memorable for elementary students in indonesia. because most young children learn by having handson experience, so, realia can be a good teaching media to give them exposure of real-life learning situations. furthermore, the methods used in the previous research were mostly quantitative method (e.g: argawati, 2009; bably & nusrat, 2017; bala, 2015; diep, 2019; hadi, 2018; irawan, 2018; rokhmawati, 2011). since, a qualitative method was rarely used, thus, we conducted this study to fill the gap from the previous research. in this case, the qualitative method was used to investigate how young learners and teachers use rmi and explore the teachers’ views. despite the fact that there have been many studies discuss rmi, studies investigating teachers’ perspective of using rmi for young learners remain limited. most of the researchers researched about how rmi used for teaching vocabulary, writing, and speaking (see aini, 2013; amumpuni & rahmasari, 2019; argawati, 2009; bably & nusrat, 2017; bala, 2015; diep, 2019; hadi, 2018; irawan, 2018; rokhmawati, 2011; suharsih & hamidiyah, 2012). however, many things can be explored more about how teachers and young learners use rmi and in the classroom. additionally, the previous research (e.g: aini, 2013; amumpuni & rahmasari, 2019; argawati, 2009; hadi, 2018) was conducted mostly in formal schools. however, research on the use of rmi for young learners in formal schools and non-formal settings are limited in numbers. research and innovation in language learning 4(1) january 2021 p-issn 2614-5960, e-issn 2615-4137 39 the existence of english private courses can be attributed to the characteristics of formal education (alotaibi, 2014). formal education is a structured and organized education model and administered by norms, laws, and subjects which strict to the curriculum, methodology, content, and objectives (shala, 2016) unfortunately, sometimes the high demand for education cannot be matched with students' need. english private course is a type of non-formal education which is more flexible to the needs and interests of the students (shala, 2016). for example, some studies (e.g: alotaibi, 2014; kozar, 2013) found that students who are interested to join courses outside the school are high in saudi arabia and russia. however, despite the potential of private course in english education, in indonesia, the research which focused on a private english course is rarely investigated. therefore, this study discusses how young learners and teachers use rmi and explores teachers’ views toward the use of rmi in a private english course in the indonesian context. lastly, the use of rmi for young learners in an english private course was conducted because young learners’ characteristic shows that they are lively learners who need interaction with real objects to engage their attention to do activities in learning english (bably & nusrat, 2017). the purposes of this study are to investigate how teachers and young learners use rmi in a private english course and to explore english teachers’ viewpoints about the use of rmi for young learners. therefore, this study would investigate how young learners and teachers use rmi and explore teachers’ views toward the use of rmi in a private english course in the indonesian context. methods this study used a qualitative research method to gather data from the participants. this study, as characterized in the nature of qualitative method (creswell, 2007; ospina, 2004; strauss & corbin, 1998), aimed to gain deeper data from the participants' perspective toward certain phenomena. additionally, strauss' and corbin's (1998) stated that “qualitative methods can be used to obtain the intricate details about phenomena like feelings, thought processes, and emotions that are difficult to extract or learn about through more conventional methods” (p.11). specifically, this study employed descriptive qualitative to investigate detailed process on how rmi is used by the sitepu , s., & kurniawati, la. 40 p-issn 2614-5960, e-issn 2615-4137 teachers and young learners in the classroom and to find out deeper perspectives about the use of rmi for young learners in a private english course. in fact, by using descriptive qualitative, the teachers' voices on the use of rmi can be described deeply. as qualitative method was used in this study, an interpretivism paradigm was applied. it was applied to gain in-depth perspectives of reality from the viewpoint of participants and find a deeper understanding of the phenomena of the human and social sciences (creswell, 2007). further, it was applied to find the uniqueness of context instead of trying to generalize the understanding of the whole participants (creswell, 2007). therefore, the findings of this study were not meant to generalize the participants' viewpoint. otherwise, it would show in-depth individual perspectives about the use of rmi for young learners in a private english course. many previous studies on rmi had been conducted using various kinds of methods. some studies used qualitative method by conducting classroom action research (car) and experimental research (amumpuni & rahmasari, 2019; irawan, 2018). whereas, some others used quantitative research (e.g: bably & nusrat, 2017; bala, 2015; diep, 2019; hadi, 2018). in comparison to this study, we used a qualitative method by conducting interview and observation. in the observation, we identified young learners' and teachers’ actual behaviour on how they use rmi in the classroom (creswell, 2012). meanwhile, by doing interview, the teachers’ voices on using rmi could be explored more. since the focus was to investigate how rmi is used by the teacher and young learners and find out teachers’ perceptions toward the use of rmi in a private english course, therefore, we did not use either experimental design or car because their focus is conducting research only in a certain group. three english teachers were selected as research participants. the selection of the participants was based on voluntary participation as well as teaching experiences. two teachers who voluntarily agreed to participate in this study had respectively 10 years and one year of teaching experience. their perspectives would show new findings from two different sides of participants based on their experiences, particularly in teaching young learners and using rmi in the private course. research and innovation in language learning 4(1) january 2021 p-issn 2614-5960, e-issn 2615-4137 41 as the purposes of this study are to explore how rmi is used in a private english course and find out the participants’ viewpoint of using rmi for young learners, therefore observation and interview were chosen as the main instruments. observations on two kid-classes to record the teachers' and students' actual behaviour on using rmi in the classroom (creswell, 2012) and semi-structured interviews with three teachers to understand the participants' answers thoroughly and investigate the use of rmi deeply (harrell & bradley, 2009) were conducted sequentially. to collect the data, qualitative method was employed. deeper data were collected by using interview and observation checklists as the main data collections (creswell, 2007). observations were done in kid-classes to record information on actual behaviour and individuals who have difficulty verbalizing their ideas (creswell, 2012). the criterion of observation checklist is about how rmi was used in the classroom. semistructured interviews were done by using a set of interview questions as a guide for answering research questions about teachers’ viewpoint of using rmi and how they use rmi in the classroom (creswell, 2007). furthermore, as suggested by braun and clarke (2006), thematic analysis was used to analyse the observation and interview data. they stated that a theme represents meaning within the data set and it captures important points about the data with the research questions. as there were two instruments used in this study, observation results were used as the main data for rq1 and interview results as supporting data. meanwhile, for rq2, interview results were used as the main data and supported by observation data. the complete details could be seen in the appendices. after obtaining permission from the institution to conduct the research setting, observation in two kid classes, and individual semi-structured interview in indonesian language with three teachers were conducted. the observation in two kid classes was conducted to record the students' and teachers’ behaviours on how they used rmi in the classrooms. by conducting observation, the reports were written and analysed to generate initial codes. likewise, thereafter conducting interview, the data was translated into english for further analysis. afterward, the data was coded by referring to rq2. sitepu , s., & kurniawati, la. 42 p-issn 2614-5960, e-issn 2615-4137 further, the codes of interview and observation were defined and thematized using thematic analysis. additionally, after gaining some themes that answered both research questions, the data from observation and interview will be used to support each other. the data collection was illustrated in figure 1. figure 1. an illustration of data collection and analysis in conducting interview and observation, some ethical considerations were taken into account by distributing consent forms, such as confidentiality and anonymity. firstly, an informed consent form was distributed to the manager of the course to grant permission to conduct a study in its private english course (cohen, manion, & morrison, 2007). once the management grants permission, this study could be initiated. after getting access and acceptance, the teacher participants were given a consent form to ask their willingness to participate (cohen et al., 2007). as the principle of informed consent is self-determination and freedom, the teachers were given some time to read and sign (cohen et al., 2007). the second ethical consideration is anonymity. throughout this study, pseudonyms are used to keep the participants’ confidentiality (israel & hay, 2006). the name of the institution where the research was conducted and the participants’ names are disclosed (cohen et al., 2007). the anonymity is done to protect the participants’ identity throughout this study (cohen et al., 2007). results and discussion the results of this study were gathered from the observation and interview data. the two classes that were being observed were kids 1 (k1) and kids 2 (k2). both classes were using rmi. furthermore, the pseudonyms of the three participants were as follow: eva (female/f), alka (female/f), and lisa (female/f). in this section, the results and research and innovation in language learning 4(1) january 2021 p-issn 2614-5960, e-issn 2615-4137 43 discussion of the observation in two classes and interview with three teachers are presented. research question 1: to what extent do the teachers use rmi in a private english course? based on the results of the observation and also supported by interview results, there were two themes on the extent of the use of rmi for young learners in a private english course. as shown in table 1, the illustration of the two themes generated for the first research question is presented. table1. emerging themes for research question 1 theme 1 rmi for teaching vocabulary theme 2 rmi for assessing students understanding theme 1: rmi for teaching vocabulary while doing observation, rmi was used in both classes to teach vocabulary. it could be seen in these observation reports: the report of k1 observation: the teacher showed some photos of animals and fruits and said, “what is this?” some students seemed enthusiastic and mentioned the name of the photos loudly. but, some were just silent because some fruits and animals were new for them. but, the teacher did not stop there, she also did “repeat after” to teach the students to pronounce the words correctly, for example, she showed a picture and asked “what is this?” some of the students who knew it, answered “it’s a lion” or “lion!” then to clarify the answer, she said” it’s a lion”, “repeat after me, lion”. [obv/eva1] the report of k3 observation: by using photos of persons as realia, the teacher was only presenting about new verbs of daily activities for the students. the teacher used photos of persons who were doing something on the photos. at the beginning of the class, the teacher was showing some photos, and the students were asked what activities that were done by the person in the photos, she said “what does she do?”, and the students said “sleep! sleep!” they spoke the words loudly. [obv/alka2] based on the observation on how rmi was used by the teacher to teach about vocabulary, in k1, the teacher used photos of fruits and animals to teach about nouns, meanwhile in k3, the teacher used photos of persons to teach about verbs. therefore, it showed that students could learn vocabulary by using rmi. in which, by using rmi, students can learn nouns (e.g., k1 observation) and verb (e.g., k3 observation). regarding to these findings, there are some studies which also reported consistent results (e.g. suharsih and hamidiyah (2012), for instance, conducted a study on how english teachers used rmi to teach students with some nouns. furthermore, bably and sitepu , s., & kurniawati, la. 44 p-issn 2614-5960, e-issn 2615-4137 nusrat (2017) reported that learners can recognize an object immediately by using rmi. in other words, students can easily mention the words based on the objects they see. furthermore, those findings were also supported by the data of three teachers who were in agreement that students could recognize vocabulary by using rmi. they shared that vocabulary is the frequent topic that they taught to young learners in this private course. eva, in excerpt 1, highlighted that she used rmi for introducing new vocabulary for the students. she stated that: 1.“…... realia is only used for showing [new vocabulary] for example. “this is a book”, [i set] a picture of book or real book. but, i only say the word or write it on the board and the realia is just showed…” [intv/eva6] in line with eva’s viewpoint, specifically, alka, in excerpt 2, reported that she prepared rmi to teach singular and plural nouns, and countable and uncountable nouns. she reported that: 2.“…. if in kid classes, [students] might focus on [materials of] singular and plural. so what realia should be prepared? [the objects] can be mixed, fruit, vegetables, toys, therefore, we had to prepare mix realia that can be used for singular and plural, also count/uncountable]” [intv/alka26] in relation to both teachers, lisa also used rmi to teach vocabulary. even she found out that rmi could be used variously for teaching parts of speech such as nouns and prepositions, and adjectives. in excerpt 3, she explained: 3.“my elementary class (ec), firstly, in that class is about introducing vocabulary using realia. usually, [i] use realia for [vocabulary]. for example, [i] showed something, “what is this?” [students answered] “this is star fruit” secondly, [i] can use realia for prepositions. okay, for example, this is a toy and i put it here [putting a car on the table], “where is a car?” “it is on the table” ….. so [realia] can be used for prepositions. also for …“which”, okay, for example, you‟re holding two mangos, “which one do you prefer?” for example, you prefer a yellow mango or green mango?” something like that. because, if you want to teach „which‟, realia is needed. if [realia was not used], it would be too difficult [for teaching „which‟]. okay for instance, this is an ambulance, [we ask the students], the right one or the one on the left. thus, we have two objects for them to choose.” [intv/lisa3] with regard to the excerpts above, rmi could be used to teach various vocabularies based on its purpose. in this case, lisa used rmi for teaching some parts of speech such as nouns, prepositions, and adjectives. recent studies also reported similar results (e.g: diep, 2019; suharsih & hamidiyah, 2012). in his previous study, diep (2019), for example, reported that various rmi could be used to teach simple structure for young learners like, preposition. he added that teaching simple vocabulary for young learners research and innovation in language learning 4(1) january 2021 p-issn 2614-5960, e-issn 2615-4137 45 would be more effective by using rmi because they could imagine the objects and also situations (diep, 2019). theme 2: rmi for assessing students understanding based on the observation data in k1 class, rmi was not only used for teaching vocabulary but it was also used to check students’ understanding of the lesson that they just learnt. the report of k1 observation: after presenting new vocabulary lesson for about 15 minutes, the teacher used previous realia to check the memory of the students. the game was “give me a picture of____”. she explained the instruction with intonations and gestures. also, she made her example, so the students could see what they had to do. in this case, the teacher was putting some photos on the floor and she would call one by one by saying “give me a picture of a mango” then, a student had to run and took the photo of mango. by doing this game, the students should listen carefully to their teacher to get the right picture. [obv/eva2] as it could be seen in k1 class observation, the teacher was using rmi to check and review the previous lesson. furthermore, by using rmi, the teachers can drill students to practice and measure the students’ progress in understanding the lesson (argawati, 2009). in other words, by practicing or even playing game using rmi, it might help the teacher to find out whether the students understood the material or not, as illustrated in k3 class. to support the observation results, eva, the teacher of the k1 class, during the interview admitted that rmi was used to check the students' understanding. in excerpt 4, she commented: 4.“[playing game using realia] is practice, but more like concept checking. it is for checking whether [the students] remember [the vocabulary] or not. but, the real [speaking] practice, they do it with their friends.” [intv/eva21] based on the interview, eva clarified that she used rmi to check the students’ understanding before they practice the language with their friends. it is also in line with juhana (2014) who stated that young learners need repetition of language items that they learnt. therefore, it is necessary for the teachers to assess the students by doing game or do several activities to give them familiarity and confidence (juhana, 2014). research question 2: what are teachers’ views on the use of rmi in english learning for young learners? the results of interview with three teachers who were as follows: eva (female/f), alka (female/f), and lisa (female/f). three themes about the participants’ views on the use of rmi in english learning for young learners are emerged (see table 2). sitepu , s., & kurniawati, la. 46 p-issn 2614-5960, e-issn 2615-4137 table2. emerging themes for research question 2 theme 3 engaging students in learning process theme 4 maximizing students’ multi-sensory english learning experience theme 5 increasing student’s communication skill theme 3: engaging students in learning process letting the students to sit and just explaining the lesson are not the right choices, especially for teaching young learners. by the evidence, the teachers agreed that using rmi was their choice to build students' motivation in learning english. eva, in excerpt 5, reported: 5.“[using realia or not] their understanding is the same. but, [using realia] is more fun, and [the students] are not sleepy.” [intv/eva13] in excerpt 6, she continued: 6.“[the students] seem curious toward realia that i brought. for example, i brought small wooden houses to learn about places. [the students] would ask “what will you do with the houses? and so on.” [intv/eva15] the excitement of the students was also seen by alka, as in excerpt 7: 7.“[the students] were excited. if they saw toys in the class they would be so excited, like “what is this, miss? like that.” [intv/alka16] lisa, participant 3 also shared that the students enjoyed learning using rmi. in excerpt 8, she reported: 8.“…if [i] used plastic fruits, or miniatures of real objects that we couldn‟t bring to the class, the students would be happy because [plastic fruits] are playthings….” [intv/lisa5] students were engaged in the learning process because they were curious and excited about the objects brought into the classroom. for example, from eva’s case, the students were curious about how rmi would be used. in regards to this finding, amumpuni and rahmasari (2019) reported that the students were being active, motivated, and enthusiastic during the learning process and they give more attention more. those findings were also supported by the results of the observation conducted in k1 and k3 class. during the observation, the teacher asked the students to play the game of “give me a picture of___” the atmosphere of the class was lively. playing the game brought so much fun for them, as it was seen that the students were excited to catch the target by running from their chair and proudly giving it to their teacher. it seemed that the students enjoyed the activities [obv/eva1] while introducing verbs to the students, the teacher was showing some pictures, and the students said “sleep! sleep!” they spoke the words loudly. yet, some students looked curious about what is in the photos and they focused on each photo that was showed. [obv/alka2] research and innovation in language learning 4(1) january 2021 p-issn 2614-5960, e-issn 2615-4137 47 in the light of these findings, in his study, wachob (2006) stated that one factor that shows how students are motivated in the class is using interesting rmi and what teachers can do with the given material. from the evidence, eva and alka, the teachers of the two classes, were using rmi for playing game and showing pictures. in k1 class, the atmosphere was also lively because the students were actively catching the pictures. by doing such a game, the students were engaged in the learning process because the teacher gave exposure to the lesson in a fun way. further, in k3 class, the students were curious toward rmi as they paid attention to the objects that were showed by the teacher, and they said the word loudly. furthermore, by using rmi, the lessons became more interactive and students became more independent while doing activities. theme 4: maximizing students’ multi-sensory english learning experience all the teachers were in agreement that elementary students learn new things through seeing, feeling, touching, and experiencing rmi. hence, they agreed that rmi is more effective to experience objects and real-life situations compare to other teaching aids. alka, in excerpt 9, explained that: 9.“hm … [realia] cannot be replaced [by other teaching media]… if we use realia, it can be touched, we can feel it, like fruit. the shape is like this if we just show the powerpoint, the picture [of fruit] would be bigger. is that the real size? okay, the picture is okay, the color is okay, but is the size is like that? that‟s not the real size. even though several realia not really close to the real size of the real object, at least texture is the same. kids have sensors, right? they can feel it.” [intv/alka28] lisa, participant 3, also reported the same point on how rmi give different learning experience for young learners. in excerpt 10, she reported with some examples: 10.“i think, for kids, realia is more interesting than technological tools. why? [because] they can see, touch, and feel [realia], so there are some aspects that they feel right at the time. if only pictures, how is the texture? for example like durian, it has thorns. so they can play with [realia] and they are not passive, for example, they know this is durian, when they play, they can close their eyes and feel it. “oh this is durian”, by feeling the texture.” [intv/lisa13] both teachers’ reports may reflect what (gobert, 2018) referred to as multisensory reinforcement in which students do not only hear or write the word but they use their senses to see, feel, and touch the object to remember the information better in long term. also, the participants admitted that rmi could give different learning experiences for the students because, in their age, they experience things by playing with rmi directly (bably & nusrat, 2017). furthermore, using rmi is a strategy to help students to comprehend the better concept of lesson they learnt by maximizing the use of their sitepu , s., & kurniawati, la. 48 p-issn 2614-5960, e-issn 2615-4137 sensory and help them to bridge the gap between classroom activities and real-life experiences. theme 5: increasing student’s communication skill by using rmi, participant 2 agreed that students were active to speak in the classroom. excerpt 11 shows: 11.“for example, [the material is] possessive pronoun. [by holding realia] a student said “it is my doll, it is mine”. and then, [the object] can be used for practicing too. for example, one student took their friend‟ belonging and said, “whose car is this?”, “it is my friend‟ car”. [the student] can also practice like that.” [intv/alka22] based on the excerpt, the students might actively involve in the activities, since they had something to do with the object and they had the topic to discuss. the students can easily communicate since they are provided with the object and they can imagine the situations (diep, 2019). in this case, alka stated that the object could be used to make conversation with their friends based on the object that they hold. therefore, using rmi would help students to imagine the situations. in this way, the students could share their imagination through communication. in the light of these findings, there were three themes generated to answer the second research question, i.e., teachers’ views on the use of realia in english teaching and learning. based on the interview transcripts and observation notes, rmi is used to engage students in learning process, maximize students’ multi-sensory english learning experiences, and increase students’ communication skills. these findings were aligned with previous studies conducted by amumpuni and rahmasari (2019), hadi (2018), suharsih and hamidiyah (2012), and wachob (2006) confirming how rmi gives effects learners in english class. conclusion & recommendation to conclude, rmi can be used for introducing and teaching vocabulary lessons such as nouns, verbs, prepositions, and adjectives. the use of rmi in the classroom brings a powerful way to connect students with vocabulary through seeing and feeling the objects directly. apart from that, rmi can be used to check students’ understanding by involving them to do certain activities, such as playing game. furthermore, rmi brings some advantages to english young learners’ learning. firstly, the teachers clarified that research and innovation in language learning 4(1) january 2021 p-issn 2614-5960, e-issn 2615-4137 49 rmi makes students more active and excited during the teaching-learning process, further, rmi helps young learners to maximize their multi-sensory to get them to do hands-on experiences and they can remember the lessons in the long-term by using their sensors. lastly, rmi helps students to increase their communication skill because by using rmi students can easily express their idea orally. furthermore, the result of this study has some significant implication for preand in service teachers. this study can provide the teachers insight of using rmi, especially for facilitating english learning for young learners. additionally, this study will enrich research in english language education related to the use of rmi as supporting teaching media in english language teaching for young learners. this study still has some limitations that can be seen as considerations in the future. firstly, the observations data of this study may not explore more on other realia because both classes that had been observed used one kind of realia. the data would be richer if the observation was done in another class that used different kinds of realia. secondly, this study was done within a limited time frame due to the outbreak of covid-19. therefore, this study could not be conducted with many participants. if it was conducted with more than three participants, the data would be richer. the last is the lack of exploration of the small findings which can be considered to be explored more in the future. finally, there are some recommendations for future studies. they might investigate more perceptions from different perspectives, such as senior high students who can share the perspective from students’ side. next, they might explore more of teachers’ perceptions of using rmi in more than one private english course to gain more data from participants in different settings. lastly, they can investigate the use of rmi for english achievements such as writing, listening skill, or even integrated skills. references aini, w. n. 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(2017). using realia as an effective pedagogical tool. journal of humanities and social science, 22(11), 1–7. bala, e. (2015). the positive effect of realia in efl classes. international journal of social sciences & educational studies, 2(1), 43–48. braun, v., & clarke, v. (2006). using thematic analysis in pschology. qualitative research in pschology, 3(2), 77–101. chiarantano. (2008). games and activities for primary modern foreign language. cohen, l., manion, l., & morrison, k. (2007). research methods in education (6th ed.). new york: routledge. creswell, j. (2007). reseach design. london: sage publications. creswell, j. (2012). educational research (4th ed.). boston: pearson education ltd. diep, l. (2019). exploring realia usage in teaching english grammar to young learners. international journal of scientific & engineering research, 10(6), 1238–1252. gobert, m. (2018). flash cards, realia, and objects. the tesol encyclopedia of english language teaching, 1–6. https://doi.org/10.1002/9781118784235.eelt0188 hadi, a. (2018). effectiveness of using realia in teaching english vocabulary for esl learners. international journal of engineering science invention (ijesi), 7(10), 65–72. harrell, m., & bradley, m. (2009). data collection methods semi-structured interviews and focus group. arrlington: rand corporation. irawan, d. (2018). teaching vocabulary by using realia (real-object) media. english community journal, 1(1), 41. israel, m., & hay, l. (2006). research ethic for social scientists. london: sage publications. juhana. (2014). teaching english to young learners : some points to be considered. asian journal of education and e-learning, 2(1), 43–46. kozar, o. (2013). the face of private tutoring in russia: evidence from online marketing by private tutors. research in comparative and international education, 8(1), 74–86. ospina, s. (2004). qualitative research. in j. m. g. goethals, g. sorenson (ed.), encyclopedia of leadership. london: sage publication. rokhmawati, e. (2011). the use of realia to improve speaking ability in procedure text. walisongo state institute for islamic studies, semarang. shala, a. (2016). formal and non-formal education in the new era. action researcher in education, (7), 119–130. siswanto, a. (2017). teaching english to young leaners: a reflection form englaoshi community. the 2nd teylin international conference april 2017, 31–34. strauss, a., & corbin, j. (1998). basics of qualitative research (2nd ed.). thousand oaks: sage publication, inc. research and innovation in language learning 4(1) january 2021 p-issn 2614-5960, e-issn 2615-4137 51 suharsih, s., & hamidiyah, a. (2012). realia: the effective media for teaching english for eyl. teylin 2: from policy to classroom, 6–14. wachob, p. (2006). methods and materials for motivation and learner autonomy. reflection on english language teaching, 5(1), 93–122. conflict of interest no potential conflict of interest is reported author biography sarfita br. sitepu, s.pd. graduated from english education department of universitas kristen duta wacana. currently, residing in karo, north sumatera, she teaches in a private english course in yogyakarta and some private courses in karo. her research interests include teaching english for young learners and esp. lemmuela alvita kurniawati, m.hum. is a faculty member at english education department of universitas kristen duta wacana. she teaches curriculum and material development, web technology for english language learning, task and media design, basic grammar, english for specific purposes (esp), and technology for language learning. her research interests include esp, technology-enhanced english language instruction, and preand in-service teacher professional development. research and innovation in language learning vol. 2(2) may 2019 pp. 120-138 pissn: 2614-5960 e-issn: 2615-4137 http://jurnal.unswagati.ac.id/index.php/rill copyright @ 2019 hazim alkrisheh, feisal aziez, taisir alkhrisheh 120 a study on gender and language differences in english and arabic written texts hazim alkrisheh multilingualism doctoral school, university of pannoniahungary feisal aziez multilingualism doctoral school, university of pannoniahungary taisir alkhrisheh amman arab university jordan abstract this study aims at investigating gender differences in writing style. the study also aims at investigating language use differences in arabic and english written texts by native speakers of arabic in the average sentence length, lexical density, and readability. 40 students were asked to write an essay on the extent of effort expended to have better scores in academic settings. we used halliday‘s framework about the functions of language to investigate gender differences. halliday claimed that females‘ writing style is, as he described, ‗involved‘ while males‘ writing style is more ‗informative‘. the results of the study do not confirm halliday‘s assumptions about gender differences in writing. no significant differences were found between males and females in the frequencies of the use of nouns, prepositions, numerals and modifiers. the only significant difference that was found is the use of pronouns, which is not enough to account for the assumptions. to measure readability, the gunning-fog index formula was used. the results show that there was no significant difference between arabic and english in the average sentence length, but there were significant differences in lexical density and readability. this result indicates that the arabic written texts are lexically richer yet more comprehensible. keywords: gender difference, language difference, written texts sari penelitian ini bertujuan untuk menyelidiki perbedaan gender dalam gaya penulisan. penelitian ini juga bertujuan untuk menyelidiki perbedaan penggunaan bahasa dalam teks tulis bahasa arab dan inggris oleh penutur asli bahasa arab dalam hal rata-rata panjang kalimat, kepadatan leksikal, dan keterbacaan. 40 siswa diminta untuk menulis esai dalam upaya meningkatkan skor mereka dalam bidang akademis. kami menggunakan kerangka kerja halliday tentang fungsi bahasa untuk menyelidiki perbedaan gender. halliday mengklaim bahwa gaya penulisan wanita, seperti yang dia jelaskan, lebih 'terlibat' sedangkan gaya menulis pria lebih 'informatif'. hasil penelitian tidak mengkonfirmasi asumsi halliday tersebut. tidak ada perbedaan signifikan yang ditemukan antara pria dan wanita dalam frekuensi penggunaan kata benda, preposisi, angka dan pengubah. satu-satunya perbedaan signifikan yang ditemukan adalah alkrisheh,h., aziez, f., & alkhrisheh, t. 121 p-issn 2614-5960, e-issn 2615-4137 penggunaan kata ganti, yang tidak cukup untuk mendukung asumsi halliday. untuk mengukur keterbacaan, rumus indeks gunning-fog digunakan. hasil penelitian menunjukkan bahwa tidak ada perbedaan yang signifikan antara bahasa arab dan bahasa inggris dalam panjang kalimat rata-rata, tetapi ada perbedaan yang signifikan dalam kepadatan leksikal dan keterbacaan. hasil ini menunjukkan bahwa teks yang ditulis dalam bahasa arab lebih kaya secara leksikal namun tetap lebih dapat dipahami. kata kunci: perbedaan gender, perbedaan bahasa, teks tertulis received 05 march 2019 last revision 16 april 2019 published 31 may 2019 doi. 10.33603/rill.v2i2.2028 introduction many researchers in the field of linguistics (namely psycholinguists an sociolinguists) believe that the females‘ choices regarding speech acts play an important role in the achievement of intimacy (tannen, 1990). females‘ choices regarding speech acts are identified as their way of maintaining relationships. in written texts, however, halliday (1994) distinguishes between two types of differences among males and females. these two types are referred to as ―involved‖ and ―informative‖ writing. the former describes females as being involved in the sense that they assume that the reader knows the references in their written texts, and thus, the reader needs to be involved from the females‘ perspective. as a result, the reader senses a kind of personal and author involvement in the text. males, on the other hand, tend to be informative in the sense that they provide more details about the things that are mentioned in the text because they assume that the reader needs background information, no matter how little, about the things being discussed in the text. languages are also different on many levels in syntax, phonology, phonetics, semantics and many other linguistic aspects. in written texts, to be specific, it is very important to keep track of the learners‘ ability to comprehend these texts in reading. comprehension is defined as a cognitive process through which readers interact with the text to extract the meaning on the basis of their prior knowledge (ruddell, 1994). that is why it is very important for teachers to provide the proper reading materials for their students, because, if the text is too easy or too difficult, the learner might lose interest. readability is one of the aspects which will be used to investigate languages (by research and innovation in language learning vol. 2(2) may 2019 p-issn 2614-5960, e-issn 2615-4137 122 languages in this paper we are referring to language use of both languages arabic and english by native speakers of arabic) in this paper. there are many formulas for detecting readability (see dale & chall, 2006a; dale & chall, 2006b; flesch, 2006). the formula used to investigate readability in this paper is referred to as ‗gunning-fog index formula‘ (gunning, 1952) which is based on the average sentence length, the average syllable length and the average word length. the average sentence length will be investigated independently in addition to lexical density in this paper to either confirm or reject our hypothesis about arabic and english. in addition to investigating language use, this research also aims to investigate halliday‘s claims regarding gender differences in the two types mentioned earlier (involved and informative) in arabic and english written texts. many researchers examined the differences between males and females in controlled conditions. controlled conditions provide suitable data in the sense that the researcher is provided with written text samples which can be described as similar especially when the participants are asked to comply to a certain number of words in the text (e.g. 400-500 words essays). there are also other objectives of this research that will be discussed later. writing style a considerable number of studies focused on gender differences. trudgill (1972) and eckert (1989), for example, discuss lexical and phonological differences between males and females. trudgill discusses the lexical choices of males and females based on a sociolinguistic variation of middle-class females and working-class males. he states ―standard forms are introduced by middle-class women, non-standard forms by working-class men‖. this statement suggests that the females‘ choices of linguistic patterns indicatetheir tendency to use more prestigious speech acts. whereas men tend to put little emphasis on prestigious speech acts as a result of inaccurate self-evaluation responses. eckert, on the other hand, examined the phonological differences between males and females. he states ―…sex is not directly related to linguistic behavior but reflects complex social practice‖. the complex social practices that both genders display do not only affect linguistic choices, but they also affect behavioral choices. alkrisheh,h., aziez, f., & alkhrisheh, t. 123 p-issn 2614-5960, e-issn 2615-4137 other researchers investigated pragmatic and phonological differences in informal writing styles and in speech acts displayed by males and females (see holmes 1990; key 1975; labov 1990). many researchers in the field investigated language as a social phenomenon. halliday is one of the pioneers in this domain as he introduces himself as a generalist who tried to look at language from each and every possible angle. halliday‘s framework on the functions of language has been used for years by many researchers and linguists in the field. he introduces eight functions for language use (halliday, 1975): 1) instrumental, 2) regulatory, 3) interactional, 4) personal, 5) heuristic, 6) imaginative, 7) informative, 8) divertive. according to halliday, these functions are the main functions of language in all of its spoken and written forms. an example of halliday‘s framework used in research is a study conducted on the basis of halliday‘s register model (lukin, moore, herke, wegener & wu, 2011). in this study, the researcher introduces the concept of ―register‖ as variation according to use from halliday‘s point of view. the results of the study show that contextual settings constrain meaning potential. this study was based on spoken-based language data. but in written texts and written-based language, halliday‘s framework focuses on other aspects regarding functions, namely ―involved‖ and ―informative‖ writing styles as functions in a written language. many studies were conducted to investigate gender differences in this framework. parastoo yazdani & reza ghafar samar (2010) is an example of such studies. the study aimed at investigating differences between native and non-native male and female students from different universities in iran. the study shows that non-native females significantly used more pronouns than non-native males. the results also show that there is no statistically significant difference between non-native males and non-native females in the use of specifiers. native males and native females exhibited no significant differences in the use of pronouns or specifiers. the results also show that the female and the male stereotypical behavior is present as there were differences in the number of words, sentences‘ length and paragraphs‘ number between males and females. even though the results of this study do not support halliday‘s assumptions, yet they do not contradict these assumptions. research and innovation in language learning vol. 2(2) may 2019 p-issn 2614-5960, e-issn 2615-4137 124 ishikawa (2015) conducted a study to investigate gender differences among university students in argumentative essays. the students were asked to write an essay of 200-300 words in a controlled condition where the topic choice was restricted to two topics. the results of this study show that males used more nouns and thus, used more prepositions than females. the difference in the use of nouns and prepositions between males and females is statistically significant. the nouns used by males are associated to certain places, times and activities. the results also show that males used more numerals than females as demonstrated in previous research. female students on the other hand, used particular personal pronouns more frequently than male students. they also used more modifiers (intensifiers and quantifiers) than males. this difference between males and females regarding pronouns was statistically significant. the words used by females are associated to psychological processes and feelings. the results of this study support halliday‘s assumptions about ―informative‖ and ―involved‖ writing styles. readability turning to the literature on readability, many studies have been conducted using the different kinds of formulas for readability. one such research is conducted to investigate if the teacher‘s subjective judgment on the readability of texts she presents to her students matches the students‘ perspective on the readability of the text (kako, 2018). the results of this study show that there is a high negative correlation between the teacher‘s subjective judgment and the students‘ perspective regarding the readability of the text. the teacher predicted (based on her own judgment) that the texts she presented to her students ranking from easiest to hardest would match the students‘ perspective on the level of difficulty. however, the findings show the opposite as students found that the texts that the teacher thought to be easy turned out to be hard and the texts that the teacher thought to be hard turned out to be easy from the students‘ perspective. the paper focuses on one measurement of readability known as ‗cloze procedure‘ (bormuth, 1967). this method uses a fixed numerated word in each sentence (e.g. 3 rd word) in the text and the researcher deletes the numerated word in each sentence to see if the students can predict the words or not. alkrisheh,h., aziez, f., & alkhrisheh, t. 125 p-issn 2614-5960, e-issn 2615-4137 there are many formulas for detecting readability such as the flesch–kincaid (flesch, (2006)) readability tests which is associated to the flesch–kincaid grade level. most of these indices of readability rely on sentence length and word length. there is also the coleman–liau index readability test designed by meri coleman and liau (1975) to detect the understandability of texts. this formula relies on the characters of the word rather than the syllables. the arguments against this formula is that character/syllable formulas are more accurate in detecting readability when done properly. the argument for this formula is that the measurement of characters is more accurate when the researcher uses a computer program than the measurement of characters and syllables. the coleman–liau index was designed to mechanically calculate samples of hard-copy text. unlike syllable-based readability indices, it does not require an analysis of the character content of words, it only requires an analysis of their length in characters. as an advantage, it could be used hand in hand with theoretically simple mechanical scanners that would only need to recognize characters, words, and sentence boundaries, without the need for a full optical character recognition or a manual keypunching. another formula designed to detect the understandability of the text is the automated readability index (ari) which produces a representation of the grade level needed to comprehend the text as follows. table 1 formula for detecting the understandability of the text (ari) score age grade level 1 5-6 kindergarten 2 6-7 first/second grade 3 7-9 third grade 4 9-10 fourth grade 5 10-11 fifth grade 6 11-12 sixth grade 7 12-13 seventh grade 8 13-14 eighth grade 9 14-15 ninth grade 10 15-16 tenth grade 11 16-17 eleventh grade research and innovation in language learning vol. 2(2) may 2019 p-issn 2614-5960, e-issn 2615-4137 126 12 17-18 twelfth grade 13 18-24 college student 14 24+ professor this formula also relies on characters rather than syllables which makes it easier to be calculated with a computer program. the gunning-fog index (gunning, 1952) is also another measurement for readability which also incorporates a grade level similar to the previous readability index ari. this readability instrument is a good predicator of readability as it incorporates the number of complex words based on the syllable count. this is why this formula is adopted for measuring readability as it provides a balanced tool that considers the number of sentences, words and syllables. the last formula that will be discussed is the smog index for readability. developed by mclaughlin, harry (1969), this formula relies more on sentences‘ length and syllables‘ length. some researchers in the field considered this formula better and more accurate than the flesch-kincaid formula as the later seems to underestimate the reading difficulty of a given text compared to the former (fitzsimmons, michael, hulley, scott, 2010). lexical density before conducting any form of investigation on lexical richness, it is important to define what is meant by ‗word‘. read (2000); nation (2001) identified the term ‗word‘ in four different categories: a word family, a lemma, a type and a token, given in order from the most general to the most specific. a word family is a very broad term which refers to regular and irregular derivatives in any given language. in other words, a word family is a group of words that share a common base or root which incorporates the attachment of many prefixes and suffixes onto it (e.g. work, works, rework, worker, working, workshop, workmanship, etc.). a lemma associates the inflections to a base form. in other words, a lemma is a group of words that share grammatical associations (e.g. live, lives, lived, living). a type refers to the total number of unique words in a given text. a token refers to the total number of words in a given text. the difference between a type and a token is that a type considers only words without repetition in contrast to a token in which all words are considered even repeated ones. alkrisheh,h., aziez, f., & alkhrisheh, t. 127 p-issn 2614-5960, e-issn 2615-4137 according to johansson (2009), lexical richness or type-token ratio (ttr) is best measured by considering the level of uniqueness in the vocabulary choices produced by speakers. this is one of the common measurements of lexical richness of the text and it refers to the ratio of distinctive and unique words to total number of words in a given text. the uniqueness of the speakers‘ words is a proper, but not an exclusive, predicator of proficiency. in a study conducted by failasofah, & dayij alkhrisheh, (2018) to examine the lexical diversity and lexical sophistication of indonesian students, a typetoken ratio measurement is used to conduct the investigation by the aid of d_tools (malvern, richards, chipere, and duran, (2004)) to examine the lexical diversity, and p_lex (meara, and bell, (2001)) to examine lexical sophistication. however, this paper aims to investigate language differences in lexical density in addition to readability and sentence length using online tools (available at: mladen, a. 2006 text analyzer; and webfx, 2018). halliday, 1985 defines lexical density as ―the kind of complexity that is typical of written language‖. lexical density is highly associated to readability as it appears to be one of the factors that can determine the linguistic complexity of a written text. in other words, the less lexical density found in a text, the easier the text is to comprehend. calculating lexical density is usually done by calculating word frequencies and category frequencies (see laufer and nation, 1995) in which the ratio of lexical items (words that bare meanings) are considered against non-lexical items (e.g. articles such as ‗the‘). for instance, in a sentence like ‗mike loves going to the park‘, the non-lexical items written in italics compromise the lexical density of the text and thus the lexical density of the sentence is 66.67%. laufer and nation (1995) had several measurements for measuring lexical richness such as lexical density (ld), lexical variation (lv), lexical originality (lo) and lexical sophistication (ls). lexical originality, for instance, considers the number of unique tokens in the text. lexical sophistication considers the number of advanced words in the text. lexical variation considers the ratio of the number of different words to the number of repeated words. and finally, lexical density considers the percentage of lexical words in the text (i.e., nouns, verbs, adjectives, adverbs). research and innovation in language learning vol. 2(2) may 2019 p-issn 2614-5960, e-issn 2615-4137 128 research questions 1. are there any significant differences between males‘ and females‘ writing style? and, in case significant differences were found, do the findings support halliday‘s assumption? 2. aare there any significant differences between arabic and english in the average sentence length? bare there any significant differences between arabic and english in the lexical density? care there any significant differences between arabic and english in readability? hypothesis based on the literature presented earlier. we hypothesize that the gender differences regarding ‗involved‘ and ‘informative‘ will be confirmed in this paper as we predict that female students will use more pronouns and modifiers than male students. male students, however, will use more nouns (and prepositions) and numerals. other objectives of the study include investigating the differences between arabic and english in the aspects mentioned in the previous section. furthermore, we hypothesize that arabic will have a less average sentence length than english. we also hypothesize that the lexical density in arabic will be more than the lexical density in english. regarding readability, we would hypothesize that the english text will be more comprehensible than the arabic text given that english is not the mother tongue of the participants and thus they would use a simplified variety of english. these assumptions regarding arabic and english are based on the fact that arabic is a highly inflectional language. in other words, arabic has many forms of derivations incorporating prefixes and suffixes more than other languages. for example, the word ‗أنلزمكموها‘ (pronounced: anulzimkumuha) in arabic needs six words in english as an acceptable translation. the translation of the word in english is: ‗shall we bestow it upon you?‘. alkrisheh,h., aziez, f., & alkhrisheh, t. 129 p-issn 2614-5960, e-issn 2615-4137 method the current study is a cross-sectional descriptive study in which the participants‘ act (writing and essay) was controlled only by the number of the words. the design of the paper includes an observation (regarding writing habits) followed by a statistical analysis to examine the differences. the participants of this research were forty students (between 18 and 23 years old) from mutah university in jordan (n=40) whose native language is arabic. the students were chosen on the basis of the objectives of this study which is to compare male students to female students in the writing style. the other objective is to compare arabic to english in three aspects that can be identified in the average sentence length, lexical density and readability (using gunning-fog index formula for readability). on the basis of these objectives the selection of the students is as follows: 10 male arabic language students, 10 female arabic language students, 10 male english language students and finally 10 female english language students. procedure the students were asked to write no more than three paragraphs of no more than 200 words on their efforts to achieve their educational goals (write about your acts of efforts for having better achievement results). in other words, they were specifically asked to write about the exertion of hard work that they display to achieve their educational goals. the exertion of hard work is displayed in the things you do to achieve your goals. the goals that are mostly discussed in the educational context usually refer to excelling in one‘s domain and getting high grades. the sentences that these students wrote fall under four categories. 1) commitment. 2) time management. 3) mental and physical activities. 4) irrelevant information. the first category, for instance, is displayed in sentences such as ―i attend the class on time‖ which demonstrates the commitment to the time of the class. the second category is displayed in sentences such as ―i study every day for 2 hours‖ which demonstrates the student‘s attempt to manage his schedule. the third category is displayed in sentences such as ―i pay attention to the teacher‖ and ―i sleep early so i can wake up early‖ which demonstrates a mental based or a physical based activity. the forth category is displayed in sentences that do not fall under any of the previous three categories and has nothing to do with their main task of providing information on the exertion of hard work. research and innovation in language learning vol. 2(2) may 2019 p-issn 2614-5960, e-issn 2615-4137 130 to investigate the differences between genders, an online text analyzer (mladen, 2006 text analyzer) was used to calculate the frequencies of the words displayed in the text for male students and female students. then the data of each student was imported to an independent excel sheet to calculate the frequencies using the ‗sum‘ formula. to locate the word categories, we used a different color for each category. even though it is much easier to use the option ‗replace‘ in microsoft excel for certain categories, we chose to highlight the words with different colors instead, because the option ‗replace‘ for the arabic language is useless due to the fact mentioned earlier about arabic being highly inflectional. for instance, prepositions and nouns appear independently in english, whereas in arabic they can be conjoined in one word such as the word ‗ هاب ‘ (pronounced: biha) which means ‗about it‘ or ‗about her‘. then, the formula was used to calculate the percentage of each category. to investigate the differences between the two languages, another online text analyzer (webfx, 2018) was also used in addition to the previously mentioned website (mladen, 2006 text analyzer). the former site was used to check the readability (gunning-fog index formula) and the average sentence length of the text for both languages. we choose the gunning-fog index formula because it considers the sentence length, the word length, and the syllable length. the later website was used to check the lexical density for both languages (in addition to word frequencies for both genders). after all of these procedures, all data was imported to spss for conducting the analysis. ‗independent sample t-test‘ was used to investigate the differences between the arabic and english, and between males and females. findings and discussion the results in this section are presented in the following order: 1descriptive statistics for males and females presented in table 1 in m / f format. 2the differences between males and females presented in chart 1. 3descriptive statistics for arabic and english presented in table 2 in a / e format. 4the differences between arabic and english presented in chart 2. the texts which the students provided were edited and corrected before making the analysis. alkrisheh,h., aziez, f., & alkhrisheh, t. 131 p-issn 2614-5960, e-issn 2615-4137 table 2 means and std. deviation mean (males / females) std. deviation (males / females) pronouns 10.92 / 17.09 5.89 / 5.86 nouns 24.64 / 23.19 6.58 / 6.51 prepositions 16.27 / 18.00 4.31 / 4.59 numerals 1.40 / 1.18 1.97 / 1.46 modifiers 9.17 / 11.42 3.23 / 3.91 chart 1 the difference male and female table 2 research and innovation in language learning vol. 2(2) may 2019 p-issn 2614-5960, e-issn 2615-4137 132 table 3 means and std. deviation mean (arabic / english) std. deviation (arabic / english) average sentence length 17.35 / 19.96 8.84 / 4.69 lexical density 83.78 / 61.79 4.86 / 7.24 readability 7.12 / 11.81 3.49 / 2.17 chart 2 the difference of language the following results are presented in relation to the research questions: first, in table (1), the males‘ use of nouns is presented with a mean of (24.6) and a standard deviation of (6.5). the females‘ use of nouns is presented with a mean of (23.1) and a standard deviation of (6.5). chart (1) shows that the difference between males (m=24.6, sd=6.5) and females (m=23.1, sd=6.5) in the use of nouns is not significant; t (38) =.698, p=.489. chart (1) also shows that the difference between males (m=1.4, sd=1.9) and females (m=1.1, sd=1.4) in the use of numerals is not significant either; t (38) =.387, p=.701. furthermore, chart (1) shows that the difference between males (m=16.2, sd=4.3) and females (m=18.0, sd=4.5) in the use of preposition is not significant; t (38) =-1.227, p=.227. however, chart (1) shows that the difference between males (m=10.9, sd=5.8) and females (m=17.0, sd=5.8) in the use of pronouns is significant; t (38) = -3.315, p=.002. and finally, chart (1) shows that the alkrisheh,h., aziez, f., & alkhrisheh, t. 133 p-issn 2614-5960, e-issn 2615-4137 difference between males (m=9.1, sd=3.2) and females (m=11.4, sd=3.9) in the use of modifiers is not significant; t (38) = -1.978, p=.055. second, to address the second question in its first subset, the results in table (2) and chart (2) show that the difference between arabic (m=17.3, sd=8.8) and english (m=19.9, sd=4.6) in the average sentence length is not significant; t (38) = -1.165, p=.251. to address the second subset of the second question, the results in table (2) and chart (2) show that the difference between arabic (m=83.7, sd=4.8) and english (m=61.7, sd=7.2) in lexical density is significant; t (38) = 11.262, p=.000. to address the third and last subset of the second question, the results in table (2) and chart (2) show that the difference between arabic (m=7.1, sd=3.4) and english (m=11.8, sd=2.1) in readability is also significant; t (38) = -5.096, p=.000. to address the first research question, it seems that halliday‘s assumptions are not significantly confirmed in the results. although males did use more nouns and numerals (but not more prepositions) but their use of these categories was not significant. according to halliday‘s claims, males should use nouns, prepositions and numerals more than females. even though it is true that males used more nouns and numerals than females, yet the frequency of use is not significantly established. there is one but not significant violation though, which is the use of preposition. females used more prepositions than males. the argument about the use of prepositions is that the more nouns used, the more prepositions are likely to appear. so, it is more of a logical conclusion rather than an assumption about the use of prepositions. turning to the use of pronouns and modifiers, the results regarding the use of pronouns indicate a significant difference between males and females, the results concerning modifiers on the other hand, is almost significant. the first research question is addressed with a negative answer since only one of the five categories account for the claims. these results do not significantly support halliday‘s claims but they do not violate his assumptions. the reason behind this, as mentioned earlier in a previous section, is related to the number of the students as it has an impact on the results. significant results could have been provided with larger numbers to represent the population. research and innovation in language learning vol. 2(2) may 2019 p-issn 2614-5960, e-issn 2615-4137 134 even though the average sentence length in the arabic language scored less than the average sentence length in the english language as predicted in the hypothesis, yet the difference is insignificant. this result confirms our prediction in the hypothesis suggesting that arabic is a highly inflectional language incorporating more prefixes and suffixes than other languages and providing more unique words deriving from the base form of the word such as ‗ذهة‘ and ‗ذهبت‘ pronounced ‗ðahaba‘ and ‗ðahabtu‘ respectively. the former means ‗he went‘ or ‗it went‘ and the later means ‗i went‘. the former has a null pronoun and the later has an attached pronoun as a suffix. this result suggests that arabic is more readable than english. even though arabic scored more in lexical density, yet it scored less in readability, suggesting that the arabic text contains more unique words, yet easily understood. conclusion regarding gender differences in this paper, it has been established in the results that the frequencies of the usage of the different categories is not significant. even though halliday‘s assumptions are not violated, yet they have not been significantly supported in this paper. there was a pattern in the use of word categories as suggested by halliday though. the different roles that both genders play in society determine their linguistic and behavioral choices. the males‘ use of nouns and numerals, for instance, might be related to their need to confirm their authorial identity. the females‘ use of pronouns and modifiers might be related to their need to maintain intimacy and relationship. regarding the differences between arabic and english, it has been established in the results that there are significant differences in lexical density and readability. these results are an initial attempt to put arabic in the field of linguistics and corpora because arabic, as mentioned earlier, is an understudied language. more research should be conducted to confirm our hypothesis in a more fixated trend (e.g. controlled conditions for comparing languages). research should also be conducted to investigate the differences between arabic and other languages in all of its spoken and written based forms of native speakers. this initial attempt to present arabic in its infancy in corpora is an important step, yet a step that requires more studies to confirm the assumptions. this research presents valuable data if supported with more studies and more research of an empirical nature. this research also represents a call for creating an arabic corpus alkrisheh,h., aziez, f., & alkhrisheh, t. 135 p-issn 2614-5960, e-issn 2615-4137 by national and governmental institutions to support its existence in the field of linguistics even though it needs a methodological refinement due to its fresh presence in research. limitation one identifiable downside to this research is the number of students who participated in the research. in any similar research, larger numbers are usually required to represent a better sampling of the population. another downside that can be identified is the number of words required to write the texts. the reason behind this is that we didn‘t want to push the students over to provide irrelevant information, but some of them did. some students provided unnecessary information such as ‗teachers‘ strategies‘ used in class. the focus of the text was on the students‘ own efforts in pursuing their goals. another downside to this research is the fact that the english language participants are not native speakers of english. for this reason, we decided to investigate written texts so that we can give the students enough time to express themselves properly as they tend to correct themselves all the time in written texts. this issue can be solved with future research on the differences between the arabic and the english language of native speakers in spontaneous speech acts. the only reason for including non-native speakers is the availability of limited resources by which only the previously mentioned participants could be included. in other words, we do not have access to native 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(2010). involved or informative: a gender perspective on using pronouns and specifiers in efl students‘ writing. the modern journal of applied linguistics, 2(5), 354-378. author’s biography hazim alkhrisheh is a phd student at multilingualism doctoral school, faculty of modern philology and social sciences, university of pannonia, hungary. his research interests are language and motivation as well as corpus linguistics. he can be reached at hkhresha@yahoo.com feisal aziez is a phd student at multilingualism doctoral school, faculty of modern philology and social sciences, university of pannonia, hungary. his research interests are second language development and tefl. he can be reached at feiaziez@gmail.com taisir alkhrisheh is a professor at amman arab university, jordan. he can be reached at tkhrisheh@yahoo.com mailto:hkhresha@yahoo.com mailto:feiaziez@gmail.com mailto:tkhrisheh@yahoo.com research and innovation in language learning vol. 2(2) may 2019 pp. 101-119 pissn: 2614-5960 e-issn: 2615-4137 http://jurnal.unswagati.ac.id/index.php/rill copyright @ 2019 vivi aulia 101 promoting extensive reading activity by constructing reading log project in efl class vivi aulia stkip pgri banjarmasin abstract this research aims at knowing the result of students’ extensive reading (er) activities that is described on reading logs project carried out by english department students of stkip pgri banjarmasin. besides that, this research also aims at knowing the students’ attitude towards the er activity by gaining their personal views on the benefits and difficulties accomplishing the activity. this research took place towards 22 students who were assigned to do er activity outside the class time. the data were collected through the documentation of their reading logs project and the questionnaire. the reading log project consisted of six elements that were reported by students individually presenting the summary of their er activities during 16 weeks while the questionnaire gained information further on clarifying the benefits and the difficulties of doing the activity. the result of documentation students’ reading logs project showed that the students were comfortable having freedom to choose reading material based on determined genres and its sources, stating specific reason on choosing reading material, and reflecting what has been discovered while reading. furthermore, the result of questionnaire showed that students have benefits and difficulties in promoting er activity through constructing reading log project. since they were given freedom on this activity, 100% of them stated that er activity were not easy due to limitation of their free time during the large amount of other courses assignment. this research concluded that promoting er to build students’ reading habit and reading culture should be developed continually. keywords: extensive reading, reading log project, and efl class sari tujuan penelitian ini adalah untuk mengetahui hasil dari aktivitas extensive reading (er) yang dituangkan dalam catatan harian reading oleh mahasiswa program studi pendidikan bahasa inggris stkip pgri banjarmasin. di samping itu, penelitian ini juga bertujuan mengetahui pendapat mahasiswa dengan menggali manfaat dan kesulitan yang dihadapi selama mereka melakukan kegiatan er. sebanyak 22 orang mahasiswa diberikan tugas untuk melaksanakan er di luar waktu perkuliahan. data penelitian ini dikumpulkan melalui dokumen catatan harian reading mahasiswa dan kuisioner. catatan harian reading mahasiswa terdiri dari enam elemen yang dipaparkan oleh setiap mahasiswa berupa rekaman aktivitas er mereka selama 16 minggu, sedangkan kuesioner berisi informasi untuk menggali manfaat dan kesulitan yang mereka hadapi aulia, v. 102 p-issn 2614-5960, e-issn 2615-4137 selama melaksanakan kegiatan er. hasil dari dokumen catatan harian reading mahasiswa menunjukkan bahwa mereka cukup nyaman memiliki kebebasan dalam memilih bahan bacaan dengan jenis yang telah ditentukan, memilih sumber bahan bacaan, menyatakan alasan memilih bahan bacaan tertentu, serta merefleksikan apa saja yang mahasiswa dapatkan selama kegiatan er. selain itu, hasil kuesioner menunjukkan bahwa mahasiswa mendapatkan manfaat dalam melaksanakan er serta menyusun catatan harian reading. selain mendapatkan manfaat, mahasiswa juga mengalami kesulitan dalam melaksanakan kegiatan er. meskipun mereka diberikan kebebasan dalam kegiatan er, 100% mahasiswa menyatakan bahwa melaksanakan kegiatan er tidaklah mudah karena faktor terbatasnya waktu luang untuk membaca dengan rileks di tengah banyaknya jumlah tugas mata kuliah lainnya yang harus diselesaikan di waktu bersamaan. penelitian ini menyimpulkan bahwa menumbuhkan kegiatan er untuk membangun kebiasaan dan budaya membaca kepada mahasiswa perlu dikembangkan terus menerus. kata kunci: extensive reading, catatan harian reading, dan pembelajaran bahasa inggris ______________________________________________________________________ received 10 march 2019 last revision 18 april 2019 published 31 may 2019 doi. 10.33603/rill.v2i2.2042 introduction efl reading activities becomes the important part to discuss. reading is a cognitive process involving the reader and the text being read to get the understanding and information. in the context of learning english as a foreign language, reading which dominantly focuses on the activities connecting with text source is considered to be interactive skill among others skills. interacting with the reading text is an activity using the cognitive area in which the readers are acquired to activate the critical thinking skill for getting such meaningful understanding dealing with the content of the text. building students’ willingness to read is not easy. this is because reading is revealed as the essential means for learning everything. encouraging the students being lifelong readers should be built regarding the fact that the most part of the information sources around the world is in form of text mode so that reading ability is significant to support the activities of updating worldwide information. thus, interacting with the text, gaining new knowledge, and getting access to update information are the positive things on being the active and interactive readers. moreover, being active and interactive readers will lead students to develop their critical thinking skills as well as sharpen their research and innovation in language learning vol. 2(2) may 2019 p-issn 2614-5960, e-issn 2615-4137 103 point of views on text being read. in the process of understanding the reading text, a reader generally recognizes and interrogates with anything in the text, such as what the text tells about, how the writer’s viewpoints are, and what they will get after reading (maltepe, 2016, p.171). these reading engagements are needed to develop by efl students so that they will have meaningful reading activity and get valuable feedback. as the effort of promoting meaningful reading activity, extensive reading (er) is one of reading activity the teacher can carry out encouraging students to be interactive readers in forms of reading many kinds of materials on a wide range of topics. students are allowed selecting their own reading materials matching their language level. besides that, er emphasizes on reading activity individually both inside and outside the classroom for getting general understanding (day, 2015, p.295). these kind of ways are not only leading students to become active readers as well as independent learners, but also allowing them to develop their interest and it is the way to affect their motivation positively (bonyadi and zeinalpur, 2014, p.386). extensive reading (er) which is also commonly recognized as independent reading allows the students to do cognitive process based on their own reading ability. it opens up the opportunity for students to dive into the active and critical readers. students read independently through a wide selection of reading material enabling them to generate interesting and insightful feedback on their comprehension. the possibility of er can be implemented on the students’ choice what to read and explicit instruction about what, why, and how readers read the books as many as possible and variety of text, having access to texts, and talking about what they read. these activities can be applied actively only if the students are motivated to have awareness on allocating enough time in reading various materials. therefore, er activities have been used in many classrooms to help encourage students to learn reading material on their own in order to improve their comprehension, fluency, and rich their vocabularies. reading various comprehensible materials ensures that the students will be able to build fluency, read for meaning, and having greater reading confidence (weber, 2018, p.5). when the students are given any chances to choose the aulia, v. 104 p-issn 2614-5960, e-issn 2615-4137 reading material on their own, it will lead them to their motivation and reading ability improvement. in other words, if the students have their own reading materials, they have the freedom of exploring the topic they will be more interested in reading. in the context of promoting er activities, an er project is assigned to english department students of stkip pgri banjarmasin for those who take advanced reading course in the third semester of their study. in the first two semesters of reading course, the students are taught to have the intensive reading in which they do skimming, scanning, getting main idea of the text, understanding difficult vocabularies of the text, and getting understanding of grammatical structure of the text. in details, there are three sessions of reading course available in the first three semesters at the english department of stkip pgri banjarmasin. they are basic reading given in the first semester; intermediate reading given in the second semester; and advanced reading given in the third semester. based on syllabus of the course, basic and intermediate reading focus on developing students’ competence in recognizing and understanding the text and its types. they are also trained to learn and practice using various reading strategies. furthermore, advanced reading is the last session of reading course expanding students’ with variety of literary texts, such as social science, natural science, technology, history, and biography texts. it can be difficult text types to read, otherwise; the students’ activities are expected to sharpen their knowledge by reading advanced text types. in order to support the more reading activities and valuable experiences, reading log is selected to facilitate students activating their background knowledge to connect with the text. according to lyutaya (2011, p.29), reading log is designed to accompany students maintaining a written record of their personal views to the text. the log becomes the important part for students expressing their attitudes towards a text, reflecting on the things they discovered while reading, and allowing them to make connection between the author’s views and the students’ expectation on the text. moreover, reading log which is known as reading journal offers the place for students have their own recordings on the reading process representing the readers’ responses to research and innovation in language learning vol. 2(2) may 2019 p-issn 2614-5960, e-issn 2615-4137 105 texts (delarriva and basabe, 2015, p.38). it reflects the students’ point of view gotten from the reading materials, such as: the moral message, pros and cons toward the content of reading as well as the opinion to get knowledge relating what they read. as the concept of er is widely for pleasure, the reading logs the students construct in this study are used to record what the students have read during er activity. there is no interruption on any exercises they should do like reading comprehension question or getting the meaning of difficult words should be consulted to dictionary. there are some previous similar studies that have been conducted by other researcher showing that using reading log is useful supporting students’ er activities. aliponga (2013, p.73-80) conducted a study on investigating the benefit of reading journal for er. his studies showed that the reading journal motivates students to read more, enables them to understand the main idea and important details of the text they choose, as well as enables them to have critical thinking towards the text. another similar study comes from khonamri et al (2016, p.58-67) who investigated the use of reading log for developing critical thinking skill in literature-based er activity. two groups of students were observed to see its difference on their critical thinking skill level. the result showed that the two groups perform a little progress after the treatment of doing er. due to the result of previous studies that reading log can be utilized in er activity, the researcher tried to promote er activity to the english department students of stkip pgri banjarmasin who took advanced reading course by constructing the similar way. in other words, the purpose of this research covers two points. first of all, this research aims at knowing the result of students’ er activities outside of class time that is summarized into the reading log project. secondly, this research investigates the students’ attitude towards the er activity by gaining their personal views on the benefits and the difficulties from the process of doing er activity during 16 weeks. method this research was conducted by using descriptive quantitative design in which the researcher described the process of students performing er activity during 16 weeks in advanced reading course by calculating the percentage of students’ trends in aulia, v. 106 p-issn 2614-5960, e-issn 2615-4137 performing the activity. there were 22 students of the third semester batch 2017 at the english department of stkip pgri banjarmasin as the participants of this research. the first meeting of the course is begun by introducing the reading activities students had in a semester. the teacher described that they had two kinds of reading activities in this course. the first activity was in-class reading in which the students were given the text article for reading during class time. during this process, the teacher led the lesson as needed, using whole-class articles had been determined as well as dialoguing each other about the articles dealing with natural science, social science, technology, history, and biography to discuss. next, the second activity was out-of-class reading that became the er activity for students. there were four guidelines the teacher explained to students following the essential er project adapted from lyutaya (2015, p.27-29). the procedures of doing er activity and constructing reading log were described as follows: 1. students choose the reading material the teacher assigned the students to read as many as reading texts or articles by themselves from various sources outside the class time. since the objective of this activity was to make reading enjoyable, the students were given freedom to choose the reading material from five literary genres. they were natural science, social science, technology, history, and biography texts. take for instance: if they were interested on natural science rather than other texts, they could read a lot of the articles about that as far as they feel enjoy reading it. moreover, they students were also given authorities in selecting the forms of reading material like book, encyclopedia, articles from academic journals, newspaper, magazine, various downloaded articles from the internet, the collection of book from college library, as well as from other possible resources. they were free to decide the sources of the articles they need to read. besides that, they were also free to decide the amount of articles they need to read. 2. students choose the right difficulty level in the process of choosing the reading material, the teacher assigned the students to find the reading texts or articles in a comfort level for them to read. the difficult and research and innovation in language learning vol. 2(2) may 2019 p-issn 2614-5960, e-issn 2615-4137 107 complicated on such text might prevent students from enjoying the materials so that they were suggested to choose the acceptable reading materials on their level of difficulties. the wide varieties of materials were available to choose with acceptable and possible difficulty level for each of them. 3. students present the progress of their reading in class during the er activity outside the class time, the students were asked to present their individual er progress to the class. in every meeting of the class lesson, each student was given opportunity to share ideas with others about what kinds of text they had read, their point of views towards the text had been read, discovering something valuable while reading, and others things to discuss with the whole class. 4. students keep a reading log in the process of doing er outside of class time during 16 weeks, the students were asked to record their activities regularly by constructing individual reading log. the components that should be written down on their reading logs project covered six areas. they were: (1) the title of each article they read, (2) the category of each article they read, (3) the source of each article they read, (4) the reason why each article was interesting to read, (5) the reflection what has been discovered while reading by identifying the author’s purpose and point of view on each article, and (6) the short summary of each article. all the students should submit their final reading logs at the end of semester. the documentation of students’ reading logs were analyzed and mapped out in form of table to see the most students prefer on each component of reading log had been submitted. the individual reading log was assessed with portfolio assessment scoring rubric since it contained a growing collection of students work throughout the project and provide a record of student’ accomplishments over time. the students were given score on the intervals between (1) excellent, (2) very good, (3) good, and (4) needs work by considering the students’ completion on six components of reading log they had submitted for all the articles they read. this assessment model was adapted from the portfolio assessment proposed by lyutaya (2015, p.33). aulia, v. 108 p-issn 2614-5960, e-issn 2615-4137 finally, in order to know the students’ attitudes towards the use of reading log promoting er, the questionnaire was distributed to see their personal views about the benefits and the difficulties they had after accomplishing this activity at the end of semester. the result of questionnaire was calculated and tabulated in form of table to get the percentage on students’ responses of each questionnaire item. all the data collections were analyzed using triangulation to get insight on the result of this research. results and discussion the results of this research cover two areas. they are: (1) the summary record of students’ reading logs project of doing er outside the class time during 16 weeks, and (2) the result of students’ attitudes towards the er activity after accomplishing it in the end of semester. each of these results is presented in the following part: 1. the summary record of students’ reading logs of doing er the following is the presentation of the detail result from each component of reading log the students have accomplished during 16 weeks. table 1. the category of reading texts or article title the students choose no the category of reading text or articles the students choose sample of article titles number of students choosing the text percentage of students choosing the text 1. n natural science  human creatures  human nature  biological and chemistry articles  solar system, natural phenomenon  others similar articles  astronomers discover a planet made water  earthquake and tsunami devastate indonesia  underwater meadows of seagrass could be the ideal carbon sinks 5 23% 2. social science  society, environment, people  social and society phenomenon  cultural articles  others similar articles  pros and cons of facebook  mothers adopt a universal tone of voice when they talk to babies  american culture: traditions and customs of us 6 27% 3. technology  modern art of technology  evolution of technology  others similar articles  the evolution of video games  evolution of the phone: from the first call to the next frontier 3 14% research and innovation in language learning vol. 2(2) may 2019 p-issn 2614-5960, e-issn 2615-4137 109  a cheap set of leds is the best way to upgrade your fancy new tv 4. h history  history of specific places, famous persons, arts, and others  history of development of particular religion  history of particular life philosophy of someone  others similar articles  this 2.300-year-old egyptian fortress had an unusual task: guarding a part that sent elephants to war  stone tools at arabian “crossroads” present mysteries of ancient human migration  the history of yin and yang 4 18% 5. b biography  local and national hero  famous person in the world  particular character of person in the world  others similar articles  the biography of b.j. habibie  the biography of marthin luther king jr.  the biography of mahatma gandhi  the biography of r.a. kartini 4 18% total of students 22 100% from table 1 above, it can be concluded that the students have various articles to read about. there are no particular articles which they selected most since the distribution percentages of the reading material they choose are relatively the same. social science and natural science are the most two articles the students read since they discussed the interesting things about people, society, and universe. table 2. the source of reading texts or articles the students choose no source of the text or articles number of students the percentage of students 1 textbook/encyclopedia/reference book from the college library 3 13% 2 e-newspaper/magazine and printed newspaper/magazine 3 13% 3 articles from academic journals 5 24% 4 downloaded articles from internet 11 50% total 22 100% table 2 above shows that the highest percentage of students (50%) choose downloaded reading texts or articles from the internet as the material to read extensively outside of class time. as internet provides million worldwide information and learning sources, most of students are active enough to find out the reading material both in online and offline modes. besides that, the high percentage of them also comes from academic journal articles (24%) they select to get the reading material. they tend to select the aulia, v. 110 p-issn 2614-5960, e-issn 2615-4137 academic journal articles due to the fact that it also provides various research result and conceptual articles from specific disciplines enriching their knowledge. table 3. the students’ reason why the articles are interesting to read no the students’ reason why the article they choose is interesting to read number of students the percentage of students 1. the reading texts or articles discuss the new things the students have not read yet. 3 14% 2. the reading texts or articles offer new perspectives on human life. 4 18% 3. the reading texts or articles update the newest information and knowledge around the world. 6 27% 4. the reading texts or articles teach us respecting other living things. 5 23% 5. the reading texts or articles teach us to always thank god on everything we have in our life. 4 18% total 22 100% based on table 3 above, there are various reasons why the reading texts or articles they choose on their own are interesting to read. the high percentage of their reasons (27%) shows that the reading texts or articles they search update the newest information and knowledge around the world. besides that, 23% of them said that the content of the reading texts or articles teach them to respect other living things. this is because the majority of articles they read are about people, society, and universe so that they get any valuable life lesson from the environment around them. table 4. the students’ reflection on doing er activity no t the result of students’ reflection on doing er activity number of students percentage of students 1. the students find out the value of life while reading, such as religion value, social value, moral value, and aesthetic value. 3 14% 2. the students find out the pros and cons on the author’s point of view about the text. 7 32% 3. the students find out the different culture, custom, life philosophy, and other things from other countries on the text. 5 23% 4. the students find out the important lesson from the biography of particular person and figure so that they can respect their life. 1 4% 5. the students criticize the particular issue on the reading texts or articles to be reflected in their daily life. 6 27% total 22 100% table 4 above presents the result of students’ reflection on what they have discovered while doing er. there are 32% of them reflect on the author’s point of view on the content of the reading texts or articles, for example; some of the authors say negative research and innovation in language learning vol. 2(2) may 2019 p-issn 2614-5960, e-issn 2615-4137 111 perspectives on the particular topic about environment due to the fact that it is hard to educate people keeping their health. this leads on the students’ reflections that there are always different point of views occur between the authors and the readers. besides that, 27% of students criticize the particular issue on the reading texts or articles to be reflected in their daily life. this indicates that the students are active enough reflecting valuable feedback they can get from the reading texts or articles they read. 2. the result of students’ attitudes towards er activity after the students submitted their reading logs project at the end of semester, the teacher distributed questionnaire gaining the data about their attitudes towards the activity. the questionnaire consisted of nine items describing students’ personal views about the benefits and the difficulties during 16 weeks doing er activity outside of class time. table 5 presents the summary of their responses on each questionnaire item. table 5. the result of students’ responses on the questionnaire no statement the students’ responses yes no 1. i feel comfortable choosing the reading material on my own to read extensively. 73% 27% 2. i feel comfortable to decide the kinds of reading material voluntarily i want to read. 82% 18% 3. i have difficulties in choosing the reading material on my own in this er activity. 32% 68% 4. i feel comfortable choosing the reading material on my own right difficulty level. 78% 22% 5. choosing the reading texts or articles based on my own right difficulty level is sometimes difficult for me. 50% 50% 6. i feel comfortable for sharing my er progress to the class. 78% 22% 7. i get interactive feedback and responses from the class when sharing my er progress. 82% 18% 8. based on your experience, what are the benefits you got from er activity using reading log? er activity using reading log provides area for me to express and explore my feeling, comment, and emotions about the content of reading material. 64% 36% reading log tracks my progress on large amount of reading material i have read so that i can motivate myself to have meaningful er activity. 86% 14% er is enjoyable for me since i have freedom to choose reading material, to choose the free time for reading, to choose the reading material based on my difficulty level, and feel free to choose the source of reading material on my own. 91% 9% 9. based on your experience, what are the difficulties you got from er activity using reading log? sometimes, er makes me stressful since allocating free time 100% aulia, v. 112 p-issn 2614-5960, e-issn 2615-4137 to read is not maximal due to the large amount of other course assignment should be handled at the same time. reading independently without consulting on a dictionary is hard. as the objective of doing er is gaining general understanding, i need to think such strategy to follow up the difficult words found while reading for not depending on the dictionary 91% 9% based on table 5 above, the students’ attitude towards the er activity are different from each other. the high percentage of them responses the activity positively on some er components like choosing the reading material on their own, choosing the reading material based on their own difficulty level, and sharing their er progress with others. the benefits the students have got can also be seen from the table. they feel free to express and to explore their opinions, feelings, emotions, and possible feedback based on what they read. on the other hand, the students also have difficulties during the er activity. some of them feel anxious to read the different difficulty level of reading text with others. the other states that er causes being stressful on some of them due to the limitation of allocating free time during the large amount of other course assignments should be handled at the same time. these indicate that each student has different impression each other after accomplishing the er activity in the end of semester. discussion reading activity is a complex activity engaging the readers and the reading material to read. working with reading material can be carried out in many ways to build awareness on the importance of having reading habit. er which is also mentioned as independent reading requires the students to read large quantities of reading material aiming at gaining general understanding. it allows students to find pleasure in reading as they gain a general understanding of literary ideas, learn reading strategies, and build their motivation to have awareness on willing to read (lyutaya, 2015, p.26). besides that, er encourages students improving other skills and literacy of english (salameh, 2017, p.13). it is expected that er gives new experiences for students to have enjoyable reading activity instead of intensive reading that merely needs more detailed understanding on grammatical, thematic, and discourse element of the reading material. research and innovation in language learning vol. 2(2) may 2019 p-issn 2614-5960, e-issn 2615-4137 113 responding the finding of this research on the integration of er activity with reading log construction, the english department students at stkip pgri banjarmasin have performed better on the activity under this research. they are assigned to do er activity during 16 weeks outside the reading class time. as a way to record this activity, reading log is designed to be the project that should be completed representing the record of their individual reading. the objective of constructing reading log is the students have the opportunity to express, to explore, and to reflect valuable feedback from the er activity they have accomplished. following the concept of er in which the students are allowed choosing the reading material on their own, the first finding of this research reports that there are 27% of the students choose the social science and 23% of them choose natural science. meanwhile, technology (14%) area becomes the minority genre of reading material to read by the students. students have freedom to choose the reading material on their own choice but it does not mean that they ignore particular genre due to its unfamiliar content. they choose the reading material based on what they want to read as they feel enjoy and comfortable with specific genre. instead, every genre they choose has always implication on students. when they take the option on reading natural science and social science, it will promote their scientific literacy. yarden (2009, p.309) proposes that scientific genre is important to read by students as it is a major source of new scientific information. thus, reading about technology is also useful for them. it will affect students on getting the largest information on the issue of technology area around the world. the next finding of this research is the preferences of students in finding out the reading materials. there are 50% of them utilize internet network to find out downloaded reading materials or articles. living in the 21 st century with the wide development of technology has given change on the way of students’ independence on determining the source of reading material to read. the ease of internet access helps them much on engaging themselves in er activity. this is because the utilization of internet resources makes it possible for them to access a wide range of material that they can retrieve easily based on their needs. the more important of students’ preferences on utilizing aulia, v. 114 p-issn 2614-5960, e-issn 2615-4137 internet encourage them to have information literacy skills that enable them to successfully surf the internet by searching information to improve learning (kofo and mercy, 2018, p.12). the various things are also found when the students state on their reading logs about the reasons why the reading materials they choose on their own are interesting to read. the highest percentage (27%) comes from those who said that the reading texts or articles update the newest information and knowledge around the world. there is a consistent result on this aspect with the result of students choose their reading materials majority from the internet. in this case, the existence of internet network is utilized by them to enlarge the knowledge by reading the news and information over the world. the other things come from students’ reflection on what has been discovered while reading extensively outside of class time. the majority of students (32%) reflect on the pros and cons about the author’s point of view. reflecting on two sides of authors’ point of views refers to evaluating themselves on the beliefs and experiences which leads to certain understandings of texts. furthermore, the use of reading log in this er associates on the students’ reflection about what has been discovered while reading. through reflection, the students have their general understanding on the reading text resulting in self-guidance and independent learning so that the message of author can be reflected on themselves. nourdad and asghari (2017, p.271) stated that the students should be trained to be reflective readers to gain insight and explore their thoughts while reading. these will build their point of views to criticize such issue and enable them to be active readers. all the findings gained from the result of students’ reading logs project under this research reveal on the conclusion about their attitudes towards this er activity. they propose idea on the benefits and difficulties during er activity in 16 weeks. the questionnaire which is distributed to the students at the end of semester show some essential points. first of all, choosing the reading material on the students’ own is responded positively by them. they feel comfortable to decide the reading material research and innovation in language learning vol. 2(2) may 2019 p-issn 2614-5960, e-issn 2615-4137 115 voluntarily. it indicates that the concept of er about selection of reading material based on students’ interests is well performed. second, in the context of students’ presentation and sharing idea on their reading progress to the class, the students state that they get interactive feedback and responses from the class. sharing reading experiences by telling the reading material about, dialoguing about the authors’ views, and expressing their ideas towards the reading content are kinds of activity they have done in the class. it reflects a real-life task which is incorporated in reading instruction to build reading habit and reading culture (charumanee, 2014, p.193). the third essential point gained from questionnaire is the students can express their feeling, emotion, and opinion through their reading logs. they report what they find interesting to talk about the parts of the text which made them are interested, have curiosity, agree with or disagree with the text. reading log which is integrated on the students’ er contributes to positive environment in the classroom to record their reading progress (archer, 2012, p.179). besides that, reading log enable students to motivate themselves of having value and meaning in the er so that their motivation is likely to improve (lipp, 2017, p.34). despite the benefits the students have in er activity, the essential point also comes from the difficulties they have from the activity. since the er activity outside the class should create students feel comfortable to read, the limitation of their free time becomes the main difficulties of accomplishing the activity. the large amount of other courses assignment takes time to handle so that the students have limited free time to read with pleasure. academic pressure takes their time much on doing the course homework and assignment, making paper, summarizing the other course material, etc. as a result, the students are unable to do er activity maximally regarding to this situation. this is in line with the result of previous research conducted by he and green (2012, p.36). they conducted a research on investigating the challenges in implementing er in shanghai. one of the results of their research states that academic pressure potentially creates students in a bad mood and the er will not become pleasurable activity in this aulia, v. 116 p-issn 2614-5960, e-issn 2615-4137 circumstance. dealing to this case, the teacher takes important role solving the students’ difficulties of er activity under this condition. another difficulties faced by students in doing this er activity is related to the use of dictionary. as this is the first time for students doing er activity, they state that it is hard to read something without consulting the difficult words using dictionary. therefore, the role of teacher in motivating students not to concentrate their attention on checking word-by-word while doing er activity is required. by training students to be independent readers, it will promote understanding the general meaning of the text. they are trained to get familiar with words quickly with practice. this will build students’ self-confidence because they do not need to worry about the meaning of the words so that they can pay attention in concentrating on the general meaning of the text (archer, 2012, p.177; fawzia and salwa, 2016, p.96). finally, the results of this research emphasize an important aspect to consider. promoting the er activity with constructing reading log in efl class is complicated. in intensive reading activity, the teacher assists students to control their reading by getting main idea of the text rather than a complete, detailed understanding of every grammatical, thematic, and discourse elements of the text. otherwise, in er activity, the students read a large number of texts on a wide range of topics so that the success of this activity relies on students’ interests and knowledge. addressing this point, a pedagogical teaching plan is necessary to ensure by setting and designing the optimal implementation of er activity based on particular students’ conditions. conclusion and recommendation the present research has investigated the result of students’ er activities outside of class time that is summarized into the reading log project. based on the summary of their reading log projects, it is found that the students have various choices on the category and source of the reading materials, various reasons why the reading material they choose are interesting to read, and various reflection on what has been discovered while reading. in the process of doing er activity, there are benefits and difficulties the students have. since the er activity is pleasurable for students having freedom research and innovation in language learning vol. 2(2) may 2019 p-issn 2614-5960, e-issn 2615-4137 117 choosing the material on their own difficulty level, they also sometimes cause uncomfortable for particular condition due to limitation of their free time. finally, this research recommends of conducting further research and application of the different ways of implementing er in educational settings. sixteen weeks of doing er cannot generalize the result of er success. accordingly, the teacher is also recommended to set and to design the possible practice of er considering the students’ needs. supporting and creating the students’ reading habits and reading culture can be maximally achieved with meaningful preparation from the teachers. references aliponga, j. (2013). reading journal: its benefits for extensive reading. international journal of humanities and social science, 3(12):73-80. archer, a.v. (2012). analyzing the extensive reading approach: benefits and challenges in the mexican context. how, a colombian journal for teachers of english: 169184 bonyadi, a., and zeinalpur, s. (2014). perceptions of students towards self-selected and teacher-assigned topics in efl writing. procedia-social and behavioral sciences, 98:385-391. charumanee, n. (2014). idea sharing: the use of read-share-act to promote extensive reading. pasaa, 47(1):183-198. day, r.r. (2015). extending extensive reading. reading in a foreign language. 27(2): 294-301. delarriva, o.o., and basabe, e.a. (2015). reading logs and literature teaching models in english language teacher education. how, 22(2), 37-53. fawzia, a.s., and salwa, a.r. (2016). a closer look at extensive reading in omani public schools: current practices and teachers’ perceptions. english language teaching, 9(8):93-105. http://dx.doi.org/10.5539/elt.v9n8p93 he, m., and green, c.f. (2012). challenging in implementing extensive reading in shanghai senior high schools. extensive reading world congress proceeding, 1, 34-36. aulia, v. 118 p-issn 2614-5960, e-issn 2615-4137 khonamri, f., azizi, m., and farzanegan, m. (2016). literature-based extensive reading accompanied by reading logs: a case for developing critical thinking skills of english literature students. international journal of education, 9(1):58-67. doi: dx.doi.org/10.17509/ije.v9i1.3719 kofo, s.a., and mercy, o.i. (2018). gender influence on undergraduates’ information literacy skills in the use of internet resources for learning in kwara state, nigeria. malaysian online journal of educational sciences, 6(3):12-19. lipp, e. (2017). building self-efficacy, strategy use, and motivation to support extensive reading in multilingual university students. the catesol journal, 29(2):21-39. lyutaya, t. (2011). reading logs: integrating extensive reading with writing tasks. english teaching forum, 49, 26–34. maltepe, s. (2016). an analysis of the critical reading levels of pre-service turkish and literature teachers. eurasian journal of educational research, 63, 169-184. http://dx.doi.org/ 10.14689/ejer.2016.63.10 nourdad, n., and asghari, r. (2017). the effect of reflective reading on reading comprehension of iranian efl learners. international journal of applied linguistics and english literature. 6(6):267-273. salameh, l.a.m. (2017). investigating the effect of extensive reading on efl learners’ reading attitudes at hail university in ksa. journal of education and practice, 8(8):7-15. weber, s. (2018). how teachers can guide library book selection to maximize the value of independent reading time. the language and literacy spectrum, 28(1), article 4. yarden, a. (2009). reading scientific texts: adapting primary literature for promoting scientific literacy. research in science education, 39(3): 307-311. author biography vivi aulia obtained her master degree in english education from state university of malang (2011). she is now an english lecturer at the english department, stkip pgri banjarmasin, kalimantan selatan, indonesia. she is interested conducting research research and innovation in language learning vol. 2(2) may 2019 p-issn 2614-5960, e-issn 2615-4137 119 focusing in the area of efl teaching and education in general. she can be contacted at: viviauliavasa@yahoo.com. research and innovation in language learning vol. 2(2) may 2019 pp. 160-182 pissn: 2614-5960 e-issn: 2615-4137 http://jurnal.unswagati.ac.id/index.php/rill copyright @ 2019 jaufillaili, mahmud 160 students’ analysis on conversational implicatures of ciayumajakuning drama scripts jaufillaili english department university of swadaya gunung jati cirebonindonesia mahmud english department university of swadaya gunung jati cirebonindonesia abstract pragmatics is added into the new curriculum of english education department. pragmatics deals with hidden meaning (wray et al, 1998). grice‟s theory of cooperative principle and maxims are a common study in pragmatics. to relate the study of pragmatics and other subject in english education department, the writers asked students to analyze the drama scripts they had performed. the analysis is about conversational implicatures in ciayumajakuning drama scripts which involved grice‟s theory of cooperative principle and maxims. it is a qualitative study that applies a case study. the writers took students‟ analysis on four drama scripts of ciayumajakuning as the data source. the aims of this research are: 1) to describe how students analyze the flouting of maxims in the drama script, and 2) to describe how students analyze conversational implicatures in the drama script. the research finding shows that 1) students analyzed the flouting of maxims based on grice‟s theory of maxims. they are maxim of quantity, maxim of quality, maxim of relation and maxim of manner. 2) students analyzed conversational implicatures in two ways, the first is through the relationship between the question and the answer of the target conversant. the second, some students provided some possible implicatures that might be derived by readers. then, the students chose one implicature as the most appropriate one for some reasons. keywords: pragmatics, flouting the maxims, conversational implicatures sari ilmu pragmatika masuk dalam kurikulum baru pada program studi bahasa inggris. pragmatika adalah ilmu yang berhubungan dengan makna tersembunyi(wray et al, 1998). teori grice tentang maksim dan prinsip kerjasama adalah kajian yang umum dalam dunia pragmatik. untuk menghubungkan antara kajian pragmatik dengan sabjek lain dalam program studi bahasa inggris, penulis meminta mahasiwa untuk melakukan analisa terhadap naskah drama yang mereka buat. analisisnya adalah mengenai “implikatur percakapan” dalam naskah drama ciayumajakuning dengan menggunakan teori “maksim dan prinsip kerjasama”. ini merupakan penelitian kualitatif yang research and innovation in language learning vol. 2(2) may 2019 p-issn 2614-5960, e-issn 2615-4137 161 menerapkan sebuah studi kasus. penulis mengambil hasil analisis mahasiswa terhadap empat naskah drama ciayumajakuning sebagai sumber data. tujuan penelitian ini adalah: 1) untuk mendeskripsikan bagaimana manashiwa menganalisis floting-maksim pada naskah drama, dan 2) untuk mendeskripsikan bagaimana mahasisawa menganalisis implikatur percakapan pada naskah drama. hasil temuan menunjukna bahwa 1) mahsasiswa menganalisis floting-maxim berdasakan teori maxim grice. yaitu they are maxim of quantity, maxim of quality, maxim of relation and maxim of manner. 2) mahsisawa menganalisis conversational implicature dalam dua cara, pertama adalah melalui hubungan antara pertanyaan dan jawaban pada target komunikan, dan kedua bebrapa mahasiswa menyajikan beberapa kemungkinan implikatur yang didapat oleh pembaca. kemudain, mahsisawa memilih salah satu implikatursebagai satu yang paling tepat dengan beberapa alasan. kata kunci: pragmatik, flouting maksim, implikatur percakapan received 08 january 2019 last revision 25 april 2019 published 31 may 2019 doi. 10.33603/rill.v2i2.1817 introduction drama as one of the lectures taught at english education department of teaching and educational sciences faculty (fkip) of unswagati cirebon has a certain program for the students‟ final examination. the students are asked to work in a group and perform a drama performance at the end of the odd semester. it might be called as students‟ masterpiece work, since they have to work cooperatively with other members of the class. the members of one group of drama are the members of two classes consist of around fifty students. it is a big class where all students have to work cooperatively with all members of the class who involve in drama performance. drama performance is not a sudden activity. it needs to be arranged and practiced at the beginning of odd semester. therefore, the writers, who are the drama lecturers, tell and explain about the drama activity since the very first beginning she meets students in the class. she explained the aims, the rule, the function, the mid and final examination projects of this drama class. studying drama in english as a foreign language class cannot be separated from understanding the drama script written in english. in academic year of 2016/2017, the writers asked her students to find and or to arrange a drama script telling about the stories, legends or folktales from ciayumajakuning (cirebon, indramayu, jaufillaili, j. & mahmud, m. 162 p-issn 2614-5960, e-issn 2615-4137 majalengka and kuningan). each class should find one story or drama script from one of the cities mentioned above. the students should analyze the script before they perform the drama for their final project. the writers are interested to know the students ability in how they comprehend the script of drama. as we know that, dialogues in drama usually have implied meanings. the readers who read the script are demanded to interpret the implied meaning shown in the dialogues of the characters to get the messages and to understand the whole story of the drama. in line with trenholm (1991: 16) that everything we do, intentionally or not, is thought to communicate some hidden meaning (trenholm, 1991: 16). to find out and to understand implied meaning in literary works is one of the challenging tasks, especially in studying drama in an efl class. the writers are interested to know how english students of unswagati analyze the conversational implicatures in the drama script that they are going to perform as their final project in drama class. how they arrange the implicatures and what reasons do they choose certain implicature instead of others. those questions are then formulated by the writers as the research questions as follow: 1. how do students analyze the flouting of maxims in the drama script? 2. how do students analyze conversational implicatures in the drama script? by determining the research question above the writes are expected to how students analyze the flouting of maxims in the drama script and how they analyze conversational implicatures in the drama script. in the other side, the writers limit the research only on conversational implicatures which were proposed by grice. the drama scripts are limited to the story from the folk story ciayumajakuning. the writers choose some data from drama script of class 3a, 3b, 3c and 3d students of english education department of unswagati which entitled: simbar kencana males pati, ki bagus rangin “kedondong war”, baridin and ratminah and nyi mas gandasari. besides the aims of the research above, the writers also consider to promote some significances of the study that viewed from three aspects; 1). linguistically, it will give a model of expressions that commonly appear in local drama scripts that contained conversational implicatures, 2). pedagogically, the findings can give a contribution to the development research and innovation in language learning vol. 2(2) may 2019 p-issn 2614-5960, e-issn 2615-4137 163 of communication skills in public or on the stage. this means that students and other people who speak can use the various kinds of expressions contained conversational implicatures to deliver the message of their conversation, and 3). theoretically, it will show a modification of flouting maxims and conversational implicatures rules for the expression of conversation on the stage. literature review people do not always or even usually say what they mean. speakers frequently mean much more than their words actually say. for example, i might say: it’s hot in here! , but what i mean is: please open the window! or is it alright if i open the window? or you’re wasting electricity! people can mean something quite different from what their words say, or even just the opposite. for instance, to someone who has borrowed my car for the weekend and returned it with no petrol in the tank, i might say: it was nice of you to fill the car up! or what a shame you couldn’t find the petrol tank! (thomas, 1995: 1) in line with the explanation above, thomas (1995: 1) says that there are several interesting questions arise from these observations: if speakers regularly mean something other than what they say, how is it that people manage (as on the whole they do) to understand one another? if a single group of words such as it’s hot in here! could mean so many different things at different times, how do we work out what it actually does mean on one specific occasion? and why don‟t people just say what they mean? these, and many other issues, are addressed within the area of linguistics known as pragmatics. wray et al. say that pragmatics deals with the hidden messages (1998: 115). the cooperative principle and maxims the philosopher h.p. grice developed a co-operative principle (1967/1987) which, he considers, underlies successful verbal communication. that is, we assume, in normal circumstances, that these are the ground rules that we observe when speaking and interpreting utterances. the co-operative principle states: make your conversational contribution such as is required, at the stage at which it occurs, by the accepted jaufillaili, j. & mahmud, m. 164 p-issn 2614-5960, e-issn 2615-4137 purpose or direction of the talk exchange in which you are engaged. to this he appends four maxims, which clarify how the co-operative principle works (black, 2006: 23): conversational implicature conversational implicatures arise from a combination of language and situation: the same utterance on different occasions might not generate an implicature, or might suggest a different one. they are rooted in the situation in which they occur, and must be interpreted taking the context into account (black, 2006: 25). to understand someone's utterance, we have to interpret what he/she says. in our daily conversations, we often find or make ourselves an utterance as a response of others, which seems inadequate. in other words, we do not talk cooperatively on the surface of it. however, sometimes we still understand what the utterance or the speaker means and being engaged to bona-fide mode of communication while sometimes we often make the wrong interpretations and finally create misunderstanding. to get what the speaker means implicitly by an utterance is about to understand the implicature of the utterance. in short, an implicature can be simply defined as any assumption, which is implicitly communicated. mey defines implicature is the word that derived from the verb 'to imply', as is its cognate 'implication'. etymologically, 'to imply' means 'to fold something into something else' (from the latin verb plicare 'to fold'); hence, that which is implied, is 'folded in', and has to be 'unfolded' in order to be understood (2001: 45). mey (2001: 45) also defines a conversational implicature as something, which is implied in conversation, that is, something that is left implicit in actual language use. it could be also said that conversational implicature concerns the way we understand an utterance in conversation in accordance with what we expect to hear (mey, 2001: 46). according to grice, conversational implicature covers any meaning that is implied, for instance, conveyed indirectly or through hints, and understood implicitly without ever being explicitly stated (ctd. in grundy, 2000: 73) grice claimed that there were two types of implicature: conventional and conversational (ctd. in gazdar, 1979: 38). the former arise solely because of conventional features of research and innovation in language learning vol. 2(2) may 2019 p-issn 2614-5960, e-issn 2615-4137 165 the words employed in an utterance. grice‟s second class of implicatures comprises the conversational one and this class is itself divided into particularized conversational implicatures and generalized conversational implicatures. the former are those that arise because of some special factors inherent in the context of utterance and are not normally carried by the sentence used. thus the second utterance in the following dialogue may well carry a particularized conversational implicature to the effect that the referent is a homosexual: a: what does julian do when he’s not at the hairdresser’s? b: he waits for boys in the restroom of y.m.c.a. (gazdar, 1979: 39) on other occasions of use, say when we already know that the referent is a school truancy officer, this sentence will not carry this particular implicature. the second subclass is that of generalized conversational implicatures and grice states that: generalized conversational implicatures arise when one can say that the use of a certain form of words in an utterance would normally (in the absence of special circumstances) carry such-and-such an implicature or type of implicature. it is all too easy to treat a generalized conversational implicature as if it were a conventional implicature (qtd.in gazdar, 1979: 39). implicatures are the property of utterances, not of sentences and therefore the same words carry different implicatures on different occasions (thomas, 1995). in each case the semantic meaning of how old are you? is the same, but the implicature is different. in example 1 it is a straightforward request for information; in example 2 the father is implying that the son‟s behavior is inappropriate for a person of that age (more precisely, he is implying that it is time his son got a job) and the psychiatrist in example 3 is probably trying to prompt the patient to consider whether, at thirty-nine, she isn‟t old enough to make up her own mind about whether or not to work. methods research procedures the research procedure of qualitative research is shorter and simpler compared to that of quantitative research. huda (1999: 41-42) cited in fauziati (2009: 244) summarizes it as follows: jaufillaili, j. & mahmud, m. 166 p-issn 2614-5960, e-issn 2615-4137 1. the writers selected a topic for the study and a research site; 2. the research visited the field and the collects the data, tries to analyze the data, and then formulates a research problem; 3. data collection was focused on the attempt to find the answer to the formulated question. during the process, new research questions may emerge to that new data need to be collected and recorded; 4. data were categorized and analyzed; and 5. research report was written. techniques of collecting the data the data of this research were taken from the third grade students‟ analysis on drama script entitled simbar kencana males pati, the immortal spirit of ki bagus rangin “kedondong war”, baridin & ratminah, nyi mas gandasari. to get the data, the writers did the following steps: 1. the writers asked the students to read the drama script of ciayumajakuning stories thoroughly. 2. the writers asked students to write the list of expressions or dialogues in the script that contained conversational implicatures. 3. the writers asked students to analyze those expressions or dialogues using grice‟s theory of maxims and conversational implicatures. 4. the writers asked students to write the report of their analysis. techniques of analyzing the data the analysis system used in this research is interpretive analysis (dornyei, 2008, cited in fauziati, 2009: 244). in general, the writers use listing, classifying, and interpreting the data. for more details, the steps are described below: 1. the writers read the students‟ reports. 2. the writers interpreted the data by listing the expression or dialogues that flout the maxims analyzed by the students. 3. the writer interpreted the data by listing the expression or dialogues that contained conversational implicatures. research and innovation in language learning vol. 2(2) may 2019 p-issn 2614-5960, e-issn 2615-4137 167 4. the writers wrote the reasons why students choose such maxim and conversational implicatures to be drawn. 5. the writers interviewed students related to their analysis to strengthen the writers‟ answer on research question number 3. 6. the writers wrote the result and discussion of the research findings. results and discussion the following data are samples of students‟ analysis about flouting the maxims and conversational implicatures in drama scripts of ciayumajakuning stories. the flouting of maxim of quantity and its implicature data 1: daendels : good! what do you want? kong li hwa : mr. albertus said that you wanted to rent a land in north area. the students analyzed that kong li hwa‟s answer flouted maxim of quantity since he did not give answer directly about what he wanted. he stated mr.albertus‟ statement instead of giving the exact answer of daendels‟ question. kong li hwa‟s statement flouted maxim of quantity in which his answer is not as informative as is required. the implicature of kong li hwa‟s statement is he wanted to offer his land in north area to be rented by daendels (the immortal spirit of ki bagus rangin “kedondong war”,yns, 3b). data 2: ki bagus rangin : where do you come from? mang irsyad : we have destroyed the field in north area, ki. one of the students‟ analysis told that mang irsyad did not answer directly where he came from. he answered ki bagus rangin‟s question by explaining what he had done in north area, which is actually giving information about where had gone indirectly. based on the maxim of quantity, mang irsyad‟s answer is more informative than what is being asked by ki bagus rangin. therefore it flouted maxim of quantity. the implicature that is shown through mang irsyad‟s utterances is he had done an important mission (the immortal spirit of ki bagus rangin “kedondong war”, lld, 3b). jaufillaili, j. & mahmud, m. 168 p-issn 2614-5960, e-issn 2615-4137 data 3 ruben : lazy men! you all work very slowly. you will always become a poor man if you work like this. you all are useless!! ratinah: what are you saying? we are useless? don‟t you think that all of fields here are ours? don‟t you think?.....listen! we won‟t suffer if the evil netherlanders don‟t take forcefully what we have!!! the student‟s analysis told that this dialogue breaks maxim of quantity because ratinah‟s response are more informative than what the statement said by ruben. ruben said that they are useless and ratinah‟s response is about the cause why they became suffer and hunger. the implicature that ratinah wanted to say is they were rich before netherlanders took all of their wealth (the immortal spirit of ki bagus rangin “kedondong war”, wyw, 3b). data 4 centangbarang : what if i don‟t want? you will kill my family? then what if i tell princess simbar kencana? does she know that her husband is an evil. palembang gunung : do not make a fuss!!! listen, i got hundreds of troops that is ready to scorched the threshold of the hill along with its content. but now i know i only need one person who knows how to defeat my father. i had no choice, but wait, so do you. if you care about your family, you know what you must do. the student analyzed as follows. palembang gunung‟s statement is not informative. he gave too much information than what centangbarang needed. thus palembang gunung‟s answer flouted maxim of quantity. the implicature of palembang gunung‟s statement is palembang gunung asked centangbarang to kill his father in-law, talaga manggung. (simbar kencana males pati, arp, 3a). data 5 simbar kencana : but brother, who will replace father‟s place later? can you just fulfill what our father want and become the successor in the talaga kingdom? price panglurah : you are here, my sister. you‟re smarter and cleverer than me. the ministers and other royal officials like you very much. the student analyzed as follow in the dialogue above, prince panglurah‟s answer is too convoluted not to the point. raden panglurah‟s answer is flouting maxim of quantity. the implicature of prince research and innovation in language learning vol. 2(2) may 2019 p-issn 2614-5960, e-issn 2615-4137 169 panglurah‟s statement above is prince panglurah wanted simbar kencana lead talaga kingdom because she is better than him. (simbar kencana males pati, af, 3a). data 6 fatimah : oh, ya, is pakungwati home? sunan gunung djati : yes, she is at home. now, i want to meet your father. wassalammualaikum. the student analyzed as follows. if we look at sunan gunung djati‟s answer, it is clear that he did the flouting of maxim of quantity because he answered unnecessary answer. fatimah just asked him whether pakungwati is at home, but he answered it by also giving the information where he will go that is not asked by fatimah. the implicature shown by sunan gunung djati‟s is he is in a hurry to meet fatimah‟s father.(nyimas ayu gandasari, yin, 3d) data 7 ratminah (crazy) : baridin, let‟s go! get married! married! married! married! baridin! baridin : what? married? ratminah doesn‟t suit marry baridin. baridin is mbok wangsih‟s son, poor person. no, rat! you had been said that a man who loves you is someone who is rich. the student‟s analysis is as follows. in the dialogue above, baridin’s statement is flouting the maxim of quantity. baridin‟s answer is more informative. he gave a lot of information that is not needed. some implicatures that might arise from baridin‟s answer are: (a) baridin did not love ratminah anymore (b) baridin was hurt by ratminah but he still loved her (c) baridin did not want to marry ratminah the most appropriate implicature is point (b) baridin was hurt by ratminah but he still loved her. from baridin’s dialogue, readers could observe that baridin expressed his sadness because ratminah and his father had rejected him when his mother proposed her to be his wife. the only reason why they rejected him is because baridin is poor. though baridin loved ratminah so much, but he could not marry her. jaufillaili, j. & mahmud, m. 170 p-issn 2614-5960, e-issn 2615-4137 (baridin & ratminah, di, 3c) the flouting of maxim of quality and its implicature data 8 ruben : mr. nicolas, that mutiny happened because of you. that party was your idea. mr.daendels will be very angry. nicolas : shut up ruben! the student analyzes as follows. nicolas‟ statement is flouting the maxim of quality. he asked ruben to keep silent because he does not have any adequate evidence about his answer. the implicature is nicolas was actually afraid of daendels‟s anger to him. therefore he tried to hide his fear in front of ruben. nicolas did not tell the truth about his fear to daendels. (the immortal spirit of ki bagus rangin “kedondong war”, am, 3b). data 9 daendels : how do you resist us? ki bagus rangin : are you scared, daendels? daendels : shut up! the student‟s analysis is as follows. daendels‟ statement is flouting the maxim of quality since he did not give any adequate evidence about his answer. he covered his fear by shouting to ki bagus rangin to keep silent. the implicature is daendels is afraid of what ki bagus rangin‟s said that his followers would continue his struggle to fight daendels.(the immortal spirit of ki bagus rangin “kedondong war”, am, 3b). data 10 simbar kencana : then why did you kill my father? palembang gunung : me? you know yourself the culprit is centangbarang, he was never found until now. the student‟s analysis is as follows. palembang gunung said wrong statement. he lied to simbar kencana about who had killed her father. he did not admit his crime to simbar kencana. his statement is flouting maxim of quality since he did not tell the truth. the implicature is palembang research and innovation in language learning vol. 2(2) may 2019 p-issn 2614-5960, e-issn 2615-4137 171 gunung hid his crime by saying that centanngbarang is the one who had kill simbar kencana‟s father. (simbar kencana males pati, arp, 3a). data 11 bapak dam : hey! hey! hey! my guests are very important persons who come from rich families. who are you that is really brave to propose my daughter? hahaha....augh...augh... and your smell is bad. ratminah : bad smell....! bapak dam : mesy hair, too...! ratminah : dirty cloth....! the student analyzed as follows: in the conversation above, bapak dam‟s statement is flouting the maxim of quality because bapak dam is lack of evidence about mbok wangsih‟s hair. in fact, he did not know exactly how mbok wangsih‟s hair looked like because mbok wangsih was wearing mantila (a kind of veil) at that time. but he said that mbok wangsih‟s hair is messy. some implicatures that readers may derive are as follows: a. bapak dam did not like a woman with messy hair b. bapak dam dislikes mbok wangsih because she is poor c. bapak dam loved something clean the most appropriate implicature is point (b) bapak dam dislikes mbok wangsih because she is poor. bapak dam is quite angry because such poor person like mbok wanngsih is dare to propose her daughter for her poor son. he thought that only a rich man is appropriate to marry his daughter, ratminah. (baridin & ratminah, di, 3c). the flouting of maxim of relation and its implicature data 12 nicolas : trust me, i‟m serious.... i could see that there were an additional power in their side....... i.......i mean i saw an abstract troop which was flying in the sky. daendels : nicolas, just take a rest, please. the student‟s analysis is as follows. daendels‟ statement is flouting the maxim of relation because it is not related to what nicolas said. nicolas said about the power and the troops in his imagination, but jaufillaili, j. & mahmud, m. 172 p-issn 2614-5960, e-issn 2615-4137 daendels responsed it by asking nicolas to take a rest. the implicature is daendels did not believe in nicolas‟ words since it happened only in nicolas‟ mind. (the immortal spirit of ki bagus rangin “kedondong war”, fad, 3b). data 13 daendels : who gave you all the foods this morning, inladers? ratinah : it‟s not your business!! in this conversation, ratinah‟s answer is irrelevant. daendels asked about who gave them food, but ratinah did not mention any name as the answer. the implicature is ratinah protected the person who helped them by giving them some foods. (the immortal spirit of ki bagus rangin “kedondong war”, mk, 3b). data 14 ruben : who teaches you to say like that???? ratinah : i‟m not as stupid as you think! the student analyzed as follows: the example above is flouting the maxim of relation, because ruben asked who taught her saying those provocative words, but ratinah‟s answer is not answering ruben‟s question. instead of giving the name who had taught her, ratinah saying that she is not as stupid as what ruben think about her. her answer flouted maxim of relation, in which it is not relevant wint the question asked by ruben. the implicature of ratinah‟s words is she would not give ruben any information about the man who had made her brave to say those words. (the immortal spirit of ki bagus rangin “kedondong war”, eap, 3b). data 15 palembang gunung : you don‟t want anything bad happen to them, do you? centangbarang : what do you mean, duke? the student‟s analysis is as follows: from the dialogue we can see that centangbarang flouted the maxim of relation because he said something which was not relevant to what palembang gunung had said in previous utterance. palembang gunung asked centangbarang „you do not want anything research and innovation in language learning vol. 2(2) may 2019 p-issn 2614-5960, e-issn 2615-4137 173 bad happen to them, do you?‟ but centangbarang replied by asking palembang gunung another question. based on centangbarang utterance, readers may derive some implicit meanings as follows: a. centanngbarang did not believe in palembang gunung‟s words b. cenntangbarang did not want to do palembang gunung‟s instruction the most appropriate implicature is point (b) centangbarang did not want to do palembang guning‟s instruction to kill his king, talaga manggung. (simbar kencana males pati, ae, 3a). data 16 pakungwati: yuhuuuu, what‟s up, fatimah? fatimah : uh, no, no, no. started from now, you have to call me „nyimas ayu gandasari, okay? the student‟s analysis is as follows: gandasari did the flouting of maxim of relation. she did not answer pakungwati‟s question. she answered it with another statement which is not related to the question. she wanted to be called „nyimas ayu gandasari‟, not fatimah anymore. the implicature is fatimah wanted to tell pakungwati that she has already got a new name. (nyimas ayu gandasari, yin, 3d) data 17 bapak dam : hey! where have you been? what time is it? ratminah : dad...... i had an obstacle. the student‟s analysis is as follows. we can see that ratminah‟s answer is not relevant with the question. therefore, it is flouting the maxim of relation. the question is asking about place and time, but she answers it by giving information about what happened to her. it is not related to the question. the implicature is ratminah hopes that his father will not get angry because of her coming home late. (baridin & ratminah, d.i, 3c). the flouting of maxim of manner and its implicature jaufillaili, j. & mahmud, m. 174 p-issn 2614-5960, e-issn 2615-4137 data 18 daendels : albert, don‟t you feel that the inlanders are very different right now? albertus : emmmm.......... the student‟s analysis is as follows. albertus‟ answer is not clear and ambiguous. the word “emmmm...” could have various meaning when it is interpreted. therefore daendels‟ answer is flouting the maxim of manner. the implicature is albertus did not know what is meant by daendels‟ question. he did not know what is the difference meant by daendels about the inlanders.(the immortal spirit of ki bagus rangin “kedondong war”, fad, 3b). data 19 talaga manggung: i am going to the bathroom guard 2 : haah.....bathroom? are you going there, too? guard 1 : ishh..... the student analyzed as follows: in the dialogue above, the answer of guard 1 is ambiguous. the words spoken by guard 1 did not have an exact and clear meaning. therefore, it is flouting the maxim of manner. the implicature of the conversation above is guard 1 asked guard 2 to stop talking or acting stupid in front of the king. (simbar kencana males pati, af, 3a). data 20 mbok wangsih : what happened, din? what obstacle was it? baridin : kind of big obstacle...... the student‟s analysis is as follows. in the conversation above, baridin‟s answer is flouting the maxim of manner since he did not give an exact answer to his mother about what kind of obstacle that he had. his answer is not clear. the implicature we may derive from baridin‟s statement is baridin did not want to tell the obstacle to her mother. (baridin & ratminah, di, 3c) flouts necessitated by a clash between maxims flouts necessitated by a clash between maxims happen when the jokes flout more than one maxim, it could be two, three, or even four maxims at once. research and innovation in language learning vol. 2(2) may 2019 p-issn 2614-5960, e-issn 2615-4137 175 there are students who analyzed the same data with different maxims. the students categorized them into the data which flouts two maxims or more at once. it is called flouts necessitated by a clash between maxims. they are as follows: data 21 ruben : who teaches you to say like that???? ratinah : i‟m not as stupid as you think! the student analyzed as follows: ruben asks ratinah about somebody who teaches her become a rebel, but ratinah does not answer ruben‟s question. so, ratinah does not give information honestly about somebody who teaches her. it is flouting maxim of quality. furthermore, ratinah‟s answer is not relevant toward ruben‟s question. so, it is flouting maxims of relation. conversational implicature in this conversation means that ratinah wants to hide this information, defends herself and shows that she is brave and strong. (the immortal spirit of ki bagus rangin “kedondong war”, das, 3b). data 22 daendels : who gave you all the foods this morning, inlander? ratinah : it‟s not your business. the student analyzed as follows. in this dialogue, ratinah does 2 floutings. the first she does the flouting maxim of relation because her answer is not relevant with daendels‟ question. the second one is flouting maxim of manner. with that answer, it makes daendels feel curious about it and also it makes daendels want to dig up what ratinah means and why ratinah hides someone that gives her food.(the immortal spirit of ki bagus rangin “kedondong war”, lld, 3b). data 23 guard 1 : then, how do we know the murderer? talaga manggung : look, after this, there will be a terrible thing that happen to him. lives paid by lives. the student analyzed as follows. jaufillaili, j. & mahmud, m. 176 p-issn 2614-5960, e-issn 2615-4137 talaga manggung did not answer directly who the murderer was. it is flouting the maxim of quantity. besides, talaga manggung‟s answer is not to the point and it is not relevant to the question. therefore it also flouted the maxim of relation. the implicature of the conversation above is although talaga manggung did not know exactly who the murderer was, the person who killed him would get terrible thing before his death because the murderer would get a curse. it is as the result because the person had violated his promise to talaga manggung as his king. (simbar kencana males pati, af, 3a). data 24 prince kusumalaya : who are you suddenly dare to talk like that? don‟t you see that i had managed to beat all the contestants. palembang gunung : my lord, allow me to introduce myself. my name is palembang gunung. i come from the other side of this country. i was wandering and accidentally saw a crowd of people who were attending the contest. hearing that if i could win this match, i can marry the crown princess. by only seeing her face, i want to marry the crown princess. i know it is late. but please, give me a chance to finish the challenges before the last challenge. the student analyzed as follows. palembang gunung‟s answer flouts two maxims at once. the first, it is flouting the maxim of quantity since he gave too much information that what was being asked by prince kusumalaya. the second, it is flouting the maxim of relation because his answer is not related to the question. besides, he gave the answer to the king, who did not ask anything to him. it was, prince kusumalaya who asked him a question. the implicature is palembang gunung wanted the king to give him a permit to join the contest which has been closed.(simbar kencana males pati, dt, 3a). data 25 golis : yaa...what happened, kakanda? what is going on? you are surprising me... oh, my! whose baby is this, kakanda? ki kuwu : you have to know, golis. i found this baby when i was walking around the garden. and how strange, he came out from the flower. the student analyzed as follows. ki kuwu‟s statement is flouting the maxim of quantity and maxim of relation at once. ki kuwu‟s answer was more informative than what was being asked. and the answer research and innovation in language learning vol. 2(2) may 2019 p-issn 2614-5960, e-issn 2615-4137 177 was not related at all to the question. since the question is whose baby it is. the answer did not provide any name and even ki kuwu explaind how he got the baby which was not asked by golis. the implicature is the baby does not belong to ki kuwu, it was found by ki kuwu.(nyimas ayu gandasari, yin, 3d). data 26 mang bunawas : eh, din! it‟s afternoon and you still sleep here. are you serious about the job? baridin : sorry, mang bunawas. last night, i watched wayanng, so i was late to wake up. the student analyzed as follows. from the conversation above, we know that baridin‟s answer is flouting the maxim of quantity and also maxim of relation. baridin answered mang bunawas‟ question more informative than is needed. besides, baridin‟s answer is not relevant with the question. mang bunawas asked whether baridin is serious about the job mang bunawas gave him, but baridin answered the question by giving the information about what he did last night. there are some conversational implicatures from baridin‟s answer. they are: a. baridin is lazy to do the job b. baridin likes wayang kulit c. baridin wanted to make mang bunawas angry the most appropriate implicature from the conversation above is point (a) barididn is lazy to do the job. we can see from the dialogue that baridin is not serious about the job given to him. although he knew that tomorrow he would work in mang bunawas‟ field, but he watched wayang until late at night. if he is serious about the job, he will not do that.(baridin & ratminah, di, 3c). based on the research findings above, we can see that all students analyzed the data based on grice‟s theory of maxims. students analyzed the data to be categorized into the flouting of maxim of quality when the speaker is lack of evidence and he/she lies to his/her conversation participant. when the speaker is giving too much or less information that is needed, the students categorized the data into the flouting the maxim of quantity. the data that are not relevant or related to the questions being asked are categorized into the flouting of maxim of relation. there are only limited data categorized into the flouting of maxim of manner. all conversations that are not clear, jaufillaili, j. & mahmud, m. 178 p-issn 2614-5960, e-issn 2615-4137 ambiguous and do not have exact meaning are to be in this category of flouting maxim of manner. the interesting thing is students also found the data that flouted two maxims at once. most of them are categorized into the data that flouted maxim of relation and quantity at once. the data in this category showed that the speakers‟ answers or statements are not related to the question and more informative as well. the speaker added much information that is neither related nor needed to the question. the students analyzed the conversational implicatures from two ways. the first, through the relationship between the question and the answer of the target conversant. the second, some students provided some possible implicatures may be derived by readers. then, the students chose one implicature as the most appropriate one. students also wrote the reasons why he/she chose certain implicature. the reasons are related to the dialogues between the conversant. besides, students also analyzed the conversational implicatures through situation or atmosphere created by the conversant in the drama script based on what they plausibly assume or observe. conclusion & recommendation based on the research findings above, we can see that all students analyzed the data based on grice‟s theory of maxims. students analyzed the data to be categorized into the flouting of maxim of quality when the speaker is lack of evidence and he/she lies to his/her conversation participant. when the speaker is giving too much or less information that is needed, the students categorized the data into the flouting the maxim of quantity. the data that are not relevant or related to the questions being asked are categorized into the flouting of maxim of relation. there are only limited data categorized into the flouting of maxim of manner. all conversations that are not clear, ambiguous and do not have exact meaning are to be in this category of flouting ma xim of manner. the interesting thing is students also found the data that flouted two maxims at once. most of them are categorized into the data that flouted maxim of relation and quantity at once. the data in this category showed that the speakers‟ answers or research and innovation in language learning vol. 2(2) may 2019 p-issn 2614-5960, e-issn 2615-4137 179 statements are not related to the question and more informative as well. the speaker added much information that is neither related nor needed to the question. this research is limited to the conversational implicatures analyzed by students of english department. the object of the research is in the form of english drama script. this research has contribution and implications to the students' understanding about how to analyze conversational implicatures in pragmatic study. there are still a lot of things that could be explored more in this study related to the conversational implicatures. such questions for further research as how conversational implicatures related to politeness, how students' gender influence the way they draw the implicatures and how conversational implicatures analyzed from other points of view such as sociolinguistics and psycholinguistics. future researchers could also analyzed conversational implicatures from different objects such as: talkshow, movie scripts, students-students talks, and teacher-students talks. hopefully those questions could be explored in another future research theme. the students analyzed the conversational implicatures from two ways. the first, through the relationship between the question and the answer of the target conversants. the second, some students provided some possible implicatures may be derived by readers. then, the students chose one implicature as the most appropriate one. students also wrote the reasons why he/she chose certain implicature. the reasons are related to the dialogues between the conversants. besides, students also analyzed the conversational implicatures through situation or atmosphere created by the conversants in the drama script based on what they plausibly assume or observe. references brown, h. d. 2000. principles of language learning and teaching. new york: longman. brown, h. douglas. 2000. teaching by principles: an interactive approach to language pedagogy. new jersey: prentice hall regents. jaufillaili, j. & mahmud, m. 180 p-issn 2614-5960, e-issn 2615-4137 currie, karen l. 2003. “multiple intelligence theory and the esl classroom – preliminary considerations”. the internet tesl journal, vol. ix, no. 4, april 2003. dornyei, zoltan. 2008. research methods in applied linguistics: quantitative, qualitative and mixed methodologies. oxford: oxford u.p. fauziati, endang. 2009. reading on applied linguistics: a handbook for language teacher and teacher researcher. surakarta: era pustaka utama. fauziati, endang. 2010. teaching english as a foreign language. surakarta: era pustaka utama. gardner, howard. 1983. frames of mind. new york: basic books. gardner, howard.1993. multiple intelligences: the theory in practice. ny: basic books. gardner, howard. 2000. intelligence reframed: multiple intelligences for the 21st century. new york: basic book. harmer, jeremy. 2005. how to teach english: an introduction to the practice of english language teaching. essex: longman. huda, nuril. 1990. language learning and teaching: issues and trends. malang: ikip malang. mckeachie, wilbert j. et al. 1999. teaching tips: strategies, research, and theory for college and university teachers. toronto: health and company. nation paul. 1996. “group work and language learning”, in kral, thomas (ed.). teacher development: making the right moves. washington, d.c.: english language program division united states information agency. wilheim, jeffrey d., ph.d. 2002. action strategies for deepening comprehension. new york: ny: scholastic professional books. wray, alison, et al.1998. projects in linguistics. london: arnold. biography jaufillaili is an english lecturer of english department university of swadaya gunung jati. her research interests and expertise are the study of linguistics and language teaching. she is currently at the post graduate of padjajaran university. her address is jaufillaili@yahoo.co.id research and innovation in language learning vol. 2(2) may 2019 p-issn 2614-5960, e-issn 2615-4137 181 mahmud is an english lecturer of english department university of swadaya gunung jati. his research interests and expertise are: the study of linguistics, curriculum and teaching management, and language teaching. his address is kalentengah, sumueradem, sukra indramayu. he is available at mahmood.cliff@gmail.com jaufillaili, j. & mahmud, m. 182 p-issn 2614-5960, e-issn 2615-4137 research and innovation in language learning 4(2) may 2021, pp. 160-163 pissn: 2614-5960 e-issn: 2615-4137 http://jurnal.ugj.ac.id/index.php/rill copyright 2021@ banun havifah cahyo khosiyono 160 short report “how do indonesian teachers use teaching materials?”: english teachers’ perception banun havifah cahyo khosiyono banuna.havifah90@gmail.com department of english education, graduate school, universitas sarjanawiyata tamansiswa, yogyakarta-indonesia abstract this case study attempted to explore how the indonesian teachers’ perceptions towards the use of english teaching materials for vocational students in indonesia. seven out of thirteen english teachers of vocational schools in indonesia involved in this project were interviewed and observed to use the teaching english materials. findings show that the teachers believed that they had some considerations to check what was contained in the teaching materials; their perceptions were influenced by some factors such as experience, needs, situation, students’ interest, students’ ability, workshop, and references; and the deficient time and different views among teachers were two major problems faced by the teachers when conducting textbook selection and analysis. keywords: teaching materials, teachers’ perception, english materials sari studi kasus ini mencoba untuk mengeksplorasi bagaimana persepsi guru indonesia terhadap penggunaan bahan ajar bahasa inggris untuk siswa smk di indonesia. tujuh dari tiga belas guru bahasa inggris di sekolah kejuruan di indonesia yang terlibat dalam proyek ini diwawancarai dan diamati untuk menggunakan materi pengajaran bahasa inggris. temuan menunjukkan bahwa para guru percaya bahwa mereka memiliki pertimbangan untuk memeriksa apa yang terkandung dalam bahan ajar; persepsi mereka dipengaruhi oleh beberapa faktor seperti pengalaman, kebutuhan, situasi, minat siswa, kemampuan siswa, lokakarya, dan referensi; dan kurangnya waktu dan perbedaan pandangan di antara para guru adalah dua masalah utama yang dihadapi oleh para guru saat melakukan pemilihan dan analisis buku teks. kata kunci: materi pengajaran, persepsi guru, materi bahasa inggris received 2020-12-01 accepted 2021-05-19 published 2021-06-27 apa citation: khosiyono, b.h.c. (2021). “how do indonesian teachers use teaching materials?”: english teachers’ perception. research and innovation in language learning 4(2), 178http://dx.doi.org/10.33603/rill.v%vi%i4416 http://dx.doi.org/10.33603/rill.v%25vi%25i4416 research and innovation in language learning vol. 4(2) may 2021 p-issn 2614-5960, e-issn 2615-4137 161 introduction in indonesia, teaching materials are considered the most important components that influence english learning and the teaching process. teaching materials can take a variety of forms, including textbooks, workbooks, teachers’ resource books, realia, and various audio-visuals ( albiladi, 2018; khosiyono, 2021). audio-visual is a motivation tool for teenagers in today’s modern world of technology as the result of research by secer, sahin, & alci, 2015). however, textbooks are influential tools that help students to recognize and learn about society; and provide the means for achieving educational aims (ebrahimi & sahragard 2017; mcconachy, 2018). however, teachers’ perceptions which influence what the teachers do in the classroom as teaching materials is baldy revealed during the last year. therefore, this paper provides the results of a single-case study of these teachers perception would complement previous studies and add to the academic and professional understanding about teachers perceptions regarding the use of english textbooks in indonesian vocational schools. moreover, the teachers’ perception could decide the materials or textbooks which suit the needs of the students. this contextualized case study can enrich feedback in the teacher perception toward the use of english materials in indonesian vocational schools. the english textbook must be suitable for the students’ needs of indonesian vocational schools to prepare them for future work in international workplaces. this study this short article reported on some preliminary findings of a larger project on the english teacher in indonesian vocational school. data of the study were interviews with 7 english teachers, who had 7-20 years of teaching experience in yogyakarta, indonesia, and had experience in evaluating, selecting, and using english textbooks. all the teachers agreed to participate in the study voluntarily. the participants were invited to participate in semi-structured interviews. these interviews lasted for 20-30 minutes. the interview data were transcribed then analyzed with a typical method of qualitative content analysis. khosiyono, b.h.c. 162 p-issn 2614-5960, e-issn 2615-4137 findings and discussion the data analysis reveals that teachers gave feedback on how textbook evaluation must be appropriate to the educational aims, that is closely linked to students’ needs. brown (1995) and cunningsworth (1995) suggest that it is essential in evaluating any textbook to determine whether or not its inherent methodology will reinforce the institutional aims as well as conform to the classroom context. the new english textbooks were written based on the communicative language teaching (clt) approach. the interviews also emphasized that in evaluating a textbook one should pay attention to the physical characteristics of textbooks such as the layout, organization, skills, topics, exercises, and activities. rubdy (2014) adds that textbook evaluation includes methodology, content, format, layout, and design features of the textbook. in their interviews, teachers also emphasized that they do not follow all the sequence of materials and activities in the textbook and organize the use of materials in line with the lesson plan. in the actual teaching process, the teachers adapt the materials and activities in the textbook when the textbook’s coverage is inadequate. according to richards (2001), adaptations can include modifying content, adding or deleting content, reorganizing content, addressing omissions, modifying tasks, and extending tasks. in this indonesian context, whole units might have been dropped, or perhaps sections of units throughout the textbook were omitted. conclusion the findings reported here suggest that further research in the area of the vocational school english curriculum so that the use of textbooks, classroom teaching, and, in particular, assessment can be revised further to accommodate the needs of the vocational school students. acknowledgment this study was supported by lembaga pengelola dana pendidikan (lpdp), indonesia education endowment fund for education (lpdp) in 2019. research and innovation in language learning vol. 4(2) may 2021 p-issn 2614-5960, e-issn 2615-4137 163 references albiladi, w. s. (2018). exploring the use of written authentic materials in esl reading classes: benefits and challenges. english language teaching, 12(1), 67. https://doi.org/10.5539/elt.v12n1p67 brown, j. d. (1995). the elements of language curriculum. boston, ma: heinle & heinle. cunningsworth, a. (1995). choosing your coursebook. london: longman. ebrahimi, f., & sahragard, r. (2017).teachers’ perceptions of the new english textbooks in iranian junior high schools. the journal of asia tefl, 14(2), 355363. http://dx.doi.org/ 10.18823/asiatefl.2017.14.2.12.355 khosiyono, b.h.c. (2021). teachers’ beliefs in developing english materials for vocational schools. jollt journal of languages and language teaching, 9(2) 196-203, doi: https://doi.org/10.33394/jollt.v%vi%i.3373 mcconachy, t. (2018). critically engaging with cultural representations in foreign language textbooks. intercultural education, 29(1), 77–88. https://doi.org/10.1080/14675986.2017.1404783 richards, j. c. (2001). curriculum development in language teaching. new york: cambridge university press. rubdy, r. (2014). “selection of materials”. in tomlinson, b. developing materials for language teaching, 37-85. london: bloomsbury publishing plc. secer, sahin, & alci. (2015). investigating the effect of audio visual materials as warm-up activity in aviation english courses on students’ motivation and participation at high school level. procedia-social and behavioral sciences 199 (2015) 120-128. conflict of interest no conflict of interest was reported. author biography banun havifah cahyo khosiyono is a faculty member of english education department, graduate school, universitas sarjanawiyata tamansiswa, yogyakartaindonesia. her research interests include esp, curriculum material and development, professional development, maritime english, and english vocational education. scopus id 31454162 https://doi.org/10.5539/elt.v12n1p67 https://doi.org/10.33394/jollt.v%25vi%25i.3373 research and innovation in language learning vol. 3(3) september 2020 pp. 234252 pissn: 2614-5960 e-issn: 2615-4137 http://jurnal.ugj.ac.id/index.php/rill copyright 2020@ susmalinda misbah, untung waluyo, khusnul khotimah 234 article “i forgot what it is”: the enactment of 2013 curriculum in efl classroom susmalinda misbah susmalinda.13399@gmail.com english education department, faculty of teacher training and education, universitas mataram, indonesia untung waluyo untungwaluyo@unram.ac.id graduate program of english language education, faculty of teacher training and education, universitas mataram, indonesia khusnul khotimah* khusnul_pena@unram.ac.id english education department, faculty of teacher training and education, universitas mataram, indonesia abstract to date, the 2013 curriculum has been implemented for almost a decade. but this latest curriculum has not been well-implemented due to many obstacles. accordingly, plethora studies have been extensively carried out to refine the praxis. however, the investigation of this area in efl class in junior high schools is underexplored. thus, this study was carried out to fill this void. this research study aimed to investigate the problems in enacting 2013 curriculum, to reveal the hindering factors, and to showcase how english teachers cope with those problems. grounded in a case study, nine english teachers of state junior high schools were recruited. data were collected through observations, documentations, and interviews. the findings confirmed that teachers experienced some delinquent setback in translating curriculum into instruction. this was related to how they teach using suggested teaching stages, integrate intended domains of competence, and conduct authentic assessment. furthermore, students‟ lack of motivation and autonomy was also a sizeable impediment. in relation to this, some hindering factors and teachers‟ endeavors to cope with the abovementioned problems were also elaborated systematically. to end this article, some practical recommendations were proposed accordingly. keywords: efl class, efl teachers, problem, hindering factors, scientific approach, 2013 curriculum sari kurikulum 2013 telah diterapkan selama hampir satu dekade sejak awal 2013. namun kurikulum terbaru ini masih belum dilaksanakan dengan baik karena banyak kendala di misbah. s., waluyo, u., & khotimah, p-issn 2614-5960, e-issn 2615-4137 235 lapangan. merespon hal ini, penelitian dengan topik bahasan terkait telah banyak dilakukan. akan tetapi, penyelidikan pada topik ini di sekolah menengah pertama belum banyak dieksplorasi. oleh karena itu, penelitian ini dilakukan untuk mengisi kekosongan yang dimaksud. studi penelitian ini bertujuan untuk menyelidiki masalah yang dihadapi oleh guru bahasa inggris dalam melaksanankan kurikulum 2013, mengungkapkan faktor-faktor penghambat yang menyebabkan masalah tersebut, dan menunjukkan bagaimana guru mengatasi masalah tersebut. berbasis studi kasus, penelitian ini melibatkan 9 guru dari tiga sekolah negeri menengah tingkat awal .data dikumpulkan melalui observasi, dokumentasi dan wawancara. temuan menunjukkan bahwa guruguru bahasa inggris mengalami kesulitan dalam mengaplikasikan konsep kurikulum 2013 ke dalam proses pembelajaran di dalam kelas dalam hal tahapan pembelajaran, mengintegrasikan cakupan kompetensi, dan aplikasi asesemen yang autentik. lemahnya tingkat motivasi dan kemandirian siswa juga merupakan kendala yang serius. berkaitan dengan hal ini, beberapa faktor penghambat dan upaya mengatasi masalah tersebut juga dijelaskan secara terstruktur. artikel ini ditutup dengan beberapa rekomendasi. katakunci :masalah dan fator penghambat, kurikulum 2013, pengajaran bahasa inggris , pendekatan saintifik. received 2020-09-13 accepted 2020-09-30 published 2020-09-30 apa citation: misbah, m., waluyo,u., & khotimah, k. (2020). “i forgot what it is”: the enactment of 2013 curriculum in efl classroom. research and innovation in language learning 3(3), pp. 234252 http://dx.doi.org/10.33603/rill.v3i3.4147 introduction indonesian curriculum has undertaken changes many times prior to the enactment of 2013 curriculum starting from (1) curriculum 1975; (2) curriculum 1986; (3) curriculum 1994; (4) curriculum 2004; (5) school based curriculum (sbc) which refers to the national education standards, and then (6) curriculum 2013 (prihantoro, 2015). the development of the curriculum is regarded as the changing of people's needs, technology, thinking, as well as market challenges (widodo, 2015). the 2013 curriculum gives a new transformation in the teaching-learning activities. it covers some stages of teaching facilitating students to be more active and engaged in the instruction. this curriculum is used in every kind of subjects in school that focuses on achieving students‟ competencies and character-building (kemendikbud, 2013). there are four http://dx.doi.org/10.33603/rill.v3i1 research and innovation in language learning vol. 3(3) september 2020 236 p-issn 2614-5960, e-issn 2615-4137 aspects of competences expected to succeed in the implementation of the 2013 curriculum called cognitive domains (spiritual, attitude, knowledge, and skills). this newest curriculum entails the students to be fully involved in the process of learning; this is known as student-cantered learning (henceforth, scl). in english language teaching (elt), scl has been defined in many ways, felder and brent (1996, p. 43) termed scl as “a broad teaching approach that includes substituting active learning for lectures, holding students responsible for their learning, and using self-paced and/or cooperative (team-based) learning.” learning process is more centred to students to find , construct, and make meaning to the new knowledge. further, jacobs, renandya, & power (2016) synthesizes 10 elements of scl in which emphasizing on the position of teachers and students, interaction, learning autonomy, meaningful learning, curricular integration, diversity, thinking skills, alternative assessment, learning climate, and motivation. scl as suggested by 2013 curriculum requires teachers to provide opportunities for students to meaningfully talk and listen, write, read, and reflect on the content, ideas, issues, and concern of an academic subject. it can be considered as an “active learning,” which aims to help students learn more independently. thus, teacher cannot be the superior pouring knowledge and new insight to students‟ head (jacobs & renandya, 2016). as such, clt provides the students with new skills (thanh, 2010) like independence, creativeness, activeness, and cooperativeness required by the labour market. in this connection, english teachers in 2013 curriculum are suggested to follow a number of stages, what is so called „scientific approach‟ in conducting the teaching learning process. the first stage is observation. in this stage, teachers build students‟ attention toward materials being learned. students are observing the details of the materials. second phase is the questioning stage. here, teachers encourage students to think of research questions related to observed materials. exploring and associating are the follow up of the questioning stage. in those steps, students collect information from various sources, and then do series of activities covering reading, analysing, synthesizing, and conducting group discussion. going through all of the stages, the teachers play their roles as facilitators, organizers, and controllers for what students do misbah. s., waluyo, u., & khotimah, p-issn 2614-5960, e-issn 2615-4137 237 (regulation of the ministry of education and culture of the republic of indonesia no. 81a, 2013). in the last stage, communicating, the teachers assess the students while they are presenting the result of their work. this is followed by giving reinforcement to the students. here the teachers play their roles as assessors and prompters and/or motivators. in short, in efl classroom, students need to use their curiosity and learning force to learn english by doing series of activities; observing, questioning, exploring, associating, and communicating. these series can be done through discovery learning, inquiry learning, problem-based learning, and project-based learning. in practice, english teachers‟ duties to conduct teaching and learning activities under the 2013 curriculum are complex in nature. to be successful in applying certain curriculum including 2013 curriculum, teachers are expected to have a verbal ability, content knowledge, pedagogical knowledge, ability to use a range of teaching strategies skilfully, enthusiasm for teaching the subjects (natasa, 2011), adequate understanding about the nature of scientific approach, sense of peer collaboration, and creativity (wahyudin & sukyadi, 2015). in responding to a new curriculum, teachers need to make some adjustment and adaptation, starting from preparing, implementing , and evaluating the lesson. with such a change of nature, it is predicted that teachers in the field may face problems in implementing he 2013 curriculum in the classroom. empirically, a number of research studies confirmed this prediction, for instance darsih (2014), retnawati, hadi, &nugraha (2016), and suratri, (2018) reported that the most problematic issue faced by teachers was the application of authentic assessment as suggested by the 2013 curriculum. this happened due to inadequate learning time and insufficient understanding about the assessment system. furthermore, other teachers were also reported to experience hurdles in conducting the learning using the steps of scientific approach due to their lack of knowledge and skills (oktavianti, 2018) and students‟ passive participation (ekawati, 2016). the similar finding was also reported by wahyudin & sukyadi (2015) in which english teaches seemed could not effectively apply the scientific approach. however, this approach was found gave positive impact on students‟ participation, critical thinking, and confidence. zaim (2017) also reported that teachers experienced complexities in observing and questioning stages of scientific research and innovation in language learning vol. 3(3) september 2020 238 p-issn 2614-5960, e-issn 2615-4137 approach. in a wider scope, ahmad (2014) found that schools and teachers possessed some challenges in enacting 2013 curriculum in term of class size, learning process, teaching facilities, and untimely of in service training. in contrast, ratnaningsih (2017) revealed different finding compared to the abovementioned scholarly articles. geared from her case study in a junior school in bandung, western part of indonesia, she argued that teachers in her study could implement the scientific approach well in their english language teaching. despite such reports, the recent study found that there were two major benefits that students could take from the implementation of the 2013 curriculum in efl process. first, the 2013 curriculum could promote an independent learning, and second, it stimulated students to be creative learners (sulistyo, et al, 2020). although there have been ample of reports on the implementation of 2013 curriculum, current efforts to scrutinize the underlying problems and challenges faced by efl teachers in the field have not been much undertaken yet in eastern parts of indonesia, especially in the level of junior high schools. thus, problems or hurdles concerning the implementation of 2013 curriculum remain unknown and underexplored. ultimately, the present study was carried out to fill this gap and to enrich the body of knowledge of this particular topic in the city of mataram, the eastern part of indonesia. accordingly, this research study aims to (a) find out the problems encountered by efl teachers in deploying the teaching methods suggested by the 2013 curriculum, (b) to reveal the hindering factors causing the emerging problems, and (c) to explain how teachers cope with the reported problems. methods this study employed a descriptive qualitative research in the form of case study. in a case study, researchers should understand how and why contemporary events, problems, and situations in ways that do not require control over those events or issues (yin, 2018). the present study was conducted in three state junior high schools in mataram. those places were selected because they had implemented the scientific approach since the launching of this particular curriculum. nine teachers teaching in grades 7 th , 8 th ,9 th in three state junior high schools in mataram were recruited. the reason for involving misbah. s., waluyo, u., & khotimah, p-issn 2614-5960, e-issn 2615-4137 239 the english teachers from different schools was to find a broad perspective about the problems they faced in applying the teaching methods of the 2013 curriculum. by involving three english teachers in each grade from the respective schools, the researcher assumed that the information obtained may have varied. those nine participants (2 male teachers and 7 female teachers), aged around 35 to 45 years old, had teaching experiences for more than 5 years. 8 of them earned bachelor degree and 1 obtained master degree in elt. in recruiting them, the researchers sent consent letters to the principals of those three schools asking for permission and access to the teachers to conduct the study. in response to this query, the principals replayed positively and gave the official access to these nine teachers. practically, even though these nine teachers were assigned by the principals to be the participants of this study, the researchers were aware about their right to decide their involvement. these nine teachers were then orally informed the nature of this research and information whether the participation of this study followed the voluntary basis in which they had the right to partake or vice versa. they also had the absolute merit to withdraw their participation anytime even in the middle of data collection. to keep their confidentiality, their names were made pseudonyms. this also applied to the schools‟ names. the data were collected from observations, documentation, and interviews. the observations were conducted nine times in the teaching-learning process in the classroom. whereby, each respondent was observed within two-hour time. classroom observations were chosen as they allowed information to be recorded and enabled the actual behaviour of the teachers and students to be studied. the researchers observed the whole learning and teaching activities and took the notes in the observation sheets regarding how the teachers implemented the scientific approach in english teaching based on the 2013 curriculum, especially in the essential of the teaching methods suggested by the 2013 curriculum. the process of documentation was done by sighting and analysing the lesson plan that the teachers used during teaching-learning process in the class. in analysing data from the documentation, the conformity of teachers‟ lesson plans to the principles of the research and innovation in language learning vol. 3(3) september 2020 240 p-issn 2614-5960, e-issn 2615-4137 scientific approach had been checked using the government lesson plans‟ guidelines. in addition to observations and documentation, researchers also recruited participants to have series of interviews in purpose of gathering sufficient data in the form of semistructured interviews. the semi-structured interview contains a mix of closed-ended and open-ended questions and covers fairly specific topics or themes (kielmann et al., 2012). the researchers made the list of questions related to problems in teaching activity using a scientific approach as the guideline and conducted the interviews in the places and times that were mutually convenient for both researchers and participants. each respondent was interviewed for ten to fifteen minutes. data were recorded using smartphone recorder with participants‟ agreement. to strengthen the confirmability of the data, the researchers used triangulation. triangulation is a data validity investigation technique that takes advantage of something else besides the data to check or as a comparison of the data (miles and huberman,1994). to analyse data from the interviews and observations, thematic analysis was utilized. the researchers looked at the data carefully to look for the common themes that appear repeatedly from the data. the data were then grouped into categories. any data that did not belong to any category were considered as individual peculiarity or idiosyncrasy. once the data obtained, the researchers transcribed, summarized and interpreted them as the basis for understanding the topic being investigated. in this research, the process of analysing the data had been started since data collection was done in a way to sort out which data were essential or not. creswell (2012) said that qualitative researchers should start thinking and analysing when qualitative research begins. in this study, the researcher used the technique of data analysis based on miles and huberman (1994) which is involving three steps: data reduction, data display, and conclusion drawing/verification. results and discussion the findings from the observations, interviews, and documentation related to english teachers‟ problems in applying suggested methods by the 2013 curriculum were presented into three major themes based on research questions. the first theme is related to the problems that encountered english teachers. the second theme discusses misbah. s., waluyo, u., & khotimah, p-issn 2614-5960, e-issn 2615-4137 241 hindering factors that cause the emergence of problems faced. the third theme is regarding how teachers coped with the problems in applying suggested methods in teaching and learning activities. problems in the application of the teaching methods suggested by the 2013 curriculum the obstacles in translating 2013 curriculum into instruction a number of english teachers acknowledged that the first factor of teaching problems was the inadequate knowledge and skills in carrying out the learning process (oktavianti, 2018). it is related to the teaching models that teachers used, whereby in the 2013 curriculum learning activity, teachers should implement the scientific approach in learning models. as the scientific approach was developed based on the concept of the research, the learning process should follow the research-like activities, such as covering observing, questioning, exploring, associating, and communicating to find the new knowledge (kasim et al., 2017). teachers‟ unfamiliarity with the research-like activities was seemingly attributed to the emergence of such problem. the data from the observations also revealed a similar result. out of the total nine observations, it was noted that not all teachers applied the teaching methods suggested by the 2013 curriculum. the teachers still got the problems in applying the methods as they admitted in the interviews. the examples for this were found from the classes taught by t2 from smpx, and t5 from smpy. these teachers directly explained the learning materials, gave tasks, and checked the works. they did not follow the procedures of scientific approach from the beginning to the last stage. similarly, this happened to t1 from smpx and t4 from smpy who partially finished their teaching activities up to the collecting stage. they did not complete the whole teaching stages of problem based-learning steps. in analysing the document, researchers did not find new insight since most of the documents were similar to one to another. the follow up interview revealed that most of the teachers used the lesson plans from subject teachers conference or in bahasa indonesia, musyawarah guru mata pelajaran (mgmp). research and innovation in language learning vol. 3(3) september 2020 242 p-issn 2614-5960, e-issn 2615-4137 "i used the lesson plan from mgmp that had been shared among the english teachers.". t6smpy “sometimes, the lesson plan did not fully cover the material in the handbook,…” t4smpy. this illustrates the complexity of the application of the current curriculum. other data show that teachers tended to emulate the wide spread lesson plans in mgmp that might have been incomprehensive and inapplicable to any situation. another problem related to teachers‟ understanding of the teaching methods that appeared from the data was the unsuitability of the teaching methods. in the teaching process, the teachers were noted to give very little attention to the learning stages related to teaching methods in the 2013 curriculum. hence, the lessons‟ delivery seemed half-done using scientific approach. this might have happened due to their lack of knowledge about the scientific learning methods, and incapability to elaborate the learning material at the conceptual and implementation level of the 2013 curriculum. at this point, the data confirm the proposition postulated by darling et.al (2005) about teachers‟ needs to have solid understanding on teaching learning methods and material mastery. in many ways the teachers under investigation still did not fully understand how they should conduct each step of teaching methods based on the scientific approach in the appropriate teaching activities. the result of this study was in line with that of reported by soepriyanti & waluyo, (2019): the teachers‟ readiness became the stumbling block to the implementation of the new curriculum. participants of this study were aware that they could not fully deploy all stages in scientific approach as they perceived that they lacked knowledge of carrying out some of the stages as what zaim (2017) uncovered. below is some of the evidence: "the observing, questioning and associating stages were the hardest thing to do on a scientific approach." t6 smpy “the teacher is unable to integrate learning tools for certain skills, so that they often experience obstacles. this causes them to shift into conventional learning, i.e. lecturing method”. t1smpx the above quotations insinuate that teachers admitted that the major obstacle was to lead the students to actively take part in the learning process as the owner of learning. they likely had shortage of idea in facilitating their students to observe, question, and associate the materials effectively. on top, how to integrate the domain skills i.e. cognitive, attitude and skills was also a serious challenge for them. this disadvantage misbah. s., waluyo, u., & khotimah, p-issn 2614-5960, e-issn 2615-4137 243 condition seemed affect their willingness to apply this curriculum. in response, the tended to shift the instruction into conventional way . in the same vein, the data from the observation also showed similar results. it indicated that not all teachers conducted the instruction that contained the stages of scientific approach, especially when guiding the students as a centre of learning. for instance, the data show that t6 from smpy and t8 from smpz still played their dominant roles as the owner of knowledge during the instruction process. they did not give adequate opportunity for students to think, look for, and give opinions related to the topics being learned. the essential part of the scientific approach was neglected. consequently, this led the class instruction was not congruent with objectives of 2013 curriculum.. thus, the claim that scientific approach in the 2013 curriculum can facilitate independent learning and stimulate students‟ creativity (sulistyo, et al, 2020) would only be an abstract discourse in this context. pertaining to the complexity of using the teaching procedures contained in the 2013 curriculum, a number of participants expressed some impediments in deploying assessment based on 2013 curriculum. some of their responses were presented below. “i find it difficult to apply an assessment because i am not familiar with the assessment system, because there are many types of assessment and assessment instruments that must be filled.” t6smpy “carry out learning fully based on the 2013 curriculum and assessment that includes knowledge, attitudes and skills is difficult to do simultaneously.” t8smpz the above quotations show that teachers realized that they still faced inconvenience in assessing the whole domains of instruction, especially measuring the skill and attitude domain during the instruction time . the observation shows, for example, t3 from smpx only used cognitive assessment in the end of class. similarly, t5 from smpy did not make the skills assessment. 6 out of 9 teachers only focused on cognitive assessment. in the analysis the documents, it was found out that most of the teachers put the rubrics of three domains assessment. they wrote the rubrics perfectly in the lesson plan. however, when it came to the class, some parts of the assessment were not included. it is evidence from the data that authentic assessment in the curriculum 2013 remained problematic for some teachers. this finding is equivalent with darsih (2014), retnawati, hadi, &nugraha (2016), and suratri‟s (2018) works. it was reported that the research and innovation in language learning vol. 3(3) september 2020 244 p-issn 2614-5960, e-issn 2615-4137 teacher had difficulties in developing the instrument of attitude, implementing the authentic assessment, formulating the indicators, designing the assessment rubric for the skills, and gathering the scores from multiple measurement techniques. students’ lack of motivation and independence the second category of problems deals with students‟ lack of motivation and independence to learn english throughout teaching methods suggested by the 2013 curriculum. the result of the interviews indicates many teachers complained that most of students showed little interest in the learning activities devised by the teacher. below are some samples of teachers‟ concerns about the use of new teaching methods as suggested by 2013 curriculum : "sometimes few numbers of students are so enthusiastic about participating in the classroom activities, but in general they show little interest.”t1smpx. "students are not willing to listen. some even do not take part in my class.”t2 smpx. “when i asked students to find a problem in problem-based learning, they had not much motivation. students give up before starting.” t7smpx. "when i told them to identify a problem in learning material, they had less motivation to do it. so, despite the variety of methods i use, students tend to give up first." t9smpz. relatedly, the result of the observations was in accord with what teachers had expressed in the interview. the observation data indicates that most students showed little interest and made a disruption in the classroom when the teaching-learning process happened. students tended to have lack of motivation to learn. they chatted with their classmates or ignored the teachers‟ instruction. among the three grades, the problems related to students‟ engagement were more frequently found in grade seven in which they had less exposure to use critical thinking compared to the higher grades. the data analysis reveals that many teachers teaching grade 7 got difficulties in applying the four competencies (critical thinking, creative thinking, communicating, and collaborating) and higher-order thinking skills (hots) in the english language teaching process under the 2013 curriculum. students‟ motivation seemed to be the main cause of their lack of participation. results of this analysis supported yulia‟s (2013) research finding. the following interview quotes provided evidence for teachers‟ complaint on students‟ participation in the scientific instruction, "in the problem-based learning activity that i conduct, not all students prepared to read the material first. so there are a lot of students who do not know the materials and do not even read the material, so students do not know what to ask." t4smpy misbah. s., waluyo, u., & khotimah, p-issn 2614-5960, e-issn 2615-4137 245 "in carrying out problem-based learning, there are steps where students do the collecting data. however, i found the data processing was tough for my students." t7smpz this indicated students‟ role as the main subject of learning was not functioning positively. they had no adequate autonomy in managing their learning. data observation obtained was congruent with interview data. many students did not follow learning activity all the way. for example, in smpx, some students in the classes were confused about following project-based learning. the same things happened to some classes in smpy. similarly, in smpz, some students were found to be not actively involved in discovery learning. thus, the expected elements of scl (jacobs, renandya, & power, 2016) as the core point of 2013 curriculum cannot be seen in the praxis. this data trigger the raising of some questions whether these students were inactive by nature or they showed little interest and high dependency due to the teachers‟ teaching practices. as this study was limited to the understanding of teachers‟ practices, this issue was not addressed in this study. probably, in the future, a similar study with focus on students‟ perceptions, problems and challenges needs to be done. hindering factors cause the emergence of problems in applying the teaching methods suggested by the 2013 curriculum teachers’ knowledge, skills, and readiness the data elicited from the interviews, observations, and documents indicating that the problems experienced by the teachers were rooted from their inadequate knowledge, skills, and readiness to fully apply 2013 curriculum, as recorded in the following excerpt: "i forgot what it is, that 5m name, observing, questioning, etc..”. t1 smpx “i have ever used problem based-learning, but sometimes in the class, the learning activity just flows regardless of what kinds of methods are used. the important thing is, students are active in following the class.” t4 smpy. “i have some problem in using problem based-learning on its steps. it is because of my understanding about the way to implement it in the class.” t4 smpy. the quotes above are some of the evidences of english teachers‟ unreadiness to use the scientific learning models in the 2013 curriculum. this problem causes some difficulties for english teachers to lead the instructional activities accurately in the classroom. this is in line with sundayana‟s (2015) claim: teachers‟ readiness to implement the curriculum is quite vital. it influences teachers‟ ability to manage the teaching-learning process (weiner, 2009). on the other hand, students as the subject of learning faced research and innovation in language learning vol. 3(3) september 2020 246 p-issn 2614-5960, e-issn 2615-4137 confusion to follow the instruction from unreadiness teachers. unreadiness teachers might not have adequate understanding and skills to provide effective scaffoldings to introduce new materials or teaching methods. they were likely stumped with conventional way of teaching. this might have correlation with what appeared in the previous discussion in which students showed little interest towards the teaching learning process. further data stated as follows, "practically, i am supposed to use teaching methods based on the 2013 curriculum. regardless of its particular models, i have been teaching my students with the flow. i don‟t specify for myself whether i use this method or any other.” t5smpy “i only used the scientific learning models in a particular material. since the types of learning model are quite new, i need some times to adapt. t3smpx those expressions signify that the teachers‟ ability to carry out the scientific learning was not sufficient. this is in contrast with the expected norm in which the teachers‟ role to conduct the instruction related to suggested methods is very essential. furthermore, it was confirmed that teachers‟ readiness such as having ability to design the classroom activities allows students to be active learners (sulistyo et al., 2020). the data from the observation also voiced the conformity. some teachers tended to lead the instruction unproperly. teachers still did not apply the appropriate teaching methods as they have already written in the lesson plan. for instance, t7 and t8 from smpy just delivered the task and discussed the materials with their students without using detail procedures of scientific approach. in analysing the document, researchers still found unsuitability between lesson plan and implementation especially in the part of teaching methods suggested by the 2013 curriculum. inadequate support of teaching tools and incomprehensive teachers professional development program the less varied use of teaching media was also an impediment in learning activity using the 2013 curriculum (ahmad, 2014) because the 2013 curriculum demands to use diverse media and other tools to support student learning. however, the observations uncovered the lack of it use in the instructions. 7 out of 9 participants did not provide equipped teaching tools. they relied on the use of textbooks and handbooks. hence, the teaching-learning atmosphere tended to be monotonous consisting of open-read-answer misbah. s., waluyo, u., & khotimah, p-issn 2614-5960, e-issn 2615-4137 247 cycles and then repeat. this might be one factor contributing to students‟ boredom and demotivation. t7smpz expressed, "i have a lot of teaching materials on the laptop that i took from the internet and youtube. however, i never use media to illustrate it because the installation process of the lcd is quite complicated.” the teachers saw the use of it such as lcd in the classroom was not practical requiring them to meet some administrative procedures; borrowing lcd from the central office, bringing it to the class, installing it, and returning it back. this complication had demotivated them from using lcd. this condition would likely affect the effectiveness of teaching learning process. it also can be said that the utilization of other facilities such as internet services and it-based tools during learning time that can boost students‟ autonomy to seek more information and engage with the materials (khotimah et al., 2019) might not be happening in this such learning atmosphere. therefore, it suggests that teachers needed adequate practical supporting tools to implement the curriculum better and deliver more interesting instruction. another hindering factor was in term of teacher professional development program. they uttered that the programs they participated were not comprehensive in preparing them to be more knowledgeable in translating the curriculum concept into instruction. this similar problem was also became an issue in ahmad (2014). the materials were limited to the syllabus, lesson plan, and assessment. no follow up materials presenting about operational methods in the instruction was prepared. only 2 out of 9 participants followed intensive workshops and trainings related to 2013 curriculum. nevertheless, they also highlighted the same impression in which they needed follow up materials and series of monitoring programs. teachers’ efforts to cope with the problems of applying the teaching methods suggested by the 2013 curriculum dealing with some inconvenience in the 2013 curriculum enactment, 7 out of 9 participants were realized that joining series of teacher professional development would be one common and necessary measure to improve their knowledge, skills, and readiness (colbert et al, 2008). having this in mind, several teachers had attempted to improve their knowledge and skills by seeking information about the learning research and innovation in language learning vol. 3(3) september 2020 248 p-issn 2614-5960, e-issn 2615-4137 approaches suggested from the internet, books, friends, and colleagues (t5 from smpy and t7 from smpz). in addition, they also participated in sharing forums among english teachers called mgmp, as stated in the following excerpt. “i tried to cope with student problems in learning with the scientific learning model. for this, i improved my teaching quality gradually by joining some sharing sessions.”t4smpy. some of them asserted that they attended the number of workshops. most of the teachers pointed out that the presence of mgmp had a positive impact on the teachers facilitating sharing sessions among them. this finding is congruent with the previous study conducted by soepriyanti & waluyo (2019). the data obtained from the interviews indicate that all teachers agreed that teachers needed regular training facilitated by the government in the form of mgmp. however, they voiced that the programs should be set to facilitate them learning how to translate this particular curriculum concept in the instructions. in other words, they need something more operational that directly links to stages in teaching learning process and how to integrate the competence domains. most of the participants stated that they only participated in workshop related to 2013 curriculum in mgmp once. as mentioned previously, the materials were limited to the syllabus, lesson plan, and assessment. no follow up materials presenting about operational methods in the instruction was included. only 2 participants followed intensive workshops and trainings. nevertheless, they also highlighted the same impression in which they needed follow up materials and monitoring program. conclusion & recommendation adapting to a new educational curriculum surely requires persistent efforts and hard work in socializing and monitoring its enactment. series of studies urgently needed to better understand on what is happening in the praxis. this study was in attempt to investigate english teachers‟ problems, hindering factors, and the way teachers coped with problems in the enactment of the 2013 curriculum. the findings confirmed that english teachers experienced some delinquent setback in translating the concept of 2013 curriculum into instruction. this is closely related to how they teach using suggested teaching stages, integrating intended domains of competence, and conducting authentic assessment. furthermore, students‟ lack of motivation and autonomy was also a sizeable misbah. s., waluyo, u., & khotimah, p-issn 2614-5960, e-issn 2615-4137 249 impediment in the enactment of 2013 curriculum. in relation to this, the empirical data point out that teachers‟ inadequate knowledge, skills, and readiness to deploy the intended curriculum, short support of practical teaching tools, and incomprehensive teachers professional development program were likely to be the main hindering factors to effectively put the curriculum into operation. having these problems, the teachers undertook personal initiative to seek related sources to support their teaching praxis. also, they participated in regular sharing session of mgmp. this finding in eastern part of indonesia is quite distinct from what happened in ratnaningsih‟s study (2017) in bandung, a western part of indonesia. in her case study, she found that teachers could enact the 2013 curriculum effectively. this calls for some further investigations on the factors contributing to the revealed differences. considering those findings and the understanding that the scientific approach in the 2013 curriculum potentially to create meaningful instruction, some recommendations are proposed to attain the teaching praxis refinement. first proposal goes to pre-service and in-service teachers‟ professional development program. the content of this particular program should facilitate pre-service or in-service teachers to not only fully understand the concept but also to be able to implement the whole aspects of learning framework starting from preparation, implementation, and evaluation. second, the teachers as the key feature of teaching learning process should strive on becoming a more autonomous teachers by having strong curiosity and passion to use their agency in developing their quality of either personal or professional works. additionally, further research on understanding students‟ belief and perception in response to the 2013 curriculum deployment is worth conducting to come to a more comprehensive understanding. acknowledgment we would like 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(2017). implementing scientific approach to teach english at senior high school in indonesia. asian social science, 13(2), 33-40. conflict of interest no potential conflict of interest is reported. about authors susmalinda misbah is a student of english study program at the faculty of a teacher of english education, mataram university. research and innovation in language learning vol. 3(3) september 2020 252 p-issn 2614-5960, e-issn 2615-4137 untung waluyo is a senior lecturer in the english department of school of languages and arts and graduate program of english language education, university of mataram. he received his bachelor degree in tefl from malang state university (1986); ma in general linguistics from ohio university, usa (1994) and phd in language education from university of the sunshine coast, queensland, australia (2013). his main interests, among other things, are adult literacy, language policy, curriculum and materials development, and teacher professional development. khusnul khotimah, the corresponding author, is a faculty member of english education department of universitas mataram. she earned her master‟s degree from universitas negeri malang (um), majoring in elt. her academic interests include tefl, autonomous learning, teacher professional development, and tpack. https://orcid.org/0000-0002-5309-443x research and innovation in language learning 4(2) may 2021, pp. 164-171 pissn: 2614-5960 e-issn: 2615-4137 http://jurnal.ugj.ac.id/index.php/rill copyright 2021@ karina fefi laksana sakti 164 article implementing little fox chinese video-tailored instruction in a mandarin listening class karina fefi laksana sakti karryna.sakti.fs@um.ac.id universitas negeri malangindonesia abstract language speakers are heterogeneous and have different social backgrounds and habits, that makes the language diverse. four skills that must be mastered by a person when learning a language are listening skills, speaking skills, reading skills and writing skills. listening skills are the first skills that must be mastered by learners before moving on to speaking, reading and writing skills. in the conditions of the covid-19 pandemic, teaching and learning activities are carried out online, therefore educators must have more effective learning strategies such as the use of learning media. this study discusses the application of video listening to little fox chinese in mandarin. this research is a qualitative descriptive research type because this study aims to describe the application of the little fox chinese video in listening 1 subject in the mandarin education study program, universitas negeri malang. the application of the little fox chinese video was carried out in three stages, namely the initial, main, and final learning activities. based on the results of observations, it can be concluded that the teaching and learning activities of listening 1 subjects with the application of the little fox chinese video go smoothly and conducive. based on the results of the interview, students revealed that the little fox chinese video media was very interesting. keywords: chinese, listening, little fox, media, video sari penutur bahasa yang heterogen dan memiliki latar belakang sosial dan kebiasaan berbeda membuat bahasa menjadi beragam. empat keterampilan yang harus dikuasai pembelajar saat belajar bahasa adalah keterampilan menyimak, keterampilan berbicara, keterampilan membaca, dan keterampilan menulis. menyimak adalah keterampilan pertama yang harus dikuasai oleh peserta didik sebelum beralih ke keterampilan berbicara, membaca, dan menulis. dalam kondisi pandemi covid-19, kegiatan belajar mengajar dilakukan secara online, oleh karena itu pendidik harus mempunyai strategi pembelajaran yang lebih efektif seperti penggunaan media pembelajaran. penelitian ini membahas tentang penerapan video little fox chinese dalam bahasa mandarin. research and innovation in language learning vol. 4(2) may 2021 p-issn 2614-5960, e-issn 2615-4137 165 penelitian ini merupakan jenis penelitian deskriptif kualitatif karena penelitian ini bertujuan untuk mendeskripsikan penerapan video little fox chinese pada mata kuliah menyimak 1 di program studi pendidikan bahasa mandarin, universitas negeri malang. penerapan video little fox chinese dilakukan dalam tiga tahap yaitu kegiatan pembelajaran awal, inti, dan akhir. berdasarkan hasil observasi dapat disimpulkan bahwa kegiatan belajar mengajar mata kuliah menyimak 1 dengan menerapkan video little fox chinese berjalan dengan lancar dan kondusif. berdasarkan hasil wawancara, siswa mengungkapkan bahwa media video little fox chinese sangat menarik. kata kunci: chinese, little fox, listening, media, video received 2020-12-16 accepted 2021-05-29 published 2021-06-27 apa citation: sakti, k.f.l. (2021). implementing little fox chinese video-tailored instruction in a mandarin listening class. research and innovation in language learning 4(2), 183-190 http://dx.doi.org/10.33603/rill.v%vi%i4438 introduction language speakers are heterogeneous and have different social backgrounds and habits, that makes the language diverse. in line with this opinion, sakti (2016) explains that a language has the same rules, but because language users are heterogeneous speakers, the language becomes diverse. in learning foreign languages, of course, learners will encounter difficulties and make mistakes. sakti, et al (2020) explained that language errors are caused by negative transfers of the mother tongue. to avoid these language errors, learners must be mastered in language skills. four skills that must be mastered by a person when learning a language are listening skills, speaking skills, reading skills and writing skills. in line with this opinion, susanto (2015) explains that oral language skills include listening and speaking, and written language skills include reading and writing. likewise in chinese learning which also includes these four skills. in practice these skills can be divided into several subjects. one of them is like the one in the mandarin language education study program, universitas negeri malang, which divides these skills into subject programs such as 听力 [tīnglì], 口语 [kǒuyǔ], 阅读 [yuèdú], and 写作 [xiězuò] subjects. listening skills are the first skills that must be mastered by learners before moving on to speaking, reading and writing skills. saddhono and slamet (2014, p.47) explain that listening is not just a listening activity but requires an understanding of the content of the conversation being delivered. in the course 听 力 [tīnglì] ‘listening’, students http://dx.doi.org/10.33603/rill.v%25vi%25i4438 sakti, k.f.l. 166 p-issn 2614-5960, e-issn 2615-4137 practice listening to news, songs or recordings in chinese, and watching films in chinese. this activity aims to increase the students' mastery of mandarin vocabulary. in the current state of the covid-19 pandemic, it requires learning activities to be carried out online, that is, all lecture activities are carried out from homes using technology and the internet. in online learning, educators can use learning strategies that are more effective than in offline classes, such as the use of learning media. learning media is divided into two types, namely conventional (print) and modern (electronic) learning methods. modern learning media or media that use technology and the internet are more appropriate for use during a pandemic in teaching and learning activities. video is one of the modern learning media that can be used in online learning. instructional videos (audio-visual media) are a more attractive and highly accessible medium. at present there are many chinese learning videos on websites both domestic and overseas. we can also find these videos in the form of chinese talk shows, films, dramas and news delivered in mandarin, one of which is a video on the youtube channel little fox chinese. listening activities tend to be boring because it requires students to listen and not be active, so that listening class requires a variety of media use then the learning process feels fun and not boring. this research is about the application of the little fox chinese instructional video in the mandarin listening 1 course. little fox chinese is a youtube channel that contains various cartoon videos in chinese, with various themes. the themes raised in the videos are from chinese folk tales to fairy tales, fables, and others. little fox chinese videos can be easily accessed online via youtube. research on the application of video in mandarin learning has been carried out previously by li (2019) who applied video media in teaching mandarin as a foreign language to middle school students in thailand. in addition, alam (2019) applies simsen video media to improve the ability to write simple sentences in mandarin for class x students of state high school in mojokerto. the similarity of this study with research by li (2019) and alam (2019) is that both apply video media in learning mandarin. the difference between this research and the research of li (2019) and alam (2019) is that it lies in the type of video that is applied, li (2019) uses several learning videos that are adapted to the learning research and innovation in language learning vol. 4(2) may 2021 p-issn 2614-5960, e-issn 2615-4137 167 material (what type of video is not specified), and alam (2019) uses the media simsen video, whereas in this study, researchers used video media little fox chinese. in addition, the difference lies in the study sample. li's research sample (2019) is high school students in thailand, and alam's research sample (2019) is class x student of high school students in mojokerto, while the sample in this study is students of the mandarin education study program, universitas negeri malang. methods this research is a type of qualitative descriptive research because this research aims to describe the application of little fox chinese video media in the listening 1 course at the mandarin education study program. moleong (2014, p. 06) explains that qualitative research is research that aims to describe a phenomenon or research subject in the form of words and language. the design of research is classroom action research to change teacher teaching behavior, student behavior, improve listening practices, or change the classroom learning framework. sources of data in this study were students of the 2018 a class of mandarin education study program, totaling 22 students. the data from this study are the results of observations from observers related to student activities during the learning process by applying little fox chinese video media and the results of interviews with students related to the response to the application of little fox chinese video media. the instruments used in this study were observation form and interview guides. the steps used by researchers in the data analysis activities of this research are as follows: (1) collecting data from observations and interviews, (2) checking the completeness of the number of observation and interview form, (3) re-checking the data obtained, (4) transcribing the data, (5) analyzing the results of the observation and interview data, (6) presenting the results of the observation and interview data in a descriptive way, and (7) drawing conclusions from the analyzed data. results and discussion sakti, k.f.l. 168 p-issn 2614-5960, e-issn 2615-4137 the video media of little fox chinese is applied in the subject of listening 1 to student of the 2018 a mandarin education study program, with a total of 22 students using zoom media. the application of little fox chinese video media is carried out in three stages, namely the initial, core, and final activities of learning. at the beginning of the activity, students answered greetings from the lecturer using chinese, then the students and the lecturers made their perceptions about the previous material. at the core activity, students listened to the explanation about the little fox chinese video media delivered by the lecturer. next, students watched the little fox chinese video which contained the story 杰克和豆茎 [jiékè hé dòu jīng] jack and the beanstalk 'which is a folk tale visualized with animated cartoons and using mandarin. during the little fox chinese video, students noted some terms or vocabulary that they did not understand, then students asked the lecturer about the vocabulary and terms. next, the lecturer explained about the vocabulary that the student considered difficult. after that, the lecturer asked several questions about the little fox chinese video and the students answered both orally and in writing. in addition, the teaching and learning activity of listening 1 subject using the little fox chinese video media made students actively ask questions. according to daryanto (2013) learning through the senses of sight and hearing can improve students' memory. in the final activity, all students together with the lecturer actively concluded the little fox chinese video material containing the story 杰克和豆茎 [jiékè hé dòu jīng] 'jack and the beanstalk'. the teaching and learning activities of the listening subject at the time of the application of the little fox chinese video media ran smoothly with an orderly and conducive classroom situation. in addition, the students were enthusiastic about the chinese learning process. this is proven by students being able to follow the learning steps that have been described by the lecturer. students easily understand the material, this is proven by students being able to pronounce vocabulary according to proper pronunciation and understand the contents of the little fox chinese video which contains the story 杰克和豆茎 [jiékè hé dòu jīng] 'jack and the beanstalk'. in addition, students actively wrote down the vocabulary they didn't understand while listening to the video little fox chinese 杰克和豆茎 [jiékè hé dòu jīng] 'jack and the beanstalk' and asked the lecturer, including the words 颗 [kē], 魔力 [mólì ], 挨饿 [āi è], 斧头 research and innovation in language learning vol. 4(2) may 2021 p-issn 2614-5960, e-issn 2615-4137 169 [fǔtóu], 佣人 [yōng rén], 吩咐 [fēnfù], and 竖琴 [shùqín]. furthermore, students also actively answered questions about the material in the little fox chinese video which contained the story 杰克和豆 茎 [jiékè hé dòu jīng] 'jack and the beanstalk' and learning using the little fox chinese video media was able to run smoothly and accordingly with a plan. this is in line with the statement of kustiawan (2016: 6) which explains that a media when associated with learning is a tool used to convey teaching material that can make students more attractive and enthusiastic about participating in teaching and learning activities. based on the results of interviews with students of class 2018 a, it can be seen that student responses to the little fox chinese video media in the listening 1 subject are very exciting and interesting. this can be proven by the students being very enthusiastic about listening and actively write down vocabulary or terms that are not understood then asked to the lecturer. furthermore, the students revealed that the little fox chinese video media had interesting material and could be heard clearly. in addition, students are interested in participating in lessons using the little fox chinese video media because this media is different from other media, interesting, and fun. this is in line with the opinion of dananjaya (2011) which explains that learning media is a tool needed by students to create a fun and challenging learning atmosphere. in addition, the result revealed that the students felt more motivated and fun in listening activities. thus, they tend to be more enthusiastic. the students also felt getting more attentive to the materials and topics discussed as video-driven listening activities provide interesting contents and narration. as the reason, they became active and curious to discuss the terms and vocabularies in the story 杰克 和 豆 茎 [ jiékè hé dòu jīng] 'jack and the beanstalk'. conclusion & recommendation the application of little fox chinese video media is carried out in three stages, namely the initial, core, and final activities of learning. based on the results of the observations, it can be concluded that the teaching and learning activities of the listening subject by applying the little fox chinese video media run smoothly with an orderly and sakti, k.f.l. 170 p-issn 2614-5960, e-issn 2615-4137 conducive classroom situation. based on the results of the interviews, students revealed that the little fox chinese video media was very fun and interesting. based on the results of this study, hoped that chinese language teachers can apply little fox chinese video media in the chinese learning process, especially in the listening subject. for future researchers, it is hoped that little fox chinese video media research can be applied to other skill subjects, such as reading, writing and speaking. references alam, mochammad & zaenal f n. 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learning vol. 3(1) january 2020 pp. 1-22 pissn: 2614-5960 e-issn: 2615-4137 http://jurnal.unswagati.ac.id/index.php/rill copyright @ 2020 lita liviani topan, nur arifah drajati, sumardi 1 tpack framework: challenges and opportunities in efl classrooms lita liviani taopan litalivianitaopan@untribkalabahi.ac.id department of english education, universitas tribuana kalabahi, alorindonesia nur arifah drajati nurarifah_drajati@staff.uns.ac.id department of english education, program pascasarjana, universitas sebelas maret, surakarta-indonesia sumardi sumardi74@staff.uns.ac.ud department of english education, program pascasarjana, universitas sebelas maret, surakarta-indonesia abstract technological pedagogical and content knowledge (tpack) is a dynamic framework for defining teachers' knowledge. this framework is needed for designing, implementing, and evaluating curriculum and instruction with technology. tpack framework was firstly developed by shulman (1986) and then expanded by mishra & koehler (2006) by adding the technology element. the purpose of this inquiry is to explore and retell the story of an english teacher using the tpack framework for teaching english. more specifically, the study is intended to know the challenges and the opportunities in using the tpack framework in teaching english. a narrative inquiry with the thematic analysis used for analyzing the data. to collect the data, the researcher used a semi-structured interview, observation, and document analysis. the participant was an experienced english teacher in a high school in indonesia. the study revealed that technology integration in teaching english is quite complicated. the teacher deals with challenges like it literate, internet connection, and lack of ideas to create meaningful tasks using technology. otherwise, the technology integration offers some opportunities such as pleasant and flexible classroom, motivate students and teacher to improve themselves and various opportunity to develop the multimodal product. this finding is a useful input related to the efl research on technology integration. moreover, this finding also a suggestion for the institution or the stakeholders in which they should aware of the need to support the teaching and learning process in the classroom with sufficient facilities keywords: challenges, narrative inquiry, opportunities, technology integration, tpack mailto:urarifah_drajati@staff.uns.ac.id mailto:sumardi74@staff.uns.ac.ud topan, l.s., drajati, n.a., & sumardi, s. 2 p-issn 2614-5960, e-issn 2615-4137 sari tpack adalah kerangka kerja yang dinamis untuk mendefinisikan pengetahuan guru. kerangka kerja ini dibutuhkan untuk mendesain, mengimplementasikan dan mengevaluasi kurikulum dan panduannya menggunakan teknologi. kerangka kerja tpack pertama kali di kembangkan oleh schulman (1986) dan kemudian di perluas oleh mishra dan koehler (2006) dengan menambahkan elemen teknologi. tujuan dari penelitian ini adalah untuk mecari tahu dan menceritakan kembali kisah dari seorang guru bahasa inggris yang menggunakan kerangka kerja tpack dalam kegiatan pembelajaran. untuk menganalisis data, saya menggunakan metode analisis tema dalam model penelitian narrative inquiry. untuk pengumpulan data, saya menggunakan metode wawancara semi –terstruktur, observasi dan analisis dokumen. partisipan dalam penelitian saya adalah seorang guru bahasa inggris berpengalaman di salah satu slta di indonesia. penelitian ini mengungkapkan bahwa integrasi teknologi dalam pembelajaran bahasa inggris cukup sulit. guru berhadapan dengan tantangan-tantangan seperti literasi teknologi, jaringan internet, dan kurangnya ide-ide untuk menciptakan pengajaran yang bermakna menggunakan teknologi. sebaliknya, integrasi teknologi juga memberikan peluang seperti kelas yang fleksibel dan menyenangkan, memotivasi siswa dan guru untuk mengembangkan dirinya dan juga mengembangkan berbagai macam produk multimodal. temuan ini adalah masukan yang berguna bagi penelitian tentang pengajaran bahasa asing dalam kaitannya dengan integrasi teknologi. lebih dari pada itu temuan dalam penelitian ini juga sebagai masukan kepada institusi dan pimpinan bahwa mereka harus menyadari pentingnya mendukung proses belajar mengajar di kelas dengan fasilitas yang memadai. kata kunci: tantangan, narrative inquiry, peluang, integrasi teknologi, tpack received 2019-11-04 accepted 2020-01-10 published 2020-01-31 doi. 10.33603/rill.v3i1.2763 introduction teaching is a complicated process in which many complex processes are involved, such as material selection, classroom activity and many others (richard & lochart, 1996). therefore, many teachers believe technology integration in the classroom helps them carry out the learning process effectively and overcome the complexity of the teaching and learning process (chamorro & rey, 2013). however, they become very dependent on technology so that the role of technology becomes excessive. regarding the use of technology in the classroom, the indonesian government has regulated or strongly encouraged an accelerated integration of technology in the educative process. as cited in the standard of primary and secondary education http://dx.doi.org/10.33603/rill.v3i1.2763 research and innovation in language learning vol. 3(1) january 2020 3 p-issn 2614-5960, e-issn 2615-4137 processes (regulation of the minister of education and culture of the republic of indonesia, 2016): the learning process in the education unit is held in a manner of interactive, inspiring, fun, challenging, motivating learners to actively participate, and providing sufficient space for the initiative, creativity, and independence in accordance with talents, interests, and physical and psychological development of students. therefore, following the graduates' competency standards and the content standards, then, one of the learning principles used is the utilization of information and communication technology to improve learning efficiency and effectiveness. it means that the government supports any technology integration in the classroom to enhance the efficiency and effectiveness of the teaching and learning process. technology integration for teaching and learning has gained popularity among the researcher and technology itself facilitates the learners' learning (chien, 2016). moreover, redmann & kotrlik, (2004) defines technology integration as "employing the internet, computers, cd roms, interactive media, satellites, teleconferencing, and other technological means in instruction to support, enhance, inspire and create learning". in line with this, ramorola, (2014) defines technology integration as bringing together or combining technology with teaching and learning strategies to meet the curriculum standards and learning outcomes of each lesson, unit, or activity. this study also reported several significant challenges in technology integration such as unavailability of policy on technology, technophobia, insufficient resources, a lack of qualified technology teachers, maintenance and technical problems, risks and security problems, poor parental involvement, insufficient time, and computer jargon. these challenges generally occur in all fields of education. in addition to this, lubis, (2018) reported that although ict integration in indonesia has good impacts and gives positive perception, the benefits of the integration are still focused on the technical level, not on the communicative and functional in student learning. also, time allocation and technical problems are the main obstacles in the integration of ict in the efl classroom in indonesia. most teacher using technology without any consideration related to the crucial aspect such as the pedagogy and the content. therefore, this study intended to reveal the challenges and the opportunities topan, l.s., drajati, n.a., & sumardi, s. 4 p-issn 2614-5960, e-issn 2615-4137 offered by technology integration through the existing framework called technological pedagogical and content knowledge (tpack). tpack framework according to koehler (2010), technological pedagogical and content knowledge (tpack) is about what teachers need to know regarding technology integration in the classroom. the tpack framework provides theoretical lens of describing whether a teacher can effectively design and conduct technology-enhanced instruction and describe the kinds of knowledge needed by a teacher for effective pedagogical practice in a technology-enhanced learning environment (lehiste, 2015; lin et al. 2013; angeli & valanides 2005, mishra and koehler 2006;2009 ). in line with this, schmidt et al., (2009) stated that tpack is a useful framework for thinking about what knowledge teachers need to integrate technology into teaching and how they might develop this knowledge. moreover, the use of tpack as a framework for measuring teaching knowledge could probably have an impact on the type of training and professional development experiences that are designed for both pre-service and in-service teachers (lehiste, 2015). mishra and koehler's definitions of content knowledge (ck), pedagogical knowledge (pk), and pedagogical content knowledge (pck) are similar to shulman's: ck was seen as "knowledge about the actual subject matter that's to be learned or taught". this definition includes teachers' deep understanding of subject contents and the nature of knowledge among the fields; pedagogical knowledge (pk) was defined as "deep knowledge about the processes and practices or methods of teaching and learning". what mishra and koehler added in this framework were the definitions of technology knowledge (tk), technological content knowledge (tck), technological pedagogical knowledge (tpk), and technological pedagogical content knowledge (tpack) as seen in the following figure: research and innovation in language learning vol. 3(1) january 2020 5 p-issn 2614-5960, e-issn 2615-4137 figure 1: mishra and kohler tpack framework (2006) tpack includes three bodies of knowledge and intersections among them: technological knowledge (tk) refers to the teachers' ability to operate a variety of technologies for instructional purposes; pedagogical knowledge (pk) deals with their competency of utilizing particular teaching strategies to improve student learning; content knowledge (ck) is associated with their knowledge and skills of the subject matter. technological pedagogical knowledge (tpk) involves their ability to employ teaching strategies supported by technologies; technological content knowledge (tck) concerned with their knowledge of using technologies to improve student learning of subject matter; pedagogical content knowledge (pck), is known as their knowledge of employing various teaching strategies to represent subject matter; technological pedagogical and content knowledge (tpack) requires the teachers to help their students acquire content using particular teaching strategies via the use of specific technologies. tpack framework gives some opportunities in teaching (bugueño, 2013). firstly, a good teaching framework with technology integration requires an understanding of the concepts of technology usage. secondly, it presents pedagogical techniques that use technologies in practical ways to teach subject matter, knowledge of what makes subject difficult or easy to learn and how technology can help to solve some of the problems that faced by students. finally, it represents knowledge of students' basic knowledge and theories of epistemology, and knowledge of how technologies can be used to build topan, l.s., drajati, n.a., & sumardi, s. 6 p-issn 2614-5960, e-issn 2615-4137 on existing knowledge and to develop a new theory of knowledge or strengthen old ones (mishra & koehler, 2006). several points related to the tpack framework can be highlighted: first, technology is seen as a tool that helps in the learning process and helps students stay engaged ( bugueño, 2013; mishra & koehler, 2006; waddel, 2015; mareco, 2017). moreover, representations of the content enhanced by using technology in the classroom. second, tpack is a constructivism approach (chai & koh, 2017; ). constructivism is a theory that equates learning with creating meaning from experience (ertmer & newby, 1993; bednar et al., 1991). for the constructivist, both learner and environmental factors are critical, and the specific interaction between these two variables creates knowledge. moreover, good teaching involves learners actively participating, reflectively think and collaborating with one another and the technology integration allows learners to engage in rich learning possibilities (maor, 2003; maor & roberts, 2011). finally, the natural order of technology integration into the classroom dictates that after goals have been identified, a representation of the concept is chosen, and then a piece of technology is matched to the idea or certain activity (bugueño, 2013). in line with this, guymon (2014) argued that before goal identification, there should be an identification of the relative advantages. this refers to the need analysis process. following the goal or objective determination, the pedagogy should be considered in order to prepare and choose the instructional environment or the appropriate pieces of technology. tpack and classroom practice presenting the learners with supporting learning situation is a good pedagogical process in the classroom (shulman, 1986). olatoye, nleya, & batane (2013) reported that good classroom teacher needs to help the students to develop the spirit of inquiry through various simulative materials. this will help out teachers in activity-based strategies than expository or lecture method that was tag as a teacher-centred approach in learning. frequently, teachers are involved in pedagogical reasoning processes in order to create learning experiences that are of value to their students. teachers combine their knowledge of how students learn with content-specific knowledge through pedagogical reasoning. it is the synergy of which creates learning environments that are in tune with research and innovation in language learning vol. 3(1) january 2020 7 p-issn 2614-5960, e-issn 2615-4137 the particular needs of their students. this, in itself, is a great challenge (maor, 2006). however, the emergence of networked and mobile technologies suggests that teachers are also required to acquire a level of technological competence to make connections with contemporary students. this complexity is added to teachers' pedagogical reasoning processes (cox & graham, 2009; mishra and koehler, 2006). tpack takes into account that every classroom context is unique due to variations in the professional development school climate and available resources. the framework help teachers remember to start with their content and pedagogy and then layer in technology. sometimes the teacher gets excited about new technology and then design a lesson around that particular tool, but in doing so, it's easy to lose sight of goals and objectives for student learning. tpack reminds us that technology is just part of great teaching, and it is truly an intricate combination of content pedagogy and technology that meant for innovative teaching and learning. moreover, niess, (2011) reported that the dynamic framework presented by technological pedagogical and content knowledge (tpack) for describing teachers' knowledge is required for designing, implementing, and evaluating curriculum and instruction with technology. understanding of the time, place and manner to use domain-specific knowledge and strategies for guiding students' learning with appropriate information and communication technologies is including in tpack strategic thinking (niess, 2011). in describing and developing teachers' tpack, different visual and verbal portrayals reveal the evolving recognition of teacher educators and educational researchers as they have struggled to respond to the challenges. this broad indication draws the historical acceptance of pedagogical content knowledge (pck) with the emerging views of and challenges with tpack. potential insights, values, and challenges for guiding future academic implementations are described through a review of empirical progress within the investigation of tpack. it designed to spot a teacher's learning trajectory in the development of a more robust and mature tpack for supporting them in teaching with current and emerging technologies. topan, l.s., drajati, n.a., & sumardi, s. 8 p-issn 2614-5960, e-issn 2615-4137 in line with this, liu et al. (2014) reported that in china, the scarcity of exposure to natural english speaking environments is limited and lack of opportunities in real-time communications with native english speakers generated the efl learners to depend on technology for learning authentic english heavily, especially listening and speaking. this situation strengthens the assumption that technology application in efl classroom is essential. therefore, efl teachers need to "technologize" their professional knowledge, and in other words, to integrate technology into their pck; mishra & koehler, 2006). the question that arises next is how teachers integrate technology into their teaching? in order to treat teaching as an interaction between what teachers know and how they apply what they know in the unique circumstances or contexts within their classrooms, an approach is needed (koehler & mishra, 2009). in addition to this, taopan, et al, (2019), reported that tpack framework, with its integral elements, offers a new perspective for teachers related to their practice in the classroom, which including technology integration. however, for english language teachers, a similar question also emerged during the classroom, and when the tpack framework is the answer to the question, teachers face another question about how to deal with it. therefore, this paper aims to reveal the story of an english teacher dealing with the implementation of the tpack framework in teaching english, and reveal what are the challenges and the opportunities using the framework in the efl classroom. methods clandinin & connelly (2000) as cited in clandinin, (2006) states, experience happens narratively. while the narrative inquiry is a form of narrative experiences. therefore, educational experiences should be studied narratively. this study grounded in narrative inquiry for yielding the critical stories that describe the experience of teachers who apply the tpack framework in teaching english. i used an oral narrative with the semi-structured interview, observation, and document analysis for the data collection, and thematic analysis with a single case study was applied for the data analysis (barkhuinzen, benson, & chik, 2014). the research took three months from february to may 2019. the participant of this narrative inquiry was selected research and innovation in language learning vol. 3(1) january 2020 9 p-issn 2614-5960, e-issn 2615-4137 purposively, and the participant should meet three criteria: (a) taught first or second grade of high school (b) had five years or more of teaching experience, and (c) familiar with the tpack framework. based on the criteria, the participant of this inquiry is a 51 years old female teacher who has been teaching for 25 years and now she is working on one of high school in indonesia. she is a bachelor degree in english education and masters in school management. she has been using technology in the english language classroom since the beginning of her teaching carrier. she participated in the various workshop on technology for teaching and learning, e.g., the workshop about tpack, edmodo, ted-ed, paddle, kahoot and etc. data analysis in this study, i used the thematic analysis to analyze the narrative data. the model of thematic analysis is proposed by barkhuinzen et al., (2014) which consists of single case studies and multiple case studies. for this study, the researcher used a single case study to analyze the data from one participant. moreover, barkhuinzen proposed three main activities in the thematic analysis (barkhuinzen et al., 2014). first, repeatedly reading of the data. second, coding and categorizing the data extracts and the last recognizing the thematic headings. in order to define the thematic heading which is about the tpack framework, an interview protocol was adapted from (schmidt et al., 2009). furthermore, i used method triangulation to validate the findings and to make the final results more reliable (wilkinson & birmingham, 2003). i used the interview, observation and document analysis to ensure the trustworthiness. for this research, the triangulation process took several and constant revisions in order to end with meaningful and accurate information. result and discussion anne’ story ramorola, (2014) mentioned several challenges of technology integration in the educational field such as unavailability of policy on technology, technophobia, insufficient resources, a lack of qualified technology teachers, maintenance and technical problems, risks and security problems, poor parental involvement, insufficient time, and computer jargon. this study revealed almost the same story. however, i found topan, l.s., drajati, n.a., & sumardi, s. 10 p-issn 2614-5960, e-issn 2615-4137 that all the challenges are the common challenges that could happened in any circumstances when technology integration is involve. the following is the story of anne, an english teacher in indonesia when dealing with the challenges and also how she perceives the opportunities of using technology in teaching through the implementation of tpack framework. challenges in using tpack framework for teaching english 1. it literate term it literate refers to individuals who have the knowledge and skills to use a computer and other related technology (techopedia,2018). it also refers to the basic knowledge and skills required to run software products such as an operating system, a software application, or an automated web design tool. the it literacy itself affects the implementation of tpack framework in teaching english since the focus of tpack framework is related to the integration of technology with pedagogy and content knowledge of teaching (mishra & koehler, 2006). therefore, the lack of this capability becomes a challenge for the teacher in using the tpack framework for teaching english. she realizes that she must learn continuously about technology as she said, "i have been teaching for almost 25 years and using technology is not something new for me. even though i have familiar with the simple technology for teaching, it doesn’t mean that i am a techno-savvy teacher. i need to learn since technology is rapidly changing, and somehow i realize that i always stay behind. anne realized that she is not a techno-savvy teacher and sometimes she feels left behind when it deals with the modernization. although she has been using technology since a long time ago, anne admitted that when it dealing with the technical issues, she still need help. moreover, during the implementation of technology in the classroom, she is required to be the source of information about the technology or the application, which definitely required a good understanding of all technical matters regarding the technology. however, she admitted that mostly, the students are more capable of dealing with technical matters as she mentioned, the technical problem is not an issue for me during the implementation of technology in the classroom as mostly my students are more capable of dealing with it. for instance, when i tried to connect the projector, in case it failed, my student could fix it in a moment. she realized that students in this era are it literate. they have sufficient knowledge about the technology because they deal with technology every day. she added that in research and innovation in language learning vol. 3(1) january 2020 11 p-issn 2614-5960, e-issn 2615-4137 the school, each class management has the it team which trained to fix the technical problem related to the technology. as a teacher, she never hesitated to ask for help and to learn about the technical matter from the student while continuing to learn from all available opportunities to learn as she explained, i know that the world changes every second and as a teacher,, being up to date for the latest information is important in order to fit out myself with the knowledge of technology. i never missed any chance to learn from the workshop and any opportunities to make sure that i am ready to use any appropriate technology in my classroom. for effective technology integration to take place, she realized that teachers need to be trained first. therefore, besides browsing for the latest apps on the internet for teaching english, she also participated in the workshop which related to the technology for teaching, for example, the workshop about edmondo and etc. 2. internet connection and technical problem when teachers willing to use the technology in the classroom, they should consider the factor such as the availability of internet connection. in this study, the workplace of the participant has supported all classroom with an internet connection. but sometimes, the connection does not work properly. this situation becomes a challenge for the teacher when they rely on the internet to apply the technology in the classroom. however, she realized that dealing with technology means that she need to be creative, especially in an unexpected situation such as unavailability of internet connection as she explained, i am not good when dealing with technical matters or the hardware problems. if an error occurs, i would immediately ask for help from the students who are in charge to handle technical matters in the classroom. in this school, every classroom has a classroom’ administrator team who is responsible for managing equipment in class and responsible to fix the error of the devices. if we cannot solve the problem, i called the school's officer who was in charge. sometimes, they cannot fix the failure immediately because of the time limitation, or they need further coordination. if that was the situation, i would consider for replacing the teaching scenario with the backup scenario that i have prepared before. referring to what she mentioned before that there always be a backup scenario to overcome the unexpected situation, she always tries to control the situation when the technology doesn't support, or another failure happened. this demand shows that being a teacher not only about delivering the material, but also about how to be creative and wise to face any situation. including when technology cannot function as it should be. 3. creating the meaningful task topan, l.s., drajati, n.a., & sumardi, s. 12 p-issn 2614-5960, e-issn 2615-4137 creating the meaningful task using technology is another challenge for the teacher in applying the tpack framework for teaching english. the integration of all aspects of tpack should produce a meaningful task. she explained, for me, tpack framework is new. in my point of view, tpack is more about designing a learning model. i understand that tpack is a combination of technology, pedagogy and content in which these three aspect should be in balance. anne believes that when she could use technology with the right pedagogy to deliver the content, the meaningful task with technology is possible. she realized that in the past she only focus to gain the students’ attention and motivation to learn by using the simple technology such as video or audio. on the contrary, when the role of technology becomes excessive, she knows that students will more focus on how to use the technology rather than how to comprehend the material. deal with this challenge, again, teachers need to be creative but careful as she mentioned, "before using the application, i will check first and make sure that the application is suitable for the content and method. sometimes, the content doesn't fit the application and i have to make some arrangement to make it fit. it takes time because i have to make sure that it will work." anne believes that being skeptical is quite good when she has to deal with the decision making regarding the use of technology or application for teaching. she explained that before using an application in class, she has to prepare it first in detail and try it by herself. she must ensure that the material to be delivered will be understood by students with the help of the technology or application she uses. opportunities for using the tpack framework in teaching english 1. motivate the teacher and students nowadays, technology plays a vital role in education yet, the massive change in technology and the emergent existence of the internet have changed students more than ever for the last decade. today's students were born and grew up with developing technology, access to the internet anytime, anywhere available. they have become familiar with mobile phones, computers, digital cameras, console games, etc. as soon as they were born. as a result of these innovations, students are no longer thinking and getting the information as they may have had in the past. technology has influenced students related to how they learn, how they get the information, think and communicate. moreover, students have become cooperative, independent, tentative and research and innovation in language learning vol. 3(1) january 2020 13 p-issn 2614-5960, e-issn 2615-4137 attached learners. this change including teaching method in learning english. quoted what she said, nowadays, students are depending on the technology and as a teacher i cannot ignore that fact. using technology could be the way to approach them. i know that they are happy when learn with technology. when they are happy, the result of learning would be better. as a teacher, when i have students with the good grade or achievement, it motivated me to improve, myself better in term of content delivery. therefore, i need to learn more” anne added that during the first year of her teaching experience, she only focused on the use of textbook in the classroom as the only source of teaching material and as the guide for her teaching method. even though she used video or audio for teaching listening, she felt that sometimes student are exhausted. she then realized that this situation did not stay long because the world is changing rapidly and it becomes a modern world, as well as the students, also have turned out to be the modern students. technology also becomes a good opportunity because most of the student like challenges and to use technology in the classroom challenge the students. moreover, the use of technology in the classroom has a good impact on teacher professional development, as she said, as an experienced teacher, using technology, in this case through the implementation of the tpack framework, is a good challenge for me since the framework requires understanding and creativity in order to make it works effectively in the classroom. through this situation and demands, i learn plenty of things and it challenges myself to never stop learning about new technology. for the english language teacher, she also realized that technology becomes challenging for teaching english, and the challenges could be a good thing for teacher' professional development. 2. pleasant and flexible classroom. technology integration in the classroom has great potential as it encourages students to be more attentive in class, and more eager to learn. moreover, technology can help teachers as well as students in making the classroom a fun and interactive place to learn. every time i use any technology or application in the classroom, which makes me happy is those smiling faces and enthusiasm in learning the material even the material is a new for them and difficult. in my classroom, students are allowed to use their gadget with some agreement. therefore when my explanation is not enough, they are free to find it from another source using their device. although some students may use the phone or gadget for their social media interaction, as long as they can follow the learning process, it will be okay. topan, l.s., drajati, n.a., & sumardi, s. 14 p-issn 2614-5960, e-issn 2615-4137 she found that when the learning circumstances is fun, students will be ease and they always ask for extra time to learn. she explained that during the teaching and learning process, students are allowed to use their gadget such as laptop and mobile phone as long as they can follow the class well. she admitted that social media is a big distraction for the students, however they have made agreement about when and how they use the gadget in the classroom. she pointed out that when the students are happy they will have a good learning environment, highly motivated and have good enthusiasm in learning. 3. various opportunity to develop multimodal products learning process is expected to provide tangible results for students. not only the final score but hopefully a skilled based product, i want my student to produce something that we called multimodal product which includes aspects such as text, audio, video, and image. to make it happen, i gave them a task in which to complete the task they have to use technology. for example, for the theme report text student should write a good report text or news in english, then they have to make a video recording to present the text or the news. after the recording, they should submit the result in the google classroom application and post it on social media. i will give comment or feedback on social media. in the classroom, students should produce something that meaningful. anne mentioned that during her first time of teaching english, she only focuses on how the student can produce good writing, speak with good pronunciation and understand instruction in english. lately, she felt that it wasn't enough for the student. they should produce a multimodal product. in her point of view, multimodal product means that all aspect of learning is included such as text, audio, video, and image. to make it happen, conventional teaching methods are certainly not appropriate. therefore, using technology is the solution. she added that the activity was fun and encouraged them to be confident and share their work. through the given task using technology, students have the opportunities to develop and produce multimodal products. discussion technology provides meaningful learning experiences (costley, 2014). this is in line with the constructivism theory which suggests that humans construct knowledge and research and innovation in language learning vol. 3(1) january 2020 15 p-issn 2614-5960, e-issn 2615-4137 meaning from their experiences (maor & roberts, 2011). in addition, tpack model enables teachers transfer the content knowledge to the students and helps students learn better through the practice and their experience dealing with the technological term (misirli, 2016). hereafter, the finding of present study shows that the itegration of technology in the classroom especially for the english language classroom has good impact for the learning process and also for the learners in senior high school level (costley, 2014; lubis, 2018). although, teacher deals with several challenges such as it literate, technical issue such as internet connection, time allowance and also teacher deals with the question of how to create meaningful task. those challenges is common in the teaching and learning process. this is where the tpack framework has to be considered by the teacher because it helps teacher to deal with technology integration in the classroom (bugueño, 2013; kurt, 2018). however, providing technology resources without effectively integrating them into instruction will not produce better learners (tolmie, 2001; ziphorah, 2014). unless simultaneous innovations occur in pedagogy, assessment, and other primary areas of education reform, technology by itself would not help improve education but instead continue to reinforce many educators' cynicism about fads based on magical machines (dede, 2000; ziphorah, 2014). as mentioned before that tpack framework should be considered in order to create the effective learning situation with technology. when technology fits the content, the teaching method has to support both the content and the technology. bugueño, (2013) suggested that tpack as the teachers' knowledge, allows them to integrate technology in the language class. therefore, it has to promote and achieve communicative competence among students. to reach this goal teacher should be equipped with sufficient knowledge and it literacy is demanded since they will take the role as the facilitator also the information provider in the classroom (jagtap, 2016). for the novice teachers, things will be more natural if dealing with technology because they were born with technology itself. while for the old teachers, technology integration is difficult because they have to learn and change their perspective for the new knowledge of technology. topan, l.s., drajati, n.a., & sumardi, s. 16 p-issn 2614-5960, e-issn 2615-4137 furthermore, lack of facilities is another consideration for integrating the technology in the classroom. teacher as the learning source be responsible of preparing the material, determining how the material is delivered and what are the technological tools that appropriate to help them for better delivery of the material. afterwards, when it comes to the supporting facilities, it depends on the stake holder of the institution where the teacher teaches. if the institution supports the availability of technological equipment such as lcd projectors, computers / laptops and internet connections, then the teachers will be easier to integrate any application or technology for teaching. in this study, the institution has supported the classroom with the multimedia tool for each class. however, the problem is the internet connection and other technical issues caused by the insufficient multimedia tool. therefore, teacher is forced to be creative and seek for another opportunities such us using her own internet data or using the blended learning which allows the student to work online at home. in addition to this, having access to technology does not mean that students' academic abilities will change dramatically, but technology should be used to provide students with opportunities to enhance their performance. moreover, creating a meaningful task which suitable with the provided application or technology is a big challenge for the teacher. time for preparation is demanded before the technology is being used in the classroom. since the tpack framework is the unity of three main elements and the intersection among them, the teacher needs to be careful in choosing the technology. she has made sure that the pedagogy fits into the content and the technology should meet the need of the teacher to deliver the material effectively. if those aspects are failed to be balanced, the role of the technology will be exceeded. one professor once said during a presentation that technology should not be a replacement of the teacher in the learning process but technology should be an innovation or transformation of the teacher to be better in the teaching and learning process (so, 2019). furthermore, besides the challenges faced by the teacher, the technology integration in the classroom also brings good opportunities for the learning process and also for the teacher and students. first, a challenging task which motivated students to actively joining the classroom activity also motivates the teacher to develop better in term of her research and innovation in language learning vol. 3(1) january 2020 17 p-issn 2614-5960, e-issn 2615-4137 personal development. students in this the modern era were born with technology which makes them to always curious about the technology itself. when they are curious, they will search and they will learn about the technology while the teacher delivering the material as well. the teacher also has the opportunities for learning new things related to the technology in which they have not known before and improve themselves in term of their professional development. second, it is believed that when some are happy in doing something, the result will be better than when he or she is being forced. consequently, when students are happy during the teaching and learning process they will get better result (willis, 2007). therefore, anne realized that to create a pleasant classroom environment, technology integration is one of the solutions in which could give the students opportunities to produce the multimodal product. in line with this, himmelsbach, (2019) reported that by the integration of technology there are countless resources for enhancing education and making learning more fun and effective. conclusion and recomendation in this article i presented the story of an english teacher who has experience in using the tpack framework for teaching english in high school. the experience reveals the challenges and the opportunities when using the tpack framework in efl classroom as follows: first, related to the challenges of using the framework in the english language classroom, the teacher deals with it literate, internet connection, and lack of ideas to create meaningful tasks using technology. second, the opportunities for using the framework are challenging, fun and flexible, and various opportunity to develop multimodal products. through these findings, i can conclude that in english language teaching, using the same method will not produce a good learning environment and without a good learning environment, the result will not be as good as expected. therefore, technology comes with an attractive offer where provides the innovation that enables teachers and students to develop better. in this research, technology does not stand alone but it comes together with other aspects and the combination is called the tpack framework that consists of three main elements and the four intersections among them. this framework gives a new perspective to the english language teacher in teaching english. however, the teacher should consider that during the implementation, there will be no perfect method or framework. there always weakness topan, l.s., drajati, n.a., & sumardi, s. 18 p-issn 2614-5960, e-issn 2615-4137 and strength of every method and framework. the teachers need to be creative and take any good chance to combine any method or framework to get a better result. the present study provides a fascinating insight into the use of tpack framework in the efl classroom, it has limitation in terms of field research, numbers of participants, and different point of view. firstly, the tpack framework actually is a framework applicable in any field of education. therefore, further research of various field in education is needed to enrich the understanding of the framework. secondly, in the present study, there is only one participant which makes the story does not vary. everyone has a different experience even though it related to the same topic, therefore further research with numbers of the participant is needed in order to presents a varied story. lastly, this study presents the story from the teacher point of view. how about the student?. further research from a different point of view is needed in order to provide more perspective on the tpack framework. despite these weaknesses, the present study is a good input for the english teachers, institution and the researcher itself related to the application of the tpack framework. references angeli, c., & valanides, n. 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(1996). reflective teaching in second language classrooms (15th ed.). new york: cambridge university press. schmidt, d. a., baran, e., thompson, a. d., mishra, p., koehler, m. j., & shin, t. s. (2009). technological pedagogical content knowledge (tpack): the development and validation of an assessment instrument for preservice teachers denise, 42(2), 123–149. https://doi.org/10.1007/978-1-60761-303-9 shulman, l. (1986). those who understand: knowledge growth in teaching, 15(2), 4–14. so, h.-j. (2019). tpack ( technological pedagogical content knowledge ) and multimodal literacy in education. surakarta. taopan, l. l., drajati, n. a., & sumardi. (2019). discovering the teacher ’ s beliefs in tpack framework for teaching english in high school. indonesian journal of informatics education, 3(1). waddel, j. (2015). the role of the teacher in the educational process. retrieved july 10, 2019, from https://edwp.educ.msu.edu/green-and-write/2015/the-role-of-technology-in-theeducationalprocess/%0aalthough willis, j. (2007). the neuroscience of joyful education. educational leadership, 64(1), 26–33. ziphorah, r. m. (2014). information and communication technology integration: where to start, infrastructure or capacity building? procedia social and behavioral sciences, 116, 3649–3658. topan, l.s., drajati, n.a., & sumardi, s. 22 p-issn 2614-5960, e-issn 2615-4137 https://doi.org/10.1016/j.sbspro.2014.01.818 acknowledgment this research is supported by lpdp scholarship program author biography lita liviani taopan is a master student in universitas sebelas maret (uns) and an awardee of lpdp scholarship. her current research focuses in narrative inquiry and teachers’ belief in technology integration for teaching. (corresponding author) nur arifah drajati currently teaches undergraduate and graduate student in uns. she contributed to book chapters and researches on the area of tpack, literacy and informal digital learning. sumardi teaches undergraduate and graduate student in uns. his research interest is in evaluation and assessment in teaching. he is a reviewer in several journal of english language teaching in indonesia and some countries. research and innovation in language learning 5(2) may 2022, pp. 186-189 pissn: 2614-5960 e-issn: 2615-4137 http://jurnal.ugj.ac.id/index.php/rill copyright 2022@ fujiono 186 short report english students’ attitudes toward the implementation of multiple distanced learning platforms during 19-covid outbreak fujiono fujiono@unira.ac.id english department of universitas madura, east java, indonesia abstract this preliminary case study was to describe how the enactment of multiple distanced learning platform has impacts of students’ attitudes during the covid-19 outbreak. . the data were garnered from the zoom and whatapps mediated english learning in the university in madura. the results indicate not only psychological but also hardskills of the english arose. the students felt their motivation to have online learning develop as well as their attitude toward their english learning. as immerging data are still limited in terms of coverage and still in on going interpretation and analysis, the students english skills become significant to investigate in the future. keywords: distance learning, students’ attitude, aptitude, covid-19 outbreak, platform sari studi kasus pendahuluan ini untuk mendeskripsikan bagaimana pemberlakuan platform pembelajaran jarak jauh ganda memiliki dampak terhadap sikap siswa selama wabah covid-19. . data dikumpulkan dari zoom dan whatapps yang dimediasi pembelajaran bahasa inggris di universitas di madura. hasil menunjukkan tidak hanya psikologis tetapi juga hardskills bahasa inggris muncul. para siswa merasakan motivasi mereka untuk mengembangkan pembelajaran online serta sikap mereka terhadap pembelajaran bahasa inggris mereka. karena data yang muncul masih terbatas dalam hal cakupan dan masih dalam interpretasi dan analisis yang sedang berlangsung, kemampuan bahasa inggris siswa menjadi penting untuk diselidiki di masa depan. kata kunci: pandemic covid-19, pembelajaran jarak jauh, sikap siswa, aplikasi belajar jarak jauh received 2020-12-23 accepted 2022-05-03 published 2022-05-31 apa citation: fujiono, f. (2022). english students’ attitudes toward the implementation of multiple distanced-learning platforms during covid-19 outbreak. mailto:fujiono@unira.ac.id fujiono, f. 187 p-issn 2614-5960, e-issn 2615-4137 research and innovation in language learning 5(2), pp. http://dx.doi.org/10.33603/rill.v5i2.4514 this study during pandemic of covid-19, the language learning become prior error to acquire foreign language, english. the efl learners studied english without direct contact or interaction. even though, english can be easier to learn through direct interaction among of them. impact of this drastic changes of situation, an order was mostly taken to study english in their home to reduce physical contact or interaction among students in this situation griffiths, tinoco, giordano, hassel, suh & sullivan (2022). to this, corona virus disease or covid-19 has afflicted english education in indonesia. in response to the forced outbreak of covid-19, the english teachers need to be aware to implement the technology (elaish, shuib, hwang, ghani, yadegaridehkordi, & zainuddin, 2021) such as zoom application and whatsapp group as online learning media in the mid of the covid-19 pandemic. as technology offers enormous chance to enhance the effectiveness and efficiency for distance learning in the future (….., year), this study aims at describing university students’ attitude toward their distanced english learning during covid-19. therefore, the researcher was interested to research “impact of distance learning through zoom application and whatsapp group on students’ attitude and english aptitude: a case study on students of ict due covid-19 outbreak”. methods as a part of the larger study, this case study reported how multiple distanced learning platforms impact on the universiry students’ learening attitudes. all data were collected from direct observation and note-takings during the online learning. working in the basis of volunteers, all participants have informed their consents to which the reports are published. results and discussion in this current issues, the covid-19 outbreak is more grow up. several government including indonesia has referred the school learning to be online learning or distance http://dx.doi.org/10.33603/rill.v5i2.4514 research and innovation in language learning 3(2) may 2022 p-issn 2614-5960, e-issn 2615-4137 188 learning to break out the transmission of the covid-19. the findings show the students’ positive attitudes toward the use of the zoom mediated and whatapps supported language learning. as they appear every session in the zoom, they express their motivation to get back learnaing soon. they found their english learning attractive as they get smaller number of tasks comparing to other subjects. they enthusiastically practice their english even their devices often less working due to limited internet access. combination of zoom-mediated and whatapps supported language learning has indicated either direct and indirect engagement of the students. they expressed their eagerness to learn online through zoom which can be identified as new mode for them. supported by whatapps group, the students’ speaking practice remains maintained even in very limited interaction comparing to face-to-face interaction alqudah, barakat, muflih, & alqudah, (2021). these learning atmosphere lead the assumption that zoommediated learning will be more sophisticated in combination with whatapps supported interaction than it stands alone as learning media. in whatsapp group, the lecturer has sent voice notes and materials about reading and writing. during the transmission of the covid-19 outbreak, all learners and lecturers should work from home, study time at home has been formal online learning class. they ever felt anxiousness to isolate themselves at their home. nothing interaction in enjoyable class. here, the researcher or lecturer implemented reading and writing materials as an additional activity to reach the target of learning curriculum. reading and writing expertise have become prior target in non-language department. nothing trouble networks to download and upload the reading and writing tasks during online teaching and learning class occur. it needed a little internet to get the online materials. based on the situation, almost all participants felt interesting to join reading and writing online class. in another case, they could enhance their own english aptitude; reading and writing proficiency. it was referred to their own reading and writing scores and questionnaire results. conclusion and recommendation in spite of the limitation of internet access, the combining zoom-mediated english learning and whatapps supported learning has made english learning more effective fujiono, f. 189 p-issn 2614-5960, e-issn 2615-4137 during the covid-19 outbreak. as this report taken from small research site, therefore, larger and completely analysis are still in demand to provide rigorous results. references griffiths, b., tinoco, l., giordano, j.b., hassel, h., suh, e.k., & sullivan, k. (2022) community college english faculty pandemic teaching:adjustments in the time of covid-19, community college journal of research and practice, 46:1-2, 60-73, doi: 10.1080/10668926.2021.2010623 elaish, m.m., shuib, l., hwang, g., ghani, n.a., yadegaridehkordi, e., & zainuddin, s.z. (2021) mobile english language learning: a systematic review of group size, duration, and assessment methods, computer assisted language learning, doi: 10.1080/09588221.2021.1931341 alqudah, i., barakat, m., muflih, s.m., & alqudah, a. (2021) undergraduates’ perceptions and attitudes towards online learning at jordanian universities during covid-19, interactive learning environments, doi: 10.1080/10494820.2021.2018617 conflict of interest no potential conflict of interest was reported. about author fujiono, s.pd., m.pd. is a lecturer and researcher in university of madura pamekasan, east java, indonesia. his research interests are english language teaching, and current issues on elt while his email address is fujiono@unira.ac.id. 6655783 https://doi.org/10.1080/10668926.2021.2010623 https://doi.org/10.1080/09588221.2021.1931341 https://doi.org/10.1080/10494820.2021.2018617 mailto:fujiono@unira.ac.id https://sinta.kemdikbud.go.id/authors/profile/6655783#! research and innovation in language learning 5(1) january 2022, pp. 93-97 pissn: 2614-5960 e-issn: 2615-4137 http://jurnal.ugj.ac.id/index.php/rill copyright 2022@ misdi, ratna andhika mahaputri 93 short report using problem-based learning to develop efl preservice teachers’ intercultural awareness misdi misdirina@gmail.com department of english education, universitas swadaya gunung jati, cirebon-indonesia ratna andhika mahaputri ratna10mahaputri@upi.edu department of english education, universitas pendidikan indonesia, bandungindonesia abstract this article reports an on-going research project dealing with intercultural issue that has conducted in the department of english education in a private university. in the framework of case study, this study attempts to describe how students were involved and shared their insights of intercultural learning in the classroom. forty efl preservice teachers were recruited and involved in the current study. the data were drawn from the classroom observation. from the categorized data, critical incidents were captured and interpreted. the findings show the students’ sense of intercultural awareness developed. it concludes this problem-based learning provides authentic and meaningful learning as the students were engaged in real-lives related projects of intercultural exchanges. keywords: intercultural awareness, intercultural exchange, problem-based learning sari artikel ini merupakan sebagian laporan dari riset tentang kompetensi lintas budaya yand dilaksanakan di sebuah perguruan tinggi swasta di cirebon-indonesia. dalam kerangka studi kasus, riset ini bertujuan untuk mendeskripsikan bagaimana mahasiswa calon guru terlibat dalam diskusi kasus lintas budaya yang diberikan di dalam kelas. empat puluh mahasiswa calon guru bahasa inggris direkrut dan terlibat dalam riset. semua partisipan telah melalui dan memberikan persetujuan merekan untuk secara suka rela terlibat dalam proyek riset ini. semua data dikumpulkan dari hasil observasi kelas dan hasilnya diintepretasokan dari setiap critical incident yang muncul. hasil riset menjelaskan bahwa kemampuan komunikasi lintas budaya mahasiswa semakin terbangun. hasil ini berkesimpulan bahwa problem-based learning merupakan pembelajaran yang penuh kebermaknaan dan pembelajaran yang otentik yang membuat mahasiswa terlibat dalam research and innovation in language learning 5(1) january 2022 p-issn 2614-5960, e-issn 2615-4137 94 proyek-proyek yang menyentuh kehidupan langsung terkait dengan interaksi lintas budaya. kata kunci: kompetensi lintas budaya, pertukaran nilai budaya, problem-based learning received 2022-01-18 accepted 2022-01-30 published 2022-01-31 apa citation: misdi, m., & mahaputri, r.a. (2022). using problem-based learning to develop efl pre-service teachers’ intercultural awareness. research and innovation in language learning, 5(1), pp. 85-89 http://dx.doi.org/10.33603/rill.v5i1.6982 this study critical pedagagoy has been an interesting issue in research for the last two decades (gómez-rodríguez, 2018). with this respect, teaching for critical thinking is challenging either teachers or students. in a response to this, problem-based learning (pbl) is considered as an effective learning strategy (aslan, 2021). the studies show learning engagement that significantly contributes to students’ learning outcomes (tran, admiraal, & saab, 2020). even though a number of studies have claimed effectiveness of pbl in promoting students’ critical thinking, in fact, rarely do they describe how pbl enables activating students’ creativities for being critical. thus, this study aims as elaborating how pbl engages students in collaborative and critical points of view. methods this study was conducted in an english education of a private university in west java, indonesia. two classes running a project of intercultural communication were observed. with this respect, intercultural problem-based projects were introduced and discussed. the students were directed to enjoy cultural sensitive youtube. all online videos were related to workplace contexts. the learning scenarios were (1) when the students completed watching videos, they were reporting the events, (2) discussing the cultural related issue arising in there, and (3) finding some solution to overcoming such misunderstanding appeared. in these ways, students were involved and participated not only in learning different workplace-related cultural events but also how to find some alternatives as solution and anticipation to happen. all critical incidents garnered from the observation were recorded and interpreted based on byram (2012)’ learner intercultural awareness. http://dx.doi.org/10.33603/rill.v5i1.6982 research and innovation in language learning 5(1) january 2022 p-issn 2614-5960, e-issn 2615-4137 95 results and discussion in the first round of the activity which students directed to enjoy and make a report on the events of the video, the process presents students’ comprehension of the workplace situation. the results show the students’ intercultural awareness is getting developed i found out the students get involved in critical discussion in identifying utterances which are potential containing misunderstanding/ miscommunication issues during the the speech. since the situated conversation (videos) were provided to the class by the teacher, she is responsible for making explanation of cultural dimensions ant their impacts on intercultural awareness and understanding. the class also discusses how such misunderstanding happens within the contexts of conversation in the workplaces. it also shows that students’ critical thinking against cultural issues is getting raised. in the framework of small group discussion, issues arose during the discussion are debated to conclude potential solution. when the students have no awareness about the issue at the first, they become more critical as they finally knew if the issue they debated is a kind of cultural point of view. thus, in a group engagement has led to a conclusion that this way as an effective of learning (phungsuk, viriyavejakul, & ratanaolarn, 2017) in order to promote critical cultural awareness. at the final stage of the intercultural class, the students presented and discussed hot issues related to their findings of misunderstanding potentials during the workplace interaction. the findings reveal by doing so, the students learn how such cultural events differ from their local cultural events and pursue more understanding on them. the students show their motivation during group discussion has lead to an alert of being strong engagement within the group-collaborative project—identified as more meaningful way than individual learning (aslan, 2021). the students’ awareness and cross-cultural understanding successfully promote their horizon how to live better with their different cultural background around their citizenships. research and innovation in language learning 5(1) january 2022 p-issn 2614-5960, e-issn 2615-4137 96 conclusion & recommendation pbl as demonstrated in this study has suggested not only authentic but meaningful learning successfully implemented. the students’ involvement either in critical discussion or english use as has shown how english is learned in contexts of varieties of worked based of cultures. the findings also reveal how the students were successfully engaged in real-lives related projects of intercultural exchanges. thus, it recommends to look further how the interaction of pbl significantly earns an impact of intercultural awareness and english fluency. references aslan, a. (2021). problem-based learning in live online classes: learning achievement, problem-solving skill, communication skill, and interaction. computers & education, 171, 104237 byram, m. (2012). language awareness and (critical) cultural awareness–relationships, comparisons and contrasts. language awareness, 21(1-2), 5-13. gómez-rodríguez, l. f. (2018). implementing critical thinking tasks to fostering english learners' intercultural communicative competence in a genre-based learning environment. english language teaching, 11(12), 154-165. phungsuk, r., viriyavejakul, c., & ratanaolarn, t. (2017). development of a problembased learning model via a virtual learning environment. kasetsart journal of social sciences, 38(3), 297–306. tran, t. t. q., admiraal, w., & saab, n. (2020). effects of critical incident tasks on students’ awareness of intercultural communication (efectos de un programa de actividades basadas en incidentes críticos en la competencia de los estudiantes sobre comunicación intercultural). culture and education, 32(4), 674-704. conflict of interest no potential conflict of interest was reported. about authors dr. misdi is a senior lecturer at the department of english education, universitas swadaya gunung jati cirebon, indonesia. he has published his research on academic writing, pre-service teachers, and tefl methodology. http://orcid.org/0000-0002-3543-0823 http://orcid.org/0000-0002-3543-0823 research and innovation in language learning 5(1) january 2022 p-issn 2614-5960, e-issn 2615-4137 97 ratna andhika mahaputri is a doctorate candidate from english education, universitas pendidikan indonesia, bandungindonesia. her research interests include cross-cultural understanding, public speaking, and tefl areas. https://orchid.org/0000-0001-6519-4078 https://orchid.org/0000-0001-6519-4078 research and innovation in language learning vol. 4(1) january 2021, pp.99-102 pissn: 2614-5960 e-issn: 2615-4137 http://jurnal.ugj.ac.id/index.php/rill copyright 2021@ enur nuraeni rimayah, abdul rozak, dede endang mascita 99 short report students’ attitudes and behaviors in collaborative writing: a case in an indonesian secondary school enur nuraeni rimayah nuraenirimayah@gmail.com program studi pendidikan bahasa indonesia, pascasarjana universitas swadaya gunung jati cirebon, indonesia abdul rozak abdurrozak58@gmail.com program studi pendidikan bahasa indonesia pascasarjana, universitas swadaya gunung jati cirebon, indonesia dede endang mascita dedenmas68@gmail.com program studi pendidikan bahasa indonesia pascasarjana, universitas swadaya gunung jati cirebon, indonesia abstract this study is aimed at describing secondary school students’ attitudes and behaviors in collaboratively writing short story. collaborative writing is used to identify indicators of collaborative activities. designing a case study, one class of private secondary school that joined writing class participated in this study. classroom observation and interview were employed to gather the data. the findings suggest that collaborative writing is conducted in five ways: active participation, productive collaboration, flexible and compromised works, good writing management, and respectful works. this research has implication in classroom writing to be promoted in the secondary school in indonesia. keywords: attitude, behaviors, case study, collaborative writing, short story sari penelitian ini bertujuan untuk menjelaskan sikap dan perilaku siswa sma dalam proses menulis teks cerita pendek secara berkolaborasi. pola kolaborasi merupakan cara kerja yang terdiri atas unsur-unsur terhadap suatu perilaku dan dapat dipakai untuk menggambarkan atau mendeskripsikan gejala perilaku kolaborasi itu sendiri. penelitian ini menggunakan metode studi kasus yang memusatkan diri secara intensif pada satu objek tertentu yang dijadikan sebagai suatu kasus dengan melibatkan siswa satu kelas di sma swasta di sebuah kota di jawa barat, indonesia. semua data didapatkan dari hasil observasi dan wawancara.hasil penelitian menunjukkan pola kolaborasi saat proses menulis teks cerita pendek siswa sma secara umum menunjukkan 5 pola yaitu mailto:nuraenirimayah@gmail.com mailto:abdurrozak58@gmail.com mailto:dedenmas68@gmail.com rimayah, e.n., rozak, a. & mascita, d.e. 100 p-issn 2614-5960, e-issn 2615-4137 berkontribusi secara aktif, bekerja secara produktif, fleksibilitas dan kompromi, mengelola tulisan dengan baik dan menunjukkan sikap respek kepada teman. keterampilan kolaborasi dapat digunakan sebagai alternatif menulis teks cerita pendek pada abad ke-21 untuk menumbuhkan kerjasama dan berhubungan satu dengan yang lain dengan saling membantu dan memiliki rasa tanggung jawab dalam menyelesaikan tulisan. kata kunci: menulis, perilaku, pola kolaborasi, sikap, studi kasus, teks cerpen received 2020/12/03 accepted 2021/12/09 published 2021/01/31 apa citation: rimayah, e.n., rozak, a. & mascita, d.e. (2021). students’ attitudes and behaviors in collaborative writing: a case in an indonesian secondary school. research and innovation in language learning 4(1), pp. http://dx.doi.org/10.33603/rill.v4i1 this study collaboration means collegial activities to reach the targeted objectives either in face-toface or remote work ways. this also applies in writing class in secondary school—senior high school. in the collaboration, members read and write together based on each member role decided earlier. previous studies have shown how collaborative writing were conducted in the context of language instruction deals with challenge due motivation and engagement, e.g. in indonesian contexts (mauludin, (2020). however, collaborative writing as an instruction strategy is still less reported in the context of secondary school. this research was situated in a private senior high school in west java, indonesia. during the instruction, students were recruited and grouped intro two: first group with 3 students and second group with five students. first of all, students are informed the writing project scope and objective. short story was chosen as the targeted and type of the writing genre. before getting started, students listened and learned to write through the following short story writing task “surat untuk menteri dan mimpi pengarang tua” which was distributed a week before. the students, in collaborative ways within their own group, read and summarized the characters and values of the story. adapted from the given story, the students were guided to write their free version of their story collaboratively. each member made contribution for ideas and arguments. after the framework of the story built, member discussed it. comments and critiques often appeared. finally, each member had to report their story to the class and commented. at the end of the program, interview was conducted. http://dx.doi.org/10.33603/rill.v4i1 research and innovation in language learning vol. 4(1) january 2021 p-issn 2614-5960, e-issn 2615-4137 101 findings the interview found that character buildings of the students arose. the students’ positive attitude, e.g. willingly to discuss, and good behaviors, e.g. willingly to work together, become the main viewpoints of the findings. in other word, collaborative writing instruction is successful in promoting positive and good behaviors of the students. this is important as characters such as collaborative networking initiation can be started from the classroom. such this ability plays crucial roles in today 21 st century skills and competence. language teachers are forced to provide their students chances for practicing their collaborative and critical thinking through short story collaborative writing instruction. (chen & yu, 2019; mortensen, 2019). discussion and conclusion overall, collaborative writing promotes positive writing attitudes and behaviors. this positive advancement contributes for the 21 st century capacity (chen & yu, 2019; mortensen, 2019). during short story writing, students works collaboratively and show active participation, productive contribution in writing, flexible and compromised argumentation, good writing management, and respectful behaviors. this concludes collaborative writing instruction reveals and optimizes the students’ potentials to promote the 21 st century creative and character skills. acknowledgement this research was financed by kemenristekdikti grant no. no 8 e1 kpt 2020 references chen, w., & yu, s. (2019). implementing collaborative writing in teachercentered classroom contexts : student beliefs and perceptions. language awareness. http://doi.org/10.1080/09658416.2019.1675680 mauludin, l.a. (2020) joint construction in genre-based writing for students with higher and lower motivation. southern african linguistics and applied language studies, 38:1, 46-59, http://doi.org/10.2989/16073614.2020.1750965 mortensen, j. (2019). language regulation in collaborative student writing : a case study. language and education. http://doi.org/10.1080/09500782.2018.1513028 https://doi.org/10.2989/16073614.2020.1750965 rimayah, e.n., rozak, a. & mascita, d.e. 102 p-issn 2614-5960, e-issn 2615-4137 conflict of interest no potential conflict of interest was reported. about author enur nuraeni rimayah is a fresh graduate of program pascasarjana majoring in bahasa indonesia, universitas swadaya gunung jati. she teaches bahasa indonesia at a private senior high school in west java. she is interested in writing short stories. she is available at nuraenirimayah@gmail.com. abdul rozak is a professor in applied linguistics at department of bahasa indonesia, universitas swadaya gunung jati cirebon, focusing on bahasa indonesia. his research interests includes language instructin and assessment. he can be contacted at abdurrozak58@gmail.com dede endang mascita earned his doctorate from universitas pendidikan indonesia at bandungindonesia. he is now a faculty member of universitas swadaya gunung jati cirebon. his research focuses at language instruction and indonesian letters. he is available at dedenmas68@gmail.com mailto:nuraenirimayah@gmail.com mailto:abdurrozak58@gmail.com mailto:dedenmas68@gmail.com research and innovation in language learning 4(1) january 2021 pp. 68-78 pissn: 2614-5960 e-issn: 2615-4137 http://jurnal.ugj.ac.id/index.php/rill copyright 2021@ gin gin gustine 68 article “how do you work out this zoom classroom?”: pre-service english teachers’ challenges and expectations during transition to online teaching practicum gin gin gustine gustine@upi.edu department of english education, universitas pendidikan indonesia abstract the teaching practicum for pre-service teachers is an integral part in many teacher education programs. as the result of covid-19 physical and social distancing, the challenges and expectations from pre-service english teachers during the online teaching practicum have not been explored well. this qualitative case study research is expected to explore the phenomenon on the expectations and challenges faced by preservice english teachers who conducted their teaching practicum online during the covid-19 pandemic. data were generated from individual and focus group interview with nine pre-service english teachers who were all conducting their online teaching practicum period from february-july 2020. result showed that the challenges that were faced by pre-service english teachers were their lack of pedagogical knowledge in how to teach in online class environment and the lack of knowledge in online assessment. to solve these problems, pre-service teachers believe that support and assistance from both school teachers and university supervisors in terms of improving their knowledge and skills in using appropriate information communication technology in the class are highly needed to succeed in the online teaching practicum. keywords: challenges, expectation, covid-19 pandemic, online, teaching practicum, pre-service english teachers sari praktek kerja lapangan atau sering disebut dengan praktek mengajar memiliki peran yang sangat penting bagi para calon guru dan merupakan bagian yang tidak terpisahkan dari program yang diselenggarakan oleh lembaga pendidikan tenaga kependidikan. meskipun demikian, tantangan yang dihadapi oleh para calon guru serta harapan mereka selama praktek megajar daring, sebagai akibat pembatasan jarak fisik dan sosial selama masa pandemik covid-19, belum banyak diteliti sebelumnya. penelitian studi kasus kualitatif berikut ini diharapkan mampu memberikan gambaran nyata tentang tantangan serta harapan para calon guru terkait pengalaman mereka selama melakukan praktek mengajar secara daring. data diambil dari wawancara individu dan kelompok yang melibatkan sembilan orang calon guru bahasa inggris yang melakukan praktek mengajar daring selama periode bulan februari-juli 2020. hasil penelitian mailto:gustine@upi.edu gustine, g.g. 69 p-issn 2614-5960, e-issn 2615-4137 menunjukkan bahwa permasalahan yang dihadapi para calon guru bahasa inggris selama praktikum secara daring adalah kurangnya pemahaman metodologi tentang strategi yang tepat untuk mengajar secara daring dan kurangnya pemahaman dalam melakukan penilaian secara daring. untuk mengatasi hal tersebut, para calon guru bahasa inggris mengharapkan dukungan dari pihak sekolah dan universitas terutam dukungan untuk mengingkatkan pengetahuan dan keahlian mereka dalam menggunakan teknologi informasi di kelas daring. kata kunci: kesulitan, harapan, pandemik covid-19, praktek megajar daring, calon guru bahasa inggris received 2020-10-30 accepted 2021-01-31 published 2021-01-31 apa citation: gustine, g.g. (2021). how do you work out this zoom classroom?: pre-service english teachers‟ challenges and expectations during transition to online teaching practicum. research and innovation in language learning 4(1), pp. http://dx.doi.org/ 10.33603/rill.v4i1.4301 introduction since the pandemic of the covid-19 spread around the globe at the end of 2019, major changes have been taken by in the indonesian government in almost all sectors of life, including in education. in line with the covid-19 physical and social distancing, since the middle of march 2020, the indonesian ministry of education in their official website issued a regulation to close all schools and required teachers and students to conduct their teaching and learning from home through the use of the internet (kementrian pendidikan dan kebudayaan indonesia, 2020). this abrupt change also brings significant impact to the online teaching and learning including the teaching practicum. before the pandemic, pre-service teachers in indonesia usually conduct their teaching practicum in various public and private schools for approximately 960 hours or during a period of six months. during the pandemic, the teaching practicum is conducted online in most of teacher educations in indonesia. teaching practicum is an integral and compulsory program in most of teacher education programs and essential for preservice teachers to gain hands-on experience and practice their content and pedagogical knowledge they have learnt in the teacher education programs (allen & wright, 2014; barton, hartwig and cain, 2015). one of the advantages of pre-service teachers‟ participation in teaching practicum is their beliefs and practices in teaching can be formed and improved during the teaching practicum as well as their skills in dealing with problems arise in the real classrooms may be developed (lawson, çakmak, gündüzc and bushe, 2015). in language education, effective teaching practicum should at least include four criteria (freeman, 2002) namely knowledge, skills, attitude and awareness. knowledge refers to pre-service teachers‟ mastery of the subject matter, the students‟ behaviors and the school environment. skills denote pre-service teachers‟ ability to choose the teaching methods, techniques, including how to manage the classroom. attitudes mean the way http://dx.doi.org/10.33603/rill.v3i1 research and innovation in language learning 4(1) january 2021 p-issn 2614-5960, e-issn 2615-4137 70 pre-service teachers engage in their teaching and learning process. finally, awareness indicates capacity to recognize and observe the environment. in teaching practicum, the roles of university supervisors or teacher educators, school teachers or referred to as mentor or collaborating teachers are indispensable to the success of the program (lawson, et.al., 2015; stanulis & ames 2009). in this research, the terms university supervisor and school teacher are used throughout the paper as they are closer to the indonesian context related to teaching practicum. one of the roles of university supervisors is to help pre-service teachers to build their expertise of teaching meanwhile school teaches assist them to transition between university and school (trumbull & fluet, 2008). intensive research on pre-service teachers‟ experiences and challenges during the teaching practicum have been centered on specific themes such as linking theory and practice (allsopp, de marie, alvarez-mchatton and doone, 2006), student teachers‟ perceptions and beliefs (bradbury & koballa, 2008), improving methodological skills and communication and technology support needed (boz, ekiz-kiran and kutucu, 2019; caires, almeida and vieira, 2012; hudson & millwater, 2008; kirbulut, 2012; lawson, et. al., 2015; ng, nicholas and williams, 2010; tin, 2006) as well as frustrations in converting their methodological knowledge into practice (komur, 2010; könig et. al., 2016). specific challenges have been reported during the teaching practicum such as classroom management, inadequate communication and cooperation with the school teachers and university supervisors as well as difficulties in making the right decisions in teaching (koksal & genc, 2019). on the other hand, celen and akcan (2017) believe that the development in assessment techniques and the use of relevant technology in the class should also become main concern for an effective teaching practicum. despite the vast research on conventional teaching practicum mentioned above, there is a limited number of research on the online teaching practicum conducted during the covid-19 pandemic, especially in indonesian context where english is spoken as a foreign language (efl). therefore, this research is expected to fill the research gaps in this particular field and shed lights on the challenges and expectations from pre-service english teachers during their online teaching practicum. in this research context, the author, who acted as a pre-service english teachers‟ supervisor, received many concerns from students who were conducting their teaching practicum online in some designated schools in one of the cities in west java province, indonesia. the pre-service teachers, mostly new to the field of teaching, just started their teaching practicum in february 2020 but immediately had to terminate their teaching at schools in march and were „forced‟ to online teaching. from this point of view, the researcher decided to delve deeper into their experience during their online teaching practicum and thus specifically address the following research questions: 1. what challenges do the pre-service english teachers face during the online teaching practicum? gustine, g.g. 71 p-issn 2614-5960, e-issn 2615-4137 2. what supports do the pre-service teachers need to teach english in the online teaching practicum? research method in line with the research questions, a qualitative case study is relevant for this research for several reasons. first, the aim of this research is to identify and explore deeply challenges pre-service teachers faced in online teaching practicum. second, this design enables the researcher to explore different contributing factors and encapsulate the intricacy of the object of study (stake, 1995). this study employed individual and focus group interviews related to the challenges pre-service students faced and supports they expected during the online teaching practicum. 9 pre-service english teachers (6 females and 3 males) undertaking the teaching practicum at the beginning of february 2020 were involved in the study. these students were interviewed because they were under a direct supervision from author at the time of the online teaching practicum. being directly supervised, both the students and the author had relatively easier access to communicate and discuss various issues throughout the period of online teaching practicum from february until july 2020. most of these pre-service teachers were new to the field of teaching. out of nine participants, two of them had been teaching at local cram schools for limited hours per week and one of them was a private english tutor. at the data analysis stage, the author did not impose specific theoretical frameworks related to pre-service teachers‟ challenges and support they needed, rather the use of grounded theory was highlighted (charmaz, 2014) as the author tried to investigate deeper into the pre-service teachers‟ voices in their real life. data from the interviews were recorded, transcribed and analyzed to discover thematic similarities. the interviews were conducted online through voice and video call over the internet-based chat application, whatsapp, agreed upon between the author and the participants. result and discussions the objectives of this research are to investigate the challenges pre-service english teachers face during the online teaching practicum and supports they need during the program. related to the first research question, analysis and interpretation of the interview data were categorized into two themes: first, lack of pedagogical knowledge in online class; second, lack of knowledge in online assessment. meanwhile, in the second research question, participants identified a major support they from both the school teacher and the university supervisor which is the technical knowledge related to how to teach online using available platforms. pre-service english teachers’ challenges faced during the online teaching practicum research and innovation in language learning 4(1) january 2021 p-issn 2614-5960, e-issn 2615-4137 72 challenges identified by pre-service english teachers in this study are categorized into two problems: (1) lack of pedagogical knowledge in online class environment; and (2) lack of knowledge in online assessment. lack of pedagogical knowledge in online class environment the following are some interviews excerpts from participants which had been shortened as psts (pre-service teachers) 1-9. the first difficulty on choosing the right methodology to teach students online is also added up by a growing frustration as the participants were uncertain whether the online teaching practicum would last until the end of semester or not. “of course, the first few months were a total chaos. i don‟t know how to teach online. i don‟t think we specifically learnt that back at university. the worst part was, i didn‟t know how long the online teaching practicum would last, the school didn‟t know” (psts 8). “when the first time the school announced that the teaching would be conducted online, i was so confused and worried. i mean, i‟m sure we‟ve never done this before. so how should i teach them online? the school didn‟t seem to give us guidance too” (psts 3). “i was panic in the beginning…maybe until the end of the program as well. imagine, we were just one month and half when the school decided to close. at that time, we were still adjusting to our teaching. i personally still tried to figure out the students‟ behaviors, their english skills, etc. so, i had no idea how to continue teaching them online” (psts 5). “we‟re not prepared for this. i was so confused, what is the right way to teach students online?” (psts 9) pedagogical knowledge refers, but not limited to, different teaching techniques, modifying teaching methods for the diversity of learners, adjusting lesson plans as well as knowledge of how students learn (schulman, 1987). from these excerpts, it may become transparent that the first thing the pre-service teachers identified as the biggest challenge in the online teaching practicum is the lack of pedagogical knowledge in online class environment. in many literatures on the teaching practicum, lack of pedagogical knowledge or how to link theory into practice is often stated as one of the obstacles faced by pre-service teachers (brouwer & korthagen, 2005). the challenge is further intensified when it comes to online classroom environment. the source of this lack of knowledge might be from limited opportunities the participants have in observing the school teachers during the online teaching practicum. as stated by psts5, the program only ran for a month and half when the school decided to close its door. apart from that, the formal education, in this case the teacher educations they attended, also takes part in shaping the pre-service teachers‟ concepts and theoretical knowledge about teaching (watzke, 2007). the pre-service teachers‟ apprehension on how long the online teaching practicum would last adds another concern for them. it may indicate their unpreparedness or their unfavourability to teach in online class environment compared to conventional classroom. as stated further by psts5, this new mode of practicum has never been practiced before and therefore their lack of experience from previous fellow students creates a new and different challenge for them. gustine, g.g. 73 p-issn 2614-5960, e-issn 2615-4137 in one of the excerpts above, a pre-service teacher seek help from the school (see psts 3). in fact, school teachers are often viewed as the role models for pre-service teachers in their efforts to implement what they have learnt in teacher education program (roness, 2010). the school teachers are actually not the only one who provide assistance. interaction with university supervisors is also one of the keys to a successful teaching practicum (sivan & chan, 2009). unfortunately, research shows that the visit from university supervisors are often times limited and less frequent and thus gives little influence for the pre-service teachers (ssentamu-namubiru, 2010). further about supports is elaborated in the next subsection. lack of knowledge in administering online test and assessment the second challenge emerged from the data was the lack of pre-service teachers‟ content knowledge related to online test and assessment. in teaching and learning, assessment is an integral part and often needed as a portfolio to inform students‟ progress over a period of time. teachers often use specific measurement in their own school context which may be different across schools. these challenges are described by the participants during the interview. “apart from the problems in how to teach students online, i am completely lost in how to give students test online” (psts 1) “i remember we are still a couple of weeks before the mid-semester examination. the teacher reminded me about the students‟ grades that i have to start grading students‟ works. this is so confusing, like, how am i supposed to do that?” (psts 2) “another thing about online class is we don‟t know whether students cheat or not during examination. if they did, how should i grade them? i asked the teacher, she wasn‟t quite sure about it too. she even asked me if i knew things better from my university. so yeah, assessing students‟ work is challenging for me” (psts 4) “the most confusing thing for me is, we don‟t meet them in synchronous class so i end up giving them lots of assignments, especially in the beginning. after a while, i even get more confuse, how do i grade their work?” (psts 7). as revealed in the interview, creating tests online and assessing students‟ work seem to pose a certain level of difficulties. this may stem from the fact that in indonesian educational context, test is often used by teachers to measure students‟ mastery on specific skills, therefore teachers are expected to „test‟ students periodically. pre-service teachers‟ difficulties in creating tests online might be based on two reasons: first, is their unfamiliarity with the online test platforms; second, is their lack of content knowledge in how to construct test items. the available learning management systems (lms) often provide platforms for teachers to create and publish tests. knowledge and skills to navigate these platforms are prerequisite in the teachers‟ efforts to successfully construct and publish the tests. this problem seems to be multiplied by the pre-service teachers‟ anxiety on whether students cheat during the online tests or not. this concern may be justified because online tests tend to be more susceptible than offline tests (harmon & lambrinos 2008; munoz & mackay, 2019). research and innovation in language learning 4(1) january 2021 p-issn 2614-5960, e-issn 2615-4137 74 an increased use of technology in the classrooms indeed creates some risk and potentials to nourish this academic dishonesty (harmon & lambrinos 2008; hylton, levy and dringus, 2016). these problems may have been resolved by the educators‟ strategies in creating test designs which minimize cheating. for example, educators wish to reduce cheating during online tests must include at least three categories to avoid this practice: giving students warnings, limiting the time of each of the test items and evaluating the whole process of the test (munoz & mackay, 2019). however, this strategy does not come easily, it requires experience, expertise and support from the school environment and it is highly-driven by the teachers‟ practice. the pre-service teachers in this study does not seem to have capability to create such tests and thus should be offered assistance in how to design tests to reduce cheating, especially during online tests. on the other hand, the school teachers in this study also seems to be unfamiliar with assessing students‟ work online and expect the pre-service teachers to share the knowledge they, presumably, learn at university as revealed by the psts 4. supports pre-service english teachers need during the online teaching practicum support pre-service teachers expected during their transition to online teaching practicum centers on the knowledge and skills of using appropriate information communications technology (ict) they can implement in their online classrooms. during the interview, all of the participants emphasized their need to develop knowledge and skills in the ict especially related to how to conduct synchronous class with the students. although the pre-service teachers participated in this study admitted that they had no difficulties in using basic ict to communicate with the students and the school teachers such as the use internet-based chat applications as line or whatsapp, they still yearn for having synchronous classes using available platforms with systematic guidance from both schools and university. these pre-service teachers admitted that at the time the online teaching practicum started, they had never encountered the video conference platforms such as zoom or google meet. only after the program finished, they were exposed to video conference platforms for activities outside their teaching practicum. “well, of course we‟re familiar with line, instagram or whatsapp to talk to the students. we also use google classroom or edmodo at the university. but we have no experience using zoom or google meet, something like that. i wish they (schools and university) have special sessions to teach us” (psts 6) “definitely the first thing is to teach us how to use virtual classrooms. i mean, we never used it before. before the covid-19 outbreak, we never used zoom, something like that. how you do work out these zoom classrooms? school teachers, even university supervisor should have taught us how to use that in online class” (psts 3) “i think the it department at university should provide all pre-service teachers some kind of trainings on how to teach students online with the right technology. i ended up using whatsapp throughout the program. i had no choice” (psts 4) “a couple of weeks after the school closed, i tried my best to use zoom. it was not only me who was not familiar, the students were also confused…. that was so frustrating. so we decided to use google classroom, we never had virtual meetings” (psts 7) gustine, g.g. 75 p-issn 2614-5960, e-issn 2615-4137 “i wish we had special sessions on how to use available technology for virtual classes. could be from school or university. only after a couple of months after the school closed, we started to be familiar with zoom or google meet or other application. but they are definitely not known in the beginning of the pandemic” (psts 9) the result of interviews showed that these pre-service students are still lacking the knowledge on the different platforms commonly used for synchronous classes but also how to use them in a pedagogical way relevant to their class. this is in line with mishra & koehler (2006) who argue that the effective integration of technology in the classroom should be hand in hand with the teachers‟ knowledge in using the tools specific to their context. according to participants, at the end of the program, they admitted that they become familiar with online platforms such as zoom and google meet but still have no idea in how to strategically use them for teaching. data from the interviews also have serious implication that both the pre-service teachers and school teachers seem to lack of technology readiness (warden, yi-shun, stanworth and chen, 2020) and resulted in a discrepancy on digital expertise for educators (goodman, 2015). despite the fact that these pre-service teachers lack of knowledge on digital platforms used in online classroom environment, a positive attitude towards technology is reflected in their willingness and desire to engage with technology as disclosed by psts 4,6,7 and 9 in the transcript above. willingness to integrate technology in the class is often an indicator of a success in completing more complicated tasks in technologymediated classroom settings (howard, ma and yang, 2016; warden, et.al., 2020). this implies that teacher educators, school teachers and other relevant stakeholders should provide more opportunities for the pre-service teachers to learn with well-structured direction so they improve their engagement and knowledge in technology. unfortunately, in this research, both the school teaches and university supervisors have not been able to provide this specific knowledge. conclusion and recommendation problems arise in conventional face-to-face teaching practicum have already been identified in well-established literature (bradbury & koballa, 2008; hudson & millwater, 2008; pratt, 2008; trent, 2010). transitioning from conventional to online teaching practicum, undoubtedly, create different sets of challenges for university supervisors, school teachers and pre-service teachers. moving on from conventional to online teaching practicum should be supported by adequate and well-structured professional development provided by university or schools. however, time plays a critical role in completing this task. as soon as the pandemic emerges, some educators including pre-service teachers might have been frustrated of not knowing how to handle teaching and learning in a state of emergency. therefore, university should play a more leading roles in providing more advanced technology-mediated methodology to prepare pre-service teachers and school teachers for any unpredictable circumstances. intervention during the online teaching practicum may be necessary for improving preservice teachers‟ skills in technology-mediated classrooms. pre-service teachers who can be categorized as millennials in this research context are not free from technology-based difficulties in online classrooms. although millennials research and innovation in language learning 4(1) january 2021 p-issn 2614-5960, e-issn 2615-4137 76 are often considered as digital natives (presnky, 2010), they still need the most supports in technology-mediated online classrooms. strategies in how pre-service teachers handle challenges during online teaching practicum may generate another insight in this field. this study does not explore the problem which can be investigated in depth for future research. further issue that is suggested to be examined in the upcoming research is the 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(2007). foreign language pedagogical knowledge: toward a developmental theory of beginning teacher practices. modern language journal, (91)1, 63–82. conflict of interest no potential conflict of interest is reported. author biography gin gin gustine is a lecturer at department of english education, universitas pendidikan indonesia. she finishes her doctorate degree at deakin university, australia. she can be contacted via email to gustine@upi.edu mailto:gustine@upi.edu research and innovation in language learning vol. 1(2) may 2018 pp. 101-110 pissn: 2614-5960 e-issn: 2615-4137 http://jurnal.unswagati.ac.id/index.php/rill copyright @ rill 2018 101 crosscultural understanding strategy in speaking lesson to overcome speaking anxiety anita anggraeni department of english education, institut keguruan dan ilmu pendidikan (ikip) siliwangi – indonesia cynantia rachmijati department of english education, institut keguruan dan ilmu pendidikan (ikip) siliwangiindonesia abstract many students are still difficult to communicate in english because of fear or nervousness despite they expected to communicate well.. this is called "speaking anxiety". the students are generally inseparable from liking popular culture to become a fan and finally become their identity. in addition to favoring western culture, there have also been other great cultures lately, for example japanese, korea, thailand and so on. this study aims to examine whether with cross cultural knowledge students are expected to be more confident in speaking and reducing talking anxiety. this research method is descriptive qualitative research method. the data in this study were obtained from interviews and questionnaires adapted from horwitz's "language classroom anxiety scale (flcas)" and oregon university's "value rubric intercultural knowledge". it was found that the cause of speaking anxiety was 79% internal factor, 85% lack of knowledge and 30% faculty and friend factor. the result of the research found that the correlation between cultural understanding is closely related to the decreasing of students' anxiety level in speaking english. it can be concluded that ccu does help in overcoming students speaking anxiety. keywords : anxiety, cross cultural understanding, speaking sari banyak siswa masih mengalami kesulitan saat berkomunikasi dalam berbahasa inggris katrena merasa takut atau gugup meskipun diharapkan mereka mampu berkomunikasi dengan baik. ini dinamakan “kecemasan berbicara”. para siswa secara umum menyukai budaya popular dan menjadi penggemar seperti kebudayaan barat dan akhir-akhir ini mereka menyukai budaya lain seperti budaya jepang, korea, thailand dan lainnya. penelitian ini bertujuan untuk meneliti apakah pengetahuan lintas budaya mampu membantu siswa dalam mengatasi kecemasan berbicara. hasil penelitian ini menggunakan interview dan questionnaire yang diadaptasi dari horwitz “language classroom anxiety scale (flcas) dan oregon university “value rubic intercultural knowledge”. ditemukan bahwa penyebab kecemasan berbicara sebanyak 79% penyebab internal, 85% kurangnya pengetahuan dan 30% adalah penyebab lain. hasil anggraeni, a. & rachmijati, c 102 p-issn 2614-5960, e-issn 2615-4137 penelitian menyimpulkan bahwa pengetahuan lintas budaya erat kaitannya dengan mengurangi kecemasan siswa dalam berbicara bahasa inggris. dan bahwa pembelajaran pengetahuan lintas budaya bisa mengatasi kecemasan tersebut keywords: berbicara, kecemasan, pengetahuan berbudaya received 18 march 2018 last revision 15 may 2018 published 18 may 2018 introduction globalization has had a considerable impact on the changing times. in addition to making the standard of english language proficiency into conversation, but also make the internet as one of the most widely used media to obtain information. english is taught in the country of indonesia from elementary to college level. as a foreign language that is quite widely used in indonesia, those who have a good ability to speak english can have the potential to be superior in getting a job or getting a scholarship. there are 4 english language skills , they are speaking, reading, listening and writing will be good if mastered by students. especially, speaking ability. students of english education ikip siliwangi must use english in their daily academic life. using books in english, doing english-language tasks and even communicating and presenting in english. however, many of them are still difficult to communicate in english. generally they feel nervous and anxious when having to communicate in english. for various reasons include anxiety, fear, embarrassment and so forth. this is called "speaking anxiety". “anxiety is the subjective feeling of tension, apprehension, nervousness, and wo rryassociated with an arousal of the autonomic nervous system.anxiety has been foundto interfere with many types of learning and it is only logical that this wou ld alsoapply to second language learning “ (horwitz, 2001) horwitz argues that this anxiety is a tense, nervous, anxious and worried feeling that is related to the nervous system and can disrupt learners trying to learn a foreign language. foreign language teaching (l2) related to the issue of standards (actfl / american council on the teaching of foreign languages) taken from http:///www.actfl.org. standards for foreign language learning in the form of 5 c namely: communication research and innovation in language learning vol. 1(2) may 2018 p-issn 2614-5960, e-issn 2615-4137 103 (which is communication), cultures (which is knowledge and culture understanding), connections (which is the linkage between cultures and language learned), comparisons (which is comparing our own cultutes with foreign cultures) and communities ( elements of communication, culture, connectiions and communities which make someone have broad understanding and perspective on culture and language). from these past years , foreign culture has a lot of influence in indonesia. generally starting from tv shows, movies, music and more from there they are spreading and become wideknown. generally the z generation loves popular culture so they becomes a fan until it become their identity . terms such as otaku (japanese anime culture buff), k-popper (fan of south korean cultural music), thai drama lovers and so forth. this also affecting the communication ability of ikip siliwangi students. living in a very global world with diverse cultures, language learners need to develop their language skills but also their interdependent ability to interact with others from different cultural backgrounds. it is called intercultural communication or cross cultural understanding. therefore knowledge related to intercultural communication science should be taught to the learners, as well as the culture. with a better understanding of the culture, it is hoped that the students' communication skills will also be better. culture can be seen as a behavior, values, attitude of life, and way of life to make adjustments to the environment, and at the same time to look at the problem and solve it. culture is also defined as the whole system of ideas, actions and the work of human beings in the framework of the life of society which is made human self by way of learning (koentjaraningrat, 2003). horwitz and cope (1986) argued that foreign language anxiety (fla) is a normal anxiety that is similar to public speaking anxiety or public speaking anxiety. many people experience anxiety in some situations. one is anxiety when speaking in public using a foreign language (not the original language). anggraeni, a. & rachmijati, c 104 p-issn 2614-5960, e-issn 2615-4137 the factors that cause it are self perception and cultural differences. people with low self-esteem tend to worry about what others will say about themselves. cultural differences also sometimes make us feel limited, because it makes us do things differently and may even make us feel uncomfortable if we are not familiar with the differences. although anxiety is a big barrier for students, but oxford (1994) says that speaking and presentation in front of the classroom are the activities that produce the most anxiety. but it turns out that writing, reading, listening also creates fear depending on the students. the following is a sign of the language anxiety (oxford, 1994): 1. general avoidance, for example, "forgetting" answers, showing carelessness, cutting classes, coming drawing, coming without preparation, resulting in low verbal production, less participation in the classroom, showing inability to answer despite the very question simple. 2. physical actions, such as wiggling, restlessness, playing hair or clothes, touching objects anxiously, stuttering, showing nervous behavior, unable to produce sound or intonation of the target language, although repeated many times, time. 3. physical symtopms, complaining of headaches, aches, unexplained pain or tension. therefore, the influence of anxiety on the learning process becomes one of the success indicators or not someone can learn the language. cross cultural understanding has been defined by finney & orr as the interpersonal understanding of the culture and experiences between people of different cultures (1995). crosscultural understanding, in turn, can be separated into three major components: critical understanding, empathetic understanding, and conceptual understanding of another (louie, 2006). cross-cultural understanding, then, can be seen as a complex process involving several higherorder thinking skills. according to finney and orr, cross cultural understanding is an understanding and experience of sharing cultures between those with different cultures. consists of 3 components namely: critical understanding, understanding empathy and understanding of the concept of cross-culture itself. the combination of these three illustrates the complexity of the cross-cultural understanding. research and innovation in language learning vol. 1(2) may 2018 p-issn 2614-5960, e-issn 2615-4137 105 the purpose of this research is to obtain empirical data about the relationship between cross-cultural understanding as a way to overcome speaking anxiety. so hopefully, this study aims to get a picture of the relationship between cross cultural competence with speaking anxiety at the students of semester ikip siliwangi english department of language faculty. method this research method is descriptive qualitative research method. this qualitative research focuses on research on student behavior and behavior, which in this study focuses on why students experience speech anxiety as well as see the effect of crosscultural understanding application to overcome it (nunan, 1992). a qualitative approach is expected to produce in-depth descriptions of the words, writings, and / or behavior that can be observed from a particular individual, group, society and or organization in a specific context setting studied from a comprehensive, comprehensive, and holistic perspective.this research is a correlation research that will see the relationship between two variables that is cross-cultural understanding and speaking anxiety. the measuring instrument or instrument in this study was a 30 questions questionnaire adapted from "value rubric intercultural knowledge" and "foreign language class anxiety" with sst scale (strongly agree), s (agree), n (neutral), ts (disagree ) and sts (strongly disagree). population in this research were students of class of 2016 english department of education total of 164 students. while the sample in this study were 9 students to be interviewed as well as 3 english course teachers. research findings from the questionnaire, data it can be seen that 79% of students feel that the cause of anxiety comes from himself who feels no strong foundation in speaking in english. anxiety is characterized by the emergence of a sense of nervousness, embarrassment, fear of ridicule, confused, unable to speak, sweat cold and not concentrated. the frequency of students who answered that these things happen to him is 75%. most anggraeni, a. & rachmijati, c 106 p-issn 2614-5960, e-issn 2615-4137 respondents (85%) responded to this anxiety due to lack of basic knowledge gained from previous school bench related to english. especially the habit of speaking rarely gets a chance to speak while in high school. 30% of the respondents said that their anxiety in speaking was due to the strict lecturers factor, and to see friends who were more capable of themselves than to make themselves feel insecure when speaking despite the desire to speak highly. most respondents tried to overcome the anxiety in various ways, 51% practiced with friends, 53% forced to speak, 34% took english courses outside. therefore, from the exposure, it is clear that the biggest factor causing speech anxiety is the lack of knowledge in speaking in english followed by internal factors. while the main option to overcome the anxiety of talking is to practice with friends because it is considered as the easiest option and can be shared as to reduce the anxiety. in addition to distributing questionnaires, in this study also conducted in-depth interviews (indepth interview) with 9 respondents. interview results corroborated the results of the questionnaire obtained. respondents explained that their english skills are not too good because of the lack of basic english skills, then the dislike of the english language because the rules are felt much different from their mother tongue is the indonesian language. and the third is the compulsion to learn english because ordered by parents or siblings to study at english language department. from the interviews, the researchers found that the anxiety in the most dominant felt when students must express opinions because they feel very less knowledge related to grammar and vocabulary. respondents do not understand the relationship of learning english with the benefits to be gained in real life. they also pointed out that english speaking activities are hardest to follow, compared to reading, listening or writing in english. this is because in speaking, they are required to respond directly, appropriately and gratefully, while their ability to choose the right vocabulary and use the correct grammar is lacking. in general, they still do not see the advantages of learning english in textual and its usage in real life which causing them lazier to study the language. research and innovation in language learning vol. 1(2) may 2018 p-issn 2614-5960, e-issn 2615-4137 107 another factor is that students are more dominant in using their local and indonesian languages. as a result of this lack of english, students are poorly trained to pronounce english vocabulary, outside of grammar use. in addition, anxiety arises when a person has to speak or interact with others. the anxiety arises before, during and after the process of speaking. this then affects their fluency of speech, so they tend to talk in circles and unclear directions. it is this feeling of anxiety that then causes a sense of distress that makes them doubt they will succeed in getting their point across clearly. this causes students with the ability to speak low english is increasingly anxious and depressed because they feel always left behind and less able to follow the lecture. the nine respondents interviewed also revealed that they have since had a habit of watching movies and listening to english songs. but this habit is limited to listening to the rhythm of interesting songs and interesting movie stories only. without understanding the meaning and meaning of what he heard and watched. six respondents said that anxiety in speaking english was reduced after they learned and understood western customs and culture learned during the lecture. they say it is similar to what they feel with their habits and interest in korean and japanese. understanding and preference for korean and japanese culture makes them have more confidence when they speak the language. it is now felt in english. understanding of western kebuadayaan make students feel closer and understand the pattern of thinking and western speaking style. for learning strategy of speaking and cross cultural understanding application, researcher try to apply it in the following stages: no stages definition act 1 cross cultural awareness growing from cross-cultural knowledge when learners understand and internally appreciate a culture watching english movies without any subtitle text 2 cross cultural sensitivity refers to the ability to read situations, contexts, and behaviors that are culturally rooted and can react to them appropriately translating some poems to english which has cultural values in it 3 cross cultural competence crosscultural competence goes beyond knowledge, awareness and sensitivity because it is the digestion, the unity and transformation of all the skills and listening to english songs and then translate it anggraeni, a. & rachmijati, c 108 p-issn 2614-5960, e-issn 2615-4137 information sought, applied to create cultural synergies in the workplace 4 cross cultural understanding refers to the introduction of the surface level with cultural characteristics, values, beliefs, and behaviors. discussing many unique habits in english culture it can be concluded that from the results of questionnaires and interviews that the biggest factor talking anxiety (speaking anxiety) is an internal factor. the situation where students become nervous, anxious, embarrassed and afraid to start communicating and using english because of fear and still low ability to speak. for cross cultural understanding (cross cultural understanding) they generally like western, japanese and korean culture but still in terms of film and song only. in terms of cultural understanding, the pattern of life and mindset is still not very well understood but enough to give effect so they feel more confident and try to communicate in foreign languages and especially in english. conclusion based on the results of data analysis and discussion above, it can be concluded that there is influence of the contribution between self-anxiety experienced by students with the ability to speak english. from the results of the questionnaire, it can be seen that this is a strong influence. the factors that affect the level of anxiety themselves in speaking english is anxiety themselves in communicating the english language and fear of negative judgments from others. factors can be neutralized by providing an understanding of western culture and even japanese and korean culture favored by students so as to create a sense of comfort to students when following the lecture process from the description above it is seen that the linkage between cultural understanding is closely related to the decreasing level of anxiety students in speaking the language english and the need for cross cultural understanding strategies to improve cultural understanding so that it can help reduce anxiety in speaking. references american council on teaching foreign languages (taken from http://www.actfl.org) research and innovation in language learning vol. 1(2) may 2018 p-issn 2614-5960, e-issn 2615-4137 109 amila, p. (2013) pengaruh kecemasan berbahasa asing terhadap performa berbicara di depan umum menggunakan bahasa inggris sebagai bahsa kedua. semarang : universitas negeri semarang crookall & oxford (1991) language anxiety : from theory and research to classroom implications. englewood cluffs : prentice hall edin, a. abel (2014) ”teaching culture in the classroom to arabic language students”. international education studies vol 8 no 2 2015. issn 1913-9020 finney & orr (1995) cross cultural understanding and teacher education in racist society. journal of teacher education hansel, b. (2008) looking at intercultural sensitivity, anxiety and experience with other cultures”. afs impact study. horwitz, e., et al (1986) ”foreign language classroom anxiety”.the modern language journal, vol. 70, no. 2 (summer, 1986), pp. 125-132 koentjaraningrat (2003) pengantar antropologi i. jakarta: rineka cipta. mahmudah, i. (2015) ”dampak budaya korean pop terhadap penggemar dalam perspektif keberfungsian sosial”. yogyakarta : universitas islam negeri sunan kalijaga nunan, d. (1992) research methods in language learning. uk : cambridge university press ochipinti, a. (2009).”foreign language anxiety in class speaking activities”.the university of oslo. unpublished paper. oktaviani, f. sari.(2013) ”an analysis of students english language anxiety at sman 7 padang”. journal of english language teaching. vol 1 no 3 juni 2013 universitas negeri padang. rahman, l. (2010). “a study on second language speaking anxiety among utm students”. malaysia : universiti teknologi malaysia.unpublished paper shoelhi, m. (2015). komunikasi lintas budaya dalam dinamika komunikasi internasional. bandung : pt remaja rosdakarya biography anita and cynantia are both lecturers in english department of institut keguruan dan ilmu pendidikan (ikip) siliwangi. anita’s teaching subject is speaking while cynantia’s teaching subject anggraeni, a. & rachmijati, c 110 p-issn 2614-5960, e-issn 2615-4137 is cross cultural understanding and thus, why this paper is created. anita can be reached at anitaenghlish@gmail.com and cynantia can be reached at cynantiarachmijati@ikipsiliwangi.ac.id mailto:anitaenghlish@gmail.com mailto:cynantiarachmijati@ikipsiliwangi.ac.id research and innovation in language learning vol. 1(2) may 2018 pp. 67-75 pissn: 2614-5960 e-issn: 2615-4137 http://jurnal.unswagati.ac.id/index.php/rill copyright @ rill 2018 67 role playing as technique for teaching speaking to help developing the students’ character kurnia fitri arifah university of sebelas maret, indonesia riyadi santosa university of sebelas maret, indonesia ngadiso university of sebelas maret, indonesia abstract teaching speaking gives opportunity to provide fluency practice for language learners. the students can practice to speak by role playing as one of techniques in teaching speaking. however, students with the high speaking ability are worthless without good morals. for this reason, today the teacher has responsibility towards the student’s character. unfortunately, the character building for students cannot be taught in isolation because it is not included in language skills. therefore, the character building should be infused to the teaching learning process. this paper addresses the issue of role play as a technique in teaching speaking and developing students’ character. keywords: role play, speaking, students’ character sari mengajar berbicara memberi kesempatan untuk pembelajar bahasa melatih kelancarannya. para siswa dapat berlatih berbicara dengan bermain peran sebagai salah satu teknik dalam mengajar berbicara. namun, siswa dengan kemampuan berbicara yang tinggi tidak berharga tanpa moral yang baik. oleh karena itu, sekarang ini guru memiliki tanggung jawab terhadap pembentukan karakter siswa. sayangnya, pembentukan karakter siswa tidak dapat diajarkan secara terpisah karena tidak termasuk dalam keterampilan berbahasa. oleh karena itu, pembentukan karakter harus dimasukkan ke dalam proses belajar mengajar. makalah ini membahas tentang bermain peran sebagai teknik dalam mengajar berbicara dan mengembangkan karakter siswa. kata kunci: berbicara, bermain peran, karakter siswa received 30 march 2018 last revision 03 may 2018 published 18 may 2018 arifah, k. f., santosa, r., & ngadiso 68 p-issn 2614-5960, e-issn 2615-4137 introduction one of the focal point in english classrooms is teaching oral communication skill. speaking is important in language teaching because it is the vehicle of social solidarity, social ranking, business and the media to learn language (aliakbari & jamalvandi, 2010). “for the most people, the ability to speak a language is synonymous with knowing that language since speech is the most basic means of human communication” (purwati, ariyanti, darma, 2010 , p. 2). the objectives of teaching speaking have been stated clearly in english curriculum. the goal of teaching speaking skills is communicative efficiency, in which learners should be able to make themselves understood, using their current proficiency. besides, the goal of speaking today should improve students' communicative skills to express and learn to follow the social and cultural rules appropriate (kayi, 2006). therefore the learners should improve their speaking skill in order to be able to fulfill the effective communication in english. however, there are still a lot of students who are not confidence to speak up. students are afraid of making mistake while speaking english. some students are lack of knowledge, so that they do not know what they want to say. there are also students who do not get a chance to speak in classroom because the dominating of certain students. therefore it is important that the teacher should help students to achieve the goal of speaking. the three major issues in the education of young people today are the development of a vision for one's life, the development of one's character and the development of competence (huitt, 2004). beside the responsibility of students’ improvement in the english skills, the teachers are also responsible for student’s moral. they have a responsibility to help students develop their character to follow the social and cultural rules appropriate in classroom especially in learning english as a foreign language. they should understand that the language brings its culture which can effect on learners’ character. therefore they are responsible for using material which promote understanding and inspire the development of good character in every part of students’ learning experiences. research and innovation in language learning vol. 1(2) may 2018 p-issn 2614-5960, e-issn 2615-4137 69 character building is comprehensive school reform in learning process to promote the development of good character which is taught through modeling and curriculum. character building means a behavioral values cultivation system to school citizen which cover knowledge, willingness or awareness, and action to execute values, do the values for god, own self, humanity, environmental, and also nationality, so that become perfect person. “character education is a national movement creating schools that foster ethical, responsible, and caring young people by modeling and teaching good character through an emphasis on universal values that we all share” (abourjilie, 2002, p. 2). students’ character is not formed automatically because it takes a long period. it cannot be understood and developed with the limited time. it is developed in process of teaching, learning and practice. in fact, students’ character is presented by teachers just for about 10-15 minutes each day. besides, it is just introduced by discussing the world’s issues and its implications with students through illustration. considering that it is hard to overcome the problems to improve the speaking skill and to incorporate the character building in speaking class, some strategies and methods are very important to be implemented. one way to get students to speak and build the good character is role-playing. role play technique has been applied by some of teachers in the foreign country. role play engages students in various social contexts. role play also has a variety of social roles which can affect in students’ character. “character education may address such critical concerns as student absenteeism, discipline problems, drug abuse, gang violence, teen pregnancy and poor academic performance” (abourjilie, 2006, p. 2). in role-play activities, the teacher can ask the learners to perform a roll with such critical topic. the teacher guides students as who they are and what they think or feel. thus, based on the reason above, this paper will discuss about how role play improves the speaking skill and develops the character building in english classroom. role playing to help improve the speaking ability role play is enjoyable and attractive activity. it is a non-threatening technique which tends to be applied for young learners in order to attract them while learning english. according to banu (2001), role play is effective, meaningful, and enjoyable teaching arifah, k. f., santosa, r., & ngadiso 70 p-issn 2614-5960, e-issn 2615-4137 strategy which has been proven. besides, some researchers found that the use of role play improves the students’ score in speaking effectively because role play is enjoyable, attractive, and stimulates them to be active. furthermore, role play increases the students’ willingness to communicate. according to tan (2005), the guided role-play technique used in communicative teaching is given in order to demonstrate the heavy focus on communication in the classroom. for example students learn about transactional and interpersonal dialog through role play. in doing that, students act out the material with scenario. it helps students decrease the anxiety feeling in practice the transactional and interpersonal dialog because they know what is going to be said. then, it encourages students to learn more and practice english. developing students’ character through role playing the effective strategy in teaching character education is allowed children to play the part of certain role in order to get the value messages to develop their moral. the students can catch the moral values easily through role play because they experienced it. as previous stated, in role-play activities, the teacher can ask the learners to perform a roll with various social contexts. therefore role play is the appropriate vehicle to build the good character for students. role play gives chance to students to play activities with the real context in a classroom such as greetings, making suggestions, asking for directions, ordering food in a restaurant, or functioning at a bank, post-office, airport, etc (yahya, 1994). “role playing is designed to help students see the choices they have in situations and to show them that they do not have to continue in past patterns” (abourjilie, 2002, p. 32). role play trains students how to reflect and apply the good character well in real life every day. after doing the role playing, the students are satisfied with themselves. they feel that they have used their knowledge of the language for something concrete and useful. then, they will see the real world as the reflection based on their role play before. they also build critical thinking towards situations around them. the teacher creates the character building through the attitude toward students. it is important to adults demonstrating positive character at school because children learn research and innovation in language learning vol. 1(2) may 2018 p-issn 2614-5960, e-issn 2615-4137 71 what they see and they experienced (abourjilie, 2002). the teacher should be a good model for the students. the teacher cannot ask the students have a good moral when the teacher models bad attitude. incorporating character building into role playing for speaking class now, english curriculum is consisted of character and values which students think about to create the critical students. the characters are built through the learning strategy and the topic of the lesson. the character indicators in teaching english are religious, honesty, tolerance, discipline, work hard, creative, independence, democratic, curiosity, citizenship, patriotic, respect, communicative, love peace, like reading, sociable, environmentalist, and responsibility. therefore, the teacher should include the character indicators in the topic of role playing. the teacher also provides the situation for an effective role play based on the students’ need. an effective role play means that this technique not only improves the speaking skill ability, it also builds the good character for students. the guidelines for role play which can be a rewarding experience for both the students and teacher are should be integrated with other language learning activities, given the preparation, care which is required in any language learning method, and adapted to student needs and level (tompkins, 1998). according to abourjilie (2002), there are two preliminary activities for role playing, the first is “facing lines” and the second is “group decisions”. these activities are unscripted role play. the purpose is to prepare the students for fuller role play or traditional role play. in the facing lines, the teacher asks students to make two rows of partners facing each other. then, she designates one line as “x” and the other as “y”. after she read the scenario, students think about their roles and get in character in thirty seconds. when she says “begin,” students start talking with their partners. when she says “two minutes”, students should ready to end the conversation and be quiet in place. here are some scenes which can be used in speaking class. arifah, k. f., santosa, r., & ngadiso 72 p-issn 2614-5960, e-issn 2615-4137 scene one : line x is nellin and line y is joko. nellin has just teased joko because joko speaks english with a heavy javanese accent. scene two : line x is diana. line y is amir. amir is fasting during the month of april because of ramadhan. diana is making fun of amir. in the group decisions, the students are divided into groups consisted of three or four students. after the teacher reads the scenario, the students have thirty seconds of thinking time. then, they should discuss the solutions of the situation given with time pressure in two minutes. they should reach a decision about what they would do. after that, each group has to share the decision in front of the class. here are some situations which can be used in speaking class. situation one : you are on a school trip. you get separated from the group because you wandered off for a while. you know you will be in trouble for not staying with the group and you are trying to decide what to tell the teacher. situation two : your class has been planning a trip to a local fair. all of you would be able to bring some money each. it is the day before the fair and you realize that several kids in your class won’t have any money to bring along. another kind of role play is traditional role play. the teacher gives the character names to the students. she asked them to play a part. she should ensure that the character they are played get into them. here are some situations when the teacher teaches them about how students deal with the differences among others. situation 1 : at a class party, chyntia who is hindu get a pizza. she told the parent who serves the food that she cannot eat the pizza because it haves meat on it. the parent said in a loud voice that it would be okay for her just this once. chyntia is adamant that she cannot eat it. dean starts teasing chyntia. he tells her that she is weird and says “just eat it.” angga, who is standing nearby is disturbed and surprised when dean did that. situation 2 : nicko is always making jokes about other people. cila is often the target of nicko’s jokes because of her size. he always makes fun of her. cila tells andi that she cannot bear it any longer and will stop coming to class if the teasing continues. situation 3 : arga and haris are best friends, although they are of different races. farid takes haris aside on the playground. farid tells him that he should not hang around arga so much because they are not of the same race. research and innovation in language learning vol. 1(2) may 2018 p-issn 2614-5960, e-issn 2615-4137 73 after role play ends, the teacher asks the students feeling as the character names. then, ask how they feel as themselves. the teacher also asks students if the problem is resolved, the character feel satisfied or not. then, the teacher discusses the solutions to the problems in each scene with the class. as a feedback, the teacher asks two students to come in front of the class. the two students are a boy and a girl who have different races. the teacher asks the rest of the class to call out differences and similarities between the two. the two students step away from each other as the differences are called then walk toward each other as the similarities is called. at the end, they will move so close to each other because there are more similarities than differences. then the teacher can stop it and give the conclusion for the role play. in those situations, the moral value is students should appreciate the different things about others, because they can learn a great deal from them. besides, they need to realize how much they are all alike. usually they have more things in common than they realize. from the problems given above, students can learn some traits for inclusion in character building in speaking class; there are religious, respect, tolerance, and love piece. they learn to show high regard for authority, for other people, for self, and understanding that all people have value as human beings. they learn being considerate, courteous, helpful, and understanding of others; showing care, compassion, friendship, and generosity; and treating others as they would like to be treated. they also learn to choose worthy goals, thinking through the consequences of their actions, and making decisions based on wisdom and good sense. at the evaluation, the impact of this activity can be seen through the changes of students’ attitudes and behavior. students can determine which character traits they want to have and why. the students’ character impacts to the improvement of academic performance. however, it is difficult to assess the students’ character, so it needs behavioral observations and self-assessment questionnaires. here are some items to assess the students’ character: 1. students treat classmates with respect. arifah, k. f., santosa, r., & ngadiso 74 p-issn 2614-5960, e-issn 2615-4137 2. students deny other students because they are different. 3. students try to comfort peers who are sadness. 4. students resolve conflicts without fighting, insults, or threats. 5. when students see another student being picked on, they try to stop it. conclusion a teacher should support a balanced focus between students’ academic and students’ character in the speaking class. the teacher develops the students’ speaking skill through practice the language orally in role playing. along with the teacher develops students’ character by infusing the character indicators on situation of role playing. because role playing provides opportunities for putting those principles into practice, it can be a technique in speaking class to build the student’s character. the teacher should make a timeline for character education program as he makes a lesson plan for speaking class. with the aim that he has a discipline data that can be used for analyze the students’ character development. it makes the language has opportunity to be learnt in a largely supportive context through role play. besides the teacher must models what they want their students to do based on that data. if students have to be at school on time, so should all teachers. it makes the feedback from the teacher during interaction in a classroom has significant effect on learning. the result of the activity is expected to solve the moral crisis problem on the learners, in this way they can alter their moral. therefore, before applying role playing the teacher should look at the learners’ needs in which determine the selecting of character traits. besides, the choice of situation also depends on the proficiency level of the learners. the situation given should enable learners to avoid negative pressures and make good decisions in daily life. references abourjilie, charlie. (2002). character education informational handbook & guide i for support and implementation of the student citizen act of 2001. nc: public schools of north carolina. abourjilie, charlie. (2006). character education informational handbook & guide ii for support and implementation of the student citizen act of 2001. nc: public schools of north carolina. research and innovation in language learning vol. 1(2) may 2018 p-issn 2614-5960, e-issn 2615-4137 75 aliakbari, m., & jamalvandi, b. (2010). the impact of 'role play' on fostering efl learners' speaking ability: a task-based approach. pan-pacific association of applied linguistics, 14(1), 15-29. banu, sher. (2001). role-play and character building in the teaching of history. singapore: institute of education. huitt, w. (2004). educational psychology interactive. ga: valdosta state university. kayi, hayriye. (2006). teaching speaking: activities to promote speaking in a second language. the internet tesl journal, xii(11). purwati, oikurema, ariyanti, lisetyo & darma, diana. (2010). modul speaking. unpublished, sertifikasi guru dalam jabatan program pendidikan dan latihan profesi guru. universitas negeri surabaya. tan, melinda. (2005). clt – beliefs and practices. journal of language and learning, 3(i), 104-115. tompkins, k. patricia. (1998). role playing/simulation. the internet tesl journal, iv(8). yahya, a. (1994). role-play, real-play, and surreal-play in the esol classroom. elt journal, 48(4), 337-346. biography kurnia fitri arifah is a master degree student at the universitas sebelas maret. she received a bachelor’s degree in english education from universitas negeri surabaya. now, she teaches english for junior high students in smp progresif bumi shalawat. she is interested in language teaching practices, teaching methodology, and teacher professional development. she is reachable at arifah.kurnia@gmail.com riyadi santosa and ngadiso are senior lecturer in the sebelas maret university (uns), surakartaindonesia. their research interests include language instruction and applied linguistics. research and innovation in language learning 4(2) may 2021, pp. 103-118 pissn: 2614-5960 e-issn: 2615-4137 http://jurnal.ugj.ac.id/index.php/rill copyright 2021@ dwi kurniasih, mudhiah umamah 103 article the romance of rasulullah saw and aisyah ra in sayyidah aisyah istri rasulullah song lyrics: cognitive linguistic perspective dwi kurniasih dwikurniasih445@student.uns.ac.id sebelas maret university, kentingan, surakartaindonesia mudhiah umamah umamahhidayah1997@gmail.com iain surakarta, kartasura, sukoharjo, indonesia abstract in the beginning of april 2020 aisyah istri rasulullah song which is a song from malaysia became one of the videos that dominated trending lists on youtube. more than 20 video covers of the song aisyah istri rasulullah have controlled the youtube page. this study aims to describe the metaphorical forms contained in the lyrics of the song sayyidah aisyah istri rasulullah by using cognitive semantics approach. this study is a descriptive qualitative research. the research data are the lyrics of the song sayyidah aisyah istri rasulullah that are analyzed using a content analysis technique. the results show that the metaphors found in the lyrics of the song sayyidah aisyah istri rasulullah could be classified into three types, structural metaphor, orientational metaphor, and ontological metaphor. the applying of metaphors indicates several concepts of imagery scheme, such as identity (matching), circumstance (existence) of object, imagery space in of up-down, state of form in form, the existence bounded space for limited space. the use of metaphors in sayyidah aisyah istri rasulullah song lyrics aims to convey the contents with sorted words that are easy to understand. since many people feel that they do not know several hadits about the romance of the romantic story of rasulullah saw with aisyah ra, this song comes as the essence of several hadits that can provide knowledge to the audiences in a practical and concrete way. keywords: cognitive semantics; metaphor; song lyrics of sayyidah aisyah istri rasulullah sari awal april 2020 lagu aisyah istri rasulullah yang merupakan lagu asal malaysia menjadi salah satu video yang mendominasi trending di youtube. tercatat lebih dari 20 video cover lagu aisyah istri rasulullah menguasai halaman youtube. penelitian ini bertujuan untuk menderkripsikan bentuk-bentuk metafora yang terdapat pada lirik lagu sayiddah aisyah istri rasulullah dalam lingkup semantik kognitif. penelitian ini menggunakan metode deskriptif kualitatif. data penelitian adalah lirik lagu sayyidah aisyah istri rasulullah yang dianalisis menggunakan pendekatan analisis isi. hasil kurniasih, d., & umamah, m. 104 p-issn 2614-5960, e-issn 2615-4137 penelitian menunjukkan metafora yang ditemukan dalam lirik lagu sayyidah aisyah istri rasulullah dapat diklasifikasikan dalam tiga jenis, yakni metafora struktural, metafora orientasional, dan metafora ontologis. penggambaran metafora-metafora yang ditemukan mencitrakan beberapa konsep yaitu, identity (matching), keadaan (excistence) berupa objek (object), citra space (ruang) berupa up-down, excistence keadaan berupa, excistence keadaan berupa bounded space ruang terbatas. pemanfaatan metafora dalam lirik lagu sayyidah aisyah istri rasulullah bertujuan untuk menyampaikan isi dengan pilihan kata yang mudah dan dapat dipahami. mengingat banyak orang yang dirasa belum mengetahui hadits-hadits tentang romantika kehidupan rasulullah saw dengan aisyah ra, maka adanya lagu tersebut sebagai intisari dari beberapa hadits dapat memberikan pengetahuan kepada para pendengar dengan cara yang praktis dan konkret. kata kunci: semantik kognitif; metafora; lirik lagu sayyidah aisyah istri rasulullah received 2020-11-10 accepted 2021-05-28 published 2021-06-27 apa citation: kurniasih, d., & umamah, m. (2021).the romance of rosululloh saw. and aisyah r.a. in sayyidah aisyah istri rasulullah song lyrics: cognitive linguistic perspective. research and innovation in language learning 4(2), 103118 http://dx.doi.org/10.33603/rill.v%vi%i.4342 background in the beginning of april 2020, aisyah istri rasulullah becomes one of videos that dominates trending video lists on youtube. youtube is a channel of collective creative activities as well as a part of mainstream media via internet (wirga, 2016, p.15), and content creators that apply youtube as the platform to share ideas and creativities through the video contents they create (cecariyani & sukendro, 2018; mahameruaji, puspitasari, rosfiantika, & rahmawan, 2014). youtube has become an interactive platform to directly convey message through the contents provided such as sharing knowledge, providing music news and videos, delivering speech and preach, etc (kurniasih, 2019, p. 239). more than 20 song videos of aisyah istri rasulullah have been recorded controlling youtube trending pages. it motivates many indonesian musicians are competing to cover the song to be uploaded on their youtube channel, including anisa rahman, sabyan, syakir daulay, andre taulany, ria ricis, aviwkila, and brisia jodie (hadiansyah, 2020). aisyah istri rasulullah song is firstly popularized by projector band, a malaysian band. the song is originally entitled aisyah (a.k.a satu dua tiga http://dx.doi.org/10.33603/rill.v%25vi%25i.4342 research and innovation in language learning 4(2) may 2021 p-issn 2614-5960, e-issn 2615-4137 105 cinta kamu) composed by razif bin zainuddin that has been released on may 2017 by label map music (awaliyah & dwinanda, 2020) on august 2017, the song was appeared in religious version that is recomposed by hasbi haji muh ali or known as mr. bie. the malaysian youtuber later popularized it by uploading the song video on his youtube channel, vitaminbie, with a new title aisyah istri rasulullah and several changes on the song lyrics that led to the romantic story of rasulullah and his wife, aisyah (riandi, 2020). the aisyah istri rasulullah song becomes popular in indonesia as many youtubers try to reproduce it by their own version. this brings up controversion from several parties. such in term of the content, the lyrics are considered as less ethical lyrics in case of describing the great and intelligent aisyah ra as ummul mukminin. this case ends up with the appearance of the new lyrics of the song that don‟t only focus to depict the romantic story of rasulullah saw and aisyah ra but also the intelligence of aisyah ra. (awaliyah & dwinanda, 2020b). however, the controversy over the content of aisyah istri rasulullah song doesn‟t make its popularity recede. anisa rahman, one of the singers that covers that song, responded the critics coming from several parties by changing several song lyrics and title to sayyidah aisyah istri rasulullah and reupload the song video on her youtube channel. the sayyidah title for the great and intelligence aisyah ra is used to give the honor to the wife of the prophet muhammad saw. the object analysis in this research is the transformation toward several song lyrics and title of sayyidah aisyah istri rasulullah. in the term of content, the song lyrics will be analyzed by cognitive linguistics. cognitive linguistics applied to identify how the meaning of the song is conveyed (arifin, 2017). people may interpret the text cognitively and it is very possible that every people come with their own interpretation (kusmanto, 2019). cognitive linguistics is a branch of linguistic studies that analyze meaning from multi-faceted and it is aplicative in all fields especially in human (kristiansen, achard, dirven, & ibanez, 2006; wang & berwick, 2012). as the communication tool, language contains thoughts, desires, or feelings that belong to a speaker or a writer (kurniasih, 2017). in vocabulary research, cognitive linguistics has a kurniasih, d., & umamah, m. 106 p-issn 2614-5960, e-issn 2615-4137 significant role, particularly in describing the word meaning from the aspect of its cognitive semantics (yohani, 2016). cognitive semantics works to explore human natural interaction that is related with their world and environment. cognitive semantics is not only limited to discuss the linguistic scope which is covered in the dictionary but also an entrance for the other macro studies such as human culture and experience (wiradharma & ws, 2016, p.7). evan and green states that the cognitive semantics principle is concept formation, semantic structure, meaning representation, and meaning construction (evans & green, 2006. p.48). particularly, cognitive semantics is applied to investigate conceptual structure (science representation) and conceptualization (meaning construction) (wiradharma & ws, 2016, p.10). cognitive semantics defines metaphor as the cognitive process of conceptualization which depends on the mapping of two sectors, or three (1) source domain, (2) target domain, (3) a set of mapping relation or correspondences (croft & cruse, 2004, p.201). metaphors are a universal aspect of the human experience and are a natural consequence that occurs over and over again in everyday life (wnuk & ito, 2021: 196). conceptually, metaphors that occur in natural language are based on systematic binding between the source domain and the specified target (lederer, 2019: 167). metaphor is not only used to deliver message but also to think about something (fatikhudin, 2018; nirmala, 2014). lakoff and johnson explain that metaphor has three types, (1) ontological metaphor, (2) structural metaphor, (3) orientational metaphor (lakoff & johnson, 1980). according to saeed (2003), imagery scheme is an important part of cognitive semantics conceptual structure. in addition, imagery scheme is the structure of meaning obtained from the experience as the result of how a body interact with the environment. this experience is beneficial for getting abstract and logical understanding. metafora konseptual dalam lirik lagu band revolverdherld album in farbe in the journal of sawerigading is the study related to cognitive semantics on the song lyrics by dessiliona & nur, 2018). the result of the study indicates that the songs of research and innovation in language learning 4(2) may 2021 p-issn 2614-5960, e-issn 2615-4137 107 revolverheld band are created to tell about life journey, love story, and grief. there are 27 conceptual metaphor found in the study that are later categorized into 11 ontological metaphor, 2 orientational metaphor, and 14 structural metaphor. the study also shows the result of the imagery schemes that are found, 1 space schemes, 2 scale schemes, 4 force schemes, 4 identity schemes, 3 unity/multiplicity schemes, 5 container schemes, and 8 existence schemes. the other related studies also has been done by nucifera (2018), analisis semantik kognitif pada lirik lagu daerah aceh bungong jeumpa published in the journal of jurnal samudra bahasa. the result of the study shows that the use of metaphor on bungong jeumpa song lyrics refers to the women in aceh as the object depicted through the song. the message that is delivered in a traditional song are delivered by using metaphors in order to sound beautifully but have deep sense of meaning if the meaning is discovered. both of the studies have similarity in examining song lyrics by cognitive semantics approach with this research. however, both of them have some differences such as the object which is analyzed and theoretical framework kinds of metaphor discussed in cognitive semantics. this study will identify cognitive semantics conceptualization on sayyidah aisyah istri rasulullah song lyrics. this song is chosen to analyze as it is currently viral on social media and several times controlling trending lists on youtube, and it will provide new insights for readers as limited analysis on this phenomenon. the lyrics depict how the romance of prophet muhammad and his wife aisyah is. in addition, the process of composing the song lyrics comes from several valid hadits. the interesting thing which comes from this song is that the process of converting hadits into a song so that people could enjoy must require an analysis and process of human cognition as the song is about a great influencer of islamic civilization over the world while the composer is not the witness of story events. thus, there is the use of language as a process of human cognition manifested in the form of songs (wiradharma & ws, 2016). this study is aimed to discuss metaphor which is categorized by lakoff and johnson into three kinds, structural metaphor, orientational metaphor, and ontological metaphor found in sayyidah aisyah istri rasulullah song lyrics. kurniasih, d., & umamah, m. 108 p-issn 2614-5960, e-issn 2615-4137 methods this research includes qualitative descriptive types. according to (creswell, 2009, p. 173) qualitative research is a method that uses text and images with interesting steps in analyzing data as well as using diverse research strategies. qualitative research aims to gain insights related to the construction of reality that occurs to be interpreted (cropley, 2019: 10). the strategy used in this study is content analysis. according to (weber, 1990: 9) content studies are an interesting way of concluding with efforts to obtain messages that are done objectively and systematically. content analysis is used in the study of human behavior by analyzing the communication contained in novels, short stories, newspapers, textbooks, and so on (frankel & wallen, 2012). the source of the data from this study is the lyrics of the song aisha istri rasulullah. data collection was done by recording the the song aisha istri rasulullah. recording technique is a data capture technique by recording the results of data weeding (sudaryanto, 2015, p.203). then the data were classified based on research needs and analyzed using cognitive semantic studies in the form of lakoff and johnson metaphorical theories. data analysis techniques used interactive analysis techniques. interactive model, is qualitative data analysis with three flows (data reduction, data presentation, and verification) (miles & huberman, 1994, p.16). findings and discussion this part of study is arranged based on metaphor classification. generally, the result shows that structural metaphor is mostly found. there are 4 imagery schemes that are identified, identity (matching), space (up-down), and existence (object, bounded space, cycle) (lakoff & johnson, 1980).. the analysis of structural, orientational, and ontological metaphor found in the sayyidah aisyah istri rasulullah song lyrics is presented below. structural metaphor structural metaphor is a metaphorical concept which is constructed from one structure to another based on two domains, source domain (rsu) and target domain (rsa) (haula, 2018; haula & nur, 2019). the findings of structural metaphor on sayyidah research and innovation in language learning 4(2) may 2021 p-issn 2614-5960, e-issn 2615-4137 109 aisyah istri rasulullah song lyric with its different imagery schemes identification are presented as follows (1) mulia indah cantik berseri (glorious beautiful radiant beauty) kulit putih bersih merah dipipimu (pure white skin red on your cheeks) 1 indicates metaphorical expression. the rsu is mulia indah cantik berseri, kulit putih bersih merah di pipimu and sayyidah aisyah istri rasulullah is identified as the rsa. this datum is categorized as structural metaphor as both of phrases in datum (1) refers to physical characteristics of aisyah ra. the similar concept that is identified from rsu and rsa indicates imagery scheme of identity (matching). aisyah ra has a beautiful face and white skin. that is why the prophet muhammad saw calls her humaiira (reddish white). this is supported by hadits narrated by ibn majah. ibnul atsir also explains in an-nihayah (1/1044) as follows, “he (rasulullah saw) often calls her (aisyah) 'ya humaira' which is a form of tashghir (smaller form of thing) from 'hamra' (red) while what is meant by is refers to white." (2) hingga nabi minum dibekas minummu (until the prophet drank your drinking imprint) 2 is structural metaphor as in the part dibekas minummu shows how the prophet muhammad saw loves his wife aisyah ra. the rsu of this datum is dibekas minummu while the target domain (rsa) leads to the prophet muhammad saw and aisyah ra. the metaphor concept identified in datum (2) indicates the existence imagery scheme of an object. the following hadits explains how rasulullah expresses his love to aisyah by drinking on the same drink from the same glass as aisyah ra. aisyah ra said, “i drank when i was mestruating, then i gave it to the prophet sallallaahu‟ alaihi wasallam, then he put his mouth on the place of mine. i also ever bit a meat when i was getting period, thenthe rest of the meat – i gave it to the prophet, then he also put his mouth on the same part of the meat where i bit it (hr. ahmad: 24373). kurniasih, d., & umamah, m. 110 p-issn 2614-5960, e-issn 2615-4137 3 bila marah nabi kan mencanda mencubit hidungmu (when angry the prophet jokingly pinches your nose) 3 is categorized into phrase that has structural metaphor expression. the word mencanda shows the expression of love and affection of the prophet muhammad saw toward his wife aisyah ra. the word mencanda is identified as the rsu while the rsa leads to aisyah ra. the identification of rsu and rsa concept indicates the existence imagery scheme of an object. it is known from hadits that explains that the prophet muhamamd saw pinched aisyah‟s nose when she was angry. “when she was angry, then the prophet muhammad saw pinched her nose and said," o 'uwaisy (aisyah‟s nickname), say,' o allah, the lord of muhammad, forgive my sin, please remove the anger in my heart and save me from the misleading slander. ” (hr. ibn sunni: 455). 4 kau istri tercinta (you beloved wife) the metaphorical sense in the datum (4) is identified by supperlative degree of word tercinta. the source of domain is tercinta while aisyah ra is the target domain. the word tercinta means “loved” or “liked” the most. this concept of structural metaphor indicates the imagery scheme of existence in the form of an object. a hadits below proves the statement that aisyah is the most beloved wife of prophet muhammad saw. it comes from „amr bin al-„ash radhiyallahu „anhu, he said that one day he asked rasulullah shallallahu „alaihi wa sallam a question.“who do you love the most” he answered, “aisyah”. he asked him again, “who is the man that you love the most? he answered, “her father (abu bakar ash-shhiddiq)” (hr. bukhari: 3662 and muslim: 2384). (5) bahkan baginda mengajak main lari-lari (even the prophet invited to run around) the metaphorical expression in datum (5) is identified from the phrase mengajak main lari-lari. the rsu refers to lyric mengajak main lari-lari while the rsa leads to aisyah ra. the lyric mengajak main lari-lari shows that in expressing his love to his beloved wife aisyah ra, the prophet muhamad saw is playing a running with her. in the case research and innovation in language learning 4(2) may 2021 p-issn 2614-5960, e-issn 2615-4137 111 of it, rasulullah saw married aisyah ra in very young age of her. the imagery scheme is notified from this metaphorical expression is the existence of an object. the event described in datum (5) comes from the hadits below. “aisyah ra said, once i accompanied the prophet muhammad saw in a journey. i was young and my body was thin. rasulullah saw said to his followers, „please go first‟. so they went ahead of the prophet muhamamd saw. then rasulullah said to me, „come here, i will take you to a race‟. so i accepted him, then i succeeded in defeating rasulullah saw, and then he was silent at that time. until one day my body was not thin anymore, and i forgot what the journey will go. he said to his followers, „please go first‟. so they went ahead of rasulullah saw. then he said to me, „come here, i'll come back to invite you to a race‟. so i fulfilled his invitation, then he succesfully made me defeat. he laughed and said, „this is my revenge‟.(hr. ahmad). orientational metaphor orinetational metaphor is metaphor that is oriented with space, such as top-down, inside-outside, front-back. this study identifies 4 data that are included into orientational metaphor with imagery scheme of each datum. (6) sayyidah yang selalu dengan nabi (sayyidah who is always with the prophet) metaphorical expression identified from this datum is selalu dengan nabi. source domain is the lyric selalu dengan nabi while the target domain refers to aisyah ra. the phrase selalu dengan nabi which indicates the meaning of loyalty of always being together depict the existence as an entity. the implication of selalu dengan nabi refers to a good thing, a loyalty. the fragment of lyric selalu dengan nabi indicates imagery scheme of up-down space between rsu and rsa that is constucted by the sense of comfort and peace. this imagery scheme of up space leads to a positive element. the phrase in datum (5) also indicates the term of happy is up. (7) setia bersama hingga ujung nyawa (faithful together to the end of life) the metaphorical expression found in datum (7) is hingga ujung nyawa. the rsu refers to hingga ujung nyawa and the rsa is targetted to the implemetaion of aisyah‟s loyalty toward the prophet muhamamd saw. it identifes the concept od the circumstance of an entity. the lyric hingga ujung nyawa in datum (7) depict the popular romantic story kurniasih, d., & umamah, m. 112 p-issn 2614-5960, e-issn 2615-4137 event of when rasulullah saw was getting sick until the prophet muhammad saw passed away, aisyah always stood by him and never left his side. the imagery scheme identified is the existence imagery scheme of bounded space (finite period of time). (8) kau di samping rasulullah (you beside rasulullah) in datum (8), the metaphorical expression is shown by the fragment of di samping. source domain of this datum is di samping while the target domain refers to the loyalty of aisyah ra. the phrase di samping denotes the adjective “near”. this concept indicates the circumstance of an entity. the imagery scheme which comes from the interpretation of the metaphorical expression indicates the existence of bounded space. narrated form aisyah, she said, “rasulullah -sallahallahu 'alaihi wasallam once said when he was healthy, „no prophet is passed away before the god has shown him a special place for him in his heaven, then his god asked him to stay or leave the world)‟. “when rasulullah saw was sick and his head was on my thigh, he fainted for a while, then he wake up and turn his look to the roof, then said, „o allah, meet me with the highest lover‟. i said to myself, „this means that he chose to leave all of us. aisyah understood that it is what he wanted to say to us. aisyah continued, that is the last word that the prophet muhammad sallallaahu 'alaihi wasallam said, „o allah, meet me with my highest lover‟ (hr. bukhari). (9) bila lelah nabi baring di ribamu (when tired prophet lay on your lap) the metaphorical expression in datum (9) is identified from the phrase baring di ribamu. the source domain is led to baring di ribamu while the target domain is referred to the comfortable circumstance. the word baring means “lie down” and ribamu means “a lap of yours”. the concept of ribamu shows the reference of an entity. the sense shown by the fragment baring is feeling comfort and peace to stay. the lyric baring di ribamu in datum (9) indicates the imaery scheme of up-down space constructed by rsu and rsa which is referred to the sense feeling of comfortable circumstance. the up space is valued as the positive thing while down is oriented to the research and innovation in language learning 4(2) may 2021 p-issn 2614-5960, e-issn 2615-4137 113 negative value. this up-down concept also could be understood by the term of happy is up; sad is down. ontological metaphor ontological metaphor is the type of metaphor that discusses the concept of abstract elements, such as thoughts, experiences, and processes into a subtantial element. the following data classified into ontological are presented below. (10) tulusnya nabi mencintamu (sincerely the prophet loves you) the metaphorical expression in datum (10) is marked by tulusnya. the source domain refers to the fragment of lyric tulusnya while the target domain is the feeling of rasulullah saw toward his wife aisyah ra. the phrase tulusnys describes an event as an entity. this phrase tulusnya or “sincerity of him” is interpreted literally deep, pure and no pretense. the prophet's sincerity in loving aisyah could not be measured by anything else as the prophet's love is unconditional. the datum indicates the existence imagery scheme of bounded space for infinite space. (11) seketika kau riang memanja (instantly you're cheerfully spoiled) the metaphorical expression identified in datum is marked by riang memanja. the rsu refers to riang memanja while the rsa is led to a condition. the phrase riang memanja is used to describe a condition as an entity. the lyric riang memanja in datum (11) indicates the imagery scheme of existence constructed as the object between the rsu and rsa. rasulullah saw spoiled aisyah as aisyah was indeed a spoiled girl who attracted the prophet and made him feel at home because of her and always wanted to spoil her (rahmah, 2015). (12) keagungan kasih cintamu (the majesty of your love) kurniasih, d., & umamah, m. 114 p-issn 2614-5960, e-issn 2615-4137 the metaphorical expression identified in this datum (12) is marked by the word keagungan. the source domain is referred to word keagungan and the target domain is to describe the feeling. the word keagungan explains an event as an entity. the metaphorical expression of keagungan denotes something enermous as the prophet muhammad loves her wife aisyah ra unconditionally. this datum (12) indicates the existence imagery scheme of bounded space for the infinite space. (13) bukan cuma novel cerita khayal dan semu (it's not just imaginary and pseudo-story novels) the fragment of lyric cerita khayal dan semu marks the metaphorical expression. the fragment is identified as the rsu while the rsa is led to describe a feeling. the phrase cerita khayal dan semu explains an event as an entity. the love story of rasulullah saw and her wife aisyah ra is not like fictional stories that people are used to write and read which is built up by imagination and illusion. datum (13) indicates the existence imagery scheme of bounded space for finite space. this study classifies metaphor in the song lyrics of sayyidah aisyah istri rasulullah into three kinds, structural metaphor, orientational metaphor, and ontological metaphor. the metaphorical expression found in the song lyrics dominantly indicate the existence imagery scheme in different elements, such as object and bounded space for finite space. the use of metaphors in song lyrics as a media is to interpret the meaning so that public could get the meaning well. the metaphor attached to a song is aimed to soften, to beautify the purpose and desire to convey the meaning of the song (nucifera, 2018). the characteristic of metaphor which is identified in the song lyrics sayyidah aisyah istri rasulullah is the use of the concrete lexemes which are supported by several hadits. the sorting of concrete lexemes depends on the purpose of the writer to deliver the message to the audiences through the song lyrics. this discovers that the listener cognitively has experience in sensing the expressions used by songwriters. the result of this study is similar with (nucifera, 2018) which reveals that the metaphor in song lyrics research and innovation in language learning 4(2) may 2021 p-issn 2614-5960, e-issn 2615-4137 115 is written in concrete words for the better understanding. metaphors are also used to beautify the song when it plays. the results of this study regarding the use of concrete words in song lyrics are different with the result of the research by (wiradharma & tharik, 2016). the metaphor characteristic found by wiradharma and tharik is the depiction of a social reality in society that concretizes an abstract concept, for example, the word sambalado which means love statement and promises which are only on the mouth and are not proven, swear to say about someone‟s negative behavior, for example, buaya buntung which means someone who causes other people to become loss; and triggers the mindset of the listener or reader to talk about the incident or event that becomes the topic. metaphor is also used to soften the wors that are still considered taboo. in cognitive semantic perspective, the metaphor found in the song lyrics of sayyidah aisyah istri rasulullah is the result of a cognitive process from the songwriter to show the similarities between the source and target domain. the metaphorical expression used is a cognitive process from a writer to conceptualize the experience felt by his/her body in describing the events or experiences that are experienced, felt, and thought. the tool used to express the cognitive process is a metaphor as a part of language (haula & nur, 2019). many people doesn‟t relize that they often use mapping, transforming, or transferring from one form to another, from concrete to abstract (lyra, 2006). the use of metaphors in the lyrics of sayyidah aisyah istri rasulullah aims to convey the content with the light words that are easy to understand. considering that many people do not feel that they know the hadits about the romance of the prophet's life with aisyah ra, of this song as the essence of several hadits can provide knowledge to the audiences in a practical and concrete way. the choice of words and phrases containing metaphorical expressions in this study can provide an understanding of the types and meanings used in the song lyrics of sayyidah aisyah istri rasulullah. this study is similar with the results of research by (nirmala, 2014) which shows that in producing metaphorical expressions, humans are able to use their creativity in choosing and determining the concepts of metaphor. practically, the results of this study are expected kurniasih, d., & umamah, m. 116 p-issn 2614-5960, e-issn 2615-4137 to provide an overview of the role of metaphors in romantic song lyrics based on hadits. conceptual metaphors in song lyrics reflect the writer's perceptions and thoughts. in addition, this research is expected to provide perceptions or imagery schemes that are identified from these metaphors. conclusion and further research the metaphors found in the lyrics of sayyidah aisyah istri rasulullah can be classified into three types, structural metaphor, orientational metaphor, and ontological metaphor. the total of structural metaphors is 5 data, orientational and ontological metaphor are 4 data. the purpose of metaphors found in the song lyrics indicates several concepts pf imagery scheme, identity (matching), circumstance (existence) of an object (object), the imagery space (space) of up-down, and the existence of bounded space for finite space. the characteristic of metaphor found in sayyidah aisyah istri rasululullah song lyrics is the use of concrete lexemes that are strongly linked to several hadits. the use of concrete words as diction is determined by the songwriter's goal of conveying message easily to the audiences. this study is only a small unit of cognitive linguistics studies especially metaphors, so it requires a broader study using different approaches and studies. the next research is needed to produce new findings in order to enrich the linguistic studies in many aspects. further research can use more complex data and theoretical studies than this study to complement the diversity of linguistic studies in song lyrics. this research can also be conducted with other theoretical reviews, for example, using pragmatics theory to analyze the research findings. references arifin, f. 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(2016). kotazawa dalam kajian linguistik kognitif: penerapan gaya bahasa sinekdok. izumi, 5(2). conflict of interest no potential conflict of interest was reported. about authors dwi kurniasih is now a master student at universitas sebelas maret surakarta, solo, indonesia majoring in bahasa indonesia. her profile can be found at https://scholar.google.co.id/citations?user=rxdpibuaaaaj&hl=id. mudhiah umamah is a fresh graduate in english letter, institut agama islam negeri surakarta, indonesia. her research interest is about translation. https://scholar.google.co.id/citations?user=rxdpibuaaaaj&hl=id research and innovation in language learning 4(2) may 2021, pp. 131-141 pissn: 2614-5960 e-issn: 2615-4137 http://jurnal.unswagati.ac.id/index.php/rill copyright 2021@ ubaedillah, budi adjar pranoto, yuniar fatmasari 131 article students' perception of the english intensive program in improving non-english majored students' speaking performance ubaedillah ubaedillah2@gmail.com faculty of teacher training and education, universitas muhadi setiabudi, brebesindonesia budi adjar pranoto budiadjar@gmail.com faculty of teacher training and education, universitas muhadi setiabudi, brebesindonesia yuniar fatmasari yuniarefes@gmail.com fakultas keguruan dan ilmu pendidikan universitas peradaban, indonesia abstract this study aims to determine students' perception of the english intensive program (eip) in improving students' speaking performance. the cross-sectional survey design was designed to analyze a detailed and in-depth analysis using google forms to distribute the research questionnaires. the researcher used two instruments to find the required data and determine students' perception of eip, namely questionnaires and speaking performance test reports. the researcher combined the two instruments to support the research data. researchers recruited 40 students as samples from non english departments. the findings show that after implementing the eip, the students' speaking performance experienced a significant increase of 74.12, which means eip positively impacts improving students' speaking performance. in addition, the student's perception of eip was 88.2% strongly agree and agree, which means the implementation of eip in improving students' speaking performance is eip functions effectively. keywords: students' perception, eip, speaking performance sari penelitian ini bertujuan untuk mengetahui persepsi mahasiswa terhadap program intensif bahasa inggris (eip) dalam meningkatkan kinerja berbicara mahasiswa. peneliti menggunakan dua instrumen untuk menemukan data yang diperlukan dan menentukan persepsi mahasiswa tentang program intensif bahasa inggris dalam ubaedillah, u., pranoto, b.a. & fatmasari, y. 132 p-issn 2614-5960, e-issn 2615-4137 mempraktikkan berbahasa inggris, yaitu; kuesioner dan hasil tes kemampuan berbicara. peneliti menggabungkan dua instrumen tersebut untuk mendukung data penelitian. para peneliti merekrut 40 mahasiswa sebagai sampel dari mahasiswa bukan jurusan bahasa inggris. temuan ini menunjukkan bahwa setelah melaksanakan eip, kinerja berbicara mahasiswa mengalami peningkatan signifikan sebesar 74,12, yang berarti eip berdampak positif pada peningkatan kinerja berbicara siswa, dan persepsi mahasiswa terhadap eip adalah 88,2% sangat setuju dan setuju, yang menunjukan implementasi eip dalam meningkatkan kemampuan berbicara mahasiswa adalah eip berfungsi secara efektif. kata kunci: persepsi mahasiswa, eip, kemampuan berbicara received 2020-11-20 accepted 2021-06-21 published 2021-06-27 apa citation: ubaedillah, u., pranoto, b.a., & fatmasari y. (2021).students’ perception of the english intensive program in improving non-english majored students’ speaking performance. research and innovation in language learning 4(2), 131-141 http://dx.doi.org/10.33603/rill.v%vi%i4385 introduction the increasing globalization and decreasing boundaries between countries make humans more connected through cultural and technological exchanges. competition in the world of work and science, and technology is unavoidable. recently, one of the influencing factors in this process is mastering the english language in order to be able to communicate with nations from other countries (muslem et al., 2019). english fever in china is creating the world's largest population of english-language users (xie et al., 2018). many governments in asia, including china, korea, and singapore, advocate for emi policies in courses because of their benefits to both institutions and their students (jang & wood, 2019). indonesia has for long valued and promoted its national language. therefore, though increasingly recognized, english in indonesia comes with much concern regarding national identity, unity, and equality (hum & choi, 2020). indonesian is the language that unites all indonesian citizens from sabang to merauke because each region has its language, then one language is used nationally to unite the nation. with the rising english usage, there is worry about a potential clash between students' national identity and global identity (hum & choi, 2020). however, in this case, the mastery of foreign languages must be prepared from an early age by young people who are the nation's successors. knowing a second language in addition to one's native http://dx.doi.org/10.33603/rill.v%25vi%25i4385 research and innovation in language learning vol. 4(2) may 2021 p-issn 2614-5960, e-issn 2615-4137 133 tongue is stereotypically viewed as a prestigious trait, separating an individual from the rest of the community and giving more work prospects (abdi & makiabadi, 2019). english lessons have been taught in indonesia from junior high school up to university level. speaking is an essential efl skill students should acquire well (muslem et al., 2019). english is studied at almost every level of education, including higher education (tsuroyya, 2020). a fundamental objective of university educators of foreign languages is to give students the resources and practice necessary to achieve adequate foreign language competence for successful communication (angelini & garcía-carbonell, 2019). teachers have employed various methods to improve students' speaking performance, such as the communicative approach, communicative language teaching, cooperative learning, task-based teaching. however, students' competence to speak the language for communication with foreigners and others remains low (muslem & abbas, 2017). multimedia technology can be used to enhance students' oral language skills (christianson, m., hoskins, c., & watanabe, 2009; hsu et al., 2008). english oral communication abilities are included in this skill set, and students should be encouraged to develop skills (samira, 2014). much prior research explored the phenomenon of implementing a sustainable speaking community. (mustafa et al., 2019) the motivations and learning experiences of japanese as a foreign language (jfl) learners in new zealand, a country where foreign language study is neither mandated nor highly regarded and where the number of jfl learners at institutions has decreased. while nests offer various conversational english classes in korea, nnests conduct most non-english language courses in business and engineering in english (jang & wood, 2019). academic speaking (asp) is a course offered as part of international christian university's (icu) english language program (elp) in tokyo, japan "to help students feel more comfortable in academic oral communication situations, especially in various functions for leading and participating in discussions" (christianson, m., hoskins, c., & watanabe, 2009). speaking a foreign language is considered a problematic language acquisition since it requires competence and command in the target language (khan et al., 2018). (kuehn, 2019) explored the international chinese students either engaged in or rejected eap courses at their universities due to their perceived advancement toward an imagined ubaedillah, u., pranoto, b.a. & fatmasari, y. 134 p-issn 2614-5960, e-issn 2615-4137 english-speaking community. (khan et al., 2018) the purpose of this study was to examine speaking anxiety and strategy in english as a foreign language (efl) by comparing genders and language competency levels at a community college in taiwan. according to the previous studies, many researchers from different countries explored implementing a sustainable english community at the university. it is recommended that other researchers conduct additional research in this related area of the english community. the studies investigating students' perceptions of the english community remain limited. most of the researchers researched how english community used for teaching in efl and english student's department (christianson, m., hoskins, c., & watanabe, 2009; jang & wood, 2019; khan et al., 2018; kuehn, 2019; mustafa et al., 2019) however, many things can be explored more about how students of non-english department perception about the implementation of english intensive program to improve students' speaking performance. through the english intensive program (eip), the language center officially organizes non-sks programs to becomes a facilitator for students improving students' speaking performance. additionally, the previous research (abdi & makiabadi, 2019; angelini & garcía-carbonell, 2019; de burgh-hirabe, 2019; hsu et al., 2008; khan et al., 2018; mospan, 2018; mulyono et al., 2021; muslem et al., 2019; sevy-biloon & chroman, 2019) was primarily conducted about the using of some media or strategies to improve students' speaking performance. this study focused on students from nonenglish departments' perceptions about implementing an english intensive program to improve students' speaking performance. therefore, the questions leading the present research are 1). how do students' english speaking performance using eip? 2). how do students' perceptions of eip in improving the students' speaking performance? methods this study used descriptive-quantitative research to describe and analyze the students' speaking performance using eip. the quantitative data were analyzed by using descriptive statistics. the data were processed the likert scale from strongly agree to disagree strongly. furthermore, the cross-sectional survey design was designed to research and innovation in language learning vol. 4(2) may 2021 p-issn 2614-5960, e-issn 2615-4137 135 analyze a detailed and in-depth analysis using google forms to distribute the research questionnaires and frequently used attitudes and respondent opinions (connelly, 2016). the data were garnered from questionnaires and speaking test reports. this research's primary data gathering method was through the distribution of questionnaires to respondents (creswell, 2014). students enrolled in the english intensive program comprise the population for this study. eip has a total membership of 107 students. to choose the subject of this study, the researcher employed primary random sampling. forty students attended muhadi setiabudi university .in the academic year of 2019/2020 as the samples of this research participated in eip consisting of 14-second semester students, 12 students of the fourth semester, and 14 students of the fourth-semester sixth semester who have been learning english as majors. furthermore, the researcher used purposive sampling. it means that the researcher chooses participants because they can help the researcher better understand the research questions (creswell, 2014). table 1. profiles of 40 respondents participating in eip no. semester respondents 1. 2nd 14 2. 4th 12 3. 6th 14 amount 40 this study instrument was a questionnaire composed of statements with a scale indicating the frequency of agreement for each item. the likert scale was employed in this study. table 2. likert's scoring table scoring sa da a sd 4 3 2 1 positive perception negative perception the likert scale, which ranges from strongly agree to disagree strongly, is used to determine the amount of agreement. the data acquired from the questionnaire distribution is analyzed using the following procedures: initially, the researcher evaluated the replies to the questionnaire and delivered the questionnaire to the respondents in preparation. the data is then tabulated, scored, and finally tabulated completely. the questionnaire used in the tables was the type of data used to support ubaedillah, u., pranoto, b.a. & fatmasari, y. 136 p-issn 2614-5960, e-issn 2615-4137 this research—tables displaying the results of the questionnaire. to get the data results, the researcher tallied the average score to assess the significant reaction to each statement. the researcher then converted it to a percentage to make the data results easier to quantify and represent. (yuliandasari & kusriandi, 2018). results and discussion students' speaking performance using eip based on the student's speaking performance achievement of test results, it can be viewed that there was an increase in students speaking performance after applied eip, as shown in figure 1. figure 1. students' speaking performance of eip based on the initial result of student's speaking performance test results in figure 1, the accumulation of several assessment aspects, which included pronunciation, vocabulary, grammar, fluency, and expression, showed that the students' speaking performance is in the range of 64 average value before implementing eip, which is still lack categorized. however, after implementing the eip, the students' english speaking performance experienced a significant increase of 74.12, which means there was an increase of 11.56%. therefore, it can be concluded that eip positively impacts students' english speaking performance. analyses of the data obtained from students' test results found that the implementation of eip significantly improved students' speaking performance. this finding consisted with (de burgh-hirabe, 2019; elnadeef & abdala, 2019; kuehn, 2019; mulyono et al., 50 60 70 80 before eip after eip 64 74,12 students' speaking performance research and innovation in language learning vol. 4(2) may 2021 p-issn 2614-5960, e-issn 2615-4137 137 2021; wahyuningsih & afandi, 2020) the english clubs or communities helped the students to develop a positive attitude towards the english language and to be sensitized to speaking in english. after utilizing eip as an english community, students had higher success on speaking tests than before to use eip, mainly to get extra coaching from the community to enhance their language skills. students' speaking performance's capacity to communicate before joining eip was still deficient because students who are not english majors are severely constrained in their ability to acquire english. students receive only four times english classes, which was insufficient to develop the capacity to communicate in english. students must thus enroll in extra programs and join an english language community. the eip substantially increased students' speaking performance for students from the non-english department based on english achievement analyses. the study discovered that eip was substantially enhanced. numerous studies have been conducted to examine english communities' effects on learning english (abdi & makiabadi, 2019; hum & choi, 2020; sevy-biloon & chroman, 2019; tsai, 2018) effects on speaking performance by students from the english department. this study's findings contrast those research, which is performed research on the use of english community to increase students' speaking performance from non-english department students. as evidenced by considerable increases in speaking performance, the immersive of eip was extremely useful for non-english department student to improve their speaking performance. students' perception of eip in improving the students' speaking performance according to the findings of this survey, the members of eip had good opinions of english speaking performance. after collecting the data, the researcher initially recruited a sample of responses from eip 40 participants. overall, 80% of respondents agreed with the statement in the questionnaires, while 20% disagreed. as a result, eip participants had outstanding perceptions. the following tables provide further information on the data distributions in general. table 4. students' perception of eip in improving students' speaking performance ubaedillah, u., pranoto, b.a. & fatmasari, y. 138 p-issn 2614-5960, e-issn 2615-4137 aspects frequency percentages total percentages strongly agree 20 50 80 agree 12 30 disagree 4 10 20 strongly disagree 4 10 according to the statistics above, students' perception of eip (strongly agree and agree) was 80%, which was much higher than students' perception of eip (disagree and strongly disagree), which was only 20%. thus, the data shows that eip functions effectively because its members have a favorable impression of it toward the implementation of eip in improving students' speaking performance. in the light of these findings, the data shows that the implementation of eip works effectively against improving students' speech performance. based on the answer to the participants' questionnaire. the participants have positive responses against the use of eip to improve their speaking performance. these findings were aligned with previous studies conducted by (de burgh-hirabe, 2019; kuehn, 2019; mulyono et al., 2021; samira, 2014; tsai, 2018; wahyuningsih & afandi, 2020; xie et al., 2018). conclusion & recommendation this study investigated the students' speaking performance using eip and students' perceptions of eip in improving the students' speaking performance. this study revealed that before implementing the eip, the students' speaking performance was still lacking categorization. the findings showed that the implementation of eip significantly improved students' speaking performance. analyses obtained by students' achievement of speaking performance showed that the high achievement students after using eip significantly better performance in all measures of speaking performance than before joining eip. therefore, the students have been aware that eip can help speaking performance for the learners. the students elicited many benefits to help them become successful learners, learning performance in speaking performance. the researcher implemented eip and tried to determine the students' perception of their englishspeaking performance. by the finding of the data shows that eip functions effectively because its members have a favorable impression of it toward the implementation of eip in improving students' speaking performance. research and innovation in language learning vol. 4(2) may 2021 p-issn 2614-5960, e-issn 2615-4137 139 this study still has some limitations that can be seen as considerations in the future. firstly, participants in this study are still in a narrow scope that is only from one college. therefore, this study could not be conducted with many participants. if it were conducted with more than one college, the data would be more prosperous. second, this study focuses on the perception of students perception of the implementation of eip and has not explained lecturers' perceptions. third, this study focuses only on students' speaking ability finally, some recommendations for further research are included. they may examine further impressions from several viewpoints, including those of lecturers. additionally, researchers could elicit additional data from participants by exploring lecturers' opinions of the english community's use on many campuses. finally, they can research the application of eip to improve english abilities such as writing, listening, and even integrated skills. acknowledgment the writers would like to express the deepest gratitude to the directorate of research and community service (dprm), ministry of research and technology/national research and innovation agency, and lldikti vi, entrusted and funded the research of the writer in the penelitian dosen pemula scheme. references abdi, s., & makiabadi, h. 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(2020). students' perception on peer correction in academic english research and innovation in language learning vol. 4(2) may 2021 p-issn 2614-5960, e-issn 2615-4137 141 writing: a case study in a higher education. research and innovation in language learning, 3(2), 85. https://doi.org/10.33603/rill.v3i2.3108 wahyuningsih, s., & afandi, m. (2020). investigating english speaking problems: implications for speaking curriculum development in indonesia. european journal of educational research, 9(3), 967–977. https://doi.org/10.12973/eu-jer.9.3.967 xie, j., wei, t., yan, z., jonathan, l., & xi, c. (2018). learner perceptions of demotivators in the efl classroom : experiences of failure on learning outcomes. the journal of asia tefl, 15(2), 491–501. https://doi.org/10.18823/asiatefl.2018.15.2.17.491 yuliandasari, a., & kusriandi, w. (2018). students' perception on english club extracurricular in speaking practices at madrasah. academic journal perspective : education, language, and literature, 3(2), 305. https://doi.org/10.33603/perspective.v3i2.1670 conflict of interest no potential conflict of interest was reported. about authors ubaedillah is a lecturer in english at muhadi setiabudi university in central java, indonesia. he received his bachelor and master in english education. he has taught english for ten years starting from junior high school, high school, and college. he focused on research in esl, efl, and esp. 6586954 budi adjar pranoto is a lecturer at muhadi setiabudi university. he studied at s1 pancasakti tegal university and obtained his bachelor and master's degree from unsoed in education management. 6198631 yuniar fatmasari is an english lecturer at english education study program universitas peradaban bumiayu – brebes. she completed her undergraduate program at semarang state university majoring english literature. she continued her post-graduate at gadjah mada university majoring in literature. she has taught english for twelve years at university and now serves as the head of english education study program in universitas peradaban. she is interested in english literary criticism and english teaching studies. research and innovation in language learning vol. 1(2) may 2018 pp. 111-118 pissn: 2614-5960 e-issn: 2615-4137 http://jurnal.unswagati.ac.id/index.php/rill copyright @ rill 2018 111 flash media implementation in teaching reading anggry arbryan graduate program of english education department, teacher training and education faculty, sebelas maret university, surakartaindonesia abstract the media if used in the educational setting will complement the teaching-learning process. it will make the english language teaching better and more effective, and will also ‗enhance the students‘ ability and to attract students‘ attention in order to understand and experiment with the language. this research aims at: (1) describing how flash media used in teaching and learning of reading, (2) describing the other media that are used to support flash media in teaching and learning of reading, and (3) describing the difficulties of implementing macro media flash player in teaching and learning of reading. this research applies a case study method as one of qualitative research. the subject of the research were the english teacher and students on the ninth grade of one junior high school in wonogiri. the data were collected through nonparticipant observation, interview, and documentation. in analyzing the data, the researcher used interactive model of analysis data by miles and huberman. the findings of the research show that the implementation of the macromedia flash player has shown positive relation in supporting teaching and learning process. the other supporting media were also play the role to complete the teaching and learning experiences. it is hoped that the result can encourage english teachers to explore more medium and implement it in teaching and learning. keywords: flash media, media, junior high school, case study, reading sari media jika digunakan pada pendidikan akan mendukung proses belajar mengajar. media juga akan membuat pembelajaran bahasa inggris lebih baik dan lebih efektif, selian itu juga akan meningkatkan kemampuan siswa dan menarik perhatian siswa dengan tujuan untuk memahami dan bereksperimen dengan bahasa. penelitian ini bertujuan untuk: (1) mendeskripsikan bagaimana flash media digunakan pada pembelajaran membaca, (2) mendeskripsikan media lain yang digunakan untuk mendukung flash media dalam pembelajaran membaca, (3) mendeskripsikan kesulitan implementasi dari flash media dalam pembelajaran membaca. penelitian ini menggunakan metode studi kasus sebagai salah satu dari penelitian kualitatif. subjek dari penelitian ini adalah guru bahasa inggris dan siswa kelas 9 dari sebuah sekolah menengah pertama (smp) di wonogiri. data dikumpulkan melalui observasi, interview, dan dokumentasi. analisis data menggunakan interactive model of analysis oleh miles dan huberman. temuan dari penelitian menunjukkan bahwa implementasi dari flash media menunjukkan hubungan positif dalam mendukung proses belajar arbryan, a. 112 p-issn 2614-5960, e-issn 2615-4137 mengajar. diharapkan bahwa hasil penelitian ini dapat mendorong guru bahasa inggris untuk mengeksplor lebih banyak media dan mengimplementasikannya dalam pembelajaran. kata kunci: flash media, media, sekolah menengah pertama, studi kasus, membaca received 29 april 2018 last revision 05 may 2018 published 21 may 2018 introduction language learning as a process to acquire knowledge needs hard work and sometimes will make students frustrate and get bored. as stated by brown (2007) that language learning is not a simple thing because it involves several aspects such as commitment, intelligent, and emotional response to be able to communicate in a second language. the use of media in teachinglearning process is not a new thing. the media if used in the educational setting will complement the teaching-learning process. it will make the english language teaching better and more effective, and will also ‗enhance the students‘ ability to understand and experiment with the language (rao, 2014, p.142). in this study, the researcher focused on flash media, especially in teaching reading for junior high school students. flash media is a media that is created using macromedia flash player. flash media is one kind of media that can help the teacher to draw the students‘ interest. it is also arouse their motivation to learn. when the teaching and learning process got the attention and interest from the students‘, they will participate actively and focus to the process towards to the successful teaching and learning process. methods this study was held in one of junior high school in wonogiri. this school had implemented flash media as one of the media whether printed or digital in supporting teaching and learning activities. the implementation is also supported with the facilities that provide by the school to improve teaching and learning experience. the design of this study was a qualitative case study in nature, since it dealt with a small-scale case; interpretation as its main method; and put emphasis on the research and innovation in language learning vol. 1(2) may 2018 p-issn 2614-5960, e-issn 2615-4137 113 development process in which events and actions took place (maxwell, 1996: 71). thus, this study used qualitative case study research method in collecting and analyzing data. these words largely formed that is extracted from the following three sources: (1) events: in this study, the events were the activities during english teaching and learning processes in the ninth grade of junior high school. the events were all activities during teaching and learning process of english; (2) participants: in this study, the informants were the teacher and the students of the 9 th grade junior high school; and (3) the document: the sources of data was taken from the document such as: the syllabus as the followed guides, the lesson plan of english subject matter, mid-test score of the students etc. the data for this research are collected using qualitative research method. in collecting the data, the researcher conducted three techniques: (1) observation: the researcher acted as a non-participant observer. having an observation in the teaching and learning process in the classroom is the way of fulfilling the information needed. observation allows the description of the teaching and learning process as it occurs naturally. the observation focused the use of flash media in reading class; (2) interview: the interview of this study consists of questions formulated in order to gather data for answering the research questions. hence, it is addressed to some participants about the information needed by the researcher. in this case, the interview aims to obtain more information. the researcher provided list of questions before the interview session began. in this research, the researcher adopted semi-structured interview in order to get more complicated information about the topic under study; and (3) document analysis: ―document is an umbrella term to refer to a wide range of written, visual, and physical material relevant to the study at hand‖ (merriam, 1988: 112). the documents were also supported by the photograph of the teaching and learning process and also the copy of the flash media that is used by the teacher in the teaching and learning process. results and discussion each of the finding is described in more detail in table 1 summarizes issues arising from research questions in the chapter one of this study. arbryan, a. 114 p-issn 2614-5960, e-issn 2615-4137 table 1. issues arising from the research questions research question issues arising 1. how does flash media used in teaching and learning of reading? a. in what stage of the teaching and learning process b. how is the role of the flash media in teaching and learning process 2. is there any other media that are used to support flash media in teaching and learning of reading? a. kinds of media supporting flash media in teaching and learning process b. how do the other media support flash player in teaching and learning process 3. what are the difficulties of implementing macro media flash player in teaching and learning of reading? a. difficulties from the teacher b. difficulties from the students c. difficulties from the teaching and learning aids 1. the implementation of flash player in teaching and learning of reading the teacher adapting the k13 teaching and learning stages which consist of; observing, questioning, gathering information, associating, and communicating. from the data collected through observation and interview, there are two important terms in this study; (a) in what stage of the teaching and learning process, and (b) how is the role of the flash media in teaching and learning process. in teaching and learning of reading in this class, the implementation of flash player was used in almost every stages of the process. the distribution can be seen in the table 2. table 2. flash player implementation stages in teaching and learning process stage of learning o q gi a c meeting 1     meeting 2    meeting 3     meeting 4     flash player was used in almost every stages of teaching and learning process. from four meetings, the teacher utilized flash player in every meeting. the teacher begins the implementation of the flash media from the very first stage based on the materials and students‘ need. as the result of media implementation, the students were focussing on the media provides by the teacher. they look so active in the early stage until the research and innovation in language learning vol. 1(2) may 2018 p-issn 2614-5960, e-issn 2615-4137 115 middle stage. kimball (1997) pointed out that ―internet-generated materials can be flexibly arrayed to engage students with topics and cognitive tasks relevant to students‘ professional futures. in gathering information stages, the teacher gives the information asked by the students and some additional information that probably needed. the media were also implemented in associating and communicating stages of learning. , murcia (2002) stated that media help us to motivate students and bringing a slice of real life into the classroom and by presenting language in its more complete communication context. media can also provide a density of information and richness of cultural input not otherwise possible in the classroom. the implementation of the media gives the students more detailed information that they willing to share with the other.the flash media that are used by the teacher mostly contains of explanation, reading text, and exercise as shown in the picture below picture 1. example of flash media the role of flash media in teaching and learning process was very important since the teacher uses flash media as the main material beside the handbook. in explaining the material, the teacher prefers to use flash media rather than chalk and talk. it makes the materials were delivered to students with ease. it also attracts students‘ attention and interest because of the animation from the flash media itself. arbryan, a. 116 p-issn 2614-5960, e-issn 2615-4137 2. other media supporting flash player in teaching and learning of reading beside of the flash media, the teacher also uses another media in case to support flash player as the main media in teaching and learning of reading. based on the observation and interview with the teacher and the students, there are several media that also use in the teaching and learning process. those media were: video, printed media (newspaper and magazine), and also materials sourced from the internet. the internet-based activities can take advantage of integrated teaching approaches. collaborative and cooperative learning occurs when computer-assisted language learning (call) is used in language teaching and learning, (mccabe, 1998). evidence was noted that the teacher uses video to support background information of the text in flash media. in some flash media that are used, there are link that can be opened and directed the students to other supporting materials from the text. other than that, the evidence was noted that the teacher also uses printed material when teach about main idea in report text. the teacher utilizes the authentic material to prepare the students in facing real life reading situation. the result of the observation also shows that the other media were supporting the flash media to provide teaching and learning materials and to arouse students‘ attention and interest in the teaching and learning process. 3. difficulties of implementing flash player in teaching and learning of reading the result of the observation reveals the difficulties in flash media implementation in the teaching and learning process. the difficulties come from the teacher, the students, and the teaching aids. from the interview, the teacher said that the material must be filtered to meet the students‘ need. the teacher had to explore the flash media first before it can be used in the teaching and learning process. the filtering process needs long time to the teacher since the materials should be matched with the syllabus and lesson plan. beside from the teacher, from students‘ interview there also some issues. some of the students sometimes cannot find the flash media is interesting to them. for an instance, when the flash player material shows a text about football or racing text, female research and innovation in language learning vol. 1(2) may 2018 p-issn 2614-5960, e-issn 2615-4137 117 students found it uninteresting. the observation also shows that some students get difficulties because the text from the flash player was too small to be read from the back row of the class. harmer (2007) said that this instructional media has two vital components. they are hardware and software. the hardware needed for this instructional media are computer and lcd projector. this instructional media combine both audio and visual material. by using computer based presentation technology – or so called multimedia presentation — enable the teacher to convey much larger information to the students. difficulties from the teaching aid reveals by the observation. the teaching aids were actually compatible with the flash media requirement. the teacher usually prepared the laptop and lcd projector before entering the class. the problems comes from the light intensity of the lcd projector that is reflects on the whiteboard since the teacher is not using appropriate screen to reflects the projection from the lcd so the flash media that is shown by the teacher sometimes cannot be read from certain angle. conclusion & recommendation based on research finding and its discussion, there are three major points to conclude related to the flash media implementation in teaching reading. firstly, there are many media that can be used in teaching and learning of reading. reading was a real life skill, she explained that the media uses were depend on the students need and the material needs. secondly, the implementation of the media has shown positive relation in supporting teaching and learning process. when the media used were filtered well and fit the needs; also the teacher were able to utilize, it can be implemented to fulfill the requirement in supporting teaching and learning process. thirdly, the difficulties in implementing the media were explored from the teacher, the students, and the facilities in teaching and learning process. researcher believe that the difficulties arouse can be solve in the near time. it is hoped that the other researcher, teacher, and school can be maximize, emphasize, and facilitate the use of the media in teaching and learning of english, especially in reading. arbryan, a. 118 p-issn 2614-5960, e-issn 2615-4137 references brown, h. douglas. (1994). teaching by principles: an interactive approach to language pedagogy. new jersey: prentice hall regents. celce-murcia, m. (2002) teaching english as a second or foreign language (3rd ed.). u.s.a.: heinle & heinle publishers. harmer, j. (2007). the practice of english language teaching (4th ed.). cambridge: pearson education. kimball, j. (1997). concept-acquisition: tapping the internet for ideas. jalt96 conference proceedings. retrieved april 1, 2002 from the world wide web: http://www.fauxpress.com/kimball/res/concept.htm maxwell, j. a. (1996). qualitative research design: an interactive approach. thousand oaks, ca: sage. mccabe, m. (1998). lesson from the field: computer conferencing in higher education. journal of information technology for teacher education, 7 (1), pp. 71-84. merriam, s. b. (1988). case study research in education: a qualitative approach. san francisco: jossey bass. miles, m. b. & huberman, a. m. 1984. qualitative data analysis: a sourcebook of new methods. california; sage publications inc. biography anggry arbryan, lives in surakarta, was graduate from the english department of teacher training and education faculty, universitas sebelas maret surakarta, indonesia. his research interest includes reading and tefl in general. he is available at arbryan.anggry@gmail.com. mailto:arbryan.anggry@gmail.com microsoft word rill.journal template copy copy research and innovation in language learning vol. 1(1) january 2018 pp. 29-38 pissn: 2614-5960 e-issn: 2615-4137 http://jurnal.unswagati.ac.id/index.php/rill copyright @ rill 2018 29 the implementation of clinical supervision models towards the language teaching and learning rama dwika herdiawan english language education, universitas majalengka abstract the effective supervision assists the teacher trainees or supervisee develop themselves in terms of the professional development such as teaching instrustions or methods, content, and also pedagogy. this article is aimed to explore as well as discuss the related literature particularly on clinical supervision. it describes best practices in clinical supervision through a set of relevant previous studies, and the roles of supervisor, supervisee, and the students in relation to the use of clinical supervision models used. it also deals with providing some useful guidelines for students and supervisors (not only for clinical students) to pursue the development of relationship among them in conducting the clinical supervision models. therefore, the review of related literature focuses on clinical supervision which is expected to help the whole parties in the supervisory process to accelerate their goals as well as obejctives clearly, and also to minimize the potential problems and facilitate the implementation of effective supervision. keywords: clinical supervision models, , teaching and learning language, supervisor, supervisee. sari supervisi yang efektif itu membantu guru penilai atau guru yang di nilai mengembangkan sisi profesionalisme seperti intruksi pengajaran atau metode, materi pengajaran, dan kompetensi pedagoginya. artikel ini bertujuan untuk meneksplorasi dan juga mendiskusikan literatur terkait dengan supervisi klinis yang memfokuskan pada praktek-praktek terbaik dalam penggunaan supervisi klinis melalui beberapa studi sebelumnya yang menitikberatkan pada strategi tersebut, dan juga peranan supervisi klinis yang telag digunakan. artikel ini juga memberikan kisi-kisi atau model yang bermanfaat bagi siswa dan pengawas untuk mendorong terciptanya model supervisi klinis yang efektif. oleh karena itu, dalam kajian literatur fokus pada penggunaan supervisi klinis yang di harapkan membantu semua pihak dalam proses supervisi dalam rangka mempercepat tujuan mereka secara jelas, dan juga untuk mengurangi masalah yang potensial dan memfasilitasi implementasi supervisi yang efektif. keywords: model supervise klinis, pembelajaran bahasa, pembimbing, terbimbing received 3 april 2018 last revision 13 april 2018 published 18 april 2018 herdiawan, d. rama 30 p-issn 2614-5960, e-issn 2615-4137 introduction supervision has now become the crucial way to develop the teachers’ performances in terms of teaching and learning process particularly. in addition, it can be tool to help them create an appropriate teaching model, content, and also instructions. this article is closely related to review as well as elaborate the relevant theories which mostly deals with the implementation and management of clinical supervision in general and a number of its models in particular.by conducting the supervision, there are some valuable feedbacks that can be acquired by the teachers themselves from the supervisor. meanwhile, harris (cited in cames, 2007) mentions that supervision of instruction as: what school personnel do with adult and things to maintain or change the school operation in ways that directly influence the teaching processes employed to promote learning. regarding the previous statement, the supervision is very influential in terms of building the effective teaching and learning process itself. in addition, fanselow (cited in richards and nunan, 1990) defines that major amis of supervision are to “evaluate” and to “help” teachers-in-preparation. he provides an alternative view of supervision as a means of encouraging teachers to see common classroom events from different perpectives. therefore, there are some appropriate techniques as well as methods which are generally employed for the purpose of providing an alternative view of supervision. according to richards and nunan (1990), there are five major tasks which belong to the supervisor such as (1) to direct or guide the teacher’s teaching, (2) to offer suggestions on the best way to teach, (3) to model teaching, (4) to advise teachers, and also (5) to evaluate the teacher’s teaching. therefore, the supervisor has a number of roles as a guide, model, advisor, and also evaluate. in one hand, he/she provides the appropriate direction or guidance in terms of supervising the teacher’s peformance. in the other hand, he/she can also advise, evaluate , and also model the nature of teaching to the teachers in particular. as a result, the purpose of clinical supervision is “to help teachers develop and improve through cooperative planning, observation, and feedback” (gursoy et.al, cited in acheson & gall 2003). meanwhile, abiddin (cited in fowler, 1996) suggests that clinical supervision provided on an individual basis aims to enable the supervisee to do the job better, and to provide informed, enhancing interactions, research and innovation in language learning vol. 1(1) january 2018 p-issn 2614-5960, e-issn 2615-4137 31 such as professional support, role development, improving confidence, intra and interprofessional networking and improved job control and satisfaction with a view to improving clinical outcomes. from the statements above, clinical supervision provides a number of valuable inputs not only for the supervisor but also for the supervisee in the forms of professional aids, role development, confidence inmprovement, networking, and also job control quality. in this study, it can be beneficial to show the related difference between general and clinical supervision because this is mostly concerned with the issue of clinical supervision. in relation to the previous statement, cames (2007) mentions that general supervision has something to do with out-of-class operations, with administrative aspects while, on the contrary, clinical supervision is something much more specific, an in-class support system, the crucial objective ofwhich is to deliver assistance, counselling and guidance by a competent and skilful observer, all ofthe efforts tending to improve instruction, a teacher's performance and professional growth, the final impact being the improvement of student leaming. based on the statements, it can be concluded that general supervision deals with examining or supervising the administrative aspects meanwhile the clinical supervision focuses on supervising the teachers’ instructions, performances, and also professional developments. this can lead to the improvement of student’s learning as well as achievements in terms of using clinical supervision as the main tool in supervising the students teacher. this article discusses a number of clinical supervision models commonly employed by the supervisors in different areas. this theories are assumed to help the teacher as supervisee as well as the students in terms of achieving their own objectives. in this study, the descriptions mostly deals with roles and practices of supervisor and teacher as a supervisee. both of them should run their own roles effectively. thus, this paper explores a review of the literature on clinical supervision. it focuses on two major areas: the concept of clinical supervision and its theoretical foundations; and the nature of the supervisor supervisee relationship what is meant by ‘supervision’. herdiawan, d. rama 32 p-issn 2614-5960, e-issn 2615-4137 in this section, there are a number of theories which are elaborated one by one in relation to the general definitions of supervision itself. thus, it is also in relation to it, good (cited in cames, 2007) defines supervision as all efforts of designated school officials directed toward providing leadership to teachers and other educational workers in the improvement of instruction; it involves the stimulation of professional growth and development of teachers, the selection and revision of education objectives, materials of instruction, and methods of teaching and the evaluation of instruction. it is clear that it involves not only the supervisor but also the other teachers for the purpose of improvement as well as development of teachers’ professionalism, educational objectives, intructional materials, and also teaching procedures or instructions. the concept of clinical supervision in terms of building the effective language teaching, there must be a relevant solution which enables the teacher to teach the students effectively is clinical supervision. it is also considered to be one prominent aspect of teacher education. gursoy et.al (2013) mentions the idea of “clinical supervision” was first developed by goldhammer (1969) (cited in hopkins, scott, moore & kenneth 1993) in 1960’s. and also states that the basic idea of clinical supervision was to focus on data collection process during observations. furthermore, the term clinical supervision was adopted from the medical profession as it describes a process in which the skills and knowledge of trainees are developed in practice (gursoy et.al, 2013). it is in line with gursoy et.al (cited in cogan, 1973) developed and supported clinical supervision and took attention to the importance of professional interactions between stakeholders (in this case, teacher and observer) to help teacher’s professional development. basically, gursoy et.al (cited in cogan, 1973) defined eight stages of clinical supervision, which focused on planning, observation, and feedback. this is closely in relation to clinical supervision is defined as the actual process in which the supervisor observe, analyze, and also evaluate the teacher’s performance sytematically (richards and nunan, 1990). moreover, they also define the clinical supervision as on going process of teacher development that is based on direct observation of classroom teaching performance. it is also known as clyclical process consisting of three stages: pre observation, observation, and postobservation. research and innovation in language learning vol. 1(1) january 2018 p-issn 2614-5960, e-issn 2615-4137 33 previous studies in this section, there are some elaborations which focuses on providing the previous studies in relation to a number of clinical supervision models. this also shows the implementation as well as management of using the clinical supervision models for inservice teachers particularly. gursoy et.al (2013) investigated the implementation of clinical supervision model to improve the supervisory skills of cooperating teachers and university supervisor during teaching practices. the result reveals that from the analysis of the quantitative and qualitative data, a systematic organization such as the clinical supervison model can improve trainees’ satisfaction with the process. the clinical supervison model increased the number of observations and the quality of feedback. moreover, teacher trainees participation in the process also increases, as the clinical supervison model provides opportunities for reflective practice with two and three-way conferences. the analysis of the qualitative data also provided some detailed information about tts’ understanding of the process. although the majority of the control group stated that they have received feedback after their teaching, they also stated that these were not given in the form of meetings with adequate time for reflection. the feedback was given during unorganized impromptu meetings. the illustration based on gursoy et.al, this indicates that one control group teacher trainee stated that “i received oral feedback. during break time my supervisor evaluated my teaching and told me my weaknesses and strengths”. another mentioned that “my supervisor told me that i was successful. supervisor said he liked my method.” a teacher trainee also stated that he asked for a feedback and the supervisor said that s/he liked his/her performance. these examples illustrate that although the majority of untrained ss provide feedback, the amount is limited. moreover, since this feedback is given in an impromptu meeting there is no opportunity for the teacher trainee to reflect on his/her own performance. in these meetings the s either gives a positive remark or simply provides a list of weaknesses and strengths. t can be understood from the teacher trainees statements of the teacher trainees in the control group that the feedback they received was directive rather than reflective. herdiawan, d. rama 34 p-issn 2614-5960, e-issn 2615-4137 abiddin (2008) conducts a conceptual article which emphasizes on one of supervisory approach commonly adopted towards student/trainee in order to help them achieve their objectives. in this, roles and practices of supervisor and supervisee are described. both parties either a supervisor or supervisee should play their roles effectively. hence, this paper explores a review of the literature on clinical supervision. it focuses on two major areas: the concept of clinical supervision and its theoretical foundations; and the nature of the supervisor supervisee relationship. the current study investigated whether the use of the csm (clinical supervision model) in teaching practices has an effect on the teaching performance of tts (teacher trainees). data analyses revealed that scores from the group that used the csm were consistently higher than scores from the control group. the t-test results indicated that these scores were signifiantly higher than the control group in video 1 and video 3. in addition, scores from both groups increased signifiantly from video 1 to video 3; however, there was no signifiant diffrence between the control group and the experimental group in the size of the increase. ths, there is limited support for the idea that use of the csm improved the teaching performance of tts. it appears that use of the csm had a positive effect on the effctiveness of tts’ teaching, as evidenced by their consistently higher scores in video 1 and video 3. however, the lack of a signifiant diffrence between the experimental and control groups in the amount of change between video 1 and video 3 suggests that more practice in the use of the csm might result in a signifiantly diffrent increase in teaching effctiveness. from the studies done by gursoy et. al (2013)and also abiddin (2008), and also bulunuz et.al (2014), it can concluded that the implemantation of clinical supervision model are successfully employed by the supervisors in terms of evaluating the teacher trainees’ performances in teaching. this program can reflect the improvement of the teacher trainees for the purpose of using the appropriate teaching instructions, content, and also techniques. from the above statement, the roles of supervisor is very crucial in providing evaluative judgement to the teacher as supervisee. the clinical supervision models research and innovation in language learning vol. 1(1) january 2018 p-issn 2614-5960, e-issn 2615-4137 35 clinical supervision deals with the development of the teachers’ competences as well as instructions in teaching certain materials. the systematic manner in which supervision is applied is called a model (abiddin, 2008). training in theory and models of supervision improves the background knowledge of the supervisors, and guides them how to manage the student learning, as well as how to analyse the supervisees’ experiences and development. faugier and butterworth (1994) propose models of supervision divided into three major categories. firstly there are those which describe supervision in relation to the main functions of the supervisory relationship and its constituents. secondly there are those which describe the main functions of the role, and thirdly there are those developmental models which emphasise the process of the supervisory relationship. however, yegdich (1999) argues that in categorising the literature on supervision into these three forms, the authors have sidestepped debate on the essential differences between a supervisory approach and a therapeutic one. she asserts that supervision is concerned primarily with the client and the professional development of the supervisee. based on the relevant theories proposed by gebhard (1984) mentions five models of supervision for pre-service and in-service teacher education programs, which enable teacher educators various options in it. the five models are: (i) directive, where the teacher or the trainee is directed and briefed, the desired instructional behaviors are modelled, and the teacher’s skills are evaluated based on the pre-defied and enacted behavior by the supervisor; (ii) alternative, where the supervisor offers a number of alternative suggestions to the trainee for the actions to be taken without any subjective prescriptions. ths way, the trainee still has the authority to make decisions; (iii) collaborative, where the supervisor works with the supervisee, but does not direct him, by a sharing and effctive communication. first, an issue is posed in the teaching context, and the parties work together on the defiition, examination and the implementation stages; (iv) nondirective, where the supervisors’ role is to offr a listening ear to the trainees and recapitulate their statements to fostermore individualistic choices by the trainees; and (v) creative, where an eclectic approach to herdiawan, d. rama 36 p-issn 2614-5960, e-issn 2615-4137 supervision is exercise by combining supervisory behaviors and responsibilities from previous models and insights from other disciplines. it is obviuos that the models of clinical supervision consists of a number of various types proposed by gebhard as well as faugier and butterworth. each type has its own function as well as procedure which can be employed for the purpose of building the teachers’ professionalism in teaching language particularly. it also provides relevant inputs for the teacher as supervisee to improve as well as improve their own knowledge in classroom management, teaching methods, and also content in general. conclusions clinical supervision closely deals with individual development, professional growth and career development of the supervisees or teacher trainees. the supervisor’s role is to help learners to achieve their goals or objectives by acting as counsellor, facilitator and advisor. counselling is a aprt of the clinical supervision because it can lead to an integrated relationship between the supervisor and supervisee. it includes support, feedback, counselling, consultation, teaching, evaluation, motivation and the monitoring of professional issues. clinical supervision models are successfully used to solve the problems of the current teaching certain materials due to its organizational structure, which provides relevant feedback to the teacher trainee or supervisee. nevertheless, the teacher trainees are not the only ones who obatain the beneficial inputs from the implementation of clinical supervision models but also its structure enables both supervisor and the other teacher as cooperating one to reflect on their performances for further improvement of teaching practices as well as performances. the clinical supervision models are the effective ways to improve teaching practices as well as performances done by the student teacher or teacher educator. but the future studies need to consider the long-term effects of the clinical supervision models is necessary to conduct because the models require considerable improvement of time and resources in order to be simply effective and beneficial. research and innovation in language learning vol. 1(1) january 2018 p-issn 2614-5960, e-issn 2615-4137 37 references abiddin, n.z . 2008. exploring clinical supervision to facilitate the creative process of supervision. the journal of international social research, volume 1/3 spring, 2008. bulunuz et.al. 2014. the implementation and evaluation of a clinical supervision model in teacher education in turkey: is it an effective method?. educational sciences: theory & practice • 14(5) • 1823-1833. cames. 2007. teacher supervision and the concept of clinical supervision. journal of sciences sociales and humaines, vol.8 no.1,2007. cogan, m. l. 1973. clinical supervision. boston: houghton-miffl. faugier, j. and butterworth t. 1994. clinical supervision: a position paper. school of nursing studies. university of manchester. gebhard, j. g. 1984. models of supervision: choices. tesol quarterly, 18(3), 501514. goldhammer, r. 1969. clinical supervision: special methods for the supervision of teachers. new york: holt, rinehart and winston. gursoy et.al. 2013. clinical supervision model to improve supervisory skills of cooperating teachers and university supervisors during teaching practice. journal of education, (1), 191 -203. richards and nunan. 1990. second language teacher education. new york: cambridge university press. yegdich, t. (1999). lost in the crucible of supportive clinical supervision: supervision is not therapy. journal ofadvanced nursing, 29(5), 1265-1275. biography rama dwika herdiawan is an english lecturer in english language education, universitas majalengka. he research interest are including academic supervision and tefl. he can be reached at ramadwika10@gmail.com. herdiawan, d. rama 38 p-issn 2614-5960, e-issn 2615-4137 microsoft word rill.journal template research and innovation in language learning vol. 1(1) january 2018 pp.1-8 pissn: 2614-5960 e-issn: 2615-4137 http://jurnal.unswagati.ac.id/index.php/rill copyright @ rill 2018 1 a correlation between self-confidence and the students’ speaking skill roysmanto sma negeri 1 gegesik abstract this research entitled “a correlation between self-confidence and the students’ speaking skill”. the objective of the research was to investigate whether there is a significance correlation or not between self-confidence and the students’ speaking skill of the third grade of swadaya gunung jati university in academic year 2014/2015, the writer obtained the data by the quantitative research. the writer used correlational design. the population was the third grade students of swadaya gunung jati university cirebon. there were 40 students as sample. the data were collected through interview and questionnaire. the results of this research shows that there is a significance correlation between score of questionnaire and interview. keywords: correlation, self-confidence, speaking skill. sari penelitian berjudul “ korelasi antara kepercayaan diri dan kemampuan berbicara” ini bertujuan untuk menginvestigasi apakah ada korelasi antara keperyaan diri dan kemampuan berbicara mahasiswa tingkat 3 program studi pendidikan bahasa inggris di universitas swadaya gunung jati pada tahun akademik 2014/2015. dengan pendekatan kuantitatif, 40 mahasiswa menjadi sampel. hasil dari analisis data menunjukkan bahwa terdapat korelasi yang signifikan antara kepercayaan diri dan kemampuan berbicara mahasiswa. kata kunci: korelasi, kepercayaan diri, kemampuan berbicara received 03 april 2018 last revision 13 april 2018 published 18 april 2018 introduction speaking is the skill which must produce sentence or utterance in the oral mode. different from the other skills, it is more difficult than the other, because it is more than just pronouncing words (bashir, 2011:38). according to utama et al, (2013) there are two aspects to be success in the speaking skill; linguistics aspect and non-linguistics aspect. grammar, word order, pronunciation, comprehension of utterance, vocabulary, and fluency are the linguistic aspect. and non-linguistics aspect involves personality roysmanto 2 p-issn 2614-5960, e-issn 2615-4137 dimension, such as self-esteem, extroversion, motivation, intergroup climate, and selfconfidence. self-confidence is one of the factors which play the important role in determining the learners’ willingness to communicate of the speaking skill (utama et al, 2013 and dornyei et al as cited in park & lee, n.d.). self-confidence is the crucial part in the speaking skill, because that can give enthusiasm, brave and stimulation to the learners. because that if the learners have high self-confidence, they will be achieve the best performance in speaking skill fluently. in communication play, self-confidence has an important role, exactly in the learners’ willingness to communicate. because that, self-confident give an effect to their abilities. high self-confidence can be positively correlated with oral performance (heyde as cited in park, 2004:198). therefore, student who has higher self-confidence than the other students can communicate well. so, they have the speaking ability in english are better than the other students. that can be supported by the statement that situational selfconfidence in communication plays an important role in determining the learners’ willingness to communicate. (lee and park, 2004:206). speaking skill is more difficult than the other skills, because in the speaking skill, is not only needs pronounce words, but also arrangement of the word in the oral performance (bashir, 2011:38). beside of that, according to chafe (n.d.:41) state that speaking is the activity of someone who use their part of their body, such us lungs, throats, and mouths to produce voice which pass through the air and strike to ears of the listener or the other people. the difficulty in the speaking happened because speaking skill was influenced by many aspects. there are four aspects which is caused the complex process in the speaking skill. such as the grammatical, the sociolinguistic, the discourse, and the strategic (swan as cited in utama et al, 2013:4). except that, utama (2013:3) state that there are two aspects in the speaking skill; linguistics aspect and non-linguistics aspect. grammar, word order, pronunciation, comprehension of utterance, vocabulary, and fluency are the linguistic research and innovation in language learning vol. 1(1) january 2018 p-issn 2614-5960, e-issn 2615-4137 3 aspect. and non-linguistics aspect involves personality dimension, such as selfesteem, extroversion, motivation, intergroup climate, and self-confidence. in conclusion, the study about language is not easy, exactly about speaking, that is caused because the complex process in the speaking skill. people who do not know about the process will find the difficulty in the speaking skill. thus, this research is done to know whether there is significance correlation between students’ speaking skill and their selfconfidence and what happened in the students’ speaking skill at the third grade of swadaya gunung jati university. research methodologies in this research, the researcher used a design which is called correlation research. a major purpose of correlational research is to clarify our understanding of important phenomena by identifying relationships among variables (fraenkel et.al, 2011:331). and the method that was used is quantitative method. quantitative method is the phenomena explaining by collecting data numerically that were analysed by using calculation of mathematic (aliaga and gunderson, 2002). the prospect analyzing numerical data send shivers down the spines many novices the researcher who not only baulk at the thought of statistic but also hold fundamental objection to what they see as the mathematisation of nature. there are two variables in this study, independent variable and dependent variable. the independent variable is self-confidence and the dependent variable is speaking skill at the third grade of the english departement of swadaya gunung jati university. the researcher decided that all the the third grade of the english departement of swadaya gunung jati university as population of this study. every class consists of 20 students. so that the population of the tenth grade are 240 students. in selecting sample, the researcher use random sampling. thus, in this research the researcher selected 40 students randomly. the method of collecting data for this research used two techniques. they were questionnaire and interview. to find the correlation between speaking ability and selfconfidence, the researcher used a pearson product moment correlations. the researcher uses the formula by mcmillan and schumacher (2001:612). roysmanto 4 p-issn 2614-5960, e-issn 2615-4137 rxy = ∑ (∑ )(∑ ) [ ∑ (∑ ) ][ ∑ (∑ ) ] note: rxy = coefficient correlation ∑ 𝑋 = the sum of x (result of questionnaire) ∑ 𝑌 = the sum of y (result of interview) ∑ 𝑋𝑌 = the total sum of x and y ∑ 𝑋 = the sum of x2 ∑ 𝑌 = the sum of y2 n = the number of respondents and to find out what happens in students’ speaking skill of the third grade of the english department of swadaya gunung jati university, the researcher described the data result of the interview and questionnaire. results and discussion this research is about correlation between self-confidence and the students’ speaking skill, and describe the condition of the students speaking skill at the third grade of english department of swadaya gunung jati university. to find out both answers, the steps are as follow: firstly, the writer gave the questionnaire set to know the confidence of students and the writer interviewed the students to get the score of their speaking skill. based on the result, in general the speaking skill of the students at the third grade of the english department of swadaya gunung jati university is well. it can be seen when they had been given the questions, they answered it correctly. in the other word, their answer is match with the questions that was given. beside of that, they also pronounced the word clearly, whereas they still need many times to find the vocabulary and arrange it into the utterance. it was supported by the mean of their speaking skill score which is 82.5, which according to table of students’ mastery measurement by jihad et al (2008: 131) is very good. thus, the condition of the students’ speaking skill at the third grade of the english department of swadaya gunung jati is well. research and innovation in language learning vol. 1(1) january 2018 p-issn 2614-5960, e-issn 2615-4137 5 the second steps is, the writer calculated and analyzed the data of interview and questionnaire to find out whether there is significant correlation or not between selfconfidence and the students’ speaking skill. in the calculation data result, the students that have high score in questionnaire of self-confident, they have high score in the interview. based on the analyzed data result, the students that have high selfconfidence, they answered the question of interview well. exactly, in the fluency aspect, they can speak fluently and clearly. thus, whereas they have problem in the pronunciation aspect, but in general the student who has high confidence, they have speaking skill well. in short, it showed that there is significance correlation between self-confidence and the students’ speaking skill at the third grade of the english department of swadaya gunung jati university. based on the data analysis, the conclusion can be drawn in this study are as follow: first, the students understood what the speaker said but they cannot response fluently. it can be seen from the data result of interview that showed the total score of comprehension aspect is higher than their fluently score, 1.332 > 907.2. second, in general the condition of students’ speaking skill is very good. it can be seen from the mean of the speaking skill score which is 82.5, which according to table of students’ mastery measurement by jihad and aris (2008: 131) is showed very good. third, the condition of self-confidence of the students, in general is they are confident. it can be seen from that mean of the questionnaire result that matched in level confident position; mean is 75.4 that in the position between 60 and 80 in the overall rating of burton (2006:16). forth, the comparison between self-confidence of students and their speaking skill, are obtained that the value df (degree of freedom) is 38. in the table of the degree significant of 5%, is 0.320. it means that the hypothesis is accepted and it can be conclude that a correlation between self-confidence (x) and the students’ speaking skill (y) at the third grade of the english department of swadaya gunung jati university cirebon in academic year 2014/2015 is significant. from the result of the data analysis and conclusion, the researcher proposes some suggestions as follows : first, english teacher is motivator, thus the teacher should support the students to increase their speaking skill. one of the supports is the teacher roysmanto 6 p-issn 2614-5960, e-issn 2615-4137 not just give the material to students, but the teacher should also give the opportunity to the students to try speaking in english. for example, the teacher decided one day to use english or the teacher make the english area as their place to talk in english. second, there are two aspects in the speaking skill; linguistic aspect and non-linguistic aspect, thus english teacher should concern not only in the linguistics aspect of speaking, but also the teacher should concern in the non-linguistics aspect, such as selfconfidence. for example, teacher gives the tips to the students how to increase their confident or how to solve their problem when they talk, etc. third, the teacher should also give the motivation to the students to speak more and more in their daily activity to increase their speaking skill. it can be done by create the situation that support the students to speaking in english. for example, the teacher gives an award to the students that always speak in english, and give the punishment to the students that does not speaking in english. therefore, the students feel that they are forced to speaking in english. because that, the students will be enjoy to speaking in english. conclusion it is, finally concluded that that the hypothesis is accepted. there is a significant correlation self-confidence (x) and the students’ speaking skill (y) at the third grade of the english department of swadaya gunung jati university cirebon in academic year 2014/2015. references aliaga, m. and gunderson, b. (2002) interactive statistics. [thousand oaks]: sage. bahrani, taher., soltani, rahmatollah. (2012). how to teach speaking skill?. journal of education and practice. issn 2222-1735 bashir, marriam. (2011). factor effecting students’ english speaking skills. british journal of arts and social sciences issn: 2046-9578, vol.2 no.1. brown,h. douglas. (2004). language assessment principles and classroom practices. pearson education inc. research and innovation in language learning vol. 1(1) january 2018 p-issn 2614-5960, e-issn 2615-4137 7 chafe, wallace: n.d. (2004) discourse, consciousness, and time; the flow and displacement of conscious experience in speaking and writing. the university of chicago press: chicago & london donald ary, lucy cheser jacobs, asghar razavieh, christine k. sorensen. (2009) introduction to research in education, 8th edition. wadsworth publishing fadhilah, siti. (2011). teaching english concrete nouns using pictionary game. education faculty walisongo state institute for islamic studie semarang. fraenkel, j. r., wallen, n. e., & hyun, h. h. (2012). how to design and evaluate research in education. new york: mcgraw-hill. griffee, dale t. (2012). an introduction to second language research method design and data. tesl-ej publication. harmer, jeremy. (2007). the practice of english language teaching. new york: longman. harmer, jeremy. ( 2007 ) how to teach english. pearson longman: england herrell, adrienne and michael. (2004). fifty strategies for teaching english language learners. new jersey: person education, inc. juwita, agung and rahmasari. n.d. hubungan kepercayaan diri dengan kecemasan berbicara di depan umum pada mahasiswa. uin suska riau. kothari, c. r. (2004). research methodology. new delhi: new age international (p) limited. lee. & park. n.d. l2 learners’ anxiety, selfconfidence, and oral performance. kunsan national university, concordia university. louma, sari. (2004). assesing speaking. cambridge university press. manisha., aggarwal, preeti., (2012). a comparative study of self confidence of single child and child with sibling. international journal of research in social sciences ijrss. issn: 2249-2496. mcmillan, james h and sally schumacher (2001). research in education. london: longman. mcpheat, sean. (2010). personal confidence and motivation. retrieved from http://www.bookboon.com roysmanto 8 p-issn 2614-5960, e-issn 2615-4137 muijs, d. (2004). doing quantitative research in education. great britain: athenaum press ltd. park, hyesook., and lee, adam r. l2 learners’ anxiety, self-confidence and oral performance. kunsan national university, concordia university torky, shiamaa abd el fattah. 2006. the effectiveness of a taskbased instruction program in developing the english language speaking skills of secondary stage students. submitted for the ph.d. degree in education. turk, christophe. ( 2005) how to get the truth in 5 minutes or less in any conversation or situation 2nd edition. spon press: prancis. utama., im, marhaeni, permadi., i. adi jaya. nyoman., a.a.i.n. putra. (2013). the effect of teaching strategy to students’ self confidence and speaking competency of the scond grade student of smpn 6 singaraja. journal program pascasarjana universitas pendidikan ganesha (vol.1 2013). short biography roysmanto, s.pd. is an english staf at sma negeri 1 gegesik kabupaten cirebon. he is interested in speaking and also self-directed learning. he can be contacted at roysmanto@yahoo.com research and innovation in language learning vol. 1(3) september 2018 pp. 119-128 pissn: 2614-5960 e-issn: 2615-4137 http://jurnal.unswagati.ac.id/index.php/rill copyright @ rill 2018 improving students’ speaking skill through talking stick siti romlah smp negeri 1 kedawung cirebon, west javaindonesia abstract this classroom action research was aimed at improving students’ speaking skill on transactional / interpersonal text of class vii a smp negeri 1 kedawung kabupaten cirebon through talking stick. the classroom action research used kemmis and taggart cycle model with 4 stages. the subject of the research were students of class viia with 43 students. the research as carried out from septembernovember 2015 with 2 cycles. the technique of data collection were performance test, performance, while for collecting teacher’ performance used observation and for collecting the data of students’ responses used questioner. to analyze data, data reduction-percentageand simple calculation, data presentation , interpretation. the result showed that in general there was an improvement of classical learning mastery of students; speaking skill of transactional/interpersonal text about 35,36%. this was done by comparing each test on each treatment. the result of cycle 1 showed 19 students of vii a reached classical mastery of learning for about 79,54%. the average score of cycle 1 was 79 and the average score 2 was 81 with very good category. the data of students’ responses reached active criteria on cycle 1 and very good criteria on cycle 2. the teacher’s performance reached score 72 on cycle 72 with very good criteria, and 89 on cycle 2 with very good criteria. based on the gained data, it can be said that the research had achieved its target and the improvement of students’ speaking skill on transactional /interpersonal text of class vii a of smp negeri 1 kedawung kabupaten cirebon through talking stick was successful. keywords: speaking skill, talking stick, transactional/interpersonal text sari penelitian tindakan kelas ini bertujuan untuk meningkatkan keterampilan berbicara teks transaksional/interpersonal siswa kelas vii a smp negeri 1 kedawung kabupaten cirebon melalui talking stick. penelitian tindakan kelas ini menggunakan model siklus kemmis and taggart dengan 4 tahapan. subjek penelitian ini adalah siswa kelas vii a yang berjumlah 43 orang. peneliatian ini dilakasanakan dari bulan september november 2015 meliputi 2 siklus. teknik pengumpulan data adalah dengan menggunakan tes unjuk kerja, kusioner,dan observasi. untuk mendapatkan data hasil belajar siswa digunakan tes unjuk kerja, sedangkan untuk mengumpulkan data kinerja guru digunakan observasi dan untuk memperoleh data respon siswa terhadap romlah, s. 120 p-issn 2614-5960, e-issn 2615-4137 pembelajaran digunakan kuesioner. adapun untuk analisa data digunakan tehnik reduksi data prosentase dan pembagian dan penjumlahan sederhana, menyajikan data, dan interpretasi data prosentase. hasil analisa data menunjukan bahwa secara umum ada peningkatan pada ketuntasan klasikal keterampilan berbicara teks transaksional/interpersonal siswa sebesar 35,36% . hal ini dilakukan dengan cara mmembandingkan hasil tes pada setiap tindakan. hasil tes siklus 1 menunjukan 19 orang siswa kelas vii a mengalami ketuntasan belajar klasikal atau sekitar 44,18%. sementara pada siklus 2 ketuntasan klasikal mencapai 79,54%. nilai rata-rata pada siklus 1 adalah 79 dan rata-rata nilai siklus 2 adalah 81 dengan kategori sangat baik. sementara respon siswa juga mencapai kriteria aktif pada siklus 1 dan sangat sangat aktif pada siklus 2. untuk hasil kinerja guru,memperoleh skor 72 pada siklus 1 dengan kritaria sangat baik dan 89 pada siklus 2 dengan kriteria sangat baik. berdasarkan data yang diperoleh, dapat dikatakan bahwa penelitian telah mencapai targetnya dan peningkatan keterampilan berbicara teks trasactional/interpersonal siswa kelas vii a smp negeri 1 kedawung kabupaten cirebon melalui talking stick dapat dinyatakan berhasil. kata kunci: speaking, transactional/interpersonal, talking stick received 19 may 2018 last revision 25 july 2018 published 26 september 2018 introduction speaking is a communicative activity in which people share their information or ideas (beverly, 1999). speaking is one of the language skills that should be learnt by the students at school (misdi, 2010). in this competency, students must be able to express their thought or ideas or carry out a communication with other people (bnsp, 2006; depdiknas, 2005). . however, in reality speaking skill is still regarded to be difficult by the students to carry out. in this case, a lot of students faced difficulties in carrying out a conversation and expressing their ideas. this happened to the students of class vii a of smpn 1 kabupaten cirebon. in carrying out the learning of transactional/ interpersonal text of asking/giving information, saying thank you, asking for apology, and saying politeness of kd 3.3, students seem confused to compose and perform a dialogue about those materials. the students found difficulties in choosing the suitable words or expression in delivering the conversation. therefore, it is not surprised their speaking skill achievement were not good (furqanul & alwasilah, 1996). meanwhile, the passing grade or minimal mastery criteria was 80 and the classical learning mastery was 75%. consulting these criteria, a lot of students still got the score under the targeted passing grade score, and the classical learning mastery still far from the target. research and innovation in language learning vol. 1(3) september 2018 p-issn 2614-5960, e-issn 2615-4137 121 referring the fact above, that teaching learning activity was regarded to be unsuccessful in achieving its learning target. this was because of some factors, such as the lack of students’ vocabulary mastery, teaching method that seemed unfit with the students’ condition and situation, teaching media that perhaps did not attract student’s interest and attention. considering the explanation above, the writer decided to have remedial teaching for this material. after having discussion with some fellow teachers, the writer decided to carrying the teaching and learning of kd 3.3 on speaking skill of transactional/ interpersonal text of asking/giving information, saying thank you, asking for apology, and saying politeness through ‘talking stick’. this learning model was regarded to be suitable with the condition and situation of students of class viia as it gave more opportunity to the students express their ideas and creates joy among the students in learning that material. the writer hope that this remedial teaching by using talking stick improve students’ speaking skill achievement, increase students’ participation in taking turn in expressing ideas and give a new atmosphere in learning english. methods this research took a classroom action research from rahman (2004) and zaenal (2006) as a method, which took cycle model with 4 stages. they are; 1) planning, 2) implementation, 3) evaluation and observation, 4) reflection. this action research was selected as one of the teacher’ reflective practices (misdi, 2016). the research was carried out at class viia of smpn 1 kabupaten cirebon kedawung – kabupaten cirebon, on – jalan cideng raya jaya in academic year 2015-2016 semester 1 which consisted of 44 students. the data was collected by using 1) speaking test, 2) observation, and 3) questionnaire. the technique of the data analysis was a simple calculation, by finding out the average score of the test, addition and multiplication. to know whether the research met the target or not, the writer set up the indicators and criteria, as follows; 1) 80% of the students have passed the kkm, 2) the average of the romlah, s. 122 p-issn 2614-5960, e-issn 2615-4137 speaking skill was 80 and 3) the students’ participation was good, and the teacher’s performance reached good criteria. result and discussion the treatment of cycle 1 was carried out on 14 and 16 september 2015. while the evaluation was done on 21 and 23 september 2015, with the data as follows; 1) only 19 students– 44.18%, passed the kkm , 2) the average score was 74.30, the teacher’s performance score was 72 and the students’ questionnaire result was 301. from the gained data, it can be known that the research had not met its target. therefore, the research continued to give the next treatment with some improvement, like revising the rpp, using ict, providing more exercises of the learned expressions and opportunities. meanwhile, the second cycle of the treatment was carried on 3 and 5 october 2015. the evaluation was taken place on 19 and 21 october 2015. the result of the second cycle was; 1) 35 students—79, 54% students had passed the kkm, 2) the average score of the test was 81 which supported by the increase of the speaking skill aspect, 3) teacher’s performance score was 89 with very good criteria, 4) students’ questionnaire score reached 344 with active criteria. the reflection of cycle 2 stated that there was an improvement on students’ learning achievement, besides students were more active in doing the task of speaking skill, students’ eagerness and motivation also increased. since the target of the research had been met, the research decided not to continue the treatment. the results of students’ achievement on speaking skill both in cycle 1 and 2 can be explained as follows: 1. there were 25 students did not pass the kkm and 19 students had passed the kkm in cycle 1 2. in cycle 2, there were 35 students had passed the kkm 79, 54% and the students who did not pass the kkm were about 9 students. research and innovation in language learning vol. 1(3) september 2018 p-issn 2614-5960, e-issn 2615-4137 123 from the graph below, it can be known that there was an improvement on students’ achievement. this can be said that the target had been achieved. here are some graphics which showed the gained data both in cycle 1 and 2. graphic 4.1 kkm achievement on cycle 1 and 2 from the data above, we know that the achievement had been increased. we know that in cycle 2 there were about 79, 54% of the students had passed the kkm, while the target was only 75%. regarding this data, it can be known that there were about 4, 54% increase or improvement of the students’ achievement. this can be said that, the research had met its target. viewing the data from the point of average score of the student’s speaking akill achievement, it can be known that in cycle 1, the writer got 74 as the average score of the speaking skill with ‘good’ criteria, while in cycle 2 the writer got the average score 81 with ‘good’ criteria. the data can be illustrated in the graph below. graph 4.2 the average score on student’s speaking skill achievement in cycle 1 and 2 0 10 20 30 40 tuntas tidak tuntas siklus 1 siklus 2 column1 70 75 80 85 rerata siklus 1 siklus 2 column1 romlah, s. 124 p-issn 2614-5960, e-issn 2615-4137 considering the data above, there was also increase on the student’s average score. the target was 80, while the achievement was 81. it meant that there was an improvement, and it can be said that the research had met its target. from the point of view of aspects of the speaking skill, the data can be explained as follows, in cycle 1, the aspect of grammar reached 568, the vocabulary reached 619, the content reached 720, the comprehension 627, and the intonation 661. while in cycle 2, the data can be exposed as the following; the grammar reached 635. the vocabulary reached 700, the content of the speaking reached 728, the comprehension reached 683, and the intonation reached 743. the gained data can be shown in the following table. table 4.13: the achievement of the speaking skill aspect in cycle 1 and 2 aspect/cycle grammar vocabulary content comprehension intonation cycle 1 568 619 720 627 661 cycle 2 635 700 728 683 743 the data above can be illusted in the graph as follows. graphic 4.3: the achievement of the speaking skill aspect in cycle 1 dan 2 from the graph above, it can be known that there was an improvement on each aspect of the speaking kill. it can be said that student’s comprehension and knowledge of the speaking skill aspect had been increased. this achievement supports the students’ achievement on the speaking test. 0 100 200 300 400 500 600 700 800 tata bahasa kosa kata isi pemahaman intonasi siklus 1 siklus 2 column1 research and innovation in language learning vol. 1(3) september 2018 p-issn 2614-5960, e-issn 2615-4137 125 meanwhile, from the questionnaire, the data can be summarized as follow; in cycle 1, it can be gained 301 of the ‘yes’ answer 68,40% with active criteria, while the answer of ‘no’ got 344 or 78,18% with active criteria. the data can be displayed in graph 4.4. graph 4.4: student’s questionnaire result in cycle 1 dan 2 referring the data above, it can be said that the students’ questionnaire result had increased from cycle 1 to cycle 2. it can be know that the improvement was about 9,78% . based on the questionnaire result above, it can said that the indicator of the research had met its target. from the point of view of the score average, it can be know that it had met its target. this can be know from the average score of cycle 1 and cycle 2 which got 1 as the difference (81-80) . while the result of teacher’s observation, it can be attained 17 point of the difference, in which in cycle 1 got 72 point with very good criteria and in cycle 2 got 89 point with very good criteria.. this showed that the target had also met its target. graph 4.5: teacher’s observation based on rpp considering the data above, it showed the improvement of students’ achievement in cycle 1 and 2, and the achievement of the learning mastery which was about 79 % with the average score 81. the result of the questionnaire showed that the students were active in 260 280 300 320 340 360 hasil kuesioner siklus 1 siklus 2 column1 0 50 100 hail pengamat series 1 series 2 column1 romlah, s. 126 p-issn 2614-5960, e-issn 2615-4137 following the activities. in addition, the teacher’s performance observation also suggests very good performance. thus, the learning activities was concluded that both students and the teacher were able to reach the learning target successfully because the contextual way was established as said by amas & endah (2004). therefore, she stopped not to do the next cycle. conclusion based on the data had been analyzed, it can be drawn the conclusion as follows; (1) students’ speaking skill or learning mastery which at first was low (44.18%) improved gradually at the end of the research, which was 79,54%. it means that there was an improvement about 35,36%. this was supported by the result of the questionnaire that reached active criteria. teacher’s performance observation also reached very good criteria. thus, it can be said talking stick learning model can improve students’ speaking skill on transactional/interpersonal text of asking, giving information, saying politeness of class vii a smpn 1 kedawung kabupaten cirebon. (2) students’ speaking skill on transactional/interpersonal text of asking and giving information, saying politeness of vii a smpn 1 kedawung kabupaten cirebon through talking stick learning model got an improvement 7 point in the average score with very good criteria in cycle 2. references amas, s. & endah, y. (2004). pedoman pembelajaran bahasa inggris secara kontekstual untuk guru smp.lpmp. jawa barat. beverly, d. 1999). exploring how texts work. primary english teaching association. australia. bnsp (2006). panduan penyusunan kurikulum tingkat satuan pendidikan jenjang pendidikan dasar dan menengah. jakarta. depdiknas – direktorat jendral pendidikan dasar dan menengah. direktorat pendidikan lanjutan pertama. (2005). materi pelatihan terintegrasi – buku 2 mata pelajaran bahasa inggris. jakarta. furqanul, a. & alwasilah, c. (1996). pengajaran bahasa komunikatif _ teori dan praktek. remaja rosda karya. bandung. research and innovation in language learning vol. 1(3) september 2018 p-issn 2614-5960, e-issn 2615-4137 127 misdi, m. (2010) hotel check in and check out interaction as a transactional genre. paper presented at konferensi international seminar: pemantapan linguistik, universitas padjadjaran misdi, m. (2016, december). reflective practices: a path for teacher empowerment. a paper presented in unswagati one-day english conference, universitas swadaya gunung jati cirebon rahman, r. (2004). makalah model-model pembelajaran. zaenal, a. (2006). penelitian tindakan kelas – untuk guru. yrama widya bandung. biography her name is siti romlah, m.pd. she was born on 9 april 1962 in cirebon. she is an english teacher of smpn 1 kedawung kabupaten cirebon. she started her career as elementary teacher, then she moved to junior high school teacher in 1987. she graduated from unswagati in 1999, and continued her education to s2 degree in 2009 at uia jakarta. she is available at sitiromlahkdw@gmail.com mailto:sitiromlahkdw@gmail.com romlah, s. 128 p-issn 2614-5960, e-issn 2615-4137 research and innovation in language learning vol. 1(2) may 2018 pp. 76-88 pissn: 2614-5960 e-issn: 2615-4137 http://jurnal.unswagati.ac.id/index.php/rill copyright @ rill 2018 76 improving students’ motivation in speaking english through active learning strategy badroeni muhammadiyah teacher training and education, higher school of kuningan, west java – indonesia abstract this research is to analyze the implementation of active learning strategy in improving students‟ motivation in speaking english. active learning strategy was intended to improve students‟ motivation. the researcher undertakes in three procedures; trading place, question students have, and action learning. in this research, the researcher uses classroom action research in three cycles. the model used is kemmis and mc taggart. the stages are four stages including planning, action, observation, and reflectionthe calculation of student‟s mean score, the data of motivation improvement in every cycle;the pre-testis 54.65%, the cycle 1 is 82.55%, cycle 2 is 92.35 and cycle-3 is 98.60.every cycle is done in three meetings. the test is given in four times; the first is pre-test, the second test is in the end of cycle 1, the third test is in the end of cycle 2, and the forth test is in the end of cycle 3. the result of research indicates the improvement of students‟ speaking ability. in this case, quantitative data in every cycle describes the improvement. the pre test has average score 31, cycle 1 has average score 57.83, cycle 2 has average score 69.17, and cycle three has average score 95.34. keywords: motivation, speaking ability, active learning strategy sari penelitian ini bertujuan untuk menganalisis penerapan strategi pembelajaran aktif dalam meningkatkan motivasi siswa dalam berbicara bahasa inggris. strategi pembelajaran aktif dimaksudkan untuk meningkatkan motivasi siswa. peneliti melakukan dalam tiga prosedur; trading place, question students have, dan action learning. dalam penelitian ini, peneliti menggunakan penelitian tindakan kelas dalam tiga siklus. model yang digunakan adalah kemmis dan mc taggart. tahapannya adalah empat tahap termasuk perencanaan, tindakan, observasi, dan refleksi. perhitungan skor rata-rata siswa, data peningkatan motivasi dalam setiap siklus, pre-tes 54,65%, siklus 1 adalah 82,55%, siklus 2 adalah 92,35 dan siklus-3 adalah 98,60. setiap siklus dilakukan dalam tiga pertemuan. tes diberikan dalam empat kali; yang pertama adalah pre-test, tes kedua ada di akhir siklus 1, tes ketiga ada di akhir siklus 2, dan tes keempat ada di akhir siklus 3. hasil penelitian menunjukkan peningkatan siswa kemampuan berbicara. dalam hal ini, data kuantitatif di setiap siklus menggambarkan peningkatan. tes pra memiliki skor rata-rata 31, siklus 1 memiliki skor rata-rata 57,83, siklus 2 memiliki skor rata-rata 69,17, dan siklus tiga memiliki skor rata-rata 95,34. kata kunci: motivasi, kemampuan berbicara, strategi active learning received 03 april 2018 last revision 29 april 2018 published 18 may 2018 badroeni p-issn 2614-5960, e-issn 2615-4137 77 introduction english lesson is one of the difficult subjects in students‟ view. it is indicated with the difficulty in speaking and understanding the meaning what they hear. of course, this problem will affect students‟ speaking competence, the students cannot understand the meaning therefore they had difficulties to speak english. harmer (2007:123) states that there are three main reasons for getting students to speak in the classroom. those are chances to practice real-life speaking in the safety of the classroom, trying to use any or all of the language they know, and having opportunities to activate the various elements of language. based on the researcher experience, most of the students at the second grade of mts. galaherang kuningan, west java, have difficulties in speaking. it hasn‟t mean that they have lack of ideas, but it is related with their motivation to speak out in front of class. they still have low motivation for speaking english. the alternative strategy the researcher will practice is active learning strategy. from this view point, the researcher tried to diagnose, analyze, and follow up the activity that the researcher should do in the future for making progress in teaching and learning process, especially in learning english language. the researcher realized that the difficulty comes from many factors that are related with the activities in the class. furthermore, the researcher would like to take part in the activities in the class by means of action research. giving different treatment, engaging the students, and giving motivation by using three strategies, namely, trading place, question students have, and action learning for speaking, are the procedures that the researcher did. the teachers at mts galaherang, especially english teachers, have conducted classic strategy in teaching and learning process, namely conventional strategy, dictation, and hearing the recording of conversation. they use the strategy in accordance with their experience in the past time when they stated as a teacher. in this case, they undertake the teaching process without an academic consideration well to get the students better than before. this situation is realized that as the educational place in the village with the simple perception of societies in education, the teachers have a little competition in enriching their knowledge of teaching and learning theory. research and innovation in language learning vol. 1(2) may 2018 78 p-issn 2614-5960, e-issn 2615-4137 theoretical review brown (2000:160) statesthat motivation is probably the most frequently used catch-all term for explaining the success or failure of virtually any complex task. it is easy to assume that success in any task is due simply to the fact that someone is “motivated”. according to keller in brown (2000:160), in cognitive terms, motivation places much more emphasis on the individual‟s decision, “the choices people make as to what experiences or goals they will approach or avoid, and the degree of effort they will exert in that respect. besides according to williams and burden in brown (2000:161), a constructivist view of motivation places even further emphasis on social context as well as individual personal choices. each person is motivated differently, and will therefore act on his or her environment in ways that are unique. maslow in brown (2000:161) viewed motivation as a construct in which ultimate attainment of goals was possible only by passing through a hierarchy of needs, three of which were solidly grounded in community, belonging, and social status. maslow saw motivation as dependent on the satisfaction first of fundamental physical necessities (air, water, food), then of community, security, identity, and self-esteem, the fulfillment of which finally leads to self-actualization. meanwhile, moore (2005:372) states that motivation can be defined as something that energizes and directs our behaviors. that is, motivated behavior is behavior that is energized, directed, and sustained. as many experts‟ opinion is declared, motivation in general can be divided into two kinds. they are intrinsic and extrinsic. intrinsic is meant as the influences can come from within the individual. extrinsic can come from outside the individual. moore states motivation focused on behavior. it relates with the real performance resulted from the inner forcing called „energized‟. he also tells „directed‟, as understood that motivation can be appeared in many actions we can observe. from moore‟s opinion above, motivation is clear understood that it gives the mobilization of someone‟s behavior. someone‟s behavior means an individual action that can be proved with the encouragement to do something. futhermore, motivation -in moore‟s point of viewmentioned as the steps gradually and sustainability from time to time. badroeni p-issn 2614-5960, e-issn 2615-4137 79 teaching speaking harmer (2007:123) states that there are three main reasons for getting students to speak in the classroom. those are chances to practice real-life speaking in the safety of the classroom, trying to use any or all of the language they know, and having opportunities to activate the various elements of language. besides the three main reason above, classroom speaking activities should be created like a dynamic class as harmer (2003:271) states there are several preparation making classroom activities active. there are acting from a script, communication games, discussion, prepared talks, questionnaires, simulation and role-play. some theories above explains the prominant cases for preaparing dynamic class. in creating dynamic or active class, not only the prepation of material concepts, but the teacher performance in managing class as well. the teacher‟s duty is to make sure that his teaching is appropriate to his class, that is organized systematically, and that it is exciting (broughton, et al;175). and of course, in supporting the understanding of students‟ situation before starting the class, the teacher should observe th speaking framework (luoma;24). the speaking framework lists the potential social and contextual factors influencing speech as; situation, participant, ends, act sequence, key, instrumentalities, norms, and genre. active learning strategy john dewey and many others (j.millis, 2012:1) were clearly on target: active learning is a crucial element of the new thrust toward what is now commonly called “learnercentered” or “learning-centered” teaching. if teachers‟ desire increased student learning, then active learning is an essential component of effective teaching. active learning is generally defined as any instructional method engages students in the learning process. in short, active learning requires students to do meaningful learning activities and think what they are doing (michael, 01:2004). in this case, the students are interested in doing their activities as their initiation. a teacher gives the facilities to develop their skill development. for making the class dynamic, active learning strategy should be applied by the teacher who can elaborate some activities that engage the students like demonstrations, structured activities, small group discussion, quizzes, interactive lecture research and innovation in language learning vol. 1(2) may 2018 80 p-issn 2614-5960, e-issn 2615-4137 cues, videos, humorous stories, taking field trips, and games (hackathorn, at al, 2011:41). while michael and colleagues in hackathorn (2011:42) described that class is called as „active‟ class if it is containing quizzes, critical thinking exercises, demonstrations, discussion, and in-class activities. as has been stated above that the strategy of active learning to pay attention to the students in their development. learners are given the widest opportunity to show the skills in the classroom with all the innovations and improvisations that they have the technical level. associated with increased speaking skills is the main goal, the researchers chose some of the strategies practiced in class. these strategies are drawn from mel silbermen, including; trading places strategy, question students have strategy, action learning strategy. methods research methodology this method used in this research is classroom action research design divided into several stages. this research was practiced into three cycles. the subjects of the research are the second graders of mts galaherang, kuningan, west java of academic year 2017/2018. the number of students in the class consists of 30 students. findings and discussion findings pre-observation formallypre-observationis held twice meetings which are on 27 and 28 of november, 2017. this includes the introduction of a field, observation during the learning process and comprehension ofthe problems faced by students in speaking. however, it will be observed and student questionnaires about the things that affect their speaking skills. in addition, there are also pre-test step to determine the ability of their inception. observation formally, the observation has been carried out on 25 and 26 of november, 2017. the activity includes the field observation related the teaching and learning process and the badroeni p-issn 2614-5960, e-issn 2615-4137 81 problems faced on by the students during their practicing speaking in classroom. it‟s continued with the filling questionnaire for students about the influence factors of their speaking ability. for getting information more, the researcher gives students pre-test intended to know the pre-competence. the object in this research is the students at the second grade of mts galaherang kuningan district, west java province. the focus of research is to know closely the students‟ english speaking competence. it is as postulate of research to collect the information from many people, like students, collaborators and other observers. the second is the identification of problem; observation undertaken by the researcher can describe the situation of the students. they look the awareness of english speaking problems. the lack of speaking competence is indicated on the former observation. they cannot use a good grammar, low vocabularies, and lack of english expressions contextually. the researcher determines the main focus of the research is improving students‟ motivation in speaking english. in the same time, the researcher discusses with collaborators about the role of researcher is as observer and teacher directly.the researcher continues for gaining the comprehend data after pre-observation activity. the second case is giving questionnaire to the students. it‟s needed for taking the real condition of students in facing on english language class activity. some data needed are from students‟ response in teaching activities. here are the data of questionnaire given before teaching practiced.there are 20 statements given to the students in this case. every student gives comment to the teaching activities experienced in the obvious. they respond some teaching strategies having been given as called as the strategy used by the teacher before the researcher undertakes this research. in the following case, the table will explain number of questionnaire from number 1 to number 20 by means of abbreviation criterion: strongly disagree (sd) = 1; disagree (d)=2; are neutral (n)=3; agree (a)=4; strongly agree (sa)=5 planning research and innovation in language learning vol. 1(2) may 2018 82 p-issn 2614-5960, e-issn 2615-4137 based on the research concept obviously, the research has several steps, including problem identification, determining focus, problem formulation and problem analysis. the research identifies problems from two aspects, namely skill aspect and learning process aspect. based on the beginning skill collected on the pre-observation step, it‟s known that the problems faced on the students at the second degree of mts galaherang, kuningan district west java province are the lack of awareness in practicing english. they do not have any bravery yet to speak out in front of the class and do not have any opportunity to demonstrate speaking skill in the class. therefore, the solution the researcher finds is to try active learning strategy in learning process. acting the action of the first cycle was done on monday, december 4 th 2017 and wednesday, december 6 th 2017. the teacher starts the class by giving a choice for being practiced. the theme of material is asking, giving and declining opinion. the students are practicing in pairs. for 30 students in the class, they are divided into three groups, in every group there is one observer who helps the researcher observe the development students‟ speaking skill in practicing. reflecting after learning and teaching process, the teacher with other collaborators/observer participants reflects the weaknesses in teaching and learning process. from three groups that were observed, they still indicated the lack of motivation. they underwent the influence of the earlier teaching strategy that was not stimulated more to be developed one in speaking. table1 data of students’ speaking ability no. subject pre-test cycle-1 cycle-2 cycle-3 1 s1 45 65 85 100 2 s2 35 55 75 95 3 s3 45 65 85 100 4 s4 40 60 80 100 5 s5 40 60 75 95 6 s6 40 60 75 95 badroeni p-issn 2614-5960, e-issn 2615-4137 83 7 s7 45 60 80 100 8 s8 45 60 75 100 9 s9 40 60 75 100 10 s10 40 60 75 100 11 s11 45 65 80 100 12 s12 35 55 80 100 13 s13 50 65 80 100 14 s14 45 60 75 100 15 s15 50 60 80 100 16 s16 35 55 75 95 17 s17 45 60 75 95 18 s18 35 55 75 100 19 s19 50 65 75 100 20 s20 40 55 80 100 21 s21 45 60 75 100 22 s22 35 50 70 95 23 s23 50 65 70 90 24 s24 40 55 75 95 25 s25 45 60 70 95 26 s26 40 55 75 100 27 s27 50 65 75 100 28 s28 40 55 70 95 29 s29 50 65 75 100 30 s30 35 55 75 95 the result of speaking test after doing teaching in every cycle, the researcher did the test for students. for the first cycle, the researcher gave speaking test on december 6 th 2017. the second cycle test was on december 13 th 2017 and the third cycle test was done on december 20 th 2017. for understanding simply, the result of speaking ability test can be described in the following diagram. research and innovation in language learning vol. 1(2) may 2018 84 p-issn 2614-5960, e-issn 2615-4137 graphic 1 the average data of the result in every cycle from the result of pre-test, cycle-1, cycle-2, and cycle-3, it indicates the progress report of speaking english skill. the students got the better encouragement in practicing without the obstacles they found before. active learning strategy gave the good stimulation to improve students‟ motivation in communicating or practicing english speaking in front of the class. the result of motivation improvement after doing teaching in every cycle, the researcher gave the questionnaire to the students for knowing how far the students have motivation in english speaking practicing. for the first cycle, the researcher gave questionnaire on december 6 th 2017. the second cycle test was on december 13 th 2017 and the third cycle was done on december 20 th 2017. the result of motivation improvement can be described in the following diagram. 0 10 20 30 40 50 60 70 80 90 100 pre test cycle-1 cycle-2 cycle-3 series1 42,76 59,66 76,21 98,1 a x is t it le the average of speaking ability test badroeni p-issn 2614-5960, e-issn 2615-4137 85 graphic 2 the average data of motivation improvement in every cycle from the result of pre-test, cycle-1, cycle-2, and cycle-3, it indicates the progress report of motivation in speaking english. the students got the better encouragement in practicing without the obstacles they found before. active learning strategy gave the good stimulation to improve students‟ motivation in communicating or practicing english speaking in front of the class. conclusion the researcher would like to sum up this research using classroom action research (car) method. having conducted the research on teaching speaking by using active learning strategy in secondary high school, it can be seen that active learning strategy is very effective to improve student‟s motivation in speaking english. this statement is answered in research question. active learning strategy is one of the alternative teaching 0 10 20 30 40 50 60 70 80 90 100 pre test cycle-1 cycle-2 cycle-3 series1 54,65 82,55 92,35 98,6 % the average of motivation improvement research and innovation in language learning vol. 1(2) may 2018 86 p-issn 2614-5960, e-issn 2615-4137 strategies. the researcher undertakes the active learning strategy in three procedures; trading place, question students have, and action learning. the students have many opportunity to develope their encouragement in speaking practice. they can find out, share and practice their experience in speaking in group. trading place procedure gives the opportunity to students to open their mind for preparation in practice, question students have procedure gives the opportunity to share their ideas before practicing, and action learning procedure gives the real practice in speaking. the data of motivation improvement and speaking ability improvement are described as the following: based on the calculation of student‟s mean score, the data among pre-test, cycle-1, cycle-2, and cycle-3. in the pre-test, motivation in speaking english is 54.65%, the cycle 1 is 82.55%, cycle 2 is 92.35 and cycle-3 is 98.60. these data indicates that there is improvement of students‟ motivation in speaking english by means of using active learning strategy. active learning strategy indicates the improvement of students‟ speaking ability too. in this case, quantitative data in every cycle indicates the improvement. the pre test has average score 42.76, cycle 1 has average score 59.66, cycle 2 has average score 76.21, and cycle three has average score 98.10. references broughton, geoffrey.,cristopherbrumfit, roger flavell, peter hill and anita pincas. (2003). teaching english as a foreign language. london:routledge. brown, h. douglas. teaching by principles, an interactive approach to language pedagogy. (2007). new york: pearson longman. burns, anne. (2010). doing action research in english language teaching.new york; routledge. creswell, john w. (2003). research design-qualitative, quantitative and mixed methods approaches. california: sage publications, inc. c. richards, jack and theodore s. rodgers. (2001). approaches and methods in language teaching. new york: cambridge university press. cohen, manion and morrison. (2007). research method in education-sixth edition. new york: routledge. d. moore, kenneth. (2005). effective instructional strategies-from theory to practice california: sage publication, inc. badroeni p-issn 2614-5960, e-issn 2615-4137 87 e. mills, geoffrey. (2003). action research-a guide for the teacher researcher,second edition. columbus ohio: merill prentice hall. e. cooperstain. susan and kocevar. weidinger. elizabeth. (2003). beyond active learning: a constructivist approach to learning. emerald journal. vol. 32. number 2. p. 141. fulcher and davidson. (2007). language testing and assessment-and advanced resource book. new york: routledge. ghazali, syukur. (2010). pembelajaran keterampilan berbahasa-dengan pendekatan komunikatif-interaktif. bandung: refika aditama. hackathorn jana. at all. (2011). learning by doing: an empirical study of active teaching technique. the journal of effective teaching. vol. 11. p. 42. hadley, alice ommaggio. (2001). teaching language in context-third edition. usa: thomson heinli. harmer, jeremy. (2001). the practice of english language teaching-third edition. longman. harmer, jeremy. (2007). how to teach english. longman. pearson education limited. harmin and toth. (2006). inspiring active learning-a complete handbook for today’s teacher. usa: ascd publication. hopkins, david. (2002). a teacher’s guide to classroom research-third edition buchingkham: open university press. hughes, rebecca. (2002). teaching and researching speaking. london: pearson education. biography badroeni is a teaching staf at muhammadiyah teacher training and education higher school of kuningan. his research interest includes tefl and speaking. he can be reached at ibad_best@upmk.ac.id mailto:ibad_best@upmk.ac.id research and innovation in language learning vol. 1(2) may 2018 88 p-issn 2614-5960, e-issn 2615-4137 research and innovation in language learning vol. 1(2) may 2018 pp. 89-100 pissn: 2614-5960 e-issn: 2615-4137 http://jurnal.unswagati.ac.id/index.php/rill copyright @ rill 2018 89 affixation in the script song lyric “hall of fame” euis meinawati foreign language state academy bsi jakarta, indonesia sufi alawiyah foreign language state academy bsi jakarta, indonesia abstract the objective of research is to know affixation in the script song lyric. the main purpose of this research is to know how affixation process happens in the script song lyric “hall of fame”. the method used in this research is descriptive qualitative method. the data used the text script of lyric. the result of this analysis shows that affixation process divided in two types depends on affixes itself. keywords : affixation, lyric song, hall of fame sari tujuan penelitian adalah untuk mengetahui bentuk afiksasi (pengimbuhan) dalam lirik lagu. fokus utama dari penelitian ini adalah untuk mengetahui bagaimana proses pengimbuhan yang terdapat pada naskah atau lirik lagu berjudul "hall of fame". metode yang digunakan dalam penelitian ini adalah metode deskriptif kualitatif. data menggunakan naskah teks lirik. hasil penelitian menunjukkan bahwa proses pengimbuhan yang terdapat pada lirik lagu “hall of fame” terbagi menjadi dua jenis yang tergantung pada afiks itu sendiri. kata kunci: lirik lagu, hall of fame, pengimbuhan received 04 april 2018 last revision 29 april 2018 published 18 may 2018 introduction linguistic is scientific study about language. it means that linguistic is science of language which describes about many languages. linguistic is a central study of language which has a kind of pattern like phonology, morphology, semantic and syntax. before the writer discuss about linguistic, the writer have know about linguistic itself and other science which has related with linguistic. furthermore linguistic is a science. meinawati, e., & alawiyah, s. 90 p-issn 2614-5960, e-issn 2615-4137 the linguists collect the facts of language, the facts that can be empirically verified”. it means linguistic is kind of study learns more specific about language especially in english. in linguistic, morphology is the study of the form words, and the ways in which words of the same language. formal differences among words serve variety of purposes, from the creation of new lexical items to the indication of grammatical structure. learning morphology means learn about language instruction and language grammar. in some languages, the use of morphology to pack complex meaning into single words is much more elaborate than in english. morphology is major subfields of linguistic which studied about words formation and how they are formed. words formation includes morphemes, roots, affixes, part of speech or another element which give influence to word formation. morphology not only learns about linguistic element but also learn the way how they are formed. mark and fudeman (2011, p.1) argues “in linguistic morphology refers to the mental system involved in word formation or the branch of linguistics that deals with words, their internal structure and how they are formed”. it means, morphology is branch of linguistic which related wih the words and how are they formed. hamawand (2011, p.2) argues “morphology is the study how words are built of form-meaning units” “morphology is essential subfields of linguistics”. it means, morphology is subfields of linguistic which studied how words are built. morpheme is the smallest meaningful unit of language. as a part of language morpheme has many function to build a word or sentence. morpheme divided two parts, they are free morpheme and bound morpheme. in fact, every people non-linguist does not know that they use and learn morpheme when they was at school or university. however people do not realize that they were learned about morpheme before. robert and minkova (2009, p.71) argues “all morphemes which are not roots are affixes. affixes carry little of the core meaning of a word. mainly affixes have the effect of slightly modifying the meaning of the basea base is a root or a root plus an affixes, or more than one root with or without affixesto which more affixes can be attached”. it research and innovation in language learning vol. 1(2) may 2018 p-issn 2614-5960, e-issn 2615-4137 91 means affixes can change the meaning of words, even a little modifying meaning from the base root meaning. when people learn about morpheme absolutely they was also learned about affix. an affix has strength relation with morpheme. because actually affix is a morpheme, bound morpheme additionally. generally affixes joined with another morpheme to create new word. base on their position affix divided into three parts, they are; prefixes, infixes, and suffixes. prefix occurs in the left or begin of word and suffixes in the right or end of word. meanwhile infixes occurs in the middle of word, but in english has no infixes. infixes only found in tagalog, greek, and another language. mainly, affixes have the effect of slightly modifying the meaning of the base word. affixation is morphological process whereby a bound morpheme or affix is attached to morphological base word. in other word affixation is process of adding morpheme or affix to create a different form of the words. base on their position it divided into two primary of affixation, they are prefixation to add a prefix and suffixation to add a suffix. brinton (2000, p.78) argues “affixes maybe to types, derivational or inflectional, which have very different characteristics. a derivational affix in english is either a prefix or a suffix”. furthermore, he added “an inflectional affix in english is always a suffix; there may be only one per word”. it means affixes divided into two types, derivational and inflectional affixes. derivational affixes divided into prefix and suffixes. in english, inflectional affixes always contain at the end of word or as a suffix. johnston and schembri (2007, p.127) says “affixation is a process that forms new words by combining bound affixes and free morphemes”. it means is process to combine free morpheme and bound morpheme to create new word form. hamawand (2011, p.10) says “affixation is the morphological process of deriving a new word by adding an affix, namely a bound morpheme, to a root or base”. it means affixation is morphological process that supposed to change a root or base word into new form. the writer chooses affixation as the theme of this thesis because the writer realizes that affixation is the important element of linguistic which interest to be analyzed. almost in every books, newspaper, magazine, script, movie and songs lyric the writer found meinawati, e., & alawiyah, s. 92 p-issn 2614-5960, e-issn 2615-4137 affixation. the writer uses songs lyric as object of research to analyze the affixation. the writer chooses the script song lyrics as the object because it is the writer’s favorite musicians. besides that, in the script song lyrics contain many affixations which happen in some words. based on background of study about analysis of affixation in the script song lyrics, the purposes of research is to know what are the affixation form processes in the script song lyrics “hall of fame”? research methodology the writer used descriptive qualitative research. descriptive research is conclusive in nature, as opposed to exploratory. it gathers quantifiable information for data analysis. qualitative research is a method of inquiry employed in many different academic disciplines. the method of research is content analysis. the writer also used songs lyric to find and analyze affixation which happened in the script song lyrics. separated affixes from the base word make easier to find out the affixes function. validity technique of data i.e 1) the writer read the script song lyrics to analyze affixation which found in the song lyrics. 2) after reading and finding affixation in the song lyrics, the writer analyzed more specifically through separate the free morpheme with the affixes to determine and classify the affixes function. 3) the writer continued to analysis affixation error which happened in the script song lyrics. 4) the writer checked and analyzed the effect caused affixation. 5) the writer confirmed the data with the experts who are competent according to the object study in research. result and discussion in this part the writer discusses about affixation form process, the influence of affixation into structure sentence and also changed of meaning context that caused by affixation in the script song lyrics. in this discussion the writer would like to explain about affixation form processin the script song lyrics. a changed process happens when a root words joined by bound morpheme (affix) and creates new word. the purpose of affixation is to create new word with another meaning or another part of speech which appropriate with sentence necessary. affixation is adding affixes into root word to form research and innovation in language learning vol. 1(2) may 2018 p-issn 2614-5960, e-issn 2615-4137 93 another word. affixes are short elements that usually do not exist as words in their own right but are tacked on to a root word in order to form another. a linguistic expert minkova argues about affixes in his book “english word: history and structure” that affixes have two quite functions. first is to participate in the formation of new words. the affixes which do this are called derivational affixes. the other type of affix, which does not participate in word-formation at all, is called inflectional”. it means base on the function affix divided into two group, they are derivational and inflectional affix. affixation happens influenced by two kinds of affixes, they are inflectional affixes. in this thesis, the writer analyzes affixation in the script song lyrics. the writer used song lyrics as object for this thesis, it is “hall of fame” in the first line of hall of fame song lyric has sentence which has affixation word, that is: data 1: line 1 hall of fame “yeah, you can be the greatest”. in this sentence the word “greatest” is the word which had affixation. the word “greatest” formed from the root word “great” as the free morpheme and affix “-est” as the bound morpheme. affixation process in the word “greatest” is called inflection. because affixation happens in this word do not change lexical category of word. the word “great” as the base word of “greatest” is adjective word and it still adjective after changed into “greatest”. it provides that that the word “greatest” has inflection which caused by inflectional suffix “-est”. when inflectional suffix “-est” in this sentence has function as superlative word. in third line of hall of fame song lyric also has sentence which has affixation word, that is: data 2: line 3 hall of fame “you can be the kingkong banging on your chest.” in this sentence the word “banging” is the word which had affixation. the word “banging” formed by stem or root word “bang” and bound morpheme or affix “-ing”. meinawati, e., & alawiyah, s. 94 p-issn 2614-5960, e-issn 2615-4137 affixation in the word “banging” not caused lexical category changed. it still verb before or after affixation. so kind of affixation which happens in the word “banging” is inflection. function of inflection in this sentence as present participle. in another sentence contains same affixation word like before “banging”. it found in line 6 hall of fame songs lyric: data 3: line 6 hall of fame “you can talk to god, go banging on his door”. in this sentence has same condition like before. when “bang” as free morpheme or stem word combine with “-ing” as bound morpheme or affix. however in this case affix “ing” has different meaning. in the next line in hall of fame song lyric contains a sentence with another kind of affixation, it is: data 4: line 10 hall of fame “you can break the rocks”. in this sentence affixation word happens in the word “rocks”. the free morpheme “rock” combine to bound morpheme “-s” to form “rocks”. however the affixation in this case not change the lexical category. it still noun word before or after affixation. so it is inflection which happens in this case. the function of affixation in this sentence only to change a meaning of word especially in the word “rocks”. inflection suffix “-s” in the word “rocks” functioned to show plural noun. it means not only one “rock” but also two or more “rock”. in the next line, another sentence which has affixation word found in line 13 hall of fame song lyrics, it is: data 5: line 13 hall of fame “standing in the hall of fame”. research and innovation in language learning vol. 1(2) may 2018 p-issn 2614-5960, e-issn 2615-4137 95 in this sentence happens in the word “standing”. free morpheme “stand” as verb word combine with suffix “-ing” to form another word “standing”. however it hard finds function of affixation word in this sentence except to change the meaning of word. because in this line it not a complete sentence. this sentence does not have noun word. however if the writer analyze this sentence base on the meaning from previous or next line, the writer assume that the function of affixation word of “standing” in this sentence is as present continuous verb. it because the missing noun word only not mentioned in this sentence. if the noun word already exists in this sentence, it will easier to the writer to decide function of affixation word “standing” as present continuous verb. in the next line hall of fame song lyric also has affixation word like in line 15 that has a sentence: data 6: line 15 hall of fame “cause you burn with the brightest flame”. in this sentence affixation happens in the word “brightest”. the word “brightest” formed from root word or free morpheme “bright” as adjective word and suffix “-est”. because affixation processed by suffix “-est” do not change lexical category of word, it still adjective word as “bright” or “brightest”. it means that is inflection suffix “-est”, when inflection suffix “-est” functioned as superlative word which compare characteristic a noun word with another noun word in same condition. it refers to “bright” as characteristic of noun word “flame”. in the next line hall of fame song lyric has another affixation word like a sentence in line 17, that is: data 7: line 17 hall of fame) “and you’ll be on the walls of hall of fame”. in this sentence affixation happens in the word “walls”. affixation happens when suffix “-s” attach on stem word “wall” to show amount of noun word are plural or more than meinawati, e., & alawiyah, s. 96 p-issn 2614-5960, e-issn 2615-4137 one. however the meaning of “walls” in this sentence only as connotation word, the writer of this song to refers something different. in the next line hall of fame song lyric also has affixation word like in line 15 that has a sentence: data 8: line 23 hall of fame) “breaking all the records they thought never could be broke”. in this sentence contains two different affixation words, they are “breaking” and “records”. the word “breaking” formed from free morpheme “break” and bound morpheme “-ing”. meanwhile the word “records” formed from stem word “record” and suffix “-s”. in the next line hall of fame song lyric has many affixation words which almost same function. it found in line 37: data 9: line 37 hall of fame “be students, be teachers, be politicians, be preachers”. in this sentence have same function as plural noun which happened by inflection suffix “-s”. however in some words actually happens more than one affixation. for example in the word “teachers”, in this word has two kind of affixation. first is affixation by suffix “-er”. second is affixation by suffix “-s”. in the first affixation process the free morpheme “teach” combine with bound morpheme “er” to form “teacher”. in this case happened derivation processed by derivational suffix “-er”. it called derivation because affixation process in this case changed lexical category “teach” as verb word into “teacher” as noun word. furthermore after first derivation process, another affixation happens again in this case. after formed “teacher”, it combines again with another suffix. the word teacher join to inflectional suffix “-s” to show that noun word is plural. the same condition also happens in the word “preachers” in the same line. research and innovation in language learning vol. 1(2) may 2018 p-issn 2614-5960, e-issn 2615-4137 97 in the same line has another case of affixation, it happens in the word “politicians”. it has condition that almost same like another word in this sentence but in this case affixation not happens to change verb word into noun word. first affixation process is derivation by suffix “-ian” that change adjective word “politic” into noun word “politician”. after that inflection also happens when inflectional suffix “-s” attached into the word “politicians” to show that is a plural noun. the changed meaning that happens obviously seen when verb word turned into noun word. like in the word “teacher”, based on oxford dictionary “teach” means an action give knowledge to somebody. after derivation the meaning “teacher” turns into somebody who gives knowledge to another. so base on the example before, the function of derivation suffix “-er” is to change the meaning of word from an action to people who do this action. in the next sentence on line 38 hall of fame song lyric also contains affixation word which almost same like in line 37, that is: data 10: line 38 hall of fame “be believers, be leaders, be astronauts, be champions, be truth seekers”. in this sentence have five affixation words; “believers”, “leaders”, “champions”, and “seekers”. they are has one similar condition each other. they are have inflection by inflectional suffix “-s” which functioned to show plural noun words. except similar function of affixation in this line as plural noun word marker, they are also having different condition. for example in the word “astronauts” only has inflection process. in other hand another affixation word in this line have derivation process to change lexical category of word like in the word “seekers”. in this case affixation happens twice, first derivation by derivational suffix “-er” that change verb word “see” into noun word “seeker”. second inflection by inflectional suffix “-s” that show plural noun like the writer mentioned above. conclusion and recommendation based on the discussion above the writer concludes that affixation happens in two different condition depends on kinds of affix which combine with the free morpheme. first is inflection which happens when inflectional affix join with free morpheme. meinawati, e., & alawiyah, s. 98 p-issn 2614-5960, e-issn 2615-4137 generally inflection only causes changed meaning but do not change lexical category. like in the word “lions” when inflectional affix only give additional meaning without change lexical category. second is derivation which happens when derivational affix join with free morpheme. however different like inflection, derivation not only causes changed meaning but also changed lexical category. as an example the word “leader” has derivation process when derivational affix “-er” change lexical category “lead” from verb into noun and automatically change the meaning of word itself. in addition in this thesis analysis amount of inflection more than derivation. after analyzing affixation in this paper, the writer awares that many problem did not discussed yet because this paper only focuses on analyzing the affixation. if there is another researcher who like discuss affixation, the writer suggests to analyze about affixes more specific. it because many part of affixes did not discussed yet by the writer. to make easier, the writer suggest the next researcher to get many references related to affixation. because more reference will make them get understanding about affixation better. sometimes differences theory about affixation that found will make next researcher to get understanding about affixation in different other side. for the reader, the writer hopes this paper can useful to everyone who read this paper. they could increase vocabulary to help them analyzing free morpheme or root word and kind of affixes to easier them analyzed function of affixation itself. the reader also can make this thesis as a reference. references aronoff, mark and kristen fudeman. (2011). what is morphology. west susseex: wiley publisher brinton, laurel j. (2000). the structure of modern english: linguistic introduction. united states of america. hamawand, zeki. 2011.morphology in english: word formation in cognitive grammar. london: continuum johnston, trevor and adam schembri. 2007. australian sign language (auslan): an introduction to sign language linguistics. cambridge: cambridge university press stockwell, robert and donka minkova. (2009). english words: history and structure. cambridge: cambridge university press http://books.google.com/books?id=a9rj18gtf5kc&pg=pa2&dq=morphology+is&hl=en&sa=x&ei=ffshviqbk9iouatd54h4cg&ved=0cbqq6aewaa http://books.google.com/books?id=a9rj18gtf5kc&pg=pa2&dq=morphology+is&hl=en&sa=x&ei=ffshviqbk9iouatd54h4cg&ved=0cbqq6aewaa research and innovation in language learning vol. 1(2) may 2018 p-issn 2614-5960, e-issn 2615-4137 99 biography euis meinawati is an english lecture in aba bsi jakarta. her research interest is in writing subject, curriculum development, linguistic, and teaching and learning. the available email can be found at euis.eum@bsi.ac.id sufi alawiyah is an english lecture in aba bsi jakarta. her research interest is in english teaching and learning. the available email can be found at sufi.sfy@bsi.ac.id mailto:sufi.sfy@bsi.ac.id meinawati, e., & alawiyah, s. 100 p-issn 2614-5960, e-issn 2615-4137 research and innovation in language learning 4(2) may 2021, pp. 118-130 pissn: 2614-5960 e-issn: 2615-4137 http://jurnal.ugj.ac.id/index.php/rill copyright 2021@ damar isti pratiwi, akbar zulkarnain & ilham satrio utomo 118 article game-tailored instruction run by a foreign english teacher: are the students engaged and motivated? damar isti pratiwi damar@ppi.ac.id politeknik perkeretaapian indonesia, madiun, indonesia akbar zulkarnain akbar@api.ac.id politeknik perkeretaapian indonesia, madiun, indonesia ilham satrio utomo ilham.satrio@ppi.ac.id politeknik perkeretaapian indonesia, madiun, indonesia abstract motivating students to speak in the classroom is a daunting task faced by many language teachers worldwide (ulla, 2020). however, investigation reporting motivation among efl class taught by foreign teachers are rarely revealed. thus, this study investigates english speaking class taught by a foreign english teacher and students‟ motivation during the program. the participants were freshmen in the academic year of 2019/2020 (n=48). it was conducted on the bridging time of the 1 st and 2 nd semester (january – march 2020). this study applied observation class and a survey method to collect the data. the observation class revealed the method and strategy used by a foreign english teacher, while the survey utilized a 5-scale likert questionnaire. the results showed that the teacher implemented several game-based strategies in class combined with topic based on the context. the survey acknowledged that the students had high motivation in speaking english. these results shed light on the speaking class design and material in engaging students‟ learning motivation which has to be fun, interesting and fit with the context. keywords: foreign english teacher, learning strategy, motivation, speaking sari memotivasi siswa untuk berbicara di kelas adalah tugas melelahkan yang dialami oleh banyak pengajar bahasa inggris di seluruh dunia (ulla, 2020). tetapi penelitian tentang motivasi di kelas bahasa inggris yang diajar oleh pengajar asing jarang dilakukan. mailto:ilham.satrio@ppi.ac.id pratiwi, d.i., zulkarnain, a. & utomo, i.s. p-issn 2614-5960, e-issn 2615-4137 119 karena itu, penelitian ini bertujuan untuk menginvestigasi kelas berbicara bahasa inggris yang diampu oleh pengajar asing dan motivasi hasil belajar siswa selama program berlangsung. peserta penelitian adalah mahasiswa baru pada tahun ajaran 2019/2020 (n=48). penelitian ini dilakukan pada masa jeda semester 1 dan 2 (januarifebruari 2020). penelitian ini menerapkan metode pengamatan kelas dan survey untuk mengumpulkan data. pengamatan kelas bertujuan untuk mengetahui metode dan strategi yang digunakan oleh pengajar asing, sedangkan metode survey menggunakan kuesioner likert skala 5. hasil penelitian menunjukkan bahwa pengajar menggunakan beberapa strategi games di kelas yang dikombinasikan dengan topik sesuai dengan konteks. hasil survey menunjukkan bahwa para siswa mempunyai motivasi yang tinggi dalam berbicara bahasa inggris. hasil tersebut sedikit menggaris bawahi tentang desain dan materi di kelas berbicara bahasa inggris dalam meningkatkan motivasi belajar siswa yang mana seharusnya menyenangkan, menarik dan sesuai dengan konteks. kata kunci: berbicara, motivasi, pengajar asing bahasa inggris, strategi belajar received 2020-11-20 accepted 2021-05-18 published 2021-06-27 apa citation: pratiwi, d.i., zulkarnain, a., & utomo, i.s. (2021). game-tailored instruction run by a foreign english teacher: are the students engaged and motivated? research and innovation in language learning 4(2), 118-130 http://dx.doi.org/10.33603/rill.v%vi%i.4383 introduction the current demand for global changes is the use of international language as global communication, which requires students to have adequate communication skill, especially in speaking (himawan & purwati, 2020). it becomes the most demanding skill to communicate in everyday situations (ubaedillah, 2019). however, learn to speak english is hard for indonesian students (safei & atikah, 2020), so it affects their lack of motivation in learning. improving students‟ motivation and skill relies much on the course's curriculum design (lee & park, 2020). this also means that the course's method, strategy, and instructional goal determine students‟ willingness to learn english. many studies have been conducted to enhance students‟ motivation in speaking skill, such as implementing a cooperative learning strategy (m. al-tamimi & attamimi, 2014; ubaedillah, pranoto, et al., 2020), employing snake and leader board game (arfani & sulistia, 2019; taka, 2019), using task-based language teaching (tblt) strategy (septiyana, 2019), applying blended learning (ehsanifard et al., 2020), etc. recently, there is little study on speaking class taught by a foreign english teacher, http://dx.doi.org/10.33603/rill.v%25vi%25i.4383 research and innovation in language learning 4(2) may 2021 120 p-issn 2614-5960, e-issn 2615-4137 believing that foreign teachers can have a more effective classroom than the locals (elyas & alghofaili, 2019). in the indonesian context, having english class taught by foreign teachers is challenging due to the lack of foreign teachers. indonesian railway polytechnic has a foreign volunteer program at least once a year for about two to three months to introduce foreign english teachers. usually, this program lasts during the bridging semester so that the students do not have full regular class activity. the foreign volunteer will facilitate the students to enhance their speaking english ability by implementing some fun and fresh activities assisted by the english teacher to correlate with students‟ need and culture. this will promote students to be active in speaking class and increase their motivation as they have confidence in speaking. the fear of making a mistake during speaking will be eliminated as teachers create a comfortable learning environment (aslan & şahin, 2020), which play an important role in developing students‟ speaking skills (salim et al., 2020; ubaedillah, pratiwi, et al., 2020). besides, practising more in english speaking will benefit the students as the lack of speaking practise results in insufficient use of oral language (budiharso, 2019) the foreign volunteer program is in line with the scope of indonesian railway polytechnic as a vocational university, which requires the students to have practice activity more than theory; ideally, it should be 60% practice and 40% theory. however, practising english in speaking skills is considered a challenge in the educational system in non-native learning environments (almansour & al-ahdal, 2020). thus, teachers need to provide interesting class activities which associate with their needs to engage students in the teaching and learning process and improve their motivation (alamsyah, 2019; rustan & abduh, 2020). a study in the thai university context found that many english foreign language (efl) learners still lacked confidence though they have high motivation (ulla, 2020). the learners tried to implement several strategies to cope with the confidence problem, which also confirmed in some empirical studies in the indonesian university context (abdurahman & rizqi, 2020; ubaedillah & pratiwi, 2021). the teachers helped by pratiwi, d.i., zulkarnain, a. & utomo, i.s. p-issn 2614-5960, e-issn 2615-4137 121 providing several strategies for enhancing students motivation, such as learning outside the class, game-based learning, implementing digital tools, etc. (alghaberi, 2019; ghasedi et al., 2017). students‟ lack of confidence and motivation also happened in indonesian railway polytechnic. thus, the college held a foreign volunteer program to help students overcome those problems and practice english in the natural context. empirical studies that concentrate on implementation and students‟ motivation on foreign english teachers are rarely explored, especially at vocational universities. thus, this study describes the implementation of game-tailored instruction run by a foreign english teacher and students‟ motivation after learning in the class taught by a foreign english teacher. specifically, this study attempts to answer the following questions: 1. how does the foreign english teacher implement game-tailored instruction in class? 2. how do the students rate their level of motivation in english speaking class taught by a foreign english teacher? method this research was a case study at the railway mechanical technology program in indonesian railway polytechnic. it implemented a descriptive qualitative research design based on classroom research and simple quantitative analysis of students‟ questionnaire results. the classroom observation lasted for 8 meetings from january to march 2020. at the end of the meeting, there was a questionnaire distributed to the students. the participants of the study were all the 1 st year students of the railway mechanical technology program in the academic year of 2019/2020, with a total student 48 divided into 2 classes consisting of 24 students in each class. the 1 st year students were chosen because, in indonesian railway polytechnic, only 1st year students got an english language course as english regarded as a general course, not the main course of the study program. for the 2 nd and 3 rd year students, they did not get any english course. the data were gathered through class observation and questionnaire. in-class observation, an observation note was needed to describe how the foreign english research and innovation in language learning 4(2) may 2021 122 p-issn 2614-5960, e-issn 2615-4137 teacher stipulates the speaking class through game-tailored instruction. the questionnaire was given to each student to investigate students‟ motivation in learning speaking after joining the program. it was in the form of a 5-scale likert with the option (1) very high, (2) high, (3) average, (4) low, and (5) very low. there were 10 questions on the questionnaire, an adaptation from a questionnaire provided by ulla (2020) during his research on students‟ motivation on tblt in the thai university context. the questions were written in english and bahasa to be fully understood by the students, not making any ambiguity. the results of the questionnaire were added to know the students‟ motivation level in learning english speaking. results & discussion the class schedule was described in table 1 about the methods or strategies and materials implemented in the class. in each meeting, the teacher used different gamebased strategy, so the students did not feel bored. the materials were about introducing myself and partner, telling hobbies and abilities, describing things and describing situations around us and telling experience. the timetable table was implemented the same for both classes. table 1 class schedule week materials method/strategy implemented 1 introducing myself practice in pairs 2 introducing each other role play 3 telling hobbies board games 4 telling abilities jigsaw 5 telling dreams multimedia presentation 6 describing things quizizz games 7 describing situations pecha kucha 8 telling experience story telling on the first meeting, the teacher implemented practice in pairs to introduce their selves to their partners. they took a turn in pairs to tell their partner about their name, address, family and anything they wanted their friend to know. practising in pairs was validated as an effective method comparing with a traditional lecture in speaking class (mega, 2019). on the second meeting, as it was about introducing each other, the teacher asked pratiwi, d.i., zulkarnain, a. & utomo, i.s. p-issn 2614-5960, e-issn 2615-4137 123 the students to create a role play. they had to introduce their selves and each other during the role play. this was verified as an effective strategy to enhance students‟ speaking ability (fadilah, 2016) as it provided a lot of language production and fun (f. liu & ding, 2009). the next meeting was about telling hobbies. the teacher applied a game board strategy to bring out students‟ curiosity in playing with the words and engage them to speak up. this was confirmed to enhance students‟ speaking ability, received positive feedback from the students (taka, 2019), and made them much more active in class (fotini & zafiri, 2017). a week after, the class discussed students‟ abilities using the jigsaw technique. despite developing students‟ speaking skill (pratiwi et al., 2016), this technique could increase students‟ interaction with the teacher and other students in the class (neno & erfiani, 2018). on the fifth meeting, the teacher employed multimedia presentation to guide the students in talking about their dreams. a set of pictures with a profession topic with the activities was shown on the screen, and the students were required to describe the profession displayed and then chose one of them to be presented in class. this was received positive attitudes from the students during the implementation in speaking class (syafii et al., 2019). later on, the topic of describing things around us was arisen by the teacher to engage students and promote them to be more active in class by applying quizizz application. the teacher put several pictures and at first asked the students to describe them in words. then each student had to express his/her chosen picture to his/her partners in turn. this application has been confirmed to make students more active and concentrate on learning a language (yanmei et al., 2018). the seventh meeting was about describing situations based on the pecha kucha application. the teacher showed several situations on the website through the screen projector and asked them to describe the situations and tell each other. based on previous research, this effectively raised students‟ speaking ability (coskun, 2017) and optimized efl learners‟ speaking fluency (pratiwi et al., 2021). the last meeting was about telling experience using a storytelling strategy. this increased students‟ response, research and innovation in language learning 4(2) may 2021 124 p-issn 2614-5960, e-issn 2615-4137 enthusiasm, courage and activity to speak english (firdaus & amaniarsih, 2018), despite improving their fluency and pronunciation (zuhriyah, 2017). moreover, this could enhance students‟ motivation to speak english (rahman & izzah, 2015). the investigation done through observation class on this study revealed some teaching strategies implementation in speaking class. as the use of game-based applications was applied during 8 meetings of the program, the role of the teacher, whether he/she was a foreigner or local, was not too significant. in some studies, the students‟ speaking ability was equal to whether they were taught by foreigners or locals (al-nawrasy, 2013; elyas & alghofaili, 2019). nevertheless, media and varying teaching strategies are very important to increase learners‟ motivation (ihsan, 2016; x. liu, 2010; sahin, 2005). in this study, students are willing to speak up and interact in speaking english in the classroom, yet they tend to have speaking anxiety outside the classroom. this also means that creating a comfortable atmosphere and learning society for students in speaking english have to be considered. accordingly, the teacher has to pay attention more to the variation of the teaching strategy and aid to engage students more and promote active learning (waluyo, 2019). thus, the teacher must be creative, innovative and always improve his/her competence to follow the development of teaching and learning method, strategy and application (aminullah et al., 2019). in the indonesian context, the foreign or local teacher has no significant effect, likewise the way he/she delivers the material in class. the process of delivering material needs special preparation to choose proper teaching strategy and media as the students‟ need and cultural background. whether traditionally or computerized, game-based strategies have a specific effect on enhancing students‟ motivation to learn english (alyaz & genc, 2016) and improving students‟ participation and confidence (dewi et al., 2016). yet, it must be bear in mind that the game-based strategies must be matched with the curriculum and material (allsop & jesse, 2015). in choosing the material presented in class, the teacher is suggested to use context-material to follow the discussion in class as they talk about things around them. the learning environment is another factor that should be pratiwi, d.i., zulkarnain, a. & utomo, i.s. p-issn 2614-5960, e-issn 2615-4137 125 considered as a suitable school environment that provides significant contributions to efl learners‟ performance and accomplishment (lodhi et al., 2019). the following result on the questionnaire about students‟ motivation after learning to speak with a foreign english teacher is presented in table 2. table 2 students‟ motivation level in english speaking no. statement very high (%) high (%) average (%) low (%) very low (%) 1 improve your speaking skills 29.16 52.08 18.75 0 0 2 participate in all activity in classroom 25.00 45.83 27.08 2.08 0 3 speaking english in the classroom 4.16 37.50 52.08 4.16 2.08 4 sharing ideas with classmates in the classroom 29.16 35.42 25.00 6.25 4.16 5 sharing ideas with the teacher in the classroom 27.08 25.00 41.67 4.16 2.08 6 speak english outside the classroom 10.41 39.58 18.75 20.83 10.41 7 attending speaking english class 33.33 43.75 14.58 8.33 0 8 performing task in class 12.50 37.5 41.67 8.33 6.35 9 answering questions in class 16.66 45.83 27.08 6.25 4.16 10 speaking english in daily life 16.66 27.08 37.50 8.33 10.41 n=48 from the data in table 2, students gave a positive attitude on improving their speaking skills in which 81.24% of the students chose on very high and high level. there were none of the participants marked low for this point. this meant that conducting english speaking class improve students‟ speaking ability. promoting interaction in class was also another benefit of being taught by the foreign english teacher as students showed positive comments on the item participation in class (70.83%). however, there was 1 student out of 48 pointed low. eliminating students‟ speaking anxiety was another positive effect. this was justified by students‟ willingness to speak english in class and sharing ideas with teacher and students. although more than half of the students chose average level on speaking english in the classroom, the high level was more than the low level. regarding sharing ideas with teacher or classmates, both of them were selected more than 50% on high level. it was around 10% on low level for sharing ideas with classmates and only 6.24% for sharing ideas with the teacher on the low level. the rest were on the average level. research and innovation in language learning 4(2) may 2021 126 p-issn 2614-5960, e-issn 2615-4137 this means that the student chose to share ideas more with the teacher rather than with their classmates. moreover, they also have high motivation to come to speaking class generally (77.08%). making students more active in this speaking class was successful though it was just a slight in terms of performing in class, which was not more than 50% had high motivation. many students were just on an average level (41.67%) which was the highest percentage on this question. however, their willingness to be active in answering the questions was high (62.49%), and there was just around 10% who have low motivation. nonetheless, students‟ motivation to speak english outside the class was still not as high as their active participation in the classroom. there was less than 50% of the students had high motivation to speak english in class. the high point (very high and high) was 43.74%, the average point was 37.5%, and the rest of 18.76% was on the low section (very low and low). this meant that the teacher had to reassure and motivate students more so that they had the courage to speak english in the classroom and outside the classroom and in daily life. conclusion this study highlighted game-tailored instruction run by a foreign english teacher in the railway mechanical technology program of indonesian railway polytechnic. several strategies were implemented in the class, such as practice in pairs, role play, board game, jigsaw, multimedia presentation, quizizz, pecha kucha and storytelling. the class design benefited the students in improving their motivation in the teaching and learning process in english class. this result led to the recommendation that english teachers have to create a comfortable learning environment associated with students‟ needs so that they could be engaged, motivated, and improved their confidence in speaking english inside the class and outside the classroom. this study admits some limitations. it was conducted in a vocational university in indonesia, which cannot be generalized for the whole country, even for the public pratiwi, d.i., zulkarnain, a. & utomo, i.s. p-issn 2614-5960, e-issn 2615-4137 127 university. the foreign teacher is only on a volunteer program which stays for only three months, not for the entire year, so that the english-speaking practice is limited. likewise, the focus in this study is on the class design implementation of english class by the foreign 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(2017). storytelling to improve students‟ speaking skill. english education: jurnal tadris bahasa inggris iain raden intan, 10(1), 119. https://ejournal.radenintan.ac.id/index.php/engedu conflict of interests no potential conflict of interest was reported. about authors damar isti pratiwi is an english lecturer in indonesian railway polytechnic. she got her master degree from semarang state university. she has taught english for 13 years in indonesia and thailand. her research interest is in english education, teaching english with technology and english for specific purposes. 6748026 akbar zulkarnain is a senior lecturer in indonesian railway polytechnic. akbar zulkarnain is a senior lecturer in indonesian railway polytechnic. he got master of science from gadjah mada university in 2011 and concerned in curriculum and material development for vocational students. 6723131 scopus id 57211945615 ilham satrio utomo is a lecturer and researcher in indonesian railway polytechnic. he graduated from sebelas maret university in engineering. he is interested in instruction and educational development 6721443 scopus id 57200655395 research and innovation in language learning vol. 2(1) january 2019 pp. 1-14 pissn: 2614-5960 e-issn: 2615-4137 http://jurnal.unswagati.ac.id/index.php/rill copyright © 2019 juvrianto chrissunday jakob, sri ananda pertiwi 1 an analysis of interruption in seminar setting juvrianto chrissunday jakob universitas negeri makassar, indonesia sri ananda pertiwi universitas negeri makassar, indonesia abstract interruption is a phenomenon when one person takes the turn while another is already talking. most of the time, phenomena of interruption has been considered as disrespectful act or kind of rude. contrast, interruption could be supportive and cooperative act. this study aimed at describing what type of interruption is and reason of doing interruption made by english lectures and students in proposal seminar. this research used qualitative method which the data of interruption were taken from participants in three different proposal seminar conducted by graduate students of unm by using recording technique. the results show that types of interruption appeared in seminar are simple interruption, silent interruption, and butting interruption. otherwise, the reasons of interruption which appears are seeking clarification, correcting, disagreeing, giving clarification, doubting and giving explanation. this is due to the fact that interruptions in this seminar were not violation. keywords: interruption category, interruption reason, proposal seminar sari interupsi adalah fenomena ketika seseorang mengambil giliran sementara lain sudah berbicara. selama ini, interupsi telah dianggap tidak sopan atau kasar. sebaliknya, interupsi bisa menjadi acuan yang mendukung dan koperatif. studi ini bertujuan untuk menggambarkan jenis interupsi dan alasan melakukan interupsi dalam kegiatan perkuliahan, khususnya dalam seminar proposal. penelitian ini menggunakan metode kualitatif. data interupsi diambil dari peserta dalam tiga seminar proposal berbeda yang dilakukan oleh mahasiswa pascasarjana unm dengan menggunakan teknik perekaman. hasil penelitian menunjukkan bahwa jenis interupsi muncul dalam seminar ini adalah interupsi sederhana, interupsi tenang dan interupsi tuba-tiba. dalam hal ini, alasan interupsi yang muncul mencari klarifikasi, mengoreksi, tidak setuju, memberikan klarifikasi, meragukan dan memberikan penjelasan. hal ini disebabkan oleh kenyataan bahwa interupsi dalam seminar ini bukanlah pelanggaran. kata kunci: kategori interupsi, alasan interupsi, seminar proposal jacob, j.c., & pertiwi, s.a. 2 p-issn 2614-5960, e-issn 2615-4137 received 25 april 2018 last revision 28 april 2018 published 24 january 2019 introduction communication is human interaction verbally to share feelings, thought or event to subject ideas. i become fully aware that communication has probability to lose the others face or create barriers in seeking understanding. communication is closed to academic setting, we have seminar to be concerned to. seminar is a group of advanced students studying under a professor with each doing original research and all exchanging results through reports. (merriem webster dictionary). some issues will be appeared in term of losing the others face and having barriers in conversation processes, such as questions and answers, agreement and disagreement and interruption. interruption is an interesting issue to study. tannen (1994) defines interruption as when a second speaker takes the other’s right to speak by taking the floor forbid them accomplishing their words. the study of interruption has been conducted by many scholars in many areas of communication. there are some related researches have been done previously. siswi (2014) have conducted a research about the analysis of interruptions in the interview session in “larry king now” talk show. she provides data that functions of the interruptions appeared in larry king talk show are supportive, neutral, and disruptive. the reasons of the interruption are correctness, agreement or disagreement, clarification, and altering the topics. yueyuan (2010) have done a research about “a comparison between the verbal interruptions by speakers of english as a lingua franca (elf) and speakers of english as a native language (enl)”. he discovered that interruptions are frequently cooperative to pursue the previous speaker’s topic. on the other hand, the idea of interruptions as cooperation is very different from the common perception of interruption, that interruptions are disruptive and lead to make barriers in communication. research and innovation in language learning vol. 2(1) january 2019 p-issn 2614-5960, e-issn 2615-4137 3 hartono and gunawan (2013) conducting a research about “interruptions and overlaps occurring in an indonesian television talk show indonesia lawyers club”. they found that interruptions occurred more than overlaps. the common reason was seeking of clarification, and the other reason was confirming, completing, breaking up, and showing agreement. based on previous description, some scholars have conducted research relate to interruption in many different setting. those are talk show, interview program and in ordinary conversation. thus, the author moves to investigate the production of interruption in academic setting. specifically, the interruption phenomena are produced by lectures and students in proposal seminar. this study will be focused on what types and reasons of doing interruption in seminar setting. research methodology this mini research deals with types and reasons ointerruption used by lecturers and students during research proposal seminar in english graduate program of unm in 2015-2016. therefore, this study employs descriptive qualitative methods with the presence of a data for describing the occurrences of the intended features. the data were taken from the conversations among participants (lecturers and students) in three different research proposal seminar on 4 th may 2016. duration of each seminar is about 50 minutes. the data had been collected through these steps: first, i recorded the whole process of research proposal seminar from opening statement to the closing. then, it is formed into transcription. last, the transcription had been analyzed further based on ferguson interruption category and wardhaugh reasons in interruption. findings and discussion this part presents the findings of the research and the discussion of the research findings. the findings of the research cover the category and reason of interruption in proposal seminar of graduate students at unm. jacob, j.c., & pertiwi, s.a. 4 p-issn 2614-5960, e-issn 2615-4137 a. findings the following part presents the types and reasons of interruption used by lecturers and students during the research proposal seminar conducted by english graduate program in state university of makassar. to find the exact data the writer divided the analysis into two part types of interruption and reasons of interruption during seminar process. in having conversation, people may convey different categories of interruption and reasons. 1. types and reasons of interruption in the seminar a. simple interruption simple interruption is exchange of turns, simultaneous speech occurs and the utterance of the first speaker is incomplete. extract 1: student and student this conversation was taken in the thirds research proposal seminar. an audience in the seminar (ad1) was questioning a case and trying to make the question clear to the examinee. three times of interruption were appeared. (5)ad1: saya pak. duduk maki dulu. (me sir, seat down first (ad1 is asking the examinee to seat)) thank you very much aaa my name is ad1 aaa my question is the first, how many english teacher include in your research.… (6)pr : that will be my participant? (7)ad 1:ya, that will be participate. i don’t know exactly sma athira antang aaa maybe there is available how to say cctv aaa maybe u can find is a normally because if you take a record maybe the english teacher the students will be how to say setting is not normally. (8)pr: natural. (9)ad1: aaa natural sorry, not natural aaa just, this is my question. just only about that. no, no (10)pr: question and suggestion? question and suggestion, thank you. in the extract 1 above, in turn (5) an audience (ad1) asked the examinee by saying “………my name is ad1 aaa my question is the first, how many english teacher include in your research. …..”. at that time, ad1 was talking, then the examinee took the turn in turn (6) by saying “that will be my participant?”. the examinee was confirming the question to the questioner. then, the turn was back to ad1 in turn (7), “……if you take a record maybe the english teacher the students will be how to say setting is not normally.” the examinee (pr) took the turn in the second time while ad1 still in her words in turn (8) by saying “natural”. the examinee was trying to give a simple word research and innovation in language learning vol. 2(1) january 2019 p-issn 2614-5960, e-issn 2615-4137 5 for ad1’s statement. next, ad1 responses examinee in turn (9) “aaa natural sorry, not natural aaa just, this is my question. just only about that. no, no”. the examinee took the turn again for the third time when the questioner in turn (10) stating in doubt by saying “question and suggestion? question and suggestion, thank you.”. examinee helped the questioner clearing intended statement. overall, there are three times of interruption during the present expressions above. a.1 seeking clarification one of the functions of interruption was seeking clarification. this reason was appeared in seminar which produced by examinee (student). sometimes the speaker cannot deliver an obvious explanation about what he or she was trying to communicate or explain. the examinee (pr) considered that it was what the questioner intended to say in turn (6, 8 and 10). so, the other speaker interrupted the speaker in order to seek clarification from the questioner. another example can be seen in the following extract. extract 2: lecturer and student the examinee (pr) was trying to answer a question from an audience in the seminar and an interruption appeared, as follow: (16) pr: …i think after the analysis of the first teacher. i think this is not enough for my data and then i look another teacher… (17) p2: saturated, saturated data. (18) pr: ya’, and then aaa video (19) ad1: iya, video. in extract 2 above, turn (16) the examinee (pr) answered the question in term of participants involved in her study by saying “…i think after the analysis of the first teacher. i think this is not enough for my data and then i look another teacher …”, while explaining a supervisor (p2) interrupted in turn (17) by saying “saturated, saturated data.” p2 said a proper term for the explanation. then, pr was trying to answer the second question related to the use of video in her study in turn (18) by saying “ya’, and then aaa video”, ad1 confirmed by saying “iya, video.” in turn (19). jacob, j.c., & pertiwi, s.a. 6 p-issn 2614-5960, e-issn 2615-4137 a.2 correcting in this part, interruption occurred for correcting the speaker in term of proper term related to what the examinee uttered in turn (17). this happened because the second speaker felt that the previous speaker gave incorrect term. extract 3: lecturer and student examinee (pr) was trying to support her argument to an examiner (e1) which expressed as follow: (36)pr: …if the teacher do not english use as much as possible in the classroom i will ask them why you don’t dominantly use the target language in the class … (37)e1: but you need some other question if you come to that. in extract 3 above, the examinee (pr) supported her argument related to the research questions that she used in turn (36) by saying “...if the teacher do not english use as much as possible in the classroom i will ask them why you don’t dominantly use the target language in the class …” pr did not finish her explanation yet, the examiner took the turn in turn (37) by saying “but you need some other question if you come to that.”, examiner (e1) disagreed about the statement by delivering other view. a. 3 disagreeing in this occasion, interruption occurred to convey disagreement. the examiner considered that the examinee needed to provide something if she wanted to research about that case in turn (37). sometimes the speakers interrupted in a conversation because they stand in opposite position. those kinds of interruption are categorized as simple interruption according to ferguson (1997) cited by (beattie 1981) and the reasons of the interruption are to clarify, correct and convey disagreement. b. silent interruption silent interruption is an interruption without overlapping. it is almost the same as a simple interruption except for the occurrence of simultaneous talk. extract 4: lecturer and lecturer the second examiner (e2) was suggesting the examinee which expressed as follows: research and innovation in language learning vol. 2(1) january 2019 p-issn 2614-5960, e-issn 2615-4137 7 (58) e2: okay, pr. ok yang realistis kalau meneliti. yah you can use interview and also research in order to cover for all teachers. nanti anda bunuh diri ndak selesai-selesai kalau observasi satu-satu dari satu sekolah ke sekolah lain. ya’, satu ok.aaa (be realistic in conducting a research, yah you can use interview and also research in order to cover for all teachers. you will kill yourself, doing everlasting research, observing one by one, one school to another school yeah, one of schools ok aaa) (59) p2: ndak di sekolah anuji, disekolah athira. (no, it is only in one school, athira school) (60) e1: biar di athira tidak bisa juga banyak diteliti disekolah. (event, in athira you cannot observe many teachers) (61) e2: berapa guru di athira?(how many teacher in athira school?) in extract 4, turn (58) the second examiner was suggesting the examinee about how to conduct good research by saying “…nanti anda bunuh diri ndak selesai-selesai kalau observasi satu-satu dari satu sekolah ke sekolah lain…(you will kill yourself, doing everlasting research, observing one by one, one school to another school )”, while e2 was unfinished his explanation yet, the supervisor (p2) interrupted in turn (59) by saying “ndak di sekolah anuji, disekolah athira.(no, it is only in a school, athira school)”. e2 confirmed p2 about previous explanation from the examinee (pr). then, the first examiner took over the turn in turn (60) by saying “biar di athira tidak bisa juga banyak diteliti disekolah. (event, in athira you cannot observe many teachers)”, e2 conveyed his disagreement relate to that statement. after that it turned back to e2 “berapa guru di athira?(how many teacher in athira?)”. b.1 giving clarification the interruption occurred for giving a clarification. this happened because the second speaker felt that the previous speaker gave incorrect assumption related to the case above. so, second speaker clarified it in turn (59). b.2 disagreeing in this occasion, interruption occurred to convey disagreement. when the second supervisor tried to clarify that examinee will observe one school only as the second examiner expressed in turn (59), but the first examiner (e1) interrupted in turn (60), he considered that the examinee could not observe many teachers even in one school. sometimes the speakers interrupted in a conversation because they stand in opposite position. jacob, j.c., & pertiwi, s.a. 8 p-issn 2614-5960, e-issn 2615-4137 extract 5: lecturer and lecturer the supervisor (p2) was suggesting the examinee which expressed as follows: (76) p2: …kalau dia membuka itu, oh ini bagaimana caranya, dalam proses pembukaan saja, dia sudah lucu-lucu dalam bahasa inggrisnya untuk merangsang itu siswa… (if the teacher opened the class, oh this the way she is, in the opening, the teacher may use humor in english language to engage students) (77) e1: dia bilang itu how are you today, iya itu, selalu itu, good morning, how are today. (one will say, how are you today, as always, good morning, how are you today) (78) p2: mungkin ada cara lain. (probably, there will be another way) (79) e1: jadi biasa variasinya itu saja. (there will not be another way) in extract 5, in turn (76) the supervisor (p2) were suggesting the examinee what to do while observing the teacher in teaching by saying “…kalau dia membuka itu, oh ini bagaimana caranya, dalam proses pembukaan saja, dia sudah lucu-lucu dalam bahasa inggrisnya untuk merangsang itu siswa... (if the teacher opened the class, oh this the way she is, in the opening, the teacher may use humor in english language to engage students). then, the first examiner interrupted in turn (77) by saying “dia bilang itu how are you today, iya itu, selalu itu, good morning, how are today (one will say, how are you today, as always, good morning, how are you today).” it appeared the examiner considered that the teacher would be monotonous. next, p2 took the turn in turn (78) by saying “mungkin ada cara lain. (probably, there will be another way). p2 emphasized on probability that the variation will appear in teacher ways of teaching. but, e1 were doubtful about that by saying in turn (79) “jadi biasa variasinya itu saja. (there will not be another way)”. b.3 doubting in this occasion, interruption occurred in case of conveying doubtful. the examiner conveyed in turn (77/79) the probability what will happen if the researcher conduct that research. it will be predictable that the teacher will be monotonous. the speakers interrupted in a conversation because they felt doubt about what another speaker say. research and innovation in language learning vol. 2(1) january 2019 p-issn 2614-5960, e-issn 2615-4137 9 those kinds of interruption are categorized as silent interruption. silent interruption is an interruption without overlapping and almost as same as simple interruption but in this case there is no simultaneous speech, (ferguson, 1977) cited by (beattie 1981) and the function of those interruption are to clarify and convey a doubt. c. butting interruption butting interruption is an unsuccessful attempted interruption, the interrupter stops before gaining control of the floor. extract 6: lecturer and student the examiner (h) was asking some questions to the examinee which expressed as follows: (187) h : itu tadi teorinya, gitu ya? teori turn taking? itu teori anda dapat dari mana? hasil pemikiran orang atau hasil penelitian? (that was what the theory called yeah, theory about turn taking, where did you get the theory, was that a kind of opinion or result of a research) (188) nf : hasil penelitin, sir. (from a research, sir) (189) h : hasil penelitian? (research?) (190) nf : yes, sir. from the (191) h : if you bla bla bla.. if you bla bla bla. itu saran begitu ya? (if you bla bla bla.. if you bla bla bla. is it a suggestion yah?) in extract 6, in turn (187) an examiner (h) was asking some questions about the taken theory of examinee’s (nf) proposal by saying “…hasil pemikiran orang atau hasil penelitian?(were that a kind of opinion or result of a research)” , h seemed unsure about a case, then the examinee responded by saying “hasil penelitian, sir. (derive from a research, sir)”. next, h seemed still unsure by saying “hasil penelitian?(research?)”. then, the examinee was trying to explain by saying “yes, sir. from the”. nf just in the beginning to explain, but the examiner took the turn by saying “if you bla bla bla.. if you bla bla bla. itu saran begitu ya?( (if you bla bla bla.. if you bla bla bla. is it a suggestion yah?) extract 7: lecturer and student the examiner (e1) was questioning cases to the examinee which expressed as follows: jacob, j.c., & pertiwi, s.a. 10 p-issn 2614-5960, e-issn 2615-4137 (33) e1: but why, here! you have aaa difficulties and strategy, strategy when. what you are trying to study because the question is only when and what ways. (34) pr: for the (35) e1: and then you come to teacher difficulties. how come? in extract 7, in turn (33) e1 was questioning how come kinds variable appear in examining the research meanwhile the research question does not involve that. e1 expressed it by saying “but why, here! you have aaa difficulties and strategy, strategy when. what you are trying to study because the question is only when and what ways.” pr was trying to take the floor in turn (34) by saying “for the” but, the turn is taken by e1 in turn (35) by saying “and then you come to teacher difficulties. how come?” c.1 giving explanation in extract 6 above, interruption occurred in case of conveying explanation. the examinee wanted to explain a case as expressed in turn (190) but the examiner (h) stopped her. it is also happen in extract 7, the examinee wanted to explain a case as expressed in turn (34) but the examiner (e1) stopped her gaining the floor. the interruption occurred because someone wants to give an explanation to the speaker but the speaker stops her/him gaining the floor. those kinds of interruption are categorized as butting interruption. the reasons of students doing interruption (extract 6 and 7) are to convey an explanation to the examiner, but both were unsuccessful gaining the floor. butting interruption is an unsuccessful attempted interruption, the interrupter stops before gaining control of the floor. (ferguson, 1977) cited by (beattie 1981). this kind of interruption is functioned as explaining. b. discussion in this research, as the object of the study were to categorize and find the reasons of interruption in proposal seminar of graduate students of unm. the conversation during three different seminars, i discovered that the conversation was comprised by turntaking irregularities of interruption because there was a tendency for the examinee and the supervisor to rely on their argument, to clarify and to maintain their point in the conversation. research and innovation in language learning vol. 2(1) january 2019 p-issn 2614-5960, e-issn 2615-4137 11 in this mini research, i found that there were three types of interruption were produced by the examiner, examinee and supervisor. those are simple interruption, silent interruption and butting interruption. number of interruption in term simple interruptions is appeared. the interrupters are the examinee (student) and supervisor (lecturer) and examiner (lecturer), it occurs 3 times. the reason are seeking clarification, correcting and disagreeing. the number of silent interruption is also appeared. the interrupters are the supervisor (lecturer) and examiner (lecturer), it occurs 3 times. giving clarification, disagreeing and doubting are the reason of doing interruption. the silent interruption was dominated by the examiner. last, butting interruption appeared twice. it was dominated by the examiner while talking to the examinee and the interrupter’s reason is to explain. in sum, the reasons of interruption existing in the proposal seminar were seeking clarification or giving clarification, correcting, disagreeing, doubting and giving explanation. the data will be displayed as follows: table. 1 types and reasons of interruption no types example reasons interrupter ext. 1. simple interruption that will be my participant? -natural. question and suggestion?... seeking clarification examinee 1 saturated, saturated data. correcting supervisor 2 but you need some other question if you come to that. disagreeing examiner 3 2. silent interruption -ndak di sekolah anuji, disekolah athira. (no, it is only in one school, athira school) giving clarification supervisor 4 biar di athira tidak bisa juga banyak diteliti disekolah. (event, in athira you cannot observe many teachers) disagreeing examiner 4 -dia bilang itu how are you today, iya itu, selalu itu, good morning, how are today. (one will say, how are you today, as always, good morning, how are you today) -jadi biasa variasinya itu saja. (there will not be another way) doubting examiner 5 3. butting interruption -yes, sir. from the explaining examinee 6 for the explaining examinee 7 conclusion jacob, j.c., & pertiwi, s.a. 12 p-issn 2614-5960, e-issn 2615-4137 in this mini research, the writer has analyzed interruption in terms of categories and reasons of speaker (interuptee). interruption happens when the second speaker cuts another turn while speaking. the writer found some part of conversation comprises of interruption. it was between participants in three different proposal seminars (examinee, examiner, supervisor and audience). in findings, the writer found that three types of interruption appeared in seminar. those are simple interruption, silent interruption, and butting interruption. otherwise, the reasons of interruption which appears in seminar are seeking clarification, correcting, disagreeing, giving clarification, doubting and giving explanation. from all of this reason the writer conclude that interruptions in this seminar were not violation. references beattie, g.w.1981. turn-taking and interruption in political interviews: margaret thatcher and jim callaghan compared and contrasted. monton publisher. amsterdam. hartono, y., gunawan, s. 2013. interruptions and overlaps occuring in an indonesian television talk show indonesia lawyers club – tv one.a thesis. english department, faculty of letter, petra christian university, siwalankerto 121-131, surabaya 60236, east java, indonesia. siswi, utari try. 2014.interruptions in the interview between larry king and the stars of the walking dead tv series on larry king now talk show: a conversation analysis.a thesis. bina nusantara university: jakarta tannen, d. (1994). gender and discourse. oxford: oxford university press. yueyuan, li.2010.a comparison between the verbal interruptions by speakers of english as a lingua franca (elf) and speakers of english as a native language (enl).mastter degree thesis. lingnan university coon, c. a. biography juvrianto chrissunday jakob is a fresh graduate student from the department of english education, universitas negeri makasar. his research interest is including language learning and teaching and also pragmatics. he can be contacted at juvrianto.chrissunday@yahoo.com mailto:juvrianto.chrissunday@yahoo.com research and innovation in language learning vol. 2(1) january 2019 p-issn 2614-5960, e-issn 2615-4137 13 sri ananda pertiwi is a fresh graduate student from the department of english education, universitas negeri makasar. her research interest is about language learning and teaching. she can be reached sriananda_mei@yahoo.co.id jacob, j.c., & pertiwi, s.a. 14 p-issn 2614-5960, e-issn 2615-4137 microsoft word rill.journal template research and innovation in language learning vol. 1(1) january 2018 pp. 17-28 pissn: 2614-5960 e-issn: 2615-4137 http://jurnal.unswagati.ac.id/index.php/rill copyright @ rill 2018 17 improving students writing by using inside outside circle at ikip pgri pontianak sulaiman iain pontianak abstract this research aims to describe (1) whether and to what extent the implementation of inside outside circle technique improves students’ writing; (2) the difficulties which occur in implementing of inside outside circle technique in improving students’ writing. this action research study is carried out on the third semester at private university in pontianak.the research is carried out in 2 cycles. every cycle consists of four steps: planning, implementing, observing, and reflecting. the qualitative data are collected by using techniques of observation and documentation, while quantitative data are collected by using test (pre-test and post-test). the qualitative data are analyzed through descriptive analysis which consists of assembling the data, coding the data, comparing the data, building interpretation, and reporting the outcomes. the quantitative data are analyzed through descriptive statistics. the research findings show that inside outside circle technique can improve students’ writing and its difficulties found in the implementation. key words: inside outside circle, writing, classroom action research sari penelitian ini bertujuan untuk mengetahui : (1) bagaimana implementasi dari teknik lingkaran dalam dan luar dalam meningkatlan kemampuan menulis mahasiswa; (2) kesulitan yang terjadi dalam implementasi dari teknik lingkaran dalam dan luar dalam meningkatlan kemampuan menulis mahasiswa. penelitian ini menggunakan penelitian tindakan kelas. subjek penelitian yang digunakan adalah pada mahasiswa semester tiga pada salah satu kampus swasta di pontianak. penelitian ini dilaksanakan dalam dua siklus. dalam satu siklus terdiri dari 4 langkah yaitu perencanaan, pelaksanaan, obesrvasi dan refleksi. alat pengumpulan data kuantitatif digunakan dengan menggunakan tes ( pra dan post tes) sedangkan data kualitatif digunakan observasi dan dokumentasi. sedang alat analisa data kualitatif menggunakan analisa deskripsi dan alat analisa pada data kuantitatif menggunakan statistik deskriptif. hasil penelitian menunjukan bahwa teknik lingkaran luar dan dalam dapat meningkatkan kemampuan menulis siswa dan ditemukan beberapa kendala dalam pelaksanaan nya. kata kunci: teknik lingkaran luar dalam, menulis, penelitian tindakan kelas received 3 april 2018 last revision 13 april 2018 published 18 april 2018 sulaiman 18 p-issn 2614-5960, e-issn 2615-4137 introduction writing is the key of language teaching learning process because in writing the learners will generate ideas in order to use and produce information, knowledge and science in our life. sokolik (2003) as cited in caroline (2005: 98) said, “writing is a combination of process and product”. as stated by weigle (2002:1), writing has become a necessary tool for students in today’s global community. it requires them to understand how to make a good process and product in writing. it becomes a process of discovery for students as they discover new ideas and new language forms to express them. moreover, learning to write is viewed as a developmental process that helps students to write as professional authors do. it requires the students to choose their own topics and genres, and write from their own experiences or observations. from the elaboration above, it is obvious that students should not underestimate reading. however, there are many students neglect this activity. usually they read when they are assigned by their teachers, or they read only the page they like such as gossip and entertainment news that will have no support in their academic. in short, students tend to read only when then they feel that the reading is interested for them. to be successful students, reading has to be a must. the effort of making students to make reading as student habit is the thing that is now being tried by the researcher of this study to be implemented in ikip pgri pontianak. angelo (1980:1) argues that writing would still be important in education because writing is able to help one think critically, to clarify thoughts, and deeper perception. meanwhile, fowler (1965: 40) points out that the written word is increasing demand in the business world both as a key to get a job and the success in it. it means that writing english can also increase opportunities for career. writing is one of the language skills that must be required by the learners when learning languages. there are writing 1 up to writing 4 in ikip pgri pontianak. in writing 3 class of ikip pgri pontianak. in making a good writing, there are some skills that a student should master: 1) writing a topic sentence. students are required to have ability to write correct and appropriate main idea or opinion; 2) writing supporting sentences. it is necessary for students to have the ability to develop main idea or topic sentence by adding more information; 3) research and innovation in language learning vol. 1(1) january 2018 p-issn 2614-5960, e-issn 2615-4137 19 writing grammatical sentences. students have to posses the ability to construct the sentence (word order, verb and noun systems, modifiers, phrases, clauses ,etc.); 4) writing cohesive devices. it means that students should have the ability to use conjunction in their writing. according to result of interview with the lecturer of writing class in ikip pgri pontianak on march, 21st 2017, most of the students faced difficulties in writing. the students did not able to convey their idea well. they faced difficulties to write the several generic structures of generic structure cover such as orientation (introduction), events (development of issue), and reiteration (conclusion). they also made mistakes of grammar, language use, and lack of vocabulary. the observation showed that the students had low achievement in making writing composition. the problem that could reveal in this research is how inside outside circle technique as solution for the problem exist in the classroom can improve student’s writing skill. the purpose of implementing to know the ability of the students to think and answer the question from the teacher in group. this technique can make the opportunity for students in work together and to answer and share it together. inside – outside circle is a summarization technique that students up and move. it provides a way to get students who normally would not talk to interact with others.’ this strategy is expected to be able to give an interesting activity to make the students make use of all their potential to do the given tasks successfully so that they would appreciate their own competence, in turn, they can develop their reading comprehension. it is an activity that involves all students in the class. inside/outside circles are particularly useful for: differentiation, kinesthetic learners, conversation practice, and community-building in the classroom. this activity can be a great warm up as well as a useful way to change things up and get students moving during a long class. in inside outside circle works in groups of six or eight. in each group students stand or sit in pairs in two concentric circles, with the inside circle facing out and outside circle facing in. beside the practice is done in a group of students forming circles, students are sulaiman 20 p-issn 2614-5960, e-issn 2615-4137 endowed with the opportunities to interact with a different partner each time they rotate or step one or two steps to their right, or to their left depending on the teacher’s instruction. it could be a good strategy for getting or checking understanding on text or practicing dialogues in the textbooks. to apply this learning method, the original strategies which are formed in the first time, have to do the tasks which are different from others. never theless the number of students in the class has also to be considered in deciding of the number of groups. research methodology the research methodology which was used in this research was action research. kemmis and mctaggart in nunan (1991:17) wrote that action research is a group activity. a piece of descriptive research carried out by a teacher in his or her classroom without involvement of others, which is aimed at increasing our understanding rather than changing the phenomenon under investigation. simply put, action research is the study of social situation with a view of improving the quality of action within it. action research is defined as a research and any systematic inquiry that is handled by teacher, researcher, principals, school counselors, or other stakeholders in teaching or learning environment to get information about teaching and learning process in the school and the school operation (mills ,2000: 6). the goal of this research is to develop, improve and give a positive effect for the students outcomes, teaching learning process and school operation. i chose classroom action research as the method because i purposed to improve student’s ability in writing analytical exposition critically. specifically i am as actual teacher and i did this research with my collaborator. there are two kinds of action research based on the result, those are critical and practical action research (mills, 2000: 25). critical action research is aimed to liberate the knowledge gathering. practical action research is a research which is emphasising in the process of the research. this research is categorized as practical action research which has goal to improve and get informations about the students difficulties in class. in analyzing the quantitave data, in this case, the writer used descriptive statistics that consist of means, highest and lowest score. this quantitative data was used to compare research and innovation in language learning vol. 1(1) january 2018 p-issn 2614-5960, e-issn 2615-4137 21 the result of the students’ thinking skill score in pre thinking skill test and post thinking skill test. the formula can be seen as follows: x n x n y y  in which: x = means of pre thinking skill test scores y = means of post thinking skill test scores n = the number of students in analyzing the qualitative data, i used interactive model as huberman and miles (in berg, 2009:54), “… data analysis can be defined as consisting of three concurrent flows of action: data reduction, data display, and conclusion and verification”. a. data reduction this step is needed when i classify the data. in classifying the data, i needed to reduce unused data of the analyzed subject to find the valid data to be shown in the data display. data reduction is used in interview result where i only put the important conversation that can support the data of this research. b. data display after doing the data reduction step, the researcher did the data displaying process that classify the similar useful data into one category to be displayed in order to give clear and structuring description about the research. the field notes, diary, the test data, interview data and documentation data related to the participant’s activity was displayed. c. conclusion drawing or verification this research used three steps or techniques of collecting data called data triangulation to verify that the data gotten are valid. as seen in the data collecting techniques above, the researcher used field notes, diary, documentation, questionnaire and interview. the step of conclusion drawing was done after the data reduction and data display process have done. in this final step, the conclusion based on the data was made. based on the explanation above, it could be said that to get the valid data in the research, the researcher should did three steps of analyzing the data, such as: reducing the data, displaying the data and also concluding the data. sulaiman 22 p-issn 2614-5960, e-issn 2615-4137 results and discussion the research findings were gathered from several sources of data, including the tests, and field notes. the findings were related to the improvement of the students‘ writing ability and also the difficulties in implementing inside outside circle to improve students‘ writing ability. the result of research in two cycles of car found that inside outside circle (ioc) is successfully improving students’ writing ability. the successful of ioc is cannot be separated from the cooperation among members. in this regard, the team learning as a unity had important role during implementing of ioc. it is in line with richards (2002:52) who says that the cooperation among members and under guidance from the teacher will bring students getting better achievement. it can be said that inside – outside circle (ioc) is an appropriate technique to understand and comprehend the text better. it supposed them to work in groups, it made they could share the ideas with their friends and be able to help each other. the students should discuss the text and then answer the questions that included components of writing. teaching writing through ioc technique made the students easier to understand write the text. they became more active and more enjoy in teaching learning process. they showed their contribution in discussion and participated well in teaching learning process by giving some opinion and asking some information they did not know. they enjoyed joining the class. it can be said that that ioc is the appropriate technique to teach the students with the different learning. ioc creates a situation in which the only way team members can obtain their own individual achievement if the group is successful. it explains that in aiming to achieve students’ personal goals, team members must help their teammates to success their groups. it is supported by yan zhang (2010:1) cooperative learning and foreign language learning and teaching, journal of language teaching and research. the focus of this paper is cooperative learning has positive effects on foreign language learning and teaching. this paper compared cooperative learning with traditional language teaching. the paper reveals cooperative learning benefits for language learning and teaching. research and innovation in language learning vol. 1(1) january 2018 p-issn 2614-5960, e-issn 2615-4137 23 the implementation of inside outside circle (ioc) technique had improved the students‘ writing ability. firstly, before the research the students had difficulties in providing relevant argument. it might not difficult to think of an idea of what they should write. however, it was hard for the students to convey their idea and provided further explanation with the relevant arguments. some students gave irrelevant arguments to support the idea. some did not even provide it. after the research, the students were able to find the related arguments to explain their idea. even though most students still seemed a bit vague in conveying their idea, but 17 students were able to state their idea clearly. secondly, the research finding showed that students were able to provide longer explanation by using evidence, statements, facts, opinion, etc. before the research, the students had difficulties in explaining their statements. some students only gave an idea or a statement without elaborating it. after the research, the students were aware to give their ideas further explanation. 25 students were able to provide their ideas with more elaboration by giving some related statements, evidences, reasons and opinions. thirdly, the students were able to define alternative point of view. before the research, the students did not see the alternative point of view. they only gave one point of view of an argument or idea which might exist. they only viewed one viewpoint. it was either the pro or the con, or, the positive or negative view. after the research, the students started to understand that it was better for them to provide alternative point of view. even though there were still students who did not provide it, the students who gave the alternative point of view were increased. fourthly, the students were able to write clear conclusion. before the research, the students did not conclude their paragraphs. the text they made mostly stopped in the last argument. only few of the students were aware of giving conclusion in the end of their paragraph. after the research, almost all students actually gave conclusion even if it were short. 27 students were able to give clear and consistent conclusion. furthermore, the implementation of roundtable technique not only improved students‘ critical thinking but also improved the students‘ writing skills, especially in aspects such sulaiman 24 p-issn 2614-5960, e-issn 2615-4137 as content and organization. in other words, the improvement of students‘ critical thinking has affected the improvement of students writing. the students provided clearer thesis and the paragraph were longer. they provided their idea or arguments with relevant information. some of them used facts, illustrations, and opinions to expand their paragraphs. they content of the text was more consistent. during the implementation of ioc technique to teach writing, several difficulties had appeared. a. the students were not accustomed with the ioc technique rules. this was the first time for the students to do ioc. it was understood that they were pretty much not adjusted yet with the rules. i have to remind them of the rules and asked them not to break them so the activity could go well. b. the group forming was noisy and took some minutes. in forming groups, students were given a chance to choose their own partners. but, the students were noisy. they shouted at each other asking one another to join their groups or rejecting the ones they did not want to work with. c. there were groups who did not function well. the other member sat apart from other members. this could be caused by the unfamiliar feeling they got from never been working in a group with certain students. d. the time limit was too short for the students. it was used for an excused that they could not think in that short of time. after they were accustomed with the rules, there were still students who were persistent to keep writing their responses even though their time was up. it caused the ioc took longer time than it should. e. it was hard to control the students who kept asking their friends about what they should write. some students just got nervous easily when their turn came. the idea that they might already have disappeared when they were nervous. other than that, if the previous student had written down the ideas which were the same as their planned answers, they had to re-think. f. if the topic was not something they familiar with, the students tend to think slower. each student had different speed in thinking. the one with lower speed felt intimidated by the smarter students in the group. research and innovation in language learning vol. 1(1) january 2018 p-issn 2614-5960, e-issn 2615-4137 25 the first action phase was implemented by researcher acted as an english teacher and accompanied by the collaborator. the teacher began by greeting then continued checking students’ presence. the teacher also tried to spend a few minutes giving some motivational words to them. in the early of class, the teacher explained the steps of ioc instruction, then continued by giving brainstorming to them. in the main activity, the teacher explained the main material. next, the teacher assigned students into groups learning. here, they were asked to complete the tasks individually. after that, each group was asked to check the tasks of their members. the members who found difficult could ask help to other members. the groups had a duty to make sure all of their members understood the lesson. each learning group then allowed conveying their answers in front of class. in the post activity, the teacher tried confirming the lesson. the students also were requested to convey their problems during teaching and learning process in the classroom. then, the students concluded the lesson together with the teacher. at last, the students had a home work to improve their understanding of lesson. based on students’ performance, the result showed that students’ mean score only achieved 60.4. it was found that only 27.27% students could pass the criterion and there were 72.73% students did not pass. it explained that most of students found difficult in making a recount paragraph. thus, it can be concluded that the cycle of car would be continued. the action of second cycle was done. in the main activity, the teacher reviewed to explain the material which covered the definition, the purpose, the language features, and the generic structures by using power point presentation to attract students’ attention. the teacher then assigned students into groups learning. here, they were assigned by mixed abilities based on their writing score in last action. each learning group then allowed conveying their answers in front of class. in the post activity, the teacher tried to confirming the lesson. the students were asked to delivered their responses of learning and then conclude the lesson today. after that, students had to be in groups learning. in pre – writing activity, the students were given stimulus and the teacher motivated them in order they had not blank space before drifting. next is sulaiman 26 p-issn 2614-5960, e-issn 2615-4137 drafting, in this activity, the teacher delivered them a paper. in this phase, the groups needed to make a recount paragraph together based on the theme. in this activity, the students were requested to have good cooperation. they needed share ideas for better result. after drafting (writing), the students were asked to revise their works. in this phase, the students were requested to check about their writing. at last was editing. in this stage, the students were tidying their text as they prepared the final draft for evaluation by the teacher. after writing the text collaboratively, the students had individual task. in this phase, they had to think and pouring their ideas in a text independently. they were not allowed to have any cooperation. after all of students did the individual task, next it was corrected together with the students. then the teacher counted their team rewards for the students’ who passed criterion. at last, the students were asked to conclude the lesson. after obtaining the result data in third cycle, the observer and researcher were satisfied. the students could write recount very well. the target to achieve 74% of the students’ score at least same or above 7 were achieved. therefore, the teacher and the collaborator decided to stop the cycle of classroom action research (car) because all of the targets already accomplished. based on the result of evaluation between teacher and collaborator, it could be conclude that ioc improved students’ ability in writing to the students. conclusion based on the discussion above that the mean score of two tests improved significantly in cycle 2 which cycle 1 with 60,4 and cycle 2 with 74. it can be concluded that inside – outside circle technique (ioc) can be used to improve students’ writing skill to the third semester of english students in the academic year 2017/2018. the strategy supposed them to work in groups, it made they could share the ideas with their friends and be able to help each other. it can be said that that ioc technique is the appropriate technique to teach the students with the different learning styles and different kinds of the text. research and innovation in language learning vol. 1(1) january 2018 p-issn 2614-5960, e-issn 2615-4137 27 references 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(1980). process of thought in composition. winthrop: winthrop publisher inc. barkley.e.f.,cross.k.p., & major c.h. (2005). collaborative learning techniques. san francisco: jossey-bass. brown, h.d. (2001). teaching by principles: an interactive approach to language pedagogy. new york: addison wesley logman, inc. burns, anne. (1999). collaborative action research for english teachers. cambridge: cambridge university press. cohen, l., manion, l., and morrison, l. (2007). research methods in education. (sixth edition). london and new york: routledge. creswell, j. w., and plano clark, v. l. (2011). designing and conducting mixed methods research. (2nd ed.). thousand oaks, ca: sage. harmer, j. (2004). the practice of english language teaching. (3rd ed).cambridge : pearson education limited. hylan, k. (2003). second language in writing. new york: cambridge university press. mertler c. a. (2006). action research: teachers as researchers in the classroom: sage. cambridge university press. mills, g.e. (2000). action research: a guide for the teacher researcher. new jersey: prentice hall. nation. i. s. p (2009). teaching esl/efl reading and writing. new york: taylor and france group. nunan, david. (1991). language teaching methodology: a textbook for teachers. new york: prentice hall new york. patel and jain (2008).english language teaching.jaipur.sunrise publisher & distributor. raimes, a. (1983). techniques in teaching writing. new york : oxford richards c jack and thedore s. rogers. (2001). approaches and methods in language teaching. second edition. cambridge : cambridge university press. sulaiman 28 p-issn 2614-5960, e-issn 2615-4137 richards c jack and willy a renandya (ed). (2002). methodology in language teaching an anthology of current practice. cambridge: cambridge university press. slavin, r.e. (1995). classroom application of cooperative learning. johns hopkinsuniversity and university of york. slavin, r.e. (1987). cooperative learning and the cooperative school.educational leadership.association and supervision for curriculum development slavin, r.e. (1983). team – assisted individualization : a cooperative learning solution for adpative instruction in mathematics. jhon hopkins university : center for social organization of school. stringer, e (2008). action research in teaching and learning. new york: routledge. wiegle, s.c. (2002). assessing writing. united kingdom : cambridge university press. zhang, y. (2010). cooperative language learning and foreign language learning and teaching. journal of language teaching and research. vol. 1, no. 1, pp. 81-83. doi: 10.4304/jltr.1.1.81-83. biography sulaiman is an english lecturer in iain pontianak. his research interest is in writing supervision, and tefl. he is available by email at sulaiman_0987@yahoo.com. research and innovation in language learning vol. 1(3) september 2018 pp. 187-200 pissn: 2614-5960 e-issn: 2615-4137 http://jurnal.unswagati.ac.id/index.php/rill copyright @ rill 2018 187 group work to improve classroom interaction and students’ self-esteem of stain gpa sungkawati kardi wahyuningsih stain gajah putih takengon, aceh tengah, aceh indonesia abstract this research aimed at observing and describing the process and the results of the action implemented in improving the classroom interaction and the students’ self-esteem of stain gpa. this research was a classroom action research. the subject of the study is the semester 6 students of english department in the academic year of 2014/2015. the purposive sampling was used in this study. this research consists of three steps, namely: input, transformation, and output. the finding of the research is that the implementation of group work is able to improve the classroom interaction, as they: interaction between student and student, student and teacher, student and learning sources, and student and the environment. in relation to the students’ self-esteem, the implementation of group work was able to improve: feeling of competence, feeling to be respected, feeling to be loved, feeling to have a chance for success, and feeling of confidence. keywords: classroom interaction, group work, self-esteem sari penelitian ini bertujuan untuk mengamati dan mendeskripsikan proses dan hasil dari perlakuan yang diterapkan dalam peningkatan interaksi kelas dan penghargaan diri pada siswa pendidikan bahasa inggris stain gpa. penelitian ini merupakan penelitian tindakan kelas. subjek dalam penelitian ini adalah mahasiswa semester 6 prodi pendidikan bahasa inggris tahun akademik 2014/2015. teknik purposive sampling digunakan dalam penelitian ini. penelitian ini terdiri dari tiga tahap, yaitu: masukan, perubahan, dan keluaran. hasil penelitian ini adalah bahwa penerapan kelompok kerja dapat meningkatkan interaksi kelas, yaitu: interaksi antara mahasiswa dengan mahasiswa, interaksi antara mahasiswa dengan dosen, interaksi antara mahasiswa dengan sumber belajar, dan interaksi antara mahasiswa dengan lingkungan. pada penghargaan diri mahasiswa, penerapan kelompok kerja dapat meningkatkan: rasa untuk bersaing, rasa untuk dihargai, rasa untuk dikasihi, rasa memiliki kesempatan untuk sukses, dan rasa percaya diri. kata kunci: kerja kelompok, interaksi dalam kelas, penghargaan diri wahyuningsih, s. 188 p-issn 2614-5960, e-issn 2615-4137 received 20 april 2018 last revision 10 may 2018 published 26 september 2018 introduction classroom interaction accommodates the teaching learning process. it facilitates the transfer of knowledge in the classroom. brown (2001, p.165) states that interaction is collaborative exchange of thoughts, feelings, or ideas between two or more people, resulting in reciprocal effects on each other. it gives change the students to communicate with the learning sources. communication with the learning sources are not only interaction between student with the other students, it also interaction between students with teacher, learning material, and learning environment. malamah (1987, p.37) gives explanation that interaction can be seen as a process of mutual accommodation, with the addresser acting upon the addressee to cause a reaction, which in turn informs an action performed by the previous addressee, which causes a reaction in the same way, and so on. the interaction is not just exploring the ideas. however, it includes the way how the listeners understand the information. moreover, they respond the ideas. rivers (1987, p.5) states that, in a second language situation, interaction becomes essential to survival in the new language and culture. in this case, it is important to help the students to find their styles of interaction. finding the students’ interaction style concern to the students’ self-esteem. it relates to the students’ motivation, confidence, and feeling. self-esteem is the value each of one’s places on their own characteristics, abilities, and behaviors slavin (2006, p. 80). self-esteem plays an important role in attaining students’ target learning. the low academic performance is the result of the low self-esteem. the students feel incompetence in learning process. furthermore, they find it difficult to set goals and to solve problems. consequently, they tend to place little value on their successes. malbi & reasoner (in kumar, v. et al., 2009, p. 27) said that self-esteem can be broadly defined as the overall evaluation of oneself in either a positive or negative way. it research and innovation in language learning vol. 1(3) september 2018 p-issn 2614-5960, e-issn 2615-4137 189 indicates the extent to which an individual believes himself or herself to be competent and worthy of living. plumer (2005, p. 20) states that a person who believes in himself and who has developed a degree of self-reliance is more likely to be able to cope with life’s inevitable difficulties and failures. the students who had high self-esteem will be able to build confidence for future challenges, recognize and develop specific strengths and cope with changes successfully, and enjoy life and fulfill relationship. moreover, they had flexibility to take chance to reach their success than fear of their mistake. in contrast, people with low self-esteem often lack energy and confidence and feel depressed, insecure, and inadequate (mcdonald & kirby, 2009, p.77).the students’ characteristics are not supportive towards the teaching-learning process. the students have low confidence in presenting ideas, asking questions, and attending the classroom activities. they do not act and follow the process of learning actively. according to that problem, it is important to improve students’ self-esteem to help them attain their target learning. mcdonald & kirby (2009, p.78) mention some ways to improve students’ self-esteem, as they: focusing on hope and success, making lessons meaningful, providing challenges, focusing on careers, considering the importance of self-esteem, and expressing positive beliefs. one of the solving of classroom interaction and self-esteem is by using group work. group work is a teaching and learning technique where the learners work in small groups to do activities in classrooms. davis (2009,p.190) students who work in groups also appear more satisfied with their classes and group work provides a sense of shared purpose that can increase morale and motivation. according to harmer (2001, p.117) group work increases the amount of talking individual students can do. on the other hands, group work provides a sense of shared purpose which is able to improve students’ morale and motivation (davis, 2009, p. 190). moreover, kusuma, sutadji, and tuwoso (2014, p. 6) found that motivation give wahyuningsih, s. 190 p-issn 2614-5960, e-issn 2615-4137 contribution to the achievement of the competencies. when students had high motivation to learn, the classroom interaction will automatically improve. it cause by dividing the class into groups, students get more opportunities to talk than in full class organization and each student can say something. in this study, group work was offered to improve the classroom interaction and the students’ self-esteem. as a learning technique, group work can increase self-esteem and learning achievement, enhance empathy and social skills, improve ethnic and social relations, facilitate inclusion, and increase liking for class and academic contents. in conclusion, the classroom interaction and students’ self-esteem can be raised by group work. the objectives of this study are to observing the process of the action implemented in improving the classroom interaction and self-esteem of the english education department students of stain gpa, and describing the results of the action implemented in improving the classroom interaction and the self-esteem of the english education department student of stain gpa. methods the research type used in this study is classroom action research. in this study, the researcher worked participatory. it means that the research was designed and done by the researcher (endang mulyatiningsih, 2011, p. 63). this research used lewin’s model (endang mulyatiningsih, 2011, p. 69; pardjono et.al, 2007, p. 22). which consist of three steps, as they: input, transformation, and output. the first step is input. the purpose is to identify the problem and to plan the action to solve the problem. the second step is transformation which is used to conduct the action plan. the last step is output. the purpose of this step is to reflect the action and to see the result of the action. the subject of the study is the semester 6 students of english department of stain gpa in the academic year of 2014/2015. the total number of the population was 75 students that belong to three classes. the result of the purposive sampling took unit c research and innovation in language learning vol. 1(3) september 2018 p-issn 2614-5960, e-issn 2615-4137 191 students because they had the lowest degree of self-esteem and passive in teaching learning process. the total subject number is 25 students. there were two kinds of data, qualitative and quantitative data. the qualitative data were gathered from observation. the data were analyzed using the descriptive analysis. on the other hands, the quantitative data were gathered from questionnaires. the collected data were analyzed using descriptive statistic. for this purpose, the central tendency measure (means) and the variability measure (standard deviation) of the students’ responses were used. they enable the researcher to use one or two numbers to represent all the individual scores (gall, gall, & borg, 2003, pp. 290-291). this research used the mean to analyze the response using likert scales. the likert scales are the most common technique when asking people to give the degree to which they agree with sikap, pendapat, perception, and opinion (burhan nurgiyantoro, 2001, p. 55; sugiyono, 2010, p. 134; erwan agus purwanto & dyah ratih sulistyastuti, 2011, p. 63). the assessment of the opinion on the questionnaire uses scales in the form of five points of agreements: 1 or sd if the respondents strongly disagree with the statement, 2 or d if the respondents disagree with the statement, 3 or u if the respondents neither agree or disagree or doubt with the statement, 4 or a if the respondents agree with the statement, and 5 or sa if the respondents strongly agree with the statement. results and discussion this research study consists of three steps, namely: input, transformation, and output. below is the explanation. the first step is input. in this step, the problems were identified based on the observations and questionnaires. it is used to formulate the problems. the identification was done on march 2015. the data presentation of the respondents and the result of the questionnaire are described below. table 1. data of the classroom interaction identification no. statement n sa a u d sd mean sd 1. interaction between student and students. 25 2 4 16 3 2.20 0.76 2. interaction between student and the teacher. 25 5 13 7 1.88 0.73 wahyuningsih, s. 192 p-issn 2614-5960, e-issn 2615-4137 3. interaction between student and the learning sources. 25 8 14 3 2.20 0.65 4. interaction between student and the environment. 25 2 21 2 2.00 0.41 table 1 shows that the mean or the average score of the respondents’ agreement toward the questionnaire items ranged from 1.88 to 2.20 as a matter of fact, the minimum acceptance of the average score or mean was 3.00 and the maximum score was 5.00. therefore it can be concluded that the classroom interaction in this class is low. it can also be seen that the students relatively had similar opinions towards the statements of the questionnaire since the value of standard deviation of each statement of the questionnaire was small. this was also supported by the result of the observation. the interaction between student and the other students in the classroom is low. they are silent in the teaching learning process. the mean of the interaction between student and students was 2.20. it can be concluded that there are limited interaction between students. the value of the standard deviation was 0.76. it showed that the learners relatively had the similar opinion. based on the observation, the students were passive to give their opinion in the teaching learning process. in relation to the interaction between student and the teacher, the mean score of the students’ statement was 1.88. it can be concluded that there are limited interaction between students and their teacher. the teacher dominated the classroom activities. the standard deviation was 0.73. it means that the students had the relative similar opinion toward the interaction between student and the teacher. the interaction between student and the learning sources was low. they were passive in finding the learning sources, tasks, and material to support their learning. it can be seen through the mean of their statement was 2.00. they had the relative similar opinion toward the interaction between student and the learning sources that was 0.65. in relation to the interaction between student and the environment, the mean score of the students’ statement was 2.00. it can be concluded that the interaction are low. the students do not care to the situation of their learning environment. they do not keep research and innovation in language learning vol. 1(3) september 2018 p-issn 2614-5960, e-issn 2615-4137 193 their classroom comfortable. the standard deviation was 0.41. it means that they had relative similar opinion toward the interaction between student and the environment. based on the observation, the students learn in the untidy classroom. table 2. data of the self-esteem identification no. statement n sa a u d sd mean sd 1. feeling of competence. 25 5 18 2 2.12 0.53 2. feeling to be respected. 25 1 17 7 1.76 0.52 3. feeling to be loved. 25 4 15 6 1.92 0.64 4. feeling to have a chance for succes. 25 4 13 8 1.84 0.69 5. feeling of confidence. 25 1 17 7 1.17 0.52 table 2 shows that the mean or the average score of the respondents’ agreement toward the questionnaire items ranged from 1.76 to 2.12 as a matter of fact, the minimum acceptance of the average score or mean was 3.00 and the maximum score was 5.00. therefore it can be concluded that the classroom interaction in this class is low. it can also be seen that the students relatively had similar opinions towards the statements of the questionnaire since the value of standard deviation of each statement of the questionnaire was small. this was also supported by the result of the observation. the students’ feeling of competence was small. the teaching learning processes seem silent and passive. the mean of the feeling of competence was 2.12. the value of the standard deviation was 0.53. it showed that the learners relatively had the similar opinion. in relation to the feeling to be respected, the mean of the students’ statement was 1.76. it means that the students do not care whether their friends care to them or not. they had the relative similar opinion toward the feeling to be respected. it can be seen from the value of the standard deviation that was 0.69. in relation to the feeling to be loved, the mean of the students’ statement was 1.92. it means that the students do not aware about the admiration feeling. they seem stiff in the classroom communication. the students had relative similar opinion toward the feeling to be loved. it can be seen from the value of the standard deviation that was 0.64. wahyuningsih, s. 194 p-issn 2614-5960, e-issn 2615-4137 the feeling to have a chance for succes was 1.84. it mean that the students had low level of motivation to reach their success. the value of the standard deviation was 0.69. it means that they had relative similar opinion toward the feeling to have a change for success. in relation to the feeling of confidence, the mean of the students’ statement was 1.17. it means that the students had low level of confidence. it was the reason of the passiveness of the teaching learning process in the classroom. the students had the relative similar opinion toward the feeling of confidence. it can be seen in the value of the standard deviation that was 0.52. based on the real situation that was indicated by the result of the identification and the observation, it can be concluded that the students had a low level of interaction and a low level of self-esteem. the plan was design to solve those problems by using group work. moreover, the plan included three activities, as they: choosing the topics and items of learning, selecting teaching materials and learning procedures, and making up the syllabus. below is the result of the syllabus development. table 3. syllabus of the teaching learning process no topic material procedure 1 teaching method grammar translation method direct method audio-lingual method total physical response watching short video discussion role play game competition short performance 2 teaching approach communicative approach natural approach the second step is transformation. in this stage, the action plan was implemented in the teaching learning process. the classes were held in six meetings. in each meeting, both the teaching learning process and the students were observed. below are the descriptions of the six meetings. the material of the first meeting was grammar translation method. the learning procedures were watching short video, discussion, and role play. the material was started by watching short video about grammar translation method. after that they research and innovation in language learning vol. 1(3) september 2018 p-issn 2614-5960, e-issn 2615-4137 195 discussed the material. then, every group presented the result of the discussion. in the end of the discussion, the students participated in role play. in the second meeting, the material was direct method. the learning procedures were watching short video, discussion, and role play. the material was started by watching short video about direct method. then, the teacher delivered some educational issues that should be discussed by the groups. in the end of the discussion, the students participated in role play. audio-lingual method was the material of the third meeting. the learning procedures were discussion and game. the material was started by game. the next activity was discussion in group. after that, the students participate in game. the material of the fourth meeting was total-physical response. the learning procedures were watching short video, discussion, and competition. the material was started by watching short video. after that, the teacher grouped the students into five students in each group. the discussion was used to make questions for the next activity. in the end of the teaching learning process, the students participated in competition. in the fifth meeting, the material was communicative approach. the learning procedures were watching short video, discussion, and short performance. the material was started by watching short video about communicative approach. the next activity was discussion. then, every group presented the short performance. the material of the last meeting was natural approach. the learning procedures were watching short video, discussion, and short performance. the material was started by watching short video about natural approach. after that, the discussion was used to plan performance. then, every group presented the short performance. the last step is output. in this step, the reflections were done. the reflection of the implementation of the action plan was done at the end of every meeting. the reflection was done according to the observation. the questionnaires were completed by the students at the end of the action implementation. the data presentation of the respondents and the result of the questionnaire are described below. wahyuningsih, s. 196 p-issn 2614-5960, e-issn 2615-4137 table 4. data of the classroom interaction result no. statement n sa a u d mean sd 1. interaction between student and students. 25 6 18 1 4.20 0.50 2. interaction between student and the teacher. 25 7 15 2 1 4.12 0.76 3. interaction between student and the learning sources. 25 5 15 5 4.00 0.65 4. interaction between student and the environment. 25 8 17 4.32 0.48 table 4 shows that the mean or the average score of the respondents’ agreement toward the questionnaire items ranged from 4.00 to 4.32 as a matter of fact, the minimum acceptance of the average score or mean was 3.00 and the maximum score was 5.00. therefore, it can be concluded that the classroom interaction in this class is high. on the other word, the action plan was success to improve the classroom interaction. it can also be seen that the students relatively had similar opinions towards the statements of the questionnaire since the value of standard deviation of each statement of the questionnaire was small. it ranged from 0.48 to 0.76. the interaction between student and student improved by the implementation of the action plan. the improvement of the interaction between student and student can be seen in the mean of the students’ agreement toward the statement. the mean was 4.20. it raises 2.00 point from the beginning identification. it means that group work is able to motivate the students to work cooperatively with their friends in the teaching learning process. the standard deviation was 0.05. it means that the students had the relative similar opinion toward the interaction between student and student. in relation to the interaction between student and the teacher, the mean score was 4.12. it raises 2.24 point from the first identification. it means that the implementation of group work in the teaching learning process is able to improve the communication between students and the teacher. the students had the relatively similar opinion toward the statement. it can be seen from the value of the standard deviation that is 0.76. the interaction between student and the learning sources improved 1.80 point from the first identification. the mean of the interaction between student and the learning sources research and innovation in language learning vol. 1(3) september 2018 p-issn 2614-5960, e-issn 2615-4137 197 is 4.00. it means that the implementation of group work in the teaching learning process was able to improve students’ awareness to the learning sources. they are active to find sources to support their learning. the students relatively had the similar opinion toward the interaction between student and the learning sources. it can be seen through the value of the standard deviation that is 0.65. in relation to the interaction between the student and the learning environment improved 2.32. the result of interaction between student and the learning environment was 4.32. it can be conclude that the implementation of the group work was able to improve students’ awareness of the situation where they learn. they keep the classroom atmosphere comfort and enjoy during the teaching learning process. the value of the standard deviation was 0.48. it means that the students had relative similar opinion toward the interaction between student and the learning environment. table 5. data of the self-esteem result no. statement n sa a u d mean sd 1. feeling of competence. 25 3 20 2 4.04 0.45 2. feeling to be respected. 25 8 10 5 2 3.96 0.93 3. feeling to be loved. 25 9 16 4.36 0.49 4. feeling to have a chance for succes. 25 6 12 7 3.96 0.73 5. feeling of confidence. 25 7 10 7 1 3.92 0.86 table 5 shows that the mean or the average score of the respondents’ agreement toward the questionnaire items ranged from 3.92 to 4.36 as a matter of fact, the minimum acceptance of the average score or mean was 3.00 and the maximum score was 5.00. therefore it can be concluded that the classroom interaction in this class is high. it means that the group work was success to improve the students’ self-esteem. it can also be seen that the students relatively had similar opinions towards the statements of the questionnaire since the value of standard deviation of each statement of the questionnaire was small. this was also supported by the result of the observation. the feeling of competence improved by the implementation of the group work. the improvement can be seen in the mean of the students’ agreement toward the statement. the mean was 4.04. it raises 1.92 point from the beginning identification. it can be concluded that group work is able to improve the students’ motivation to compete in the wahyuningsih, s. 198 p-issn 2614-5960, e-issn 2615-4137 teaching learning process. they become more active in the classroom. the standard deviation was 0.45. it means that the students had the relative similar opinion toward the interaction between student and student. in relation to the feeling to be respected, the mean value was 3.96. it raises 2.20 point from the first identification. it means that the implementation of group work in the teaching learning process was able to improve the students’ awareness of respect. they more respect to each other. it implied when they deliver opinion and question. the students had the relatively similar opinion toward the statement. it can be seen from the value of the standard deviation that is 0.93. the feeling to be loved improved by the implementation of the group work. the improvement can be seen in the mean of the students’ agreement toward the statement. the mean was 4.36. it was raised 2.44 point from the beginning identification. it means that the students’ awareness of feeling admiration was improved by the implementation of group work. the standard deviation was 0.49. it means that the students had the relative similar opinion toward the interaction between student and student. in relation to the feeling to have a chance for succes, the mean improved 2.12 point fron the first identification. the mean was 3.96. it can be concluded that the students were more respect to the change to explore their talent. they more active in the classroom teaching learning process. the feeling of confidence was improved by the implementation of the group work. the improvement can be seen in the mean of the students’ agreement toward the statement. the mean was 3.92. it raises 2.75 point from the first identification. it means that the students are more confidence to explore their ideas in the classroom by the implementation of group work. they become more active in the classroom. the standard deviation was 0.86. it means that the students had the relative similar opinion toward the interaction between student and student. research and innovation in language learning vol. 1(3) september 2018 p-issn 2614-5960, e-issn 2615-4137 199 conclusion the finding of the research is that the implementation of group work is able to improve the classroom interaction and the students’ self-esteem. the implementation of group work can improve the classroom interaction. it can be seen from these indicators. the implementation of group work gives opportunity to the students to explore their ideas. then, the students are more active in giving suggestion, because their friends will help when they make mistakes. the second, the implementation of group work can improve the students’ self-esteem. the improvement of the students’ self-esteem can be seen from these indicators. the implementation of group work makes the students respect themselves and their friends. they show favourable manners where they can respect their differences and weaknesses. they work in their group in high tolerance. next, the implementation of group work improves students’ confidence. they are more confidence to present the results of the discussion, and perform the game or role play. then, the implementation of group work improves the students’ vocabulary. they are more competent in using english to express their ideas. references brown, h. d. 2001. teaching by principles: an interactive approach to language pedagogy. new york: pearson education. davis, b. g. 2009. tools for teaching. san francisco: jossey-bass. gall. m. d., gall, j. p., & borg, w. r., 2003. educational research: an introduction. new york: long man. harmer, j. 2001. the practice of english language teaching. cambridge: longman . kumar, v., sharir, j., aizan, h. t., et al. 2009. self-esteem, gender and academic achievement of undergraduate students. american journal of scientific research, 3, 26-37. kusuma, f. i., sutadji, e., & tuwoso. 2014. “kontribusi dukungan orang tua, penguasaan pengetahuan dasar, dan motivasi berprestasi terhadap pencapaian kompetensi kejuruan.” jurnal kependidikan, volume 44 (1), 1-14. wahyuningsih, s. 200 p-issn 2614-5960, e-issn 2615-4137 malamah, t.a. 1987. classroom interaction. oxford: oxford university press. mcdonald, j. & kirby, e. 2009. engage every student: motivation tools for teachers and parents. minneapolis: search institute press. mulyatiningsih, e. 2011. riset terapan. yogyakarta: uny press. nurgiyantoro, b. 2001. penilaian dalam pengajaran bahasa dan sastra. yogyakarta: bpfe. pardjono, et.al. 2007. panduan penelitian tindakan kelas. yogyakarta: lembaga penelitian uny. plummer, d. 2005. helping adolescents and adults to build self-esteem. london: jessica kingsley publishers. purwanto, e. a. & sulistyastuti, d. r. 2011. metode penelitian kuantitatif untuk administrasi publik dan masalah-masalah sosial, yogyakarta: penerbit gava media. rivers, w. m. 1987. interactive language teaching. cambridge: cambridge university press. slavin, r. e. 2006. education psychology: theory and practice. new york: pearson education, inc. sugiyono. 2011. metode penelitian pendidikan: pendekatan kuantitatif, kualitatif, dan r&d. bandung: alfabeta biography sungkawati kardi wahyuningsih was graduated from english education of uny in 2009. then, she continued her magister program in the same university and graduated in 2013. she ever taught in uty for one semester, before she moved to aceh. in 2014 she taught in stain gajah putih, takengon, aceh tengah, aceh until now. her research interest is tefl methodology. she can be reached at kardisungkawati@gmail.com microsoft word 1084-3166-1-sn research and innovation in language learning vol. 1(1) january 2018 pp. 39-48 pissn: 2614-5960 e-issn: 2615-4137 http://jurnal.unswagati.ac.id/index.php/rill copyright @ rill 2018 39 three attitudes of a reflective teacher sitti nurfaidah institut agama islam negeri kendari abstract reflective teaching practice in second/foreign language teaching education has been the focus of empirical studies attention since early 1990s. despite the importance of the implementation of reflective teaching practice in the classrooms, there is still limited research on english language teaching in indonesian context relative to the attitude of reflective teachers as revealed in their reflection. this study examined three attitudes of reflective teachers as proposed by dewey, i.e. open-mindedness, wholeheartedness, and responsibility. they are considered as part of the keys in identifying the reflectivity state of the teacher. data from two efl preservice teachers’ reflection through reflective teaching journals and interview were analyzed using thematic analysis technique to identify emerging themes and to extract narratives of experience. the findings reveal that both of the preservice teachers reflected the three attitudes in their reflection indicating their development in preparing themselves into more professional teacher. this study’s implication on language teacher education program is also discussed. keywords: reflection, reflective teacher, open-mindedness, wholeheartedness, responsibility sari kegiatan refleksi mengajar bahasa asing sudah menjadi kajian pada penelitian-penelitan terdahulu sejak awal 90-an. meskipun demikian, penelitian dalam konteks pengajaran bahasa inggris di indonesia yang mengkaji sikap guru reflektif dalam kegiatan refleksi mereka masih sangat terbatas. penelitan ini menelaah tiga sikap yang dimiliki guru reflektif sebagaimana digagas oleh dewey, seperti keterbukaan, kerendahan hati, dan tanggung jawab. ketiga sifat ini dinilai penting sebagai bagian dari kunci utama untuk mengidentifkasi kualitas refleksi seorang guru. data dari jurnal refleksi mengajar dan interview dari dua mahasiswa calon guru yang sedang praktik mengajar dianalisis dengan menggunakan teknik tematik. hasil penelitian menunjukkan bahwa kedua calon guru merefleksifkan tiga sikap tersebut yang mengindikasikan perkembangan mereka dalam persiapan menjadi guru yang lebih profesional. implikasi penelitian ini terhadap program pendidikan guru bahasa juga disajikan. keywords: refleksi, guru reflektif, keterbukaan, kerendahan hati, tanggung jawab received 4 april 2018 last revision 13 april 2018 published 18 april 2018 nurfaidah, sitti 40 p-issn 2614-5960, e-issn 2615-4137 introduction reflective teaching practice, a closely related term to pedagogical context, has been of significance in fostering preservice teachers’ development of teaching learning. the past thirty years have seen growing interest in reflective teaching practice in second/foreign language teaching education; making it the focus of scholars’ attention since early 1990s (richards, 1991). along with this growth, however, research on english language teaching context relative to the attitude of reflective teachers as revealed in their reflection is still less explored (farrell, 2012b). meanwhile, it is argued that understanding the virtue of being a reflective teacher could help us commit to our own professional development (marzuki, 2013). this study therefore seeks to examine the preservice teachers’ reflective attitudes as exposed in their teaching reflection. further suggestion on the study’s implication on language teacher education program will also be discussed. reflective attitudes portray the teacher’s state of being an open-minded, wholehearted, and responsible human being (dewey, 1933; rodgers, 2002; farrell, 2012b). it was dewey (1933), an american philosopher and educationist, who proposed three reflective attitudes that should embed in a quality teacher. he argues that for being considered as a reflective teacher, the first virtue a teacher should possess is openmindedness. this attitude indicates some qualities that should be preoccupied by a quality teacher. a reflective teacher is said to be able to consider problems in new and different ways. he/she is also open to new ideas and thoughts that come from others. therefore, he/she should be ready to listen to and welcome more opinions than one. additionally, as an active listener, the reflective teacher should be prepared and able to hear contrary view, and also be able to admit that his/her previously held belief may in fact be wrong. furthermore, dewey (1933) formulates the second virtue as wholeheartedness. it requires the reflective teacher to be totally involved in a subject or cause. furthermore, he/she should display enthusiasm in a flood of ideas and thoughts. also, he/she should be able to keep interest and desire for knowing is enacted. wilbur (2016) maintains that as part of reflective framework, wholeheartedness “considers the complexity of research and innovation in language learning vol. 1(1) january 2018 p-issn 2614-5960, e-issn 2615-4137 41 situations while maintaining a steadfast focus” (p. 3). the last reflective attitude is responsibility (dewey, 1933). this state of reflectivity is marked by the need to consider the consequences of the teacher’s actions. the reflective teacher needs to know why something is worth believing. in this way, he/she would grow curiosity in the meaning in what is being learnt. ultimately, he/she is endowed with a moral trait which is important as an intellectual resource. farrell (2012a) highlights that novice teachers can cultivate their responsibility by engaging in reflective practice during their first years of teaching real students “so that they can better assess and manage whatever issues and problems they face in their particular context.” (p. 438). methodology data in this qualitative case study were gathered from two efl preservice teachers who were assigned to partake in a field teaching program at a private senior high school in kendari, southeast sulawesi, indonesia. anne and ellie (pseudonym) were willing to take part in this study because they believe that engaging in reflective practice would be beneficial for them. as for reflective writing exposure, both of them had been engaged in writing their teaching reflection during microteaching course in the previous semester. using reflective teaching journals as the main instrument, the participants were given guidelines in writing their reflective accounts prior to the journal writing activities (richard and lockhart, 1996) because the guidelines address some aspects of reflection in the language classroom. unlike the structured journals (borg, 2006), however, the participants only needed to address some issues of their concerns listed in the guidelines. data was collected using participants’ teaching journal due to its use in the study of teacher cognition in preservice teacher education. teaching journal is commonly assigned as a reflective tool during practicum (borg, 2006) as well as a tool to develop competence and self-efficacy (nye, clark, bidwell, deschamps, frickman, & green, 2016). nurfaidah, sitti 42 p-issn 2614-5960, e-issn 2615-4137 upon teaching the class, the participants were asked to reflect on their teaching and recorded their reflection in form of teaching journals. despite their ability to teach english, they were asked to write their reflection in indonesian because reflective journal writing demands linguistic, cognitive, and socio-cultural comprehension (borg, 2006). the journals then were emailed to the researcher. in general, the coding method in this study follows liamputtong's (2009) and malik and abdul-hamied’s (2014) suggestion by locating the relevant texts containing the repeating ideas, followed by categorising the recurring themes which then were reviewed based on the theoretical framework underpinning this study's research concerns. in addition, in order to ensure a particular unit of reflection is coded accordingly, hatton and smith (1994) and nurfaidah, et al. (2017) required the text being constructed before furthering into recognising reflective forms. in order to secure the participants’ identity, their names will be pseudonyms as anne and ellie. findings and discussion the findings of this study revealed that regarding dewey’s (1933) framework of reflective attitude, the participants’ reflective practice indicate their reflective virtues of being open-minded, wholehearted, and responsible teachers. the followings are illustrations from the anne’s and ellie’s journal entries depicting their reflective attitudes. open-mindedness the first attitude to be revealed in the participants’ reflective practice is openmindedness. it is the virtue of cognitive excellence as well as civic excellence (riggs, 2010). in other words, having the virtue of open-mindedness will lead the person into tolerance and living with others in harmony. this is what we need to cultivate to preservice teachers as they are hoped to pass on this good virtue to the next generation. the following extract exemplifies anne’s open-mindedness for being open to new ideas and thoughts. “i came to the classroom alone, without my partner. i don’t know where she is for she never showed up while our mentor teacher had suggested that we work in team. research and innovation in language learning vol. 1(1) january 2018 p-issn 2614-5960, e-issn 2615-4137 43 well, actually i was a bit irritated because she never came as the controller. basically, today’s teaching and learning process was fun. some of the students were noisy but they wanted to go with the lesson. they were calmer when miss r came to do videotaping which made me think that it is important to work in team so that one can be the teacher and the other could play the role of controlling the students. in that way, the students could be prevented from being noisy, wandering around, going in and out of the classroom, chattering, etc. at the end of the class i reflected that being a teacher is tiring and a hard work.” (anne, journal entry #3) anne’s reflection on her second teaching illustrates the virtue of being an open-minded teacher. she realized that what her mentor teacher told them about working in team justifies teacher’s ability to manage the classroom. anne shows indication of being an open-minded teacher as she is willing to listen to what other says to her and then came with realization of the benefit of the suggestion after putting her judgement into hold for a while. it is in line with baehr’s (2011) argument that such standpoint requires the state of being open to new ideas or thoughts offered from others. as for ellie’s case, the following excerpt demonstrates her openness towards the problems in the classroom she posed during her time of teaching. she open-mindedly considered the problems in new and different ways. she reflected: “after the third meeting, i started to feel a bit annoyed since it seems that the students don’t know or perhaps they don’t want to appreciate what i have done for their class so far; from preparing and making teaching media, preparing teaching materials and explaining in front of the class until my mouth went dry. but now, as i’m reflecting it, i start to think about many things like: (a) the ways to make them understand the material i’m delivering to them because as far as i’m concerned, they still don’t get whatever i deliver to them, (b) the ways to make them want to do the tasks that i assign them to do, or (c) maybe they’re bored with the way i teach since i always use teaching media which i put on the whiteboard and pair work technique.” (ellie, journal entry #3) ellie’s revelation on her third teaching epitomizes a novice teacher open-mindedness (farrell, 2012a). as her exposure towards teaching experience and students’ progress on the delivered lesson went on, she realized that she need to sit back and review on what she had done in the classroom. her reflection brought her some ideas when she tried to see problems from different angle. nurfaidah, sitti 44 p-issn 2614-5960, e-issn 2615-4137 both anne’s and ellie’s quality of being open to their new teaching context indicates their willingness to be reflective teachers. this case suggests that by cultivating the virtue of being an open-minded teacher early on during their teacher education program, the preservice teachers are expected to develop solid foundation for quality teachers. wholeheartedness the second reflective attitude to be explored in this study is wholeheartedness. this reflective virtue requires both anne and ellie to be totally involved in their field teaching practice. they are expected to be enthusiastic in teaching ideas and thoughts, and be able to keep interest and desire throughout their teaching practice. the following reflection illustrates anne’s wholeheartedness during the day’s lesson. “i thought today’s lesson was quite effective because the lesson plan was complete and the classroom was more manageable because we worked in team. ... i realized that the teaching and learning process was still dominated by me. i decided to do so because when i asked the students to discuss in small group, they still relied on me on what to discuss and what to do with text. they still have lack awareness of the benefit of discussing with their friends. they still believe that the right things are all on me. in other words, they are not confident enough to speak their minds. however, i helped them by guiding them on how to deal with the text and what to discuss by mingling around to check each group and told them to ask me anything they didn’t understand.” (anne, journal entry #4) anne’s total engagement with the teaching is shown from her effort to make the lesson effective and to make sure that the students could comprehend the lesson well by helping them out. although the students were struggling with the task, she managed to make them work on their discussion by providing proper guidance. meanwhile, in ellie’s case, her reflection reveals her ability to stay focus and enthusiastic when facing the students. she revealed: “thank god… after i explained to them about [learning and the importance of] english, they started to be open about their problem in learning english. most of them are having troubles in grammar and limited vocabularies so that they are facing difficulties in speaking, writing, listening, even reading that they cannot comprehend the passages. so, it is difficult. besides, they said that their english teacher at the school did not care whether they understand or not what the teacher was delivering and she kept going. also, they acknowledged that i spoke too fast in research and innovation in language learning vol. 1(1) january 2018 p-issn 2614-5960, e-issn 2615-4137 45 front of the classroom while all this time whenever i asked them whether i spoke too fast or not, they just said that it was fine.” (ellie, journal entry #6) the abovementioned reflection exposes both anne’s and ellie’s attempt to take risks and therefore put themselves as ‘responsible risk takers’ (le cornu & peters, 2005: 55). as exposed to real classroom complex problems, anne and ellie realized that they should face whatever problems they encountered. such exposures to problems have developed their ability to overcome their own anxiety, fears, and uncertainties (richards & lockhart, 1991) within their particular classroom context. in other words, they were able to cultivate wholeheartedness, the reflective attitude, and grow into more contemplative and quality teacher (bach & alexander, 2015). responsibility responsibility is the third reflective attitude worth depicting in the participants’ reflection. featured by “careful consideration of the consequences to which an action leads” (farrell, 2008), responsibility bears the significance of critical thinking that the teacher should develop. anne’s responsibility in handling her classroom is portrayed as follows: “i think in this lesson i didn’t provide proper media for simple present, rather i only provided the one for analytical exposition text. i should have made specific teaching resource dealing with sentences, probably in form of flash cards so that the lesson could have been more interesting. besides that, i will teach them how to write analytical exposition text by mind mapping concept. however, since i didn’t prepare any mind map and explaining what mind map was, they became confused and didn’t know what to do. for the following meeting, i have to provide mind map and explain about it in detail so that they will get clear idea.” (anne, journal entry #5) regarding preservice teachers’ virtue of responsibility, both anne’s and ellie’s reflection exert their sense of responsibility as language teachers. they both reflected on how they dealt with their lesson plan and their ways in solving the problems they encountered. ellie’s sense of responsibility is reflected as follows: “but the lesson plan that i have planned didn’t go smoothly as whenever i asked them to do something like understanding passages, writing, or speaking, they just kept silence. while in fact, before asking them to write or speak, i have provided them with explanation and sufficient examples with the help of teaching resources. nurfaidah, sitti 46 p-issn 2614-5960, e-issn 2615-4137 they are having great trouble with grammar. for example, out of the two sentences i asked them to make, none of them was correct. at last, i ended up explaining grammar rather than focusing on what i have planned before. so, my lesson plan didn’t work at all.” (ellie, journal entry #1) based on the findings of the study, preservice teachers indicate their great potential to be reflective teachers as revealed from their reflective teaching practices. this study implies that teacher education program needs to establish sound curriculum in order to cultivate the student teachers’ reflective attitude early on. the findings of this study echo nurfaidah, et al.’s (2017) study that the preservice teachers should be engaged, realized and exposed to the reflective activities earlier in their student-teacher learning experience. teacher educator should bear in their mind that preservice teachers are full of idealism and should be maintained their enthusiasm by helping them being reflective. conclusion in summary, regarding dewey’s (1933) reflective attitudes, as the findings indicated, it is suggested that in order to gain the state of quality teacher, the teacher candidates need to be open-minded, wholehearted, and responsible. cultivating the three attitudes as essential elements of being ready to be reflective teacher is clearly valuable in teacher education program. the attitudes predispose an individual to reflect become important features in teacher education, which under appropriate conditions, they can also be enhanced and developed further. once the preservice teachers are equipped with reflective virtues, it will be no doubt that they would be able to facilitate their students’ learning (tyrrell, lo, sankey, & sam, 2013). thus, it implies that english language teacher education program should equip and encourage the preservice teachers with more exposure to teaching learning activities which may trigger them to engage in reflective attitudes. references bach, d. j., & alexander, j. (2015). contemplative approaches to reading and writing: cultivating choice, connectedness, and wholeheartedness in the critical humanities. the journal of contemplative inquiry, 2(1), 17-36. research and innovation in language learning vol. 1(1) january 2018 p-issn 2614-5960, e-issn 2615-4137 47 baehr, j. (2011). the structure of open-mindedness. canadian journal of philosophy, 41, 191-213. doi: 10.1353/cjp.2011.0010 borg, s. (2006). teacher cognition and language education: research and practice. london: continuum. le cornu, r., & peters, j. (2005). towards constructivist classrooms: the role of the reflective teacher. journal of educational enquiry, 6(1), 50-64. dewey, j. (1933). how we think: a restatement of the relation of reflective thinking to the educative process. boston, ma: dc heath and company. farrell, t. s. c. (2008). reflective practice in the professional development of teachers of adult english language learners. caela network brief, october, 1-4. farrell, t. s. c. (2012a). novice-service language teacher development: bridging the gap between preservice and in-service education and development. tesol quarterly, 46(3), 435-449. farrell, t. s. c. (2012b). reflecting on reflective practice: (re)visiting dewey and schon. tesol journal, 3(1), 7-16. doi: 10.1002/tesj.10 hatton, n., & smith, d. (1994). facilitating reflection: issues and research. eric ed375110, 1-23. hatton, n., & smith, d. (1995). reflection in teacher education: towards definition and implementation. teaching and teacher education, 11(1), 33-49. ho, b. (2009). training teachers of english to reflect critically. the journal of asia tefl, 6(4), 109-130. liamputtong, p. (2009). qualitative research method, 3rd edition. victoria, australia: oxford university press. malik, r. s., & abdul-hamied, f. (2014). research methods: a guide for first time researchers. bandung: upi press. marzuki, a. a. (2013). reflecting the reflective journal training in south sulawesi, indonesia: the case of secondary teachers from bugis ethnic groups. paper presented at the aare annual conference, adelaide. de matos, m. e. e. (2014). clil as a catalyst for developing reflective practice in foreign language teacher education. unpublished dissertation, faculty of arts and humanities of the university of porto. porto: university of porto. nurfaidah, sitti 48 p-issn 2614-5960, e-issn 2615-4137 nurfaidah, s., lengkanawati, n. s., & sukyadi, d. (2017). levels of reflection in efl pre-service teachers’ teaching journal. indonesian journal of applied linguistics, 7(1), 80-92. doi: 10.17509/ijal.v7i1.6861 nye, a., clark, j., bidwell, p., deschamps, b., frickman, l., & green, j. (2016). writing the (researcher) self: reflective practice and undergraduate research. reflective practice, 17(3), 257-269. 10.1080/14623943.2016.1146577 richards, j. c. (1991). reflective teaching in tesol teacher education. in e. sadtono (ed.), issues in language teacher education: anthology series 30 (pp. 1-19). singapore: seameo relc. richards, j. c., & lockhart, c. (1996). reflective teaching in second language classrooms. cambridge: cambridge university press. riggs, w. (2010). open-mindedness. in heather battaly (ed.), virtue and vice, moral and epistemic (pp. 173-188). west sussex, uk: wiley-blackwell. rodgers, c. (2002). defining reflection: another look at john dewey and reflective thinking. teachers college record, 104(4), 842-866. tyrrell, j., lo, m-l., sankey, d., & sam, c. a. (2013). field experience handbook (preservice education programmes). hong kong: the hong kong institute of education. wilbur, g. (2016). the staying power of intercultural learning through reflective inquiry. reflective practice, 1-13. doi: 10.1080/14623943.2015.1123687 biography sitti nurfaidah is an english lecturer and researcher in institute agama islam negeri kendariindonesia. she has already published several articles related to english instruction and teacher professionalism. some of her articles have been successfully published in several refereed journals. she could be reached at snurfaidah@yahoo.com research and innovation in language learning 4(2) may 2021, pp. 187-190 pissn: 2614-5960 e-issn: 2615-4137 http://jurnal.ugj.ac.id/index.php/rill copyright 2021@ husna imro’athush sholihah, vivi astuti nurlaily 187 short report toward situated media: engaging elementary school teacher-candidates in learning english vocabulary with craft project-based learning husna imro’athush sholihah husna.azka@gmail.com prodi pendidikan guru sekolah dasar, stkip muhammadiyah blora-indonesia vivi astuti nurlaily viviastutinurlaily@gmail.com prodi pendidikan guru sekolah dasar, stkip muhammadiyah blora-indonesia abstract this research, a part of a larger study, is aimed at investigating the enactment of handy craft project-based learning to the elementary teacher candidates to promote english vocabulary mastery and shared information. grounded in dbr design, a classroom of elementary teacher candidates in a private teacher educator of private university in indonesia were recruited in the study. all collected data were from questionnaire and interview. the results show the participants enjoyed and felt fun in designing and employing the designed crafts in classroom instruction during the learning cycles. in spite of the limitation, the project was successful and received positive responses from the participants. keywords: dbr, handy craft, media, motivation vocabulary sari penelitian ini yang merupakan sempalan dari penelitian yang lebih besar, menginvestigasi implementasi kegiatan mendesain dan mengimplementasikan kegiatan pengembangan media belajar berupa kerajnan tangan untuk meningkatkan motivasi belajar dan penguasaan kosa kata bahasa inggris. dengan menggunakan desain penelitian dbr (reeves, 2006), semua data penelitian dikumpulkan melalui wawancara dan angket selama pelaksanaan kegiatan. hasil penelitian menunjukkan para partisipan merasa termotivasi pada kegiatan yang menyenangkan melalui kerajinan tangan dari kertas ini. kemampuan penguasaan kosa kata berbahasa inggris juga meningkat. secara keseluruhan, para partisipan memberkan penilaian positif atas implementasi kegiatan ini. kata kunci: dbr, kerajinan tangan, kertas, kosa kata, motivasi received 2021-01-06 accepted 2021-06-27 published 2021-06-27 mailto:husna.azka@gmail.com mailto:viviastutinurlaily@gmail.com research and innovation in language learning 4(2) may 2021 p-issn 2614-5960, e-issn 2615-4137 188 apa citation: sholihah, h.i., & nurlaily, v.a. (2021). toward situated media: engaging elementary school teacher-candidates in learning english vocabularies with craft project-based learning. research and innovation in language learning 4(2), 206-209 http://dx.doi.org/10.33603/rill.v%vi%i4570 this study for last decade, project-based learning (pbl) has been shown as an effective instruction to provide meaningful learning experiences (lattimer & riordan, 2011). since pbl invites students to engage in real world interaction, discussion and collaboration is more emphasized in a designed project. comparing to a traditional instruction which teacher is still dominating interaction, pbl is more on students (edutopia, 2008; lattimer & riordan, 2011). eventhough many studies have been conducted in this area, however, scarce found in demonstrating how pbl positively promotes elementary teacher candidate sense of motivation in improving students’ english vocabularies. as pointed by pierandrei & marengoni (2017) troughout they workshop with children in designing instructional media, pbl can help potential students to think critical thinking and collaborative works. a better and more responsible attitude were also detected. thus, as a part of a larger study, in this current study, pbl aimed at promoting students’ motivation to learn and thus, develp their english vocabulary mastery during learning cycles. following design-based research (reeves, 2006) elementary teacher candidate were recruited to voluntarily participate in design-based workshop and enacted paper crafted media in the classroom in a private teacher education in indonesia. , findings the results revealed the classroom were active. the elementary teacher-candidates enthusiastically engaged in designing and enacting their hand-made crafts in the collaborative classroom. students were fun enjoying the project from constructing, deconstructing, and reconstructing. during the implementation, it revealed participants found interesting as they not only demonstrated, but also developed their english vocabularies as english vocabularies were introduced in describing the products. as for evaluation, students’ responses were presented in the following figure 1. 42 40 37 39 34 35 36 37 38 39 40 41 42 43 a m o u n t o f d a ta figure 1. students' evaluation during paper craft -medium instruction http://dx.doi.org/10.33603/rill.v%25vi%25i4570 sholihah, h.i., & nurlaily, v.a. 189 p-issn 2614-5960, e-issn 2615-4137 discussion and conclusion this study reports dbr (reeves, 2006) in developing and enacting paper craft-designed instruction to teach english for elementary school teacher candidate situated in a private teacher educator in indonesia context. as reported in findings (figure 1), students perceived enactment of this instruction as easier to be constructed. the ease of the instruction model tend to empower the students as they active in exploration and presentation during deconstruction, deconstruction, and reconstruction cycles as fostering activities (pierandrei & marengoni, 2017). this is interesting as the participants improved their skills in employing their prior knowledge in real situation (pho, nguyen, nguyen & nguyen, 2021). in spite of all limitation during the implementation, it concludes the project is successful but more investigation needs to conduct in terms of project effectiveness. acknowledgement this research was financed by kemenristekdikti grant 2020. references pierandrei,f., & marengoni, e. (2017). design culture in school. experiences of design workshops with children, the design journal, 20:sup1, s915-s926, doi: 10.1080/14606925.2017.1353036 edutopia. (2008). why teach with project-based learning?: providing students with a well-rounded classroom experience. retrieved from http://www.edutopia.org/project-learningintroduction lattimer, h., & robert riordan (2011). project-based learning engages students in meaningful work, middle school journal, 43:2, 18-23, doi: 10.1080/00940771.2011.11461797. pierandrei, f., & marengoni, e. (2017). design culture in school. experiences of design workshops with children, the design journal, 20:sup1, s915-s926, doi: 10.1080/14606925.2017.1353036 pho, d.h., nguyen, h.t., nguyen, h.m., nguyen, t.t. (2021) the use of learning station method according to competency development for elementary students in vietnam, cogent education, 8:1, 1870799, doi: 10.1080/2331186x.2020.1870799 reeves, t. (2006). design research from a technology perspective. in j. van den akker, k. gravemeijer, s. mckenney & n. nieveen (eds.), educational design research (pp. 52-66): routledge, uk. conflict of interest no conflict of interest was reported. about author husna imro'athush sholihah, s.pd., m.li. currently works as a lecturer at teacher education program of stkip muhammadiyah blora. her interest is elementary education and english for young learners. she is available at husna.azka@gmail.com. mailto:husna.azka@gmail.com research and innovation in language learning 4(2) may 2021 p-issn 2614-5960, e-issn 2615-4137 190 vivi astuti nurlaily, m.pd. works at teacher education program of stkip muhammadiyah blora elementary school. her research is about pre-service teacher and language education. she can be reached at viviastutinurlaily@gmail.com. research and innovation in language learning 4(2) may 2021, pp. 142-159 pissn: 2614-5960 e-issn: 2615-4137 http://jurnal.ugj.ac.id/index.php/rill copyright 2021@ andi tenrisanna syam & st. hartina 142 article the use of three-level guide strategy in teaching english narrative text: a classroom-based research andi tenrisanna syam anditenrisannasyam86@gmail.com english education study program, ftik, state islamic institute of palopoindonesia st. hartina st.hartina@iainpalopo.ac.id english education study program, ftik, state islamic institute of palopo-indonesia abstract the researcher intended to find out and describe the application of the three-level guide strategy in increasing the students‟ reading skill of narrative text. through classroom based research, the researcher had conducted nine meetings for three cycles. the participant of this research was the seventh grade students of junior high school. 33 students of vii-2 class were involved in this research, the researcher used observations and objective tests as her instrument. the data were collected and analyzed qualitatively and quantitatively. the researcher calculated the quantitative data from tests in each cycle through microsoft excel. the researcher used classroom observation checklist to find out the students‟ participation in learning. there was no improvement in students‟ reading test scores in cycles 1 and 2. however, in cycle 3, students' reading test scores increased. in cycle i the students‟ average score was 48.78, the students‟ average score in cycle ii was 58.28, and in the last cycle, the average score was 73.4. the researcher reveals that the three-level reading guide strategy increases students‟ reading skills. this research is useful for teachers, students, and further researchers. keywords: narrative text, reading skill, three-level guide strategy sari penulis bermaksud untuk mengetahui dan menggambarkan penggunaan strategi panduan tiga tingkat dalam meningkatkan kemampuan siswa dalam membaca naratif teks. melalui penelitian tindakan kelas, penulis telah melakukan sembilan kali pertemuan selama tiga siklus. subjek penelitian ini adalah siswa kelas tujuh di sekolah menengah pertama. 33 siswa kelas vii-2 dilibatkan dalam penelitian ini, penulis memutuskan untuk menggunakan observasi dan tes objektif. data dianalisis secara research and innovation in language learning vol. 4(2) may 2021 p-issn 2614-5960, e-issn 2615-4137 143 kualitatif (observasi) dan kuantitatif (tes). penulis menghitung data kuantitatif dari tes di setiap siklus melalui microsoft excel. penulis menggunakan ceklis pengamatan kelas untuk mengetahui partisipasi siswa dalam belajar. tidak ada peningkatan nilai tes membaca siswa pada siklus 1 dan 2. namun pada siklus 3 nilai tes membaca siswa meningkat. pada siklus i nilai rata-rata siswa adalah 48.78, nilai rata-rata siswa pada siklus ii adalah 58.28, dan pada siklus terakhir nilai rata-rata 73.4. penulis mengungkapkan bahwa strategi panduan membaca tiga tingkat meningkatkan keterampilan membaca siswa. penelitian ini bermanfaat bagi guru, siswa, dan peneliti selanjutnya. kata kunci: teks naratif, kemampuan membaca, strategi, strategi panduan tiga tingkat received 2020-11-26 accepted 2021-05-19 published 2021-06-27 apa citation: syam, a.t., & hartina, st. (2021). the use of three-level guide strategy in teaching english narrative text: a classroom-based research. research and innovation in language learning 4(2), 161-178 http://dx.doi.org/10.33603/rill.v%vi%i4395 introduction one of the most critical skills needed for people‟s success in a latter-day community is reading skill (mason and jessica, 2012). however, in indonesia, the reading skill rate is still very low, this can be reviewed from the results of an international survey related to students' bahasa indonesia/english literacy skills and abilities conducted by the oecd (organization for economic cooperation and development) in the pisa (program for international student assessment) in the year 2009 2015. reading literacy test in pisa 2009 showed indonesian students ranked 57th with a score of 402 (oecd average score was 493) whereas pisa 2012 showed indonesian students ranked 64th with a score of 396 (oecd average score of 496). a total of 65 countries participated in pisa 2009 and 2012 (oecd, 2013). muhammad, et al. (2018) stated that indonesia's position remained at 64th place in pisa 2015, with participants consisting of 72 countries. it meant that there was an increase of only one number, from 396 in pisa 2012 to 397 in pisa 2015. this increase was not significant enough when the application of the 2013 bahasa indonesia/english text-based curriculum has been applied since 2013 and pisa (also text-based) was pursued in 2015. the level of the literacy ability of indonesian people are so alarming. the government has set a new policy which can be an alternative to the progress of national education namely by issuing a minister of education and culture regulation no. 23 of 2015 http://dx.doi.org/10.33603/rill.v%25vi%25i4395 syam, a.t., & hartina, st. 144 p-issn 2614-5960, e-issn 2615-4137 concerning growth of characteristics (dewayani and retnaningdyah, 2017, p. 213). the policy is implemented with the activity space called literacy movement in school. this literacy movement in school activity was introduced in march 2016. it was implemented to support the 13 curriculum for all the subjects by applying literacy strategy in teaching and learning process and referring to higher order thinking skills. dewayani (2017) argued that the existence of the literacy movement program in the school was expected to enhance students' reading skills and to improve the students' ability to understand the contents of the text because the students will have a large vocabulary. besides, the habituation of this literacy skill as well is believed to foster high confidence in students' abilities. according to muhammad, et al. (2018) in literacy movement in school, literacy activities in the learning stage aim at developing abilities to comprehend the texts and link it to individual experiences, think critically, and cultivate communication skills creatively through activities of responding to the textbooks. we find information from anything we read and yet we do not read anything for the same purposes, at the same speed, or in the same style (cuesta college, 2020). sandhu (2003) argues that reading is a cognitive process that involves converting symbols to get at meaning. reading is an active process in which the meaning of words is constructed. reading with a purpose helps the reader to direct information towards a goal and concentrate their attention. people read for many reasons. kendeou et al. (2015) revealed that we read to look at and comprehend the message or meaning of the text. sometimes we read a book to learn new material, sometimes we read to satisfy our pleasure, and sometimes we want to follow some instructions. one kind of texts taught in the seventh-grade of junior high school according to the 13 curriculum is narrative text. the expected basic competence of teaching it is the students‟ ability to understand the purpose, language feature, and generic structure of narrative text in oral and written form. so, the researcher was interested in teaching narrative text by using the three-level guide strategy. three-level guide strategy was first introduced by harold herber in 1978 and expanded by morris and steward-dore in 1984. three-level reading guide strategy may be applied to improve an ability to read research and innovation in language learning vol. 4(2) may 2021 p-issn 2614-5960, e-issn 2615-4137 145 narrative text because it offers active, critical, and interactive learning. students not only learn individually but also work in a group through discussion activities. the main target of this strategy is enhancing the ability to understand the narrative text through a gradual process ranging from literal comprehension, interpretative comprehension, to applied comprehension. the new zealand ministry of education (2010) stated that three-level guide is a reading strategy which gives assistance to students to read the text closely by giving an obvious intention and guidance for reading. it is one of the strategies designed to improve the reader's understanding of the contents of the text. the three-level guide is a strategy development outcomes from three levels of understanding, which includes literal, interpretative and applicative. a literal understanding involves the ability of students to grasp the meaning shown explicitly. students only capture information that is located on the literal basis in reading text (reading the lines). interpretative understanding refers to students‟ ability to grasp the deeper inference meaning of a text. at the highest level, applying understanding demands students to involve the prior experience and knowledge they possess to generalize, hypothesize, be creative and discuss opinion. vacca, et.al. (2011) argued that learning to read a narrative text by using the three-level guide has led students to actively respond to the provided guiding statements. any response given should be accompanied by reason. the responses and reasons given by each individual are then discussed in a small group to obtain agreement. guiding statements help students to think critically and understand reading short stories. if the teacher teaches reading comprehension by using the three-level reading guide strategy, the learners will comprehend well and understand the text critically, they will relate the main message to their prior knowledge and experience, they will think through the implications of the text to real life contexts, and it will develop a good sense of the conceptual complexity of text material. therefore, the learners may understand the text well (novitasari, 2013). davis and matthews (2020) stated that the three-level guide is an instructional means designed to guide students to a higher level of reading comprehension in three ways: (1) students preview the guide to familiarize themselves with the material and raise expectations before reading, (2) during reading, the guide is syam, a.t., & hartina, st. 146 p-issn 2614-5960, e-issn 2615-4137 used to draw attention to important ideas, and (3) after reading, the guide is used to clarify explicit fact from the text. several scholars have researched the effect of the three-level reading strategy on reading achievement. aminah (2013) found that there is a significant effect of using the threelevel guide strategy on students‟ reading comprehension. setyawati (2014) concluded that the eighth year students of smp negeri 16 yogyakarta who are taught short stories by using the three-level reading guide strategy have a better achievement than the students who are taught short stories without using that strategy. thus, teaching short stories by using the three-level reading guides strategy is effective to be used with the eighth year students of smp negeri 16 yogyakarta. if the previous researchers have taught narrative text, report text and common short stories; the researcher, in this study, has taught islamic narrative texts using the three-level reading guide strategy. this research was also carried out in three cycles while other researchers have only carried out research in two cycles. the researcher formulated the research question as follows: “how did the three-level guide strategy increase students‟ reading skill of narrative text?” literature review the notion of reading according to wulandari & cahyati (2021), reading is believed to be the primary means of gaining access to new knowledge and alternate explanations and meanings in academic settings. it implies that reading is a fundamental method for students to acquire new knowledge. textbooks serve as a foundation for all subjects in school, so students should read them if they want to follow the lesson well. reading is one of the ways in which a writer and a reader communicate. according to englishclub (1997), the act of looking at a collection of written symbols and deducing meaning from them is known as "reading." when we read, our eyes obtain written symbols (letters, punctuation marks, and spaces), which we then translate into terms, sentences, and paragraphs that interact with us. research and innovation in language learning vol. 4(2) may 2021 p-issn 2614-5960, e-issn 2615-4137 147 some constraints in reading the difficulties that indonesian learners face while learning english, such as a lack of vocabulary mastery, a lack of practice, and a low critical reading level. these difficulties occur as a result of the students' lack of reading interest as well as their low self-motivation, self-efficacy, and self-confidence (alek, 2019). according to rahman (2018, p. 11), the most significant challenges faced by respondents in reading english literary works were related to language style (especially trope and scheme), linguistic deviation, meaning in context (pragmatics) as well as cultural context (semiotics). besides, wulansari & cahyati (2021, p. 219) found five problems of students in reading english texts namely, (1) students‟ affective factor, (2) lack of vocabulary knowledge, (3) the students had problem in identifying the main idea of the passage of long sentences, (4) poor reading strategy, and (5) poor understanding five aspects in reading. the concept of three-level reading guide strategy learning activities are a process that is structured in such a way to reach the intended purpose. conducting activities learning requires stages from preparation, execution, up to evaluation. at the preparatory stage, teachers are the primary stakeholders of education need to determine the learning strategy that suits the needs and goals to be achieved in learning. it is one way to plan learning activities can achieve the desired target. therefore, it is necessary to have a strategy in learning reading ability. one of the strategies that can be used by the teacher is three-level reading strategy. three levels of reading guide which means the guide reads three, it is one of the strategies designed to improve the reader's understanding of the contents of the text. that strategy was introduced by harold l. herber. three levels of guides are strategy development outcomes from three levels of understanding. three-level reading strategy includes literal, interpretative and applicative. methods this research implemented a classroom based research by kurt lewis. kolk (2020) wrote that the action research process can help us understand what is occurring in the classroom and indicate changes that increase teaching and learning. action research can syam, a.t., & hartina, st. 148 p-issn 2614-5960, e-issn 2615-4137 assist in answering questions we have about the effectiveness of specific instructional strategies, the performance of specific students, and classroom management techniques. the research was carried out in three cycles, which consisted of three meetings for each cycle. the seventh-grade students of smp negeri 5 palopo, south sulawesi province were involved in this research. the students of vii-2 class were chosen. this class consisted of 16 males and 17 females. the researcher decided to use observations and tests. observation was used to monitor the students‟ activities, to see their motivation during the teaching-learning process, to examine their challenges, and their improvement on comprehending the narrative texts given. to be more objective, the researcher considered asking the collaborator to help her observe the classroom. the form of the reading test was an objective test. the number of the test items were 25. the test was used to obtain data on the students‟ improvement of understanding of various comprehension levels namely literal, inferential, and evaluative/applied. the data were analyzed qualitatively and quantitatively. the researcher calculated the quantitative data from tests in each cycle through microsoft excel. the researcher used classroom observation checklist to measure the students‟ participation. in each aspect, the observer had four responses that needed to be observed as an answer. very active, active, adequate, and passive are the four options of answers. students' attention, responses, activeness and engagement, preferences, skills, excitement, and involvement in the teaching and learning process are the eight things that the observer should pay attention to in the observation sheet of the students‟ behavior. results and discussion the result of students‟ pre-test the pre-test had been done before the researcher applied a classroom based research. the writer gave the students pre-test, it was done to know the students‟ reading skill, and therefore, she could compare the score of pre-test and post-test (table 4.1). table 4.1. the students‟ score in pre-test score category frequency percentage 80-100 excellent 1 3% 70-79 good 2 6% 60-69 enough 19 57% 50-59 less 5 15% 0-49 total fail 6 33 18% 100% research and innovation in language learning vol. 4(2) may 2021 p-issn 2614-5960, e-issn 2615-4137 149 from the data above, out of 33 students, 11 students got scores below the standard of minimum completeness (=65). meanwhile, there were 19 students who had fulfilled the standard of minimum completeness (=65). this result is in line with cox, et al. (2018) that the students still felt strange when they responded to the reading materials in the pre-test, so that they cannot understand the researcher‟s purpose of the reading text. this situation becomes reasonably expected due to the fact that everyone who encounter new texts have difficulties in understanding the texts well. in other words, to comprehend the text easily, someone should be familiar with it. the implementation of the three-level guide strategy in cycle 1 in every cycle, before teaching, the researcher prepared materials, made lesson plans based on the syllabus, and designed the steps to implement the action. the researcher also prepared the test instrument to know whether the students have comprehended the narrative text or not. finally, the researcher prepared observation lists. stage i: literal the activities in part i can be described as follows. 1. students individually read the written instructions provided by the teacher and read the statements for part i of the three level reading guide. 2. students read all parts of the text shared by the teacher. in this study the text used was a narrative text. 3. students read the statement in part i, then give signs (√) in statements that support the text and are trusted by students. then students determine how the text supports their choices. 4. students were divided into small groups, then small groups gathered to identify, support, compare, debate, and discuss everyone‟s responses to part i statements. stage 2: interpretation activity in part ii was aimed at improving students‟ comprehension on understanding of interpretation. activities in part ii can be described as follows: 1. students individually read and respond to part ii statements. 2. students‟ were divided into small groups, then small groups gathered to identify, support, compare, debate, and discuss everyone‟s responses to part ii statements. stage 3: applicative syam, a.t., & hartina, st. 150 p-issn 2614-5960, e-issn 2615-4137 activities in section iii required students to use the initial knowledge they had to criticize the contents of reading text. activities in part iii can be described as follows: 1. students individually read and respond to part iii statements. 2. students were divided into small groups, then small groups gathered to identify, support, compare, debate, and discuss everyone‟s responses to part i statements. 3. the researcher led the entire group discussion to conclude the results of the discovery of reading, and to clarify or to expand ideas from reading and small group discussions. 4. the researcher created ongoing activities to expand information, continuous learning, and reinforcement of the subject matter. the students’ test results in cycle 1 out of 33 students, 21 students received scores below the standard of minimum completeness (=65). meanwhile, there were 22 students who had fulfilled the standard of minimum completeness (=65). the students‟ test result in cycle i are shown in table 4.2 below: table 4.2. the students‟ test result in cycle 1 score category frequency percentage 80-100 excellent 4 12% 70-79 good 6 18% 60-69 enough 3 9% 50-59 less 3 9% 0-49 total fail 17 33 52% 100% from 33 students who were examined by the researcher in the first cycle; there were 4 students who got excellent category, 6 students who got good category, 3 students who got enough category, 3 students who got poor or less category and 17 students who got failure category. the average score of students‟ evaluation test was 49. the researcher stated that the reading comprehension of students in cycle 1 still needed improving. the students‟ score in the reading test was still categorized as “low”. the researcher inferred that most of students did not fulfil the standard of minimum completeness (=65). chiang (cited in alek, 2019) also found that some aspects may cause the students‟ problems in comprehending the text such as vocabulary size, prediction capability, and receptive vocabulary. here, the researcher found that the students faced specific word research and innovation in language learning vol. 4(2) may 2021 p-issn 2614-5960, e-issn 2615-4137 151 reading difficulties. according to spear-swerling (2015, p. 515), “the students with specific word reading difficulties are unable to decode unknown words using phonics knowledge. these students are unable to read fluently due to inexact or complicated decoding, and they are bad at spelling.” the implementation of the three-level guide strategy in cycle 2 and 3 stage 1: literal this stage had been done by the researcher before reading the narrative text that was shared earlier, at this stage students were asked to work on a problem related to the narrative text that would be read later. the students were required to use their own knowledge by viewing the picture in the question sheet prepared by the teacher. before reading, the teacher directed the attention of the students by asking them, “what do you think about this picture?” so many responses came from the students and the responses were different. 10 students responded more or less the same as these 15 students. then after that the teacher shared the story that had been prepared and then instructed students to read the narrative text. "read the narrative text because in it there is a story that is related to the picture that you saw earlier". then, the questions were distributed, the students answered the questions before reading the narrative text. this was one of the activities that must be done besides just observing the cover of the narrative text. then all students tried to do it and were asked to keep the results of their work, after the students had finished working on the problem. stage 2: interpretation in this second stage, students were required to understand a story and find information or goals intended by the writer of the narrative text. some students read with a critical attitude to align their opinions with the information obtained. in this second stage, the students were asked to discuss with the group after which the teacher asked all groups to provide information that they got from a narrative text. sometimes, there was a debate between students due to the different information obtained. then, the teacher gave activities to reinforce the information that each student received from the teacher such as questions, but in 1 text there was 5 activities that had to be done, namely: reading checks, word work, finding the words in the narrative text picture, complete the syam, a.t., & hartina, st. 152 p-issn 2614-5960, e-issn 2615-4137 sentence and tick the boxes (true or false and yes or no). from there students could underline or mark vocabulary or sentences that could support their knowledge to complete the activities given by the teacher. then, in step 2 the researcher started to show chapter 1 and invited students to read the story. after completing the reading in chapter 1 the researcher asked questions related to the story, so the researcher could also see the students' ability to read and whether all students understood the storyline. stage 3: applicative the researcher led students to find moral messages and various things that were appropriate or not to be applied in daily life. and at this stage the researcher and the students discussed then drew conclusion from the narrative text. the students‟ test results in cycle 2 based on the evaluation results in cycle 2, there was a difference between cycle 1 and cycle 2 because there was a change in the number of students in cycle 2. in cycle 1, there were 33 students who took the test; however, there were only 25 students who had participated in the research. this happened because the other eight students were involved in extracurricular activities such as walking and scouting, so the eight students could not take part in the evaluation test in cycle 2. out of the 25 students who took the evaluation test in the second cycle, there were 13 students who got scores below the minimum mastery criteria and 12 students got scores above the minimum mastery criteria (table 4.3). table 4.3. the students‟ test result in cycle 2 score category frequency percentage 80-100 excellent 6 24% 70-79 good 4 16% 60-69 enough 4 16% 50-59 less 1 4% 0-49 total fail 10 25 40% 100% from 25 students, 6 students got very good category, 4 students got good category, 4 students got enough category, 1 student got poor category, and 10 students got failure category. the researcher concluded that the students still did not fulfil the standard of minimum completeness (=65). this result is in line with pitcher et al., (2007) that the research and innovation in language learning vol. 4(2) may 2021 p-issn 2614-5960, e-issn 2615-4137 153 problem on low level of reading motivation is a universal problem. in alsamadani‟s study (2011), it was revealed that half of his respondents declared that they do not read unless they are asked to read. al-nujaidi (cited in alsamadani, 2011) also found out in his research that extensive reading among saudi efl students is an unpopular activity and that they just voluntarily read english materials inside the class. the students‟ test results in cycle 3 the average score of students was 73.4 showing, which is an increase compared to the first cycle and the second cycle. 21 students got scores above minimum the mastery criteria, and 4 students got scores below the minimum mastery criteria. the students‟ test result in cycle 3 is shown in table 4 below: table 4.4. the students‟ test result in cycle 3 score category frequency percentage 80-100 excellent 4 12% 70-79 good 6 18% 60-69 enough 3 16% 50-59 less 3 16% 0-49 total fail 17 25 52% 100% from the table above, we can see that out of the 25 students, 9 students got very good category, 5 students got good category, 8 students got enough category, 2 students got poor category, and 1 student got failure category. because most of the students had reached the standard of minimum completeness in english subjects, the researcher ended the action research until the third cycle. the observation result of students’ active participation in cycle 1 the observation results showed that 10 students were very active, 3 students were active, and then 20 students were less active. during the learning process in the first cycle, there were moments when the researcher‟s plans did not match with what happened in the classroom. the students found it difficult to understand the story, not knowing the meaning of the vocabulary and there were students who had difficulty in opening the dictionary because some students took too much time to understand the contents of the narrative text. then, in the first cycle, the researcher and her/his collaborator observed the students ability to read and understand the vocabulary. syam, a.t., & hartina, st. 154 p-issn 2614-5960, e-issn 2615-4137 the researcher and her/his collaborator found that the ability to read narrative story in english was still poor due to the lack of vocabulary mastery. because some of the weaknesses found by the researcher during the learning process, the researcher decided to proceed to the second cycle until they were able to understand the contents of the narrative text and could conclude or reproduce the contents of the short stories in their language. the observation result of students’ active participation in cycle 2 during the learning process in the second cycle, the time planned by the teacher was in accordance with what happened in class. in this section, the time that had been prepared by the researcher was enough for students because the researcher decided that all students had to present information they received from the short stories and created classroom atmosphere where the students were more active to give questions when they began to understand the existing reading texts. although some students were embarrassed to retell important points contained in the story because they had to come forward in the class. the researcher and her collaborator revealed that the reading comprehension of some students had improved if it was compared to the results of the first cycle. there were 10 students who were very active, 4 students were active, 10 students were less active, and 1 student was passive. students who were active in learning and responding or giving responses about short stories well, namely understanding vocabulary contained in reading short stories, and then these students could reveal the message intended by the researcher. then, some students were less active, this was due to lack of mastery of vocabulary so that they had difficulty in understanding the story. the observation result of students‟ active participations in cycle 3. during the learning process in the third cycle, the classroom conditions were more active than before. there were nine students who were very active, five students were active, 10 students were less active, and one student was passive. the students were not shy or afraid of asking again when they did not understand what they had to do. when handouts were distributed at the initial stage, there were still 1-4 students who found it research and innovation in language learning vol. 4(2) may 2021 p-issn 2614-5960, e-issn 2615-4137 155 hard to speak and were shy to interact with the teacher. but the teacher saw high curiosity, the teacher tried to use a strategy in the process of reading short stories then for this cycle the number of students who looked embarrassed or lacked vocabulary had decreased. all the students were very pleased during the learning process. after applying the three-level guide strategy, the students' reading skills improved. susilawati and suhardi (2016) assert that to gain an understanding of the text, readers can use certain strategies. strategies are closely related to the factors involved in understanding, namely the reader and context of the texts. the factors of the reader's involvement in understanding the texts explicitly or implicitly included concentration, knowledge of the world, past experience, and memory. besides, appropriate reading exercises, techniques, and strategies are also needed by improving reading skills that involve the role and power of the brain as the center of language function. in addition, arifudin (2010, p. 297) revealed that reading also requires practice so that the speed and accuracy in capturing messages written in the text being read will increase. the researcher found that the students still had limited vocabulary. this result is similar to spear-swerling (2015, p. 517) that the students had vocabulary weaknesses because they had language disabilities or merely because they were not familiar with the vocabulary. motivation also influences the reading activity. learners who have strong motivation to read can spend much of their time in a reading activity. meanwhile, learners who have low motivation to read tend to avoid reading activity (guthrie, et al., 2000; marinak & gambrell, 2008). another factor related to reading difficulties is low background knowledge. previous knowledge is directly related to reading comprehension and is a strong predictor of reading ability (elbro & buchiversen, 2013). when a learner lacks previous knowledge about a topic, it will affect his/her reading comprehension (kintsch, 2013, tarchi, 2010). learners who have a basic grasp of what they are reading about can correlate new information to what they already know. this research is in line with setyawati (2014) who found that three-level reading guide strategy was effective to improve reading comprehension of the students at smp negeri 16 yogyakarta. this strategy gives positive change in the teaching and learning process syam, a.t., & hartina, st. 156 p-issn 2614-5960, e-issn 2615-4137 and helps the students to master the vocabulary. so students find it easy to learn english, especially reading comprehension. novitasari (2013) found that teaching report text by using the three-level reading guide improved learners‟ reading comprehension. iskandarwassid and sunendar (2009) revealed that this strategy can be used to create conducive learning so that the learning objectives can be achieved accordingly with desire and it is one of the strategies designed to help improve the reader's understanding of the contents of the text. according to herber (1984), the three-level reading strategy guides can be applied in improving the ability to read short stories because it offers active, critical and interactive learning. students not only learned individually but also they led to work in a group through discussion activities. learning to read a narrative text using the three-level guide strategy led students to actively respond to the guiding statements provided. this strategy can be categorized as an interesting strategy due to process learning whereby teaching involves the interaction between teacher and students. the three-level guide can improve the students‟ reading comprehension because it stimulates the students to read more. they want to know the new story of the day because in every story there is a keyword to support their knowledge and new vocabulary that can enrich the students‟ vocabulary. these keywords provoked students to think critically. so, the implementation of the three-level guide strategy gives a positive effect on the students' achievement because they can study reading comprehension easily, relax, have fun and the learning atmosphere was conducive and comfortable. conclusion and recommendation the recent research is intended to upgrade reading comprehension of the seventh-grade students. to achieve her objective, the researcher gave a pre-reading test, conducted research in the class, and gave post-reading test. the researcher found that in the first cycle, the average score was 48 7, the average score in the second cycle was 58.28 and the average score in the third cycle was 73.4. it indicated that the result of this research had reached the target of standard minimum completeness. some limitations were still research and innovation in language learning vol. 4(2) may 2021 p-issn 2614-5960, e-issn 2615-4137 157 faced by the researcher when she taught in the class, such as: (1) the students were still undisciplined and confused about their new lesson, (2) the condition of the class was noisy when the researcher divided them into groups. (3) most of the students were unable to accept the explanation of the researcher quickly because the students have different information processing speed and ability, (4) they still need more practice not only in the classroom but also in the environment, and (5) classroom atmosphere also improved the learning process. in spite of the importance emphasized in the class, the students did not ask the researcher for help. theoretically, this research is useful for the development of english language teaching. practically, this research can be useful for english teachers in smp negeri 5 palopo to get valuable information about how to upgrade their teaching style. the researcher hopes that after the students are involved in this research, they have developed good strategy and input to comprehend narrative text, and they are encouraged to master and improve their reading skills. the researcher hopes this research can be a good reading source for other researchers to conduct similar research so that this research will be refined. references alek. 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(2021). students‟ constraints in reading descriptive text at mts uswatun hasanah. professional journal of english education, 4(2), 216-222. conflict of interest no conflict of interest was reported. author biography andi tenrisanna syam is an english lecturer at english education study program of state islamic institute of palopo. she has taught there for six years. she teaches writing, english for banking and finance, reading, speaking, etc. she is also an editor of elite journal uin alauddin makassar and ideas journal iain palopo. 6200182 st. hartina is an english lecturer at english education study program of state islamic institute of palopo. she has taught there for one year. she teaches writing. 6718416 research and innovation in language learning 4(3) september 2021 pp. 191-210 pissn: 2614-5960 e-issn: 2615-4137 http://jurnal.ugj.ac.id/index.php/rill copyright 2021@ bonafasia ekta fima natalia, andarwati 191 article teachers’ beliefs in esp teaching for airline staff: between hopes and realities bonifasia ekta fima natalia ekta.fima@gmail.com stie solusi bisnis indonesia, yogyakarta, indonesia andarwati andarwati1965@gmail.com universitas islam negeri maulana malik ibrahim malang, indonesia abstract teachers’ beliefs in esp have been known as the basis for teachers’ application in their esp teaching. teacher beliefs are significant subjects in teacher education that have been designed to help teachers develop their thought and principles. teachers’ beliefs have a deep impact on their classroom principles. however, facts show that many of what teachers believe fail to be implemented in real teaching activities due to some reasons. this study examines teachers involved in esp teaching for airlines staff at pre-service airlines schools in indonesian setting. this study aims at (1) knowing teachers’ beliefs in esp teaching, (2) knowing whether what teacher’s beliefs are implemented in real esp teaching for airlines staff, (3) knowing teachers’ recommendations for the improvement of the esp teaching for airlines staff.this study employs qualitative research design. the research data are collected using open ended questionnaire. the collected data are analyzed using data reduction, data display, and conclusion drawing phases. the results of this research indicate that esp for airlines staff applied in pre-service airlines training schools is still in line with the teachers’ expectations. the recommendations given by the teachers are based on their beliefs in the features or criteria of an ideal or good pre-service training school in esp teaching for airlines staff. keywords: airlines staff, esp, teachers’ beliefs sari keyakinan guru terhadap bahasa inggris untuk tujuan tertentu (esp) telah dikenal sebagai dasar bagi guru dalam menerapkan pengajaran esp. namun, fakta menunjukkan bahwa banyak dari apa yang diyakini para guru mengenai pengajaran esp gagal diimplementasikan secara nyata karena beberapa alasan. studi ini mengkaji guru natalia, b.e.f.n & andarwati, a. 192 p-issn 2614-5960, e-issn 2615-4137 yang terlibat dalam pengajaran esp bagi calon staf maskapai di sekolah penerbangan di indonesia. penelitian ini bertujuan untuk (1) mengetahui keyakinan guru dalam pengajaran esp, (2) mengetahui apakah keyakinan guru yang diterapkan secara nyata dalam pengajaran esp bagi calon staf maskapai di sekolah penerbangan, (3) mengetahui rekomendasi guru untuk perbaikan pengajaran esp bagi calon staf maskapai di sekolah penerbangan. penelitian ini menggunakan desain penelitian kualitatif. data penelitian dikumpulkan dengan menggunakan kuesioner terbuka. data yang terkumpul dianalisis dengan tahapan reduksi data, display data, dan penarikan kesimpulan. hasil penelitian ini menunjukkan bahwa esp bagi calon staf maskapai yang diterapkan di sekolah penerbangan masih sesuai dengan harapan para guru. rekomendasi yang diberikan oleh para guru didasarkan pada keyakinan mereka pada fitur atau kriteria sekolah penerbangan yang ideal atau baik dalam pengajaran esp bagi calon staf maskapai. kata kunci: staf maskapai, esp, keyakinan guru received 2020-12-04 accepted 2021-08-04 published 2021-09-30 apa citation: natalia, b. e. f. & andarwati, a. (2021). teachers’ beliefs in esp teaching for airlines staff: between hopes and realities. research and innovation in language learning 4(3), pp. 191-210 http://dx.doi.org/10.33603/rill.v4i3.4422 introduction in indonesia, there is a huge market for aviation industry, including some ground handling companies and airlines such as garuda indonesia, sriwijaya air, cilitink, lion air, batik air, wings air, susi air, and so on. these industries require pilots, air-traffic controllers (atc), flight attendants, crew members, engineers, and ground staff to be able to use english language. a good command of the english language will enable them to communicate with their counterparts in the world and serve their passengers better on work-related issues, as english has been used widely in aviation industry. therefore, in indonesia the schools of pre-service airlines staff emerge rapidly. english language is deemed significantly important in almost every area of discipline especially in this globalized era where communications among individuals all over the world are borderless and through a variety of channels. with the globalization of trade and economy and the continuing increase of international communication in various fields, the demand for english for specific purposes is expanding, especially in countries where english is taught as a foreign language (gao, 2007). http://dx.doi.org/10.33603/rill.v4i3.4422 research and innovation in language learning 4(3) september 2021 p-issn 2614-5960, e-issn 2615-4137 193 esp teaching and research have been developed rapidly over the past years because all trades and professions need composite talents who have not only good grasp of english skills, but also a conscious command of professional knowledge (aiguo, 2007). bell (1981) as cited in rajabi, et al (2011) believes that every language teaching program comprises three stages of input, process, and output; therefore, it is essential for an esp teacher to have several roles which require both content and formal schema knowledge in a particular field of science. moreover, esp teaching definitely needs its own methodology and curriculum in different contexts because it has different objectives, different content and target (aigio, 2007). needs analysis is more crucial in esp courses. esp courses should be closely related to the field in which students are being trained. esps are defined to include specific parts of language, which a specific group of learners needs to know in order to perform appropriately in the according context. to attain the linguistic needs of the student there must be some familiarity with the end goals of the students in relation to their academic and communicative life and the researcher or syllabus designer should try to assess their needs according to these purposes (owolabi, 2012). according to civil aviation safety authority, all the aviation staff should comply english language proficiency requirements. however, the professional workforce in indonesia is still lacking (kompas.com, 18/12/2017). such situation requires the teaching of english for pre-service airline staff on a large scale to college students. it comes to the necessity of teaching english for pre-service airline staff as esp in indonesia. english for airline staff has been an esp course in indonesia. the combination of esp theory with teachers’ beliefs in english teaching will likely be of interest to esp professionals and researchers. english for airline staff can be a subdivision of esp, in the same rank as english for business, english for science, english for medical, english for law, etc. a great progress has been made in the research of esp, nevertheless english for airline staff has not been widely researched. english for airlines is needed since the aviation industry in indonesia grows rapidly. another reason is the development and influence natalia, b.e.f.n & andarwati, a. 194 p-issn 2614-5960, e-issn 2615-4137 of esp theory in english language teaching has started to be taught in airlines colleges. karimi and sanavi (2014) in their research studied the heavy needs of the english language in aviation professions. it was explained that effective english language instruction is greatly needed to perform the job effectively. one aspect of the success in learning and teaching process is teachers’ belief. teachers’ beliefs play an important role in the processes of learning and teaching. pajares (1992) argued that beliefs are more influential than knowledge in determining how individuals organize and define problems and are strong predictors of behavior. teachers’ beliefs are defined by johnson (1994) as something that is formed early in life as a result of a person’s education and experience. this means that beliefs are a big factor that influences how teachers select strategies that can be implemented in their classrooms. this study, therefore, aims at finding out teachers’ beliefs in esp for airlines staff and the most suitable method of english language teaching for airlines staff. furthermore, it is hoped to know teachers’ recommendations for the improvement of esp teaching for airlines staff in their school. aviation industry, in this case is commercial airline industry, began in early 1949 and is the milestone for commercial flights in indonesia up to now. the number of international travelers per year increased from 25 million in 1950 to 664 million in 1999, an average of 7 percent annual growth. furthermore, it is predicted that the number will reach 1.18 billion by 2020 (griffin, 2002: 25). a lot of new airlines have been launched and ready to accommodate passengers going to and coming from indonesia. as of now there are 17 scheduled commercial airlines that have aired in the indonesian sky. the large number of airlines in indonesia is due to the ease of flight permits from the government to companies to open their business in the field of air transportation in 1999. the high number of passengers in air transportation modes in indonesia from year to year is also due to the large number of scheduled airlines operating. this is certainly an attraction for themselves when using air transportation with choices that suit their needs and of course financial conditions. the development of the aviation industry in indonesia involves the implementation of a low cost carrier (lcc), government policies, laws and regulations, as well as world research and innovation in language learning 4(3) september 2021 p-issn 2614-5960, e-issn 2615-4137 195 economic conditions. however, it should be balanced with good service. one factor that influences service is professional employees and expertise in their fields, which demands skillful airlines staff who can communicate not only with passengers but also people from all over the world using meaningful english. educational institutions of airlines staff program have to equip their students with good communication skills. according to international civil aviation organization (icao), english is the language of international aviation communication. however, low english competency may cause miscommunication which leads to flight accidents. numerous aviation incidents and accidents have involved miscommunication between pilots and air traffic controllers, many of whom are not native speakers of the language (anderson, 2009). in order to afford airline employees who are proficient in english communication as a language that is widely used in the world of aviation, it is necessary to set esp for preservice airlines staff. esp is considered more effective than general esl since it is designed based on need analysis, which focused on students’ interest and needs in particular field (basturkmen, 2010; hossain 2013). esp is likely to be designed for adult learners, either at a tertiary level institution or in a professional work situation and it may be related to or designed for specific disciplines (hossain, 2013). hence, esp is the most appropriate method for organizing the educational process in an effective way with consideration of the students’ motivation for their future professional activities, interests, skills and abilities. the analysis of literature shows that all efforts in esp teaching are directed to form specific purpose language ability which is perceived as a professional macro-skill comprising knowledge and competencies related to disciplinary, academic, or professional domains, and to particular modes of communication and relationships typical of each (schug & le cor, 2017). since one of esp’s functions is developing teacher content and pedagogical knowledge in teaching, it relates to teachers’ beliefs. much of the literature on teacher education has reported that student teachers’ experiences and beliefs which they held prior to entering pre-service teacher education greatly influenced their teacher learning and instructional practices (kiely & askham, 2012; borg, 2003; johnson, 2009; lortie, 1975). over the past 10 years, several studies natalia, b.e.f.n & andarwati, a. 196 p-issn 2614-5960, e-issn 2615-4137 have investigated teacher beliefs about various elements of l2 teaching (larsen freeman, 2003; levine, 2003; schulz, 2001). however, studies with a particular focus on teachers’ beliefs in esp for airline staff have been relatively underdeveloped. ‘belief’ is a commonly seen concept in various research literatures from sociology, anthropology, psychology, philosophy and many other disciplines. despite the diversity in using this term, the prior research and reviews on teacher beliefs and on teacher knowledge and beliefs (fang, 1996; kagan, 1992; nespor, 1987; pajares, 1992; woolfolk hoy, davis, & pape, 2006) contribute to an agreement on some characteristics of teacher beliefs. johnson (1994) and numrich (1996) indicated that teachers’ beliefs are related to classroom practices. he argued that teachers’ instructional decisions were based on pictures of teachers, materials, activities, and classroom organization made by their own learning experiences. teachers’ beliefs do not only affect teachers’ behaviors in class but also impose or pass their beliefs about learning on students. however, in many empirical studies on teacher beliefs, the distinction between knowledge and beliefs proves to be ‘blurry’ and ‘inextricably intertwined’, which makes it impossible to distinguish whether teachers refer to their knowledge or beliefs when they plan and make decisions and act in classroom (verloop et al., 2001:446). bisland, o’conner and malow-iroff (2009) examines the teachers’ teaching beliefs and their classroom practices. the obtained results did not show any relationship between teachers’ beliefs and classroom practices. whereas, harcarik (2009) found that there is a relationship between teachers’ beliefs and classroom practices in the areas of resources, classroom practices and time. jones and fong (2007) interviewed 30 pre-service and 27 in-service teachers and indicated that teachers’ experience had played an important role in forming their teaching beliefs which were teacher-centered, textbook-based, and grammar-oriented. algozzine, kissau, and yon (2012) studied teachers’ predetermined beliefs about teaching experiences and the significance of teaching grammar. it showed that the more experienced teachers, the stronger beliefs about the significance of teaching grammar research and innovation in language learning 4(3) september 2021 p-issn 2614-5960, e-issn 2615-4137 197 they had. aiguo (2017) explored what the appropriate approach in teaching aviation english in non-english speaking country like china from the perspective of esp curriculum development. sullivan & girgener (2002) conducted a research about esp program in a civil aviation school in turkey where students were in training to become pilots and air traffic controllers. english for airlines staff can be defined as a comprehensive but specialized subset of english related broadly to aviation. it can also include the use of english relating to any other aspect of aviation: the language needed by airport announcers, ground staff, language used by maintenance technicians, flight attendants, dispatchers, or managers and officials within the aviation industry. english for airline staff includes but must not be limited to international civil aviation organization (icao) phraseology and can require the use of general english at times. accordingly, aviation english can be a subdivision of esp, the core of aviation english, may be considered a kind of special language for occupational purposes (eop). methods this research is a case study by using qualitative approach. it was intended to have deep understanding of teachers’ beliefs in esp teaching for airlines staff in three pre-service airlines staff schools in yogyakarta, indonesia. kitzinger (1995) argued that people’s perspectives, experiences and feelings can be constructed through discussion and interaction processes by asking questions. in this study, three english teachers in airlines staff schools were intentionally recruited. the respondents graduated from english education department who had teaching experience starting from 4 years to 12 years. as a qualitative research design, in this study one of the researchers functions as a human instrument. as a human instrument the researcher has many important roles, such as: choosing the subjects of the study as the data sources, collecting the research data, analyzing the collected data, interpreting the data analysis results, and drawing conclusion about the research findings. another instrument used for data collection is questionnaire. the questionnaire used in this study consisted of sixteen questions to be natalia, b.e.f.n & andarwati, a. 198 p-issn 2614-5960, e-issn 2615-4137 answered by the respondents. the sixteen questions were the open-ended questions, consisting of: fourteen questions related with every respondents’ beliefs in the 14 aspects of esp teaching and whether or not what they believed was implemented in their real esp teaching. the fourteen aspects included: a) the general instructional objective, b) the specific instructional objective, c) standard of competence, d) indicators of basic competence, e) teacher’s roles, f) students’ roles, g) school’s roles, h) credit points of esp subject, i) time allotment of esp teaching, j) teaching materials, k) classroom design, l) teaching media, m) method of assessment, and n) references. in addition to the fourteen questions above, one open-ended question (question no 15) was included in the questionnaire asking teachers’ opinion concerning the concept of a successful esp teaching for airlines staff, and one open-ended question (question no 16) asking each respondents’ recommendations for the improvement of the esp for airline staff teaching at their school. the data of this study were collected in february until march of 2020. in gathering the data, triangulation technique was used by using questionnire, interview, and documentation. the relevant data were simplified and focused to the classification and categorization into those belonging to the materials which were used to answer the research questions of this study, namely: (1) what are the teachers’ beliefs in esp teaching for airlines staff?, (2) are what teachers believe implemented in their real teaching activities?, (3) what do the teachers recommend for the improvement of the esp teaching for airlines staff at their schools?. these data were presented in table 1. in the table, the data analysis results covered a column for the esp teaching aspects, a column for the esp teacher at total outsource development (tod), a column for the esp teacher at patriot bangsa (pb), and a column for the esp teacher at bina avia persada (bap). the implemented aspect of esp teaching was marked with a + symbol, and the unimplemented aspect was marked with a symbol. the number of both the + symbol and that of the symbol were then counted.. the third type of data analysis result dealt with teachers’ recommendations for the improvement of the esp teaching for airlines staff in their schools. research and innovation in language learning 4(3) september 2021 p-issn 2614-5960, e-issn 2615-4137 199 as a human instrument, the researcher was validated. as sugiyono (2017, p. 222) states that the validation to the researcher as a human instrument is meant at knowing to what extent he/she masters the theoretical aspects and methodological aspects he/she has done in his/her study. to validate the data analysis results, therefore, this study used the triangulation of researchers, in which the data in the questionnaire were analyzed by three researchers. it was done to show the trustworthiness of the research findings. trustworthiness is meant to ensure the accuracy of the research findings (zuchdi and afifah, 2019, p. 95). results and discussion teachers’ beliefs in esp teaching aspects table 1: esp teaching aspects esp teaching aspects respondent rps (tod) respondent dc (pb) respondent cds (bap) 1. general instructional objectives + + + 2. specific instructional objectives + + + 3. standard of competence + + + 4. indicators of basic competence + + + 5. teacher’s roles + + + 6. student’s roles + + + 7. school’s roles + + + 8. esp subject’s credit points + 9. time allotment + 10. teaching materials + + + 11. classroom design + + 12. teaching media + + 13. method of assessment + + + 14. references + + total 9 aspects: + 14 aspects: + 12 aspects: + notes: rp (female), teacher in tod dc (male), teacher in pb cds (female), teacher in bap table 1 above describes 4 components, namely: (1) the esp teaching aspects for airlines staff, (2) the respondent from tod pre-service-training school, (3) the natalia, b.e.f.n & andarwati, a. 200 p-issn 2614-5960, e-issn 2615-4137 respondent from pb pre-service training school, (4) the respondent from bap preservice training school. the + mark means that the esp teaching aspect was implemented in her real teaching situation, the – mark means that the esp teaching aspect was not implemented in her real teaching situation. the finding above means that among the 14 aspects of esp teaching, the beliefs of all teachers from the 3 pre-service schools in 9 aspects were implemented in their real teaching situation. these aspects include: (1) general instructional objectives, (2) specific instructional objectives, (3) standard of competence, (4) indicators of basic competence, (5) teacher’s roles, (6) students’ roles, (7) school’s roles, (8) teaching materials, and (9) method of assessment. one of the success factors of learning is influenced by the role of teachers and students. mansour (2008a) expressed that teachers’ teaching beliefs concerning their roles, learners’ roles, the goals of science and their teaching methods were formed by personal religious beliefs obtained from the principles existing in religion. from the results of the study it was found that students play an active role in learning according to the learning objectives, while the teacher is a facilitator in the learning process. the teacher acts as a role model as well as a facilitator in teaching esp. the teacher gives many examples of exposure to the use of language and provides opportunities for students to practice using it” – participant 3 in teaching esp, especially teaching english for airline staff, the teacher found obstacles due to the big class and the limited number of textbooks and teaching materials related to aviation. we are still having difficulties in classroom management because we have to handle large and heterogeneous classes. besides that, we also have difficulty in getting learning materials because of the limited textbook on aviation. – participant 1 this is in line with johnson (1994), teachers’ instructional decisions were based on pictures of teachers, materials, activities, and classroom organization made by their own learning experience. research and innovation in language learning 4(3) september 2021 p-issn 2614-5960, e-issn 2615-4137 201 the result of the data analysis concerning the teachers’ beliefs in esp teaching for airlines staff showed several evidences. the teachers believe that the general instructional objectives of esp teaching are: (1) developing students’ oral and written english in the area of airlines staff, (2) developing students’ knowledge in the specific english for airlines staff. (3) developing intercultural competence. this finding means that students in the esp for airlines staff are commonly taught with oral and written english skills used for communication for airlines staff purposes. setting priorities for teaching and learning a foreign language involves choosing the most suitable model of communicative competence to follow. in addition, the teaching also has to have the target to broaden students’ knowledge of the specific english in the area of airlines staff, for example: vocabulary list needed in the job as an airlines staff the teachers believe that the specific instructional objectives of esp teaching are: (1) developing students’ ability in using oral or written english for aviation communication, (2) developing students’ understanding in the specific english for airlines staff. the finding means that the students in the esp for airlines staff classes have been taught all english skills which are used for communication purposes, and vocabulary related with airlines staff. other language components, such as grammar and spelling are integrated taught in speaking. the teachers believe that the standards of competence in esp teaching are: (1) the ability to speak, listen, read, and write for the purposes of airlines staff communication, (2) mastering vocabs related to airlines staff. the finding means that in taking the esp for airline staff subject, the students must at least achieve the competence in (1) the four english skills for communications airlines staff purposes, and (2) meanings of words, terms, and expressions in the area of english for airline staff. the teachers believe that the indicators of basic competence in esp teaching are: (1) students are able to have conversations on topics related to airlines staff, (2) students are able to explain the meanings of vocabularies needed in a job as airlines staff. the finding means that when we give assessment of esp for airlines staff to students, the natalia, b.e.f.n & andarwati, a. 202 p-issn 2614-5960, e-issn 2615-4137 assessment type can be in the form of an oral test of a conversation model. through this practical model a teacher can identify and measure the indicators of students’ oral competence. for a theoretical model, to measure students; competence in the knowledge of vocabularies (meanings of words, terms, and expressions), the teacher can give written test on vocabularies. for meaningful result, it is better if the test items are put in contexts of reading passages. the teachers believe that teachers’ roles in esp teaching are as facilitator, motivator, communicator, and role models. the finding means that in esp class, a teacher is required to create activities of student-centered type in which the teacher functions as a facilitator and communicator. another type of class situation is recommended when the teacher function as a model who gives an example of a particular english use performance. for example, in a role play, the teacher acts as a pilot who gives announcement to the passage. the teachers believe that students’ roles in esp teaching are the (1) targeted subjects of instructional activities, (2) the doers of learning and practicing, (3) active users of english for airlines staff. the finding means that esp class activities should focus on fulfilling students’ needs of knowledge and skills in the area of esp for airline staff. the teaching-learning hours should be optimally oriented to the esp practices in through reading, writing, speaking and listening skills. the teachers believe that school’s roles in esp teaching are: (1) giving support for esp for optimal esp teaching learning activities, and (2) providing media and infrastructure needed for esp teaching. this finding means that in relation to the esp teaching for airlines staff, the duty to facilitate the teaching-learning activities in such a way so that students can absorb optimally the knowledge and skills taught by the teacher. the school also has the responsibility to provide infrastructures, such as language laboratory, sac (self access center), miniature airplane, and teaching media (such as laptop, lcd, white board, and others, needed in the esp for airlines teaching. research and innovation in language learning 4(3) september 2021 p-issn 2614-5960, e-issn 2615-4137 203 the teachers believe that the need of credit points for of the esp subject are at least 3 sks and the maximum are 10 sks. the finding shows that every pre-service training school has its own vision and mission which are different from other schools. this difference affects the need level of the esp subject credit points. an esp subject which has 3 sks may teaches students with only the basic knowledge and skills of esp for airlines staff. an esp subject which has 10 sks can teach a lot of and various kinds of knowledge (for theoretical teaching materials) and skills (for practical performances). students also have a plenty of time to learn things related with esp for airlines staff from the general up to the very specific or detailed materials. the teachers believe that the need of time allotment for esp teaching is at least 135 minutes per week and the maximum is 450 minutes per week. the finding means that the vision and mission of a school affects the need of the esp for airline staff teaching time. the minimum learning hours of the esp for airlines staff subject is 135 minutes per week in which only basic knowledge and skills are taught. but, the 450 minutes of learning hours per week offer much opportunity for broader knowledge, many kinds of skills, and various kinds of practices. the teachers believe that the teaching materials in esp teaching include the four skills (reading, writing, speaking, listening) and vocab in the area of airlines staff. the finding shows that the materials which are necessary to be taught to students include the four english skills and vocabulary. grammar, spelling, and pronunciation are not necessarily taught. the teachers believe that the criteria of a classroom design for esp teaching are comfortable, tidy, flexible and supportive to pair works, group works, or other teaching learning activities, and can function as a laboratory. the finding means that a good classroom design for teaching esp for airlines staff should fulfill the criteria, some of which are: (1) it can be used for individual, pair and group works, (2) it is tidy, comfortable, and has good smell. therefore, some equipment may be needed to create such kind of classroom. an air conditioner is needed for having a fresh and cool natalia, b.e.f.n & andarwati, a. 204 p-issn 2614-5960, e-issn 2615-4137 learning area. perfume is needed for having a learning area with good smell. in addition, a classroom needs to be designed to function as a language laboratory. the teachers believe that the esp for airlines staff teaching needs such media as lcd, whiteboard, speaker and headset, internet, computer, laptop, audio equipment and teaching modules. the finding shows that many kinds of high technology equipment are needed for the teaching media of esp for airlines instruction. this fact shows that esp for airline staff is an expensive educational program. it is the school’s responsibility to provide such kinds of media. the teachers believe that assessment methods in esp for airline staff teaching can be in the forms of class attendance, daily participation, creativity, tasks, mid-term test, final test; and they can focus on testing students’ competence in vocabulary, speaking/conversation. the finding means that in the case its assessment, esp for airlines staff is flexible. a teacher may use various kinds of assessment instrument models for measuring students’ competence in esp for airlines staff. the teachers believe that the references used for esp teaching are books or other materials in the areas of speaking and listening for esp teaching for airlines staff. the finding means that relevant references needed for learning sources of esp for airlines staff are references mainly on speaking, listening and vocabulary in the area of esp for airlines staff. other english areas of references are not compulsory but they are just recommended. a successful esp teaching is characterized by the following condition: (1) if the teaching is able to achieve general and specific objectives, (2) if students give positive feedbacks to the esp teaching, (3) if students master vocabs related to english for airlines staff, able to communicate on topics related to airlines staff. the finding shows that a status of a successful teaching can be seen from the teacher or student angle. the second type of findings dealt with whether or not the esp teaching aspects that teachers believe were applied in their real teaching activities. the esp objectives are research and innovation in language learning 4(3) september 2021 p-issn 2614-5960, e-issn 2615-4137 205 developing students’ oral and written english in the area of airlines staff, developing students’ knowledge in the specific english for airlines staff and developing intercultural competence. acknowledging that intercultural competence is inseparable element of intercultural communicative competence, as in byram’s model (1997), seems to be a natural approach in indonesian educational contexts. the students in the esp for airlines staff classes have been taught all english skills which are used for communication purposes, and vocabulary related with airlines staff. a study conducted by tokar and fainman (2018) shows that teaching aviation vocabulary can be done by practicing word recognition and production in a meaningful context (in collocations, phrases, sentences, and on out-of-phrase level dialogues or monologues. other language components, such as grammar and spelling are integrated taught in speaking. integrated grammar delivery is defined as the teaching of grammar as an integrated part of an instruction that is focused on the meaning or use of language through communicative tasks (murtisari, et al, 2020). teachers’ beliefs in esp for airline staff that teachers’ roles in the classroom are as facilitators, role models, communicators, and motivators. the learners’ level of motivation and effort can be raised when teachers use communicative strategies and adopt a language facilitating role by encouraging students to assess their performance in a positive light (burden, 2004). while teachers believe that the teaching materials in esp teaching include the four skills (reading, writing, speaking, listening) and vocabulary in the area of airlines staff. teaching materials form an important part of most english teaching programs (howard and major, 2004). from textbooks, videotapes and pictures to the internet, teachers rely heavily on a diverse range of materials to support their teaching and their students’ learning. the teachers believed that technology equipment is needed for the teaching media of esp for airlines instruction, such as lcd projector, audiovisual, video player, etc. according to morris (1962) in taiwo (2009), the function of technological media is to supplement the teacher through enhancing his effectiveness in the classroom. in three aspects, teaching media, classroom design, and references, not all teachers; beliefs were natalia, b.e.f.n & andarwati, a. 206 p-issn 2614-5960, e-issn 2615-4137 implemented. in two aspects, credit points and time allotment, only teachers’ beliefs from one school was implemented in real teaching. it means that the credit points of the esp for airlines staff subject is vary varied. it can be caused by the different vision and mission among pre-service training schools, which affects the need level of credit points and time allotment (learning hours). this finding also shows that in the case of the implementation of teachers’ beliefs, pb is the best compared to tod and bap preservice. this finding supports borg’s theory of teachers’ beliefs stating that teachers’ beliefs can powerfully shape both what teachers do and consequently the learning opportunities learners receive (borg, 2006, p.6). the third type of findings dealt with the recommendations given by the teachers for the improvement of the esp teaching for airlines staff at their schools. the recommendations included (1) esp for airlines staff teaching at tod needs more practices outside classroom, (2) pb needs to provide conducive atmosphere for esp teaching for airlines staff, and (3) esp for airlines staff at bap needs to have more class meetings and conducive class atmosphere. the finding means that to the eyes of the teachers, schools need improvement in giving esp for airlines staff services. the recommendations given by the teachers are based on their beliefs in the features or criteria of an ideal or good pre-service training school in esp teaching for airlines staff. conclusion and recommendation teachers' beliefs in esp teaching greatly affect student achievement in learning. therefore, a study of teachers' beliefs in esp is needed to improve the quality of teaching. there are aspects related to teachers’ beliefs in esp for airline staff, esp objectives, competence, teachers’ roles, students’ roles, schools’ roles, teaching materials, assessment methods, teaching media, classroom design, references, credit points, and time allotment. the results of this research indicate that esp for airlines staff applied in pre-service airlines training schools is still in line with the teachers’ expectations. it means that teachers’ beliefs on esp had been implemented in real teaching esp for airlines staff. the aspects which the teachers gave negative response were on esp subject’s credit points and time allotment. they suggested that training schools add the esp subject credits and enhance learning hours with the result that the research and innovation in language learning 4(3) september 2021 p-issn 2614-5960, e-issn 2615-4137 207 students’ needs of esp learning were fulfilled. furthermore, learning process is constrained in the classroom management because the class is large and heterogeneous. in addition, the challenge comes from the limitations of relevant textbooks on aviation as well as the limited ability of english teachers in aviation science. schools need improvement in giving esp for airlines staff services. the recommendations given by the teachers are based on their beliefs in the features or criteria of an ideal or good preservice training school in esp teaching for airlines staff. the finding of this study supports borg’s theory of teachers’ beliefs stating that teachers’ beliefs can powerfully shape both what teachers do and consequently the learning opportunities learners receive (borg, 2006, p.6). references abelson, r. 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(2019). analisis konten etnografi & grounded theory dan hermeneutika dalam penelitian. jakarta: p.t. bumi aksara. conflict of interest no potential conflict of interest is reported. author biography bonifasia ekta fima natalia is an english lecturer in stie solusi bisnis indonesia. she is a doctorate candidate in language education program of universitas negeri yogayakarta. her research interests are in english language teaching and linguistics. she can be contacted at ekta.fima@gmail.com. 6162872 mailto:ekta.fima@gmail.com natalia, b.e.f.n & andarwati, a. 210 p-issn 2614-5960, e-issn 2615-4137 andarwati is a lecturer in universitas islam negeri maulana malik ibrahim malang. she is a doctorate candidate in language education program of universitas negeri yogayakarta. her research interest is in english language teaching especially in esp. she can be contacted at andarwati1965@gmail.com. research and innovation in language learning 4(1) january 2021, pp. 79-98 pissn: 2614-5960 e-issn: 2615-4137 http://jurnal.ugj.ac.id/index.php/rill copyright 2021@ hikmah pravitasari, nurhadiyanty rahayu 79 article designing esp materials from social semiotic perspective: a designbased approach hikmah pravitasari hikmahvee@gmail.com english education, stkip la tansa mashiro, indonesia nurhadianty rahayu nurhadianty.rahayu@gmail.com english education, stkip la tansa mashiro, indonesia abstract this research aims at developing supplementary english materials to fulfill the students’ needs to improve english communication using project-based learning (pbl). the development of english materials for midwifery students is required to prepare midwifery students to actively engage in a communicative discourse in their authentic professional settings. this research employs a design based research (dbr) (reeves, 2006) that is conducted in four steps. the findings show that the prototype designed is seen as both more challenging and more fun to do. the most iterative cycle is in the development and trying-out phase, through which the materials undergo a careful assessment from language expert and midwifery practitioner. the reflections and feedback from the students also reveals positive responses. keywords: dbr, material development, english for midwifery students sari penelitian ini bertujuan mengembangkan bahan ajar tambahan bahasa inggris untuk memenuhi kebutuhan mahasiswa kebidanan dengan mengadaptasi pendekatan projectbased learning (pbl). penelitian ini menggunakan design based research (dbr) (reeves, 2006) yang dilakukan dalam empat fase, yakni tahap analisis awal, pengembagan desain prototipe, uji coba, dan refleksi. hasil menunjukkan bahwa prototipe yang didesain dianggap lebih menantang dan lebih menyenangkan di saat yang bersamaan. siklus yang terus berulang ditemukan dalam tahap pengembangan dan uji coba prototipe yang pengimplementasiannya dinilai oleh ahli bahasa dan praktisi kebidanan. meskipun demikian, saat prototipe diujicobakan sebanyak tiga kali di kelas, refleksi dan umpan balik dari mahasiswa kebidanan menjadi pertimbangan yang penting. pengembangan materi ajar bahasa inggris kebidanan diperlukan untuk mempersiapkan mahasiswa kebidanan untuk terlibat aktif dalam diskursus komunikasi dalam latar professional mereka yang otentik. dengan mempertimbangkan kebutuhan pravitasari, h. & rahayu, n. 80 p-issn 2614-5960, e-issn 2615-4137 mahasiswa untuk memperbaiki keterampilan komunikatif mereka, pbl dianggap penting untuk diintegrasikan dalam materi yang dikembangkan karena sifatnya yang berdasarkan pertanyaan, kolaboratif, dan memerlukan keterlibatan aktif dalam pembelajaran induktif (krajcik dan blumenfeld, 2006). kata kunci: dbr, pengembangan bahan ajar, bahasa inggris untuk mahasiswa kebidanan received 2020-11-14 accepted 2021-01-27 published 2021-01-31 apa citation: pravitasar, h. & rahayu, n. (2021). designing esp materials from social semiotic perspective: a design-based approach. research and innovation in language learning 4(1) , pp. http://dx.doi.org/10.33603/rill.v4i1.4364 introduction this study is conducted to design and develop course materials in the field of english for specific purposes (esp), particularly english for midwifery students, which is considered as english for medical purposes (emp), situated in tertiary midwifery education. the tertiary midwifery education institution in which the study is conducted has a vision to prevent stunting in indonesia. therefore the materials will be structured according to the institution’s vision. considering the fact that midwives do not face people with disease symptoms, they take their parts by providing care and counseling, particularly targeting issues around mothers and children. this makes speaking an important skill to train to lead oral communicative skills. salager-meyer (2014) observed the development of emp courses that focus on spoken materials intending to improve the communicative skills of non-anglophone medical students and health professionals (see maclean et al., 2000; shi et al., 2001; basturkmen, 2010; hussin, 2004) yet none of the materials developed is related to english that is of use for midwifery students in their professional context. the lack of english materials to teach midwifery students authentic oral communicative skills becomes our foremost concern to conduct this study. we incorporate design-based research, henceforth dbr, (reeves, 2006) to develop the english materials. even though no course material can satisfy the needs of every class (tomlinson, 2010), dbr may be in help in the construction of english instructional design to accommodate the language and learning needs of midwifery students. http://dx.doi.org/10.33603/rill.v3i1 http://dx.doi.org/10.33603/rill.v3i1 research and innovation in language learning 4(1) january 2021 p-issn 2614-5960, e-issn 2615-4137 81 the design-based approach to develop english materials for midwifery students must also consider the role of language as socio-semiotic tool. therefore, the materials that are going to be used in the classroom are reflection of the genuine social practice within the realm of midwifery practices. following halliday’s (1978) social semiotic theory that sees language as an apparatus of meaning-making, the arrangement of the materials in this study focuses on the social interaction between the midwife students and their clients in a dialogic manner. the students’ engagement will then be manifested through circle of discussion about midwifery texts and practices. thein et. al. (2012) reported that practitioners were not supposed to be treated as subjects undergoing scrutiny but as co-participants. since the result of students’ needs analysis reveals students’ expectation to learn oral communication skills, we then take this revelation into account. dbr is then use to guide us through the process of designing and developing materials, trying the materials in the class, and reflecting how the materials should be further improved within a two-year project. we follow parmaxi & zaphiris (2019) suggestion to conduct a longitudinal engagement of iterative cycles to prepare for possible delays and unintended failures in dbr implementation. the principle of collaboration in this study addresses the gap to observe teachers’ use of materials to achieve the objectives of teaching, teachers’ insights and decision-making, and learners’ attitude towards materials that is missing from the literature (garton and graves (2014) by transparent and continuous discussion and evaluation between the researcher and the instructor. this hopes the results of the current study fill gap between the needs and praxis which still rarely explored and investigated. the research question guides this study is: “how do the students and teachers perceive the semiotic-based esp materials in listening class in the context of midwifery college?” methods design based research (dbr) is adapted in the study as it is in line with the aim of this study to “improve educational practices” (wang & hannafin, 2005) by designing and developing english materials in midwifery context. the design follows reeves (2006) cycles involving four stages. pravitasari, h. & rahayu, n. 82 p-issn 2614-5960, e-issn 2615-4137 (1) initial analysis which includes theoretical foundation observation, analysis of teaching documents, and needs analysis; (2) prototype design development to attain constant model that is tested empirically which is initiated by syllabus and lesson plan design and prototype design development validated by experts in english language teaching (elt) and midwifery education; (3) testing and evaluation of the design prototype to measure product effectiveness by distributing questionnaires to students and lecturer; (4) documentation and reflection on prototype design to finalize the module. figure 1. design-based research, based on reeves (2006) to trace to what extent the supplementary materials are appropriate with students’ needs and professional demand. the data are garnered through questionnaires, observation, and focus group discussion. the qualitative data are analyzed using three-dimensional model of critical discourse analysis (fairclough, 2015) while the quantitative data are processed following likert scale from 5 very good up to 1 very bad. the analysis is conducted through statistical description and narrative interpretation. participants participants involved 50 sophomore midwifery students, who were women, in a threeyear midwifery academy program with age ranging from 21 to 22 years old. their english proficiency level is considered as novice. participants are recruited to join the research project and they deserve the right to withdraw from the study. this study also research and innovation in language learning 4(1) january 2021 p-issn 2614-5960, e-issn 2615-4137 83 invited the english teachers of the school as the participants. all participants voluntarily involved in the study. before the study starts, the researchers held a meeting with the participants informing the consent form they may sign. during the study their identity is kept anonymous. the course’s duration is 120 minutes and is conducted in 16 weeks in a private midwifery school in banten province-indonesia. results and discussion materials and syllabus the materials and syllabus run in the research setting is presented in the following table 1. table 1. materials classification type of teaching material jumlah english skills bibliography book 3 grammar, reading, writing azar, bs. understanding and using english grice, tony. (2011). oxford english for careers nursing 1 practice. uk: oxford university press murkoff, heidi and mazel, sharon. (2009). what to expect the first year. new york: workman publishing. module 1 reading, writing astuti, kh. endah widhi. (2015). english in midwifery practice. jakarta: pusat pendidikan dan pelatihan tenaga kesehatan badan pengembangan dan pemberdayaan sumber daya manusia article 8 reading text is retrieved from https://www.nmsupport.org.au/news/what-is-itlike-being-a-midwife accessed on 21/08/2018 at 12.07 article is retrieved from: http://www.who.int/nutrition/topics/complementary_feeding/en/ accessed on 21/08/2018 at 14.22 text is retrieved from: https://www.ontariomidwives.ca/sites/default/files/2017-07/postdatespregnancy-english.pdf accessed on 22/08/2018 at 09.48 presentation slide 15 reading, writing, speaking lecturer self-made materials video 2 listening video is taken from documenter series the midwives season 1 episode 1 delivering under pressure sumber video dari: i wanna be a midwife: a day in the life of a midwife it reveals the lecturer’s focus to develop reading and writing, she provides presentation slides adapted from varied sources and books. two sampling books were used frequently refereed as book a and b. the books selected due to the high assignment numbers given to students. table 2. number of text and assignment focusing on english skills english skills textbook total number reading texts book a 13 book b 32 reading taks book a 30 pravitasari, h. & rahayu, n. 84 p-issn 2614-5960, e-issn 2615-4137 book b 17 writing texts book a 7 book b 2 writing tasks book a 17 book b 2 speaking texts book a 0 book b 3 speaking tasks book a 0 book b 2 although book b provides more varied texts and tasks (speaking, reading and writing), focusing on reading skills only which are not evenly distributed throughout the chapters. on the other hand, book a widens the focus to reading and writing tasks distributed more evenly throughout the chapters. it is visible that the reason driving lecturer to opted those books is to train students’ writing skills. the researcher distributes online survey to 50 students to gain a perception on the content of the syllabus following teacher behavior checklist (tbc; buskist et al., 2002). table 3. ratings for 10 qualities from the teacher behavior checklist no teacher behavior checklist quality availability 1 approachable/personable √ 2 creative/interesting 3 effective communicator 4 encouraging/cares for students √ 5 flexible/open-minded 6 happy/positive attitude √ 7 knowledgeable √ 8 present current information √ 9 promotes critical thinking 10 realistic expectations/fair √ from the students’ assessment (buskist et al., 2002), the varied answers from (a) the topics in the course can be easily understood and are familiar and relevant with midwifery english, (b) topics are hard to understand and not really relevant with midwifery english, and (c) topics and materials in this course are hard to understand and the english is too general. last, the participants answer three demographic questions regarding the syllabus as a whole. results from the online survey discussing syllabus content used to organize learning activities and english for midwifery students teaching materials can be seen in the diagram below. research and innovation in language learning 4(1) january 2021 p-issn 2614-5960, e-issn 2615-4137 85 figure 2 result of the survey on syllabus evaluation considering students’ perception on the syllabus organized by the lecturer to teach english for midwifery students, components such as approachable/personable, encouraging/cares for students, happy/positive attitude, knowledgeable, present current information, realistic expectations/fair is regarded very good since it fulfills the tbc. some components such as creative/interesting, effective communicator, flexible/openminded, promotes critical thinking need to be improved in terms of topic content and available materials in the syllabus. as a result, the researcher proposes english for midwifery students’ module design addressing components that are still need improvement in the development phase of the research. richards (2006) reports that the effectiveness of teaching materials can be affected by several factors such as instructor, students and contextual variable. the effectiveness of teaching materials can be affected by teachers’ language ability, training and implementation, cultural background and how they select and use teaching models. students’ behavior, needs, motivation, and interest may also bring impacts on materials effectiveness. the english lecturer realized that general english materials are not appropriate for midwifery students’ interest. the following is the lecturer’s statement about it. when i taught, the secretary of study program gave me the syllabus used by the teacher before i came and the materials included were mostly general english that had nothing to do with english that midwifery students might encounter in their academic writing task or communicative practices. from the english lecturer’s statement above, can be concluded that the syllabus used in english for midwifery is designed in general english. the previous english materials are also general english without any midwifery contexts. therefore, the english lecturer takes an initiative to add several materials which based on midwifery contexts. the following is the lecturer’s statement about it. pravitasari, h. & rahayu, n. 86 p-issn 2614-5960, e-issn 2615-4137 as time went by, i realized that teaching english to midwifery students could not be taken like teaching general english to high school pupils. hence, in 2016 onward it dawned on me that i needed to specify the teaching materials which were more relevant to midwives-clients communicative context. i then added short articles about baby care and breastfeeding as well as video documentary about midwifery practices in britain that might arise midwife-students’ interest due to topic familiarity. the english lecturer added some english materials of midwifery communicative context. she specified the english learning topic such as baby care and breast feedings which are appropriate to the midwifery’s study. moreover, she modified the syllabus by changing the topic materials into midwifery context. unfortunately, during her teaching experiences, she could not arrange the english materials properly. she expected to have an additional english materials that cover teaching and learning in midwifery context. the following is the lecturer’s statement about it. the syllabus was then modified to accommodate the pertinent text that was closer with their practical reality. even though a more apt selection of teaching materials was adapted, i was still not sure whether or not what i picked was more suitable than the previous teaching topics in the existing syllabus. this happened because i did not know to whom should i consulted my dubiety as discussing english teaching issues with colleagues from midwifery discipline could not enlighten my confusion. furthermore, the esp materials should appropriate to the midwifery students’ interest and needs. the online interview with the students shows that their english is considered as novice. eight students know how to use some vocabulary and idiom in midwifery context but find grammar difficult. 87% of the students reveal their wish to be able to write and speak in english because they want to have a bargaining power to compete in the global arena. they also want to learn the meanings of midwifery terminologies they find while reading books. 13% of the students state they want to continue their study to a higher level abroad. considering the challenges students find during learning, 95% of the students find it difficult to search the equivalence of a certain vocabulary, new terminologies about midwifery in english, and to be able to master english. all students show their interest to learn english in midwifery context. 78% of the students reveal they like to be in a group discussion, do the role play as midwife. they wish the instructor to provide scaffolding during the learning process and instruct them explicitly. “i find english for midwifery interesting, because i can guess and try to understand what is research and innovation in language learning 4(1) january 2021 p-issn 2614-5960, e-issn 2615-4137 87 being discussed because it has something to do with midwifery practices.”(student 1) “i think my english still needs improvement particularly with my limited english vocabulary and idioms. i hope with the developed materials i can communicate orally or in my writing to support my future career after graduating.” (student 2) “i prefer the lecturer to explain and set example before assigning tasks so i know what to do. i am happy to involve in a group discussion so that i can learn from others’ opinion as well as stating my own.”(student 3) the english lecturer showed that the existing learning sources were not appropriate to guide teaching and learning process in the midwifery classroom context. the lecturer and the midwifery students need supplementary module which focus on the midwifery skill and provides vocabulary list to accompany the existing english materials. the input and insight gained during the interview are considered for the next phase of developing the english module for midwifery students. the process of project-based work ( wrigley in donna and carol (1998, p. 2) as well as explanation of module design using cunningsworth’s model (1995) are classified using maksum (2009) in syaifudin (2015) are presented in the following table. table 7. the result of elt expert validation aspect score of first expert score of second expert highest score design 24 17 30 objective and approach 20 15 25 organization 28 24 35 language content 40 31 50 language skill 16 16 20 topic 16 16 20 methodology 28 21 35 procedure of pbl 29 26 40 total score 201 166 255 percentage 78.82% 65.10% 100% mean 71.96% the assessment of prototype by midwifery expert follows these 6 criteria: design, objective, organization, language content, language skill, topic. table 9. the result of midwifery expert validation aspect score highest score design 24 30 objective 16 20 organization 24 30 language content 28 35 language skill 17 20 topic 21 25 pravitasari, h. & rahayu, n. 88 p-issn 2614-5960, e-issn 2615-4137 total score 130 160 percentage 81.25% 100% we can see that the midwifery expert grade the draft 130 out of 160 or 81.25% and it is considered good. the prototype has been appropriated for midwifery use and has been organized according to the curriculum. the suggestion and evaluation from the expert can be seen in table 10. table 10. summary of expert validation experts’ evaluation revision expert 1 a. choose the primary projects in every chapter a. the final project was chosen as the primary of the project in every chapter b. change the name labels of project into exercises for every chapter b. all name labels of project which not included on the primary project was changed into exercises in every chapter expert 2 a. enlarge some pictures in the cover of the draft a. the pictures cover was enlarged to be more clearly b. change some icon pictures which not match with the theme of the book draft for nursing students b. the icon pictures were changed in lead-in page to support the theme and topic being discussed c. revise the vocabulary organization in one stage c. the vocabulary organization were changed into one stage to make it simply and easy for the students when they are searching the vocabulary information d. add phonetic transcription in the first page of the draft d. the phonetic transcription was added in the first page of the draft to help the student understand the phonemic symbols e. change the language instruction in exercises which had grammar errors and unclear instruction e. all language instructions in each exercise was changed into clear instruction f. add rubric assessment in the draft f. every chapter had rubric assessment to help the teacher and the students measure the english competence g. change the language instruction in the projects which had grammar errors and unclear instruction g. all language instructions in each project was changed into clear instruction during the tryout, the researcher observes how the lecturer implement the module prototype. at the end of the tryout, the researcher distribute questionnaire to the lecturer and students to trace their perception of the module prototype. tryout is done three times which inform the revisions needed to improve the prototype. in each 135-minute meeting, the tryout is conducted, respectively on 5, 12, and 19 october 2020. the participants joining this phase are 23 students. prototype tryout has been conducted in three iterative cycle of prototype evaluation, prototype tryout after evaluation, and prototype revision as can be seen in figure3. the revision is done after each tryout is completed which is based on questionnaire responses and classroom observation. it can be implied that the prototype developed consider students’ and lecturer’s needs. in the end of the implementation, the researcher distributed questionnaire form to the lecturer and the students. it was carried out to find out the response from the students and the lecturer toward the draft being tried out. there were eight aspects to be assessed research and innovation in language learning 4(1) january 2021 p-issn 2614-5960, e-issn 2615-4137 89 in the questionnaire namely design, objective, organization, language and content, skill, topic, method, and procedure. table 11 was the result of the questionnaire try out 1 from the lecturer. table 11 the lecturer’s response to try out 1 aspects response mean design 87% 87% objective 87% organization 80% language content 93% language skill 80% topic 90% method 90% procedure 90% the design, objective, organization, language content, language skill, topic, method, and procedure are in excellent category. meanwhile, the researcher also distributed the questionnaire to the students. table 12 was the result of the questionnaire try out 1 from the students. table 12 students’ response to try out 1 aspects students’ response mean design 93.56% 88.95% objective 92.87% organization 84.60% language content 92.64% language skill 79.66% topic 88.97% method 92.76% procedure 86.55% from the table 12, the students’ response toward the draft is categorized into excellent (88.95%). the design, objective, organization, language content, topic, method, and procedure are in excellent category while language skill aspect is categorized into good. at the end of the second try out, the researcher distributed the questionnaire to the lecturer and the students. there were eight aspects to be assessed in the questionnaire as shown in table 13. table 13 the lecturer’s response to try out 2 aspects lecturer’s response mean design 100% 90.87% objective 93% organization 87% pravitasari, h. & rahayu, n. 90 p-issn 2614-5960, e-issn 2615-4137 language content 87% language skill 80% topic 100% method 90% procedure 90% the score of 90.87% is categorized into excellent. there were 20 items that represent eight aspects to be assessed in the questionnaire as shown in table 14 as the result of the questionnaire try out 2 from the students. table 14 students’ response to try out 2 aspects students’ response mean design 93.56% 90.52% objective 94.48% organization 85.06% language content 91.72% language skill 87.93% topic 91.03% method 91.03% procedure 89.31% the students’ response toward the draft module in try out 2 is 90.52%. it is categorized into excellent. it means that the draft in try out 2 was implemented well in the classroom. as conclusion, the material had progression to meet the students’ needs of english for midwifery program. however, to make it feasible draft module, the researcher got some suggestions for the revision of the final draft materials. related to the draft content, the students seemed already understood the explanation about language function, grammar, and vocabulary focus. most of the students could finish all activities well without any problem. from the table 15, the mean of the lecturer’s response toward the draft in try out 2 is 92.37%. it is categorized into excellent. the design, objective, organization, language and content, skill, topic, method, and procedure are in excellent category. table 15 the lecturer’s response to try out 3 aspects lecturer’s response mean design 93% 92.37% objective 100% organization 93% language content 93% language skill 80% topic 100% method 90% procedure 90% research and innovation in language learning 4(1) january 2021 p-issn 2614-5960, e-issn 2615-4137 91 the students also appreciated the modul positively as shown in the following table 16. table 16 students’ response to try out 3 aspects students’ response mean design 96.55% 92% objective 96.78% organization 87.59% language content 95.86% language skill 84.14% topic 91.38% method 94.48% procedure 90.00% as the students evaluated the draft during the instructional implementation, all aspects are categorized into excellent as well. in the reflection, a focus group discussion (fgd) was conducted in the end of the try out 1 to get some criticisms and suggestions from all parties to the draft being implemented. in the fgd, the researcher invited an english lecturer, and three students to give suggestions to the draft module. the following is the quotation of the lecturer’s statement about the draft material. oh yeah ... in general the material is pretty good, then the suggestion is that the location of the content in activity 1 on the first page should be presented after the conversation is done, then there are comments on what are the phrases and responses from the conversations that have been read or if it could be at the same page. it would make the materials easier for students to do the exercises. that's all, in general everything is good. meanwhile, the students said that the material was good and interesting because the dialogue conversation in chapter 1 was appropriate with their midwifery program. they learned what they need. it helped them to practice some conversation as the real situation in midwifery job. i think the draft module helps us in learning english. the material is also included in our needs as midwifery students because it relates to health. (student 1) in my opinion, all the material is quite interesting and fun. there are many examples of dialogue about midwifery that we have never been able to provide for additional learning.(student 2) it was also strengthened by the result of fgd in try out 2 revealed that the students felt activity 3c was confusing. the following is the quotation of the student’s statement while conducting fgd about the draft material. in my opinion, in chapter 2 there are a lot of pictures that makes the activities are very interesting and it is in accordance with the midwifery program. then there are also introductions about the types of drugs as well, it is very suitable with midwifery material. only the activity in part 3c that made me confuse. it is because i did not familiar with the pravitasari, h. & rahayu, n. 92 p-issn 2614-5960, e-issn 2615-4137 name of the drugs based on the pictures. i think, it is better if there is keywords name of the drugs and we match with the pictures. (student 3) the result of the fgd, the quality of the input was good enough and the materials were appropriate with the topic, syllabus, and curriculum. however, the lecturer said that the listening material was very good enough which came from native speaker. “in my opinion, the listening is already good and not too difficult, it is just a practical use of the listening audio that need to repeat it several times to get used to it. so in my opinion there is no need for a revision that is too drastic. maybe you want to replace it like anything if you speak natively, the results will be the same. for the native size, the speaking has been slowed down, if you want to slow it down again, maybe it will end up talking so confused.(lecturer) the lecturer’s reflection revealed that the second and third tryout have been well delivered, even though the first tryout could not run well as expectation. the lecturer stated that there is an adaptation before the lecturer and the students engaged with the draft materials in the first tryout using online learning. the lecturer also report that teaching and learning using project-based learning needs more scaffolding during online learning to make the students understand the projects inside the draft module. the lecturer narrated: i think the second and third try out have been well delivered, even though my teaching may not exceed expectation. however, the project-based learning may need more scaffolding, which can be challenging if it is delivered online. the planning stage, if it is going to be following sfl-based project making, needs extra amount of time to scaffold students in their critical text construction. as a consequence, i need to improve my teaching strategy to gear students meta linguistic awareness in constructing midwifery conversation or multimodal text construction. from the lecturer’s statement while using and practicing the draft material in online class above, can be concluded that she needs extra effort to make the students understand the materials and do the project in each chapter during online learning. however, the draft module is designed using project-based learning that include several instructions to do the project clearly. those instructions help the lecturer during the scaffolding process and make the materials is delivered well. the lecturer narrated: this is sure quite challenging for me, but also exciting at the same time. considering students’ excitement, i think executing project-based approach to teach english in midwifery context is an ideal step to make sure the content, language, and critical thinkingbased learning is delivered in a non-threatening and fun manner. all participants expressed in their reflections that learning using english for midwifery module was useful as it allowed them the time for studying the topics relate their midwifery program anytime and anywhere this helped minimize feelings of anxiety. research and innovation in language learning 4(1) january 2021 p-issn 2614-5960, e-issn 2615-4137 93 they also considered it fun and creative activities, different from face-to-face classroom. regarding students’ experiences, they had both positive and negative experiences, while learning general english in the classroom. the students reported that they had positive experience learning english using the draft module through virtual learning. most of students enjoyed their online learning process. for example, lila (pseudonym) said: i could familiar with the materials since learning at the first meeting. it was simple and easy than the english materials before which talking about english grammar. we could also discuss every materials learned by casual chatting and put much attention on the important discussions. i had learned a lot from online discussion. i could see how my classmates organized their dialogue conversation about pregnancy consultation. this topic inspired me so much as a future midwife. further nina (pseudonym) wrote: learning english using project-based through virtual made my learning activities fun and interesting. through online discussion i could follow the instruction from the project in each chapter that is being learned. this learning process helped me built my confidence of speaking that i felt uneasy in the face-to-face classroom. i was very happy the way my lecturer encouraged me and my friends to contribute to online discussion and practice the conversation. the two students’ reflections indicate that learning english using draft english for midwifery module through virtual learning were positive for them because the topic materials are familiar with their study program. students’ voices here reveal that flexibility, agency, engagement, confidence, skill-set, and the ability to collaborate using project-based learning through online discussion are the important point that the students experienced during their english learning in midwifery context. even though the participants felt that learning english using the draft module was useful and attractive, they also described factors that made difficult and inconvenient. one of these involved frequent disturbances. due to unstable internet connection, there was difficult to access the learning materials and students were difficult to join the online discussion. tuti (pseudonym) said, “to me the frequent constraints in the learning teaching activity process are the problem of unstable internet connection. especially when the weather in the area is slightly dark, it will certainly affect the good quality of a signal in the area and cause uncertainty to access the learning materials”. regarding this, lawrence and tar (2018) reported that teachers in using technology are frustrated when the internet is slow and inaccessible; when clicking on a link, it needs a very long pravitasari, h. & rahayu, n. 94 p-issn 2614-5960, e-issn 2615-4137 time to open it and when the page is open, it is not useful anymore. she added “i think the quality of learning process become ineffective because sometimes there is a distance between students and lecturer that make a passive learning. i got a boring time when i should learn online all day. i cannot face to face meet my friends and my lecturer as usual in the classroom. yanti (pseudonym) added that online class sometimes is not effective because during the project of role-play i cannot engage with my partner due to the limited time and unstable internet connection. and i can’t stop loving face-to-face classroom. personally, i miss the time to learn face to face in the classroom and i hope we can be back to normal situation soon. the summary of reflection from the lecturer and students about the implementation of the draft module of english for midwifery revealed that both lecturer and students are enjoying using the module and practice the materials using project-based learning. there were several practical difficulties when conducting the materials in virtual class due to the internet connection issues. however, all the parties stated that the daft module is feasible to be used in the midwifery classroom. conclusion & recommendation this research comes with some points. (1) lecturer’s role; materials developed collaboratively by the researchers can support and assist the lecturer to teach english and improve her role as facilitator, motivator, and manager in the class. by using project-based learning approach that is applied inside the material, the activity in the class becomes more interesting and varied. the lecturer can be a facilitator who gives the students opportunities to be actively involved in every activity in the class. (2) students’ motivation; “basic english skills for midwifery practice” was designed based on the students’ need and skill program and therefore the topic is something related to their world. it can attract students’ attention. the material they learned was appropriate with their study program because it relates to their midwifery program and thus they will have more interest in learning english because they know that it is important for their future job. the strong motivation of learning can improve the students’ achievement. (3) students’ esp learning may benefit them in making meaning skills to prepare them to be a critical and reflective midwife. this midwifery-specific vocabulary building and project making can gear midwife students’ english skills particularly those that are related with written and spoken communication, as well as enrich students’ research and innovation in language learning 4(1) january 2021 p-issn 2614-5960, e-issn 2615-4137 95 attentiveness in listening and reading midwifery-specific articles. 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(2012). “the affordances of design-based research for studying multicultural literature instruction: reflections and insights from a teacher-researcher collaboration.” english teaching: practice and critique, 11 (1), 121–135. tomlinson, b. (2010). what do teachers think about english coursebooks? modern english teacher, 9(4), 5–9. tomlinson, brian. (1998). materials development in language teaching. cambridge. cambridge university press. vanderhoven, e., schellens, t., vanderinde, r., valcke, m. (2016). developing educational materials about risks on social network sites: a design based research approach. education tech research dev, 64, 459-480.. doi 10.1007/s11423-0159415-4. yang, woomer, matthews. (2012) collaborative learning among undergraduate students in community health nursing. nurse education in practice, 12 (2), 72-76, doi: 10.1016/j.nepr.2011.07.005 yusoff, dato haji. (2006). project-based learning handbook: “educating the millennial learner”. malaysia: ministry of education malaysia. conflict of interest there is no conflict of interest reported. http://dx.doi.org/10.1016/s0889-4906(00)00002-8 pravitasari, h. & rahayu, n. 98 p-issn 2614-5960, e-issn 2615-4137 about author hikmah pravitasari is a lecturer at english department at stkip la tansa mashiro, banten, indonesia. her research interests include tefl, pre-service teachers and linguistics. she is available at hikmahvee@gmail.com nurhadianty rahayu is a lecturer at english department at stkip la tansa mashiro, banten, indonesia. her research interests include tefl, pre-service teachers and linguistics. she is available at nurhadianty.rahayu@gmail.com research and innovation in language learning 4(2) may 2021, pp. 172-186 pissn: 2614-5960 e-issn: 2615-4137 http://jurnal.unswagati.ac.id/index.php/rill copyright 2021@ irvan 172 article comparing second language identity as experienced by international students during their studying abroad irvan irvanruslan@yahoo.com department of english language education, faculty of psychology & socio-cultural sciences, universitas islam indonesia, yogyakarta indonesia abstract language and cultural identity are things that can summarized in terms of language identity. the construct of second language identity has strong relation with study abroad. second language identity tend to appears in continuous classical conditioning through study abroad. however, no further investigation about this issue has been researched in indonesian international student context. this study purposed to explore how is the second language identity constructed through the interactions during study abroad. through narrative interviews, this study will explore more about how second language identity of two international students constructed in their study abroad countries. the result of this study is second language identity construction is more powerful based on self-desire of participants and who the interlocutors are. further, by knowing how the second language identity is constructed when international students are in native and non-native english-speaking countries, this study will give an empirical contribution about how english language learning patterns depend on the environment. thus, the english teacher or language expert later could adapt english learning patterns through the construction of other people's language identity. keywords: international students, second language identity, study abroad sari bahasa dan identitas bahasa merupakan hal yang bisa disimpulkan sebagai istilah identitas bahasa. identitas bahasa kedua mempunyai hubungan yang erat dengan studi di luar negeri. identitas bahasa kedua cenderung muncul pada pengkondisian alami secara berkelanjutan melalui studi di luar negeri. bagaimanapun, tidak ada investigasi lebih lanjut tentang masalah ini yang telah diteliti dalam konteks pelajar internasional indonesia. penelitian ini bertujuan untuk menyelidiki bagaimana identitas bahasa kedua terbentuk melalui interaksi-interaksi selama studi di luar negeri. melalui wawancara secara narasi, penelitian ini akan menyelidiki lebih lanjut tentang bagaimana pembentukan identitas bahasa kedua pada dua pelajar internasional di negara-negara tempat mereka belajar. hasil dari penelitian ini yaitu konstruksi identitas bahasa kedua research and innovation in language learning vol. 4(2) may 2021 p-issn 2614-5960, e-issn 2615-4137 173 lebih kuat berdasarkan kemauan dari dalam diri peserta dan siapa lawan bicara para peserta. selanjutnya, dengan mengetahui bagaimana pembentukan identitas bahasa kedua saat pelajar internasional berada di negara penutur asli dan bukan penutur asli bahasa inggris, penelitian ini akan memberikan kontribusi empiris tentang bagaimana pola pembelajaran bahasa inggris berdasarkan pada lingkungan. demikian, para guru bahasa inggris dan ahli bahasa dapat mengadaptasi pola pembelajaran bahasa inggris melalui pembentukan identitas bahasa orang lain. kata kunci: pelajar internasional, identitas bahasa kedua, studi di luar negeri received 2021-01-02 accepted 2021-05-20 published 2021-06-27 apa citation: irvan, i. (2021). comparing second language identity as experienced by international students during their studying abroad. research and innovation in language learning 4(2), 191-205 http://dx.doi.org/10.33603/rill.v%vi%i4543 introduction the current studies that investigate the construction of second language identity tend to be influenced by social contexts, such as cultural identity, group identity, and occupational identity. sato (2014) highlighted that language identity is somehow constructed by continuous classical conditioning. through narrative inquiry, he found that participants can build their second language identity through social interactions in the place they are living. by then, these continuous interactions deliberately constructed the participants' self-enlightenment to become aware of linguistics and pragmatics at the same time. differently, sung (2017) exposed that it is not necessarily about the whole environment, but more on who are the interlocutors, who could be as native or nonnative of english speakers. when the participants were exposed to multiple language identities thoroughly, they would have self-perceived proficiency of english based on their communication experiences. these experiences could happen not only to migrant workers, but also to students (block, 2009). nam (2018) found that the englishspeaking countries where the students live abroad have power in relation to construct participants‟ second language proficiency, which extended to identity. in other words, the uniqueness of natural interaction during study abroad had a big impact on constructing participants‟ second language identity. based on the studies above, it is concluded that the main social context that plays important roles in constructing second language identity are social interactions and multilingual interlocutors. http://dx.doi.org/10.33603/rill.v%25vi%25i4543 irvan, i. 174 p-issn 2614-5960, e-issn 2615-4137 this issue had been revealed before in southeast-asia context which was conducted by kang (2012) that shows how migrant subjects continuously negotiate their notions and ideologies about language resources with local varieties like singaporean-english. another study which was conducted in east-asia context was by sato (2014). he examined the construction of second language identity in the context of study abroad. the findings revealed that all of the participants constructed new target language subject positions. the existence of these two studies shows that continuous classical conditioning through study abroad gives positive impact related to second language identity. as observed above, no investigation about this issue has been researched in indonesia context. however, the issue brought in this study is still the highly accommodation cost which causes global mobility for academic purposes are highly privileged for some researchers. nevertheless, study about language identity is supposed to be conducted in indonesia even though there are a lot of multilingual students, but the inferiorism related foreign language because anxiety and other factors are still high (thompson & lee, 2013). by knowing how the language identity is constructed when indonesian students are in native and non-native english-speaking countries, this study will give an empirical contribution about how english language learning patterns depend on the environment. thus, the english teacher later could adapt english learning patterns through the construction of other people's language identity. research questions guide this study are: 1. how do the participants interact with the study abroad environment in native and non-native english-speaking countries? 2. how is the second language identity constructed through the interactions during study abroad? theoretical review conceptual review of language identity every individual has two values of their self which are religion and culture that construct their identity. nevertheless, in study abroad context identity is also influenced by the nature of the studying program (inside and outside the class) itself, the research and innovation in language learning vol. 4(2) may 2021 p-issn 2614-5960, e-issn 2615-4137 175 countries/regions receiving them, the nationality of the student. in talburt & stewart‟s study (1999), they are pointed out in identity there is influence by race. another study, social class, also has an impact on identity as pointed out by kinginger (2004). language is a fundamental aspect that is closely related to cultural identity. language and cultural identity are things that can be summarized in terms of language identity. the concept of language identity has been pointed out by block (2009). he pointed out that there are three contexts that may contribute to the construction of second language identity for efl learners. those are identity in adult migrant context, identity in study abroad context, and identity in foreign language context. drawn from the previous studies above, this research is more on second language identity as experienced by international students during their study abroad. the term of language identity refers to a relationship between one‟s sense of self and a means of communication which might be known as a language, a dialect, or a sociolect (block, 2009). in his review, he emphasized that study abroad in a second language learning context has increased recently for undergraduate and postgraduate students who seek to balance their foreign language context learning with more similar to what migrants‟ experience when they cross borders and are immersed in new circumstances (languages and cultures). language identity is also closely related to the social context which includes age, gender, racial identities, etc. (rassokha, 2010). the language identity what is meant here is focused on communicative competence, that is development in grammar, accent, and pragmatic ability. unconsciously we have acquired a language identity in our daily communication because basically identity is an abstract and multifaceted concept that plays a significant role in all communication interactions (samovar et al., 2007). second language identity tends to appear by continuous classical conditioning in the place they are living for a particular time (sato, 2014). also, language identity is the term that can intentionally constructed by depending on four elements such as elaborated in the following parts. irvan, i. 176 p-issn 2614-5960, e-issn 2615-4137 1. the duration of participants staying in study abroad country based on a study conducted by sato (2014), he concluded that the research result can be assumed the duration of staying (study abroad) in sa countries can influence the appearance of language identity. longer duration of study abroad may be a more intense experience than a shorter visit in terms of opportunities for second language identity. it could increase the possibility for participants to experience power connections at the daily social experiences between individuals that will impact their development of second language identity. 2. the interlocutors of the participants the emergence factor of an individual‟s language identity is also influenced by their interlocutors. native and non-native is the determinant of language identity. in sung‟s (2017) study, the construction of identity is depending on whether the interlocutors are perceived as native and non-native english speakers. 3. the country where participants are staying (studying abroad) the impact of english proficiency gains is also certainly determined by study abroad country choice (nam, 2018) because the offered programs by host institutions of participants, where it assumed that english-speaking countries are certainly the emergence determinant of language identity for particular english dialects. 4. the self-intention/desire to acquire the language identity target the appearance factor of language identity is not just based on communities or interlocutors but also an individual‟s language identity appears based on desire or selfintention. further, the sense of nativeness of english speakers is an inevitable thing in terms of study abroad. in jenkins‟ (2007) study, participants must acquire a near-native english accent to be seen as successful english speakers when they have studied abroad at a particular time. previous studies a previous study in native english-speaking countries was by jenkins (2007). he explored a group of „non-native‟ english as a foreign language (efl) instructors‟ research and innovation in language learning vol. 4(2) may 2021 p-issn 2614-5960, e-issn 2615-4137 177 identities in the united kingdom and found that they expressed a certain degree of inconsistency about their english while they had a desire to signal some kind of the first language (l1) identity, they also felt some kind of obligation to acquire native english accents to be seen as kind of native speakers. another study was by kang (2012). he investigates korean instructive migrants in singapore and proves how subjects constantly negotiate and reclassify their thoughts and belief systems about language resources. not only worldwide dialects but also local dialects like singaporean-english was reported as their very own major aspect of social positioning. based on these previous studies, language identity can be intentionally constructed by positioning one‟s in a particular social setting such as the duration of participants staying in study abroad countries, the interlocutors of the participants, the country where participants are staying, and the self-intention/desire to acquire the language target. study abroad experience has a certain impact on one‟s second language identity, but it is not clearly explained as a tool that can shape one‟s language identity. in contrast, study abroad experience can gain a language competence that is supported by personal developments that may well have been negotiated by the use of a second language (benson, barkhuizen, bodycott & brown, 2012). nevertheless, students tend to think that study abroad is a comprehensive and possibly life-changing experience with big possible outcomes. second language scholars primarily focused on language proficiency achievements in a setting in which participants are likely to use a second language (kinginger, 2009; magnan & back, 2007). thus, study abroad is a holistic approach that has a particular impact on participants‟ identities (jackson, 2008, 2010). as for other things that will help students succeed in learning a second language in study abroad, is not merely based on the intentions of a student, but also there are other factors like what have concluded in kinginger‟s (2011). he pointed out that the success of language learning in study abroad is not barely based on the characteristics and intentions of the students, but also it depends on how the students have gotten in their circumstances or host community. different nationalities enrolled in study abroad programs and countries receiving the students make study abroad programs quite varied. furthermore, benson et al. (2012) irvan, i. 178 p-issn 2614-5960, e-issn 2615-4137 explored the construct of second language identity through the analysis of students‟ experiences in terms of study abroad. also, he concluded that besides at home, development of a second language identity tends to appear in specific study abroad, or at least experience it in a circumstance that uses it daily as pointed out in previous studies (kinginger, 2009; magnan & back, 2007). further, the study about the use of a second language that interconnects with an individual‟s identity through short-time study abroad has been examined by sato (2014). based on these previous studies above, study abroad may well be the right tool to see how an individual's second language identity is constructed. methods narrative inquiry is shown to be an ideal research design since this study will reveal the complexity of human behavior by the perspectives of the participants (lyons & laboskey, 2002; webster & mertova, 2007). narrative inquiry is used as a research design in terms of revealing life history, language learning history, language learning experience, language biography, autobiography, and autoethnography (benson, 2014). previously, it was used to explore the perspective of the construct of learners‟ identity through oral or written accounts of the participants when they were learning a foreign language (miyahara, 2009). the narrative inquiry will be used as the origin of selfreflective statements from the participants‟ experiences when they were studying abroad. this research design is selected since the construct of participants‟ second language identities are difficult to observe directly. the narrative inquiry will be the ideal tool for representing and understanding the experiences of the participants with a concern related to research ethical code. settings and participants first participant is lily, she is a graduate student in suranaree university of technology and majoring biochemistry. lily, a javanese woman, already live in thailand for two years. previously, norma already had overseas experience, but it is only short visit in south korea for a week. she was born in pemalang, central java. her mother tongue is javanese while her second languages are bahasa indonesia, english, and thai. norma were using english since she was in senior high school because she was enrolled in research and innovation in language learning vol. 4(2) may 2021 p-issn 2614-5960, e-issn 2615-4137 179 international school in her hometown (rsbi), while she has to keep using bahasa in her daily life in indonesia. in addition, now she is using english and thai as a medium for study in her current college in nakhon ratchasima province in thailand. norma is selected as one of the participants for representing non-native english-speaking countries. second participant is abigail. she is an undergraduate student in university of surrey, in guildford, england, majoring international hospitality and tourism management. she lives in england almost nearly two years since she graduated from senior high school in indonesia. abigail was raised in two languages at the same time which are bahasa indonesia and english. abigail currently using english as her second language and already got much exposure to it since she was in junior high school in bandung, west java. most of the time she was using bahasa indonesia as her main language till she moved to guildford to continue her study. previously she was live across java with her parents. abigail is selected as another participant for representing native englishspeaking countries. the method of data collection that will be used in this study is the interview, in which it is able to collect the statements from the participants in the form of narrative. narrative interviews are considered to be a valuable method for exploring and negotiation meanings in a natural setting (cohen et al., 2007). this method is also selected because it is not just to find holistic experiences, analyses words, and reports detailed views of information; but also, it will be able for participants to speak in their own voice and express their own thoughts and feelings (berg, 2007). the applied method of data analysis used in narrative research is thematic analysis (polkinghorne, 1995), in which narrative statements by participants will be analyzed by coding and categorize the data into some certain thematic headings. after collecting the statements, participants‟ responses will be transcribed, and their narratives are going to repeatedly examined to identify statements related to construction or change of language identity, which are then will be categorized into four headings: the duration of the participant was staying in study abroad country (dps), the interlocutors of the irvan, i. 180 p-issn 2614-5960, e-issn 2615-4137 participant (ip), the country where the participant was studying abroad (cps), and the self-intention/desire to acquire the language identity target (sili). results and discussion from the data, it was found that both lily and abigail had a decent privilege to experience second language identity construction since they were children. lily lived nomadenly all around java to accompany his father. lily‟s parents agreed to put her in bilingual school. indonesia is indeed a country of multilingualism; this was in order to make her exposed to bahasa indonesia and english at the same time. similarly, abigail was brought by her father to all over java in order to follow the country service of her father. thus, in terms of second language identity construction, they did not find it difficult. instead, since they were designed to be in international interaction, their selfdesire to learn and build their own second language identity was also automatically constructed. lili & abigail’s childhood lily spent her childhood in elementary school in pemalang, the north coast of central java, then lily had to follow her father‟s service and took her junior high school education in purwokerto, central java. after she finished her junior high school education, lily had to go back to her hometown since her father had to settle in pemalang. lily got some turbulence when she had to deal with the transition of purwekerto‟s accent and pemalang‟s accent. further, lily decided to attend a bilingual school in pemalang where she was forced to use english and bahasa indonesia at the same time as the medium of communication. as did abigail, she spent her childhood living nomadenly because she had to follow her father‟s service. abigail spent her elementary school in nomadenly all around java island. since she was a child abigail was taught to english not just by the school but also by her mother, which she demanded to have great emphasis on academic results and she was forced to implement „not supposed to speak her opinion on anything unless she was asked‟ learning style by her mother. then, abigail had to move to bandung, west java, and spent her junior high school education in an official state school. research and innovation in language learning vol. 4(2) may 2021 p-issn 2614-5960, e-issn 2615-4137 181 besides that, she also had english course for three years. abigail began to have huge exposure to english when she was in junior high school. after she graduated, she joined military high school in magelang, central java, which she only learned english by herself and only got full english exposure when she had to visit her sister in melbourne. how lily found her second language exposure, but not formed into identity after finishing her undergraduate degree, lily continued her study in technological university in thailand for two years. indeed, on campus she has to use english as the medium of communication as what she used to do in the lectures or group activities and she also mostly interacts with her indonesian friend when she is in the dorm. somehow, she was directly exposed to thai language as what she usually gets when she talks with merchants in the market or does other daily activities. although she had much exposure to thai, she tried not to adapt her language or accent into the interlocutors‟ identity. another finding is lily did not want to use thai most of the time because she was afraid it would be a habit that can ruin her english and bahasa indonesia language structure. not trying to mix the language between english, bahasa indonesia, and thai was a certain difficulty for lily because some reasons, such as, she did not want thai language become her language identity which could impact how she uses her main language identity as her mentioned: “for me, i try my best to not engaged to thai, because i afraid it will become habit, because i think language is about how you use it every day, so i do not make them go along between english and thai.” as a result, lily 'chose‟ to keep bahasa indonesia as her identity rather than thai or english. this also may be known by how she only wants to socialize with the person who has the same main language identity which is her dorm mate. further, as time goes by lily found her structured written communication has changed. unconsciously, sometimes when she overmixed all the languages, she wrote her name into thai‟s written structure. how abigail found her second language identity since she was a child, abigail already had much exposure to english. studying in england was a tipping point for her because she had much more exposure there, such as irvan, i. 182 p-issn 2614-5960, e-issn 2615-4137 the academic and the environment she was living in. she also had a job in a certain restaurant as a sandwich artist that obligated her to greets and serve the guests. “i do a part time job in here, i work at a particular restaurant as the sandwich artist where i serving the sandwich to them. it‟s not a waitress but they just called it a sandwich artist and have direct interaction with the customers, that's how the hospitality here.” also, for particular times, such as when the first time she attended the class she found difficulty when talking to the native english speakers. they said some words that she did not understand and sometimes they talked too fast, and finally she had some difficulty processing it. as she found a way to solve it, sometimes she dealt by making it sounds alike. from those experiences she did enrich her exposure to the target language. unlike lily, abigail had the intention to not fully socialize with the people from her country in order to get out of her comfort zone to use english as her language identity more frequently instead of bahasa indonesia. until the interview stage of this research was conducted, the willingness of the answer that she gave at some points was already using english as her identity and also this could be a reflection of the use of her second language identity. further, abigail tried to adapt her identity to the interlocutors‟ identity who most of them are british people and she also learned many language things, for example slang that is used by the people where she lived. block (2009) said about the identity in study abroad regarding the connection between study abroad and second language identity construction where students have boundless access to the kinds of activity that stimulate the development of communicative competence. some issues related to the duration of participants staying in study abroad countries, the interlocutors of the participants, the country where participants are studying abroad, the self-intention/desire to acquire the language identity target will be discussed in this section. willingness to evolve with the interlocutors’ language identity as found in lily‟s and abigail‟s experiences, many findings could be seen how they go along with their second language identity. lily cannot acquire her second language identity due to her unwillingness but abigail easily acquires her second language research and innovation in language learning vol. 4(2) may 2021 p-issn 2614-5960, e-issn 2615-4137 183 identity because of her willingness to go along with interlocutors‟ identity. as proposed by sato (2014), willingness is the most crucial as well as contributing issue in the development of second language identity. it means that when someone does not have a willingness to communicate or interact with second language environments, then the construction of second language identity will be difficult to happen. the interview with lily and abigail depicted different willingness to communicate in their second language environment. lily‟s narrative: “almost every day, mostly when i‟m in dormitory, actually it‟s dormitory for international student, but the students here are kind of individual, so i pretty seldom to have interaction with the others, i think it‟s just with some of them, like the person next door, but mostly i interacted with indonesian. for non-indonesian, mostly outside of the dorm, like in the lab, class, because there are people from many countries in my class.” abigail‟s narrative: “there are some asian too, but i just felt like i have come this long, why don‟t i socialize with the non-asian people? so i started to think like it doesn‟t mean i don't want to socialize with the asian anymore. honestly, i am kind of lazy to meet people like indonesian, i just felt like that i‟m still in my circumstance though. i felt like i wouldn't grow. so i have to meet more people.” from these narratives we can conclude that an individual's second language identity could appear not only from how long the duration of the participants staying in their study abroad countries. strong self-desire to acquire second language identity besides the willingness, there supposed to be the strong desire from the participants to find their second language identity because there is a possible chance to meet the difficulty when the participants interacted with their interlocutors. the strong desire or intention to find the way to be seen as their interlocutor‟s identity. lily sometimes found the difficulty when she had interaction with the merchants but the desire based on her narratives seems to be low to acquire the target language. further, she only dealt with some certain gestures just to make the merchants understand about her points. lily‟s narrative: “it‟s really different here, when we just begin the interaction, they just feel shy, because they can‟t understand my language, as a result sometimes i only use thai a bit or use body gestures, so i just point out what i mean.” irvan, i. 184 p-issn 2614-5960, e-issn 2615-4137 abigail, who continued her study in england, experienced her second identity construction in a slightly different way than lily. abigail sometimes found difficulty with british people because she was not used to hearing some words and certain accents that she never learned before. abigail‟s narrative: “...when i was in school (indonesia) it‟s kind of easy to catch up the accent, but here, their interaction and how they talk is kind of hard to understand by my ear that is not used to hear them, …i dealt with it by making it sound alike.” “i think i have more interaction here, i feel like i more confident with my english, i learn a lot of slang, the terms used by other people here and i learn something new, not just english as grammarly, but also i learn their culture sometimes, and the language that used to reply certain words.” she dealt with it by making it sound similar as british as what found by jenkins‟ (2007) participant felt some kind of obligation to acquire native english accents to be seen as kind of native speakers. these exposures also push her to more confident of her language to communicate with other people. second language identity construction from multilingual environment the construction of a second language identity in a multilingual environment also be one of interesting issues due to the findings in lily‟s narrative in context of english as foreign language and how she dealt with multilingualism in thailand and how lily and abigail got the exposure of english since they were children in indonesia. however, the construction of second language identity of individuals is also influenced by depending on their interlocutors. as in sung‟s (2017) study that interlocutors are perceived as native and non-native english speakers that may as one of the issues that appears in lily‟s & abigail‟s narratives where lily might be more get evolved to her second language identity which is english rather than thai if the interlocutors are native english speakers as the interesting point as on what abigail got in her study abroad circumstances. furthermore, even though lily was reluctant to the thai language, emergence finding was found in her narrative. lily found that as time went by, she unconsciously realized that her written structure had changed into thai‟s structure. lily‟s narrative: “i think it‟s because i hear them most of the time, so it becomes a habit. i don‟t know why when i overmixed all of those languages, thai, english, bahasa indonesia, javanese, so sometimes research and innovation in language learning vol. 4(2) may 2021 p-issn 2614-5960, e-issn 2615-4137 185 when i‟m tired typing, it's like reversed, i don‟t know why when i type my name it becomes ly-l-i.” this finding could be supported by what sato (2014) said that second language identity tends to appear by continuous classical conditioning in the place they are living for a particular time. conclusion & recommendation through the previous discussion, second language identity construction is more powerful when the interlocutor themselves has their self-desire to construct the second language identity. the situation, indeed, also contributes to the construction of second language identity. although someone lives for a long time in foreign country, it does not automatically shape their second language identity. there should be more than survival exposure on second language use. this research, however, portrayed the lens of indonesian students who spent two years studying abroad. this contextual limitation shall be used as further studies to elaborate more experiences of international students as worldwide participants. references benson, p., barkhuizen, g., bodycott, p., & brown, j. (2012). study abroad and the development of second language identities. applied linguistics review, 3(1), 173 – 193 berg, b. l. (2007). qualitative research methods for the social sciences. london: pearson block, d. (2009). second language identities. london: continuum cohen, l., manion, l., & morrison, k. (2007). research methods in education. london: routledge jackson, j. (2008). language, identity, and study abroad: sociocultural perspectives. london: equinox jackson, j. (2010). intercultural journeys: from study to residence abroad. london: palgrave macmillan jenkins, j. (2007). english as a lingua franca: attitude and identity. oxford: oxford university press kang, y. (2012). singlish or globish: multiple language ideologies and global identities among korean educational migrants in singapore. journal of sociolinguistics, 16(2), 165–183 kinginger, c. 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(1999) what‟s the subject of study abroad?: race, gender, and “living creature”. modern language journal, 83(2), 163-175 thompson, a. s., & lee, j. (2013). anxiety and efl: does multilingualism matter? international journal of bilingual education and bilingualism, 16(6), 730-749 webster, l., & mertova, p. (2007). using narrative inquiry as a research method: an introduction to using critical event analysis in research on learning and teaching. oxford: routledge conflict of interest no conflict of interest was reported. about author irvan is currently studying in department of english language education of universitas islam indonesia, yogyakarta – indonesia. his research interest is in language identity field. also, he can be reached at irvanruslan@yahoo.com. research and innovation in language learning 5(2) may 2022, pp. 151-166 pissn: 2614-5960 e-issn: 2615-4137 http://jurnal.ugj.ac.id/index.php/rill copyright 2022@ tasya rahmania, intan pradita 151 article the infusion of moral values in an indonesian commercial english textbook: a corpus-based study tasya rahmania 18322015@students.uii.ac.id english language education, islamic university of indonesia, yogyakarta, indonesia intan pradita intan.pradita.uii.ac.id english language education, islamic university of indonesia, yogyakarta, indonesia abstract this research aims to examine the infusion of moral value in english textbooks for middle school in indonesia. the data were collected through transferring and normalizing the written data from a commercial english textbook entitled: english on sky 2 for smp/mts kelas vii. we adopted corpus-based analysis using antconc software whereby several keywords followed previous researchers. the results of this research showed that the infusion of moral values in the english commercial textbook is through the use of interpersonal expressions. there are two moral values represented in the textbook, i.e. values toward others and values toward self. for values toward others, there are sub values such as conveying kindness (being helpful and keeping promise); showing respect, (asking permission and apologizing); showing affection (giving compliments); and showing close relation with god. further, moral values towards self are portrayed through conveying how to appreciate and accept oneself. keywords: corpus-based analysis, english textbook, moral values sari penelitian ini bertujuan untuk mengkaji penanaman nilai moral dalam buku teks bahasa inggris untuk sekolah menengah pertama di indonesia. data dikumpulkan melalui transfer dan normalisasi data tertulis dari buku teks bahasa inggris komersial berjudul: english on sky 2 untuk smp/mts kelas vii. kami mengadopsi analisis berbasis korpus menggunakan perangkat lunak antconc dimana beberapa kata kunci yang digunakan mengikuti peneliti sebelumnya. hasil penelitian ini menunjukkan bahwa penanaman nilai moral dalam buku teks komersial bahasa inggris melalui penggunaan ekspresi interpersonal. ada dua nilai moral yang direpresentasikan dalam buku teks, yaitu nilai terhadap orang lain dan nilai terhadap diri sendiri. untuk nilai terhadap orang lain, terdapat sub nilai seperti menyampaikan kebaikan (menolong dan menepati janji); menunjukkan rasa hormat, (meminta izin dan meminta maaf); menunjukkan kasih rahmania, t., & pradita, i. 152 p-issn 2614-5960, e-issn 2615-4137 sayang (memberikan pujian); dan menunjukkan kedekatan dengan tuhan. selain itu, nilai-nilai moral terhadap diri sendiri digambarkan melalui penyampaian cara menghargai dan menerima diri sendiri. kata kunci: analisis berbasis corpus, buku cetak bahasa inggris, nilai moral. received 2022-04-10 accepted 2022-05-31 published 2022-05-31 apa citation: rahmania, t., & pradita, i. (2022). the infusion of moral values in an indonesian commercial english textbook: a corpus-based study . research and innovation in language learning 5(2), pp. http://dx.doi.org/10.33603/rill.v5i2.6859 introduction in indonesian middle schools, textbooks are an essential thing. textbooks usually serve as sources of learning and teaching. however, they can be representatives of introducing particular values, attitudes or can be declared as moral values in students (orton, 2010; putra & lukmana, 2017; setyono & widodo, 2019; widodo, 2018). the current study found that textbooks can be a medium of teaching values in english education in which these moral values can be represented through visuals such as texts, tasks, and images that can include honesty, self -esteem, determination, equality, affiliation and tolerance of difference (widodo, 2018; feng, 2017). thus, teachers are considerably facilitated by the existence of an english textbook, in a way that textbooks enable them to explain learning materials so that the students would have a clearer depiction of real-life context (sulistiyo, supiani, kailani, & lestariyana, 2020). in the indonesian context, students must be taught moral values and attitudes (widodo, 2018). thus, efl teachers are obliged to integrate moral values into language learning materials and view textbooks as moral or character-building agents. in indonesia, the character education system has challenged school teachers to consolidate moral values outlined in indonesian grand curriculum guidelines into learning materials. as has been noted, school teachers teach not simply subject content but also moral values (qoyyimah, 2016; widodo, 2018). as acknowledged by widodo (2016), he found that the 2013 elt curriculum aims to prepare indonesians for becoming religious, productive, creative, and enthusiastic people and who can contribute to cultural, national, and global „civilizations.‟ from these studies, textbooks have a role in supporting the ideological values represented in the five pillars of indonesian ideology, such as religiosity, humanism, pluralism, democracy, and social justice. thus, infusing http://dx.doi.org/10.33603/rill.v5i2.6859 research and innovation in language learning 5(2) may 2022 p-issn 2614-5960, e-issn 2615-4137 153 moral values through textbook content is important for both the teacher and textbook designer, because they really need to be aware of moral values and moral sensitivity so that the result can present balanced moral values in language textbooks. for more understanding on the concept of moral values, there are several thoughts from previous researchers. the concept of values was discussed firstly by barrett (1961) who defined values as essential things in behavior, concerning norms of choice and the normative, and implying some levels of loyalty. further, the dialogue of values was limited to some categories. one of them is moral values. bond (1983) conceptualized moral values as anything which is worth having, including maintaining and conserving, getting, or doing. thus, by the definitions above, moral values is a concept that deals with normative behavior that is beneficial to be detached from every person. the values also need to be kept and be continued. usually, moral values are obtained through action. there are four categories that contain some values that moral philosophers would generally agree on, those are: honest communication, respect for property, respect for life, and respect for religion (frankena, 1973). first, honest communication covers the factors that influence somebody's capacity to trust someone else's word such as not lying and not breaking promises. in addition, baier (1993) highlighted that it is difficult for anyone to express every thought, feeling, or purpose they have. this means that telling the truth and not breaking promises are essential to build trust for each other because breaking other people's trust only takes a moment compared to building trust which takes a long time. the second, respect for property including when using others' property to keep it well and avoid damaging the property such as not stealing others' property. regarding respect for life, it includes avoiding ruining somebody's life and considering helping each other as well as doing something useful, respect each other, do not harm, and do not murder someone. the last one is respect for religion that contains doing some rituals and avoiding prohibited things by developing moral sense and not against religious rules. hence, these categories significantly help us to recognize moral values contained in the textbook examined. in the indonesian 2013 curriculum, the core competences of junior high school students include moral values. these values were based on the mandated national curriculum rahmania, t., & pradita, i. 154 p-issn 2614-5960, e-issn 2615-4137 such i.e. spiritual core competence, knowledge core competence, and social core competence. the spiritual competence covers issues about religiosity. the social core competence includes honesty, discipline, responsible, caring, polite, morality, confidence, and social interaction. the knowledge core competence includes cultural competence and english competence. along with the discussion on moral values, the concept was applied to education fields, including english language teaching. widodo (2018) emphasized that the infusion of moral values in english language teaching was not about the construction of moral values in education, but rather on how the english language teachers developed their students‟ critical perspectives on their attitude to themselves, their own people, their culture, and their nation through languages. this research served to extend the discussion about cultural competence, especially moral values. the application of moral values as discussed before, can be through many aspects. veugelers (2010) suggested that values can be embedded in the curriculum, the school environment, and teacher behavior. he indicated five moral values for educators: values transfer, reflective practitioner, moral sensitivity, participation and dialogue, and moral politics. however, the existence of moral values for educators can lead to good students being taught because educators implement these moral values to students. other than the curriculum and school environment, the infusion of moral values in education can also be represented through textbooks (widodo, 2018). they claimed that a book is not neutral. thus, it is possible to contain moral values. in order to understand more about moral values portrayed in english textbooks, nadhif (2021) adopted critical discourse analysis and discovered that there are four classifications of moral values. those are values toward one's self, values toward others, values toward animals, values toward things around. the representation of this framework was displayed in the figure below. research and innovation in language learning 5(2) may 2022 p-issn 2614-5960, e-issn 2615-4137 155 figure 1. the four general classification values first, values toward one's self implies that thoughtfulness to time and indicators can portray values such as discipline, diligence, and responsibility in the form of the textual, assumptions, and ideological study of the textbook's issue of daily activities. second, values toward others include greeting others and conveying kindness, respect, and affection. third, values toward animals imply that attentiveness to animals, plants, and objects around them indicates that the students should genuinely love and care for them. the last one is values toward things around it, containing images exposing the expensive things owned by speakers. this indicates that moral values are presented in various forms and can be helpful for life. besides, widodo (2018) found that moral values were portrayed in an indonesian ministry of national education-approved secondary school english textbook by using critical micro-semiotic discourse. in terms of visual representation, he considered that the english textbook was not values-free text. it presented specific values through a sequence of visual portrayals such as pictures, photographs, and graph trees. it provides a thorough presentation of ideological ideas, requiring the reader's subjective interpretation to apply their prior knowledge and experience. therefore, students and teachers must recognize, discuss, and learn. coupled with another example of a visual text is biographical information about persons, a narrative genre representing a person's biography. biographical text is an excellent source of values since it explicitly conveys values associated with persons. leadership, nationalism, patriotism, humanism, generosity, charity, selflessness, tenacity, dignity, peacemaking, care, courage, strength, and women empowerment are values that students may acquire by reading biographical texts. it means that it provides a person's life experiences from biographical text and gives insight such as the enthusiasm and patriotism of heroes that students can imitate. in addition, from verbal (written) portrayal (with visual accompaniment) of values, widodo (2017) asserted that in the selected textbook, the writers explicitly identify qualities such as trust, tolerance, honesty, accountability, hard work, punctuality, professionalism, confidence, collaboration, and teamwork, given through a decontextualized vocabulary exercise. visual and verbal (written) examples include a report, a biography, and a recommendation letter; these texts imply values such as professionalism, participation, and accomplishment (widodo, 2018). therefore, rahmania, t., & pradita, i. 156 p-issn 2614-5960, e-issn 2615-4137 students and teachers must comprehend the text's meaning to generate these values derived through personal and social connection, involvement, and engagement as an example between an employer and an application; thus, it creates the image of having a hard-working attitude when accomplishing anything. infusion of moral values for english young learners (eyl) in indonesian was found in an english textbook presented in visual and verbal forms widodo (2018). the infusion of moral values obtained is enhancing critical awareness, multiculturalism, and character building. in verbal form, from study widodo (2017) found that values in enhancing critical awareness, students learn various types of text, and that can be considered as a persuasive text for students who understand the meaning of the text critically so that they can get the values that are conveyed implicitly in the text. in addition, he highlighted that the feature values that may be derived are accomplishment, leadership, personal growth, wisdom, hard effort, determination, trying to learn with others, time management, cooperative learning, timeliness, intellectual integrity, and contributing as a role model. regarding the values represented in verbal form, character building also can be portrayed from the text which has the objective to conduct moral values such as nationalism, patriotism, and professionalism, these values can be obtained from biographical text. previous studies that research about moral values in indonesian english textbooks have been largely conducted (widodo, 2016; widodo, 2017; widodo, 2018, and setyono & widodo, 2019). however, they tend to analyze government-endorsed textbooks and rarely to use corpus-based analysis. thus, to fill this gap, this research adopted a corpus to analyze moral values presented by a private book publisher that teachers and students in indonesia widely use. this research is expected to give an empirical contribution to teachers as reference to choose learning materials for conveying moral values; and for book publishers to add more necessary moral values; and as recommendation for future researchers. methods the purpose of this research was to uncover multiple kinds of moral values contained in an indonesian commercial english textbook. to do this research, a corpus-based analysis technique was adopted with a qualitative method. according to ahmad et al. research and innovation in language learning 5(2) may 2022 p-issn 2614-5960, e-issn 2615-4137 157 (2019), qualitative research is a type of inquiry that aims to learn more about social phenomena in the natural environment. it emphasizes the "why" of social phenomena instead of the "what" and is based on people's actual experiences as meaning-makers in their daily lives. furthermore, this qualitative approach aims to investigate a real-life case or numerous cases over time, using specific, in-depth data, collecting information from multiple sources, and presenting a result (creswell, 2013). the english textbook as the corpus entitled english on sky 2 for smp/mts kelas vii written by mukarto, widya kiswara, sujatmiko bambang santoso, and josephine sri murwani. this textbook consists of 240 pages, divided into 13 chapters, and published by erlangga in 2018. this book was published by a private company and not endorsed by the indonesian government. despite that, this book has become a general or widely used textbook by junior high schools in indonesia. from the survey that supported the facts, held in february-march 2019 using the multistage random sampling method (with a large number of samples) as many as 2,500 respondents spread across major cities in indonesia, i.e. jakarta, bandung, semarang, surabaya, and medan with the criteria of male and female respondents aged 13-18 years old or as students in junior high schools. as a result, the textbook is the most widely used compared to textbooks from other private publishers. we used antconc software (anthony, 2022) in this corpus-based study and adopted nadhif (2021) for coding the textual data that represented of four classifications of moral values as character building based on the 2013 elt curriculum (see table 1). table 1. the research instrument rahmania, t., & pradita, i. 158 p-issn 2614-5960, e-issn 2615-4137 we used corpus-based study because it permits researchers to conduct a more detailed analysis of moral values in textbooks using lexical choices. a corpus is useful for chosen language to be discussed regarding the content of the textbook and as the source of it (mccarthy, 2004; o‟keeffe et al., 2007; timmis, 2015). furthermore, corpus linguistics deals with the strategy to analyze language, and it is considered a methodology rather than a subject of linguistics (thompson, 2014; stefanowitsch, 2020). following nadhif‟s (2017) framework, the data are going to be calculated and compared to investigate the construction of moral values in the textbook examined. the proportion of moral values towards others, things and animal vocabularies were identified by calculating word lists as conducted by oktavianti & sarage (2021). while the proportion of moral value towards one‟s self vocabularies were identified by calculating word lists as carried out by oktavianti & prayogi (2020). the identified vocabularies are shown in table 2. table 2. corpus of vocabularies related to moral values to analyze the textual data, we converted the text in the textbook into txt format to make it could be built as corpora. following the procedures of corpus data analysis from suwarno et al. (2021), we used a wordlist tool to identify the moral values-related words that emerged in the corpora and cross-checked using the concordance tool. the vocabularies were calculated and compared to analyze the infusion of moral values in the junior high school english textbook. the sample analysis of corpus linguistics is presented in the figure below: figure 2. sample analysis of corpus linguistics research and innovation in language learning 5(2) may 2022 p-issn 2614-5960, e-issn 2615-4137 159 results and discussion frequency of moral values annotation based on the corpus analysis, there were some annotations that were in line with the corpus of moral values as found by oktavianti & sarage (2021) and oktavianti & prayogi (2020). however, this study categorized the annotated moral values into nadhif‟s (2017) framework. through the use of antconc corpus analysis software, this study found that he frequency of moral values annotations as displayed in table 3 : table 3. the frequency of moral values corpus value toward others values to oneself greeting others, conveying kindness, respect, and affection (frequencies) thoughtfulness of times, being responsible, and discipline. good (10) really (1) thank (2) thoughtful (1) would (1) great (1) look (1) mothers (1) suggestion (1) may (15) feel (1) will (9) breakfast (1) discipline (1) can (5) feeling (1) happy (7) friend (2) beautiful (1) going to (1) looks (2) love (3) others (2) yourself (5) morning (5) would (1) help (2) share (4) night (2) friendly(2) smart (1) care (3) evening (1) parents (1) yesterday (1) gratitude (1) very (13) sorry (2) excellent (1) responsibility (3) greeting (1) cheat (3) congratulate(1) law (1) attention (2) borrow (2) obligation (1) respect (3) important (1) in the data, it was found that values to others remained the most numerous annotation that emphasizes the virtue of sharing kindness, especially in valuing others. the idea of promoting more values to others was closely related to religion as the main reference. frankena (1973) proposed that there were some indicators of determining how someone or certain society was following moral values. those were being honest, respecting properties and respecting life. in indonesia, the curriculum also endorsed the concept of honesty and kindness due to it being close to religious values. regardless of the numerous religions and beliefs that exist in indonesia, yet the government tried to compile and summarize rahmania, t., & pradita, i. 160 p-issn 2614-5960, e-issn 2615-4137 religious values into the values that were generally accepted to indonesians. thus, the highest frequency of annotated expressions was good, help, promise. further, we provided the collocation of each prominent annotation with the interpretation. values toward others previous studies by nadhif (2021) found that there are four types of moral values that used to be embedded in indonesian curriculum. they were values toward others, values toward animals, values toward others, and values toward things. the concept of values to others efl textbook included greeting others and conveying kindness, respect, and affection. these abstractions of values need to be represented. widodo (2018) proposed that the representation of values can be in the form of ideological ideas in either visual or non-visual data. since this research paid attention solely to the non-visual data, thus, the annotation of moral values and the words that collocate with them were the main concerns. 1. conveying kindness in conveying kindness, there were some ways to represent it. we found that offering helps, keeping promises, and offering suggestions were embedded in the core competence indicators. thus, these values tend to be inserted through the sample dialogues in some chapters of this textbook. throughout the textbook, the concept of conveying kindness was mainly represented through the nodes of help, promise, and good. to this extent, being kind in indonesian moral values endorsed the students to be helpful with others. in most of the data, the object that needed to be helped was parents. this value was associated with the religious values in indonesia that every child had the obligation to help their parents. moreover, the textbook also suggested that the one who should initiate a help was ourselves. we barely found the other nouns that collocated help other than parents. indeed, we found the woman and some students‟ names that collocated with help. however, the data remained rare for it was found only once or twice. table 4. pronouns that collocates with help pronouns functions frequency sample i subject 21 i help my parents do some chores at home. my object 8 i sometimes help my parents with the cooking. research and innovation in language learning 5(2) may 2022 p-issn 2614-5960, e-issn 2615-4137 161 in the textbook, it was also found that initiating help was represented as indonesian moral values. thus, the collocation of help was closer to personal pronoun i. to this extent, the textbook designer proposed and suggested the readers to behave as the initiator in helping other people, instead of waiting for help from others. table 5 below was the sample of collocation with i. moreover, there were two types of modalities that collocate with help. those were can and may. aside from its nature in english expressions, the use of can and may represents the initiation of helping others. however, the nature of offering help in bahasa indonesia was less common to use can or may when initiating help. instead, the modalities were used commonly to ask for help. a direct action of helping in bahasa indonesia, and for indonesians, was more considerable. table 5. modality that collocates with help modality function frequency sample can interrogative remark 8 “can i help you?” may interrogative remark 7 he said, "may i help you?" subsequently, the textbook users were also expected to have been trusted. we found that the annotation of promise has four types of modalities as the collocations. each modality functions as suggestions and warning to keep the promise. they were modal should and must. furthermore, the modal can and will play the role of self perception of promise. the textbook designers promoted the concept that promise was a significant moral value. either we played as the one who promises, or as the one who keeps the other‟s promises. in doing so, the value of keeping the promise was highly endorsed in this textbook. table 6 is the summary of each collocated modality. table 6. modality that collocates with promise modality sample frequency function can can i keep the promise? 5 interrogative remark will i promise i will come. 13 showing attempts must we must not break our promises or people will not trust us anymore. 2 emphasizing the message should all promises are equally important. you should keep small promises as well as big ones. 2 suggestions rahmania, t., & pradita, i. 162 p-issn 2614-5960, e-issn 2615-4137 the last representation of conveying kindness is about to be good. table 7 provides the nouns that collocate to good. word class that collocates significantly to good was nouns. it means that the moral values that were endorsed were closely related to the properties. in this case, properties did not refer to having. it was more on certain behaviors or situations that someone has. for example, we found good manners and good disciplinary habits. it was clear that the nouns served as behaviors. to this extent, moral values that were endorsed was the value for us to behave well. table 7. nouns that collocates to good nouns frequency functions sample things 4 suggestions do good things for others and don't expect anything in return manner 2 informing good manners are about respecting others and ourselves. habits 4 informing self-discipline is an important life skill. when you develop good disciplinary habits conversation 5 suggestions you can't have good conversations if you don't treat one another as equals. morning 3 greeting good morning dinar afternoon 2 greeting good afternoon hana in table 7, we also found the nouns that collocate with good serve as the indicator of the situation, especially about time. the annotation of good in this case refers to the expression of praying. it is to pray that we will seize the day every time. 2. respect and affection beside conveying kindness, values toward others were also found in the representation of respecting and affecting others. we mention others since the affection that was represented in this textbook was closely related to god. in discussing moral values, indonesians endorsed the concept of god as the core values. this concept was then transferred to the rituals and the verses in some holy books (e.g.quran and bibles). table 8. asking for permission may sorry may i borrow your book? when we ask for and give reasons, we may say: sorry. i can't talk to you right now. may i borrow your ballpoint? binsar : may i use your scissors? nunu : sorry. i'm using them. research and innovation in language learning 5(2) may 2022 p-issn 2614-5960, e-issn 2615-4137 163 may i celebrate my birthday with my friends, mom? excuse, sir. may i come in? table 9. affections to god may may god bless, guide, and watch over you, your baby, and your family. may the new year bring joy, peace, and happiness to you and your family. the other form of values toward others is by giving compliments to other people. we found insightful findings that, apparently, indonesians' natural style of complimenting someone else is through emphasizing the good side. the way to emphasize is through using the annotation of very. table 8. adjectives that collocate with very adjectives frequency sample creative 12 she is very creative popular 5 she is very popular energetic 4 he is very energetic enthusiastic 7 we are very enthusiastic friendly 12 dani is very friendly smart 3 they are very smart funny 5 she is very funny good 8 you did a very good job values toward oneself the other insightful findings that we found in this textbook is the values toward oneself. this is because we barely found this concept of moral values in the previous studies. the studies about moral values integration in indonesian mandated english textbooks tend to endorse moral values to others (putra & lukmana, 2017; widodo, 2018, sulistiyo, et.al., 2020). in the data, we found the word yourself tends to collocate with verbs. contextually, the verbs themselves functioned as suggestions to appreciate and accept ourselves. the suggestions were not only about to do everything better, but also rahmania, t., & pradita, i. 164 p-issn 2614-5960, e-issn 2615-4137 to self love about what has been given to us. we perceived the verb accept and be as a strong message for values toward self. table 9. verbs that collocate with yourself verbs frequency functions sample accept 5 to give suggestion you should accept yourself improve 3 to give suggestions try to improve yourself be 4 to give affirmation just be yourself conclusion & recommendation throughout the data analysis, we conclude that there are two types of moral values that are represented in the textbook analyzed. they are values toward others and values toward self. for values toward others, there are sub values such as conveying kindness, showing respect, showing affection, and showing close relation with god. in conveying kindness, the sub values are being helpful and keeping promise. in showing respect, the sub values are asking permission and apologizing. in showing affection, the sub values are giving compliments. further, moral values towards self were found and it included conveying self appreciation and self acceptance. to this extent, by referring to the previous studies, the commercial textbook has more diverse representations of moral values compared to the government-endorsed textbooks. this research has three impacts for the teachers, for english textbook authors, and for related stakeholders. the impact for the teachers is that the teachers should be more aware to integrate moral values in the teaching practices. the impact for english textbook authors is that they need to consider inserting moral values, especially the values toward self that have been absent in previous findings in english textbook analysis. acknowledgment we would like to express our gratitude to the board of editorial team in this journal who have provided us with valuable feedback. references ahmad, s., wasim, s., irfan, s., gogoi, s., srivastava, a., & farheen, z. 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(2018). a critical micro-semiotic analysis of values depicted in the indonesian ministry of national education-endorsed secondary school english textbook. in h. widodo, m.r. perfecto, l.v. canh, & a. buripakdi. situating moral and cultural http://cognet.mit.edu/book/identity-character-and-morality https://doi.org/10.1080/01596306.2017.1356806 https://doi.org/10.1093/llc/fqt010 https://doi.org/10.21154/kodifikasia.v11i1.1148 https://doi.org/10.21462/ijefl.v5i2.250 https://minerva-access.unimelb.edu.au/handle/11343/30622 https://doi.org/10.17509/ijal.v7i2.8352 http://eprints.unipdu.ac.id/753/ https://doi.org/10.1080/14675986.2019.1548102 https://langsci-press.org/catalog/book/148 https://doi.org/10.17509/ijal.v10i1.25067 https://doi.org/10.1007/s12119-021-09870-5 https://doi.org/10.1016/b978-0-08-044894-7.00635-7 https://doi.org/10.1016/b978-0-08-044894-7.00635-7 https://doi.org/10.1007/978-3-319-22464-0_6 rahmania, t., & pradita, i. 166 p-issn 2614-5960, e-issn 2615-4137 values in elt materials, (pp.131–152). cham: springer. https://doi.org/10.1007/978-3319-63677-1_8 widodo, h. p. (2017). framing vocational english materials from a social semiotic perspective: the design and use of accounting english materials. in b. tomlinson (ed.), second language acquisition research and materials development for language learning (pp. 232–249). new york: routledge. https://doi.org/10.4324/9781315749082 conflict of interest the authors declare that this research has no conflict of interest about author tasya rahmania is a student whom on progress for being a bachelor‟s at english language education at universitas islam indonesia. her research interest is mainly on educational linguistics. intan pradita is an assistant professor as well as the head of laboratory at english language department, universitas islam indonesia. she earned her bachelor degree in education and master degree in humanities from state university of yogyakarta. her research interest is educational linguistics and she has published her research in a number of reputable international journals. other than that, intan also belongs to the board of reviewers in nationally-indexed journals, scopus-web of science indexed conferences, cambridge english research journal and journal of international students. she is currently doing some international research and teaching collaborations with toyo gakuin university, japan; walailak university, thailand; and dicle university, turkey, and some of her research assistants have published their articles in international journals. https://orcid.org/0000-0001-9938-9842 6711888 https://doi.org/10.1007/978-3-319-63677-1_8 https://doi.org/10.1007/978-3-319-63677-1_8 https://doi.org/10.4324/9781315749082 https://www.scopus.com/redirect.uri?url=https://orcid.org/0000-0001-9938-9842&authorid=57201476386&origin=authorprofile&orcid=0000-0001-9938-9842&category=orcidlink https://sinta.kemdikbud.go.id/authors/profile/6711888#! research and innovation in language learning 5(2) may 2022, pp. 167-185 pissn: 2614-5960 e-issn: 2615-4137 http://jurnal.ugj.ac.id/index.php/rill copyright 2021@ nihta v. f. liando, devilito p. tatipang, fergina lengkoan 167 article a study of translanguaging practices in efl classroom of indonesian context: a new concept for multilingualism nihta v. f. liando english education department, faculty of languages and arts, universitas negeri manado, indonesia devilito p. tatipang english education department, faculty of languages and arts, universitas negeri manado, indonesia fergina lengkoan english education department, faculty of languages and arts, universitas negeri manado, indonesia abstract translanguaging is a form of multilingual practices in the context of multilingual education where students must be given equal rights to develop their language potential. seeing the complexity of the learning process that must be covered in teaching english in a multilingual situation, therefore the purpose of this research is to reveal the benefits, functions, and purposes of translanguaging in the learning process. employing case study, observations and interviews were conducted in garnering data. findings show three types of translanguaging used by teachers during teaching. the types of translanguaging are intra-sentential translanguaging, intersentential translanguaging, and tag translanguaging, with four purposes that related to each other. in addition, the implications of translanguaging are very useful in the learning process. translanguaging can be used as a method or strategy in explaining material. it suggests to conduct further study on how translanguaging effects learning outcomes. keywords : language teaching, translanguaging, efl, indonesian context, multilingualism sari translanguaging merupakan salah satu bentuk praktik multibahasa dalam konteks pendidikan multibahasa dimana siswa harus diberikan hak yang sama untuk mengembangkan potensi bahasanya. melihat kompleksitas proses pembelajaran yang harus dicakup dalam pengajaran bahasa inggris dalam situasi multibahasa, maka tujuan dari penelitian ini adalah untuk mengungkap manfaat, fungsi, dan tujuan translanguaging dalam proses pembelajaran. dengan menggunakan desain studi kasus, pengumpulan data menggunakan teknik wawancara dan observasi langsung. temuan riset ini menunjukkan tiga jenis penerjemahan yang digunakan oleh guru selama liando, n.v.f., tatipang, d.p., & lengkoan, f. 168 p-issn 2614-5960, e-issn 2615-4137 mengajar. jenis-jenis translanguaging tersebut adalah intra-sentential translanguaging, intersentential translanguaging, dan tag translanguaging, dengan empat tujuan yang saling berkaitan yang dapat dimanfaatkan untuk mendeteksi hasil pembelajaran siswa. kata kunci: pengajaran bahasa, translanguaging, bahasa inggris bahasa asing, konteks indonesia, multibahasa received 022-05-30 accepted 2022-05-10 published 2022-05-31 apa citation: liando, n., tatipang, d., lengkoan. f. (2022). a study of translanguaging practices in an efl classroom in indonesian context: a multilingual concept. research and innovation in language learning 5(2), pp. http://dx.doi.org/10.33603/rill.v5i2.6986 introduction in a multilingual society there is of course the teaching of a second (and perhaps third) language. this second language can be the national language, the official state language, the official regional language, and also a foreign language or not the native language of the indigenous population. in indonesia, in general, the first language of an indonesian student is the local language (munandar & newton, 2021). meanwhile, indonesian is a second language because it is only learned when students enter the school, and when they have mastered their mother tongue; except for those who have studied indonesian as their mother tongue since they were babies. second language teaching in indonesia formally begins when students enter basic education for the national language, namely indonesian and when students enter secondary education students are also taught a foreign language (in this case english). the status of english in indonesia as a foreign language is due to the fact that not many people use it in their daily life (daily life) (maru, 2009). english is only used for some people or communities who need it, such as in business, tourism or people who continue their education abroad, government and level of education. in the context of english learning, in fact, many students find it difficult to learn and master english lessons at school, this has an effect on the low learning outcomes of english. in addition, for most of the other students, english is a difficult subject (poedjiastutie et al., 2021) and (saputra, 2014). for many students, english students become a burden during their school years, even though english is a basic science from http://dx.doi.org/10.33603/rill.v5i2.6986 research and innovation in language learning 5(2) may 2022 p-issn 2614-5960, e-issn 2615-4137 169 the basic education level to the higher education level. the use of methods and or strategies by teachers that do not only focus on the target language (english) during the learning process will greatly assist students in learning, where the use of non-target languages can bridge the mastery of the target language in providing the right explanation, the right answer as well as being able to direct students to learn the target language in a more effective way and maximize the learning process. translanguaging, a form of multilingual practices in the context of multilingual education, has potentially positive impacts on students’ english learning (rabbidge, 2020). moreover, learners with multiple language skills proved equally good in terms of academic achievement even in some more sociable contexts. the use of appropriate strategies will be able to build a meaningful english learning atmosphere in the classroom (poza, 2019). translanguaging is an alternative that can be used in language students to build motivation and interest of novice students to learn english in the classroom. language students based on the concept of translanguaging is a way to build a strong mechanism for constructing understanding, interacting with others, as well as being a means of mediating the use of various languages. however, a vacant is still reported as it is limited studies related to translanguaging in english learning. thus, the current study is devoted to fill this gap and provide new insights how translanguaging occurred in english classroom interaction. research method this research, employed a case study, aims at describing phenomena of translanguaging occurred in english classroom activities (sugiyono, 2016). data collection techniques carried out by combining observations, and interviews to capture translanguaging in efl classroom. the data in the study consisted of primary data types and secondary data types. primary data is a data source that directly provides data to data collectors. in this study, primary data is data obtained from direct observation of the junior high school students in the bolaang mongondow area, north sulawesi, and this data was taken by interviewing informants, namely english teachers. in addition, to obtain more accurate data, the researcher collected other data in the form of recordings during learning, so that it could be observed more clearly about the use of translanguaging in liando, n.v.f., tatipang, d.p., & lengkoan, f. 170 p-issn 2614-5960, e-issn 2615-4137 the classroom. meanwhile, secondary data according to sugiyono, (2016) is a source that does not directly provide data to data collectors, for example through other people or documents. secondary data in this study were obtained indirectly through article journals, books, proceedings, thesis and other references regarding the use of translanguaging in efl classroom, by collecting data using video recordings, interviews, and observations. in addition, the observations used in this study were non-participant observations. the purpose of this observation was to gather information about the instructor's (teachers) language conversion process in a classroom setting. as pointed out by (rabbidge, 2020), some studies in general education trained to use a category system to record the behavior and language of students and teachers. meanwhile, for interview, the type of semi-structured interview is used. where, (creswell, 1998) mentioned that this semistructured interview the researcher has a general idea of what and how the writer wants to carry out the interview to reveal and maybe even have a series of questions that have been previously prepared. at this interview stage, each teacher was then interviewed comprehensively, with the location of the interview taking place in the classroom and carried out after the observation was finished. in this interview, the language used was indonesian (a decision with the teacher) which was then recorded by audio. furthermore, the results of the interviews were developed for this study, which are related to the experiences of teachers in using their mother tongue (l1) in their classrooms and how mother tongue as the first language (l1 local language), indonesian (l2 second language) and english (l3 foreign language) interact with each other in the classroom. findings talking about multilingualism in the efl classroom, this terminology is suitable when discussing english learning approaches, especially english as a foreign language (efl). in the domain of language education, the basic principle that is always instilled in the process of learning english is monolingual ideology. this principle states that the only legitimate language to be studied and used in the classroom is english. because the principle is monolingual, of course the ideology does not accommodate the principle of research and innovation in language learning 5(2) may 2022 p-issn 2614-5960, e-issn 2615-4137 171 any interference from the native language. for them, if they want to learn english, they use full english, don't mix it with their mother tongue or other languages. even the appropriate english in this understanding is the exact same english as the native speakers of english. therefore, in monolingual ideology, efl is synonymous with mimicking native english speakers. furthermore, in the local language, if students find it difficult to speak english properly, they will do code switching. even though in the current context, code switching already exists which raises its status with the term functional code switching which is then covered in translanguaging considering that there are more than 2 languages in the efl classroom setting. in this section, each data results obtained after collecting data from the research will be described. from the results of data analysis, it was found that there are several types of teachers’ translanguaging practice in efl classroom, these types are used by teachers for a specific purposes. the use of these types of translanguaging cannot be separated from the mixing of several languages, such as indonesian, local language (manado language) and target languages (english). according to (sari, 2021) translanguaging in practice has similarities with code-switching when practiced in classrooms, where in practice translanguaging and code-switching both explain the exchange of languages, both the target language and the national language or the language that is commonly used. in addition, in this study the types of translangauging in practice, adopt the theory or types from code-switching. therefore, as what have found, it can be explained that the types of translanguaging practice by the teachers are intra-sentential translanguaging, inter-sentential translanguaging, and tag translanguaging. 1. intra-sentential translanguaging the first type is the intrasentential translanguaging type, where (sari, 2021) mentioned that, this type of translanguaging has similarities with the code-switching type in terms of practice. this type of translanguaging is done by the teacher in communicating by diverting words in sentences. in other words, this type of translanguaging occurs in the speaker's sentence while doing the teaching and learning process. in addition, this type of intra-sentential translanguaging is defined as an exchange of language elements, namely english into indonesian/local language sentences or vice versa. liando, n.v.f., tatipang, d.p., & lengkoan, f. 172 p-issn 2614-5960, e-issn 2615-4137 (wiradisastra, 2006) mentioned that, the language elements exchanged can be in the form of word or phrases. in the findings of this study, it can be described as follows: on video recording: (class situation in teaching and learning and the teacher explains the subject matter about definitions and matters related to the recount text being studied) tabel 1. intrasentential translanguaging practices speaker intra-sentential translanguaging teacher 1. students! do you know a type of text that contains stories about our experiences in the past? alright, so the kind of text in this explanation adalah recount text. 2. we can know from the name, which is recount text which means “menceritakan kembali” whether retell about experience, fact and so on. 3. the purpose of recount text is usually to retell and provide information and entertain the reader. reader means pembaca from a story or text. 4. for some cases, when writing a recount text, we sometimes need to use connective adverbs or penghubung, for example sama deng, first, next, then, last, finally, and so on. 5. there are several kinds of recount text, such as: factual recount, personal recount and imaginative recount. now, untuk kalian i need you to see the example in the book and make one sentence. 6. yes! that’s correct. now who’s going to tell me what is the purpose of recount text? anyone? don’t be afraid to speak, because you are in step what we called “belajar”, no one always right. 7. again, everything that exist in recount text is to retell what happened in the past, perhatikan the conversation between these two girls, the one girl told her friend about her travelling to jogja and the other to jakarta. from this conversation, we can see that there is a used of past tense, penggunaan past tense. 8. pay attention to the sentence’s object. in the sentence, there are some form of past tense used, sama deng went, yesterday, last week, passed and many more. nah, from these words we can understand that of the thing of recount text is using past tense. 9. what about you all? do you have some fact in your experiences that can be retell in class? so that, semua siswa dikelas can directly practice how to make a recount text. 10. okta can you show to others how to make or retell recount text correctly? so that, the others can follow how to retell it. untuk kalian, pay attention to okta, because after okta there might be your turn. 11. that’s good okta, great job. you all can follow okta’s example before. don’t forget to used simple past tense or waktu lampau and also pay attention to the types of recount text. make yours and follow the types. the table above shows that the english teacher performs the intra-sentential translanguaging type by inserting indonesian and local languages in the form of words/phrases into english sentences. indonesian and local languages function as insertion languages and english as matrix languages. this type of translanguaging is every word that is written in italics, such as in a table, word form “adalah” is an indonesian word form that is inserted in the utterance of an english sentence, besides research and innovation in language learning 5(2) may 2022 p-issn 2614-5960, e-issn 2615-4137 173 that, there is also a phrase form “menceritakan kembali” which is a type of verbal phrase, which the teacher uses to clarify the meaning of the recount text, there are also phrases “untuk kalian” which is a prepositional phrase appears twice, the phrase “semua siswa di kelas” which is an endocentric phrase, and there is also the phrase “waktu lampau” which is a type of conjunction phrase. of the many types of indonesian phrases, there are also phrases from the local language that the teacher uses when teaching, namely the phrase “sama deng” which in indonesian means “seperti”, which later became a word in indonesian. furthermore, there are other indonesian words such as “pembaca”, “penghubung”, “belajar”, “perhatikan”, “jogja”, “jakarta”, “penggunaan”, “seperti”, “nah”, which the teacher inserts in their english sentences during the learning process. the teacher uses translanguaging in indonesian and also local languages in english sentences several times by inserting them in each sentence in the english learning process. in addition, by using translanguaging in the form of this word/phrase, the teacher intends to explain the meaning of the same word from the two words so that it can increase students' vocabulary skills, as well as to be a liaison for every explanation the teacher gives. 2. inter-sentential translanguaging inter-sentential translangauging is a process of switching clauses or sentences in one language. inter-sentential translanguaging often occurs in the teaching and learning process in the classroom because speakers in this case the teacher do translanguaging because they feel the need to clarify or interpret what was said previously (sari, 2021) . in addition, this type of inter-sentential translangauging is a type of transition from english to indonesian/language that is commonly used and vice versa, and its use is in speech in the form of clauses or sentences. in other words, this type of inter-sentential translanguaging is the transfer of a clause or sentence from english into indonesian/common language used or vice versa. on video recording: (class situation in teaching and learning and the teacher explains the subject matter about definitions and matters related to the recount text being studied). liando, n.v.f., tatipang, d.p., & lengkoan, f. 174 p-issn 2614-5960, e-issn 2615-4137 table 2. intersentential translanguaging practices speaker inter-sentential translanguaging teacher 1. sebelum kita membahas lebih jauh mengenai recount text dan contoh-contohnya, sebenarnya ada banyak sekali contoh dari text ini yang bisa kita temukan, karena recount text ini salah satu text yang cukup terkenal dari beberapa jenis teks lainnya, hal yang bisa kita jadikan bahan recount text one of them is daily notes or diary atau catatan harian, catatan hati dan sebagainya. siapa yang bisa menjelaskan apa itu catatan harian? 2. perhatikan contoh disini, disini ada percakapan antara dua orang yang masingmasing membahas mengenai hal yang sudah terjadi sebelumnya, atau lamapu, perhatikan kata dimana dia dibesarkan pada waktu kecil where rita lived as a small child merujuk ketempat, disitu dia menggunakan kata-kata yang menyatakan keadaan lampau atau yang sudah terjadi sebelumnya. juga perhatikan dibawah ada kata setelah mereka makan malam after we had dinner ada keterangan waktu lampau disana yang berarti sudah terjadi namun diceritakan pada saat itu. 3. perhatikan juga ada contoh kata mengenai pengalaman dari seorang bapak dibawah ini yang menceritakan awal mula dia bertemu dengan suaminya diparis, ada kata i met him in paris tentang pertemuan mereka diparis untuk pertama kalinya, yang menandakan sebuah pertemuan yang terjadi di waktu lampau saat mereka belum menikah. 4. perbedaan antara waktu lampu memang sangat jelas untuk dilihat apalagi dengan penggunaannya pada jenis recount text. penggunaannya pasti akan sangat kelihatan, coba perhatikan kata ini, ayah saya minum susu setiap pagi my dad drinks a glass of milk every morning, dengan kata dinar played doll on the sofa yesterday, dinar memaikan boneka di sofa kemarin, dimana dari dua contoh kata dapat dilihat dengan jelas perbedaan penggunaan bentuk waktu yang pertama menggunakan waktu yang sedang terjadi sedangkan yang satunya lagi menggunakan waktu lampau. 5. coba kalian pilih diatara dua kata ini mana yang mengidentifikasikan penggunaan waktu lampau, yang pertama, i went to the show yesterday atau kita ada pigi dipertunjukkan kalamaring dengan she goes to the show by car atau artinya parampuang itu ada pigi dipertunjukkan pake oto. perhatikan dengan baik setiap kata ini, dan tentukan mana yang menggunakan bentuk waktu lampau dan mana yang menggunakan bentuk waktu yang sedang terjadi. 6. selain daripada itu, dalam jenis kalimat ini, ada beberapa bagian dalam kalimat yang harus kalian semua kuasai, yang pertama orientasi. orientasi ini adalah pendahuluan atau perkenalan awal dari cerita, dalam pendahuluan ini pasti selalu memuat siapasiapa yang ada dalam cerita, tempat peristiwa itu dimana, dan waktu terjadi dari cerita itu kapan, misalnya, perhatikan contoh ini, my brother went to manado with research and innovation in language learning 5(2) may 2022 p-issn 2614-5960, e-issn 2615-4137 175 family last month, maksud dari kalimat ini adalah kita pe kaka laki-laki deng keluarga ada pigi dimanado bulan lalu, perhatikan siapa-siapa yang terlibat dalam kalimat ini? disitu ada kata kaka laki-laki dan keluarga jadi yang terlibat adalah kaka laki-laki dan keluarga, ada juga soal dimana peristiwa ini terjadi? ada keterangan tempat yaitu di manado, dan paling terahir kapan peristiwa itu terjadi, lihat keterangan waktu bulan lalu. 7. selanjutnya unsur kedua dari jenis kalimat ini adalah inti dari cerita, dalam inti ini harus memuat mengenai bagaimana sebuah cerita diceritakan dari awal mula sampai selesai, misalnya, dari pergi ke manado tadi kemudian dia melakukan apa, atau misalnya my brother went to the mall in manado when arrived, dia menceritakan soal dia pe kaka laki-laki ada pigi di mall pas sampe di manado. jadi intinya dibagian kedua ini memuat tentang inti semua aktifitas yang terjadi dalam cerita. 8. bagian terakhir adalah kesimpulan, kesimpulan disini merupakan atau bias berisi tentang pendapat pribadi dari penulis/pengarang atau bisa juga dikatakan penutup dari cerita, misalnya they wondered whether the holiday was necessary, dorang membayangkan kalo liburan itu perlu, ini salah satu contoh kalimat penutup, tapi bisa juga menggunakan kalimat yang lain tergantung pada suasana dan apa yang dirasakan. the findings regarding the practice of using intersentential translanguaging in the table above, indicate that english teachers perform inter-sentential translanguaging using english into indonesian. english and the local language as the insertion language and indonesian as the matrix language. this type of translanguaging occurs in clauses and sentences. this form of inter-sentential translanguaging can be in the form of insertion of clauses/sentences marked with italics in the data in the table above. speech “one of them is diary” included in the clause category because the utterance consists of a subject and a predicate that are still in the main sentence. also, “where rita lived as a small child” and “after we had dinner” is included in the type of subordinate clause which consists of a conjunction and a main clause. in addition, the clause “i met him in paris” and “they wondered whether the holiday as necessary” is a type of independent clause because it is a series of words that can stand alone, in the sense that the meaning is quite clear. furthermore, the use of whole sentences in this type of translanguaging is also found, namely “my dad drinks a glass of milk every morning” included in the type of whole sentence because it consists of subject, predicate, object and adverb of time. liando, n.v.f., tatipang, d.p., & lengkoan, f. 176 p-issn 2614-5960, e-issn 2615-4137 in addition, another example of a complete sentence in the intersentential translanguaging type used by the teacher is “dinar played doll on the sofa yesterday”, “i went to the show yesterday”, “she goes to the show by car”, “my brother went to manado with family last month”, “my brother went to the mall in manado when arrived”, included in the type of complete sentence because it already consists of subject, predicate, object, adverb of place and adverb of time. meanwhile, the local language used in this type of translanguaging is also found during the learning process, such as “kita ada pigi dipertunjukkan kalamaring”, “kita pe kaka laki-laki deng keluarga ada pigi dimanado bulan lalu”, “parampuang itu ada pigi dipertunjukkan pake oto”, “kita pe kaka laki-laki deng keluarga ada pigi dimanado bulan lalu”, “dia pe kaka laki-laki ada pigi di mall pas sampe di manado”, refers to the type of intersentential translanguaging in the form of a complete sentence because it already consists of a subject, predicate, object and adverb of time. meanwhile, there is a type of intersentential translanguaging in the local language in the form of a clause, namely “dorang membayangkan kalo liburan itu perlu”, included in the type of independent clause because it is a series of words that can stand alone, in the sense that the meaning is quite clear. 3. tag translanguaging. the third type of translangauging is tag translanguaging. where (sari, 2021) explained that in this tag translanguaging, the speaker entered a short word to emphasize in their speech. this type of translanguaging occurs when the learning process is in progress, the findings show that teachers do this type of translanguaging by inserting short words either at the end or at the beginning of the sentence. the teacher inserts these short words or tags as a sign of emphasizing what is being said. in addition, (putranto, 2018) stated that this tag translanguaging is an exchange that occurs from one language to another which is then included in the speech process into one sentence. the results of the study found that there were several tag translanguaging that were practiced by the teacher during the learning process. research and innovation in language learning 5(2) may 2022 p-issn 2614-5960, e-issn 2615-4137 177 on video recording: (class situation in teaching and learning specifically when the learning process is almost end and the teacher in the conversation gives some assignments to students). tabel 3. tag translanguaging practices speaker tag translanguaging teacher 1. so, pertemuan kita nanti dilajutkan besok, karena sekarang ibu ada jam dikelas lain. 2. by the way, okta tolong sebentar nanti ambil buku dilaci ibu yang warna merah untuk kelas kalian, karena minggu depan ada materi dari buku yang harus kalian pahami. 3. jangan lupa untuk mengerjakan tugas yang sudah ibu berikan, karena minggu depan kita ada kelas di jam yang sama nehh. 4. oh ia, and for next week, i need you to prepare yourself, because before the class i will review what you have learned, also from the book we will have 2 or 3 students to do a retell in the class. 5. daftar hadir jangan lupa disi, untuk ketua kelas jangan lupa ingatkan ibu untuk minggu depan untuk cek tugas yang sudah diberikan sebelumnya, okay? 6. well, kalau begitu, sampi disni dulu kelas hari ini, tugas, daftar hadir, dan ketua jangan lupa. see you! 7. omg, hampir lupa, nando tolong ambil payunnya ibu dibelakang meja. the table above shows about tag translanguaging that occurs in an utterance in a tag language known as “suppressor” from another language. when the speaker uses this type of translanguaging, the translanguaging tag will not change the meaning in the user's speech but only as a "tag" or affix that is at the beginning of the sentence or the end of the sentence. teachers use this translanguaging tag as reinforcement or as an addition in their speech. the findings regarding the translanguaging tag in english that are practiced by the teacher in the classroom are like the tag, “so”, “by the way”, “okay”, “well” and “omg”, while in translanguaging tag in indonesian which is practiced in class is “oh ia”. in addition, there are also translanguaging tags in local languages that are practiced by teachers, as findings such as tag “nehh” which in indonesian means “yah?”. discussion learning english with the concept of translanguaging in a multilingualism environment is an appropriate choice to be applied in english classes in foreign liando, n.v.f., tatipang, d.p., & lengkoan, f. 178 p-issn 2614-5960, e-issn 2615-4137 language learning at both the elementary, middle and high levels. this english language learning is appropriate to be carried out in indonesia as a country that has a context of language diversity so that beginners/intermediate learners do not have to lose their mother tongue/national language even though they have to learn english. in the learning process, english is taught as a means of communication with the learning process supported by using languages that are inherent in their lives, namely their mother tongue (local language) and the national language (indonesian). this has a positive influence on beginner/intermediate english learners because it can motivate them to dare to speak english actively because it helps students to master the material discussed even with limited vocabulary skills. in concept, this translanguaging makes all the languages used in learning filling and complementing each other. translanguaging concept the teacher uses english as the main focus in learning supported by the use of indonesian as the national language and the local language (manado language) by emphasizing the function of language as a communication tool. the use of indonesian and local languages is needed to internalize or help connect knowledge about the components of english that must be studied optimally, such as vocabulary and comprehensive mastery of material content. this use can be seen in research findings during the learning process, such as when the teacher uses the word “adalah” (table 1. no. 1) to connect and explain or give an idea of what recount text is. meanwhile, there is also the use of other phrases such as “waktu lampau (table 1. no. 11)” which is used by the teacher to clarify and provide understanding to students regarding the use of the form of time in the past tense. in addition, the use of the word “pembaca (table 1. no. 3)” the teacher intended to clarify the meaning of "reader" to students, which at the same time could increase students' english vocabulary. another finding regarding research and innovation in language learning 5(2) may 2022 p-issn 2614-5960, e-issn 2615-4137 179 translaguaging used by teachers to help connect and clarify students' knowledge of the material when the teacher uses the local language “sama deng” (local language) = “such as” (in english) (table 1. no. 4), where the use of the local language becomes a bridge for students to find out the components in the recount text. the use of languages other than english in its concept is called translanguaging, which is then increasingly developing its use in multilingualism situations, which in interaction or practice use not only one or two languages but more than that. with this translanguaging, mastery of language components and content to the maximum will support english learners to be able to communicate actively and communicatively. moreover, having knowledge of language components and in-depth content will foster the motivation of language learners. motivation triggers learners to have the courage to use english actively in the classroom even with limited vocabulary skills supported by the use of indonesian and local languages. learners become more attached to the subject they are studying with the collaboration between the local language, indonesian and english. learners become relaxed in a class atmosphere that is not 100% using english when learning english takes place. this is based on a condition where learners feel they are in a comfort zone so that their courage to try to use english becomes more stimulated. however, they dared to express their ideas in english, when they collided with english vocabulary, the learners shifted to use their native language (local language) or their first language. the learning process takes place more meaningfully for language learners by providing the concept of language learning actively and communicatively with the application of this translanguaging concept. in addition, in its application, translanguaging is seen as the same as code-switching, both discussing the use of different languages in one situation, but translanguaging is larger in scope than code-switching. if code-switching is used in bilingual concepts, translanguaging is used or covers multilingual situations/concepts. talking about translanguaging, teachers use translanguaging for pedagogic reasons which contain several objectives, including: liando, n.v.f., tatipang, d.p., & lengkoan, f. 180 p-issn 2614-5960, e-issn 2615-4137 1. support the explanation in practice, the use of 100% english in teaching does not guarantee that students will understand the material explained by the teacher. the use of "full english" by the teacher will make students more retarded in terms of understanding and activeness in the classroom. this then becomes one of the big gaps that teachers need to pay attention to. translanguaging is one of the best concepts to bridge the student learning process. where, translanguaging is a concept/bridge that can be used in the learning process by covering multilingual situations. one of its functions is to support the explanation from the teacher which can then be seen clearly in english learning situations, for example: when the teacher uses the local language in his explanation “kita ada pigi dipertunjukkan kalamaring (local language) = “i went to the show yesterday (english)” (table 2. no. 5), to support and clarify the meaning of the teacher's explanation when saying the sentence in english "i went to the show yesterday". the use of this local language is a form of teacher pedagogic to support student understanding while at the same time making students understand the meaning of the english word that the teacher said when explaining the material. another form of usage is when the teacher says “kita pe kaka laki-laki deng keluarga ada pigi dimanado bulan lalu (local language) = “my brother went to manado with family last month (english)” (table 2. no. 6), the teacher's pedagogic form to help students make it easier to understand explanations related to the material. the use of this local language is very helpful for students during the learning process, in addition, the use of this local language is used by the teacher because the mother tongue of the students is their local language, so it will be easier for them to understand the material when it is combined with the local language. 2. translating and linking materials another function of translanguaging is to translate and also link words during the learning process. the findings, when the teacher explains the material and says “menceritakan kembali” (indonesian) = “recount text” (in english)” (table 1. no. 2), where this word refers to the intention to translate what the recount text means in indonesian so that students can get an idea of the recount text itself. in addition, there is also the word “penghubung” (indonesian) = “connective adverb” (in english) (table research and innovation in language learning 5(2) may 2022 p-issn 2614-5960, e-issn 2615-4137 181 1. no. 4) and word “waktu lampau” (table 1. no. 11) each of which is used by the teacher to provide a translation of what "connective adverb" is in indonesian and also what is "past tense" in indonesian. in addition, translanguaging is also used by teachers to connect sentences during the learning process, such as when the teacher uses the word “untuk kalian” (indonesian) = “for you” (in english) (table 1. no. 5) used by the teacher to be a liaison between the english sentences that the teacher says so that students can follow the explanation and what the teacher wants to convey next, also the words “perhatikan” = “attention” (table 1. no. 7) and word “penggunaan” = “used” (table 1. no. 7) each of which serves to connect the material in the teacher's explanation. 3. to create affective situation in this function, the teacher uses translanguaging because according to the teacher the students are afraid to express their opinions/ideas in english, so there are times when the teacher uses a lot of english which is then combined with other languages, and there are also times when the teacher explains the material using indonesian in almost all sentences, for example in the sentence “sebelum kita membahas lebih jauh mengenai recount text dan contoh-contohnya, sebenarnya ada banyak sekali contoh dari text ini yang bisa kita temukan, karena recount text ini salah satu text yang cukup terkenal dari beberapa jenis teks lainnya, hal yang bisa kita jadikan bahan recount text one of them is daily notes or diary atau catatan harian, catatan hati dan sebagainya. siapa yang bisa menjelaskan apa itu catatan harian?” “before we discuss further about recount text and its examples, actually there are lots of examples of this text that we can find, because this recount text is one of the most famous texts from several other types of text, things we can use as recount text material, one of them is daily notes or diary. who can explain what a diary is? the teacher uses indonesian in almost all sentences and explanations (see table 2 for others findings) with the intention of creating an affective situation for students so that they can voice/give ideas/give suggestions/comment to fellow students or to the teacher during the learning process. 4. giving clues in the form of simple vocabulary to students clues here are intended by the teacher to provide additional exposure to simple vocabulary that students can use, for example in the use of words in the form of abbreviations or tags in languages other than their local language. for example when the liando, n.v.f., tatipang, d.p., & lengkoan, f. 182 p-issn 2614-5960, e-issn 2615-4137 teacher uses some simple tags like “well, so, okay” and so on (see more on table 3) in their sentences. this means that students are exposed to a few simple sentences in english that they can use. from every data obtained, both from video recordings and interviews, it can be said that the use of translanguaging is very useful when used during the learning process, because translanguaging can be a method or strategy in teaching english in a multilingualism environment. in addition, the use of translanguaging can motivate students as well as encourage them to be actively involved in the learning process, analyze problems, and make them always pay attention to the explanation of the material presented by the teacher. data from interviews with english teachers show that english teachers agree that the use of translanguaging and its implications for learning english in the classroom are quite large. this is in line with the opinion of (vogel & garcía, 2017) and (sultan, 2017) said that translanguaging can motivate students, give them the opportunity and space to learn in the concept of multilingualism, support the identity of students' different language use and more specifically make them understand the english material better. translanguaging provides opportunities for learners to be able to understand english learning properly so that communication between students and teachers can take place in full because the scientific transportation process can be achieved optimally with this translanguaging concept, so that increasing students' english skills in multilingualism situations supports them to be able to showcase their best (hamzah, 2021). the use of translanguaging helps students to understand the material presented by the teacher. in addition, with the deeper understanding of students affecting their attitudes in the classroom, students become more active in the learning process in the classroom. conclusion the translanguaging are practiced by teachers in a classroom context that covers the concept of multilingualism, which makes language a medium in communicating with students to make it easier for them to convey their intentions/ideas/suggestions or comments to other students or to them efficiently. in addition, the types of research and innovation in language learning 5(2) may 2022 p-issn 2614-5960, e-issn 2615-4137 183 translanguaging that are carried out by these teachers are spontaneously applied by them with several purposes and functions. seeing that the benefits of translanguaging are very large, future researchers can use the findings and results of the research as a starting point or study material for future research, considering the development of language and aspects of students' abilities which are increasing day by day. references choi, j. 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(2014). translanguaging in indonesian university classroom context: a discourse analysis at one university in south sulawesi. state university of makassar. sari, m. d. p. (2021). translanguaging practice by the english lecturer in public speaking class and students’ perception: a case study in english education study program of muhammadiyah university of kotabumi [universitas muhammadiyah kotabumi.]. http://repository.umko.ac.id/id/eprint/204 sugiyono. (2016). metode penelitian kuantitatif, kualitatif dan r&d (bandung (ed.); b). alfabeta. sultan, h. al. (2017). review of translanguaging with multilingual students : learning from classroom moments. chiricú journal: latina:o literatures, arts, and cultures, 1(1), 233–237. https:/doi:10.2979/chiricu.1.2.32 tai, k. w. h. (2021). the affordances of ipad for constructing a technologymediated space in hong kong english medium instruction secondary classrooms : a translanguaging view. language teaching research, 1–51. https://doi.org/10.1177/13621688211027851 ticheloven, a., blom, e., leseman, p., & mcmonagle, s. (2021). translanguaging challenges in multilingual classrooms: scholar, teacher and student perspectives. international journal of multilingualism, 18(3), 491–514. research and innovation in language learning 5(2) may 2022 p-issn 2614-5960, e-issn 2615-4137 185 https://doi.org/10.1080/14790718.2019.1686002 vogel, s., & garcía, o. (2017). translanguaging. oxford research encyclopedia of education, january, 1–21. https://doi.org/10.1093/acrefore/9780190264093.013.181 wiradisastra, g. (2006). a preminilary study of code-switching in the speech of an indonesian bilingual. university of indonesia. zhou, x. e., & mann, s. (2021). translanguaging in a chinese university clil classroom: teacher strategies and student attitudes. studies in second language learning and teaching, 11(2), 265–289. conflict of interest no potential conflict of interest was reported. about authors nihta v. f. liando is an lecturer at english education department, faculty of languages and arts, universitas negeri manado, indonesia. her research interests are about motivation in language learning, efl methodology, and sociolinguistics. she can be reached at nliando@unima.ac.id 6000460 devilito p. tatipang is an lecturer at english education department, faculty of languages and arts, universitas negeri manado, indonesia. her research interests are about english language learning, efl methodology, and sociolinguistics. contact is at devilitoprasetyotatipang@gmail.com 6795146 fergina lengkoan is an english staff at english education department, faculty of languages and arts, universitas negeri manado, indonesia. fergina research areas are in the efl methodology and sociolinguistics. the email address is at fergina@gmail.com mailto:nliando@unima.ac.id https://sinta.kemdikbud.go.id/authors/profile/6000460#! https://sinta.kemdikbud.go.id/authors/profile/6795146#! mailto:fergina@gmail.com research and innovation in language learning vol. 5(1) january 2022 pp. 21-38 pissn: 2614-5960 e-issn: 2615-4137 http://jurnal.ugj.ac.id/index.php/rill copyright 2022 @ ni putu ayu amartha sabhagani subagia putri, ni luhnyoman seri malini, made detriasmita saientisna 21 article lexical hedges in reflecting gender differences ni putu ayu amartha sabhagani subagia putri sabhagania@gmail.com english department, faculty of humanities, udayana university, bali-indonesia ni luh nyoman seri malini seri.malini@unud.ac.id english department, faculty of humanities, udayana university, bali-indonesia made detriasmita saientisna detriasmita@unud.ac.id english department, faculty of humanities, udayana university, bali-indonesia abstract the study discusses lexical hedges in reflecting gender differences through the movie and analyzes the features of lexical hedges used in sierra burgess is a loser movie. the data were processed by categorizing the data into components of lexical hedges based on the framework of hedges proposed by namasaraev (1997) and the sequential positions of lexical hedges proposed by rosanti&jaelani (2016). the use of nine types of lexical hedges conforming to its classification by the male and female characters showed a different number of results. as a result, female characters tend to more used lexical hedges rather than men characters. the female characters were mostly used lexical hedges as fillers yeah in their utterance to show their feelings, emotion, or opinion in the movie. the total data showed the number of female characters in using lexical hedges was 92 words sequentially from the most commonly used, i.e. fillers, lexical verbs, modal auxiliary verbs, adverb of frequency, adverb, and noun. meanwhile, male characters used 40 words of lexical hedges and fillers as the most commonly used hedges through the word; like. in this movie, there were two sequential positions of lexical hedges, namely; the initial and medial position. besides that, the female characters had a wide range of types in uttering the words that contained lexical hedges, whereas the male characters were not too often in selecting the words of lexical hedges. keywords: lexical hedges, male characters, female characters, sierra burgess is a loser. mailto:seri.malini@unud.ac.id putri, ni paassp., malini, ni lsm, & saientisna, md. 22 p-issn 2614-5960, e-issn 2615-4137 sari penelitian ini membahas mengenai penggambaran lexical hedges dalam perbedaan gender melalu isebuah film, serta untuk menganalisis fitur lexical hedges yang digunakan dalam film sierra burgess is a loser. data sudah diproses dengan mengkategorikan data menjadi komponen lexical hedges berdasarkan kerangka hedges yang disusun oleh namasaraev (1997) dan posisi sekuensial lexical hedges yang diusulkan oleh rosanti & jaelani (2016). penggunaan dari sembilan tipe lexical hedges berdasarkan klasifikasi oleh karakter pria dan wanita menampilkan hasil yang berbeda. hasilnya, karakter wanita cenderung menggunakan lexical hedges dibandingkan dengan karakter pria. karakter wanita paling sering menggunakan fitur lexical hedges sebagai fillers yaitu; yeah dalam ucapan mereka untuk menunjukkan perasaan, emosi, dan opini di dalam film. total data menunjukkan penggunaan lexical hedges oleh karakter wanita berjumlah 92 kata yang secara beruratan dari yang paling sering digunakan yakni fillers, lexical verbs, modal auxiliary verbs, adverb of frequency, adverb, dan noun. sedangkan, karakter pria menggunakan 40 kata lexical hedges dan fillers like sebagai fitur hedges yang paling sering digunakan. di dalam film ini, terdapat dua posisi sekuensial dari lexical hedges yakni posisi awal dan posisi tengah. disamping itu, karakter wanita memiliki jangkauan yang luas mengenai tipe-tipe dalam penyampaian kata yang mengandung fitur lexical hedges, sedangkan karakter pria tidak terlalu sering menggunakan kata lexical hedges didalam pemilihan kata. katakunci: lexical hedges, karakter pria, karakter wanita, sierra burgess is a loser received 2021-06-06 accepted 2022-01-24 published 2022-01-31 apa citation: putri, ni paassp., malini ni lsm, & saientisna, md. (2022). lexical hedges in reflecting gender differences. research and innovation in language learning, 5(1), pp.13-30 http://dx.doi.org/ 10.33603/rill.v5i1.5192 introduction language can be used to characterize and provide identity based on the speaker‟s gender. therefore, the difference of language involved the speaker‟s which are men and women in using language. both men‟s and women‟s languages have their characteristics and are included in the prominent language use. (wardhaugh& fuller, 2015, p.325) statesmen and women‟s speech is not the same in private and public spheres, and different roles within an interaction also lead to different ways of speaking. stereotypes from the society that expect women should behave in one way and men in another to be called an ideal one. it says men are expected to be stronger and have more power than women that are seen as weak, less powered, and subordinate to men. those kinds of stereotypes make women employ certain characteristics that differentiate them from men and it occurs not only in behavior but also in the way they use language. http://dx.doi.org/%2010.33603/rill.v5i1.5192 research and innovation in language learning 5(1) january 2022 p-issn 2614-5960, e-issn 2615-4137 23 according to holmes (2013), women as role models are required to have a politeness attitude including the use of their language. generally, women like to use expression, intonation, gestures to support their politeness compared to when men speak. this makes women more expressive in several ways than men in utterances. the different use of language between women and men has been done earliest by lakoff (1975) that focused on how women‟s language revealed their place in society – a place that was generally seen as inferior to that occupied by men. lakoff (1975, p.45) stated in appropriate women‟s speech, strong expression of feeling is avoided, expression of uncertainty is favored, and means of expression regarding subject matter deemed „trivial‟ to the „real‟ world are elaborated. lakoff also states that the differences of phonetics used by women when it comes to utilizing lexical hedges such as well, you know, and sort of. also, there are many different ways of reducing the illocutionary pressured speech, and hedges did use some linguistic features. lexical hedges are used to weaken the strength of an assertion. when someone hedges linguistically, they avoid saying something definite and keeping their option open (coates, 1996, p.152). it refers that when someone hedges an utterance, they are saying the lack of confidence in the truth preposition that showed by the statement. in addition, hedging concludes as strategies in linguistics which expressed in particular functions and domains in different genres. it also qualifies definite commitment in a way expressing possibility than certainty (hyland, 1996). moreover, society is reflected in movies and turn, movies influence society by changes in representations, challenging the audience‟s morals and transforming viewers‟ opinions. the study used the selected movie entitled sierra burgess is a loser movie. this movie was released on september 7, 2018, in the united states and distributed by netflix. the focus of this article is the utterances of the characters in sierra burgess is a loser movie. this study only focused on the use of lexical hedges by using the framework of hedges proposed by namasaraev (1997). in addition, there are several studies about the use of hedges were done by another researcher. namaziandost&shafiee (2018) analyzed the differences between male and putri, ni paassp., malini, ni lsm, & saientisna, md. 24 p-issn 2614-5960, e-issn 2615-4137 female efl students in using lexical hedges in their academic spoken language. in order to answer the research questions, this study has taken the data from the students of islamic azad university of abadan, iran, which were 40 iranian upper-intermediate english as foreign language learners majoring in tefl. the participants divided men and women into two on a par group. five conversation sessions in one gendered part were recorded individually from male and female respondents. in analyzing data, this study used frequency counts. in applying the framework of hedges, the result shows there were differences between male and female participants‟ tendency when they used the word that contains lexical hedges. it shows that the male participants were less in applying hedges compared with women participants. moreover, male participants frequently used uh, yeah, i think as lexical hedges or fillers, meanwhile, female participants frequently used lexical hedges or fillers as follows; hmm, you know, uhh, yeah. the result of data from this study showed the female participants had spacious variation in selecting words of lexical hedges. the other study of the use of hedges has been done by rosanti&jaelani (2016). this study analyzed the use of lexical hedges for male and female students in debate. this study aimed to find out the use of lexical hedges by using the framework of hedges proposed by namasaraev (1997). in analyzed the data, this study used the descriptivequalitative method. as a result, there are differences among male and female participants. the data showed female participants tend to utilize more lexical hedges rather than men participants. the use of words hmm, you know, uhh were frequently used by female participants, while male participants often used lexical hedges or fillers as; i think, hmm, and uhh. according to macaulay (2005), the differences in the use of hedges can be seen through social class, age, and gender. he states a similar case that shows you know conclude as complex and sophisticated pragmatic particle also reflects as a turn-yielding device, as a signal of linguistic imprecision, as an appeal to the addressee for comforting feedback, as a cue that the speaker understanding the addressee. in his research, it showed you know associated with the speaker from lower-class. however, as macaulay (2005, p. 77) states the gender differences affect the use of hedges; for instance, the research shows i research and innovation in language learning 5(1) january 2022 p-issn 2614-5960, e-issn 2615-4137 25 mean frequently used by middle-class women for an explanation. according to lakoff, women must choose appropriate or their best language when they interact with others people, because it occurs linguistic discrimination in the way they are taught to use language and, in the way, general language treats them (cited from tannen, 2007,p. 162). macaulay (2005, p.82) states like is tend to more used by the middle-class adolescent conversation through male and female, yet it is not commonly used for the middle-class adult conversation. it is shown by the use of well occurred as the most frequent hedges for working-class men and middle-class girls; adolescents use remarkably less well rather than adults, then men use well for elaboration and selfrepairs. the hedges of you know are used frequently by women to express uncertainty while reduce the use of you know to show certainty. macaulay (2005) also makes specification the differences in the use of hedges through social class, age, and gender. hedges are known as hedging which are linguistic features that reflect the speaker's uncertainty and protect both speaker and addressee's face. it is also used as a “vitally important” device (salager-mayer, 1994,p. 241). therefore, hedges are used to value the face needs of both speaker and addressee faces when they discuss sensitive topics. according to coates (2004,p. 90) women frequently use more hedges since when they speak, they choose highly sensitive and impersonal topics. men commonly use this feature in order to assert dominance. in addition, according to nikula (1997,p. 188), using a hedge refers to a way of conveying personal messages to spoken interaction. it could be a communicative strategy that provides the speakers with a softened force of their utterance. this is related to how hedges can muffle a claim, conveying it as an opinion rather than a fact (hyland, 1998, markkanen and schröder, 1997, salagermeyer, 1997) which impacts how it helps in cases when absolute statements could give themselves to potentially of face-threatening criticism also opposition. according to lakoff (1975,p. 38), the hedges are linguistics forms like i’m sure, i think, you know, sort and perhaps. also, there are many different ways of reducing the illocutionary pressured speech, and hedges did use several linguistic features. lakoff (1975,p. 234) added that hedges as implicitly words that involve fuzziness-words that make things fuzzier or less fuzzy. hedges tend to be differentiated into more-fuzzy hedges also less-fuzzy hedges (fetzer, 1994, 2004): the former of anchor the object, putri, ni paassp., malini, ni lsm, & saientisna, md. 26 p-issn 2614-5960, e-issn 2615-4137 clause or constituent, over which they have a scope, closer to the periphery of prototype to how they refer, while the latter anchor it closer to its core. coates (2004,p. 88) states lakoff (1975) explicitly involves the use of hedges through women with unassertiveness and argues since women believe when it comes to asserting themselves strongly is not great and less ladylike. when someone hedges linguistically, they avoid saying something definite and keep their option open (coates, 1996,p. 152). it refers that when someone hedges an utterance, they are saying the lack of confidence in the truth preposition that showed by the utterance. the functions of hedges in conversation are as follows: a) to mitigate the possible unfriendliness or unkindness of a statement, where it is used for the sake of politeness. b) to show speaker‟s uncertainty about what she is saying or cannot vouch the accuracy of the statement itself. c) as an apology for making an assertion because the speaker does not want to assert themselves strongly. in other words, hedges are used to weaken and strengthen any assertions. the main theory of this study focused on the use of hedges through the framework of hedges by namasaraev (1997). in his framework, namasaraev (1997,p. 153) proposed there are nine types of lexical hedges conforming to its classification. table 1. classification of hedging no. classifications words sample sentences 1. modal auxiliary verb must, will, can, should, would, could, may „such a measure might be more sensitive to change in health after specialist treatment.‟ 2. lexical verb assume, argue, appear, estimate, think, suggest, indicate, speculate, propose, suppose, seem, tend. „in spite of its limitation, the study appears to have several important strengths.‟ 3. probability adjectives likely, unlikely, certain, clear, possible, probable, definite. ‘it is likely to result in failure.‟ 4. noun claim, estimate, suggestion, possibility, probability. „we estimate that one in five marriages end in divorce.‟ 5. adverb clearly, practically, conversely, presumably, possibly, definitely, perhaps, virtually, apparently, certainly, completely. „there is, perhaps, a good reason, why she chose to write in the first person.‟ 6. adverb of frequency generally, often, usually, occasionally, normally, „sometimes it could produces a lot profit.‟ research and innovation in language learning 5(1) january 2022 p-issn 2614-5960, e-issn 2615-4137 27 always, never, sometimes, seldom, rarely, frequently. 7. “if” clause if anything, if true „if true, our study contradicts the myth that men make better managers than women.‟ 8. compound hedges looks probable, may be suggested, seems reasonable such compound hedges can be double hedges (it may be suggested that; it seems likely; it would indicate that; this probably indicates); treble hedges (it seems reasonable to assume that); quadruple hedges (it would seem somewhat unlikely that). 9. fillers well, you know, by the way, you see, hmm, i mean, like, all i know, like, uhm, uh…huh, sort of, uhh you know, it can help them to fulfil the daily needs. methods the data of this research were taken from the movie entitled sierra burgess is a loser movie. the data used the utterances of the male and female characters in sierra burgess is a loser movie and use the script that has been published on the internet, and the movie. the process of collecting data was done through several steps. first, watching and reading intensively to the words and phrases that occurred in the conversation in sierra burgess is a loser movie while looking for references of lexical hedges feature then transcribing the data into a list. the second step, reading the transcript that was being searched through the internet and highlighting the words or phrases that contain the hedges feature. the third step, taking note of the utterance and the minute when the utterance was said by the characters and noted it as a list. lastly, sort the list chronologically to make a clear analysis and bolding utterances that contain the aims of this study. a mixed method was applied in analyzing data. according to leech & onwuegbuzie (2008) generally, mixed-method shows research that includes collecting, analyzing, and also interpreting quantitative and qualitative data in a study that examines the same underlying phenomenon. in addition, the combination in using quantitative and qualitative approaches increases a better understanding of the research problems instead of using only one approach (cresswell and clark, 2007). therefore, this research used quantitative and qualitative research in a way to get an impeccable understanding of the putri, ni paassp., malini, ni lsm, & saientisna, md. 28 p-issn 2614-5960, e-issn 2615-4137 research problem. the data were processed by way of identifying the use of hedges spoken by male and female characters, which were taken in sierra burgess is a loser movie. in this research, the amount utterances of lexical hedges used by male and female characters were counted based on nine features of lexical hedges. afterward,the tendency by male and female characters in using lexical hedges in their utterance was analyzed by providing a table to classify the data. this table was used to categorize the data into components of nine lexical hedges features based on the framework of hedges proposed by namasaraev (1997). in addition, this article also discussed the sequential positions of lexical hedges proposed by rosanti&jaelani (2016). results and discussion result this section discusses the analysis of the data based on the framework of hedges proposed by namasaraev (1997). after finding the data from the female utterances in sierra burgess is a loser movie, this article provides it on the tables. the result showed how the male and female characters‟ selecting words to express their feelings by using lexical hedges. the use of hedges in sierra burgess is a loser movie table 2. data of lexical hedges as fillers no. features male characters female characters fillers 1. you know 2 3 2. well 6 12 3. hmm 1 2 4. um 1 3 5. i mean 2 5 6. yeah 4 15 7. like 10 13 total 26 53 lakoff (1975,p. 45) states that the linguistic forms of fillers may use if there are lack of self-confidence as anyone does in some situations. as table 2 shows, the male characters tend to used 26 words of lexical hedges as fillers. meanwhile, the female characters‟ tendency utilized 53 words of lexical hedges as fillers such as; you know, well, hmm, um, i mean, yeah and like. research and innovation in language learning 5(1) january 2022 p-issn 2614-5960, e-issn 2615-4137 29 table 3. data of lexical hedges as modal auxiliary verbs no. features male characters female characters modal auxiliary verbs 1. can be 0 1 2. could be 1 2 3. would be 0 2 4. should be 2 3 5. may 0 3 total 3 11 table 3 reveals the male characters used 3 words of lexical hedges as modal auxiliary verbs, there are; could be and should be. meanwhile, the female characters‟ tendency utilized 11 words of lexical hedges as fillers, namely; can be, could be, would be, should be, and may. according to brown & levinson (1987) when the speaker utters a statement but they do not want to take the full responsibilities for what they saying, he/she can use hedging devices “can” to propose a hypothetical possibility, also “could” to make their idea even more temporal (leech, 2004). table 4. data of lexical hedges as lexical verbs no. features male characters female characters lexical verbs 1. i think 4 5 2. believe 1 2 3. seem 0 3 4. assume 0 1 5. suppose 0 1 total 5 12 in table 2.3 the male characters tendency used 5 words of lexical hedges as lexical verbs such as; i think and believe. meanwhile, female characters used 10 words of lexical hedges as lexical verbs through words; i think, believe, assume, and suppose. table 5. data of lexical hedges as adverb of frequency no. features male characters female characters adverb of frequency 1. sometimes 1 1 2. always 0 3 3. never 1 5 4. usually 1 1 total 3 10 putri, ni paassp., malini, ni lsm, & saientisna, md. 30 p-issn 2614-5960, e-issn 2615-4137 regarding using the lexical hedges as an adverb of frequency as shown in table 5, the male characters‟ tendency used 3 words namely; sometimes, never, and usually. in contrast, the female characters used 7 words of lexical hedges as an adverb of frequency, there are; sometime, always, never, and usually. table 6. data of lexical hedges as adverb no. features male characters female characters adverb 1. definitely 2 3 2. probably 1 2 total 3 5 table 6 showed the data of lexical hedges as adverb were used by male characters through 3 words, while women characters used it through 5 words. table 7. data of lexical hedges as noun no. features male characters female characters noun 1. suggestion 0 1 total 0 1 as table 7 shows, the use of lexical hedges as noun only used by female character once through the word; suggestion. table 8. the total data of lexical hedges by male and female characters no. features of lexical hedges male characters female characters 1. fillers 26 53 2. modal auxiliary verbs 3 11 3. lexical verbs 5 12 4. adverb of frequency 3 10 5. adverb 3 5 6. noun 0 1 total 40 92 the number of female and male characters who used the expressions of lexical hedges was various. there were differences between male and female characters‟ propensity in selecting the words that contain lexical hedges. it indicated by the total of lexical hedges used between male and female characters in uttering their minds. in the way of this, the data showed among the nine features of lexical hedges based on the framework of hedges proposed by namasaraev (2016), lexical hedges as fillers were most frequently research and innovation in language learning 5(1) january 2022 p-issn 2614-5960, e-issn 2615-4137 31 used by both male and female characters in sierra burgess is a loser movie. the movie used as the media for this study to get the data about the differences on the utilization of lexical hedges between male and female characters. in the table 8 above, the aggregate of male and female characters. the use of nine types of lexical hedges conforming to its classification by the male and female characters showed a different number of results. as a result, female characters tend to more used lexical hedges rather than men characters. the female characters in sierra burgess is a loser movie mostly used lexical hedges as fillers in showing their feelings, emotions or opinions towards each other in the movie. the total data showed the number of female characters in using lexical hedges was 92 words sequentially from the most commonly used, i.e. fillers, lexical verbs, modal auxiliary verbs, adverb of frequency, adverb, and noun. meanwhile, the male characters in the movie used 40 words of lexical hedges. the most common hedges used by male characters namely fillers, lexical verbs, adverbs, adverbs of frequency, modal auxiliary verbs. however, in this movie, there were not hedges of the noun used by male characters. it is a part of how people behave towards one another around us because every society does different things, hence, both men's and women's language have their characteristics and are included in prominent language use. as coates (1986, p. 4) states, gender as the term to describe socially constructed categories based on sex-most societies operates in terms of two genders, a technical term in linguistics to refer to word classes where contrast such a masculine-feminine-neuter-animate-inanimate, etc. in addition, the types of lexical hedges as probability adjectives, lexical hedges as “if” clauses, and lexical hedges as compound hedges were not found in this study. discussion in general, the sequential positions of lexical hedges in utterances are divided into three types, those are initial, media, and final which sequence their function severally (rosanti&jaelani, 2016). firstly, the initial position shows that lexical hedges frequently express as the initial maker in the utterance, self-expansion, and utterance signal. secondly, the media position as elaboration most of the time and used as a repair putri, ni paassp., malini, ni lsm, & saientisna, md. 32 p-issn 2614-5960, e-issn 2615-4137 signal. lastly, the final position which reveals as a confirmation seeker and signal of turn-handling into rising intonation. by way of this, the discussion showed the data from the female utterance of the movie which showed three sequential positions of lexical hedges as the initial position, lexical hedges as medial position, and lexical hedges as final position. hedges as initial position in this article, the male and female characters used the words such as; i think, you know, i mean to appear at the beginning of the utterance as the initial position of hedges. although being the beginning, the initial positions of lexical hedges do not always be the first word that being utterance. those means that the final position of lexical hedges appears afterward a speaker‟s identity can be used to switch a topic, also indicate a different speaker to take a turn. furthermore, the initial position of lexical hedges occurs after the start of the talk. by way of this, the initial position of lexical hedges indicates to express an initial marker, self-extension, and utterance signal. example [1] [1:16:17-1:16:35] sierra : what did i tell you? jamey : what do you think... that you told me? sierra : what do you think i think you think i told you? jamey : what, are you, like, afraid to tell me that you like me or something? sierra : no! jamey : no? sierra : i mean, yeah, no. i don‟t know. let‟s just not say it over the phone, okay? not like this. the example [1] above showed the dialogue between male and female characters, jamey and sierra. this dialogue occurred through phone calls. in this dialogue, last night sierra was drunk and she called jamey. she was about to ask jamey about her call. she probably wanted to know whether she said something weird or strange because she drunk and did not remember anything. then, jamey asked sierra back, and she said i mean, yeah, no. i don't know. in this sentence, sierra used the women‟s language features, namely lexical hedges in words i mean in initial position in her utterance. she used the hedge i mean in her utterance because she has trouble on telling her statement. this expresses the lack of confidence in sierra as the speaker in answering jamey‟s question and insecurity of something that can be ruining her statement. the hedges i research and innovation in language learning 5(1) january 2022 p-issn 2614-5960, e-issn 2615-4137 33 mean in this initial position also conclude as explanation in order to fulfills the speaker‟s respect need when they involve highly sensitive topics. example [2] [0:49:11-0:49:30] jamey : hey sierra : hey, you. it‟s me. jamey : you working out? you sound out of breath. sierra : oh, um... i was just moving furniture. jamey : oh, nice, a little redecorating. nothing wrong with that. you know, i‟m actually glad you called. the example [2] above showed the dialogue between male and female characters, jamey and sierra. this dialogue occurred through phone calls. in this case, when sierra called jamey, he noticed sierra‟s voice sound out of breath. then, sierra explained that she was moving the furniture in her room. as a response, jamey said that redecorate was such a good thing. in addition, he uttered you know, i’m actually glad you called. in his utterance, the words you know occurred in initial position of his statement. you know conclude as hedges which reflects as an appeal to the addressee for comforting feedback. therefore, the initial position of lexical hedges can be indicated as an initial marker, self-extension, and utterance signal. example [3] [1:04:35-1:04:43] veronica : sierra. you are so tense right now. smile, calm down. it's a party. sierra : i know… that‟s what‟s so terrifying. the example [3] above showed the dialogue between female characters, veronica and sierra. in this dialogue, veronica saw sierra and realized that sierra seems nervous. as someone who asked sierra to accompany her to the party, veronica started wondering why sierra looks pretty uptight because she felt strange for someone that seems nervous when going to the party. at that time, sierra answered veronica‟s statement by saying an utterance which contains the lexical hedge. it shows sierra used lexical hedge i know in her sentence i know… that’s what’s so terrifying. sierra used the lexical hedge i know that appeared in initial position to strengthen her statement to emphasize her statement in describing how she felt in that moment. this hedges in initial position putri, ni paassp., malini, ni lsm, & saientisna, md. 34 p-issn 2614-5960, e-issn 2615-4137 reflectit occurs precisely in the beginning of the statement. in this case, the lexical hedges indicated as a self-expansion when sierra tried to describes how she felt during that time and she tried to express her strong feelings to veronica about how a party can be a horrible thing to her. hedges as medial position the words that are used by female characters and conclude as the medial position of lexical hedges as follows; hmm, like, well, believe, seem, can be, may, could be, will be, would be, never, definitely, and suggestion. those kinds of words appear in the middle position of hedges in male and female characters‟ utterances in the movie; thus, it can be a form of clauses, phrases, also single lexical unit. the function of the words that occur in the medial position is to repair and elaboration signal. it indicates it is not a problem of error, yet it includes a modification of syntactic level. in addition, fillers namely; hmm and yeah functioned to help the speaker when it comes to giving a pause to think what the speaker will say for continuing the utterances. it also reflects the speaker‟s hesitation about what they explain to the addressee. example [4] [0:21:39-0:22:25] sierra : theoretically, i can still make this work until the big game when east plays west. when is that? daniel : i don‟t know, check the band schedule. i think two weeks. sierra : two weeks? okay, well, obviously i can‟t have him going up to veronica then. you think i'm crazy? daniel : mm-hmm. the example [4] above showed the dialogue between male and female characters, daniel and sierra. this dialogue took place in the classroom. during the class, they whispered to each other about how sierra wants to keep her secret in pretending to be veronica to her chatmate named jamey. sierra asked daniel about the big annual event which confronts their school team with jamey‟s school team. then, daniel said the event might be held in two weeks, afterward sierra uttered ‘two weeks? okay, well, obviously i can't have him going up to veronica then. you think i'm crazy?’ to answered daniel. in this utterance, sierra used lexical hedges well in medial position of her utterance. the hedges well in sierra utterance used to express her uncertainty about her statement. as hedges that appeared in medial position, the hedges well reflected a repair research and innovation in language learning 5(1) january 2022 p-issn 2614-5960, e-issn 2615-4137 35 which is not solely a problem of error. yet, it concludes modification of syntactic level in the utterance. example [5] [0:36:12-0:36:41] jamey : hey! sierra : bonsoir! jamey : bonsoir, mademoiselle. good day, fair maiden. what soft light through yonder window... we‟re still doing old timey stuff, right? sierra : yeah, totally. jamey : i‟m just super-glad that you picked up because if you hadn‟t, then i would have had to, like, come up with some sort of hilarious voicemail to impress you, and that would have been super-terrible for both of us, you know? the example [5] above showed the dialogue between male and female characters, sierra and jamey. in this situation, sierra and jamey were about talk to each other through phone calls. at that moment, jamey said i’m just super-glad that you picked up because if you hadn’t, then i would have had to, like, come up with some sort of hilarious voicemail to impress you, and that would have been super-terrible for both of us, you know?to tell sierra what he felt after sierra answered his call. in jamey‟s utterance, he used hedges like in medial position of his statement. the hedge like helps him in gives a pause to think what he will saying in his utterance. in other words, the hedge like in this middle of the sentence served as a device of telling the time span as the speaker searching for the next upcoming words to say. example [6] [0:40:20-0:40:45] jamey : do you wanna facetime tomorrow? i mean, it would be nice to see you, you know. sierra : would it really, though? jamey : well, maybe more for me than for you. sierra : no, no, i just... yeah, there's no reason why i shouldn't logically. the example [6] above showed the dialogue between male and female characters, jamey and sierra. the dialogue occurred through phone calls. in this case, jamey assumed that the girl he has been calling is veronica, not sierra. then, jamey asked sierra about his idea to do a facetime for the first time by saying that it would be nice because they can see their face through the screen while doing a call. in the dialogue, sierra uttered no, no, i just... yeah, there's no reason why i shouldn't logically, so yeah. yes, yeah. this utterance contains the lexical hedges yeah in medial position. therefore, with that lexical hedges she was about to express her struggle in keeping her putri, ni paassp., malini, ni lsm, & saientisna, md. 36 p-issn 2614-5960, e-issn 2615-4137 secret. since she accepts jamey‟s request to do facetime call, she used lexical hedges to connote her lack of confidence since she got nervous. the words yeah in middle of her sentence functioned as a pause for her to think what she would say in her statement. hedges as final position when the words of hedges as final position appeared, it is generally followed by rising intonation. it functioned to ask for confirmation and turn-yielder regarding to the end of the utterances. hedge as final position also does not always be the last word that being utterance also indicates the end of a turn structural unit in a stream of talk uttered by the same speaker. by way of this, the final position shows that lexical hedges frequently functioned when seeking confirmation and turn-handing signal. in this movie, there are no utterances that contained lexical hedges in final position used by male and female characters. conclusion this study focused on analyzing the use of hedges by the characters in sierra burgess is a loser movie based on the framework of hedges proposed by namasaraev (1997). the findings showed the differences of tendency by male and female characters in using the words of lexical hedges in sierra burgess is a loser movie. this research indicates that female characters tended to use more lexical hedges rather than male characters. the female characters were most frequent in using lexical hedges as fillers namely; you know, well, hmm, um, i mean, yeah and like in their utterance.meanwhile, the total of male characters in uttering the words of lexical hedges are 40 words. the male characters were most frequently used the lexical hedges as fillers through 26 words. in this movie, the female characters had wide range of types in uttering the words that contained lexical hedges, whereas the male characters were not too often in selecting the words of lexical hedges. lastly, the female characters tendency used only one word of lexical hedges as noun namely; suggestion. besides that, this study does not find the lexical hedges as probability adjective, lexical hedges as adverb of frequency, and lexical hedges as „if‟ clause. research and innovation in language learning 5(1) january 2022 p-issn 2614-5960, e-issn 2615-4137 37 references baquee, a. (2016). influence of gender roles in language choice: a study on male and female students of private universities in dhaka city. brown, p., & levinson, s. (1987). politeness: some universals in language usage. cambridge university press. coates, j. (1986). women, men and language: a sociolinguistic account of sex differences in language. london & new-york: longman. coates, j. (1996). women talk: conversation between women friends. oxford: blackwell. coates, j. (2004). women, men, and language: a sociolinguistic account of gender differences in language. creswell, j. w., plano, c., & l., v. (2011). designing and conducting mixed methods research. los angeles: 2nd edition, sage publications. fetzer, a. (1994). negative interaktionen: kommunikative strategien in britischen englisch und interkulturelle inferenzen. frankfurt: lang. holmes, j. (2013). an introduction to sociolinguistics. new york: routldge. hyland, k. (1996). nurturing hedges in the esp curriculum. 477-490. hyland, k. (1996). talking to the academy: forms of hedging in science research articles. written communication, 251-281. jia , l. (2010). possible factors affecting women‟s conversational style. an investigation of hedges used by women in the american tv-series. lakoff, r. (1975). language and woman's place. language in society. leech, g. (2004). meaning and the english verb (3rd edition). harlow: pearson education ltd. leech, n. l., & onwuegbuzie, a. j. (2009). a typology of mixed methods research designs. quality & quantity: international journal of methodology, 265–275. macaulay, r. k. (2004). talk that counts: age, gender, and social class differences. oxford: oxford university press. markkanen, r., & schröder, h. (1997). hedging and discourse: approaches to the analysis of a pragmatic phenomenon in academic texts. cambridge university press. putri, ni paassp., malini, ni lsm, & saientisna, md. 38 p-issn 2614-5960, e-issn 2615-4137 namaziandost, e., & shafiee, s. (2018). gender differences in the use of lexical hedges in academic spoken language among iranian efl learners: a comparative study. international journal of research in english education. namsaraev, v. (1997). hedging in russian academic writing in sociological texts. moscow: publishing company. nikula, t. (1997). hedging and discourse: approaches to the analysis of a pragmatic phenomenon in academic texts. interlanguage view on hedging, 188-207. rosanti, e. d., & jaelani, a. (2016). the use of lexical hedges in spoken language by female and male students. english journal, 29-39. salager-meyer, . (1994). hedges and textual communicative function in medical english written. english for specific purposes, 13 (2),149-170.‬ tannen, d. (2007). talking voices: repetition, dialogue, and imagery in conversational discourse. new york: cambridge university press. wardhaugh, r., & fuller, j. m. (2015). an introduction to sociolinguistics. usa: wiley-blackwell. conflict of interest in this research, there is no conflict of interest. authors’ biography sabhagani is student of english department, faculty of humanities, udayana university. her major is sociolinguistics study. she is available at sabhagania@gmail.com ni luh nyoman seri malini is a senior lecturer at english department, faculty of humanities, udayana university. she is interested in sociolinguistics, applied linguistics, and literatures. she can be contacted at seri.malini@unud.ac.id 5978117 made detriasmita saientisna is lecturer in english department, faculty of humanities, udayana university. his email is at detriasmita@unud.ac.id mailto:seri.malini@unud.ac.id research and innovation in language learning vol. 3(3) september 2020 pp. 253256 pissn: 2614-5960 e-issn: 2615-4137 http://jurnal.ugj.ac.id/index.php/rill copyright 2020 @ yeni erlita, ade aini, nuran, anggraeni thesisia saragih 253 short report the use of digital learning system to engage university students in listening practice: a case study from efl class in indonesia yeni erlita yenierlita12@gmail.com department of english studies, universitas negeri medanindonesia ade aini nuran ade-aininur@gmail.com department of english studies, universitas negeri medanindonesia anggraini thesisia saragih saragih_ath@gmail.com department of english studies, universitas negeri medanindonesia abstract this preliminary research aimed at portraying the impact of digital learning system (dls) implementation on student empowerment. this work used qualitative descriptive case study. first semester english students of a state university in medan, indonesia, negotiated to participate in the study. grounded in dialogic interview, the results suggest that the enactment of dls gives attractive lesson for the students. the students felt the instruction made them borderless between the students and the lecturers. overall implementation of dls enables students to reach minimum standardized criteria in their listening skills. limitation and further recommendation for next research are also presented. keywords: digital learning system, efl students, listening sari penelitian pendahuluan ini memotret implementasi sistem pembelajaran digital (dls) di sebuah universitas swasta di medan, indonesia dalam upaya memberdayakan mahasiswa dalam kegiatan pembelajaran, khusunya di dalam kegiatan menyimak. satu kelas jurusan bahasa inggris secara sukarela berpartisipasi dalam kegiatan ini. dengan menggunakan desain penelitian interview, hasil penelitian menunjukkan bahwa penggunaan digital learning system berdampak positif pada kegiatan pembelajaran mahasiswa. mereka merasakan kenyamana belajar bersama dosen mereka meskipun terpisahkan oleh jarak. mereka berhasil meningkatkan kemampuan menyimak mereka erlita, y., aini, a., & saragih, a.t. 254 p-issn 2614-5960, e-issn 2615-4137 lebih dari criteria minimal yang diprasyaratkan. lebih jauh, keterbatasan dan rekomendasi untuk penelitian selanjutnya juga dipresentasikan disini. kata kunci: digital learning system, jurusan bahasa inggris, menyimak received 2019-12-05 accepted 2020-06-08 published 2020-09-30 apa citation: erlita, y., aini, a., & saragih, a.t. (2020). the use of digital learning system to engage university students in listening practice: a case study from efl class in indonesia. research and innovation in language learning 3(3), pp. 253-256 http://dx.doi.org/10.33603/rill.v3i3.2882 this study digital learning system (dls) is a recent advancement in learning technology which allowing students to learn remotely (bonfield, salter, longmuir, 2020). in this study, i used integrated technology-based subject matter into a software, whether in text, images, or animation / video. within this digital learning system (dls), i easily provided my instructional material as well as the guide to encourage students in speaking practice. to address university preparation in industrial revolution 4.0 age, this kind of learning technology systems worked well in inviting the students to practice listening themselves. situated in the english environment of well-digital learning environment, the students engaged and involved in listening contests and exchanged their results of their listening practice. findings the interview results show positive impact of dls on the students’ listening skills. first, during their listening practice, they made their own adjustments of listening difficulties. as all media served them choices of levels and listening features, listening practice was attractive, for an example, the students felt motivated to take quizzes and tests again and again. second, the interview reveals the students were involved in interesting discussion among their friends throughout their classes. they made comparison and shared their listening experiences among others. often do they discuss using such mobile phone in english learning is fun, too. this is as what aisyah, danumihardja & misdi (2020) discussed that learning through cellphone is able to motivated students to learn better. in this case, i was surprised as my class was getting better and better in terms of learning engagement. not only about their learning http://dx.doi.org/10.33603/rill.v3i1 research and innovation in language learning vol. 3(3) september 2020 p-issn 2614-5960, e-issn 2615-4137 255 motivation is now fascinating but also their eagerness to go to their autonomous learning like uploading content, video, and opting the assignments. all make their learning fun and thus, learning motivation throughout digitalization is an interesting issue. discussion and conclusion this research found e-learning environment were satisfying in the era 4.0. after having learning throughout dls and realizing its impact of the students’ learning experiences, the enactment of dls in lisnening class has shown empowering proof (browne & millar, 2019). in addition, as an impact of listening practice and sharing among peers, their speaking skill is also getting improved. observing six listening tasks and tests suggests me to relay on their standings due relevant materials and fun environments which support eco-learning. beside listening for comprehension, playing listening games are also interesting discussed here. games are often attractive for english learners (chen, yang, huang, 2019). listening games have two roles here: fun games and intensive listening. since this study relies on interview as its technique in collecting data, effectiveness of the dls is still becoming a variable to be tested in terms of statistically analysis. acknowledgment this research is financially supported by universitas negeri medan. references aisyah, s., danumihardja, m., & misdi, m. (2020, april). the impacts of cell phone usages on learning motivation: what students say?. in international conference on agriculture, social sciences, education, technology and health (icasseth 2019) (pp. 203-204). atlantis press. bonfield, c. a., salter, m., longmuir, a., benson, m., & adachi, c. (2020). transformation or evolution?: education 4.0, teaching and learning in the digital age. higher education pedagogies, 5(1), 223-246. browne, l., & millar, d. k. (2019). increasing student voice and empowerment through technology: not just listening to the voice of the learner but using their digital capabilities to benefit a whole college community. journal of further and higher education, 43(10), 1433-1443. chen, s. w., yang, c. h., huang, k. s., & fu, s. l. (2019). digital games for learning energy conservation: a study of impacts on motivation, attention, and learning outcomes. innovations in education and teaching international, 56(1), 66-76. erlita, y., aini, a., & saragih, a.t. 256 p-issn 2614-5960, e-issn 2615-4137 conflict of interest no potential conflict of interest is reported. about author yeni erlita (corresponding author), ade aini nuran, anggraini thesisia saragih are faculty members languages and arts faculty universitas negeri medan. often working as team-teaching, speaking skills, sociolinguistics, and writing are among of their research interests. yeni can be contacted at yenierlita12@gmail.com, ade is available at ade-aininur@gmail.com and anggraini can be reached at saragih_ath@gmail.com mailto:yenierlita12@gmail.com mailto:ade-aininur@gmail.com mailto:saragih_ath@gmail.com research and innovation in language learning 4(3) september 2021 pp. 253-265 pissn: 2614-5960 e-issn: 2615-4137 http://jurnal.ugj.ac.id/index.php/rill copyright 2021@ irma wahyuni, syihabuddin 253 article pedagogical perspectives on teaching english for pre-school children during covid-19 pandemic: an ethnographic study irma wahyuni wahyuni.irma@stkipm-bogor.ac.id wahyuni.irma2021@upi.edu universitas pendidikan, bandungindonesia syihabuddin syihabuddin@upi.edu universitas pendidikan, bandungindonesia abstract the indonesian government had announced a large scale of social and physical distancing since the covid-19 pandemic occurred in indonesia in march 2020. it leads to the restriction of educational institutions, particularly formal secondary and elementary schools. teachers, parents, and students are encouraged to adapt well to the situation. the indonesian government has released a new temporary learning policy during pandemic for elementary school students, called the emergency curriculum. it urges elementary school students to learn at home through teacher supervision via online platforms. it is not simple to educate and teach children at home, mainly teaching english for parents busy with their jobs. by employing an ethnographic study in an early childhood education institution in bogor, this research investigates the online learning and blended learning process during the covid-19 pandemic, specifically learning english. the advantages, challenges, and weaknesses of the english teachinglearning process will be explored and related. recommendation for further studies and other learning management processes during pandemic will be encouraged as the significance of the research. keywords: pandemic, pre-school, learning, restriction, english, childhood sari pemerintah indonesia telah mengumumkan pembatasan sosial dan fisik secara besarbesaran sejak kasus pandemi covid-19 terjadi di indonesia pada maret 2020. hal itu berujung pada pembatasan institusi pendidikan, khususnya sekolah menengah formal dan sekolah dasar. guru, orang tua, dan siswa didorong untuk beradaptasi dengan baik dengan situasi tersebut. pemerintah indonesia telah merilis kebijakan pembelajaran mailto:wahyuni.irma@stkipm-bogor.ac.id mailto:wahyuni.irma2021@upi.edu mailto:syihabuddin@upi.edu wahyuni, i., & syihabuddin, s. 254 p-issn 2614-5960, e-issn 2615-4137 sementara selama pandemi untuk siswa sekolah dasar, yang disebut kurikulum darurat. ia mengimbau siswa sekolah dasar untuk belajar di rumah melalui pengawasan guru dengan menggunakan platform online. mendidik dan mengajar anak di rumah bukanlah perkara mudah, terutama mengajar bahasa inggris, bagi orang tua yang sibuk bekerja. dengan menggunakan studi etnografi selama satu tahun di sebuah lembaga pendidikan anak usia dini di bogor, penelitian ini menyelidiki proses pembelajaran online dan blended learning selama pandemi covid-19, terutama dalam pembelajaran bahasa inggris. kelebihan, tantangan, dan kelemahan proses belajar-mengajar akan digali beserta situasi-situasi terkait yang mengiringinya. rekomendasi untuk penelitian dan proses manajemen pembelajaran lebih lanjut selama pandemi bagi anak-anak prasekolah juga akan disajikan sebagai signifikansi penelitian. kata kunci: pendemi, pembatasan, belajar, bahasa inggris, usia dini received 2021-06-26 accepted 2021-09-22 published 2021-09-30 apa citation: wahyuni, i., & syihabuddin, s.. (2021). pedagogical perspective on teaching english for pre-school children during covid-19 pandemic: an ethnographic study. research and innovation in language learning 4(3), pp. 253-265 http://dx.doi.org/10.33603/rill.v4i3.5320 introduction covid-19 pandemic has caused indonesian students and teachers to adapt to a new model of learning and teaching from home through various online platforms (efriana, 2021; lie et al., 2020; sugarman & lazarín, 2020). this situation seems not a big deal for schools in the city centers, and they have gotten accustomed to the online learning method. however, it is not that simple to convert from traditional into blended or fully online learning to the schools that primarily utilize conventional learning methods with face-to-face teacher supervision. moreover, pre-school education that requires more complex teachers' supervision should adapt to this situation due to pre-school student's characters whose concentration is easy to distract. atmodiwirjo in gunarsa (2008) stated that teaching early childhood students are different from teaching adult students. the statement means that besides teaching children singing, writing, reading, counting, coloring, teachers should also educate their moral values, problem-solving, and character building. researches regarding english as a foreign language (efl) and online learning generally during the covid-19 pandemic in indonesia had shown typical implications http://dx.doi.org/10.33603/rill.v4i3.5320 research and innovation in language learning 4(3) september 2021 p-issn 2614-5960, e-issn 2615-4137 255 and problems encountered during online learning due to literacy loss (bao, qu, r, & hogan, 2020; chamberlain et al., 2020), psychological distress (baloran, 2020; hasan & bao, 2020; qin et al., 2021), financial difficulties and internet access (allo, 2020), teachers and students literacy on learning technology (mulyanti, purnama, & pawinanto, 2020), and learning management and control (jin, lin, zhao, yu, & su, 2021; lin, jin, zhao, yu, & su, 2021). the mentioned researches primarily conducted in the formal elementary, secondary, and higher education institution settings. quite a few discussed similar cases in a pre-school setting, whereas education itself is not only for adults. casey & carter (2016) perceived that one aspect that is frequently not addressed is choosing the specific needs of the individual child's contexts to the teaching methodology and philosophy used and embraced. instead, a particular teaching style is frequently considered good enough to meet all children's needs, and for a majority of children, this may be true. however, every human grows up with diverse cultures and family backgrounds. thus, pedagogic activities should be contextual, holistic, and interconnected with the student's experiences and daily activities (johnson, 2002). these concepts are well-known as the communicative teaching and learning (ctl) method. in terms of teaching english, richards carried out a concept of english teaching strategy that is almost the same as the ctl, called communicative language teaching (clt), found in the late 1960s and 1970s. richards defined clt as language learning that focused on considering how speakers use language in different communication contexts (richards, 2001). the preschools teachers considered as a very first 'formal' teacher for almost every child ought to understand this concept since education reflects the sincerity in seeking knowledge and practicing knowledge, education that has succeeded in building courage in upholding the truth and patience in carrying out the struggle to build civilization (syihabuddin, 2020). the teaching-learning strategies and philosophy principles above are relevant to apply in various teaching-learning contexts for children, including teaching english. english is compulsory throughout secondary schools in indonesia (atmojo & nugroho, 2020). based on the researcher's observations, most english exercises or textbooks for secondary school students in indonesia focused on grammar, vocabulary, and reading wahyuni, i., & syihabuddin, s. 256 p-issn 2614-5960, e-issn 2615-4137 with some lessons for improving english writing and speaking. meanwhile, english books for children or pre-school students mainly focused on vocabulary learning through colorful pictures. before pandemic, the teachers usually utilized the drilling method to mention the pictures or tools loudly then the students follow what they said. they also encourage pre-school students to memorize vocabularies. meanwhile, in a pandemic situation, teaching english to pre-school students can be more complicated. the students could not meet the teachers directly, and they face many obstacles in learning english vocabularies, particularly in terms of pronunciation technically. besides, the students no longer feel learning situations that make them happy, excited, and motivated with their classmates. consequently, pre-school students perceive that english learning is not an exciting and encouraging activity anymore, and the teachers could not reach the learning outcome they arranged in the curriculum. by the time children enter school at the age of 4 or 5, most have achieved near adultlike mastery of the sounds and grammar of their native language(s) and can communicate with others effectively (blakemore, 2011). therefore, language learning, including efl, can develop their communication and social skills, and online or distance learning should not be a barrier for them to develop their communication skills. looking at these problems in efl teaching for pre-school students that has not been widely researched and discussed, this research aims to explore the process of english teaching and learning for pre-school students in an early childhood education institution (paud) assyifa bogor during covid-19 pandemic. strengths and weaknesses of the english teaching-learning process will be explored as well as situations related to it. the researcher would also recommend further studies and other learning management processes during pandemic for pre-school students. hopefully, this research gives some crucial and valuable insights for efl researchers, practitioners, and pre-school policymakers to deal with their students' english teaching and learning system, particularly during pandemic situations. research and innovation in language learning 4(3) september 2021 p-issn 2614-5960, e-issn 2615-4137 257 methods with the research objectives and significances described previously, the researcher conducted this study employing ethnographic research. fraenkel et al. defined ethnographic research that utilizes various approaches to obtain a holistic picture of a particular group, society, setting, institution, or situation (fraenkel, jack r, wallen, norman e, hyun, 2012). they further continued, "the emphasis in ethnographic research is on documenting or portraying the everyday experiences of individuals by observing and interviewing them and relevant others" (fraenkel, jack r, wallen, norman e, hyun, 2012). looking at the complexity of the study, the researcher decided to conduct it with ethnographic research to present holistic information regarding the problem. data collection and analysis techniques according to angrosino (as cited in sangasubana, 2011), three strategies for collecting data in ethnography are observation, interviewing, and archival research. in relevance to it, fraenkel et al. (2012) claimed that the critical tools in all ethnographic studies are indepth interviews and continual, ongoing participant observation of a situation. thus, refers to the statements of theories above, the researcher would collect and analyze the data in this research with in-depth interview and observation technique. the period for conducting this research is one year, started from april 2020 until april 2021. results and discussion before describing this research result, firstly, the researcher would inform the data early childhood education institution observed. paud assyifa is an early childhood education institution located in bogor district, west java, indonesia. the schooling system is a pre-school for children aged 4,5, and 6 years to prepare their literacy skills before entering elementary schools. the school provides two levels of students; level a as the beginner (first year) and level b as the intermediate-upper intermediate (second year). it gives choices to the parents to send their children to study in there for a year only or two years. learning system and policy operated under the regulation and the curriculum of the directorate general of early childhood education and primary and secondary education (dikdasmen), indonesian ministry of education and cultural wahyuni, i., & syihabuddin, s. 258 p-issn 2614-5960, e-issn 2615-4137 affairs. student's learning books consist of exercise books that combine literacy skills in students through reading, writing (including thickening letters and numbers), coloring, drawing, matching, counting, and making handicrafts. the students also learn to socialize with their peers through playing a variety of games supervised by teachers. english teaching methods used for children during pandemic after a year of in-depth observation (including field notes) during the covid-19 pandemic, the researcher encountered that the teaching and learning method employed is blended learning, including in learning english. it means that the students are encouraged to learn at home with their parents using the exercise books from schools, and occasionally they should learn at school (it could be once a week or twice a week, based on the situation). occasional meetings in the classroom usually organized to discuss homework and assignments they had finished at home with their parents' assistance. in typical situations, english is not taught every day as the teachers considered it a foreign language. teaching english is mainly concerned with mentioning and memorizing vocabularies through pictures in the books or using appropriate equipment. for instance, the teachers showed the types of different flowers when the children were learning to mention the names of various flowers. besides, they usually drilled the vocabularies several times and let them follow them until they memorize the words well. according to the researcher's field notes, since teachers who teach english do not have academic qualifications in english education, linguistics, or letters, the researcher frequently heard or saw the teachers mispronounced the words, and indeed, their students followed it. however, this efl teaching technique stimulates the students' motivation and excitement. it can be seen from their enthusiasm when pronouncing the words loudly together. meanwhile, during pandemic, the teachers give the instructions for students to learn english at home with their parents without direct observations using any media or online platforms. homework instruction or assignments generally informed through parents' whatsapp group as a media of collective communication between parents and teachers. in another case of learning english, parents occasionally record the english research and innovation in language learning 4(3) september 2021 p-issn 2614-5960, e-issn 2615-4137 259 learning activities of their children and send the videos or audios to the teachers through whatsapp. the effectiveness of blended learning method in teaching english for children blended learning, particularly in learning english for pre-school students, effectively gives the students time flexibility to learn with their parents even though their motivation is frequently lacking due to solitary circumstances they face during learning at home with their parents. blakemore (2011) stated that developmental psychology research on the theory of mind has demonstrated that the ability to understand other's mental states develops over the first four or five years of life. it means that pre-school children need a socialization process. they need mates and relatives to communicate as the adults do. in other words, most of them will get bored and tired when learning alone. based on the information from the teachers, parents may overcome that situation through video-calling their children's classmates during learning at home. then they can keep communicating with their peers, sharing their home-learning activities, or expressing their ideas to each other, so they will feel that they still have friends and are not alone. besides, a monotonous mode of learning with exercise books from the school may cause their boredom. in corresponds to it, kennedy stated; "although reading, writing, and oral language skills and strategies are crucially important to develop, it is important to espouse a broad vision of literacy, which encompasses the cognitive, affective, socio-cultural, cultural-historical, creative and aesthetic dimensions of literacy across the lifespan of the individual" (kennedy et al., 2012). from the statement above, the researcher perceives that enhancing literacy in children is better to include various methods, strategies, and modes of learning as literacy covers a broad of dimensions with its related aspects. the researcher perceives that the direct method in teaching english is crucial in every level of students. a language is a communication tool that needs direct interaction through seeing, hearing, speaking, listening, and comprehending. therefore, pre-school teachers can creatively combine learning modes during pandemic. one of the direct methods in teaching english wahyuni, i., & syihabuddin, s. 260 p-issn 2614-5960, e-issn 2615-4137 utilizing an uncomplicated online platform is through a zoom-video meeting. zoom is widely used in today's situation to substitute face-to-face physical meeting as it is possible for the users to see and talk to each other through video, in which they can do it collectively. it is effective as a means of language teaching and learning process as long as the internet connection is strong enough and the supported devices are available. the other platforms with the same function as zoom cloud meeting can be used: microsoft teams, google meet, and many more. besides the learning instruction given through whatsapp, the pre-school teachers may also link youtube animation channels relevant to the english learning materials. to avoid distraction and children's split-concentration during youtube videos, they should be controlled and accompanied by their parents. learning through youtube animation videos can stimulate learning excitement in children as they usually consisted of musical instruments, so the children may learn to sing. in a nutshell, teachers and parents can get many benefits from their smartphones or other devices with internet access (wahyuni & septianasari, 2020) to enhance efl learning. strengths and weaknesses of english blended learning method in pre-school in correlation to the situations above, results of observation and interview with some teachers, students, and parents, the researcher has mapped the strengths and weaknesses of blended learning methods in teaching efl for pre-school students. teachers' perceptions the researcher interviewed three teachers in paud assyifa directly, and the information they had given showed that english blended learning leads students to have a more extended period when learning at home with their parents. the main reason why the learning mode is monotonous is due to the poor internet connection in some of the parents' houses, and it is not possible to conduct efl learning using direct methods through online video meetings/conferences such as zoom cloud meeting. in terms of students' learning barriers, the teachers said that parents could communicate the students' difficulties during efl learning at home in the weekly physical meeting (in the classroom). research and innovation in language learning 4(3) september 2021 p-issn 2614-5960, e-issn 2615-4137 261 students' perceptions not all students were interviewed in this research as some of them were shy to express their feelings and opinions. however, the researcher had discussed students' perception of the efl learning method during pandemic with four students from class a and six students from class b. 7 students honestly stated that learning from home can be done while watching television and enjoying the learning process. however, they felt uncomfortable since their parents, particularly their mother, frequently get angry or in a bad mood when teaching them the materials from the book. that kind of situation is primarily because the parents should deal with their jobs and operate them via online media. parents' perceptions when the researcher interviewed mothers at school (six out of ten mothers), they said that regular efl home learning during a pandemic is not easy. they frequently face their children crying when learning with them. parents assumed that their children often get stress. it probably due to the learning strategies that the mothers use at home are not the same as what the teachers usually conduct at school. finally, the parents would let their children playing or watching television and procrastinating their assignments. almost all parents said that those were complicated situations that were testing their patience. the opinions of the research participants above illustrate that a blended learning method for teaching english to pre-school students could be effective when related parties, particularly teachers and parents, collaborate well in creating comfortable and exciting learning and teaching circumstances. either online or distance learning may still be fun for children when they obtain and get involved in some fun and festive activities they like, and they can keep communicating with their peers or classmates. without combining english teaching strategies with various media for pre-school children, the learning outcome is hard to reach as they get bored during the learning process. wahyuni, i., & syihabuddin, s. 262 p-issn 2614-5960, e-issn 2615-4137 conclusion & recommendation besides demands for combining various english learning strategies and media during blended learning in the covid-19 pandemic, the pre-teachers should also collaborate with other related parties and policymakers. the collaboration possibly leads them to enhance learning and design more interactive efl learning situations for pre-school students. education systems are principally the property of states. even if authority is developed to semi-autonomous bodies such as religious, ideological, regional-ethnic, or other parent-controlled agencies to deliver schooling, or higher, or specialized education, states typically license, authorize, fund, or certify educational practices (bianco, 2008). creative parents and teachers will learn how to give better and more exciting efl learning media and circumstances for their children/students. it can be conducted by learning personally from diverse sources of information or through an informal course managed by a skill development institution or organization. thus, knowledge, skills, and professional development are required in learning management and control during pandemic to direct them into viable attempts to create better efl teaching and learning design and reach learning outcomes. in addition, teachers and parents 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(2011). how to conduct ethnographic research. in the qualitative report (vol. 16). retrieved from http://nsuworks.nova.edu/tqr%5cnhttp://nsuworks.nova.edu/tqr/vol16/iss2/14 sugarman, j., & lazarín, m. (2020). educating english learners during the covid-19 pandemic. in migration policy institute. retrieved from https://www.migrationpolicy.org/research/english-learners-covid-19-pandemicpolicy-ideas syihabuddin. (2020). pendekatan profetik, menggagas teori pendidikan alternatif. research and innovation in language learning 4(3) september 2021 p-issn 2614-5960, e-issn 2615-4137 265 bandung: upi press. wahyuni, i., & septianasari, l. (2020). exploring the efficacy of multimedia onlinebased learning (techno-education) for intermediate efl learners with difficulties in listening and speaking. journal of physics: conference series, 1477(4). https://doi.org/10.1088/1742-6596/1477/4/042044 conflict of interest no potential conflict of interest is reported. author biography irma wahyuni is a lecturer in the department of english language education at stkip muhammadiyah bogor. interdisciplinary linguistics, applied linguistics, critical discourse studies, and english language pedagogy are her research interests. she is currently conducting her phd research in the linguistic department at the faculty of postgraduate studies, universitas pendidikan indonesia. 6115952 syihabuddin is a professor of translation in the faculty of postgraduate studies at universitas pendidikan indonesia. he also teaches doctoral students pedagogic studies in the department of linguistics, universitas indonesia. he supervises phd students’ researches on the study area of translation (arabic-bahasa) issues, semantics, and language pedagogy. 5990111 scopus id 57211609176 research and innovation in language learning 4(3) september 2021, pp. 299-303 pissn: 2614-5960 e-issn: 2615-4137 http://jurnal.ugj.ac.id/index.php/rill copyright 2021@ iman santoso 299 short report how do students learn german cultural values throughout podcast-mediated project-based learning amidst covid-19 pandemic? iman santoso iman_santoso@uny.ac.id germany education department of universitas negeri yogyakarta, indonesia abstract kulturkunde, a germany intercultural class, pivoted to online learning due to covid-19. meetings switched from face-to-face to synchronous and asynchronous meetings. during these modes, students struggled learning german cultures throughout the podcastmediated project-based learning. accordingly, the paper attempts to describe how germany-majored students learn german cultures during the online learning. data were garnered from the kulturkunde class reflection during podcast-mediated project-based learning in the state university in yogyakarta. during these online meetings, twelve podcasts containing students’ intercultural projects were published. the findings reveal the students successfully pursued varieties of intercultural awareness. in addition, they also promote their language fluency and accuracy. to end, issues of ict-based learning is also sought to discuss. keywords: culture, podcast, germany, intercultural awareness, kulturkunde sari kulturkunde, pembelajaran budaya jerman berubah dari tatap mukan menjadi tatap maya. melalui kanal ini, mahasiswa berusahan keras belajar dan memahami nilai-nilai budaya jerman secara daring melalui bantuan media podcast. dari sini, tujuan penulisan artikel untuk mendeskripsikan bagaimana mahasiswa jurusan pendidikan bahasa jerman berlajar budaya jerman secara daring. data riset diperoleh melalui kegiatan refleksi selama pembelajaran yang didokumentasikan selama pembealjaran oleh dosen di sebuah universitas negeri di yogyakarta, indonesia. selama kegiatan pembealjaran daring ini, dua belas proyek podcast berhasil dipublikasikan. hasil riset menunjukkan tidak hanya masalah perolehan nilai-nilai budaya jerman yang diperoleh dan dipelajari, namun juga adanya kemampuan berbahasa jerman yang meningkat. sebagai tambahan, kemampuan pengguanaan teknologi pendidikan juga menjadi berkembang. kata kunci: budaya jerman, kulturkunde, proyek kelas, podcast received 2021-09-28 accepted 2021-09-30 published 2021-09-30 mailto:iman_santoso@uny.ac.id santoso, i. p-issn 2614-5960, e-issn 2615-4137 300 apa citation: santoso, i. (2021). how do students learn germany cultural values throughout podcast-mediated project-based learning amidst covid-19 pandemic?. research and innovation in language learning 4(3), pp. 299-303. http://dx.doi.org/10.33603/rill.v4i3.6769 this study as covid-19 spreaded out in the country, universities and schools have to run distance learning. this was made as an effort to avoid the virus being spreading out. as a result, face-to-face meeting switched into online classes (maican & cocoradă, 2021). despite of difficulties in the beginning, both students and lecturer gradually moved into new teaching approach. this situation which is not an ease, has provided both students and lecturer skills of ict-based learning. a numbers of studies have uncovered digital media of instruction have been enacted during the period of covid-19. from their studies, e.g. gunawan, suranti, & fathoroni (2020) show main instructional media of learning management system and social media in facilitating student engagement of germany language. google classroom, whatsapp, email, zoom, and moodle become trends during this era, especially in the university of the author. studies investigating podcast-mediated instruction show how it empowers students in learning foreign language during the distance learning (hall & jones, 2021; konig, 2020). thus, this paper is attempted to describe how germany-majored students learn germany cultural events and practices throughout podcasting in their kulturkunde online class. methods this is a part of larger studies. grounded in case study, this research adapted of podcast proposed by hall & jones (2021). data were garnered in classroom reflection made by the instructor. the author himself made his instructional reflection during his teaching kulturkundea german culture. written reflection was, at the end of the teaching program, analysis and interpreted. results and discussion the project was initiated, discussed and negotiated within the classroom members as a solution. during the enactment of podcast-medium project-based learning, three principals http://dx.doi.org/10.33603/rill.v4i3.6769 research and innovation in language learning 4(3) september 2021 301 p-issn 2614-5960, e-issn 2615-4137 were negotiated: (1) setting learning objectives, (2) modes of task completion and reports, and (3) authenticity and project-management of assessment and evaluation. at the end of the project, reflection was taken place. at the final round, 12 podcasts were published. for the details, table 1 shows the students’ podcasts. table 1. students’ podcast products no. themes links to access 1. wohnformen in deutschland http://bit.ly/36xwvjh 2. müll wie kann man daraus geld machen? https://open.spotify.com/show/2umvp0rnubzvbkg7g9mcp5 3. familie in deutschland http://bit.ly/2ydaumd 4. essgewohnheiten http://bit.ly/2yxycya 5. freizetiaktivitäten http://bit.ly/2yatsi2 6. architecktur in deutschland http://bit.ly/2yxycya 7. öffentliche verkehrsmittel http://bit.ly/2mnvvgo 8. parteien in deutschland http://bit.ly/2nzjqi3 9. geburt und tod https://anchor.fm/sandra-kusma/episodes/geburt-und-tod-indeutschland--podcast-eot3j5 10. studium in deutschland https://soundcloud.com/jihan-afifah-388561723/empodcaststudium-in-deutschland 11. typisch deutsch? https://anchor.fm/gruppeelf/episodes/typisch-deutsch-eorsoa 12. feierlichkeiten in deutschland https://anchor.fm/dinda-oktavia2 from the implementation of the projects, critical incidents have brought the classroom becoming autonomous and self-directed learners. during the group discussion, for instance, it was found out the students were engaged in critical discussion and become active collaborators and evaluators. involved in collaborative works, the students navigated german cultures online and searched for values of them. during this time of active learning, german cultures and values shared in cloud systems and reported by the peers were discussed. at the same time, the students show their new experiences of using ict-based learning system—a podcast. getting well-informed and finally customized in launching and operating the podcast. educational technology, the students as likely trained for becoming peer teachers who designing, editing, and publishing to cloud system—internet for public exposure. it also discovered, for the students, these experiences made germany learning as meaningful and attractive. the reflection goes to the students’ language skills as indirectly adjusted during the group discussion and negotiation. to some students, commenting peers’ group podcast projects is the most interesting learning experience. they argued, not http://bit.ly/2ydaumd http://bit.ly/2yxycya http://bit.ly/2yatsi2 http://bit.ly/2yxycya http://bit.ly/2mnvvgo http://bit.ly/2nzjqi3 https://anchor.fm/sandra-kusma/episodes/geburt-und-tod-in-deutschland--podcast-eot3j5 https://anchor.fm/sandra-kusma/episodes/geburt-und-tod-in-deutschland--podcast-eot3j5 https://soundcloud.com/jihan-afifah-388561723/empodcast-studium-in-deutschland https://soundcloud.com/jihan-afifah-388561723/empodcast-studium-in-deutschland santoso, i. p-issn 2614-5960, e-issn 2615-4137 302 only they forced to use germany, but also self-confidence. ―what a wonderful learning it is!‖, they said. as könig (2020) revealed in his study, podcast medium of instruction can be potential for promoting students engagement and empowerment. the students show their eagerness to study german cultures as their opponents of group share their results of the projects. students were motivated to discuss and, at the same time, they improve their skills of managing the media—podcast (santoso, 2016). as project-mediated tasks is potential of learning strategy (gunawan, suranti, & fathoroni, 2020), it provides students’ change and opportunities to practice and develop their personal language fluency and accuracy. in addition, the students are also invited to be critical as they read and enjoy their peers’ works. conclusion and further research recommendation podcasting provides germany-majored students learning cultural values. they engaged in self-directed and autonomous project-based learning. they acquired cultures of germany from their discussion. in addition, this kind of project-based learning is recommended as instructional strategy as it not only gives students autonomous learning but also facilitates improving their germany language proficiency in online learning. references gunawan, suranti, n. m. y., & fathoroni. (2020). variations of models and learning platforms for prospective teachers during the covid-19 pandemic period. indonesia journal of teacher education, 1(2), 75–94. hall, n.m., & jones, j.m. (2021) student-produced podcasts as a teaching and learning tool, american journal of distance education, doi: 10.1080/08923647.2021.1995256 könig, l. (2020): podcasts in higher education: teacher enthusiasm increases students’ excitement, interest, enjoyment, and learning motivation, educational studies, doi: 10.1080/03055698.2019.1706040 maican, m.-a., & cocoradă, e. (2021). online foreign language learning in higher education and its correlates during the covid-19 pandemic. sustainability, 13(2), 781. https://doi.org/10.3390/su13020781 santoso, i. (2016). pembelajaran bahasa jerman berbasis projek. jurnal pendidikan bahasa dan sastra, 12(1), 8312. https://doi.org/10.17509/bs_jpbsp.v12i1.3609 conflict of interest no potential conflict of interest is reported. https://doi.org/10.1080/08923647.2021.1995256 research and innovation in language learning 4(3) september 2021 303 p-issn 2614-5960, e-issn 2615-4137 about author iman santoso is senior lecturer at germany education department of universitas negeri yogyakarta. indonesia. his research interests are among the intercultural communication and teaching germany as foreign language. he is available at iman_santoso@uny.ac.id. 6020657 mailto:iman_santoso@uny.ac.id research and innovation in language learning 4(3) september 2021 pp. 284-298 pissn: 2614-5960 e-issn: 2615-4137 http://jurnal.ugj.ac.id/index.php/rill copyright 2021@ haris sugianto 284 article exploring an english teacher’s lived experiences of assessment practices in a blended learning enactment: a narrative inquiry haris sugianto harissugianto7954@gmail.com graduate program in elt, universitas islam malang, indonesia abstract although extensive studies have put a focus on the enactment of blended learning in english as a foreign language (efl) classroom, there is a paucity of research into the teacher’s lived experiences of how they enact assessment in the blended learning activities. to fill such gap, this paper reports on a narrative inquiry of an efl teacher’s lived experiences of conducting assessment during blended learning in the pandemic era. the study’s findings shed light on the ineffectiveness of the assessment practice during the blended learning enactment, particularly in the context of rural schools. albeit the participating teacher in this study was fully engaged to conduct assessment from his past experiences, two major problems hinder such a practice: students’ unsubmitted assignments and poor internet connection. based on these findings, teachers are encouraged to find an alternative assessment practice during the blended learning, such as portfolio assessment. this suggestion is anchored by the fact that the assessment practice was not technically assisted during the blended learning activities. keywords: assessment, blended learning, lived experience, narrative inquiry sari meskipun studi ekstensif telah menempatkan fokus pada pemberlakuan pembelajaran campuran dalam kelas bahasa inggris sebagai bahasa asing (efl), ada kekurangan penelitian yang mengeksplorasi bagaimana guru memberlakukan penilaian dalam kegiatan pembelajaran campuran. untuk mengisi kesenjangan tersebut, makalah ini melaporkan penyelidikan naratif tentang pengalaman langsung seorang guru efl dalam melakukan penilaian selama pembelajaran campuran di era pandemi. temuan studi ini menjelaskan ketidakefektifan praktik penilaian selama pemberlakuan pembelajran campuran, khususnya dalam konteks sekolah pedesaan. meskipun guru yang berpartisipasi dalam penelitian ini sepenuhnya terlibat untuk melakukan penilaian dari pengalaman masa lalunya, dua masalah utama menghambat praktik semacam itu: tugas siswa yang tidak terkirim dan koneksi internet yang buruk. berdasarkan temuan tersebut, guru didorong untuk mencari alternatif praktik penilaian selama blended mailto:harissugianto7954@gmail.com research and innovation in language learning 4(3) september 2021 285 learning, seperti penilaian portofolio. saran ini ditambatkan oleh fakta bahwa praktik penilaian tidak dibantu secara teknis selama kegiatan blended learning. kata kunci: penilaian, pembelajaran campuran, pengalaman hidup, penyelidikan naratif received 2021-06-28 accepted 2021-06-30 published 2021-09-30 apa citation: sugianto, h. (2021). exploring a rural english teacher’s lived experiences of assessment practices in a blended learning enactment: a narrative inquiry. research and innovation in language learning 4(3), pp. 284-298. http://dx.doi.org/10.33603/rill.v4i3.5327 introduction in recent years, the use of blended learning to provide course material to a diverse group of students is becoming more common in educational institutions. according to castle and mcguire (2010), blended learning is widely used because of its potential to offer flexible access to information and teaching at any moment, from any place, and costeffectiveness for institutions of higher education. nowadays, impacted by coronavirus disease (covid-19), many educational institutions in indonesia are running blended learning. such a learning approach combines the advantages of face-to-face and online learning to suit each individual which is a way of learning that is versatile, open and meaningful (seffner & kepler, 2015). blended learning focused learner autonomy by utilizing information technology to build and facilitate positive learning (quvanch & kew, 2020). according to albiladi andalshareef (2019), blended learning can also be easily applied to the four language skills. this subsequently engages learners to learn both virtually and face-to-face. experience refers to an event encountered by someone (lopez & vanegaz, 2020). in the context of teaching, experience has an important element namely a full story of what someone experienced and what he/she did in the past as a teacher that provides insight into how experiences shape his/her knowledge and make decisions about assessment. according xu dan liu (2009), teacher’s lived experiences in doing assessment shed light on the importance of conducting assessment for future learning activities. the insights teachers obtained in the previous experiences lead to an overview for the current assessment practice in the classes. an empirical study by rasyidah, triana, and http://dx.doi.org/10.33603/rill.v4i3.5327 sugianto, h. 286 p-issn 2614-5960, e-issn 2615-4137 saukah (2020) yields an evidence that teachers’ past experiences of assessment practice affect the way they carry out the present assessment practice. many previous studies have investigated and explored blended learning. previous researchers have highlighted aspects of blended learning, for example astria (2020) revealed that the application of blended learning is successful in the teaching and learning process and engages students in learning actively. althomali and alzeer (2020) showed in their study that blended learning leads to joyful learning activities for students as they participated in a variety of tasks. alshareef (2019) contends that blended learning is appropriately enacted in teaching language skills. recently, dahmash (2020) revealed that blended learning has motivated efl students to learn writing skills and encouraged them to look for resources online. given the many existing studies on blended learning, little empirical evidence is primarily focused on the aspect of assessment practice in blended learning enacted by english teachers, whereas assessment is part of the teaching and learning process which aims to improve the performance of the assessor and the person being assessed. as revealed black and wiliam (2006) as cited in khairil and mokshein (2018), assessment is a series of collecting all the tasks performed by a teacher to students then the assessment will be used as a reference in determining how the learning process will come. recently, researchers have only focused on exploring assessments based on classroom learning, as has been done. in particular, previous research focuses on the application and model of the assessment. for example, zhank and stock (2003) show that teachers rely more on objective classroom evaluation assessments and show increased attention to evaluation consistency. musawy (2009 contends that the main emphasis of current evaluation activities is on assessment, class discussions, class assignments, assignments, and seminars. it is thus essential to further explore teacher’s lived experiences in conducting assessment during blended learning implementation. previous studies mentioned earlier in this paper were primarily carried out on face-toface learning in the classroom, and were also mostly conducted on teachers at the university as participants. there is a paucity of research that examines english as a foreign language teachers’ lived experiences of assessment practice in blended learning in the schooling contexts. to fill such void, the present study looked into the lived research and innovation in language learning 4(3) september 2021 287 experiences of an efl teacher from a rural area in east java, indonesia, with regard to his assessment practice during the implementation of blended learning in the school. method design to explore teacher’s lived experiences, a narrative inquiry was employed in this study. narrative inquiry is the first and most important way to understand experiences. john dewey's theory of experience, as cited from clandinin and connelly (2008) provides a foundation for attending experience through three-dimensional space for narrative inquiry, namely the dimensions of temporary, place, and sociality. this threedimensional space of narrative inquiry allows for investigation into the multilevel life experiences of researchers and participants. in this study, the stories that are told and lived are situated and understood in the larger cultural, social, and institutional narrative. participant’s profile the participant in this study is erick (pseudonym, male, 47 years old). my initial meeting with erick began when he took his son to practice martial arts. since that, i often met and got acquainted with him. erick is a senior english teacher at a secondary school based in bangkalan regency, east java, indonesia with more than 25 years of teaching experiences. he obtained a master’s in english education from a private university in malang, east java, indonesia. beside teaching in formal institution, erick run an english course at the afternoon after schooling time. impacted by covid-19 pandemic, erick transformed his teaching from face-to-face to blended learning model in order to help his students engage in the online learning activities. data collection and analysis procedures data in this study were garnered through semi-structured interview. this interview design enables participants to voice their experiences without any restricted questions. the interview was done face-to-face using participant’s national language by adhering to covid-19 health protocols. it lasted around 45 minutes to an hour. since the study was qualitatively anchored, the data obtained from the interview were analyzed following the qualitative framework for data analysis procedure. first, i read the sugianto, h. 288 p-issn 2614-5960, e-issn 2615-4137 interview transcripts multiple times to understand global meaning of the participant’s stories. further, several salient themes were highlighted in order to focus on the main issues related to the research questions. afterward, the themes emerged from such a step were coded as the findings of the study. findings findings of this study are detailed into two emerging themes: enacting blended learning in the teaching and learning process and navigating assessment during the teaching and learning process. enacting blended learning: the source of teaching fulfillment erick have been a teacher in senior high school in bangkalan sice 2003, that school there are five english teachers, but only three teachers who teach english subjects including him, and the other teachers teach madura language subject . this is due to the fulfillment of the teaching hours of three english teachers who are already civil servants, where is each civil servants teacher must have twenty four teaching hours in a week. erick taught twelve classes, consisting of tenth grades and eleventh grades. he always make paper plan and analysis of basic competence and scope (linkage and integration between based competence, learning materials, learning models, learning activities, indicators of competency achievement, and assessment) but in practice sometimes he got out of the lesson plan that he had mad. he conveyed: excerpt 1 sometimes i teach in class out of the lesson plan that i already made because i adjust to the conditions of the class when i was teaching and also i adjust what is needed in the class at that time. at the beginning of the covid pandemic 19 the learning process in his school used a full online in accordance with the instructions of the education office. erick used whatsapp group in online learning practice , he made a voice recording to explained his materials then he shared it in the group and if there was not understood about his explanation, he ask students to send a private message or whatsapp group to ask the questions, he didn’t use the zoom because there was no signal where his students lived after several month he had tried to apply online learning but it did not run well and was ineffective because he found some problem in practicing online lerarning procces and research and innovation in language learning 4(3) september 2021 289 he claimed full online learning will be possible if implemented in schools that are located in the city center. however, full online learning did not effective if apply in his school which is the located in rural areas. it is depicted in his statement : excerpt 2 since i taught in the school where is located in the rural, the students often complain about the unstable network in online learning, they also convey that their phone did not support by good aplplicatoion to open document who their teacher gave to them and sadly there were still students who don't have smartphone. in addition, he also argued that online learning made him unable to recognize the character of his students because he did not interact directly in class, online learning also had an effect on character building for students, students did not respect to their teachers when online learning. this situation is reflected in erick’s statement. he shared: excerpt 3 i made a voice recording to explained my materials and shared some documents in the whatsapp group for them to learn and l said if there was not understood about my explanation, he ask students to send a private message or whatsapp group to ask the questions, and also i gave them some task and ask them to submit their task by sent it in whatsapp but l didn’t get respon from my students and they also didn’t submit their task. i feel disrespected as a teacher therefore, based on the experience of online learning implementation, erick has option to switched to apply blended learning and then he convey his ideas to his school with various problem that he found during online learning practice and his school agreed with his choice because the school realize that online learning is ineffective if applied continuously, then, his school starting to apply blended learning with students going to school alternately every week. he explained : excerpt 4 in the first week students with odd absences doing learning process with face-to-face learning in the school, while students who have even absences have to learn with online at home, and for the second week the students who have odd absences studied with online learning at home and students who have even absences came to school for study. sugianto, h. 290 p-issn 2614-5960, e-issn 2615-4137 in blended learning practice, erick used face-to-face learning to deliver learning materials, while for students who study at home he gives assignments to be done online, as he has said : excerpt 5 during face-to-face learning at school i use it to deliver learning material, by delivering the material directly i feel more satisfied because there is direct interaction between me and students and i can also monitor my students. while for students who do online learning at home i give them assignments or practice questions to be done and then collected to me via online by whatsapp group. he prefers to use whatsapp groups as a learning medium for students who study online at home, besides he gets advice from his friends, whatsapp groups are an option because students are constrained by bad signals at student residences and also student cellphones that are not supported by good applications when using other applications.he explained : excerpt : 6 after listening a story from my friend when studying with zoom, most students did not listen to the teacher's explanation and students did not want to turn on the video throughout the process of learning and when students were immediately reprimanded immediately the students leaving the lesson, then students always complaining about unstable networks and cellphones that are not supported by adequate application features, finally i decided to do online learning through whatsapp groups, i think whatsapp is familiar to them and everyone can use it and also whatsapp does not require a high internet quota. then the durations of learning process was also reduced, which originally one hour of the lesson had forty five minutes and it was changed to thirty minutes for one lesson, this reduction in teaching hours actually is less effective because thirty minutes is very short time to explain the materials in learning process. it can be seen from the erick’s statement, he said : excerpt 7 within 30 minutes i can't deliver all my material, it's too short, for example i want to explain about the simple past tense, but i haven't finished explaining my material but the time was up. research and innovation in language learning 4(3) september 2021 291 but he still prefer to use blended learning in covid 19 pandemic than should be full online at home .because he said blended learning is more effective then online learning excerpt 8 blended learning is more effective than online learning. in online learning the students also never open or respond to learning videos or voice recordings that i submitted by online, by switching to blended learning, i hope the learning process will be more effective because we can do face-to-face learning activities even though not every day in one week but at least i can deliver lessons directly and can monitor and guide students directly. enacting assessment practices in the past, before the pandemic and he was still doing face-to-face learning in the calss, he always explained the assessment procedures to his students. there are three aspects of the assessment that he used, that are knowledge, skills and attitudes but currently on pandemic, he didn't explain about it, because he made an assessment that was not in accordance with the procedure. he explained that : excerpt 9 in the online learning practice students rarely joined online calss and submited assignments that i gave and many student scores were blank, if i follow the assessment procedures, then there will be many students whose get scores are below standard and they didn't complete in english lesson. in blended learning practice erick did face to face learning at school he used it to explain his materiasl and recognize the character of students to conduct an attitude assessment and for the students that doing learning process at home by online he gave them task by online tests to conducted cognitive assessment. he told that: excerpt 10 during learningin the class, i can recognize the character of my students, i make observations to them about their behavior as an attitude assessment. not only in class, i also pay attention to how often students respond and submit assignments to me because by responding and collecting assignments, it means students can appreciate a teacher, discipline and responsibility, it is also a factor in attitude assessment. meanwhile, for cognitive assessment, i apply individual assessment by giving a test when students learn online at home despite the fact that many students did not submit their assignments. sugianto, h. 292 p-issn 2614-5960, e-issn 2615-4137 he ever asked to his students why they didn't submit assignments? then the same reason arose when online learning was implemented, they complained about the unstable network and also there are some students said they did not understand about the tasks but they lazy and afraid to ask the teacher. he faces the same problem with online learning, he is confused what strategy should he use to be able to overcome this problem and can assess the ability of students in english lessons properly. it is reflected in his statement : excerpt 11 l confiuse how l will conducted asseessment to my students if my students rarely collected their task and l can't force them to collect their tasks because some reasons that they have ever said, then l decided to made an assessment by taking the assess in the previous semester for eleventh grades, and for tenth grades who just entered to school l gave a assess equivalent to minimum criteria competent. i feel sorry and afraid that if i give them a bad score, it will prevent them from continuing to higher school his decision to give good grades to his students during the pandemic was teased by other teachers. she told that : excerpt 12 i was once insinuated by another teacher, he said to me "mr. erick, you have students who are very good in english , in english subject all students get good scores and no students are remedial while in other lessons many students get bad scores and remedies ". the statement made him offended because he knew that the teacher meant to tease him but erick didn't care about it, because he had his own assessment of his students in the current condition of covid 19. on the other hand, he found that the student assignments that were submitted to him tended to be the same from one student to another so that there was an indication that they were cheating on the answers from their friends and they did not do their own assignments, so it can be said that the current assessment is not purely the result of students' abilities, like what he said at the interview : research and innovation in language learning 4(3) september 2021 293 excerpt 13 the student assignments submitted to me are almost all the same, i am sure they are working on the assignment together, not working on it alone. but i still appreciate their efforts by providing additional score. the findings that appeared in the assessment process using the blended learning method made him more focus on behavior assessment than on cognitive assessments. he said : excerpt 14 cognitive scores is not really important because english is a science that can be learned later, it is not a measure of student success in the future but students' attitudes will determine their future because attitudes cannot be learned, but attitudes can be shaped and guided. this incident reminded him of past events, he ever had a student with poor english language skills poor english so he got bad cognitive scores but he had a very good attitude and now he has good english language skills, moreover he is an english teacher. it need the right strategy for this problem so that blended learning can be implemented in rural schools and teachers can carry out the assessment properly like what mr.yanto expected. he expressed his wish , he said excerpt 15 so far there is still no proper strategy for this problem , for now i think that the best solution is the learning process is carried out face-to-face in the classroom by complying with health protocols. discussion the assessments carried out by erick used blended learning, influenced by his past experience when conducting assessments using online learning. this condition echoes previous research by xu and liu (2009) explaining that teacher’s past experience of assessment practice greatly influence the present practice.. importantly, complexities he encountered during the assessment practice using blended learning was the same as in the online learning. assessment is part of the teaching and learning process which is to sugianto, h. 294 p-issn 2614-5960, e-issn 2615-4137 improve the performance of the assessor and the person being assessed. according to black and wiliam, (2006) as cited in khairil and mokshein (2018), assessment is a series of collecting all tasks performed by a teacher to students then the assessment is used as a reference in determining how the learning process in the future should be enacted. in the present study, the participant referred back to the students’ past assessment as a reference to assess the students’ current competence in the class. interestingly, this study reveals how the participant considers non-cognitive matters as the most essential assessment target. that is to say, students’ character is seen important to support the learning process. the personal and social circumstances are contributive to the participant’s lived experiences. feelings, hopes, desires, aesthetic responses, and spiritual dispositions are all examples of the personal conditions (connelly & clandinin, 2006). in doing the assessment, erick faced a dilemma. such a practice is influenced by contextual conditions depicted in the interview. first, as an english teacher, the participant is responsible for assessing students’ competence. however, this is hampered by the facts that student tasks were not completely submitted since in some cases many of the students were lacking of online facility. thus, the only alternative carried out was to give a minimum assessment score for the students. another dilemma is derived from collegial relationship in the teaching profession. as shared by the participant in the interview, his colleagues’ negative responses were influential on the assessment practice. the present study uncovers a salient and common hindrance of assessment practice during blended learning in rural area schooling. as such, the interview data unpack how the participant was baffled with administering the assessment under inadequate facility and students’ demotivation factor. previous research confirmed this finding (yan, zhang, & fan, 2018). conclusion the present study attempts to reveal an indonesian english teacher’s lived experiences of enacting assessment during the blended learning implementation. findings suggest that conducting an assessment during the blended learning metod is less effective in rural schools. the primary concern in assessing students’ learning activities in blended learning is the limited observation teachers do if compared to the classroom teachings. research and innovation in language learning 4(3) september 2021 295 although it is difficult to conduct assessment, blended learning is considered an effective teaching method for rural schools since the adoption of face-to-face and online activities enable both teachers and students to interact communicatively. from the findings, teachers are encouraged to find an alternative assessment practice during the blended learning, such as portfolio assessment. references albiladi, w. s,. & khlood, k. a. (2019). blended learning in english teaching and learning: a review of the current literature. journal of language teaching and research. 10 (2), 232-238. astria, h. (2020). implementing blended learning to teach listening for university student. e-isbn.1 (1), 194-201. bath, d,. john, b. (2010). getting started with blended learning. grifth institute for higher education. 1-20 castle, s. r., & mcguire, c. j. (2010). an analysis of student self-assessment of online, blended, and face to face learning environments: implication for sustainable education delivery. international education studies, 3(3), 36–40 https://doi.org/10.5539 /ies.v3n3p36 clandinin, d. j,. vera, c. (2008). narrative inquiry. in lisa m. given (ed.), the sage encyclopedia of qualitative research methods. 542-545. clandinin,d, j,. pushor, d,. murray,a.(2006). navigating sites for narrative inquiry. jounal of teacher education. 58: 21 clandinin,d.(2006). narrative inquiry: a methodology for studying lived experience.research studies in music education, 27(1),44-54 creswell, j.w. (2012). educational research : planning, conducting, and evaluating quantitative and qualitative research. library of congress cataloging-inpublication data. 4th ed.140-236. dahmash, n. b. (2020). ‘i couldn’t join the session’: benefits and challenges of blended learning amid covid-19 from efl students. international journal of english linguistics. 10 (1), 221 gulnaz, f,. amani,d. a. a,. & daliyah, h. a. (2020). an investigation of the perceptions and experiences of the efl teachers and learners about the effectiveness of blended learning at taif university. international journal of english linguistics. 10 (1), 337-339. hill, k. (2017). understanding classroom-based assessment practices: a precondition for teacher assessment literacy. papers in language testing and assessment.6 (1), 11-12. jeffrey, l. m., milne, j., suddaby, g., & higgins, a. (2012). help or hindrance: blended approaches and student engagement. retrieved from ako aotearoa https://doi.org/10.5539 sugianto, h. 296 p-issn 2614-5960, e-issn 2615-4137 national centre for tertiary teaching excellence website http://akoaotearoa.ac.nz/download/ng/ file/group-3089/help-or-hindrance-finalreport.pdf khairil, l.f,. siti, e. m. (2018). 21st century assessment: online assessment. international journal of academic research in business and social sciences, 8(1), 659–672. lu, y, h. (2005). stories of teacher identity: a narrative inquiry into east asian esl teachers’ lives. unpublished dissertation. retrieved in february 5, 2021 from https://drum.lib.umd.edu/handle/ 1903/3127 mendieta, j.,& gary, b. (2019). blended language learning in the colombian context: a narrative inquiry of teacher ownership of curriculum change. computer assisted language learning. 13-18 mussawy, s. a. j. (2009). assessment practices: student’s and teachers’ perceptions of classroom assessment. master's capstone projects. 9. 94-98. nguyen, x. n. c. m., & dao, p. (2019).identity exploration and development in tesol teacher education: a three-dimensional space narrativeinquiry perspective. tesol journal,10(4), 492. quvanch, z,.& kew, s. n. (2020). a review on impact of blended learning on the english writing skills. innovative teaching and learning journal. 4 (1), 41-50 rasyidah, u., triana, n., & saukah, a. (2020). the teachers’ assessment knowledge and practice: contribution of the past-time experiences to the present-time decision. the qualitative report, 25(7), 1738-1753. suah, s. l, & saw, l. o. (2012). investigating assessment practices of in-service teachers. international online journal of educational sciences, . 4 (1), 91-106 voogt, j., & roblin, n. p. (2012). a comparative analysis of international frameworks for 21st century competences: implications for national curriculum policies. journal of curriculum studies, 44(3), 299–321. http://doi.org/10.1080/00220272.2012.668938 xu, y,.& yongcan, l. (2009). teacher assessment knowledge and practice: a narrative inquiry of a chinese college efl teacher’s experience. tesol quarterly. 43 (3).493-512. yan, x,. cong, z,. jasom, j. f. (2018). assessment knowledge is important, but …”: how contextual and experiential factors mediate assessment practice and training needs of language teachers. elsevier ltd. all rights reserved. 74.158168. zhang, z,.judith, a. b. s. classroom assessment practices and teachers’ self-perceived assessment skills. applied measurement in education, 16(4), 323–34 conflict of interest no potential conflict of interest is reported. http://akoaotearoa.ac.nz/download/ng/ https://drum.lib.umd.edu/handle/ research and innovation in language learning 4(3) september 2021 297 author biography haris sugianto is currently pursuing his master in applied linguistics at universitas malang, east java-indonesia. his research interests are among english instruction, applied linguistics, and efl curriculum. he can be reached at harissugianto7954@gmail.com mailto:harissugianto7954@gmail.com sugianto, h. 298 p-issn 2614-5960, e-issn 2615-4137 research and innovation in language learning 5(2) may 2022, pp. 144-150 pissn: 2614-5960 e-issn: 2615-4137 http://jurnal.ugj.ac.id/index.php/rill copyright 2022@ kasiyarno 144 article a mutualism between american and islamic values in rais and almahendra’s bulan terbelah di langit amerika kasiyarno kasiyarno@uad.ac.id english department, faculty of letters and communication, ahmad dahlan university, yogyakarta, indonesia) abstract this paper examines the mutualism between muslims and the american land through a long journey since the very early of american history. in the trend of islamophobia aftermath 9/11, the bond is analyzed with a new perspective through discourses in the novel bulan terbelah di langit amerika (2016), written by two indonesian muslims authors, hanum salsabiela rais and rangga almahendra. it describes the relationship between american values and islamic teachings in a mutualistic association. the moral lesson of the novel clearly shown that islam still has significant contribution to the world and has been in a mutual relationship with american country along history. keywords: american value, mutualism, islamic teachings sari tulisan ini mengkaji hubungan mutualisme antara muslim dan tanah amerika melalui perjalanan panjang sejak awal sejarah amerika. dalam kecenderungan islamofobia pasca 9/11, ikatan tersebut dianalisis dengan perspektif baru melalui wacana dalam novel bulan terbelah di langit amerika (2016), yang ditulis oleh dua penulis muslim indonesia, hanum salsabiela rais dan rangga almahendra. novel ini menggambarkan hubungan antara nilai-nilai amerika dan ajaran islam dalam asosiasi mutualistik. pelajaran moral dari novel ini adalah untuk menunjukkan bahwa islam masih memberikan kontribusi yang signifikan bagi dunia dan telah menjalin hubungan timbal balik dengan negara amerika sepanjang sejarah. kata kunci: ajaran islam, mutualisme, nilai-nilai amerika, received year/month/day accepted year/month/day published year/month/day apa citation: kasiyarno, k. (2022). a mutualism between american and islamic values in rais and almahendra‟s bulan terbelah di langit amerika. research and innovation in language learning 5(2), pp. 143-150, http://dx.doi.org/10.33603/rill.v5i12.6784 mailto:kasiyarno@uad.ac.id http://dx.doi.org/10.33603/rill.v5i12.6784 research and innovation in language learning 5(2) may 2022 p-issn 2614-5960, e-issn 2615-4137 145 introduction the word of mutualism actually comes from microbiology domain and interchangeable with cooperation (west, griffin, and gardner, 2007). roossinck (2011) defines it as relationships between living bodies in which each member benefits from the connection, even though it can also occur between companions that are not in a cooperative relationship. the relationships are interspecific communications in which both companions experience a net advantage (bronstein, 1994). this concept can be operated to explore the relationship between american values and islamic teachings. the values of a nation can be interpreted as guiding principles on good and desirable, something that is on cultural ideas and can influence the minds of individual people (schwartz, 2012). in the context of american studies, it constructs americanness identities that made america as a nation for many nations (gjelten, 2015). one of the american basic values is respecting to all various beliefs and religions. however, there is an issue of a tension between american values and islamic teachings. in the level of society, the americans have seen the tension as a clash of civilization (huntington, 1993). they view the clash has been contented by a hard-to-reconcile cultural or ideological sentiment as the result of regional tensions with the seizure of cultural and political power in the past (funk and said, 2004). this ideological sentiment has deteriorated over the last period for a variety of reasons mainly understood as a symbol of disconnect between islamic faith traditions and western concepts of democracy, liberty, and individual rights (mansouri et al., 2017). the ruinous incidence of september 11 has influenced the view of american people against islamic society with suspicion. throughout the process of recovering to the aftershock of 9/11, muslim americans encountered an increase of destructive stereotypes articulated by the larger people (khan and ecklund, 2012), while muslim immigrants, more than any other ones, were challenged with harmful attitudes (schüller, 2016). these attitudes can be labelled as anti-muslim racism, intolerance against muslim, anti-muslim prejudice, anti-muslim bigotry, hatred of muslims, antiislamism, anti-muslimism, muslimophobia, demonisation of islam, and demonisation kasiyarno, k. 146 p-issn 2614-5960, e-issn 2615-4137 of muslims (richardson, 2013). the multiple cases showed that muslims have been continually prejudiced as vicious, misogynistic, radical, and disposed towards violence actions (kasiyarno and murwantono, 2022). muslims in america has been at the center of politically and emotionally charged questions over the meanings of us national identity (considine, 2019). this story can be illustrated well in a literary work, such as novels. as said by cairney (2011), literature works can teach, enrich and transform human experiences. the writer decides on this novel as the subject of study for the reason of two things: first, it designates the issue of islamophobia in a spirit of mutual understanding; and second, it is written by two indonesian people who have been successful in adapting this novel into a movie in indonesia. due to the background of the story, this novel can be classified in the post9/11 category, especially as a novel of the outsider for being written by non-americans (versluys, 2007). unlike other study carried out in this area, this paper analyses the relationship between american values and islamic teachings in the basis of mutualism as shown in the perspective of rais and almahendra in their novel „bulan terbelah di langit amerika‟ (moon split on america's sky). the exposure of the dialogues among the characters are aimed to find out the significant data that illustrates how the mutualism work as a bridge between american values and islamic teachings in the united states. methods this paper is a literature review that attempts to investigate the concept of mutualism between american values and islamic teachings in the united states. the researcher focuses on selected expressions as a basis to claim the main view of the authors of the novel. results and discussion the novel lifted up a big question „would the world be better without islam?' in answering this challenging issue, hanum should fly to new york to investigate some informants as victims in the 9/11 attacks. her journey with almahendra, her husband, research and innovation in language learning 5(2) may 2022 p-issn 2614-5960, e-issn 2615-4137 147 brought her into an unexpected life cycle-relationship among azima hussein, michael jones, and phillipus brown. azima represented an american muslim that taught hanum about the mutualism between american values and islamic teachings. she was a widow of ibrahim hussein (abe) who tried to save jones wife in the accident of 9/11. jones represented an american non-muslim who hated islam and judged all muslims since his wife was dead in the black tuesday, but then he changed his mind after knowing the sincerity of a muslim, abe. brown was an american philanthropist who indebted to hussein for saving his soul in the accident. this rich person told the truth to jones that abe had fought to protect her wife but she decided to suicide. according to rais and almahendra (2015, p. 48), the phenomenon of islamophobia is „a booming west’ hesitation of any religious doctrine’. they illustrated it on the novel as follows: “hey, your name is also mohammad, officer! are you a muslim? you don‟t belong to the united states of america! go away!” (p. 98). rais and almahendra insisted the good effect of islam in american history. to support the arguments, they put jefferson as a gate of looking the mutualism between islam and america “do you know who this is?” azima showed me another photo of a statue in an ancient greek dome. there is a very familiar name. the name of the president in early american independence. “yes, that‟s his name, thomas jefferson,” i said lightly. what is interesting about the third american president? (p. 209). the unique position of jefferson has been mentioned on the previous page “thomas jefferson is a religious figure. he and other american founding fathers are clearly not muslim. but one question clung to mind. jefferson‟s style of repeating the wording of god with all his majesty in a more universal way-not in the christian way of the religion he professesmade all my sensitivities connected to the qur‟an that jefferson possessed.” (p. 172). the description of jefferson on the novel has strongly strengthened the historical evidence that islamic teachings are compatible with american values as illustrated on page 172, “of course, people who study mathematics do not necessarily have to fall in love with mathematics. so also with jefferson who can speak arabic and learn the qur‟an, not necessarily he love islam, let alone islam. but one thing is for sure, the declaration of independence the united states is in line with the values of the qur‟an kasiyarno, k. 148 p-issn 2614-5960, e-issn 2615-4137 about justice and human freedom. that it is not religion which the main cause of world chaos, but injustice.” since he was dedicating most of his life to the study of law, jefferson could rationalize learning the qur'an intensively because it, too, was a book of law (hayes (2004). as the consequences, it is reasonable to consider that jefferson had been influenced by islamic teachings. this is shown by rais and almahendra in the following question: “about the jefferson fluency at speaking arabic, as well as the value contained in his thoughts: could it be that what he inscribed in the sentences of the declaration of independence of the united states, was actually influenced by the qur‟an that he read?” (p. 172). rais and mahendra quoted america‟s declaration of indepedence that composed by jefferson, “we hold these truths to be self-evident, that all men are created equal, that they are endowed by their creator with certain unalienable rights, that among these are life, liberty and the pursuit of happiness.” (p. 171). these jefferson‟s words as mentioned above are the main spirit of american values that exists in the united states people up until then, and obviously going along with the the holy koran teachings. muslims are taught by the holy koran as stated in chapter 43 verse 13 that all human are created by god without any discrimination:” o mankind! we created you from a single (pair) of a male and a female, and made you into nations and tribes, that ye may know each other (not that ye may despise each other.” conclusion and implication the authors of novel „bulan terbelah di langit amerika‟ have a positive way to speak about the relationship between american values and islamic teachings. by giving an interesting story plot, the authors impressed readers about how muslims are actually love humanity. since this novel described the mutualism between american values and islamic teachings, then the readers will not only lead to stop islamophobia in america but also to strengthen the harmony of muslims and ameicans around the world. references research and innovation in language learning 5(2) may 2022 p-issn 2614-5960, e-issn 2615-4137 149 bronstein, j. l. 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(2022). islamophobia in an american studies approach as seen in donald trump‟s speech documentary videos. edulite: journal of english education, literature, and culture, 7(1), 177–191. http://dx.doi.org/10.30659/e.7.1.177-191 khan, m., & ecklund, k. (2012). attitudes toward muslim americans post-9/11. journal of muslim mental health, 7(1), 1–16. https://doi.org/10.3998/jmmh.10381607.0007.101 mansouri, f., lobo, m., turner, b., & johns, a. (2017). islamic religiosity in the west: belonging and political engagement in multicultural cities. deakin university publishing rais, h. s., & almahendra, r. (2015). bulan terbelah di langit amerika. gramedia. richardson, r. (2013). the denomisation of islam and muslims. in julian petley & robin richardson (eds.), pointing the finger: islam and muslims in the british media (pp. 40–65). oneworld publications. roossinck, m. j. (2011). the good viruses: viral mutualistic symbioses. nature reviews microbiology, 9, 99–108. https://doi.org/10.1038/nrmicro2491 schwartz, s. h. (2012). values: cultural and individual. in fons j. r. van de vijver, a. chasiotis & seger m. breugelmans (eds.), fundamental questions in crosscultural psychology (pp. 463–493). cambridge university press. schüller, s. (2016). the effects of 9/11 on attitudes toward immigration and the moderating role of education. kyklos, 69(4), 604–632. https://doi.org/10.1111/kykl.12122 versluys, k. (2007). 9/11 as a european event: the novels. european review, 15(1), 65–79. https://doi.org/10.1017/s1062798707000063 west, s. a., griffin, a. s., & gardner, a. (2007). social semantics: altruism, cooperation, mutualism, strong reciprocity and group selection. journal of evolutionary biology, 20(2), 415–432. https://doi.org/10.1111/j.14209101.2006.01258.x conflict of interest no potential conflict of interest was reported. kasiyarno, k. 150 p-issn 2614-5960, e-issn 2615-4137 about author dr. kasiyarno currently teaches arts and linguistics in english department, faculty of letters and communication, ahmad dahlan university, yogyakarta, indonesia. he can be reached at kasiyarno@uad.ac.id 22990 scopus id 57189250507 mailto:kasiyarno@uad.ac.id https://sinta.kemdikbud.go.id/authors/profile/22990#! research and innovation in language learning 4(3) september 2021 pp. 211-230 pissn: 2614-5960 e-issn: 2615-4137 http://jurnal.ugj.ac.id/index.php/rill copyright 2021@ nadia agatha pramesthi 211 article the implicature of reddit memes from r/history memes sub-reddit nadia agatha pramesthi agathapramesthi@gmail.com english language studies, universitas sanata dharma, yogyakartaindonesia abstract memes have been a media of entertainment when the internet has been a part of human‟s life. reddit as a source of a community who shares anything from news, information, gossip, to memes, is the core of this research. fifty memes taken from a subreddit called r/historymemes became the object of the research. the question is, do the memes exclusively enjoyed by the community or do the memes can also be brought outside the community and people still understand the joke? using the implicature theory, the researcher tries to answer the question. the result is that there is a possibility for the people outside the community of r/historymemes subreddit to understand the joke that is delivered by the meme. keywords: pragmatics, implicature, memes sari meme telah menjadi media hiburan ketika internet telah menjadi bagian dari kehidupan manusia. reddit sebagai sumber komunitas yang membagikan apa saja mulai dari berita, informasi, gosip, hingga meme menjadi inti dari penelitian ini. lima puluh meme yang diambil dari subreddit bernama r/historymemes menjadi objek penelitian. pertanyaannya, apakah meme tersebut hanya dinikmati masyarakat secara eksklusif atau bisa juga dibawa keluar masyarakat dan masyarakat masih paham dengan leluconnya? dengan menggunakan teori implikasi, peneliti mencoba menjawab pertanyaan tersebut. hasilnya, ada kemungkinan orang-orang di luar komunitas r/historymemes subreddit memahami lelucon yang dibawakan oleh meme tersebut. received 2021-03-15 accepted 2021-09-22 published 2021-09-30 apa citation: pramesthi, n.a. (2021). the implicature of reddit memes from r/history memes sub-reddit. research and innovation in language learning 4(3) pp. 211230 http://dx.doi.org/10.33603/rill.v4i3.4958 introduction memes have been the source of happiness for so many people. the main intention of a meme is to entertain the ones who see and understand it. besides existing as http://dx.doi.org/10.33603/rill.v3i1 pramesthi, nadia. a 212 p-issn 2614-5960, e-issn 2615-4137 entertainment, a meme can be a way of expressing a culturally-relevant idea (cannizaro, 2016). „meme‟ is a word that was coined by richard dawkins in his book entitled „the selfish gene‟ as an attempt to explain how ideas replicate, mutate, and evolve (memetics) (dawkins, 1976). in the june 1993 issue of wired, mike godwin has proposed the concept of the internet meme for the first time. in 2013, dawkins described an internet meme as being a meme intentionally altered by human creativity, which distinguished from biological genes and his own pre-internet definition of a meme, which involved mutation through random modification and spreading by accurate replication as in darwinian selection (solon, 2013). the meme is represented through image or video. it depends on the meme creator. an internet meme may remain the same or may evolve over time, by chance or through comments, imitations, parody, or through the incorporation of news accounts about itself. internet memes can evolve and spread extremely quickly, sometimes reaching worldwide popularity in a matter of days. internet memes usually arise from some kind of social interaction, pop culture reference, or situations that people often find themselves in. their rapid growth and impact have caught the attention of both researchers and industry (kempe, kleinberg, tardos, 2015). in addition, internet memes carry an additional property that ordinary memes do not: internet memes leave a footprint in the media through which they propagate (for example, social networks) that makes them traceable and analyzable (coscia, 2013). the analysis of the meme analysis is covered within the study of pragmatics. the study of pragmatics is related to context, utterances and meaning. in order to get the meaning in utterances, the study of pragmatics does not disregard the context of who speaks the utterances, who is the addressee or the hearer, the location and circumstances and other factors that contribute to utterances‟ meaning. as a study, pragmatics covers the study of language use and linguistic communication in relation to language structure and utterances (akmajian, 2010). based on those understandings, it can be concluded that the study of pragmatics caters to those who want to search for meaning with several approaches. one of the approaches is about text implicature. research and innovation in language learning 4(3) september 2021 p-issn 2614-5960, e-issn 2615-4137 213 implicature, according to davis wayne, is something the speaker suggests or implies with an utterance, even though it is not literally expressed. implicatures can aid in communicating more efficiently than by explicitly saying everything we want to communicate (2019). in pragmatics, implicature is divided into several types, namely, conversational implicature, generalized conversational implicature, scalar implicature, particularized conversational implicature, and conventional implicature (yule, 1966). the implicature in pragmatics is tightly related to gricean‟s maxims. levinson (1983), and wilson and sperber (1981) state that grice were primarily concerned with conversational implicatures. like all implicatures, these are part of what is communicated. in other words, conclusions the addressee draws from an utterance although they were not actively conveyed by the communicator are never implicatures. according to grice, conversational implicatures arise because communicating people are expected by their addresses to obey the maxims of conversation and the overarching cooperative principle, which basically states that people are expected to communicate in a cooperative, helpful way. hopefully, this theory can explain the point that makes the meme funny. the pragmatics implicature is divided into several types according to yule (1969). a) conversational implicature the basic assumption in order to have a conversation can smoothly be going, the participants are following the cooperative principle and maxim. the conversational implicature is divided into generalized, scalar and particularized conversational implicature. b) generalized conversational implicature figure 1.1 pramesthi, nadia. a 214 p-issn 2614-5960, e-issn 2615-4137 to understand something, there is no special knowledge required. the meme above simply implies that the caption under the picture is rhyming like a verse of a rap song. because the context is clear and described well through the phrases, this is the example of generalized conversational implicature. c.) scalar implicature figure 1.2 the speaker uses a scale to indicate something. examples: some, mostly, often, always, etc. from the figure 1.2, the scalar implicature is indicated from the word „many‟. a variety of generalized conversational implicature works in tandem with scalar implicature, which is the foundation of the value scale, in the applications (nanda, sukyadi, sudarsono, 2012). the figure above is one of the example how scalar implicature works well with generalized conversational implicature when both give a context of how many countries that stalin had destroyed in the past. d.) particularized conversational implicatures research and innovation in language learning 4(3) september 2021 p-issn 2614-5960, e-issn 2615-4137 215 figure 1.3 the participants need to have particular knowledge since there might be maxim flouting happening. this implicature from figure 1.3 also falls under the category of particularized conversational implicature since it occurs in a specific situation and flouts the maxim (gamage & makangila, 2019). thus to understand what the meme implies, reader has to have an understanding about the particular topic. e.) conventional implicature figure 1.4 they do not have to occur in a conversation. they also do not depend on a special context for their interpretation.however, coventional implicature uses word such as “but, however, anyway, etc.” as demonstrated in figure 1.4. while generalized conversational implicature can works well with scalar implicature as in figure 1.2, particularized conversational implicature works the opposite since there might be maxim flouting. pramesthi, nadia. a 216 p-issn 2614-5960, e-issn 2615-4137 nova rina, yusrita yanti; hayqal idham from universitas bung hatta (2020) conducted research in the same field entitled „implicature in the internet memes: semio-pragmatics analysis‟. this study aims to see the implied meaning, the functions, and the representation of the idea behind the pictures by using pragmatics principles (strauss & feiz, 2014); and semiotic principles in which all of the symbols, index, and icon in the internet memes involved (hoed, 2011). another research article with the same idea is conducted by sela wildaan aulia and nurhayati (2020) entitled meme implicature using the word 'tenggelamkan'. from this study, the researchers found that there are many meanings from various memes with one template. this study is conducted by following the conversational implicature by grice. what makes this research different from the previous studies mentioned are the object and the aim of the research. this research is conducted to see not only the implied meaning and idea behind the memes, but also to see whether there is a possibility that people outside the community of subreddit r/historymemes can understand the memes presented in the forum. therefore, this research answers two questions. first, what are the implicatures that are found in the memes from r/historymemes since january to february 2021? second, are memes that belong to r/historymemes can be easily understood by the people outside the community? to answer those questions, two objectives are presented to define the aims of this research. the first objective is to find the types of implicature in the memes through the theory of pragmatic implicature by yule and brown. which later the result is served into a table to see which implicature is found in a particular meme. the second objective is the result of analysing the data that later connected to whether the meme can be interpreted by the people outside the community according the implicature theory. methods descriptive study is used in conducting this research. according to nazir (2005) as cited from simanjuntak et al. (2020), descriptive study is research that aims to provide a description, a systematic, factual and accurate description of the facts, the properties and research and innovation in language learning 4(3) september 2021 p-issn 2614-5960, e-issn 2615-4137 217 the relationship between the phenomena under investigation. the data of this research are taken from an application named reddit. it is a forum which has various topics, referred as subreddit. in the subreddit r/historymemes, the researcher takes 50 recent memes to analyse. as the name suggests, the memes are related to the humor that has a historical story in it. the data are collected from the post between january to early february. for gathering the data, the researcher has made a reddit account and joined the community to directly observe the memes produced by the community. the first step after joining the community is the researcher gains the data from subreddit r/historymemes. the researcher later sort the 50 recent memes from januaryfebruary 2021 by sorting it through the „newest post‟ filter feature and the data are taken to be displayed into the table. after that, the data are classified according to yule and brown‟s implication theory and counted. the last step is to analyse the result to see what the memes imply and how the memes deliver the joke through the analysis of implication. results and discussion the data are taken from subreddit r/historymemes. the memes are posted by the redditor around january to early february. to develop the understanding about the interpretation of the memes and whether the memes can be understood with or without particular knowledge, the initial step is to understand the range of data. the data is served within the table below: table 4.1. the result of meme implicatures in r/historymemes no. implicatures the number of data % 1 generalized conversational implicature 24 48 2 scalar implicature 0 0 3 particularized conversational implicatures 21 42 4 conventional implicature 5 10 total 50 100 from the data above, 50 recent memes from r/historymemes posted between januaryfebruary 2021, are 44% generalized conversational implicature. that means most of the time, redditors do not need any special understanding towards certain topics. then, pramesthi, nadia. a 218 p-issn 2614-5960, e-issn 2615-4137 22% and 20% of the data are particularized conversational implicature and conventional implicature, respectively. the least type of implicature in this data, which is 14%, are conversational implicature. generalized conversational implicature in this type of implicature, the memes are often served in the format of conversation, captioned picture, and comic strip. figure 4.2. joker and the director meme the first example is a captioned picture. the meme‟s topic is the mystery of the pyramids. in the point of view of historians, pyramids were built by the egyptians. it involved slavery and power of the paraoh. however, there are also people who believe that actually, the pyramids were the work of the aliens. the trend of this conspiracy theory comes from the late 19th century when fiction writers imagined that mega inventions on the earth involved aliens (bond, 2018). this meme implies that the man (probably a director of joker) and the joker himself are in a film set and they are talking about something. this material is used by the meme creator as a template of someone who is tired of listening to other people talking. people who see the template and the caption without any special knowledge can find this meme funny because the template and the complete information attached to the picture are related. by seeing both the caption and the picture, people can perceive that if the egyptians know they are being discredited by the conspiracy theory believers, they might look like the joker who is research and innovation in language learning 4(3) september 2021 p-issn 2614-5960, e-issn 2615-4137 219 tired about the lies from the people who believe that aliens were the ones who built the pyramid. figure 4.3. the fish and yi xing monk meme the second example is a dialogue template with a caption. the caption helps the reader understand the context of the dialogue meme below it. it says that “in the 8th century the monk yi xing built the very first mechanical clock to determine the perfect time for the emperor to conceive an heir”. below that, a dialog with a question “what time is it?” is answered by the figure of monk yi xing “it‟s sexy time!”. there is no maxim violation happening and the people who see the meme can understand what “it‟s sexy time” implies because of the caption above. figure 4.3. the comic strip girl meme the last example from this implicature is the type of comic strip. the reader does not really need special knowledge. the information is already there in the bubble and column. this meme‟s template implies that there is a shocking fact. in the first column, pramesthi, nadia. a 220 p-issn 2614-5960, e-issn 2615-4137 the fact that red and yellow combined creates orange. color blue and red creates color purple and those facts make sense. however, when it comes to the fact that „france has assassinated 22 african presidents since 1963‟ is shocking for the character in the comic strip. this meme has a purpose which is to inform readers about certain information in a fun way. thus, rather than taking this meme as a mockery, sarcasm, amusing or anything else, this meme can be taken as an informative one. figure 4.4. the shocking fact meme template this meme uses a template that shows shocking facts.without any special or particular knowledge, the reader can find the meme funny and get the idea since the meme provides a caption on the left side. it is known that hitler adores frederick the great, or well known as frederick ii. he was the king of prussia and a military leader in the 1740 to 1786. but from the meme‟s template and caption that says „finding out he was gay, progressive and found french culture superior to german culture‟, it is assumed that the meme tried to joke about how if hitler found the fact that his idol was just like the caption described. research and innovation in language learning 4(3) september 2021 p-issn 2614-5960, e-issn 2615-4137 221 figure 4.5. meme about communists the meme above is intended to joke about the communists. the caption said „14 year old communist when you tell them about the countless crimes stalin committed‟ implies that this meme talks about the communists who believe that the western world is framing stalin as a bad guy despite the fact that stalin did commit several crimes in the past. the subject „14 year old communists‟ here does not really mean the 14 year old communists, but this expression implies that communists who think stalin is clean and the facts about stalin‟s crimes are western propaganda are acting like a kid. that is why to understand the context of this meme does not require particular knowledge since the captions already complete each other. figure 4.6. strong spongebob meme template pramesthi, nadia. a 222 p-issn 2614-5960, e-issn 2615-4137 the meme‟s template is to show something as a „badass‟. from the meme above, spongebob is presented in different shapes, the round one as the representation of the weakest and the muscular spongebob is the strongest. the caption on the right explains the event that was happening during the administration of each country‟s government. the us with 40 presidents and 1 civil war is represented by the round and clean spongebob. the uk with 61 kings and 3 big civil wars is represented by the regular spongebob as if nothing is special. the last one when it comes to brazil, the caption shows the fact that brazil has turmoil in each period of the government's administration. because of the complete information of the event in the captions and they are combined with the picture of spongebob to represent the joke, this meme can be considered as a generalized conversational implicature. people outside the community can understand what the memes tries to imply with the spongebob template and its complete caption. it can be concluded that memes which are easy to understand by people who do not have particular or special knowledge to understand the meme context are already provided the information or the template is clear enough to make people understand the meme‟s context. the memes above are considered as generalized conversational implicature because they are typically derivable in a certain context and infer from cooperative principles in a specific way utilizing specific information about the context of phrases and the context of the utterances (wijayatiningsih, 2015). the memes presented in the figure 4.2 to 4.6 are the example of how memes that belong to a certain community can be understood by the people ouside r/historymemes as they already have enough context from both texts and figures. particularized conversational implicatures the memes that do need a special knowledge to be interpreted are often in the format of captioned pictures but there is no clear information related to the context of the memes. research and innovation in language learning 4(3) september 2021 p-issn 2614-5960, e-issn 2615-4137 223 figure 4.7. the romanov family photo meme the caption on the meme does not give any clear information about the point of view of the reader. if the reader is not the photographer, then, for the reader who does not know the meme‟s context will question this meme. thus, to understand this meme, the reader must have an understanding about the family in the picture, so the reader can relate to the meme. the meme has a picture of the romanov family. the tragedy of the romanovs assassination happened when they were taking family pictures. the executor was using his photography skill to make the family members easier to shoot. from the photo, it is seen that nobody is in front of another, the shooter's intention was making the bullet directly shoot the family members. thus, the pov is not as a photographer but a shooter or executor. so, if the reader does not know the information about the tragedy of the romanovs, then the reader might not get the point of this meme. therefore, to understand what this meme implies, the reader needs to know about the history. figure 4.8. pie chart resembles japan flag pramesthi, nadia. a 224 p-issn 2614-5960, e-issn 2615-4137 similar to the previous meme, the type of the meme template is captioned picture. the red dot is similar to a pie chart, but the point is not on the pie chart. the reader who does not understand the history of world war ii might be confused with the context of this meme. in wwii, japan was nuked by the us in 1945, and that was the only country that got nuked twice by the us. thus, seeing the context and the caption of the meme, the reader that knows this event might know it directly that this is actually not a pie chart but a japanese flag. besides knowing the fact to understand that the meme is funny, being ambiguous is also the reason why this meme is categorised as a particularized conversational implicature. figure 4.9. the tower of babel meme the context of this meme may be clear for certain people only. without the knowledge about religion especially christianity, the reader might find this meme is not understandable. the context of this meme is the tower of babel. the story of the tower of babel is in the book of genesis in the holy bible. in the holy bible, it is believed that the tower of babel is the reason why the human race has various languages. therefore, this meme can be understood if the reader has special knowledge regarding the history of the tower of babel. it can be concluded that the particularized conversational implicatures memes are the memes that are ambiguous and unclear about the information of the memes. in order to understand the memes, the reader needs to have special knowledge in the particular topics. research and innovation in language learning 4(3) september 2021 p-issn 2614-5960, e-issn 2615-4137 225 figure 4.10. meme about bubonic plague the context of this meme is about the black death that happened in europe. if the reader does not have any knowledge related to black death plague, the reader might not know anything about what the picture of a rat implies. the black death was happening in europe because of the bacteria that came from the rat colony. therefore, the caption “it‟s so badass when people stand in front of shit they destroyed” when it comes to the picture of a rat in front of the map of europe becomes the key point of the comedy from this meme. because this meme requires special knowledge to interpret and understand the meaning, this meme belongs to particularized conversational implicature. figure 4.11. drake template meme pramesthi, nadia. a 226 p-issn 2614-5960, e-issn 2615-4137 the last example is only pictures without captions. with this type of meme, people need special knowledge to know what this meme implies. this template meme is from drake‟s music video entitled „hotline bling‟. this template is used for what people like and dislike. on the right side, there are pictures of history channel‟s tv programs. this meme is to ridicule the history channel tv programs which are not really reflecting the name of the channel. in the bottom-right, the pictures of the old history channel‟s program are the ones that are being liked by the people. because of this, only people who are fans of history channel and the people in the history subreddit community that might know the topic is about. figure 4.12. comic strip meme the meme is a plot twist comic strip. however, if the people who read the meme do not have any particular knowledge about the guillotine of king louis xvi, there is a chance that the reader does not know the context of this comic strip and why in the end the girl guillotines the boy. thus what the mom implies by treating the boy she loves like a king is not by doing a guillotine, but treating him so well. however, what the girl gets is treating him like a king who gets guillotined like king louis xvi because that is how people in the past treated the king. therefore, to understand the plot twist in the meme, the reader has to understand the context and know the history of the king louis xvi execution. research and innovation in language learning 4(3) september 2021 p-issn 2614-5960, e-issn 2615-4137 227 it can be concluded that memes which need special knowledge on a certain topics can be served in any kind of meme templates. moreover, a meme without captions can be considered as a meme that needs certain understanding in order to get the point of the meme. memes that belong to this category can be successfully going around within the community of r/historymemes subreddit forum or for people with sufficient knowledge about the topic. from the previous study related to the particularized implicature, it is found that particularized implicature causes the reader to consider the speaker‟s concealed meaning (syafryadin et al. 2020). which is inline with the findings from the analysis of memes that use the same implicature. conventional implicature there are 20% memes that do not depend on special context in order to understand the memes, and also there is no need for clarity or information attached to the memes. these types of memes are served in the form of captioned pictures or just pictures without a caption. figure 4.13. meme that uses ‟but‟ this meme has no special context in order to understand what this meme implies. conventional implicatures can be indicated by the usage of „but‟. this meme explains about the england intervention in foreign affairs. the first clause indicates that england does not want to get involved in foreign affairs. however, the word „but‟ indicates that in fact england is involved in almost every foreign affairs. the irony of this fact is pramesthi, nadia. a 228 p-issn 2614-5960, e-issn 2615-4137 served in the meme. therefore, the key of the joke is in the irony using the conventional implicature. conventional implicature is determined by the conventional meaning of specific particles and phrases such as "after all, even, but, although, however, anyway, whereas, yet, still, besides, nevertheless, moreover" (carston, 2002). since the meme uses „but‟ and creates irony in the utterance, therefore this one is categorised as conventional implicature. conclusion the memes have different styles in serving the joke. not all memes belong to r/historymemes subreddit need to be interpreted using special knowledge. it is shown from the table 4.1 that 48% of the memes taken from january to february 2021 are generalized conversational implicature. however, for memes that are using particular knowledge to interpret, which are particularized conversational implicature, are the memes which can be easily consumed by the redditors that belong to the subreddit r/historymemes community or people outside the community who have particular knowledge in the certain topics. it is not a problem when the meme is brought up to the outside community since many of the memes are generalized conversational implicature. that means, some of the memes in the subreddit r/historymemes can be understood easily by the people outside the community. the least number of memes from this r/historymemes community interpreted conventionally as the memes contain conventional implicature features like the word „but‟. this study is only a small part to contribute in understanding about pragmatics. later can be developed with other theories such as gricean maxim to get better understanding related to utterances or texts implication. references aulia, s. w., & nurhayati. 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(2015). introduction pragmatics analysis : the analysis of generalized and particularized implicature found in time magazine. 81–99. https://doi.org/10.2307/417355 https://doi.org/10.4086/toc.2015.v011a004 https://doi.org/10.4324/9780203121559 pramesthi, nadia. a 230 p-issn 2614-5960, e-issn 2615-4137 wilson, deidre; sperber, d. (1981). conversation and discourse. in paul werth (ed.), language, society, and new media (1st ed.). croom helm. yule, g. (1996). pragmatics. hongkong: oxford university press. conflict of interest no potential conflict of interest is reported. author biography nadia agatha pramesthi is a graduate student at universitas sanata dharma. she takes major of translation studies and linguistics. she works much on linguistics and english translation. she can be contacted at agathapramesthi@gmail.com. http://orcid.org/0000-0002-6333-5479 mailto:agathapramesthi@gmail.com http://orcid.org/0000-0002-6333-5479 http://orcid.org/0000-0002-6333-5479 research and innovation in language learning vol. 3(1) january 2020 pp. 49-56 pissn: 2614-5960 e-issn: 2615-4137 http://jurnal.unswagati.ac.id/index.php/rill copyright @ 2020 anna riana suryanti tambunan, widya andayani, winda setiasari, fauziah khairani lubis, bahagia saragih 49 analyzing errors in thesis writing: should grammar be an issue in english academic writing for students of english college? anna riana suryanti tambunan annatambunan@unimed.ac.id english department of universitas negeri medan, medan-indonesia widya andayani widyaandayani81@yahoo.co.id english department of universitas negeri medan, medan-indonesia winda setiasari windasetiasari@unimed.ac.id english department of universitas negeri medan, medan-indonesia fauziah khairani lubis fauziahkhairanilubis@gmail.com english department of universitas negeri medan, medan-indonesia bahagia saragih gyabucks123@gmail.com english department of universitas negeri medan, medan-indonesia abstract the result section is an essential part of the thesis to summarize information about research findings. presenting research findings in terms of clear and concise writing is vital for the english students of the higher education. to this, students should know the linguistic aspects of writing. previous research shows that a lot of research has been carried out regarding grammatical issues in writing, but little research has been done on deep grammar issues in writing the result section of the thesis. thus, this study aims to analyze the grammatical issues in student-researchers‟ thesis. data were officially collected from the reading room of the faculty of state university in medan. the data were analyzed according to bourke & holbrook's (1992) theory. the results show student-researchers are still struggling to use verb-form issues, nouns, and tenses. at last, word form remains the most dominant issues of errors. keywords: grammatical issues, result section, thesis, writing sari bagian hasil adalah bagian penting dari tesis untuk merangkum informasi tentang temuan penelitian. kemampuan untuk menulis hasil yang jelas dan ringkas sangat mailto:annatambunan@unimed.ac.id tambunan, anna r.s., andayani, w., setiasari, w., lubis, f.k., saragih, b. 50 p-issn 2614-5960, e-issn 2615-4137 penting bagi siswa. para siswa harus mengetahui aspek linguistik penulisan. beberapa penelitian sebelumnya menunjukkan bahwa banyak penelitian telah dilakukan mengenai masalah tata bahasa secara tertulis, tetapi sedikit penelitian yang telah dilakukan pada masalah tata bahasa yang mendalam dalam menulis bagian hasil tesis. penelitian ini adalah penelitian kualitatif deskriptif yang bertujuan untuk menganalisis masalah tata bahasa yang ditemukan di bagian hasil tesis yang ditulis oleh mahasiswa jurusan bahasa inggris di salah satu universitas di indonesia. sumber data dalam penelitian ini adalah 5 dokumen tesis mahasiswa. data dianalisis menerapkan teori schrampfer. hasil penelitian menunjukkan bahwa dari 5 tesis siswa yang diambil, masalah dominan dalam menulis bagian hasil adalah masalah bentuk kata kerja, dan yang paling dominan adalah masalah bentuk kata. kata kunci: bagian hasil, menulis, tata bahasa, tesis received 2019-12-03 accepted 2020-01-04 published 2020-01-31 doi. 10.33603/rill.v3i1.2875 introduction language is the gate of knowledge and the bridge of human communication. in language, there are four crucial features; they are speaking, writing, listening, and listening. to master the language means to master all of them. one of the most critical roles in studying language is writing. writing plays a leading role in learning the language. throughout the writing, someone can express their idea, opinion, feelings, or even persuade people. as english second language (esl) students, they are making english theses way more challenging than doing the theses in the native language. norrish (1983) defines an error as such a systematic deviation that occurs when the learner has not learned something of the language and gets it wrong regularly because he has not learned the correct form. however, some factors cause errors such as carelessness, first language interference, and translation. grammar lessons have been taught to the students of the english department since the very beginning of their education, but the students still had problems in their thesis. the grammatical mistake might seem small, but an error is still an error and might affect the whole writing quality. this paper is seeking to analyze the type of problems that occurred in students‟ thesis and the dominant problem and to suggest a way to minimize http://dx.doi.org/10.33603/rill.v3i1.2875 research and innovation in language learning vol. 3(1) january 2020 p-issn 2614-5960, e-issn 2615-4137 51 the issues. this study expected that the result of this study would be beneficial for the students and the theses guidance by noticing where the students faced the problem the most. error is a deviation from the adult grammar of native speakers which signifies the inter-language capability of the language learners, while error analysis (brown, 2007; james, 1998, p. 1), and is the process of concluding the occurrence, nature, reasons, and effects of unsuccessful language. two terms are commonly used to describe the inaccuracy in applying grammar into writing, namely error and mistake. the misperception of the uses of those two terms often occurs. though they seem similar, they are entirely different. ellis (2005) differentiates the error from mistake. “there are two ways suggested distinguishing between an error and a mistake. the first one is to check the consistency of the learner‟s performance. if he sometimes uses the correct form and sometimes the wrong one, it is a mistake. however, if he always misuses it, it is then an error. the second way is to ask the learner to try to correct his utterance. where he is unable to, the deviations are errors; where he is successful, they are mistakes.” according to corder (1967), the errors made by the esl/efl learners are significant because “they provide to the researcher evidence of how language is learned or acquired, what strategies or procedures the learner is employing in the discovery of the language” (p.167). james (1998) goes with this idea by saying that “the learners‟ errors are a register of their current perspective on the target language” (p.7). methods data were taken from students of the english department in graduating year of 2016 – 2017 randomly both in odd and even semester. the theses were officially taken from the reading room of the faculty. in analyzing the data, close reading was employed (yin, 2009). all the five selected theses were read for several times and coded. issues and notes were underlined according to bourke & holbrook's (1992) theory. all underlined errors were numbers and tabulated in 2007 microsoft excel and proceed to descriptive statistics. results and discussion tambunan, anna r.s., andayani, w., setiasari, w., lubis, f.k., saragih, b. 52 p-issn 2614-5960, e-issn 2615-4137 the issues in sentences and paragraphs were divided into five categories of errors: subject-verb agreement, verb-form, tense, singular-plural noun, & word form. each issue is presented and discussed. subject – verb agreement errors subject-agreement becomes something crucial not only in academic writing but also in any efl writing contexts, e.g. essays, paragraph writing (chien, 2012) in asian efl classroom. the results of the analysis provides further evidences of this phenomenon, e.g. in table 1. table 1. subject – verb agreement errors in this type of error, the students tend to add the suffix – s after the verbs, and in some sentences, they forgot to add the suffix –a while it needed, e.g. in sentence 1 and 2 in table 1. in the first sentence, the word “follows” doesn‟t need the suffix –s since the subject that written there is a plural noun (findings). in contrast, in the second sentence, the word “refer” actually needed the suffix –s, since the subject that was discussed is singular (it). consult a dictionary (apa prefers merriam-webster‟s collegiate dictionary, 2005) when in doubt about the plural form of nouns of foreign origins, e.g. agreement between subject and verb with collective terms. subject-verb agreement for indonesian efl writers is uneasy in terms of formationbased writing. this, for an example, is due to different system of writing between english and bahasa indonesia as native language. high expectation of the supervisors make it worse (strauss, 2012; zheng, yu, wang, & zhang, 2019). verb form errors students have often conflicted from if-clause and past events. the results of analysis discovered that students experiencing putting a certain verb before or after another verbs in right contexts. table 2 shows these evidences. table 2. verb form no. error sentences correct sentences 1. some findings were found as follows some findings were found as follow 2. it is also has the meaning that refer to the status of geisha it is also has the meaning that refers to the status of geisha research and innovation in language learning vol. 3(1) january 2020 p-issn 2614-5960, e-issn 2615-4137 53 in this type of problem, the students tend to write the form of the wrong verbs to complete specific tenses structure. for example, in sentences 3, 7, and 9. in the first sentence, the student used past perfect tense (had become), since had already occurred in the event, the appropriate verb that can be used is “became.” in the second sentence, the word “occur” is present tense. meanwhile, the event already happened in the past, so the correct word must be “occurred.” in the third sentence, the student used past perfect tense to complete the sentence (was exists); the appropriate word to be used is “existed” to describe what the event already occurred. verb forms is also a matter of reading as funds of knowledge sources (misdi, 2018). tense errors verb tense is still issues of writing errors among the students of english as foreign language, especially in the higher education. as table 3 show, errors vary in several forms of parts of the clauses. students experienced difficulties to express events occurring at present or in the past. it also suggests that such findings as general knowledge (bourke & holbrook, 1992) of current findings are also confirmed. table 3. verb tense errors the problems made by the students in this type of mistake are the inappropriateness use of verbs related to the kind of tenses. it can be shown in sentence number 1 and 2 in table 3. in the errors that were committed in this type of error is the use of “is.” from the context, it can be identified that the event already happened in the past. so the correct form should be “was. this no. error sentences correct sentences 1. the myth that can be shown by the author the myth that can be showed by the author 2. since he had become a son of his new family since he has become a son of his new family 3. after he had become the king of anga after he became the king of anga 4. it found that there were four it is found that there were four 5. the total numbers of maxim violation uttered in the movie were dominantly violated maxim the total numbers of maxim violation uttered in the movie were dominated by violated maxim 6. giving more information can make clearly to understood giving more information can make clearly to understand 7. the context where violation usually occur the context where violation usually occurred 8. when the speaker give answers or to respond to the listener when the speaker gave answers or to responded to the listener 9. it was found that there were 21 symbols that was exist in the movie it was found that there were 21 symbols that existed in the movie no. error sentences correct sentences 1. the irrelevant comment or answer is to represent the irrelevant comment or answer was to represent 2. they did not give as informative as it is needed they did not give as informative as it was needed tambunan, anna r.s., andayani, w., setiasari, w., lubis, f.k., saragih, b. 54 p-issn 2614-5960, e-issn 2615-4137 kind of errors has been explored and sought in higher education academic writing contexts (bourke & holbrook, 1992) singular/plural noun ending errors countable and uncountable nouns often drive students to wrong direction. the findings revealed students commit on several issues related to noun, e.g. singular vs. plural nouns. the results of the analysis is presented in the following table. table 4. singular/plural noun ending errors found in the theses the significant problem made by the students in this type of error is the inappropriate suffix – es/s in the singular noun. for example, in sentence number 1, 2, and 3 in table 4. in the bold words above, don‟t need the suffix –s. the word form in those sentences is singular. the same as the findings in earlier parts, errors of this type can be maintained early in teaching writing from the early age of education, e.g. senior high schools (chien, 2012). word form errors word form errors are basically critical accidents. word form errors come in different evidences and arguments, e.g. because of the former english teachers. in short, the followings are the results of the word form errors analysis. table 5. word form errors the problem committed in this type of mistake is the wrong choice of words. for example, in sentence 1 in table 5. the word “in” shown above is inappropriate because the sentence felt strange when it‟s read. without the word “in,” the meaning of the sentence still can be accepted. overall, errors can be shown in the following summary table. table 6. total number of error‟s percentage no. error sentences correct sentences 1. the most dominant kind of taboo words the most dominant kind of taboo word 2. it had been known that all the data (lyrics of songs) it had been known that all the data (lyric of songs) 3. the main character in the movies the main character in the movie no. error sentences correct sentences 1. so that in there is no confusion in the future so that there is no confusion in the future research and innovation in language learning vol. 3(1) january 2020 p-issn 2614-5960, e-issn 2615-4137 55 verb-form errors provide the highest percentage of the errors experienced by the students. there are some errors sources and evidences of errors. lack of critical reading is one of the sources students‟ error thesis writing misdi (2018) causing insufficient funds of knowledge-a long impact of teaching grammar style and modeling in the classroom faisal & misdi (2016). to highlight, errors during thesis writing is actually influenced many factors, e.g. supervising process (golding, sharmini, & lazarovitch, 2014; strauss, 2012; zheng et al., 2019). conclusion & recommendation from the overall findings, errors occurred mostly in all types of errors (bourke & holbrook, 1992), i.e. verb-form, subject-verb, word form, tense, and singularity of nouns. verb forms errors dominated the errors in student thesis writing in the context of the study. from the findings, it suggests to investigate further areas of errors and their sources of errors, e.g. lack of funds of knowledge in their earlier education. acknowledgment we thank universitas negeri medan for their help and support in carrying out this study. we also thank our students who have been involved in this research. may this research be enlightenment both for students and lecturers in the implementation of thesis guidance. references bourke, s., & holbrook, a. (1992). university students‟ writing: types of errors and some comparisons across disciplines. higher education research & development, 11(2), 119–134. http://doi.org/10.1080/0729436920110202 brown, h. d. (2007). principles of languages learning and teaching (5 ed.). san francisco: longman publishing group. chien, s. c. (2012). students use of writing strategies and their english writing no. grammatical problems number of problems percentage (%) 1. subject – verb agreement 2 11,76 2. verb – form errors 9 52,94 3. verb – tense errors 2 11,76 4. singular/plural noun ending errors 3 17,64 5. word form errors 1 5,89 total 17 100 tambunan, anna r.s., andayani, w., setiasari, w., lubis, f.k., saragih, b. 56 p-issn 2614-5960, e-issn 2615-4137 achievements in taiwan. asia pacific journal of education, 32(1), 93–112. http://doi.org/10.1080/02188791.2012.655240 corder, s. p. (1967). the significance of learner's errors. international review of applied linguistics in language teaching, 5 (4), 161 170. ellis, r. (1994). the study of second language acquisition. oxford: oxford university press. faisal, m., & misdi, m. (2016). investigating classroom instruction in grammar class using inductive approach. elt perspective jurnal pendidikan bahasa inggris, 4(1). james, c. (1998). errors in language learning and use: exploring error analysis. london: longman limited group. misdi, m. (2018). beyond critical thinking in academic writing: a discourse perspective. jurnal basis, 1(2), 51-56. norrish, j. (1983). language learners and their errors. london: mac millan publisher. strauss, p. (2012). „the english is not the same‟ challenges in thesis writing for second language speakers of english school of languages and social sciences aut university auckland new zealand. teaching in higher education, 17(3), 1–18. zheng, y., yu, s., wang, b., & zhang, y. (2019). exploring student engagement with supervisor feedback on master‟s thesis: insights from a case study. innovations in education and teaching international, 1–12. http://doi.org/10.1080/14703297.2019.1617181 author biography anna riana suryanti tambunan, widya andayani, winda setiasari, fauziah khairani lubis, and bahagia saragih are english lecturers at universitas negeri medan, sumatera utara, indonesia. their current research interests are teaching english as a foreign language, linguistics, and literature in indonesian context. http://doi.org/10.1080/14703297.2019.1617181 research and innovation in language learning 5(1) january 2022, pp. 49-60 pissn: 2614-5960 e-issn: 2615-4137 http://jurnal.ugj.ac.id/index.php/rill copyright 2022@ nur ainun, mulyadi, mhd. pujiono 49 article conceptual metaphor in japanese idiom with the word mizu 'water' nur ainun ainun_chan76@ymail.com postgraduate program in linguistics, universitas sumatera utara mulyadi mulyadi.usu@gmail.com postgraduate program in linguistics, universitas sumatera utara mhd. pujiono mhd.pujiono@usu.ac.id postgraduate program in linguistics, universitas sumatera utara abstract in japanese, idioms are widely used to express feelings, ideas, and opinions. idioms have a metaphorical meaning that contains the concept of japanese people's thinking about something. this research examines the idiomatic forms of the word mizu based on the structure in japanese. the research approach is qualitative. the research data are idioms which contain the word mizu with the kanji 「水」which sources from the japanese idiom dictionary, the book 101 japanese idioms and online dictionaries. the analysis stage is to categorize idioms based on conceptual metaphor theory. then, identify the metaphorical meaning by comparing the lexical meaning using a dictionary. next, categorize and analyze the types of metaphors. then, identify the image scheme that underlies the concept of water and interpret the concept of mizu in a conceptual metaphor. finally, categorize the idioms contained in the data based on the classification of idiom forms. the results showed that based on structure, there were three classifications of the idiom form of the word mizu which consisted of 4 noun, 2 adjective, and 4 verb idioms. this means that the dominant idiom is closely related to everyday experience because most of the memory of human cognition is obtained from water as a source of life which shows that the mizu 'water' metaphor is dominant in the work and efforts of japanese people who are known as hard workers. keywords: conceptual metaphor, idioms, mizu 'water', japanese culture sari dalam bahasa jepang, idiom banyak digunakan dalam mengungkapkan perasaan, gagasan, dan pendapat. idiom memiliki makna metaforis yang berisi konsep berpikir ainun, n., mulyadi, m., pujiono, m. 50 p-issn 2614-5960, e-issn 2615-4137 masyarakat jepang tentang sesuatu. penelitian ini mengkaji bentuk-bentuk idiom dari kata mizu „air‟ berdasarkan struktur dalam bahasa jepang. penelitian ini merupakan pendekatan penelitian adalah kualitatif. data adalah idiom yang di dalamnya terdapat kata mizu dengan kanji 「水」yang bersumber dari kamus idiom jepang, buku 101 japanese idioms dan kamus daring. tahap analisis yang dilakukan adalah mengategorikan idiom berdasarkan teori metafora konseptual. lalu, mengidentifikasi makna metaforis dengan cara membandingkan makna leksikal menggunakan kamus. selanjutnya, mengategorikan dan menganalisis jenis metafora. lalu, mengidentifikasi skema citra yang mendasari konsep air dan memaknai konsep mizu „air‟ dalam metafora konseptual. terakhir, mengategorikan idiom yang terdapat pada data berdasarkan klasifikasi bentuk idiom. hasil penelitian menunjukkan bahwa berdasarkan strukturnya, terdapat tiga klasifikasi bentuk idiom kata mizu yang terdiri dari 4 idiom nomina, 2 idiom adjektiva, dan 4 idiom verba. hal ini berarti idiom yang mendominasi erat kaitannya dengan pengalaman sehari-hari karena sebagian besar memori kognisi manusia didapat dari air sebagai sumber kehidupan yang menunjukkan bahwa metafora mizu „air‟ dominan pada pekerjaan dan usaha orang-orang jepang yang dikenal sebagai pekerja keras. kata kunci: metafora konseptual, idiom, mizu ‘air’, budaya jepang received 2021-09-04 accepted 2021-11-22 published 2022-01-31 apa citation: ainun, n., mulyadi, m., pujiono, m. (2022). conceptual metaphor in japanese idiom with the word mizu „water”. research and innovation in language learning, 5 (1), pp. 41-52 http://dx.doi.org/10.33603/rill.v5i1.5722 introduction japan in its communication culture belongs to a society with high context culture, namely countries that have the concept of indirect communication (implicit) such as arabic and spanish. this is different from low-context communication cultures which have direct (explicit) communication concepts such as american english, german, swiss and so on. (ratna, 2019, p. 22). therefore, there are various ways or styles that are useful for creating a variation in language and are also useful for conveying things implicitly with the aim of softening, emphasizing, or giving the impression of being convoluted from the speaker to the interlocutor, one of them with idioms. for example, there are the following sentences: ですからそれはもう忘れましょうよ. desukara, /sore /wa/mou/ wasuremashou/ yo. 'therefore, let's just forget about it'. http://dx.doi.org/10.33603/rill.v5i1.5722 research and innovation in language learning 5(1) january 2022 p-issn 2614-5960, e-issn 2615-4137 51 昔のことは水に流してまたやり直いしましょうよ mukashino/koto/wa/mizu/ni/nagashite/ mata/ yari/ naoshimashou/ yo. 'the past let it flow (in the water), and let's start again'. in the sentence above there is an idiom mizu ni nagasu (水に流す) which means lexically 'to drift into the water.' however, the idiomatic meaning of this expression is 'to give up or forget.' the idiom is used in conversation as a variation in language to convey things implicitly with the aim of giving the impression of being polite. it is said to give a polite impression because the topic being discussed involves the feelings of the other person so that if you use an explicit statement, it is feared that the other person will feel offended. japanese culture comes from the elements mi (身) which symbolizes life (inochi) and zu which symbolizes connecting (繋げる/tsunageru), so mizu expresses something connected in life, which in the sentence above means something that must be forgotten in the present. in this case, conceptual metaphor theory ((lakoff, g. and johnson, 1980) is used to determine the classification of metaphors and the origin of the source realm of the metaphorical words/phrases contained in sentences with the word mizu idiom. the basic idea is that metaphor is essentially a relation between conceptual domains, whereby ways of talking about one domain (the source domain) can be applied to another domain (the target domain) by of correspondences, or mappings between the two. typically, the source domain relatively familiar and conceptually well-structured, and the structures are used to articulate the target domain. in the case of well-established metaphors, the correspondences are held to be permanently laid down in the cognitive system. in the point of view of conceptual metaphors, the components of metaphor building are based on their constituent structures. the structure that forms the metaphor cannot be separated from the relationship between the source and target domains. this structure forms a metaphorical expression with a certain meaning. meanwhile, metaphor is the level contained in metaphorical utterance. these levels appear based on the proximity of the source and target domains. the source domain consists of a set of entities, attributes, or processes that are literally and semantically linked in the mind. the target domain tends to be more abstract and follows the structure of the source domain through ainun, n., mulyadi, m., pujiono, m. 52 p-issn 2614-5960, e-issn 2615-4137 ontological mapping (hartanto, 2018). in the idiom mizu ga aku, the word mizu 'water' is the source, and aku 'opened' is the target. many conceptual metaphor research has been done. one of them is nasoichah's research (2019) which examines idioms and metaphors in the song jaran goyang. munandar and nur (2019) discuss the conceptual metaphor of disease in mediakom magazine. research on conceptual metaphors on japanese idioms has been carried out by santoso dan riani (2019) which examines the meaning of idiom metaphors (kanyouku) in the eye element (me). rachmawati (2019) who discusses the metaphor of hands in japanese idioms. siregar et. al (2021) who discuss using the theory of conceptual metaphor to understand utterance metaphorical in english version of surah an-nisa. several recent relevant studies show that studies on popular metaphors are carried out because the phenomenon is in line with the development of social life. studying metaphors also explores the concept of people's thinking in time and space in which one language is used. therefore, this research continues the previous research which discussed metaphors in japanese idioms. this research focuses on japanese idioms that contain elements of the word mizu 'water'. japanese society is known as a society with a culture that appreciates their love and sense of beauty for nature. water as part of nature can give a feeling of calm and inner peace so that japanese people really appreciate the beauty that comes from nature (yanuarita, 2013, p. 185). this attitude can be reflected in japanese idiom expressions. miharu (2002, p. 124) classifies idioms based on their structure and meaning. based on their structure, idioms are divided into three, namely verb, adjective, and noun idioms. verb idiom is idioms whose formation consists of nouns and verbs, for example atama ga kuru which has the lexical meaning of 'the head comes', while the idiomatic meaning is 'to be angry or annoying'. idioms of this type are the most common idioms found, especially those with structure noun + o + verb. some idiom meanings are limited by the passive form of the verb as in ki o torareru „distracted‟, causative form for example hana o motaseru „give awards‟, and negative form as in udatsu ga agaranai „can't go forward‟. some japanese verb idioms are absolute idioms and cannot be changed to research and innovation in language learning 5(1) january 2022 p-issn 2614-5960, e-issn 2615-4137 53 other forms. there are also japanese idioms that can change the form of the verb. these changes can be categorized into changes in words, forms of respect, passive or causative forms, and forms of affirmation or rejection. adjective idiom is idioms whose constituent elements consist of nouns and adjectives, for example, kuchi ga karui has the lexical meaning of 'light mouth, while the idiomatic meaning is 'speaking without thinking first'. nominal idiom is idioms whose formation consists of a noun and a noun, for example, uri futatsu has the lexical meaning of 'two melons', while the idiomatic meaning is 'similar' or 'twin'. it is realized that it is important to conduct research on metaphors in japanese idioms that contain the word mizu. therefore, the formulation of the problem that is relevant to the direction of the research topic is determined, namely whether the idiomatic forms of the word mizu 'water' are based on the structure in japanese. this problem formulation is intended to look at idioms in japanese that use the word mizu 'water' element. this means to know the concept of thinking of japanese people related to water. methods qualitative research approach was used in this research to describe the idiomatic form of the word mizu 'water' based on its structure in japanese. driven in lakoff & johnson (1980), word mizu with the kanji「水」were collected and analyzed. the data obtained are sentences that use idioms with the word mizu. idiom data in sentences is divided based on its form and meaning. sources of data come from written documents, namely the japanese idiom dictionary poketto han kanyouku/kouji kotowaza jiten (utaguchi, 2014), and the book 101 japanese idioms (maynard & maynard, 1994). these three data sources were chosen because they represent the standard sources for the use of idioms in communication that are commonly used by japanese people. the analysis stage carried out in this research is first, categorize idioms based on the concept of mizu 'water' based on conceptual metaphor theory (lakoff, g. and johnson, 1980). second, identify the metaphorical meaning of mizu 'water' by comparing it with the lexical meaning using a dictionary. third, categorize and analyze the types of ainun, n., mulyadi, m., pujiono, m. 54 p-issn 2614-5960, e-issn 2615-4137 metaphors based on the division of metaphors and analysis of conceptual metaphors. fourth, identify the image scheme that underlies the concept of water and interpret the concept of mizu 'water' in a conceptual metaphor. finally, categorize the idiom forms contained in the data based on the classification of idiomatic forms (miharu, 2002). result and discussion the results in this research show the idiomatic form of the word mizu based on its constituent structure. from its structure, idioms with the word mizu consist of noun, adjective and verb idioms. determination is done by looking at the combination of the constituent elements. the results are presented in the following table: tabel 1. idiom form of the word mizu based on idiom noun no. idiom romaji (latin) lexical translation idiom forms based on structure 1. 年寄りの冷や水 toshiyori no hiyamizu parent's cold water noun idiom 2. 寝耳に水 nemimi ni mizu water enters our sleeping ears noun idiom 3. 水の流れと身のゆくえ mizu no nagare to mi no yukue the flow of water and its existence noun idiom 4. 水と油 mizu to abura water and oil noun idiom furthermore, the idiom form of the word mizu is based on the idiom adjective. idiom forms of the word mizu based on the idiom adjectives are presented in the following table. tabel 2. idiom forms of mizu words based on idiom adjective no. idiom romaji (latin) lexical translation idiom forms based on structure 5. 水温む mizu nurumu warm water adjective idiom 6. 水が合 わない mizu ga awanai water not suitable idiom adjective furthermore, the idiom form of the word mizu is based on the verb idiom. the idiom form of the word mizu based on the verb idiom is presented in the following table. research and innovation in language learning 5(1) january 2022 p-issn 2614-5960, e-issn 2615-4137 55 tabel 3. idiom forms of the word mizu based on verb idiom no. idiom romaji (latin) lexical translation idiom forms based on structure 7. 湯水のように使う yumizu no yōnitsukau use like hot water verb idiom 8. 上手の手から水が漏れる jōzunote kara mizu ga moreru water comes out of fingers verb idiom 9. 呼び水になる yobimizu ni naru become a water pump verb idiom 10. 汗水流す asemizu nagasu flowing sweat verb idiom idiom forms based on the structure of the word mizu 'water' in the discussion of this section, the idiomatic form of the word mizu based on its structure is discussed. in the perspective of miharu (2002) which explains that noun idioms are idioms formed based on the pattern of noun + noun grammatical categories. adjective idioms are idioms that are formed based on the noun + adjective pattern. verb idioms are idioms formed based on the noun + verb pattern. idiom form of the word mizu based on noun idiom the following is a review of some of the data found related to the form of noun idioms: (1) 年寄り の 冷や水 toshiyori no hiyamizu parents has cold water n part n 'dangerous/unsuitable for the elderly' in data (1), this idiom is a noun idiom because the structural pattern is noun + noun. the particle no is used to describe the ownership function of “parental (owned) cold water.” (2) 寝耳 に 水 nemimi ni mizu sleeping ears in water n part n 'got shocking news' in data (2) this idiom is a nominal idiom because the structural pattern is noun + noun. the particle ni is used to describe the function of the preposition 'in.' ainun, n., mulyadi, m., pujiono, m. 56 p-issn 2614-5960, e-issn 2615-4137 (3) 水の流れ と 身のゆくえ mizu no nagare to mi no yukue water flow and human existence np part np 'live life like flowing water' as for data (3), this idiom is formed by combining words that form a phrase, but the phrase formed is a noun phrase (np), so it is still a nominal idiom. the particle to is used with the function of balancing two nouns so that it means 'and.' (4) 水 と 油 mizu to abura water and oil n part n ꞌwater and oilꞌ in data (4) this idiom is a noun idiom because the structural pattern is noun + noun. the particle to is used with the function of balancing two nouns. so, that it means 'and.' idiom forms of word mizu words based on adjective idiom the following is a review of some of the data found related to verb idiom: (5) 水 温む mizu nurumu water warm n n 'warmth' in data (3) this idiom is an adjective idiom because the structural pattern is noun + noun. (6) 水 が 合わない mizu ga awanai water not suitable n part vp 'environment not suitable' in data (6) this idiom is a verb idiom because the structural pattern is noun + verb. the particle ga is used to describe the condition/state of water. idiom forms of the word mizu based on verb idiom the following is a review of some of the data found related to verb idiom: (7) 湯水 の ように使う yumizu no yō ni tsukau hot water use like n part vp 'wasting money/stuff' research and innovation in language learning 5(1) january 2022 p-issn 2614-5960, e-issn 2615-4137 57 in data (7) this idiom is formed with a combination of nouns and words that form a phrase, but the phrase formed is a verb phrase (vp) as a determining phrase, so it is still a verbal idiom. the particle no is used to describe the proprietary function of hot water. (8) 上手の手 から 水 が 漏れる jōzu no te kara mizu ga moreru good hands from water out np part vp 'even skilled ones can fail' in data (8) this idiom is formed by combining words that form a phrase, but the phrase formed is a verb phrase (vp) as a determining phrase, so it is still a verb idiom. the particle ga is used to describe the condition/state of water. (9) 呼び水 に なる yobimizu ni naru water pump be np part vp 'being a trigger' in data (9) this idiom is a verb idiom because the structural pattern is noun + verb. in this idiom phrase the particle ni is used to explain the sentence pattern ni naru 'be'. (10) 汗水 流す asemizu nagasu sweat water flow n v 'work hard' in data (10) this idiom is a verb idiom because the structural pattern is noun + verb. from a critical point of view, this research uses three forms of idioms, namely, noun idioms, adjective idioms, and verb idioms consisting of 4 noun idioms, 2 adjective idioms, and 4 verb idioms. determination is done by analyzing the combination of its constituent elements. this linguistic phenomenon in the mizu (water) element shows how the cognition mechanism in processing language. the idiom that dominates is closely related to everyday experience because most of the memory of human cognition is obtained from water as a source of life. fitriana (2019) which proves that the metaphor used in terms of conceptual similarities between the community and the fact that water is a substance that can function in an environment that can be felt. distinctive features determine the use of a specific metaphorical expression (oka and kusumi, 2020). ainun, n., mulyadi, m., pujiono, m. 58 p-issn 2614-5960, e-issn 2615-4137 mizu is nature and the environment where humans live, precisely being the source of life for living things in nature, showing that the mizu metaphor ꞌwaterꞌ is dominant in work and business where japanese people are known as hard workers as in the example of the metaphor "asemizu nagasu" , "mizu ga hairu", "yobimizu ni naru." this article claims that idiomatic forms based on structure in japanese allow us to see connections between metaphoric expressions and relevant discourse and to recognize the patterns of variation that attend figurative expressions. conclusion this research that discusses metaphors in idioms with the word mizu in japanese concludes that the idiom form of the word mizu in japanese consists of noun, adjective, and verb idioms. from the analysis of the data, it is known that based on its structure, there are 4 noun idioms, 2 adjective idioms, and 4 verb idioms. overall, the dominant idiom is closely related to everyday experience because most of the memory of human cognition is obtained from water as a source of life. the idiom of the word mizu 'water' is a substance that can function in a sensed environment. mizu is nature and the environment where humans live, precisely being the source of life for living things in nature which shows that the mizu metaphor of 'water' is dominant in the work and efforts of japanese people who are known as hard workers. references fitriana, r. m., & trahutami, s. w. i. (2019). analisis metafora pada idiom bahasa jepang yang berunsur mushi „serangga.‟ kiryoku, 3(2), 84. https://doi.org/10.14710/kiryoku.v3i2.84-91 hartanto, w. (2018). metafora kognitif tuturan penceramah dalam pengajian di wilayah surakarta. kandai, 14(2), 181. lakoff, g. and johnson, m. (1980). metaphors we live by. chicago: university of chicago press. maynard, m. l., & maynard, s. k. (1994). 101 japanese idioms. illinois: ntc publishing. miharu, a. (2002). yoku wakaru goi. tokyo: alc. munandar, i., nur, t., budaya, f. i., padjadjaran, u., budaya, f. i., & padjadjaran, u. (2019). metafora konseptual penyakit dalam majalah mediakom : suatu kajian research and innovation in language learning 5(1) january 2022 p-issn 2614-5960, e-issn 2615-4137 59 semantik kognitif conceptual metaphors of disease in mediakom magazine : 109–117. nosoichah, c., & mulyadi. (2019). idiom dan metafora pada lirik lagu “ jaran goyang .” metalingua, 18(2), 95–102. rachmawati, d. (2019). metafora tangan dalam idiom bahasa jepang berdasarkan teori metafora konseptual. lite: jurnal bahasa, sastra, dan budaya, 15(1), 31–47. ratna, m. p. (2019). aimai hyougen sebagai cerminan komunikasi implisit jepang. izumi, 8(1), 20. https://doi.org/10.14710/izumi.8.1.20-25 santoso, t., & wahyu riani, r. (2019). makna metafora idiom (kanyouku) dalam unsur mata (me): sebuah kajian linguistik kognitif. journal of japanese language education and linguistics, 3(1). https://doi.org/10.18196/jjlel.3123 siregar, u. d., lubis, s., & nasution, k. (2021). using the theory of conceptual metaphor to understand utterance metaphorical in english version of surah annisa. retorika: jurnal ilmu bahasa, 7(1), 19–24. https://doi.org/10.22225/jr.7.1.2884.19-24. utaguchi, h. (2014). poketto han kanyouku/koji kotowaza jiten. japan: seibidōshuppan. yanuarita, z. (2013). mono no aware pada peribahasa jepang yang menggunakan kata sakura. japanology, 1(2), 184–193. oka, r., & kusumi, t. (2020). distinctive features influence perceived metaphor aptness and preference for metaphor use, 12-22. https://doi.org/10.1080/10926488.2020.1712780 conflict of interest no potential conflict of interest was reported. about authors nur ainun is now a master student at universitas sumatera utara, medan, indonesia majoring in linguistics. https://doi.org/10.1080/10926488.2020.1712780 ainun, n., mulyadi, m., pujiono, m. 60 p-issn 2614-5960, e-issn 2615-4137 mulyadi is a lecturer at universitas sumatera utara, medan, indonesia majoring in linguistics. her profile can be found at https://scholar.google.co.id/citations?hl=id&user=rxbffvqaaaaj mhd. pujiono is a lecturer at postgraduate program in linguistics, universitas sumatera utara, medan, indonesia. he is much interested in linguistics. he is available at mhd.pujiono@usu.ac.id 5990372 https://scholar.google.co.id/citations?hl=id&user=rxbffvqaaaaj mailto:mhd.pujiono@usu.ac.id https://sinta.kemdikbud.go.id/authors/profile/5990372#! research and innovation in language learning 5(1) january 2022, pp. 39-48 pissn: 2614-5960 e-issn: 2615-4137 http://jurnal.ugj.ac.id/index.php/rill copyright 2022 @ marlinda, dias andris susanto 39 article deixis in joe biden's speech inauguration marlinda adnilram19@gmail.com universitas pgri, semarang – indonesia. dias andris susanto diasandris@upgris.ac.id universitas pgri, semarang – indonesia abstract the objective of this study is to identify the kinds of deixes behind the inauguration address of president joe biden and to identify the significance of them are shown in the most prevalent deictic words in the inaugural speech of joe biden. in addition, the study investigates the contribution this research provides to pragmatics teaching. descriptive qualitative method was employed for data analysis, because it examines the various kinds of deixis seen in this speech. the researchers have written the speech into script, analyzed the deixis utilized, identified the type of deixis, and figure out the deixis contributions in pragmatics class. the findings revealed that three deixis, namely personal, spatial, and temporal deixis were identified in the inauguration address of joe biden; personal deixis (67% data), spatial deixis (21% data) temporal deixis (12% data). after analyzing the three types of deixis in the speech of joe biden, the researchers has concluded that in first person deixis the term we become the most commonly used. as president of the united states, he represents the people of the united states in carrying out specified tasks and taking measures that benefit the country. the explanations of deixis also indicated that personal deixis was the most significant type to be found in joe biden’s speech inauguration. this research can be utilized by lecturers in particular in the deixis field as teaching material on pragmatics. the research is intended to inform students of the fact that analysis of pragmatics is a solution for those who take a lesson in university keywords: deixis, types of deixis, inaugural address sari tujuan studi ini adalah untuk mengidentifikasi jenis-jenis deiksis di balik pidato pelantikan presiden joe biden serta mengidentifikasi makna penting yang diperlihatkan dalam kata-kata paling umum dalam pidato pelantikan joe biden. selain itu, dalam studi ini bertujuan untuk mengidentifikasi kontribusi dalam penelitian ini terkait pengajaran pragmatis. metode deskriptif kualitatif digunakan untuk menganalisis data, karena dalam studi ini mengamati beberapa jenis-jenis deixis dalam pidato tersebut. marlinda, & susanto, d.a. 40 p-issn 2614-5960, e-issn 2615-4137 peneliti telah menulis pidato kedalam naskah, menganalisis deiksis yang muncul, mengidentifikasi jenis deiksis, dan menemukan kontribusi dalam kelas pragmatik. hasil dari penelitian ini memperlihatkan bahwa terdapat tiga jenis deiksis; personal, spatial, temporal yang telah diidentifikasi. sebanyak 67% personal deiksis, 21% spatial deiksis, dan 12% temporal deiksis. setelah menganalisis ketiga tipe deiksis dari pidato joe biden, peneliti menyimpulkan bahwa dalam personal deiksis, kata we menjadi kata yang sering dipakai. sebagai presiden amerika serikat, joe biden mewakili rakyat amerika serikat dalam melaksanakan tugas-tugas tertentu dan mengambil langkahlangkah yang menguntungkan negara. penjelasan mengenai deiksis juga menunjukkan bahwa personal deiksis adalah jenis yang paling penting dalam penyajian pidato oleh joe biden. penelitian ini dapat digunakan oleh para dosen khususnya di bidang deiksis sebagai bahan pengajaran atas pragmatics. penelitian ini dimaksudkan untuk menginformasikan siswa sebuah fakta bahwa analisis pragmatik adalah sebuah solusi bagi mereka yang mengambil pelajaran di universitas. kata kunci: deiksis, jenis-jenis deiksis, pidato peresmian received 2021-08-17 accepted 2022-01-17 published 2022-01-31 apa citation: marlinda, & susanto, d.a. (2021). deixis in joe biden speech inauguration. research and innovation in language learning, 5(1), pp. 31-40 http://dx.doi.org/10.33603/rill.v5i1.5648 introduction deixis is concerned with encoding many distinct features of the elements that influence the utterances into the utterances themselves. natural language utterances are therefore intimately connected to a component of the context. additionally, in the same vein, birner (2013) in his book, it is not enough to know what the words meant by what they said, that we also need to know who uttered the statement and in what context. . knowing why they spoke it and what they meant for us to understand, they do not need to know the added meanings of the words. students cannot understand what teachers are saying in several interactions with teachers and students in classrooms frequently unless they understand the context. leong & ahmadi (2017) defines that many language learners struggle to express themselves during interaction activities. teachers cannot understand the utterances produced by students if they do not know who, whom, where, and when they communicate with. the review on the deixis have been elaborated by some authors like febriza (2020). this explanation aims to analyze the five categories of online newspaper of deixis in http://dx.doi.org/10.33603/rill.v5i1.5648 research and innovation in language learning 5(1) january 2022 p-issn 2614-5960, e-issn 2615-4137 41 jakarta post, that were place deixis, person deixis, time deixis, social deixis and discourse deixis. he observed that most personal deixis in the online newspaper are used significantly. 928 words were reported as result of a deixis study in an online newspaper: 70% of person deixes, 12% of temporal deixes, 10% of discourse deixis, 5% of social deixis, and 3% of spatial deixis. this research is part of qualitative research using the descriptive method. deixis scope is also in a border of religion literature such and koran and bible. azzahra (2019) which an analysis of deictic expressions in surah al baqarah translated by abdullah yusuf ali. in surah al-baqarah translated by abdullah yusuf ali, there are four types of non-personal deixis which are discourse deixis, time deixis, social deixis and place deixis. azzahra (2019) has discovered 452 non-personal deixis data based on the levinson category in surah al-baqarah. of the findings, 121 (26.77%) of the places deixis have been identified, 91 (20.13%) of the times deixis, 129 (28.54%) of social deixis and 111 data (24.56%) of the discourse deixis have been discovered. the researcherss observed that certain data have distinct references, but in different context and importance, like the lord always refers to god and others referred to humanity. while, (anugrah, 2018) who studied the types and choice of deictic expressions in the story selected from christian bible, genesis. in her study, she used the descriptive qualitative method, because it analyzed the types of deixis found in the christian bible, genesis chapter 6, 7, 8, 9, 10. the deixis most often used in this finding is person deixis with 192 data (39.91 %). followed by place deixis 103 data (21.41 %). the social deixis appears 83 (17.25 percent), while the time deixis appears 66 (13.72 %). then there is discourse deixis with the frequency of 36 data (7.69 %). it was concluded that deixis expresses and should be expressed contextually and pragmatically, the connection between language structure and context cannot be divided. moreover, the researchers prefer to choose spoken text than written text in deixis since the written text is been analyzed by another researchers. the notion of deixis assists researcherss in discovering and recovering the materiality of a text about spoken speechmaking that reacts symbolically to ties language to context in a recognizable way. the more we learn about context, the more we grasp it (prasch, 2016). the marlinda, & susanto, d.a. 42 p-issn 2614-5960, e-issn 2615-4137 researcher uses speech as spoken text and prefers joe biden's speech inauguration as a subject of this study. the problems may also arise before joe biden delivering his speech or can appear linguistic or nonlinguistic due to their public-speaking problems. for instance, in speech, there are spontaneous expressions as the shape of the speaker’s communication. thus, the research aims are: (1) to find out the types of person deixis, time deixis, place deixis that are working behind president joe biden’s inaugural speech, (2) to figure out the meaning are revealed in the most dominant deictic expressions apply in the joe biden’s inaugural speech and (3) to know how this research contributes in teaching pragmatics. methods this research was a qualitative research which explains the design of research as special processes, such as collecting data, generating reports and analyzing data. according to susanto et al., (2019) a qualitative technique that has qualified the researchers for more than one type of data collection. deixis was the focus of this study. the researchers used stephen c levinson's theory to carry out this deixis analysis. the source of the data for this investigation is from the language documents released in bbc news on youtube on 21 january 2021. the data was taken from https://youtu.be/j3a6n_1owpy. since in joe biden's address the researchers analyzed deixis, the population of this research was all of utterances in every word from joe biden. the researchers has written the speech into script, analyzed the deixes utilized, identified the type of deixes, and figure out the deixis contributions in pragmatics class. the method of collecting data was used by analyzing the video of the speech, so the researchers used the non-participant observation method. results and discussion person deixis the dominant person deixis that was used in biden’s statement was first person. the first person was 83%, while second and third person were 8% and 9% (see chart 1). https://youtu.be/j3a6n_1owpy research and innovation in language learning 5(1) january 2022 p-issn 2614-5960, e-issn 2615-4137 43 biden’s statement was dominated by the deixis we (36%), our (15%), i (12%), us (10%), my (8%), and me (3%). while, the result of second person was dominated by deixis you (6%) and third person were they (3%) and their (3%). first person deixis in english is i for subject, my for possessive adjective, me for object, and last mine for possessive pronoun. meanwhile me and mine rarely used by the speaker. we become the most dominant used by joe biden. we refers to joe biden as the point who represents himself and the audience to work together to overcome the deadly virus. furthermore, joe biden using we to emphasize that to overcome the deadly virus is everyone’s task not only the speaker certain of people. everybody can overcome this deadly virus. furthermore, flores-ferrán (2017) also points out that a speaker uses we to index distinct listeners or groups, or may utilize this form for self-reference. thus, a politician's choice of pronouns influences how she or he argues and how an audience is engaged. i and my refer to joe biden who is speaking currently to express his opinion about something, his feeling and show his performance as president united states to overcome american’s challenges. joe biden as the speaker here is the deictic center. the word we become the most used in first person deixis due to his position as president of united states, he represents the people of the usa to accomplish specific activities and take actions that improves the country. the president remained very powerful and extremely dominant during the speech to convince the audience to do whatever he wanted. it seems that while uttering these words biden focused on collecting the country's broken parts and gathering them against the ideas of the past president. mwinwelle et al., (2018) defines person deixis plays a very crucial part in 83% 8% 9% person deixis first person second person marlinda, & susanto, d.a. 44 p-issn 2614-5960, e-issn 2615-4137 political campaign speeches. it may be utilized to express the identity of the speaker by the way he refers to himself, his adversary and his audience. person deixis the top five of spatial deixis findings in biden’s statement are this (50%), those (13%), here (10%), there (10%) and come (9%). according to grundy (2013), in place deixis indicating location of the utterence in which their occur. there are proximal demonstrative (this /these) and distal demonstrative (those/that). biden’s speech contains place diexis, such as “here we stand, in the shadow of a capitol dome that was completed amid the civil war, when the union itself hung in the balance”. the first word here indicated as proximal deixis because the place is near from the speaker. joe biden delivered speech in capitol plaza in washington, d.c. and more emphasize by saying that the speaker and addressees stand together in capitol. rahmi (2018) observed that the term here is taken as a movement towards the speaker. whereas, stawarska (2008) analyzed while 'here' refers to the speaker's location at the moment of the statement. time deixis the common time deixis was used in this study was today (20%), now (11%), next (5%). the others time deixis had 2% each (seen chart 3). 49% 5% 0% 13% 10% 10% 9% 1% 1% 1% 1% person deixis this these that those here there come go chart 1. types of spatial deixis found in joe biden's speech inauguration research and innovation in language learning 5(1) january 2022 p-issn 2614-5960, e-issn 2615-4137 45 according to abdulameer (2019), time deixis defined as the time reference which points the time of speaking. time deixis is expressed through adverb of time, including yesterday, now, then and the verb tenses. to support the explanation above, here is the example of temporal deixis, “and so today, at this time and in this place, let us start afresh.” today here have meaning that the time when the speaker emphasizes at the same time and place. so the addressee should know when the exact time of the speaker giving the speech. joe biden delivered his speech on january 20th 2021. today is the day when the speaker and audience have gathering on the day to start afresh. khalili, (2017) argued that it is commonly grammaticalized in deictic time adverbs such as now, then, this week, this afternoon, yesterday, today, and many more. in other words, time deixis is a statement that connects to a specific moment when the speaker's utterances were created. the audience grasp when the time comes and influence the understanding of the entire speech. 2%2%2% 20% 2% 11% 2% 2%2%2%2%2% 2% 2% 2% 2% 5% 2% 2% 2% 2% 2% 2% 2% 2% 2% 2% 2% 2%2% 2% time deixisamerica’s day. democracy’s day a day of history and hope today at this hour now days ago more than two centuries last night one year 400 years in another january, on new year’s day 1863 today, on this january day start 108 years ago many centuries ago. next for a moment some days other days the future ahead pandemic for a night in the morning beyond yesterday all at once chart 2.the precentage of time deixis employed in joe biden's speech inauguration marlinda, & susanto, d.a. 46 p-issn 2614-5960, e-issn 2615-4137 frequency of deixis the personal deixis is commonly dominated used in biden’s speech (67%). the second is spatial deixis and the rest is temporal deixis. the total of deixis analysis in joe biden’s speech inauguration shows, person deixis was used 250 times with 67%, spatial (place) deixis was used 80 times and has percentage 21%, and the last temporal (time) deixis is used 44 times and with percentage 12%. the total analysis in joe biden’s speech inauguration is 374 times and have percentage 100% during giving his speech for about 22 minutes. conclusion & recommendation personal deixis is concluded as the main findings. the highest utilized in joe biden speech inauguration is the first-person pronoun deixis. it appeared as though the kind of text is uttered so that joe biden has to project the first person's deixis, as well as because joe biden decides to mention the first-person plural. the word we used the most in the first person is because of his position in the united states as president who represents the people of the united states for the welfare of the country. during the address, the president was highly powerful and dominant in convincing the public to do whatever he was willing to accomplish. this study enables future researchers to do similar deixis study investigating further about deixis theory of personal deixis, spatial deixis and temporal deixis. references abdulameer, t. a. s. a. (2019). a pragmatic analysis of deixis in a religious text. international journal of english linguistics, 9(2), 292. https://doi.org/10.5539/ijel.v9n2p292 250 80 44 67% 21% 12% 0 100 200 300 person deixis spatial deixis time deixis result of deixis https://doi.org/10.5539/ijel.v9n2p292 research and innovation in language learning 5(1) january 2022 p-issn 2614-5960, e-issn 2615-4137 47 anugrah, s. v. (2018). analysis of deixis in the story selected from christian bible, genesis. project (professional journal of english education), 1(5), 664–670. http://dx.doi.org/10.22460/project.v1i5.p664-670 ayu, d., dewi, m., wandia, i. k., & netra, i. m. (2018). the use of deixis in julia gillard ’ s speech on commemoration of bali bombing victims in garuda wisnu kencana cultural park , bali. jurnal humanis, fakultas ilmu budaya unud, 22(4), 980–985. https://doi.org/ 10.24843/jh.2018.v22.i04.p20 azzahra, i. k. (2019). a pragmatics analysis of deixis in surah al baqarah translated by abdullah yusuf ali. english franca : academic journal of english language and education, 3(2). 197-222. http://dx.doi.org/10.29240/ef.v3i02 birner, b. j. (2013). introduction to pragmatics. a john wiley & sons, ltd., publication. febriza, m. r. (2020). a deixis analysis of online newspaper in jakarta post. project (professional journal of english education), 3(6), 689. https://doi.org/10.22460/project.v3i6.p689-696 flores-ferrán, n. (2017). i’m very good at and maybe that’s why i’m center stage…”: pronominal deixis and trump. english linguistics research, 6(1), 74. https://doi.org/elr.v6n1p74 grundy, p. (2013). doing pragmatics by peter grundy (third edition). routledge. khalili, e. (2017). deixis analysis in a tale of two cities written by charles dickens. international academic journal of social sciences, 4(3), 58–65. mwinwelle, p., adukpo, j., & mortey, f. m. r. (2018). analysis of the use of personal deixis in concession speeches. international journal of art, language & linguistics, 1(1), 11–23. rahmi, d. h. (2018). a pragmatict study on deixis in the song’s lyric of deen squad album. faculty of education and teacher training ar-raniry state islamic university . darussalam banda aceh: thesis. stawarska, b. (2008). “you” and “i”, “here” and “now”: spatial and social situatedness in deixis. international journal of philosophical studies, 16(3), 399–418. https://doi.org/10.1080/09672550802113359 susanto, d. a., mujiyanto, j., bharati, d. a. l., & sutopo, d. (2019). the use and functions of english discourse markers (edms) in efl students writing at http://dx.doi.org/10.24843/jh.2018.v22.i04.p20 marlinda, & susanto, d.a. 48 p-issn 2614-5960, e-issn 2615-4137 university in indonesia. icas. https://doi.org/10.2991/icas-19.2019.14 conflict of interest no potential conflict of interest was reported. about author marlinda is a student of english education department of universitas pgri semarang. she is available at adnilram19@gmail.com dias andris susanto is a lecturer of english education department at universitas pgri semarang, indonesia. 6086719 mailto:adnilram19@gmail.com https://sinta.kemdikbud.go.id/authors/profile/6086719#! research and innovation in language learning 5(2) may 2022, pp. 98-108 pissn: 2614-5960 e-issn: 2615-4137 http://jurnal.ugj.ac.id/index.php/rill copyright 2022@ zahrotuz zainiah, nanin verina widya putri 98 article students’ perception of gamified online quizzes and its impact on their classroom engagement zahrotuz zainiah zahrotuz.19044@mhs.unesa.ac.id postgraduate program of language and literature education, universitas negeri surabaya, indonesia nanin verina widya putri nanin.19029@mhs.unesa.ac.id postgraduate program of language and literature education, universitas negeri surabaya, indonesia abstract gamification has been very popular in educational field. as a consequence, there were many researchers interested to conduct a study on it. in order to give contribution for enriching the resources for such study, this research investigated students’ view toward the use of gamified online quizzes given by the teacher outside the classroom, as well as to examine the impact on students’ engagement in the classroom. the method used was qualitative, with questionnaires and interview as the instruments. the participants were 69 twelfth graders students of three classes who filled the questionnaires, as 9 students among them were interviewed as the representatives. results showed that students perceived experience in using gamified online quizzes was positive. they recognized such quizzes as interactive and useful for their learning. moreover, they were found to be engaged in using the gamified online quizzes. they showed their engagement in behavior, emotion, cognitive, and agentic. keywords: gamification, online quizzes, students’ perception, students’ engagement sari gamifikasi sudah menjadi hal yang sangat popular dalam bidang pendidikan. sebagai konsekuensinya, banyak peneliti yang tertarik mengadakan kajian tentang hal tersebut. untuk berkontribusi dalam memperkaya sumber data untuk kajian serupa, penelitian ini ditujukan untuk menyelidiki pandangan siswa dalam penggunaan kuis online berbentuk permainan yang diberikan oleh guru di luar kelas, sekaligus meneliti dampaknya pada keterikatan siswa di dalam kelas. metode yang digunakan adalah kualitatif, dengan kuisioner and wawancara sebagai alat penelitian. peserta penelitian terdiri dari 69 siswa kelas 12 sebanyak 3 kelas yang mengisi kuisioner, dengan 9 siswa yang diwawancarai sebagai perwakilan. hasil menunjukkan bahwa siswa merasakan pengalaman yang research and innovation in language learning 5(2) may 2022 p-issn 2614-5960, e-issn 2615-4137 99 positif saat menggunakan kuis online berbentuk permainan. mereka menganggap kuis tersebut menarik dan berguna untuk kelangsungan proses belajar mereka. selain itu, siswa juga terikat penuh dalam menggunakan kuis tersebut. mereka menunjukkan keterikatan secara perilaku, emosional, kognitif, dan agentik. kata kunci: gamifikasi, kuis online, pandangan siswa, keterikatan siswa received 2021-12-21 accepted 2022-04-15 published 2022-05-30 apa citation: zainah, z., & putri, n. (2022). students’ perception of gamified online quizzes and its impacts on their classroom engagement. research and innovation in language learning 5(2), pp. 98-108 http://dx.doi.org/10.33603/rill.v5i2.6189 introduction in recent years, the term gamification has been a famous trend in educational field. gamification is defined as a procedure to put game elements into non-game circumstances (campbell, 2016). it aims to transfer and to adapt the elements of game into the real-world condition without neglecting the reality. in educational field, gamification is considered as a method to have a game played in the classroom setting without any intention to threaten or to risk the nature of a curriculum (nolan & mcbride, 2014). gamification has a potential to make the learning process to be more entertaining so that it increases students’ motivation to study (muntean, 2011). moreover, the availability of scores and rankings as the instant feedback giving in gamification can lead to students’ engagement in the learning process as and motivates students to reach the targets (glover, 2013). gamification is also beneficial for teachers as it provides a chance to track students’ learning achievement and triggers a transparent assessment (lee & hammer, 2011). as gamified online quizzes provide the instant feedback processing, it helps the teachers to conduct a formative assessment related to students’ engagement in the classroom (delacruz, 2011). it is also explained that during the gamification process, monitoring and assessing successful learning is likely to happen (hassan et al., 2021). similarly, the use of gamified online quizzes allows the teachers to gather initial information of each student’s learning progress so that it would be a possible option for assessing students’ engagement in the classroom (huang & hew, 2018). furthermore, shute (2011) also mentioned that gamification allows the teachers to observe not only students’ http://dx.doi.org/10.33603/rill.v5i2.6189 zainah, z., & putri, n. 100 p-issn 2614-5960, e-issn 2615-4137 achievement but also students’ emotion and behavior, which are parts of learning engagement. students’ learning engagement mentioned refers to a condition in which students actively involved in teaching and learning process (christenson et al., 2012). in regards to students’ engagement in the classroom, there have been several research conducted to investigate such concept. for instance, huang et al (2019) investigated two types of engagement namely behavioral and cognitive. meanwhile as a more complete version, reeve and tseng (2011) proposed four types of learning engagement namely behavioral, emotional, cognitive, and agentic. skinner, kindermann, and furrer (2009) stated that behavioral engagement refers to students’ involvement in the learning activity in relation to awareness, endeavor, and persistence. it means that students’ involvement in the classroom can be seen from their attitudes or behaviors. moreover, they also explained that emotional engagement refers to the existence of positive emotions such as interest and enjoyment during the learning activity, and to the absence of negative emotions such as anxiety (skinner et al., 2009; watt, 2004). when students seem to be not interested in the classroom, it means that they are not emotionally engaged in the learning process. the third engagement namely cognitive engagement refers to students’ personal investment in learning activities such as self-regulation and the use of learning strategies (walker et al., 2006). lastly, agentic engagement is the fourth and newly proposed aspect of students’ engagement. it is a combination of action and behavior which refers to student’s constructive contribution into what they have received; it is their acts of asking questions, expressing preferences, and telling the teacher what they need in order to create a more supportive learning environment for themselves (reeve, 2013; reeve & shin, 2020; reeve & tseng, 2011). there have been several previous research concerning the use of gamified online quizzes done in various field all over the globe (andreani & ying, 2019; campilloferrer et al., 2020; göksün & gürsoy, 2019; lin et al., 2020; poondej & lerdpornkulrat, 2020; roosta et al., 2016; sanchez et al., 2020; zainuddin et al., 2020). a study by göksün & gürsoy (2019) investigated the gamification activities that are used as a formative assessment tool based on academic achievement and student engagement in learning environments of science education in turkey. the study was research and innovation in language learning 5(2) may 2022 p-issn 2614-5960, e-issn 2615-4137 101 done quantitatively by having three research groups that were two experimental groups in which kahoot and quizizz were implemented and a control group where conventional instruction was implemented. similarly, sanchez et al (2020) also conducted a research exploring the benefit of gamification on student learning. it involved 473 students of psychology department. findings showed that students who completed more quizzes performed better on subsequent tests and had better scores. another study conducted by zainuddin et al (2020) was to investigate the differences in learners’ performance and perceived engagement between three intervention groups in a science class, using mixed method design by involving two types of pedagogical intervention: traditional instruction with paper-based quizzes and gamified instruction with gamified e-quizzes as formative assessments. the results showed that the employment of innovative gamified e-quiz applications and paper-based quizzes were found to be effective in evaluating students’ learning performance, particularly as formative assessment after completing each topic. the previous mentioned studies were mostly done using quantitative and mixed method. moreover, they were not happened in indonesian efl contexts. even though there was a study conducted by andreani and ying (2019) that examined the use of a game namely powpow to support the english vocabulary learning in indonesian elementary school, this study was done quantitatively and it focused only on students’ enhancement on the vocabulary mastery. it did not investigate the aspects of students’ engagement in the classroom. concerning the previous research aims and findings, more studies on the use of gamified online quizzes and its impact on students’ learning engagement in the classroom, especially in indonesian efl context is still worth doing. therefore, this research attempted to fill the gap by conducting such study in indonesian efl secondary school, more specifically to investigate the use of gamified online quizzes outside the classroom and students’ perceived engagement in the classroom by using qualitative research method. therefore, this study addressed the following research questions: 1. how do students perceive the experience of using gamified online quizzes outside the classroom? zainah, z., & putri, n. 102 p-issn 2614-5960, e-issn 2615-4137 2. how do students perceive their engagement by the use of gamified online quizzes? methods this research involved 69 students of twelfth grade of senior high school in gresik. they have experienced using such gamified online quizzes (quizziz, wordwall) as required by the teacher for about a year. the content of the online quizzes was made based on the instructional materials and objectives that have been taught. in order to address the research questions, qualitative research method was employed. the instruments used were open-ended questionnaires and semi-structured interview. the questionnaires were distributed to all students while the semi-structured interview was conducted to 9 students to represent the total number of the students. before gathering the data, the participants were asked for their consents to be involved in the study and they were also told that their identity would be kept confidential. the interviews were conducted online using voice and video call over the application, whatsapp, as the agreement of both author and the participants of the study. the interviews were conducted in the participants’ first language, bahasa indonesia, to prevent the language barriers existed. the questionnaire items about the usefulness of the gamified online quizzes were mainly adapted from hilman (2012) and the interview questions about students’ perceived engagement were adapted from reeve & tseng (2011). the data from questionnaires and interviews were organized, selected, and analyzed in order to meet the results. results and discussion students’ perceived experience in using gamified online quizzes table 4.1. students’ perceived experience of gamified online quizzes no. category frequency percentage 1 attractiveness 64 93% 2 usefulness 67 97% research and innovation in language learning 5(2) may 2022 p-issn 2614-5960, e-issn 2615-4137 103 the results from questionnaires showed that 93% students agreed that having gamified online quizzes outside the classroom was pleasant. some students said that such quizzes could be a stress reliever after having a long day at school. in terms of usefulness, 97% students said that such quizzes were helpful in a sense that it helped them being prepared for the exams and gave them opportunities for recalling the materials given by the teacher. as student 1 said in the follow up interview, “by using that quiz, i gain better understanding of what have been explained by my teacher in an attractive way.” (student 1). it was also explained by another student “it helps me to review the materials so that they will stick longer in my brain.” (student 3). even though the students had positive experiences in having the gamified online quizzes, there were also obstacles that they might found. the most common problem was the internet connection. “it is annoying when you are very serious in doing the quiz, then the internet connection troubles suddenly.” (student 2). student 1 also explained “we need to have the best signal since there will be an error happened to the quiz server if the signal is not that strong.” (student 1). aside from the issue of internet connection, several students mentioned the issue of duration. they felt that sometimes the quiz duration was too fast so that they had limited time to give the correct answer. moreover, they also explained that there was no “undo” feature in the quiz so that they could not edit the answer given, as student 5 mentioned “sometimes i am not sure about the answer but the thing is i cannot undo or edit it.” (student 5). the experience of having gamified online quizzes outside the classroom was perceived both positive and negative. the positive experiences were in terms of the attractiveness and usefulness brought by the platform. students enjoyed having the gamified online quizzes since it gave them fun and different experience in understanding the given materials, even acted as a stress reliever. it was also perceived as a helpful tool because it helped the students to be prepared for the class as well as the exams. it was also perceived as a promising tool to recall and to review the previous materials in the classroom. zainah, z., & putri, n. 104 p-issn 2614-5960, e-issn 2615-4137 in terms of the usefulness brought by the gamified online quizzes, results of this study supported the previous research by sanchez et al., (2020) which found that students who completed the gamified quizzes had significantly better scores on the tests. similarly, the attractiveness of the gamified online quizzes were previously highlighted by andreani and ying (2019) which mentioned that such gamified online quizzes were considered successful in attracting students' interest in learning english. students’ perceived engagement in using gamified online quizzes results from the semi-structured interviews showed that there were four kinds of engagement appeared when students involved in the use of gamified online quizzes. there were behavioral, emotional, cognitive, and agentic engagement. behavioral engagement refers to the students’ involvement seen from their attitudes or behavior. the interview question related to the behavioral engagement was about their attitudes when they did the quiz as well as when they had the feedback giving session from the teacher. there were various responses from the students such as “of course. i listened to the teacher carefully during the feedback giving.” (student 2). it was also said “i pay attention to the teachers while she gave us the feedback so that i can understand more.” (student 9). they showed that their behavioral engagement formed as an act of listening to the teacher carefully. meanwhile, student 3 perceived her engagement by asking questions. she said “i usually ask some questions during the feedback session.” (student 3). another form of behavioral engagement also mentioned by student 5 and student 8. “i tried my best to answer every question in the quiz.” (student 5). it was also mentioned “even though i do not really sure about the answer, i am still working on it.” (student 8). they showed that the effort for answering the quiz is also a form of behavioral engagement. the notion of emotional engagement in the use of gamified online quizzes could be highlighted from several students. for instance, student 5 said “it is always fun to have the quizzes after the teacher gave the materials.” (student 5). moreover, it was also said “i am excited to have the quizzes after lesson.” (student 2). furthermore, student 8 research and innovation in language learning 5(2) may 2022 p-issn 2614-5960, e-issn 2615-4137 105 mentioned “even if the materials are quite hard for me, it is always fun to do the quiz, it is like challenging.” (student 8). they showed that they were emotionally engaged by expressing their excitement of having the quiz. another student furtherly said “when it comes to the end of the quiz, i feel curious about the correct answer” (student 3). it expressed the curiosity as her emotional engagement in doing the quiz. the results of semi-structured interviews also found the notion of cognitive engagement from the students in various form. for instance, student 1 mentioned “well, i am able to remember the materials from the quiz.” (student 1). it was also said “through the discussion, we are able to solve the quiz problem.” (student 6). furthermore, student 4 mentioned “i guess, i am improving my critical thinking skills since the quiz has various type of questions.” (student 4). they showed that they were cognitively engaged in using the gamified online quizzes since they had their own learning strategies. lastly, agentic engagement was also found in the interview process. agentic engagement is related to student’s constructive contribution into what they have received. it can be seen in several forms. for instance, student 6 mentioned “sometimes i give suggestion to prevent the quiz to be boring.” (student 6). moreover, it was also said “i expressed my feeling about what i liked and disliked from the quiz.” (student 4). furthermore, student 8 explained “after the feedback given, i usually say what i need in order to improve my learning progress.” (student 8). they showed that their agentic engagement formed in a way they told the teacher what they need for better learning experience. the interview results showed that students’ perceived engagement in using such gamified online quizzes formed in four aspects of engagement proposed by reeve and tseng (2011) namely behavioral, emotional, cognitive, and agentic engagement. they showed their behavioral engagement by their efforts in doing the quizzes as well as their participation in the feedback giving session. moreover, their emotional engagement could be seen from their excitement and curiosity of having the gamified online quizzes. furthermore, the cognitive engagement could be seen from the way the students formed their own learning strategy as well as their recognition of their responsibility of their zainah, z., & putri, n. 106 p-issn 2614-5960, e-issn 2615-4137 learning. lastly, agentic engagement was also found when they were constructively giving opinion for making a better learning environment. the results were contributively supported the previous finding by zainuddin et al., (2020) who found that applying games in the classroom could be a promising tool to engage their students in learning process. conclusion & recommendation this current study revealed that efl secondary school students perceived the experiences of using gamified online quizzes positively. they perceived such quizzes as new, fun, and interesting way of gaining better understanding of class materials. moreover, they perceived such quizzes as helpful tools to prepare them for the exams as well to recall the knowledge they had received in the classroom. aside from the positive experience, they had also some obstacles such as the internet connection and the absence of edit feature for the answer. students were also actively engaged in using the gamified online quizzes. they were engaged in terms of behavior, emotional, cognitive, and agentic. this research is limited in a sense that the results cannot be generalized to all classroom situations. moreover, the future research also encouraged to have the point of view of the teachers as the one who prepared the gamified online quizzes in their classroom. furthermore, future research can also focus specifically on certain skills. references andreani, w., & ying, y. 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(2020). the role of gamified e-quizzes on student learning and engagement: an interactive gamification solution for a formative assessment system. computers and education, 145, 103729. https://doi.org/10.1016/j.compedu.2019.103729 conflict of interest no potential conflict of interest was reported. about authors zahrotuz zainiah is a master student of universitas negeri surabaya majoring language and literature education. she received her bachelor degree from the same university in english education program. she is interested in researching classroom assessment and teacher autonomy. she is currently doing her thesis proposal for achieving the master degree. https://orcid.org/ 0000-0002-2722-0287 nanin verina widya putri is postgraduate student of universitas negeri surabaya, indonesia. her research interests are efl teaching, students’ self-regulated learning, digital literacy, assessment literacy, and teacher feedback. she has translated academic documents. then, she currently focuses on her thesis examination. https://orcid.org/0000-0003-1607-1914 research and innovation in language learning 5(2) may 2022, pp. 109-121 pissn: 2614-5960 e-issn: 2615-4137 http://jurnal.ugj.ac.id/index.php/rill copyright 2022@ putri lasminiar 109 article students’ attitudes in experiencing bilingual environment in islamic boarding schools putri lasminiar lasminiarputri@gmail.com universitas negeri malang, indonesia abstract this study aimed to describe students’ attitudes in experiencing a bilingual (englisharabic) environment placed in their islamic boarding school. this research employed a survey design. the data was obtained from a five-point scale questionnaire, which consisted of 15 statements, administered to 88 junior high school students of the 20212022 academic year. then, the data was descriptive statistically analyzed the finding showed that students had positive attitudes towards the english-arabic environment. the students believed that the bilingual environment could assist them to acquire the two languages easily by being used to having the languages with their friends and teachers around their daily lives. furthermore, the research finding also reveals that the bilingual environment increased students’ vocabulary items, made students have better bilingual communication among their friends, and provided circumstances of language learning that influenced bilingual learners. keywords : bilingualism, bilingual environment, students’ attitude sari tujuan dari penelitian ini adalah untuk mendeskripsikan perilaku siswa terhadap lingkungan berbahasa inggris dan arab yang terdapat di pondok pesantren mereka. data dari penelitian ini diperoleh dari kuesioner yang berisi 15 peryataan dengan 5 skala likert yang diberikan kepada 88 siswa smp tahun ajaran 2021-2022. data dianalisa dengan statistic deskriptif. hasil penelitian menunjukkan bahwa para siswa menunjukkan perilaku positif tentang keberadaan lingkungan berbahasa inggris dan arab di pondok pesantren. mereka meyakini bahwa lingkungan tersebut dapat membantu mereka dalam mnguasai kedua bahasa tersebut dengan membiasakan diri untuk menggunakan kedua bahasa tersebut dalam berkomunikasi dengan teman dan guru di dalam kehidupan mereka sehari-hari. selain itu, hasil penelitian juga mengungkapkan bahwa lingkungan dwibahasa tersebut dapat meningkatkan jumlah kosa kata baru, meningkatkan kemampuan komunikasi dwibahasa antar teman, dan menciptakan suasana pembelajaran bahasa bagi siswa dwibahasa. kata kunci : bilingualisme, lingkungan dwibahasa, perilaku siswa received 2021-12-29 accepted 2022-05-31 published 2022-05-31 lasminiar, p. 110 p-issn 2614-5960, e-issn 2615-4137 apa citation: lasminiar, p. (2022). students’ attitudes in experiencing bilingual environment in islamic boarding schools. research and innovation in language learning 5(2) pp. http://dx.doi.org/10.33603/rill.v5i2.6240 introduction acquiring two languages almost at the same time cannot come easily and it needs a process for the students. therefore, the schools create a bilingual environment to support the students to be accustomed to the languages. hoff & elledge (2005) reveal in their research finding that a bilingual environment influences children’s language development. in their research study, conducted in a spanish-english environment, also explain that the environment can help children to achieve a high level of language proficiency especially in the domain of vocabulary. it means that the environment provides students to have exposure by hearing more words of two languages obtained from the interaction among students and teachers. still, a research study conducted by mokhtar et al. (2010) in a malaysian-english environment reveal that there is a low range of vocabulary size among third-year diploma students who study in a public university. their vocabulary size especially in english does not show good enough results. according to rahman et al. (2018), this finding is caused by a negative attitude and lack of exposure to both or one of the two languages. if students obtain many exposures to both languages through a bilingual environment, they will use them as access to enhance their vocabulary of both languages. the exposures play an important role in word recognition in bilinguals (grosjean & byers-heinlein, 2018). language activities such as conversations and a role play held in the bilingual environment can be the exposures that elevate students’ comprehension of both languages. a role play can assist students to get interested in learning languages since they are playing a role while at the same time they are learning (ramadhani & poedjiastutie, 2020). apart from the vocabulary size, putri (2010), who conducts her study in a bilingual environment of a formal school, disagree that the environment can be able to assist students in acquiring the two languages since they have doubts and confusion about one of the languages placed in the bilingual environment when they do not master the language. yet, calderón jurado & morilla garcía (2018) perceive that students of their research study still show their interest to learn foreign languages although they have http://dx.doi.org/10.33603/rill.v5i2.6240 research and innovation in language learning 5(2) may 2022 p-issn 2614-5960, e-issn 2615-4137 111 problems in understanding them. moreover, they are also pleased using the languages among themselves in the environment. in addition, byers-heinlein & lew-williams (2013) perceive that a bilingual environment is more conducive to the students’ language learning. in other words, the environment is a good strategy to make the students experience both languages that lead to the better acquisition of the languages. the bilingual environment that takes place in formal educations such as formal schools have been a place for students to enrich their bilingual ability and their students also seem really into the environment. however, the implementation of a bilingual environment in informal schools such as islamic boarding schools is rarely reported although the existence of the environment in the boarding school has existed for a couple of years. to fill this gap, the present study would like to investigate the implementation of a bilingual environment that takes place in an islamic boarding school. this study focuses on students’ attitudes in experiencing the environment that needs to be measured to know whether they feel enlightened or they face obstacles in having the environment. the findings of this present study are expected to help teachers get appropriate learning methods for their students in acquiring the two languages and to provide information for the stakeholders of the islamic boarding school whether the bilingual environment has helped the students in acquiring the languages or the environment needs to be improved. islamic bilingual boarding schools in indonesia indonesian islamic boarding schools have developed language learning that includes arabic and english as their daily languages (fitriyani & rasyid, 2018). since students can live and learn together in the boarding schools (hasan, 2020) their chance to practice both languages can happen routinely. to facilitate the students in getting used to the languages, the boarding schools provide a bilingual environment that has various foreign language programs including the obligation to speak the languages for students’ daily communication where the penalty is set in (ratnadewi et al., 2020). a bilingual environment is perceived as the learning environment that can be one of variable access to be the input for students (austin et al., 2015). lasminiar, p. 112 p-issn 2614-5960, e-issn 2615-4137 there are limited previous studies that discuss a bilingual environment explicitly. related to bilingualism, most of the previous studies discuss language dominance, language attrition, and bilingual education. the example of a research study that conducted language dominance in late bilinguals was done by (schmid & yilmaz, 2018). they state that late bilinguals who spent their lives in an environment where languages other than the one they acquired in their childhood were spoken, typically experienced language development phenomena. it meant that the environment made them immersed in the languages that lead them to improve their new knowledge of the languages. the improvement can be in the form of acquisition of some levels of receptive or productive knowledge of the languages. to make a bilingual environment useful for students in acquiring two languages, language activities took place in a bilingual environment such as conversations among students should be strengthened in order to assist students to gain both proficiency of both languages (bialystok, 2018). another research study conducted by poulin-dubois et al. (2010) utter that children who raise in a bilingual environment from birth or nearly could provide benefits for bilinguals’ cognitive skills. previous studies few previous studies explained a bilingual environment placed in an islamic boarding school although the environment had already existed for a couple of years. a research study conducted by zulfiqar & tahir (2015) explained that the use of english-arabic in the teaching and learning process and also in daily communication arose multilingualism in the boarding school where its students came from different ethnics and languages in indonesia. furthermore, he also stated that several traditional languages were still used as the media of instructions although the students were in an english-arabic environment. his research study was about students’ and ustadzs’ attitudes towards multilingual education that took place in their islamic boarding school. the research finding revealed that there were positive attitudes towards multilingual education in a boarding school. however, the result did not significantly affect students’ and ustadzs’ teaching and learning process due to a lack of knowledge, belief, and motivation to develop a multilingual education system in the teaching and learning process. in relating to the bilingual environment, this study did not completely research and innovation in language learning 5(2) may 2022 p-issn 2614-5960, e-issn 2615-4137 113 explain the function of the environment for the students in their language learning process. on the other hand, the study done by (hanafiah et al., 2018) perceived that the existence of an english-arabic environment could create variation in communication among students. the variation was in the form of code-mixing. when students had difficulties in expressing their feelings or ideas in spoken words, they tend to mix them with english or arabic sentences, words, phrases, or clauses. they did code-mixing to make students’ communication with their interlocutors run smoothly and to avoid punishment from their teachers. the next study comes from ibrahim alforidi, (2016) who uttered about the main factors that affected bilingualism. he stated that children who were brought up in a bilingual environment seemed to have difficulty in acquiring two languages. however, his study was library research which he merely reviewed some bilingual explanations from the books and online resources. the finding of his research had not been proven by examining through the real research study in a certain bilingual environment. in contrast, fitriyani & rasyid (2018) found that students enjoyed using english or arabic interchangeably. their research was examining the process of bilingualism language learning, the environment of language learning bilingualism, and the students’ participation in bilingualism language learning. their research findings obtained from interviews and observation also showed that many students participated actively in using english and arabic in the bilingual environment and they could absorb many english-arabic words during the learning process in the bilingual environment. related to the process of bilingualism language learning, there were interactions between students and teachers during the language learning process since the teachers continuously guided their students to speak better in the environment that took place in their islamic boarding school. these studies solely explained the existence of a bilingual environment in their boarding schools without trying to get information of students’ attitude towards the environment. due to this reason, the study regarding their attitudes is needed to be done to know whether the environment has helped them acquire the two languages or they feel confused in comprehending the languages placed in the lasminiar, p. 114 p-issn 2614-5960, e-issn 2615-4137 environment. moreover, the study also includes the advantages and difficulties that students have in experiencing it. designs this present study applied a survey research design (latief, (2015). the populations of this study were 88 junior high school students of sabilillah sampang in the 2021-2022 academic year. it was from all-female second and third graders who stayed in the bilingual english-arabic environment. they were chosen as the participants of this research study since they had experienced the bilingual environment for at least a year. by having the experience, they were expected that they could give their information about the environment. related to the school, it was the first islamic boarding school that applied bilingual environment in sampang city so that the researcher of this study felt curious to know about its students’ attitudes towards the environment. this study used a questionnaire to collect the data from the students. the questionnaire was developed by zulfiqar & tahir (2015) and modified based on the context of the boarding school environment. it consisted of 15 statements which were put in a fivepoint likert scale with the criteria; 5= strongly agree, 4= agree, 3= undecided, 2= disagree, 1= strongly disagree. the questionnaire was distributed to students in printed forms and the explanations of the questionnaire procedures were provided by the researchers before the students filled in it. results and discussion students’ responses toward bilingual environment table: students’ response towards bilingual environment number statements sa (%) a (%) u (%) d (%) sd (%) 1 bilingual environment placed in islamic boarding school is a postive influence for students to improve their bilingual ability. 84 15 1 0 0 2 having communication in bilingual environment without strict rules is a negative thing for students’ language learning development. 34 56 3 2 5 3 bilingual environment can give positive effects for students’ knowledge especially for knowledge about foreign language. 80 19 0 0 1 research and innovation in language learning 5(2) may 2022 p-issn 2614-5960, e-issn 2615-4137 115 4 having foreign language ability (english & arabic) is part of students’pride that has to be maintained and improved. 74 25 1 0 0 5 bilingual environment is very important for students to improve their communication among friends. 53 41 5 1 0 6 bilingual environmnent is needed to improve students’ english ability. 72 25 3 0 0 7 bilingual environmnent is needed to improve students’ arabic ability. 60 32 7 0 1 8 language activities around islamic boarding school’s environment has to be monitored by teachers and students. 57 36 7 0 0 9 students and teachers have responsibility to keep continuity of bilingual environment activities in islamic boarding school. 66 26 8 0 0 10 islamic boarding school environment is suitable to be the place that runs bilingual environment. 46 43 10 0 1 11 bilingual environment is the environment that gives disadvantages for students. 2 2 5 53 38 12 bilingual environment makes students get forced to speak english. 1 11 33 33 22 13 bilingual environment makes students get forced to speak arabic. 1 15 33 28 23 14 having communications in bilingual environment can increase students’ vocabulary items. 83 17 0 0 0 15 students’ involvement is needed for the development and management of bilingual environment. 24 30 41 0 5 most of the students (99%) showed their positive attitudes. based on the results of number 2, it meant that the students did not mind having a bilingual environment with rules but not in a strict way. rules or types of punishments should be made based on mutual agreement and decided together by having discussions (habibi & supriatno, 2020). the students (94%) strongly agreed that the environment was needed by the students to improve their communications among others. the environment had provided them a positive effect in improving their foreign language knowledge and creating circumstances of language learning. circumstances of language learning were one of the factors that could influence bilingual learners (sandhofer & uchikoshi, 2013). however, the students still asked for the maintenance and improvement of the environment to keep it beneficial for their language ability especially for their communications among others. lasminiar, p. 116 p-issn 2614-5960, e-issn 2615-4137 related to students’ english and arabic ability, 97% of students conveyed that the bilingual environment was needed to improve their english ability and there were no students who disagreed with it. on the other hand, 92% of students agreed that the environment could help them improve their arabic skills. although the result was lower than the students who believed that the environment could assist them to acquire english, the environment was still being a suitable strategy to help bilingual learners in acquiring languages. it was seen through the results which there were more than 90% of students that agreed that the environment improved their english and arabic skill. it was in line with research findings done by byers-heinlein & lew-williams (2013) that explained that a bilingual environment was a good strategy to make the students experience both languages that lead to the better acquisition of the languages. the finding of the present study also stood in contrast to the statements conveyed by ibrahim alforidi (2016). he stated that children who lived in a bilingual environment seem to have difficulties in acquiring languages. these two statements seemed to have a similar condition in which the environment needed teachers’ and students’ participation to make the bilingual environment successfully help students in acquiring english and arabic. suardi et al. (2017) perceived that the participations could be teachers’ guidance, students’ awareness, and students’ high motivation in learning the languages which could strengthen the existence and the function of the environment islamic boarding school environment was suitable to be the place that could run bilingual environment. it was because the islamic boarding school obliged its students to stay in a dorm and set language programs that must be followed and applied in students’ everyday life (nurjaman, 2013). these results indicated that the students felt that having communications with two languages in a bilingual environment were their daily routines and they were accustomed to using them (zainuddin, 2016). yet, there were still 12% of students who were forced to speak english and 16% of students who were forced to speak arabic. to handle this situation, teachers should create language activities in the environment that could attract their intention to willingly speak those languages such as role play and short conversations among friends. a role play could assist students to get interested in learning languages since they were playing a role while at the same time they were learning (ramadhani & poedjiastutie, 2020). besides, research and innovation in language learning 5(2) may 2022 p-issn 2614-5960, e-issn 2615-4137 117 teachers taught and gave examples of short conversations among friends that were usually used in their daily lives. the conversations should be strengthened to assist students to gain proficiency in both languages (bialystok, 2018). in relating to the advantage of having communication in the bilingual environment stated in number 14, all of the students believed that the environment could increase their vocabulary items since they could ask questions and cooperate with others in the environment. those interactions assisted students to learn new words (z. m. putri & wahyuni, 2019). furthermore, supported by hoff & elledge (2005) that conveyed that a bilingual environment helped children achieve a high level of language proficiency especially in the domain of vocabulary. it was found that 55% of students showed their agreement in involving in the development and management of the bilingual environment. students’ involvement was needed to create a better environment where language learning took place (zulfiqar & tahir, 2015). conclusion and recommendation bilingual environment can assist students to acquire languages. in experiencing the environment, students have some advantages. meanwhile, the difficulty that students have is solely about the strict rules that the students have to obey. related to the rules placed in the islamic boarding school, teachers and students should have discussions about the rules that must be set in the environment and it should be agreed upon by two parties. it recommends more investigations of teachers’ attitudes towards bilingual environment needs to be done to acknowledge their obstacles and achievements in keeping the environment beneficial for their students. references al-barokah, u., abdul, k., al-baekani, k., pahlevi, r., & al-baekani, a. k. 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(2018). predictors of language dominance: an integrated analysis of first language attrition and second language acquisition in late bilinguals. frontiers in psychology, 9(aug), 1306. https://doi.org/10.3389/fpsyg.2018.01306/bibtex suardi, s., emzir, e., & rafli, z. (2017). english learning in islamic boarding school al-junaidiyah biru bone (ethnographic studies). jetl (journal of education, teaching and learning), 2(2), 224–227. https://doi.org/10.26737/jetl.v2i2.290 syafi’i, m. v. (2019). implementation of integrated cambridge and 2013 curriculum of english at tazkia international islam boarding school malang. language-edu, 8(2). http://riset.unisma.ac.id/index.php/lang/article/view/3631 zainuddin. (2016). levels of code switching on efl student’s daily language; study of language production. advances in language and literary studies, 7(3), 278– 281. https://doi.org/10.7575/aiac.alls.v.7n.3p.278 zuhra, u., & mahmud, m. (2020). an analysis of language dominance in students’ english arabic conversation at an islamic boarding school. research in english and education journal, 5(3), 113–112. http://jim.unsyiah.ac.id/read/article/view/15857 zulfiqar, s., & tahir, b. (2015). the attitude of santri and ustadz toward multilingual education at pesantren. http://www.sciencepublishinggroup.com, 3(4), 210. https://doi.org/10.11648/j.ijll.20150304.13 conflict of interest no potential conflict of interest is reported. author biography putri lasminiar is a graduate student at the english education department of universitas negeri malang. currently, residing in sampang-madura, she teaches in research and innovation in language learning 5(2) may 2022 p-issn 2614-5960, e-issn 2615-4137 121 islamic elementary and junior high school in sampang. her research interests include bilingualism and elt. she can be reached at lasminiarputri@gmail.com research and innovation in language learning vol. 3(2) may 2020 pp. 158-162 pissn: 2614-5960 e-issn: 2615-4137 http://jurnal.unswagati.ac.id/index.php/rill copyright 2020@ misdi 158 short report e-portfolio as an authentic learning assessment in a response to covid-19 outbreak in indonesian higher education: toward critical studentwriters misdi misdirina@gmail.com department of english education, fkip, universitas swadaya gunung jati, cirebonindonesia abstract this report, a part of a larger study, describes a case study investigating university educators who struggled in empowering student-teachers that aimed to promote critical writing awareness. this study aimed at revealing phenomenon of edmodo-based eportfolio as an alternative authentic assessment for empowering student teachers in the covid-19 outbreak in indonesia. twenty-five out of seventy-eight student teachers in teacher college in indonesia voluntarily participated in the study. for the data, the student teachers were observed during their writing completion to assess their writing as well as their critical arguments. at the end of the first writing project, they were interviewed to reveal their attitudes towards the projects. three main findings were reported, i.e. their writing skill improvement, attitudes, and critical writing. overall, the findings show that edmodo-based portfolio provides graphic of students’ writing performance as authentic writing assessment and perceives positive attitudes from the student teachers. in addition, students’ critical writing awareness is also developed. keywords: assessment, critical writing, e-portfolio, edmodo, empowered student teachers sari paper ini melaporkan sebagian hasil penelitian yang masih dalam pelaksanaan tentang calon guru yang berjuang memberdayakan mahasiswa calon guru untuk menulis kritis. tujuan penelitian ini adalah untuk mendeskripsikan fenomena penilaian menulis dengan teknik portofolio elektronik dengan menggunakan edmodo di tengah pandemik virus corrona di indonesia. dua puluh lima mahasiswa calon guru bahasa inggris secara sukarela berpartisipasi dalam penelitian ini. pengumpulan data dilakukan dengan teknik observasi langsung di kelas virtual mereka. observasi difokuskan pada aktivitas berargumen kritis yang nampak pada proses penulisan mereka. sebagai evaluasi akhir, wawancara dilakukan untuk mengetahui sikap mereka terhadap kegiatan menulis dan evaluasi ini. ada tiga hal utama yang dilaporkan dari hasil penelitian ini yaitu tentang peningkatan kemampuan menulis mereka, sikap dan daya kritis menulis mereka. secara misdi 159 p-issn 2614-5960, e-issn 2615-4137 umum, hasil penelitian menjelaskan bahwa mahasiswa calon guru memberikan sikap yang positif atas penggunaan alat evalusi menulis berbasis portofolio elektronik dengan edmodo. sedangkan kemampuan menulis kritis mereka juga dilaporkan mulai berkembang. kata kunci: edmodo, memberdayakan calon guru, menulis kritis, penilaian, portofolio elektronik received 2020-05-31 accepted 2020-06-01 published 2020-06-01 doi 10.33603/rill.v3i2.3565 apa citation: misdi, m. (2020). e-portfolio as an authentic learning assessment in a response to covid-19 outbreak in indonesian higher education: toward critical studentwriters. research and innovation in language learning, 3(2), 123-144. 58-162 http://dx.doi.org/10.33603/rill.v3i2.3565 this study this study was conducted in the rush of calls for conducting online assessment for language educator in the critical pandemic of covid-19 period in the context of higher education. this project recruited twenty-five student teachers in english education in a private teacher college in indonesia. they come from a multi social backgrounds aging from 19-20 year old. they also had different language background. as mandated during covid-19 outbreak, all students have to pursue and access internet services for joining their online courses. they were invited to participate in this. they joined language writing task in a four-week writing project. in this project, students had to discuss the issues and challenges in covid-19 online writing courses collaboratively. after the discussion, they had to report and proposed critical essays containing their learning reflection and proposal how to improve the online courses during this covid-19 outbreak. the writing project was conducted in edmodo learning management system (henceforth edmodo). as they discussed and had tasks completion in their edmodo, their critical writing performance and learning attitudes were stored and easily assessed and evaluated. at the end of the writing project, the student teachers were interview to understand their perception related to the project. findings the study shows that edmodo-based e-portfolio in the covid-19 outbreak successfully help to assess students’ writing performance in three ways. first, the data revealed http://dx.doi.org/10.33603/rill.v3i2.3565 research and innovation in language learning vol. 3(2) may 2020 p-issn 2614-5960, e-issn 2615-4137 160 students’ writing performance was improved. in the earlier stage of the learning, the students showed their weak argumentative evidences, e.g. less supported and referred data. from the first commented draft, students found that their flow of writing was unstructured well. from the first feedback and peer-reviewed, they were able to revise and submit more structured writing draft. at second feedback session, issues of grammaring and writing style were commented. from the results of the feedback and peer-review, they worked in their group. in the small group discussion, students were able to fix and improve their writing performance. the findings show that edmodobased portfolio provides graphic of students’ writing performance. well-known as a nightmare activity, writing activities are perceived as an art of writing. now, the students are getting aware off their good writing performance as the results of interactive and dialogic process between the writer, peers, and lecturer as their their tutor. as nur (pseudonym) noted, “..dengan mendapatkan feedback terus, tercatat dengan baik dan saya baru paham, banyak hal yang harus diperbaiki lagi dan lagi (having consecutive feedback through edmodo intensively, now i know and become aware of how to fix each mistake i have”). second, emodo-based e-portfolio also provides information about perceives positive attitude from the students. the students realized that this edmodo-based e-portfolio writing made their writing practices different from earlier writing activities which feedback was rarely given and stored. febby, for example, commented that this way of writing practices kept her optimistic for having quality of writing practice during this covid-19 lockdown. furthermore, the students’ critical writing awareness is also developed. during the writing practice, the students were directed to search credible sources of information to support their arguments. they finally acknowledged that presenting and showing strong argument is crucial in writing. in short, the success of applying critical argumentative essay writing was demonstrated in their first draft of writings after getting several feedback and peer comments. this suggests that eportfolio was suitable to be employed as alternative writing assessment in this outbreak period. misdi 161 p-issn 2614-5960, e-issn 2615-4137 discussion and conclusion this study investigating how e-portfolio based assessment was conducted to assess students writing performance through edmodo learning management system in a classroom of teacher college in indonesia. the findings show that the students’ writing performance was tracked and found their improvement. e-portfolio, an assessment tool has been widely endorsed in theories (chye, zhou, koh, & liu, 2019). the students also received edmodo-base e-portfolio writing assessment positively. from this eportfolio assessment, students critical discussion and writing were also seen. e-portfolio serves in-depth view of both students and teachers about their writing classroom practices. thus, e-portfolio in writing activities enable to save students’ writing rhetoric development (barrot, 2020). e-portfolio, e.g. edmodo lsm also internalize students as reflective and critical writers as “using edmodo make it powerful to be self-directed writers. the corrective feedback often empowers so that now i know what and how to fix and develop for each sentence (s1). therefore, e-portfolio based writing assessment is mandated as an alternative formative assessment which fruitfully rich of competencebased feedback and practices (popescu-mitroia, lumini, & greculescu, 2015). as lam & lam (2019) suggest, portfolio is an innovative learning-process assessment that is promising and enlightening assessment for teacher educators. the findings reported here suggest that e-portfolio, e.g. edmodo lms based e-portfolio as applicable authentic assessment in covid-19 context for language learning and teaching assessment and evaluation. as reported by chye (2019), e-portfolio enables to deliberately promote critical and self-directed assessment for their selfness in inquiry of being self-reflected and empowered student teachers and language teachers, especially in teachers of english as a foreign language. therefore, educators should consider this kind of authentic assessment instead of traditional assessment in term of papers and classroom-based assessment. references barrot, j. s. (2020). effects of facebook-based e-portfolio on esl learners’ writing performance. language, culture and curriculum, 1–17. http://doi.org/10.1080/07908318.2020.1745822 chye, s., zhou, m., koh, c., & liu, w. c. (2019). using e-portfolios to facilitate reflection : insights from an activity theoretical analysis. teaching and teacher research and innovation in language learning vol. 3(2) may 2020 p-issn 2614-5960, e-issn 2615-4137 162 education, 85, 24–35. http://doi.org/10.1016/j.tate.2019.06.002 lam, r., & lam, r. (2019). writing portfolio assessment in practice : individual , institutional , and systemic issues institutional , and systemic issues. pedagogies: an international journal, 1–14. http://doi.org/10.1080/1554480x.2019.1696197 popescu-mitroia, m., lumini, l.-, & greculescu, a. (2015). the usefulness of portfolios as assessment tools in higher education, 191, 2645–2649. http://doi.org/10.1016/j.sbspro.2015.04.722 conflict of interest no conflict of interest was reported about author misdi is a faculty member of english education department, universitas swadaya gunung jati cirebonindonesia. he has taught efl for thirteen years. his research interests include tefl methodology and academic writing. orcid: https://orcid.org/0000-0002-3543-0823 research and innovation in language learning 5(1) january 2022, pp. 79-92 pissn: 2614-5960 e-issn: 2615-4137 http://jurnal.ugj.ac.id/index.php/rill copyright 2022@ oon suzana rahman, cece sobarna, eva tuckyta sari sujatna, lia maulia indriyani 79 article semantic shift of english internet slangs used in social media: morphosemantic analysis oon suzana rahman suzanarahmini@gmail.com fib unpad, jatinangor-bandung-indonesia cece sobarna cecesobarna@yahoo.com fib unpad, jatinangor-bandung-indonesia eva tuckyta sari sujatna eva.tuckyta@unpad.ac.id, fib unpad, jatinangor-bandung-indonesia lia maulia indriyani lia.maulia.i@gmail.com fib unpad, jatinangor-bandung-indonesia abstract the aim this research are to identify the most common morphological process through word formation found in the lexical of english internet slang, and to identify the most common type of shift of meaning used by netizen on social media.the research methodology applied in this research is descriptive qualitative-textual analysis (bhawna & gobind (2015) and smith (2017). the data sources are taken from facebook, twitter and teenage english slang that are selectively chosen on the basis of criteria.the theory of english internet slang taken from crystal (2003, 2005, 2011, 2013), gua and dai (2019). the research findings are:no morphological process 72% , derivation consisted of 16%, compounding 4%, coinned 4%, clipping 4%. whereas the type of semantic changes, mostly narrowing consists of 78%, the words that do not change the meanings are 28%. it is recommended for further reseach which is still open for semantic field, especially under the discussion on figurative meaning. keywords: textual analysis, english internet slang, morphosemantics, semantic shift, narrowing sari tujuan peneltian ini adalah untuk mengidentifikasi proses morfologi yang paling banyak ditemukan di dalam pembentukan kata internet slang berbahasa inggris, dan rahman, o.s., sobarna, c., sujatna, ets., & indriyani, lm. 80 p-issn 2614-5960, e-issn 2615-4137 untuk mengidentifikasi jenis pergeseran makna yang paling banyak digunakan dalam kata internet slang berbahasa inggris. metodologi penelitian yang digunakan yaitu descriptive qualitative –textual analysis dari (bhawna & gobind (2015) and smith (2017). teori internet slang berbahasa inggris yang digunakan dalam penelitian berasal dari crystal (2003, 2011, 2013), gua dan dai (2019).temuan penelitian ini yaitu: tidak terjadi proses morfologis 72%, derivation consisted of 16%, compounding 4%, coinned 4%, compounding 4%. sedangkan jenis perubahan semantik, yaitu: narrowing yang terdiri dari 72%, makna kata yang tidak mengalamii pergeseran, yaitu 28 %. peneliti merekomendasikan untuk penelitian selanjunya yang masih terbuka terutama di bidang semaantik dalam pembahasan makna figurative. kata kunci: textual analysis, internet slang berbahasa inggris, morfosemantik, pergeseran makna secara semantis, penyempitan makna received 2022-01-17 accepted 2022-01-18 published 2022-01-31 apa citation: rahman, o.s., sobarna, c., sujatna, ets., & indriyani, lm. (2022). semantic shift of english internet slangs used in social media: morphosemantic analysis. research and innovation in language learning, 5(1), pp. 53-70 http://dx.doi.org/10.33603/rill.v5i1.6387 introduction internet has come to exist in the second half of the twentieth century, but its influence on language began to escalate in 1990 onwards. since that time internet has been applied as a means of communication and involves in our surroundings in our daily activities. it drastically changed the way people to communicate (al-kadi and rashad; 2018). many researchers have been interested in how it affects the way people use the language. it means the way people use the language online such as when they communicate on social media with its various applications. thus, almost everybody gets involved in using internet connection for communication in social media. internet slang (internet short-hand, cyber-slang, sms speak, netspeak, cyber language, chatspeak) refers to a variety of everyday languages used by different communities on the internet. they produce english internet slang in their communication in social media. however, not all internet users know and understand how to speak perfect english as stated by crystal (2003, p. 13). it is due to a fast majority of internet slang having the ability to convey meaning through the use of individual words. http://dx.doi.org/10.33603/rill.v5i1.6387 research and innovation in language learning 5(1) january 2022 p-issn 2614-5960, e-issn 2615-4137 81 the advancement of technology in internet based communication has a corresponding effect on the fast growing vocabularies that is called english internet slang. supported by the shopisticated technology, especially in social networking sites such as facebook, twitter, linkedlin, whatsapps, and you tube has attracted million of english-speaking users who use internet connection for communication (akunna, 2012, p. 7). in this case, valikova (2014, p. 15) states that the majority of the innovations in the branch of computer technologies come from the english speaking world. it is supported by crystal (2003, p. 115) who states that the communication via internet or social media mostly conducted in english, it is due to the worldwide use of internet and social media communication. it can be concluded that internet slang is a new language with innovative and novel characteristics (gua and dai, 2019). in this research, the writers apply the term english internet slang. the internet itself is an ideal medium for new slang to emerge because of the richness of the medium and the availability of information. mostly the type of new vocabularies that are emerged from the chat is in the form of lexicals, acronyms and abbreviations as stated by zabotnova (2017). thus, this research focuses on exploring the morphological process that contributes to the language change that leads to the changes of meaning and a shift of meaning that is also occured. the following are the research questions to be answered that is to identify the common type of word-formation process used in social media and to identify the most dominant type of a shift of meaning resulted by the word formation process used in social media. all languages change through time. in this case, the internet has been a new medium of the changes to take place. as coleman (2012) says in kolowich (2019): “it is s not necessarily that language is changing more quickly, but technologies have developed and they allow the transmission of slang terms to pass from one group to another much more quickly.” the writers intend to explore the changes especially a shift of meaning based on morphosemantics analysis. morphosemantics is a colaboration of subdicipline of linguistic study consisted of morphology and semantics. based on linguistic approach, morphology is the study of the internal structure of words. it also involves the study of word formation that permits us to deduce the properties of one lexeme for those rahman, o.s., sobarna, c., sujatna, ets., & indriyani, lm. 82 p-issn 2614-5960, e-issn 2615-4137 of one or more other lexemes. in this way, morphology is a branch of linguistics that studies such patterns of word formation accross and within languages, and attempts to explicate formal rules reflective of the knowledge of the speakers of those languages (adams, 1973), cited in akunna (2012, p. 10). word formation process is a way to construct new words from the existing materials (trask, 1997) cited in ratih and gusdian (2018). meanwhile, hacken and thomas argue that word formation process is how to produce the new words based on some rules (2013). morphology explores the internal structures of words that studies the form-meaning relationships between lexical units and their arrangement in forming words (hamawand, 2011). semantics defined as the study of meaning in a language plays a very important role whether the meaning resulted from word formation process is denotative or connotative. it is called denotative if the meaning of the words can be found in a dictionary (rahman, 2015, p. 37). whereas connotation refers to personal aspects of meaning, the emotional association based on individual experience, thus some words shared their connotations (kreidler, 2002, p. 45) cited in rahman (2015, p. 53). the following is an example of denotation and connotation mouse (noun) is a denotation its meaning can be found in a dictionary that is sorts of small rodent, but at this time mouse (n) is a tool for moving a cursor when we operate computer, in this case there is a shift of meaning. though it is denotative but its naming is taken connotatively from one characteristic of mouse, the movement of a cursor is mouse like characteristics.when it is viewed from the type of semantic changes, it is regarded as a more specific one, thus the changes of the word mouse meant small rodent into a tool for moving the cursor is narrowing. semantic change is a well-established vehicle for language development. internet has come to exist in our surroundings in our daily activities. since that time internet has been applied as a means of communication. researchers have been interested in how it affects the way people use the language (lundell, 2012). it means the way people use the language online such as when they communicate on social media with its various applications. the writers are interested in analysing a shift of meaning of english internet slang resulted from the morphological process that causes a change of meaning research and innovation in language learning 5(1) january 2022 p-issn 2614-5960, e-issn 2615-4137 83 through morphosemantics analysis. there are some researchers who are also discusses the semantic changes involving a shift of meaning but in some other research objects. their researches will be explored as follows: the first is an articel written by tuti siti rohbiah under the title: an analysis of semantic changes of english lexical borrowings in indonesia tourism field (2020). the aim of the research is to classify and analyze kinds of semantic in the borrowed english tourism field in indonesian. the research method that was used is descriptive-qualitative content analysis to the corpus data in tourism field. the data were taken from indonesian magazines such as intisari, tamasya, and jalan-jalan since june to july 2019. the findings are: 12 words did not change meanings, 13 words changed meaning. indonesian borrowed from the foreign, whose concepts is adapted to the indonesian, in indonesian tourism field, the semantic changes was adopted to the social condition. the similarity of this research, it discusses the semantic changes, the differences are the object of the research, the aim of the study and the theory applied in her research. she applied descriptive-qualitative content analysis, while the reserchers descriptive-qualitative textual analysis. the other research was conducted by dede narawaty entitled: semantic change and meaning shift analysis on narrative texts‟ dialogues among the characters in the second year english textbooks of senior high school (2017). the research aim was to describe the types of semantic change existing in character‟s dialogues of the narrative text in high school english textbooks class x, to distinguish the conceptual meaning and new meaning, and to show the cause of meaning shift. the research methodology applied in this research was a qualitative approach with descriptive methods. the research findings indicate a change and a shift of meaning as a result of the context used of language. the similarity of this research and the writer‟s, focuses on the semantic change and a shift of meaning. whereas the differences are the object of the research that causes the differences of the aim of the research. the research methodology applied by the researchers is descriptive-qualitative design and textual method. the last, the research executed by maciey widawski entitled semantic change in african american slang (2013). this research paper presented the process of semantic shift in details. this research based on the lexical material from a sizeable database of rahman, o.s., sobarna, c., sujatna, ets., & indriyani, lm. 84 p-issn 2614-5960, e-issn 2615-4137 citations from contemporary african american source. widawski states that semantic change quintessentially involves two main processes: figuration that makes use of metaphor, metonymy and related figurative means; whereas semantic shifting includes generalitation, specialization, amelioration and pejoration. descriptive studies were used in his research, the material was collected through extensive fieldwork at some universities, and the methods used in data collection and applied in the creation of database were varied, but largerly traditional. the findings were figurative and semantic shifting often feature in poetry and their pervasive use in african american slang attests to great linguistic creativity and experimentation. semantic shifting is extensive as well that involves the four processes. all of them occur in standard english which are connected with historical change in language. the differences are the object of the research, the writer‟s research object is english internet slang that is used worldwide globally, while widawski is african american slang. based on the studies previously mentioned above, it can be concluded that the object of the writers research is not the focus of others‟ research, especially when it is related with semantic change and a shift of meaning. english internet slang is a new topic of linguistic approach. this approach emphasizes the aspects of novelty and freshness of slang. in line with this, crystal (2005, p. 78) argues that there are so many people have learned so quickly to adopt the language to meet the demands of the new technology, and to exploit the potential of medium to creativity form new areas of linguistic expression. moreover, crystal (2001, 2005, 2011), believes that internet english becomes a linguistic revolution. he also believes that the changes in english form and usage have given to a new branch of linguistics, namely internet linguistics (al-kadi and ali ahmed, 2018). method this research applies descriptive-qualitative textual analysis design. descriptive research approach is a basic research that examines the situation, as it exists in its current state. descriptive research involves identification of attributes of a particular phenomenon based on an observational basis, or the exploration between two or more phenomena (bhawna & gobind; 2015). whereas textual analysisis is a method of study research and innovation in language learning 5(1) january 2022 p-issn 2614-5960, e-issn 2615-4137 85 utilized by researchers to examine messages as they appear through a variety of mediums. the data generated for textual analysis can come from documents, films, newspapers, paintings, web pages, and so forth (smith, 2017). the object of this research consists of three data sources taken from facebook, twitter, teenage english internet slang. to get the data from facebook, we need to ask permission to the admin of the group to be involved as a member to get the data. twitter and teenage internet slang, permission was not needed, it was open publicly. the steps to excecute the reseach: 1. collecting the data, the data consisted of lexicals, acronyms, and leets. 2. the data were randomly chosen, for this research only lexicals are needed. 3. each word has lexical meaning, we used merriem webster dictionary, urban dictionary and on-line dictionary. 4.the words are analyzed based on morphosemantics. thus, this involves tne morphological and semantic process. morphological process was excecuted through word formation, whlie semantics process was carried out through denotative and connotative meanings. then the common type of word formation could be found, and also semantic shift. findings and discussion this section will describe the analyses of the data. the result of the analysis are expectedly would answer the problem that had been formulated previously mentioned in the research questions namely the most common word formation of english internet slang found in the research, and type of shift of meaning involved in the research. there are three steps involved in the analysis, those are, morphological, process, semantical process and semantic changes. junky morphosemantic process: junky refers to someone who is addicted to drugs. the word to junk as a transitive verb means to throw or discard. the word junky (adjective) comes from the word junk (noun) with the addition of the suffix y. the morphological changes that occur from nouns to adjectives; namely derivation. actually, what means condenser or drug addict is the word junkie (noun), the morphological process is the rahman, o.s., sobarna, c., sujatna, ets., & indriyani, lm. 86 p-issn 2614-5960, e-issn 2615-4137 word junk with the addition of the suffix, namely the word junk. thus, from the word junk (n to junkie (n), netizens prefer to use junky rather than junkie. when viewed from the meaning search process, the word junk refers to drug addict, and the word junky (adjective) means low-quality goods. therefore, drug addicts can be categorized as junk or low-quality goods, meaning that people are useless because they are not of high quality. the word junk means useless. it contains denotative meaning that turns into a connotative meaning, which refers to people who are useless or of have low quality such as drug addicts. thus, there is a shift of meaning which is narrowing. crap morphosemantic process: the word crap is a noun which means: a. dirt; b. something worthless, trash. if the word crap is an adjective, then the word means: c is very bad; d. poor; e. stupid. the word crap that is used social media means: “something that is worthless or a lie.” the use of the word crap in slang or its general meaning has not changed. from the meanings described above, it can be seen that the meaning shift that occurs from dirt which is a denotative meaning to something useless or a lie which is a connotative meaning. thus, it is narrowing. the morphological process does not occor noun that is a dirt remains as a noun that is a lie. in this case, only semantic process occurs, that is semantic change or a shift of meaning. hella morphosemantic process: hella can be used as an adjective or adverb, both are used as slang. as an adjective, the meaning is a lot of that can be seen in the following example: “you've got to keep in mind that the rematch is more money. they're making hella money now, but the rematch is more money, or even a draw of a good fight is more money.” (deontay wilder, quoted in the dallas morning news, 3 may 2015). research and innovation in language learning 5(1) january 2022 p-issn 2614-5960, e-issn 2615-4137 87 whereas the use of an adverb, the meaning is very or extremely. its usage in social media is in the form of adverb, and the example are as follows: “she is hella beautiful.” “and though she's excited, she's also hella scared.” (mimi valdes, vibe, 2002). transfer of meaning does not occur that is due to this word had exactly the same meaning since 1987 as described in merriem webster dictionary. thus, there is no changes of meaning or morphological process. discussion the enrichment of english vocabularies is a process involving three mainstream ways, namely: borrowing from other languages, word formation included in morphological process, and semantic change or semantic shift.the process of semantic shift can be observed from two aspects. the first one is based on logic. in this case, the semantic change is observed from the results of sematic shift. the result of semantic change can be studied in the denotative and connotative meaning. the result of semantic changes in the denotative meaning. see the following discussion. a) widening or it is also called extension or generalization. the examples for this are: rubbish in old english meant only as broken stones; but at present it covers all unwanted things or or left-over property; camp, it was usually used in military term, such as military camp, at present it used for any kind activities, such camping ground that refers to be used for public. b) narrowing, meant specification or restriction. the new meaning created is more precise. it covers only the part of the original meaning. the examples for this are : crap that means a dirt, this is denotative meaning that can be found dictionary, but there is a shift of meaning which is restricted only when this word is used in social media. the transfer of meaning becomes something useless or a lie.; for the word junky refers to someone who is addicted to drugs. at present, its used in social media, the meaning is low-quality goods. therefore, a drug addict can be categorized as a person of a low quality. rahman, o.s., sobarna, c., sujatna, ets., & indriyani, lm. 88 p-issn 2614-5960, e-issn 2615-4137 c) branching. in this process, the lexeme becomes polysemous. the newly developed sememes coexist, such as: head-mind and mental abilities, part of the body like in this sentence: it cost him his head that refers to life. semantic shift resulted from connotative meaning are: pejoration which means the new meaning is negative,or the word acquires derogatory negative change such as counterfeit, today:fake, originally: copy. the second aspect is that semantic change can be approached from the nature of the change. this involves metaphor that is the meaning can be transferred from the original to the new position such as through metaphor. this meant that a semantic change based on the basic of the fact that the two referents resemble one another. these semantic changes are the most important in all classification of semantic shift. the contraction and the expansion known respectively as the specification and generalization of meaning, are two types of semantic and lexical changes, where one of the new lexical unit develop a new meaning (daiu, 2015). conclusion based on the on the findings discussed above, the most common morphological process is the morphological process do not occur. this due to the users of english internet slang created the new words from the old words that have been existed and reused them again without any changes of the parts of speech such as when the word is a noun, it remains the same as noun, adjective takes the same patrs of speech as an adjective. the following is an example: the word hella, is used in social media as an adverd that means very or extremely. according to merriem webster dictionary, this word had been used since 1987, the the netizen reused it again with exactly the same meaning as an adverb. therefore, both morphological and semantic process do not occur. for coinned that is regarded as a totally new word. thus, the development of this word is still in progress, and it is often this word hardy found in the dictionary. in addition, both semantic change and morphological process do not occur. the type of semantic shift that occurs in 18 words or 72 are narrowing. the shift of meaning that occur is from denotative to connotative meaning, the shift of meaning is mostly found from denotative which contain general meaning turn to the specification research and innovation in language learning 5(1) january 2022 p-issn 2614-5960, e-issn 2615-4137 89 of meaning , it is due to the use of these words by netizen mostly in social media and often can not be found in the dictionary. the rest 7 words, they do not change the meanings so it is 28 %. it is due to those words are regarded as old words but the netizen reused them again without changing their meanings. conclusion based on the discussion above, the finding for the type of semantic shift on the finding are dominantly narrowing. this meant, the changes are from denotative to connotative or from general meaning to specific. the reason for this the usage of those words are in a more specific one that is in social media. whereas the rest 7 (seven) words, the netizen thought those words contained new meaning, conversely they were the words that have been existed for a long time, and the netizen use them with the same meaning. those findings explained above are very important to be aknowledged especially lecturers, students, language learners or people who are interested in lingustic field on morphology and semantics. the mixture of morphology and semantics becomes morphosemantics is rarely used in students reseach. thus, it is necessary to socialize morphosemantics. moreover, one aspect of those findings proved that new vocabularies have been being emerged and still going on until at present time. therefore, it will be beneficial for language leaners, or everyone involved in language learning especially it is due to a shift of meaning contains new meaning that also give an impact to translation, if the translators do not follow those changes of meaning as the development of language, it will cause a misunderstanding. references bhawna & gobind. research methodology and approach josr journal of research & method in education(josr jrme) ee-issn:2320-7388.p-issn.2320-737x volume 5. issue 3ver iv (may-june. 2015).pp48-51. www.josrjournals.org. retrieved. 24 january 2021. crystal, david. 2003. english as a global language. cambridge: cambridge university press. http://www.josrjournals.org/ rahman, o.s., sobarna, c., sujatna, ets., & indriyani, lm. 90 p-issn 2614-5960, e-issn 2615-4137 crystal, david.2005. the scope of internet linguistics.paper given on line to the american association for the advancement of science meeting. retrieved from http://allthingslinguistic.com/post/94471993924/the-scope-of-internet-linguistics. crystal, david. 2011. internet linguistics: a student guide. routledge. new york. crystal, david. 2013. the cambridge encyclopedia of the english language. cambridge: cambridge university press daiu, sonia. semantic changes – the factors and consequences of the word meaning process. european journal of language and literature studies. septemberdesember 2015. vol 1 issue 3. hacken, pius and thomas, claire.the semantics of word formation and lexicalization hacken thomas. https://www.semanticscholar.org/paper/thesemantics-of-word-formation-and-lexicalization-hackenthomas/da56f94f993a10a8f613f88f0742298738c57dad. 2013. hamawand., zaki. 2011. morphology in english: word formation in cognitive grammar. continuum international publishing group. london. kolowich, lindsay cox. 2019. omg liu, shixiong, gui, dan-yang, et.al. good slang or bad slang? embedding internet slang in persuasive advertising. original research. frontiers in psychology. june 2019. volume 10/article 1251. lundell, ida. 2012. „l.o.l‟., „o.m.g.‟ and other acronyms and abbreviations. a study in the creation of initialism. stockholms universitet. narawaty, dede. semantic change and meaning shift analysison narrativetext‟s dialogues among the characters in the second year english textbooks of senior high school. jurnal pujangga volume 3, nomor 1. juni 2017. onyedum, akunna. 2012. social media neologisms: a morpho-semantic analysis. unpublished thesis: university of lagos. rahman, suzana, 2015. semantics: the study of meaning. deepublish. yogyakarta. rashad, ali ahmed and al-kadi, m.abdu. evolution of english in the internet age. indonesian journal of applied linguistics, vol 7 no. 3 january 2018, pp 727-736. ratih, elisa and gusdian, i. rosalin. word formation of english new words of oxford english dictionary (oed) online. celtic. a journal of culture, english http://allthingslinguistic.com/post/94471993924/the-scope-of-internet-linguistics https://www.semanticscholar.org/paper/the-semantics-of-word-formation-and-lexicalization-hacken-thomas/da56f94f993a10a8f613f88f0742298738c57dad https://www.semanticscholar.org/paper/the-semantics-of-word-formation-and-lexicalization-hacken-thomas/da56f94f993a10a8f613f88f0742298738c57dad https://www.semanticscholar.org/paper/the-semantics-of-word-formation-and-lexicalization-hacken-thomas/da56f94f993a10a8f613f88f0742298738c57dad research and innovation in language learning 5(1) january 2022 p-issn 2614-5960, e-issn 2615-4137 91 language teaching, literature & linguistics. pissn 2356-041 eissn 26219158. volume 5 no 2 2018. rohbiah, tatu siti. an analysis of semantic changes of english lexical borrowings in indonesia tourism field. loquen english studies journal. available online http://jurnal.unibanten.ac.id/index.php/loquen/index. published june 30, 2020. smith, jason a. the international encyclopaedia of communication research methods: textual analysis. 2017. john willey & sons inc. valikova, tereza. 2014. influence of the “netspeak on modern user‟s language. universita balakecho v. olomuchi, pedagogicka fakulta, katendra anglicheho jayka. zabotnova, myroslava. specifity off the internet slang implementation in the process of communication in chat rooms. http://doi.org/10.5281/zamod o.1048789. 2017. acknowledgment no financial support for conducting this research. conflict of interest there is no conflict of interest happened during the execution of the research. authors’ biography oon suzana rahman is one of ugj lecturers of english faculty of fkip, majoring in linguistics. she is in charge of semantics, speaking and introduction to linguistics. she had ever worked in consulate general of republic indonesia in perth, western australia,, as an excecutive secretary. to get more knowledge, at present she is studying in universitas padjadjaran, bandung to get doctoral degree in linguistic study. 5977828. cece sobarna was born in bandung on july, 28th 1964. he completed his study in bachelor in 1988 and master degree in 1995. then, in 2003, he completed his doctoral degree majoring in linguistic study, universitas padjadjaran.he is also active in various scientific activities either national or international. in march 2018, he joined http://jurnal.unibanten.ac.id/index.php/loquen/index http://doi.org/10.5281/zamodo.1048789 rahman, o.s., sobarna, c., sujatna, ets., & indriyani, lm. 92 p-issn 2614-5960, e-issn 2615-4137 regional training program in manila. he had ever been in charge as the head of development and protection center, board of language building and development, ministery of education and culture in jakarta (2011). his position at this time is the head of doctoral study program of literary study, faculty of cultural sciences, universitas padjadjaran. https://orcid.org/0000-0002-3214-3191 6068110 prof. dr. eva tuckyta sari sujatna, m.hum is a professor in linguistics at universitas padjadjaran, bandung, indonesia. her books are understanding cohesion (2019), nilainilai kearifan lokal dalam permainan anak tradisional di jawa barat (book chapter) in menjejaki integrasi sosial di jawa barat (2018), transitivitas dalam advertorial pariwisata (2018), metafora teks pariwisata alam jawa barat: pengantar bahasa pariwisata (2017), understanding english syntax (2014), menyusun artikel ilmiah (2014), understanding systemic functional linguistics (2013), object complement in english (2012), causative verbs in material process of the english clause: functional grammar approach (book chapter) in pelangi budaya (2011), tata bahasa fungsional (2008), and english syntax for beginners (2008). she is also active in publishing her articles in national and international journals. scopus id 56951090400, http://orcid.org/0000-0002-6254-5714, lia maulia indrayani completed in bachelor (1987), master (2004), and doctoral(2010) program in universitas padjadjaran. she has been working as associate professor in english linguistics department, faculty of cultural sciences, universitas padjadjaran. her research interests are phonetics & phonology, syntax, semantics, culture, psycholinguistics, discourse analysis, pragmatics, and applied linguistics. in addition, she is also being active in some researches related to linguistics interfaces with other disciplines in both national and international journals. http://orcid.org/0000-0003-3778-5406. google scholar: https://scholar.google.co.id/citations?hl=en&user=uv6hldcaaaaj https://orcid.org/0000-0002-3214-3191 https://sinta.kemdikbud.go.id/authors/profile/6068110#! research and innovation in language learning 4(3) september 2021 pp. 231-252 pissn: 2614-5960 e-issn: 2615-4137 http://jurnal.ugj.ac.id/index.php/rill copyright 2021@ diah purwandari 231 article direct reading thinking activity and students’ reading comprehension: an experimental research diah purwandari purwandarid@ymail.com department of management, faculty of economics and business, university of muhammadiyah prof. dr hamka, jakarta, indonesia abstract the aim of this research is to find out the role of drta and reading attitude in improving students‘ reading comprehension. quasi-experimental design was used to establish the effect of method and attitude on students‘ reading comprehension. four classes of management were selected ,and assigned as experimental and control group, the experimental group were taught using drta and control classes were taught using regular method. anova was used to examine the influence of the main effects and interaction effects of method and attitude on students‘ reading comprehension. the result indicated that there was a significant difference effect between drta and regular method on students‘ reading comprehension. drta was more effective in improving reading comprehension. there was, however, no significant difference in students' reading comprehension based on their attitude. this study also found a significant difference effect on students' reading comprehension based on the interaction between method and attitude. drta method was to be effective in students with low attitude, while the high attitude was more prone to conventional method. keywords: drta, reading attitude, reading comprehension sari tujuan dari penelitian ini adalah untuk mengetahui peran drta dan sikap membaca dalam meningkatkan pemahaman membaca siswa. desain eksperimen semu digunakan untuk menetapkan pengaruh metode dan sikap terhadap pemahaman membaca siswa. empat kelas manajemen dipilih dan ditetapkan sebagai kelas eksperimen dan kelas kontrol, kelas eksperimen diajar dengan metode drta dan kelas kontrol diajar dengan metode reguler. anova digunakan untuk menguji pengaruh efek utama dan efek interaksi metode dan sikap terhadap pemahaman bacaan siswa. hasil penelitian menunjukkan bahwa terdapat perbedaan pengaruh yang signifikan antara metode drta dan metode reguler terhadap pemahaman membaca siswa. drta terbukti lebih efektif dalam meningkatkan pemahaman membaca. namun, tidak ada perbedaan yang signifikan dalam pemahaman membaca siswa berdasarkan sikap mereka. artinya sikap mailto:purwandarid@ymail.com purwandari, d. 232 p-issn 2614-5960, e-issn 2615-4137 secara statistik tidak mempengaruhi pemahaman membaca siswa. penelitian ini juga menemukan interaksi antara metode dan sikap berpengaruh yang signifikan terhadap pemahaman membaca siswa. metode drta lebih efektif pada siswa dengan sikap rendah, sedangkan sikap tinggi lebih cenderung pada metode konvensional. kata kunci: direct reading thinking activity (drta), reading attitude, reading comprehension. received 2021-06-11 accepted 2021-09-22 published 2021-09-30 apa citation: purwandari, d. (2021). direct reading thinking activity and students‘ reading comprehension: an experimental research. research and innovation in language learning 4(3) pp.231252 http://dx.doi.org/10.33603/rill.v4i3.5261 introduction reading is a necessary skill, and it is likely the most important skill for students to master in academic settings (ahmadi, 2012; ahmadi et al., 2013; gilakjani & ahmadi, 2011; hermida, 2011). indeed, students have to read a large volume of course texts, references, and internet material. if students can comprehend ideas, know most of the words in the texts, and extract the meaning from the writing, they are going to be considered as good readers. good reader students are more likely to do well in school. therefore students in language learning must master reading. reading ability will assist students in understanding the text structure, locating the main idea in the text, learning new vocabulary, and learning effective reading strategies to improve their reading comprehension (duke & pearson, 2009). students of esl/efl will make more progress and develop further in all academic subjects through strengthening reading skills (anderson, 2003; habók et al., 2019; klimova & zamborova, 2020). however, many students have insufficient reading skills and consequently, their reading achievement is poor. even in college or university level, the researcher has noticed many students are not capable enough know how to read and to understand english materials. they cannot find a way to improve the way they read, especially in relation to studying. they tend to spend a lot of time to read and understand the materials. students can have an attempt to improve their reading by recognizing the importance of good reading skills and strategies to their academic access. by recognizing these, http://dx.doi.org/10.33603/rill.v3i1 research and innovation in language learning 4(3) september 2021 p-issn 2614-5960, e-issn 2615-4137 233 students are expectedly able to encounter some problems in comprehending reading. the problems may be relating to several causes that might influence students‘ reading comprehension. the most important factor is the reading strategy used in the reading class (ahmadi, 2012; marinaccio, 2012). in educational contexts, students have very limited exposure to real language use; the teaching methods are mostly focused on grammar and the students have little or no contact with native speakers or native teachers of english. many students enter higher education unprepared for reading skills due to their low level of reading strategy knowledge. it is necessary to raise students‘ awareness of reading strategies which has a strong positive relationship with students‘ academic achievement (see defoe, 1999; tercanlioqlu, 2004) and (el-koumy, 2013; h, turhan, 2017; par, 2020). one of the reading strategies that is often used is drta. drta is a comprehension strategy that guides students in asking questions about a text and making predictions while reading. this strategy encourages students to read actively and thoughtfully in order to improve their comprehension (el-koumy, 2013). several previous studies on the relationship between drta and student reading comprehension have been conducted (dougherty stahl, 2008; el-koumy, 2013; nerim, 2020; utomo & syamsi, 2019; yazdani & mohammadi, 2015) another important factor which can have a highly significant impact upon students‘ success in reading is their attitudes toward reading (ahmadi et al., 2013; akbari et al., 2017; nootens et al., 2019; shelley, 2012). attitudes and motivation toward reading will lead students to a greater possibility for success (akkaya & kirmizi, 2010). the relationship between students' attitudes toward reading and their reading and comprehension achievement has been extensively researched in the literature (aricak., 2008; azizi et al., 2020; baki, 2018; hashemi & na, 2020; mckenna & kear, 1990; roomy & alhawsawi, 2019; rosales, 2020; zaccoletti et al., 2020). these researches have shown that drta and students' attitudes toward reading comprehension have a significant effect. furthermore, the literature emphasizes the importance of drta and reading attitudes in academic success. however, when studies on the same topic are analyzed, there appear to be fewer studies that show a one-way relationship between variables, particularly at the university level in indonesia. the purwandari, d. 234 p-issn 2614-5960, e-issn 2615-4137 majority of the studies are comparative studies with two or more variables, and it is difficult to determine the relationship in depth. therefore, this study is very necessary to be carried out in order to fill the gap. literature review direct reading thinking activity (drta) there are several strategies for reading. one of them is drta. this is a strategy that guides learners when they ask questions about a text, make forecasts and then read to confirm or refute their forecasts. drta encourages students to be active and thoughtful readers, which improves their comprehension (rizk samy welson, 2020). it is intended to develop students‘ ability to read critically and reflectively. stauffer developed drta in 1969 to provide readers with a basis for thinking, learning, and testing. stauffer suggests that these readers will learn to deal with their convictions and their courage. they are not fearful but brave. they are not blind; they are discerning, they are not hurrying, they are deliberate. they're not deceived, they are honest; they're not muddy, they're articulate. further, he believes that the reading is indeed a thought process (oppenheim, 1960), in which readers are involved in reconstructing the ideas of the author using their own experience. the researcher may say that drta is a reading strategy for building independence readers. drta engages readers, in active process that needs their reasoning abilities and ideas (abd & al odwan, 2012). they are not forced to read and to think. drta is designed to guide readers by informational text step by step (dougherty stahl, 2008). reading is divided into three stages (pre-reading, during reading, and postreading). drta also emphasizes prediction (foresight), verification (confirmation), and purposeful reading (resolution). drta helps students to understand that prediction and verifications are essential parts of the reading. in the prediction process, students consider what they believe will be covered in the text. this activity will motivate them to read by setting a purpose for what they are about to read. then, the teacher facilitates a brief discussion during the confirmation process, allowing students to compare their predictions to what was actually presented in the text. finally, in resolution process, research and innovation in language learning 4(3) september 2021 p-issn 2614-5960, e-issn 2615-4137 235 students are able to summary and evaluate the relevance of the predictions before reading and the information given in text they read. good readers predict and confirm what will happen in the text automatically and merge their knowledge and ideas with those of the author. poor readers don't predict or check when they read (clark & ganschow, 1995). drta helps readers to make predictions before reading and checking predictions (dougherty stahl, 2008; marina et al., 2010). in addition, drta not only promotes active comprehension, but also assists students in developing their reading and thinking processes as well as acquiring and activating their own reading purposes. in drta, for example, readers are encouraged to review what they know about a topic, predict what they will learn, and evaluate what they learned and read. drta is useful for processing all types of text and extends learning to higherorder thought processes. high order thinking processes means to know how to make connection between interrelated elements of text, justify though processes, and infer meaning from the text (tankersley, 2005). reading attitude another important factor that can have a significant impact on students' reading success is their attitudes toward reading (bastug, 2014; kaniuka, 2010). attitude is defined as a proclivity to react specifically to an object, situation, or value (which is usually accompanied by feelings and emotion). because reading is an exigent activity that often involves choice, motivation is crucial to reading engagement (good, 1973). the attitudes of an individual are learned autonomic trends that guide the thinking and feeling of an individual and that appear to or from an abstract concept or object. attitudes are certain guidelines that cannot be observed but are supposed to lead to certain observable actions. attitudes are known to be made up of cognitive, emotional, and behavioral components that change and develop over time. the investigator can conclude from these explanations that the attitudes are ways to feel, think or behave towards an abstract object or concept (akkaya & kirmizi, 2010). students must have both the ability and the readiness (seitz, 2010). an important aspect of literacy is a person's reading attitude. reading is a mindset, with feelings and purwandari, d. 236 p-issn 2614-5960, e-issn 2615-4137 emotions that make reading more or less likely (cecil smith, 1990). motivation is the activation of behaviour. student reading behavior is a key factor in performance reading. many researchers assume that positive reading attitudes contribute to greater readability. student interest will affect their english reading proficiency, as it is reflected in their reading comprehension test scores. this will give students with a positive reading attitude more chance to build vocabulary and understanding (seitz, 2010). in addition, students who like to read tend to be more attentive and focused when they complete lecture tasks. students who do not want to read, on the contrary, will likely only read if necessary or refuse to read. this negative reading attitude can have significant effects on the development and progress of students' reading and on their overall academic success. students with negative attitudes may be less careful and may experience behavioral problems when reading is involved (joann mullen, 2003). since reading attitude can be defined as a willingness to respond positively or adversely to reading, good readers are more positive than poor readers. both in l1 and l2, the positive sense of reading makes learners easier to read. just thinking that reading is beneficial is not sufficiently motivating (yamashita, 2004). in addition, the importance of understanding the attitudes of learners to reading in both l1 and l2 encourages l2 participation in reading. reading comprehension many experts have defined ―reading‖ in several ideas. to begin with, reading can be defined to understand a written text through the most efficient extraction of the required information from it (grellet, 1981). reading comprehension is a technique for improving student‘s success in extracting useful knowledge from text. it is clear that reading means a reader's activity, to obtain information and useful knowledge from the text. (mayer, 2003). nuttal (1996) defines reading as the meaningful interpretation of a printed or written symbol (qanwal & karim, 2014). reading entails recognizing letters in order to recognize words in order to derive meaning from what is read, as well as making connections between the words and ideas presented in the text and the readers' own prior knowledge (cecil smith, 1990). reading is a process of encoding and research and innovation in language learning 4(3) september 2021 p-issn 2614-5960, e-issn 2615-4137 237 decoding thought and language by identifying letters to obtain meanings and reading is also a two-way interaction between the text and the reader (tierney, 2005). as a result, reading entails not only constructing meaning from the message in print, but also comprehending or understanding what readers read. reading is an active, fluent process that involves the reader's ability to extract meaning from printed text and relate it to the reader's prior knowledge in order to perform well in understanding reading. (anderson, 2003; day & anderson, 2000). based on the definitions, it could be summarized that reading comprehension actually is a psychological process between a writer and a reader in understanding printed symbols in a written text in order to get meaning. it is important to understand that when a writer writes written messages, it requires the readers to be able to properly comprehend the written messages by decoding the words, holding the information in working memory, interpreting the messages, and processing the messages through their knowledge and experiences. in short, the researcher may conclude that in order to comprehend a reading text and be an effective reader, a reader needs to know the way how to read a text, the models of reading techniques, and the most important thing is the purpose of reading. it entails a reader having general knowledge, obtaining specific details, locating the main idea or theme, learning, remembering, summarizing, and comprehending. garcia, jimenez, and pearson (1998) discovered that unsuccessful students lacked awareness and monitoring strategies for the comprehension process in their studies. unfortunately, not everyone can read effectively even in their own language. sometimes comprehension failure happens and the reader is unable to achieve his/her purpose. when comprehension fails, the reader is unable to achieve his or her goal. this comprehension failure could be as simple as not knowing the meaning of a word, but it could also be due to a lack of one or more of a number of specific reading skills (swan, 1986). similarly, nuttal (1996) says the source of comprehension failure happened because the limitation of reader's vocabulary or general knowledge. there are some factors involved in comprehending a text; (1) lack or poor using of strategies, (2) difficulties in relating to prior knowledge, and (3) lack of reading engagement (duke & purwandari, d. 238 p-issn 2614-5960, e-issn 2615-4137 pearson, 2009). he also concludes that in order to prevent and addressing those reading difficulties, a reader should improve their word recognition, decoding, and fluency, as well as their content knowledge, strategies, and reading engagement. from these explanations, the researcher underlines that reading difficulties can be caused by several problems which prevent the reader to comprehend the text. one factor that has been mentioned above is reading strategies. the researcher believes that teaching strategy to understand a text will help students to understand the text eventually. methods research design in this study, a quasi-experimental design was used to determine the effect of independent variables on dependent variables when the researcher was unable to randomly assign subjects to groups. as an experimental study, this study discovered the effects of various treatments. because there were two groups – an experimental group that received the special treatment and a control group that did not – the posttest control group design was chosen. the experimental group was taught using direct reading thinking activity (drta), while the control group was taught using the traditional method. by the end of the ten sessions, those students were required to take a reading comprehension test and complete an asra questionnaire. the decision as to which group to join was made at random by the flip of a coin. in this study, the researcher employs two values for each independent variable: method (x1), which includes drta =1 and conventional method =2. meanwhile, reading attitude (x2) is divided into high = 1 and low = 2, with high attitude having an asra score greater than 140 and low attitude having an asra score less than 120. population and sample this study included 121 management students, 52 of whom were male and 69 of whom were female. given the limited number of samples, this study uses the entire population as a sample. as a result, the sampling technique employed is census sampling. by tossing a coin, the researcher divided the class into two groups: 61 students in the research and innovation in language learning 4(3) september 2021 p-issn 2614-5960, e-issn 2615-4137 239 experimental group and 60 students in the control group. this method was used by researchers because it was the simplest and most efficient way to determine the groups. data collection and analysis the data of the study were gathered during the second semester of the 2017-2018 academic year. the reading test was used to assess students' comprehension, while the adult survey of reading attitudes (asra) questionnaire was utilized to determine students' attitudes. the researcher uses two values for each independent variable: method (x1), which includes drta =1 and conventional method =2. meanwhile, reading attitude (x2) is divided into high = 1 and low = 2, with high attitude having an asra score of 140 or higher and low attitude having an asra score of less than 120. this study used two-way anova because it involves two catagorical independent variables, method (drta and conventional) and reading attitude (high and low), and the dependent variable is reading comprehension. anova was used to determine the influence of the main role and interaction effects of categorical independent variable on the dependent variable. the main effect is the direct effect of the independent variable on the dependent variable. while the influence of the interaction or interaction effect is the effect of collective effect of two or more independent variables on the dependent variable. the two-way anova model yi,j,k = µ + αi + βj + (αβ)i,j + e i,j,k is used. results and discussion the data were gathered during the first and the second week of the last semester. however, there were some students who did not provide their response to the questioners. there were also a few missing answers found in the reading test. therefore, the number of the cases used for this study were 95 students, 48 for control group and 47 for experiment group. since the reading attitude was grouped into high and low attitude, the participants reduced into 51 participants. table 1. participants between-subjects factors purwandari, d. 240 p-issn 2614-5960, e-issn 2615-4137 value label n method drta 30 conventional 21 reading attitude high 29 low 22 source: data processing table1 showed that there were 51 students participated in this research consisting of 30 students from experiment group (drta) and 21 from control group (conventional method). whereas 29 students had high attitude and 22 participants had low attitude toward reading. tabel 2. mean score of reading comprehension dependent variable: reading comprehension method reading attitude mean std. deviation n drta high 75.25 9.456 20 low 80.00 5.652 10 total 76.83 8.584 30 conventional method high 71.67 8.927 9 low 62.50 11.774 12 total 66.43 11.390 21 total high 74.14 9.289 29 low 70.45 12.878 22 total 72.55 11.017 51 source: data processing the table showed that the mean of reading score for students in conventional method who had high attitude was 71.67 and the low was 62.50. the total mean score for the conventional method group was 66.43. while the mean score of high attitude students in drta group was 75.25 and the low was 80.00. the total mean of this group was 76.83. the table also showed that the mean of both groups for those who had high attitude was 74.14 and the low was 70.45. table 3. the mean of experimental group and control group toward reading comprehension dependent variable: reading comprehension method mean std. error 95% confidence interval lower bound upper bound drta 77.625 1.819 73.965 81.285 conventional method 67.083 2.071 62.916 71.251 source: data processing table 3 indicated that experimental group (drta) earned the lowest score of 73.965, the highest score of 81.285, the average value of 77.625 and a standard error 1.819. research and innovation in language learning 4(3) september 2021 p-issn 2614-5960, e-issn 2615-4137 241 while the control group (conventional method) earned the lowest score of 62.916, the highest score of 71.251, the mean score of 67.083 with standard error of 2.071. it showed that those who taught by drta had batter score than conventional method. table 4. the mean of students’ reading attitude toward reading comprehension source: data processing based on the table, we could see that those who had high attitude toward reading earned the lower score of 73.409, the upper score of 79.333 and the score mean of 76.371 with 1.473 standard error. and those who had low attitude toward reading earned the lower score of 67.791, the upper of 75.030 and the mean of 71.411 with the standard error of 1.799. it indicated that the students with high attitude toward reading had better score than those in low attitude. table 5. the mean score of interaction between attitude and method toward reading comprehension source: data processing in the case of interaction between method and reading attitude toward reading comprehension, the students in experiment group (drta) with high attitude got the lower score of 71.024, the upper of 79.476 with the mean of 75.250 and the low attitude earned got the lower score of 74.023, the upper of 85.977 with the mean of 80.00. whereas the students in control group with high attitude earned the lower of 65.366, the upper of 77.967, while low attitude earned the lower of 57.044., the upper of 67.956 with mean of 62.500. table 6. hypothesis testing between-subjects effects dependent variable: reading comprehension reading attitude mean std. error 95% confidence interval lower bound upper bound high 76.371 1.473 73.409 79.333 low 71.411 1.799 67.791 75.030 dependent variable: reading comprehension method reading attitude mean std. error 95% confidence interval lower bound upper bound drta high 75.250 2.101 71.024 79.476 low 80.000 2.971 74.023 85.977 conventional method high 71.667 3.132 65.366 77.967 low 62.500 2.712 57.044 67.956 purwandari, d. 242 p-issn 2614-5960, e-issn 2615-4137 dependent variable: reading comprehension source type iii sum of squares df mean square f sig. partial eta squared corrected model 1919.877 a 3 639.959 7.250 .000 .316 intercept 243180.020 1 243180.020 2754.917 .000 .983 method 1290.504 1 1290.504 14.620 .000 .237 attitude 56.633 1 56.633 .642 .427 .013 method * attitude 562.278 1 562.278 6.370 .015 .119 error 4148.750 47 88.271 total 274500.000 51 corrected total 6068.627 50 a. r squared = .316 (adjusted r squared = .273) source: data processing table 6 showed that there was a positive, linear relationship between the three variables. the r square value of 0.316 represented the percentage of variation in the dependent variable explained by the independent variables. this meant that methods (drta and conventional) and reading attitude explained 31.6 percent of the variance of reading comprehension, while other factors explained 68.4 percent. based on the hypothesis testing found that there was significant differences effect on students‘ reading comprehension based on the method of teaching with p-value of 0.000 less than 0.05. it meant that there was a significant different effect between drta and conventional method on students‘ reading comprehension. table 6 also indicated that those who taught by drta had better score than conventional method. the result supported the first hypothesis that there was significant difference effect between drta and conventional method on students‘ reading comprehension. this study also found that there was no significant difference in students' reading comprehension based on their attitude with p-value of 0.427 greater than 0.05 (0.427 > 0.05). it was discovered that students with a positive attitude toward reading had equal reading comprehension as those with a negative attitude toward reading. it meant that students' reading comprehension was unaffected by their attitude. the findings did not support the second hypothesis, which claimed that there was a significant difference in the effect of high and low attitude toward reading on students' reading comprehension. this study also found a significant difference effect on students' reading comprehension research and innovation in language learning 4(3) september 2021 p-issn 2614-5960, e-issn 2615-4137 243 based on the interaction between method and attitude, with a p-value less than 0.05 (0.0150.05). the findings were supported by figures demonstrating that their lines are not parallel. the line between method type and read attitude does not intersect. the figure also demonstrated that students with a low attitude performed better in the drta group, while students with a high attitude performed better in the conventional group. it meant that the interaction between method and students' attitude influenced their reading comprehension in different ways. figure 1: interaction between method and attitude because there was an interaction between method and attitude, and we couldn't read the treatment effect directly, we had to reanalyze the data using post hoc analysis, creating a new variable that combined method and attitude. for the new variable, the researcher used four values: drta-high = 1, drta-low = 2, conventional-high = 3, and conventional-low = 4. the following were the results of the retest and tukey test. table 7. tukey tests of between-subjects effects dependent variable: reading comprehension source type iii sum of squares df mean square f sig. corrected model 1919.877 a 3 639.959 7.250 .000 intercept 243180.020 1 243180.020 2754.917 .000 interaction 1919.877 3 639.959 7.250 .000 purwandari, d. 244 p-issn 2614-5960, e-issn 2615-4137 error 4148.750 47 88.271 total 274500.000 51 corrected total 6068.627 50 a. r squared = .316 (adjusted r squared = .273) source: data processing table 7 indicated that among the four combinations of the interaction variables value was significant (f = 7.250; p <0:05). so that it could then be proceeded to see the multiple comparisons or post hoc. if the analysis of variance above could only see the difference in terms of a combination of method and attitude, then in the post hoc we could see it in detail. table 8. post hoc multiple comparisons dependent variable: reading comprehension tukey hsd (i) interaction (j) interaction mean difference (i-j) std. error sig. 95% confidence interval lower bound upper bound drta-high drta-low -4.75 3.639 .564 -14.44 4.94 conventional-high 3.58 3.771 .778 -6.46 13.63 conventional-low 12.75 * 3.431 .003 3.61 21.89 drta-low drta-high 4.75 3.639 .564 -4.94 14.44 conventional-high 8.33 4.317 .229 -3.16 19.83 conventional-low 17.50 * 4.023 .000 6.79 28.21 conventionalhigh drta-high -3.58 3.771 .778 -13.63 6.46 drta-low -8.33 4.317 .229 -19.83 3.16 conventional-low 9.17 4.143 .135 -1.87 20.20 conventionallow drta-high -12.75 * 3.431 .003 -21.89 -3.61 drta-low -17.50 * 4.023 .000 -28.21 -6.79 conventional-high -9.17 4.143 .135 -20.20 1.87 based on observed means. the error term is mean square(error) = 88.271. *. the mean difference is significant at the 0.05 level. source: data processing the post hoc test in table 8 showed that there was no significant difference between students' reading comprehension using the drta method on high and low attitudes (md = -4.75; p>0.05). in addition, there was also no significant difference between students' reading comprehension using the drta method on high attitudes and the conventional method on high attitudes (md = 3.58; p > 0.05). the test also revealed that there was no significant difference in reading comprehension between students who used drta with low attitudes and those who used drta with high attitudes (md = research and innovation in language learning 4(3) september 2021 p-issn 2614-5960, e-issn 2615-4137 245 4.75; p > 0.05). on the other hand, there was a considerable difference in reading comprehension between students who use drta on low attitudes and students who use traditional on low attitudes. (p = 0.05; md = 17.50). overall, the results of this test showed that the method's success was dependent on the attitude of the students being treated. we cannot simply conclude from these interactions that drta was more effective than traditional methods; it was dependent on the attitude of the students being treated. the drta method was thought to be effective on students with low attitudes, whereas conventional method was more likely to be effective on students with high attitudes. figure 2: interaction this study showed there was some significant difference effect between drta and conventional method on students‘ reading comprehension. it meant that drta as a strategy in reading activity has statistically showed positive effect in improving reading comprehension. drta is a comprehension strategy that helps students be active and thoughtful readers. drta encourages active reading in improving understanding. students are able to focus their attention on the reading text which triggers their curiosity in reading. this supports the findings of previous researches which also found that there is a significant correlation between strategy use and reading comprehension it purwandari, d. 246 p-issn 2614-5960, e-issn 2615-4137 is interesting to note that drta not only improving students‘ ability to understand the text, but also increasing students‘ reading ability. in the case of reading attitude, this study concluded that there was not statistically significant difference effect between high and low attitude on students‘ reading comprehension. it was contrast with the result of previous researches, (mihandoost et al., 2011; yamashita, 2004). on the study related to students‘ attitude toward reading, yamashita mentioned the importance to understand learners‘ attitudes toward reading for encouraging learners‘ involvement in reading. this contradictory result might have happened because the sample in this study involved 121 students but some of them did not provide their response to the questionnaires given. this means that the results of this study cannot be generalized to other students who experience academic failure in reading. related to some theories supported the idea that reading strategy and attitude toward reading will influence the performance in reading, the result of the study showed a positive effect to reading comprehension. it meant that the interaction between method and students‘ attitude influenced differently to the students‘ reading comprehension. this research showed that students with low attitude performed better in drta, meanwhile students with high attitude performed better in conventional method (elizabeth, 2013.) drta is a comprehensive strategy which guides and helps students to be active and thoughtful readers. drta strengthens and enhances students‘ reading comprehension. low attitude students were guided and helped in improving their reading activities after using drta. on the other hand, students with high attitude performed better in conventional method. this was happened because the conventional method places mainly teachers in charge of teaching and learning (boumová, 2008). students only hear the explanations and examples of the teacher. students should memorize and practice the grammatical rules in english text traduction/transaltion and analysis. these results supported the third hypothesis that the interaction of methods and reading attitudes among students‘ reading comprehension was significant (becker & mcelvany, 2018; erik de corte, 2001; park, research and innovation in language learning 4(3) september 2021 p-issn 2614-5960, e-issn 2615-4137 247 2011)and (aricak., 2008). both drta and reading attitude give positive effect on students‘ reading comprehension. here the researcher wants to say that students will be motivated to read based on various personal reasons. if they do not have any intentions in reading, they refuse to read. to understand students‘ attitudes towards reading means to understand their feelings and thought which lead them to enjoy reading. conclusion & rrecommendation the direct reading thinking activity (drta) is a comprehensive strategy that helps students be active and thoughtful reader. drta promotes active reading as a means of improving comprehension. students can focus their attention on the reading text, which triggers their interest in reading. the statement supported the study's findings that drta as a reading strategy has a statistically significant positive effect on improving reading comprehension. the perception of reading is influenced by one's attitudes toward reading. feelings and emotions, for example, may play a role in motivating students to read. because reading is a psycholinguistic process that involves the interaction of language and thought, a reader must be able to read with skill and will. it means that a reader's mind, feelings, and emotions influence how enjoyable the reading is. however, this theory was contradicted by the study's findings, which revealed that there was no statistically significant difference in the effect of high and low attitude on students' reading comprehension. the interaction of method (drta and conventional) and reading attitude had a significant impact on students' reading comprehension. when a reader cannot relate his or her thoughts and feelings to the text, he or she tends to avoid reading. when a reader is not in the mood to read, he or she will not have any intentions of doing so. if a reader enjoys reading, it will influence his or her reading habits. some difficulties in comprehending reading will have a negative impact on reading's attractiveness. the two-way anova test result revealed a positive, linear relationship between the three variables. the method (drta and conventional) and reading attitude could explain 31.6 percent of the variance in reading comprehension. drta was to be effective in students with a low attitude, whereas students with a high attitude were more likely to use the conventional method. purwandari, d. 248 p-issn 2614-5960, e-issn 2615-4137 reading comprehension is essential for all academic subject areas, according to the conclusions. it is especially important for university students because many books and research papers are written in english. in this study, drta significantly improved students' reading comprehension. drta assists students in becoming critical readers by allowing them to examine their own thoughts in order to ask questions and seek solutions. along with the research findings, it is suggested that students be introduced to appropriate and applicable reading strategies that will assist them in understanding the text and developing their reading comprehension. despite the fact that the findings of this study revealed no significant difference between high and low reading attitude and reading comprehension, it is suggested that more research on reading attitude and reading comprehension be conducted with larger samples and sampling techniques that can represent the population. as a result, the data obtained will be more reliable. a positive attitude toward reading is thought to be a foundation for reading comprehension and, of course, other language skills needed for academic success. it is suggested that teachers try to understand their students' reading attitudes as well as their reading performance. teachers must be aware of their students' beliefs and attitudes in order to deal with them appropriately. providing strategies and activities in meaningful contexts will assist students in incorporating reading attitudes. references abd, t., & al odwan, a.-h. 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(2020). enjoyment, anxiety and boredom, and their control-value antecedents as predictors of reading comprehension. learning purwandari, d. 252 p-issn 2614-5960, e-issn 2615-4137 and individual differences, 79(march), 101869. https://doi.org/10.1016/j.lindif.2020.101869 conflict of interest no potential conflict of interest is reported. author biography diah purwandari was born on january 29th 1970 in pekanbaru, riau. she is currently an english lecturer in the faculty of economy and business, university of prof. dr. hamka. she received her master in english from prof. dr. hamka university jakarta in december 2012 and obtained her bachelor degree in english from ikip jakarta in october 1997. she also participated in several toeic and toefl training. she lives in cilangkap-tapos, depok, west java. research and innovation in language learning 5(1) january 2022, pp. 61-78 pissn: 2614-5960 e-issn: 2615-4137 http://jurnal.ugj.ac.id/index.php/rill copyright 2022@ ris suliandari , ahmad zamzam, khusnul khotimah 61 article exploring the teachers and learners’ perceptions of online corrective feedback through multiple platforms ris suliandari rissuliandari12@gmail.com english education department, universitas mataram, west nusa tenggara, indonesia ahmad zamzam ahmadzamzam@unram.ac.id english education departmen, universitas mataram, west nusa tenggara, indonesia khusnul khotimah khusnul_pena@unram.ac.id english education departmen, universitas mataram, west nusa tenggara, indonesia abstract the shift to online learning milieu due to the covid-19 pandemic has brought some impact in the practices or teaching learning including the nature of writing corrective feedback (wcf) that should also be migrated to online platforms. although much research has been conducted on the effectiveness of wcf, less has explored student and teacher preferences and perceptions of online corrective feedback through various platforms in student thesis writing in response to this abrupt learning transformation. lensing from a case study, we recruited two english teachers and fifteen learners nonrandomly with a purposive sampling technique. this study used closed-ended questionnaires and semi-structured interviews. in analyzing the data, the researchers used the formulation of sudijono (2006) for a closed-ended questionnaire and adapted the steps formulated by creswell (2003) to analysis the interview data. the result showed that there were differences in preferences and perceptions between teachers and learners regarding the use of different types of wcf: direct and indirect feedback. the teachers prefer to use both types of feedback: direct and indirect feedback. meanwhile, learners preferred direct corrective feedback. thus, some pedagogical contribution is also discussed, accordingly. keywords: direct and indirect feedback, multiple platforms, perception sari pergeseran ke lingkungan belajar online akibat pandemi covid-19 telah membawa beberapa dampak dalam praktik atau pembelajaran termasuk sifat menulis umpan balik suliandari. s., zamzam, a., & khotimah. k. 62 p-issn 2614-5960, e-issn 2615-4137 korektif (wcf) yang juga harus dimigrasikan ke platform online. meskipun banyak penelitian telah dilakukan tentang keefektifan wcf, lebih sedikit yang mengeksplorasi preferensi dan persepsi siswa dan guru tentang umpan balik korektif online melalui berbagai platform dalam penulisan tesis siswa dalam menanggapi transformasi pembelajaran yang tiba-tiba ini. lensing dari studi kasus, kami merekrut dua guru bahasa inggris dan lima belas pelajar secara non-acak dengan teknik purposive sampling. penelitian ini menggunakan kuesioner tertutup dan wawancara semi terstruktur. dalam menganalisis data, peneliti menggunakan rumusan sudijono (2006) untuk kuesioner tertutup dan mengadaptasi langkah-langkah yang dirumuskan oleh creswell (2003) untuk menganalisis data wawancara. hasil penelitian menunjukkan bahwa terdapat perbedaan preferensi dan persepsi antara guru dan peserta didik mengenai penggunaan jenis wcf yang berbeda: umpan balik langsung dan tidak langsung. para guru lebih suka menggunakan kedua jenis umpan balik: umpan balik langsung dan tidak langsung. sementara itu, pembelajar lebih menyukai umpan balik korektif langsung. dengan demikian, beberapa kontribusi pedagogis juga dibahas.. kata kunci: umpan balik langsung dan tidak langsung, berbagai platform, persepsi received 2021-09-28 accepted 2021-11-22 published 2022-01-31 apa citation: suliandari. s., zamzam, a., & khotimah. k. (2021). exploring the teachers and learners’ perceptions of online corrective feedback through multiple platforms. research and innovation in language learning, 5(1), pp. 53-70 http://dx.doi.org/10.33603/rill.v5i1.5855 introduction in the context of higher education, writing a thesis for undergraduates brings some challenges such as organizing ideas, choosing appropriate vocabulary, mechanics and grammatical structure (rahma, et.al., 2020). moreover, according to ellis (2012) writing is a way of expressing ideas, information, knowledge, or experience, as well as comprehending the writing in order to gain knowledge or information. in writing, generally we have the same writing process. as maintained by lunsford (2010) and mulyani (2018) there are some steps in the process of writing: exploring the topic, narrowing and researching the related topics, organizing the topic, drafting, reviewing, revising the draft, editing, formatting and proofreading. during the writing process, there are many mistakes or errors in the learners' writing. to reduce the same replication of errors in learners’ thesis writing it takes feedback from teachers. the condition when the teachers and students share a similar perspective on corrective feedback plays a crucial role in the writing process (cohen & cavalcanti, 1990). it can play a crucial role in the writing process because it helps the teachers to indicate errors http://dx.doi.org/10.33603/rill.v5i1.5855 research and innovation in language learning 5(1) january 2022 p-issn 2614-5960, e-issn 2615-4137 63 and the use of the target language incorrectly (lightbrown & spada, 1999: kirgoz, 2015). feedback is a main thing that is used as the basis or fundamental elements of the approach to the writing process (keh, 1990: 294). in general, there are two kinds of corrective feedback that are often used: direct and indirect corrective feedback. ellis (2008:99) suggests that a method used by teachers to correct learner errors by providing the correct linguistic structure or form. meanwhile, indirect cf is when the teachers indicate the learners’ errors without providing correct form, it can be done by using codes or underlining (ellis, 2008:100). direct feedback is more effective than indirect cf for learners with low writing proficiency (ferris and roberts, 2000). during the pandemic covid-19, most learners who are currently writing thesis will conduct online consultation and the advisors will give online feedback through multiple platforms. assidiqi and sumarni (2020) view the platform of a technology program that can support the success of online learning. the example of multiple platforms such as email, google classroom, whatsapp, zoom, google meet etc. in providing feedback on learners’ thesis writing using multiple platforms can be done synchronously and asynchronously learning style. according to khan (2006) synchronous e-learning is said to be a process of interaction between instructors and learners via a web in real time. meanwhile, based on (mayadas, 1997: shahabadi, 2015) asynchronous e-learning is defined as an interactive learning process that does not have the limitations of time, space and location. giving corrective feedback either direct or indirect through multiple platforms caused a different perception between teachers and learners. there are different views and perceptions between learners and teachers regarding the use of different types of written corrective feedback (widyaningsih, 2018). differences in perception between teachers and learners can lead to misunderstandings and ineffective learning. (horwitz, et.al., as cited in brown, 2009) mismatch of expectations between teachers and learners can have a negative impact on student satisfaction in learning language. it is important to explore the preferences and perception between teachers and learners regarding the use of different types of feedback through multiple platforms. this can have a significant impact on the learning process, particularly in writing (hattie, 2007). in this vein, the suliandari. s., zamzam, a., & khotimah. k. 64 p-issn 2614-5960, e-issn 2615-4137 teachers have awareness and belief that giving feedback can improve learners' writing skills. likewise, learners will find it helpful and realize their weaknesses and strengths in the process of writing. regarding the use of different types of corrective feedback through multiple platforms, a study conducted by mulyani (2018) found that the supervisor applies the direct and indirect corrective feedback to correct students’ errors and the students give the response that both the direct or indirect can influence their progress in writing . similarly, babanoğlu, açam, and badem (2018) found that both direct and indirect wcf have an effective effect on efl learners' performance. as maintained by mainland china by chen, nassaji and liu (2016) students give the positive perceptions towards error correction on wcf. the implementation of online corrective feedback was very helpful in improving students' writing skills widyaningsih (2018). receiving online feedback through multiple platforms can encourage students to rethink errors on their paper and revise more (tuzi, 2004). it is also supported by other studies that have found that students' writing skills improve as a result of their use of online feedback (guasch et al., 2013). implementing different types of feedback online can lead to different perceptions between instructors and learners. as claimed by kalra & tangkiengsirisin (2016) there is a difference in perceptions between the types of cf. most students give the positive perceptions on indirect cf and agree to the application of indirect cf which can help them to minimize errors in writing process (rahma, et.al., 2020). indirect corrective feedback improves the quality of students’ writing to be better compared to direct feedback (jamalinesari, et.al., 2014). the research results from eslami (2014) found that direct cf gave better results than indirect cf. the different perceptions regarding the use of different types of feedback can create mismatch between the teachers and learners. therefore, it is fundamentally crucial to explore the teachers and learners’ preferences and perceptions in the efl context. thus, this study attempts to address this call by seeking for teachers and learners' preferences and perceptions on direct and indirect written corrective feedback on multiple platforms. research and innovation in language learning 5(1) january 2022 p-issn 2614-5960, e-issn 2615-4137 65 methods this study used qualitative descriptive in the form of a case study. this study took place in the english education program at one of the universities in mataram. in particular, the researchers recruited two english teachers and fifteen learners non-randomly with a purposive sampling technique. the participants volunteered to take part in this research and they also had the right to decide whether to participate in or withdraw from this research. the teachers who have experience in providing feedback or thesis guidance online and learners who are preparing their thesis by receiving feedback online through multiple platforms are the criteria for recruiting participants by purposive sampling. the teachers' demographic information in this study consisted of two male teachers with an average age of 40-60 years and having a minimum of 5 years teaching experience. while the learners consist of thirteen females and two males with an average age of 2123 years. to keep personal data from participants, the researchers used the initials l1 and l2 for teachers and the initials for the learners are s1 to s15. before conducting research to participants, the researchers first send consent letters to ask for permission and get an agreement in carrying out research. the data were collected using a close-ended questionnaire and semi-structured interview to investigate the teachers’ and learners' preferences and perception on direct and indirect written corrective feedback on multiple platforms. the close-ended questionnaire was used and adopted from the related previous study by mulyani (2018). close-ended questionnaire is given by distributing google forms links to be accessed by learners. as for teachers, researchers collect data by giving questionnaire sheets directly on campus. the collection of questionnaire data was carried out for one week. the questions asked to participants were about a general overview of feedback through digital platforms, preference of the types of feedback, the benefits and effects of feedback. in this questionnaire the scale to be used is a likert scale: strongly agree (5), agree (4), don't know (3), disagree (2), strongly disagree (1). in conducting the interview, it takes about 5-10 minutes per respondent. meanwhile, research data from interviews were conducted using indonesian. the purpose of semi-structured interviews is to answer the first research questions, to describe the lecturers and learners’ perception on direct and indirect written corrective feedback through digital suliandari. s., zamzam, a., & khotimah. k. 66 p-issn 2614-5960, e-issn 2615-4137 platforms. where, interviews with students were conducted via whatsapp by sending recorded voice notes from the results of their responses. interviews with teachers were conducted directly on campus by recording the results of the interviews using mobile phones. data collection from the interview is carried out for a week with an estimated time of 10-20 minutes per individual interview. while the results of the questionnaire data were analyzed based on the formula of sudijono (2006), the interview data were analyzed based on creswell (2003) that there are six steps to data analysis: perusing, exploring the data gathered, coding, classifying, tabulating, interpreting and writing the findings. results and discussion the data from the questionnaire are presented briefly in the form of tables. the researchers explained the questionnaire data by comparing the results of the responses between teachers and learners. the results of the questionnaire are contained in the following table: table 4.1 teachers response on the general overview about feedback no statements 1 sd 2 d 3 dk 4 a 5 sa 1. it is important to provide feedback on the errors of the learners’ thesis writing 0% 0% 0% 50% 50% 2. i prefer to provide feedback through multiple platforms 0% 0% 0% 50% 50% based on the questionnaire data, it is acquired that the use of corrective feedback has an important role in teaching writing, especially in writing thesis. table 4.1 shows that both lecturers agreed and strongly agreed that providing corrective feedback on learners' thesis writing is an important role to reduce learners' errors. in addition, the two lecturers also preferred to provide feedback on learners' thesis writing through multiple platforms during the covid-19 pandemic. table 4.2 learners response on the general overview about feedback n o statements 1 sd 2 d 3 dk 4 a 5 sa 1. i prefer to get feedback from teachers in my thesis writing through digital platforms 6,7% 6,7% 20% 60% 6,7% 2. i prefer when teachers write the corrections of the errors in my thesis writing 0% 0% 13,3% 33,3% 53,3% research and innovation in language learning 5(1) january 2022 p-issn 2614-5960, e-issn 2615-4137 67 table 4.2 presents the result that as much as 60% learners agreed if they get feedback from their supervisor on their thesis writing via digital platforms. then the data showed 53% learners are aware that corrections from lecturers can reduce their errors in thesis writing. table 4.3 teachers response on the preference of the types feedback no statements 1 sd 2 d 3 dk 4 a 5 sa 3. i prefer to underline the learners’ errors without correcting it 0% 100% 0% 0% 0% 4. i prefer to writes the correction of the errors in learners thesis writing 0% 0% 0% 50% 50% 5. i prefer to use two type feedback (direct and indirect) to correct learners’ errors 0% 0% 0% 100% 0% 6. direct corrective feedback is effective for learners 0% 0% 0% 100% 0% 7. indirect corrective feedback is effective for learners 0% 0% 0% 0% 100% table 4.3 is part of the type of corrective feedback preferred by lecturers. it can be seen that 100% of lecturers don't like it if they only underline the errors in the students' thesis writing without providing other corrections. in the next statement, 50% agree and 50% strongly agree that the lecturer prefers to write the correction of the errors in learners' thesis writing. l1 and l2 have the same opinion regarding the use of both types of corrective feedback, both direct and indirect feedback. the lecturers 100% agree if direct feedback is effective to give to the learners and 100% strongly agree if indirect feedback is effective to give to the learners. it means that the two types of feedback, both direct and indirect, are effective feedback to be given to learners. both types of feedback can help learners improve their writing skills. table 4.4 learners response on the preference of the types feedback no statements 1 sd 2 d 3 dk 4 a 5 sa 3. i prefer when the teachers just underline the errors without correcting it 13,3% 66,7% 6,7% 13,3% 0% 4. direct corrective feedback influenced my thesis writing improved better 6,7% 13,3% 6,7% 60% 13,3% 5. indirect corrective feedback influenced my thesis writing improved better 13,3% 26,7% 6,7% 33,3% 20% table 4.4 is part of the type of corrective feedback preferred by learners. from table 4.4 show that most learners preferred direct corrective feedback over indirect suliandari. s., zamzam, a., & khotimah. k. 68 p-issn 2614-5960, e-issn 2615-4137 corrective feedback. the percentage ratio is 60% for direct and 33% for indirect. it can be concluded that lecturers and learners have different preferences on the use of different types of feedback. table 4.5 teachers response on the clarity of the types feedback no statements 1 sd 2 d 3 dk 4 a 5 sa 8. it is important to provide feedback that is clear and easy for the learners to understand 0% 0% 0% 0% 100% tables 4.5 set out the responses of the lecturers to the clarity of the feedback received by the learners. it can be seen that 100% of lecturers strongly agree if they have to give feedback to learners clearly. table 4.6 learners response on the clarity of the types feedback no statements 1 2 3 4 5 6. the concept of online corrective feedback applied in my thesis is understandable 0% 6,7% 40% 46,7% 6,7% tables 4.6 set out the responses of the learners to the clarity of the feedback given by the lecturers. it can be seen that 47% learners also agree if the feedback given by lecturers is understandable. although some learners feel unclear or do not understand the feedback given. giving feedback online must be given clearly to avoid misunderstanding between lecturers and learners. so that what is conveyed by lecturers can be understood and accepted by learners. table 4.7 teachers response on the assistance of the types feedback no statements 1 sd 2 d 3 dk 4 a 5 sa 9. giving feedback through multiple platforms can make it easier to correct learners’ errors 0% % 0% 100% 0% 10. providing online feedback is one solution during the covid-19 pandemic 50% 50% 0% 0% 0% tables 4.7 show assistance from using multiple platforms in providing feedback to learners during the covid-19 pandemic. the responses from the two lecturers showed that they 100% agreed that giving feedback online through multiple platforms could make it easier to correct students' thesis writing and be one way of conducting consultations during the covid-19 pandemic. 67% of the learners also have the same research and innovation in language learning 5(1) january 2022 p-issn 2614-5960, e-issn 2615-4137 69 opinion if online feedback through digital platforms can make it easier for them to correct mistakes. table 4.8 learners response on the assistance of the types feedback no statements 1 sd 2 d 3 dk 4 a 5 sa 7. receiving feedback through digital platforms can make me easier to correct the errors in my thesis writing 0% 0% 20% 66,7% 13,3% 8. corrections in the form of comments from teachers can provide more clues for me to make correct revisions 0% 0% 6,7% 66,7% 26,7% tables 4.8 show assistance from using multiple platforms in providing feedback to learners during the covid-19 pandemic. the responses from learners that 67% agree if they receiving online feedback from the lecturers can make them easier to correct the errors. then, 67% learners agree if the lecturers providing more clues can help them to understand the corrections that have been given. table 4.9 teachers response on the encouragement of the types feedback no statements 1 sd 2 d 3 dk 4 a 5 sa 11. there is a significant change in the learners' thesis writing after giving feedback 50% 50% 0% 0% 0% 12. not only providing feedback, it is also important to provide motivation to learners 100% 0% 0% 0% 0% tables 4.9 is a description of the changes that occur in learners' thesis writing after getting feedback from lecturers. both lecturers have the same opinion, namely that there is a change in the students' thesis writing after being given feedback either directly or indirectly. to assist learners in improving and completing their thesis writing, it is also important to provide motivation from lecturers. it can be seen from the lecturers' response that 100% strongly agree that providing motivation is an important thing to give. table 4.10 learners response on the encouragement of the types feedback no statements 1 sd 2 d 3 dk 4 a 5 sa 9. the feedback given by the teachers can improve my writing ability 0% 0% 6,7% 66,7% 26,7% 10. i wish to get more feedback from my teachers to improve my writing 0% 0% 6,7% 40% 53,3% 11. after getting feedback from 0% 0% 0% 53,3% 46,7% suliandari. s., zamzam, a., & khotimah. k. 70 p-issn 2614-5960, e-issn 2615-4137 the teachers, i do my best revising on my thesis writing 12. there is a significant change in my thesis writing after receiving feedback 0% 0% 0% 60% 40% tables 4.10 is a description of the changes that occur in learners' thesis writing after getting feedback from lecturers. responses from learners show that 67% agree that feedback given by the lecturer can improve their writing ability but most of the students also expect to get more feedback from lecturers. the lecturers and learners have the same response if the feedback can help learners to correct their mistakes and make a significant change in their thesis writing. table 4.11 teachers response on the negative effect of the types feedback no statements 1 sd 2 d 3 dk 4 a 5 sa 13. there is no significant change in the learners' thesis writing after giving feedback 100% 0% 0% 0% 0% 14. the internet connection sometimes is problem 0% 100% 0% 0% 0% tables 4.11 show that there is a significant change in students' thesis writing after receiving direct or indirect feedback. it can be seen that 100% of the lecturers gave a strongly disagreed response to the statements that there is no significant change in the learners' thesis writing after giving feedback. it means that there is a change in the learners' writing after receiving feedback. in the next statements the lecturer gave a response if the internet was not a problem in providing online feedback to learners. table 4.12 learners response on the negative effect of the types feedback no statements 1 sd 2 d 3 dk 4 a 5 sa 13. there is no significant change in my thesis writing after giving feedback 46,7% 46,7% 0% 6,7% 0% 14. the internet connection sometimes is problem 0% 20% 33,3% 40% 6,7% tables 4.12 show that 47% of learners gave statements that they strongly disagree and disagree if there is no significant change in their thesis writing after giving feedback. it means that there is a significant change in their thesis writing after receiving feedback from the lecturers. then, the learners gave the response if internet connection is research and innovation in language learning 5(1) january 2022 p-issn 2614-5960, e-issn 2615-4137 71 sometimes a problem when doing online consultations. so, in this statement the negative effect is the internet connection which becomes an obstacle for learners. table 4.13 teachers response on the positive effect of the types feedback no statements 1 sd 2 d 3 dk 4 a 5 sa 15. corrective feedback online through multiple platforms has a positive effect during the covid-19 pandemic 0% 0% 0% 100% 0% tables 1.13 show that there is a positive effect caused by the use of online feedback through multiple platforms. the lecturers 100% agree if corrective feedback online through multiple platforms has a positive effect during the covid-19 pandemic. table 4.14 learners response on the positive effect of the types feedback no statements 1 sd 2 d 3 dk 4 a 5 sa 15. corrective feedback online through multiple platforms has a positive effect during the covid-19 pandemic 0% 6,7% 6,7% 53,3% 33,3% tables 4.14 show that there is a positive effect caused by the use of online feedback through multiple platforms. most of learners gave responses if corrective feedback online through multiple platforms has a positive effect during the covid-19 pandemic. in addition to minimizing the spread of the virus, online feedback can also simplify the process of giving feedback where lecturers only need to mark errors in the learner’s writing by using the track changes menu. during the interview, it was found that the teachers preferred to use both types of feedback: direct and indirect. they have the perception that not all learners have good inferences and there are various types of errors in learners' thesis writing. in providing feedback online, the teachers use two different types of feedback, both direct and indirect. direct feedback is usually given to students who don't have good inference power. the types of errors that are usually corrected by the teacher directly are in the form of errors in spelling and language, grammar. direct corrective feedback is usually given by the teachers on grammatical structure of the learners' writing errors (bitchener, et al., 2016; ferris, 2003a). meanwhile, indirect feedback is more likely to be given if there are errors in the content in the form of cohesiveness and coherence. indirect corrective feedback is a method commonly used by teachers to correct learners' errors in suliandari. s., zamzam, a., & khotimah. k. 72 p-issn 2614-5960, e-issn 2615-4137 context (ellis, 2008:100). the feedback function influences the categorization of feedback according to function (delante, 2017). although there are some learners who do not show significant changes in their thesis writing, corrective feedback helps them to know their weaknesses and strengths in writing. however, during the covid-19 pandemic, the teachers transferred the feedback online through multiple platforms to reduce the spread of the covid-19 virus. the teachers often provided online guidance asynchronously through whatsapp where the student thesis writing will be given a correction after a few days from the time of submission. the implementation of online corrective feedback received a positive response from the teachers. this is one of the strategies so that the thesis guidance process can still be carried out even though it is online. (ken & hyland, 2006) said that many researchers have been looking for innovations to meet the needs of new types of learners where face-to-face learning is no longer an obstacle to limiting the learning process. it means that the existence of an online consultation minimizes obstacles if face-to-face learning cannot be done directly. from the interview done with learners, it can conclude that the learners give a different perception from the teachers. most learners prefer to get direct feedback even though they realize that direct corrective feedback does not have a big effect on writing and makes them passive. as stated by ferris & roberts (2000) that the learners' perception of direct feedback given by the instructor will make them passive learners. however, learners have the perception that direct feedback is more time-saving because they no longer need to correct errors in their writing. then, the learners also provide positive perceptions in the application of online feedback through multiple platforms. scheeler, mckinnon & stout (2012) found that the use of online feedback provides a positive effect in the teaching and learning process. however, they hope to get synchronous and asynchronous feedback. this is because there are several corrections given by teachers asynchronously which are not clear and difficult to understand. the results show that teachers preferred to use both types of corrective feedback: direct and indirect corrective feedback. this is in line with mulyani's research (2018) that the research and innovation in language learning 5(1) january 2022 p-issn 2614-5960, e-issn 2615-4137 73 supervisor applies the direct and indirect corrective feedback to correct learners' errors. meanwhile, learners prefer to get direct feedback. this shows that there is a mismatch between teachers and learners in determining the preferred type of feedback. this finding is in accordance with the research results of chen, nassaji and liu (2016) that there is a difference in preference between teachers and students, where students prefer the type of direct feedback compared to indirect. there are differences in preferences between teachers and learners due to differences in perception. the researchers found that there are different perceptions between teachers and learners on the use of different types of feedback through multiple platforms. this finding is similar to kalra & tangkiengsirisin (2016) that there are differences in perceptions of the use of different types of feedback. the teachers have a perception that it is important to provide both types of feedback because there are various types of errors in learners' writing and not all students have good inferences if they are given indirect feedback only. meanwhile, most learners prefer to be given direct feedback. this is considered if direct is easier than indirect where they can save time because they no longer need to find the right answer for their writing mistakes. this response is in line with eslami's (2014) research that direct feedback gave better results than indirect feedback. compared to indirect, it makes learners more active and has more knowledge and progress. as stated by ferris & roberts (2001) that the learners' perception of direct feedback given by the instructor will make them passive learners. westmacott (2017) found that indirect corrective feedback was more useful than direct corrective feedback, believing that indirect feedback could encourage and deepen their cognitive learning. providing online feedback through multiple platforms has implications for the continuity of the thesis guidance consultation process for learners during the covid-19 pandemic. according to assidiqi and sumarni (2020) multiple platforms can make online learning easier for teachers and learners to correct writing errors and it can support the success of online learning. the implementation of online corrective feedback was very helpful in improving students' writing skills based on widyaningsih (2018). the implications of differences in perception require teachers to have confidence and awareness that giving feedback has an important role in the students' suliandari. s., zamzam, a., & khotimah. k. 74 p-issn 2614-5960, e-issn 2615-4137 writing process. teachers are advised to provide understanding to students if giving different types of feedback has different purposes in helping them to improve their writing quality and ability. likewise, students will feel helped and realize their weaknesses and strengths in the writing process. conclusion & recommendation adapting to conditions where the learning process is transferred online caused by the covid-19 pandemic, in which participants are transferred online by providing online feedback through multiple platforms, both synchronously and asynchronously were employed. this study was in an attempt to investigate the teachers and learners' preferences and the perception of online corrective feedback through multiple platforms. the findings confirmed that teachers prefer to use both types of feedback: direct and indirect feedback. they have a perception that both types of feedback are important to be given because there are different types of errors or errors in learners' thesis writing. errors in the form of grammar and spelling can be corrected directly and errors in context are corrected indirectly. meanwhile, the learners prefer to get feedback directly from teachers. they have a perception that direct feedback can save time and they do not need to find the right answer from the errors in their thesis writing. this shows that there is a mismatch between teachers and learners regarding the use of different types of feedback online through multiple platforms. considering these differing preferences and perceptions, it is important for teachers and students to have the awareness and belief that applying different types of feedback is great for helping students improve their writing skills. teachers must provide understanding to students if there are differences in the function of giving different types of feedback. in accordance with the findings which show that learners become passive if only given direct feedback. to make learners become active and think critically in writing, indirect feedback is needed. this will help learners to realize the benefits and importance of direct and indirect feedback given. in this study, there are weaknesses such as misunderstandings between researchers and learners when collecting data. data collection for learners was carried out online by research and innovation in language learning 5(1) january 2022 p-issn 2614-5960, e-issn 2615-4137 75 distributing a google form link and interview data obtained via whatsapp using voice notes. before taking data, the researcher gave an explanation of this research. however, some learners have difficulty understanding and distinguishing between direct and indirect corrective feedback even though they have received feedback in both ways. this makes some of the data obtained unsatisfactory. it is different when data collection with lecturers is carried out directly (face-to-face) on campus. this does not cause misunderstandings and the resulting data is satisfactory. acknowledgment we would like to thank the principal participants who voluntarily participated in this research. references ali jamalinesari, f. r. 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(2012). effects of immediate feedback delivered via webcam and bug-in-ear technology on preservice teacher performance. teacher education and special education: the journal of the teacher education division of the council for exceptional children. 35. 7790. 10.1177/0888406411401919. sudijono, a. (2006). pengantar statistik pendidikan. jakarta: pt. raja grafindo tangkiengsirisin, s., & kalra, r. (2016). thai students' perceptions on the direct vs. indirect written corrective feedback: a thai university context. arab world english journal, 7, 161-176. tuzi, f. (2004). the impact of e-feedback on the revisions of l2 writers in an academic writing course. computers and composition, 21(2), 217-235. westmacott, a. (2017). direct vs. indirect written corrective feedback: student perceptions. íkala, revista de lenguaje y cultura, 22(1), 17-32 widyaningsih, t. l. (2018). an analysis of online corrective feedback implementation in writing class. bright: a journal of english language teaching, linguistics and literature. yasemin kirgoz, r. a. (2015). teachers’ perceptions on corrective feedback in turkish primary schools. procedia social and behavioral sciences, volume 192, 574-581. doi: 10.1016/j.sbspro.2015.06.096 conflict of interest there are no potential conflicts of interest that need to be reported. http://jurnal.utu.ac.id/ijelr suliandari. s., zamzam, a., & khotimah. k. 78 p-issn 2614-5960, e-issn 2615-4137 about authors ris suliandari is a lecturer at the department of english education in universitas mataram, west nusa tenggara, indonesia. she can be contacted at rissuliandari12@gmail.com ahmad zamzam is a lecturer at the department of english education in universitas mataram, west nusa tenggara, indonesia. he is available at ahmadzamzam@unram.ac.id 6057923 khusnul khotimah is a ph.d student and also a lecturer at the department of english education in universitas mataram, west nusa tenggara, indonesia. she can be reached at khusnul_pena@unram.ac.id 6140579 https://orcid.org/0000-0002-5309-443x https://sinta.kemdikbud.go.id/authors/profile/6057923#! https://www.scopus.com/redirect.uri?url=https://orcid.org/0000-0002-5309-443x&authorid=56656624200&origin=authorprofile&orcid=0000-0002-5309-443x&category=orcidlink research and innovation in language learning 5(1) january 2022, pp. 1-20 pissn: 2614-5960 e-issn: 2615-4137 http://jurnal.ugj.ac.id/index.php/rill copyright 2022@ elli setiyo wahyuni, deasy arieffiani 1 article google classroom as a web-based instruction in teaching english writing and speaking during covid-19 elli setiyo wahyuni elli.setiyo@hangtuah.ac.id; elli.20012@mhs.unesa.ac.id department of public administration, faculty of political and social sciences, universitas hang tuah, surabaya-indonesia deasy arieffiani deasy.ariffiani@hangtuah.ac.id department of public administration, faculty of political and social sciences, universitas hang tuah, surabaya-indonesia abstract this paper aims at investigating the impacts of the enactment of google classroom as instructional media in the context of efl. e-learning through google classroom is an effective and interactive media to teach writing and speaking skills during social distancing. this is a qualitative study assessment, interview, and questionnaire in collecting data. analytic and diagnostic rating scales are the assessment to measure writing and speaking skills. the results show that english language teaching in google classroom promotes innovation in collaborating the use of assessment, students’ background knowledge, and real-world materials. the impact shows that students have great achievement in both writing and speaking skills and google classroom is more recommended than traditional lecturing. keywords: assessment, google classroom, speaking, writing, distance learning sari riset ini bertujuan untuk menggambarkan dampak penggunaan google classroom sebagai media pembelajaran dalam konteks pembelajaran bahasa inggris sebagai bahasa asing. e-learning melalui google classroom merupakan media yang efektif dan interaktif untuk mengajarkan keterampilan menulis dan berbicara selama social distancing. penelitian ini merupakan penelitian kualitatif yang menggunakan wawancara, dan kuesioner untuk pengumpulan data. skala penilaian analitik dan diagnostik adalah penilaian yang digunakan untuk mengukur keterampilan menulis dan berbicara. kuesioner dan wawancara juga digunakan untuk menganalisis hasil temuan. hasil penelitian menunjukkan bahwa pengajaran bahasa inggris melalui google classroom, mempromosikan inovasi dalam mengkolaborasikan penggunaan penilaian, mailto:elli.setiyo@hangtuah.ac.id mailto:elli.20012@mhs.unesa.ac.id mailto:deasy.ariffiani@hangtuah.ac.id wahyuni, e.s., & arieffiani, d. 2 p-issn 2614-5960, e-issn 2615-4137 pengetahuan latar belakang siswa, dan materi dunia nyata. dampaknya menunjukkan bahwa mahasiswa memiliki prestasi yang lebih baik dalam keahlian menulis dan berbicara. penggunaan google classroom lebih direkomendasikan daripada kuliah tradisional secara tatap muka selama pandemi covid 19. . kata kunci: assessment, google classroom, speaking, writing. pjj received 2021-08-24 accepted 2022-01-30 published 2022-01-31 apa citation: wahyuni, e.s., & arieffiani (2022). google classroom as a web-based instructional design in teaching writing and speaking during covid-19. research and innovation in language learning, 5 (1), pp. 1-20 http://dx.doi.org/10.33603/ rill.v5i1.5659 introduction e-learning is the learning model that uses information and communication technology to educate learners without limitations of time and space by connecting the learning interactions on the internet (chitra & raj, 2018; arkorful & abaidoo, 2015). in line with this, e-learning refers to the mode of electronic teaching and learning that integrates educational activities of individuals and groups of people (guri-rosenblit, 2018; ghavifekr & rosdy, 2015). effective e-learning should create participation among the learners and enhance interactivity (wilson, 2015). e-learning is one of the media on the internet that helps the teacher to improve the student learning progress during a global pandemic. the innovation in education is considered to have rapid and complex movements that indicate flexibility in the approach and attainability in the objectives (wedell, 2009). one of the implications of this development is the use of technology in the learning activity (yanti & nurhidayah, 2020). the integration of e-learning is unavoidable and necessary and it changes the way of learning and becomes effective when it is conducted correctly (tanveer, 2011; mohammed nasser hassan ja’ashan, 2020). learners are involved in e-learning to adjust the change in self-directed learning. elearning is as effective as traditional lecturing when it is well managed by the facilitators to assure the effectiveness of the learning experience (owens & price, 2010; li et al., 2014). the use of e-learning promotes technology standardization, but the facilitators should integrate the teaching materials that foster autonomy and motivation http://dx.doi.org/10.33603/%20rill.v5i1.5659 http://dx.doi.org/10.33603/%20rill.v5i1.5659 research and innovation in language learning 5(1) january 2022 p-issn 2614-5960, e-issn 2615-4137 3 in understanding the course topics (kashefian-naeeini & kouhpeyma, 2020; zhong, 2018). in addition, e-learning enhances the knowledge, practice, and experience of the students. it is clearly stated that e-learning improves the students’ participation and helps the facilitator to organize the materials. one of the technologies that contribute to e-learning is the use of google classroom; however, the success will depend on the teaching strategies, various activities are given so that they could challenge all the learning styles (okmawati, 2020; salam, 2020). elearning provides benefits to the students which are interactive, efficient, and enjoyable classroom. furthermore, students show good efforts to learn when they use productively and purposely the internet media. timely feedback, authentic resources, classmates, and the facilitator will enhance the students’ performance (nedeva & dimova, 2010; mutambik, 2018). students’ motivation is increased through the media of e-learning than traditional lecturing. the use of google classroom in this study aims to provide the interactivity of learning. there are some researches related to e-learning in english language teaching. e‑learning is an interactive and modern technique of learning for students as the young generation (mardiah, 2020; sari, 2020). learning through the internet is the solution to educational barriers. e-learning enhances the educational process in terms of efficiency and the way of learning (m.a.t, 2014; cakrawati, 2017). e-learning helps to extend the experience of students to assess the newest technologies (richards, 2015). furthermore, e-learning maintains the quality of education in which will improve the quality of students and learning methods (zakarneh, 2018; fitria, 2020). technology makes people be able to communicate easily. because of its sophistication, e-learning allows people to learn more efficiently and effectively (kuama & intharaksa, 2016). language learning has evolved into an instant application through the modern technology of e-learning. this study aims to help students acquire english language skills and the application of e-learning strategies is important to pursue academic goals and give impact on professional goals. the scope of the study is to know the effectiveness of e-learning in wahyuni, e.s., & arieffiani, d. 4 p-issn 2614-5960, e-issn 2615-4137 writing and speaking skills during the pandemic situation and to measure the students’ learning achievement by using specific rating scales in writing and speaking. theoretical review learning english as a foreign language learning a foreign language requires two aspects, namely context, and subject (rohmatillah, 2014). context includes the linguistic, social, and educational contexts which are social beliefs and attitudes regarding foreign language acquisition, cultural understanding, educational policy, the school environment, teaching methods, and social networks (ihejirika, 2001; cunningham, 2015). therefore, this is essential to conduct language learning by using e-learning. subject matter related to the person includes the use of language, grammatical and pragmatic skills, as well as the students’ learning strategy (takkaç tulgar, 2016). therefore, english as a foreign language needs to be mastered as the main goal. in line with this, english as the international language becomes the language of the world, sports, radio, television, telecommunication, and the internet (inan-karagul & yuksel, 2014). education in the world uses english in teaching to enable students to speak, read, and write in english (escobar fandiño et al., 2019). a large number of students study english skills to communicate for social needs and to educate themselves for professional lives. thus, english as a foreign language should be taught as it has an important role in education. for all that, e-learning supports english language teaching. the adjustment of language materials should be taken into consideration based on the competencies that expose students to use authentic materials (fitriani, 2017; fithriyah, 2015). english materials consist of listening, speaking, reading, and writing as the language learning domains. in addition, language teaching requires the facilitator to focus on specific language tasks, recognition of students’ needs, and exploration of the creative method. for this reason, writing and speaking skills are assessed due to the needs and desires of the target population (inan-karagul & yuksel, 2014). the use of elearning in language teaching promotes creative method that meets the students’ needs and real-world context (bosco & ferns, 2014; ozverir & herrington, 2011). research and innovation in language learning 5(1) january 2022 p-issn 2614-5960, e-issn 2615-4137 5 furthermore, english as a foreign language will be authentic when it is practiced anytime that motivates students to be autonomous. google classroom as a distanced instructional media during covid-19 students learning performance tends to be better through social media than through traditional lecturing (v. li, 2017; ahmed, 2020). therefore, google classroom, a web service that aims to bring modern technology to the classroom for teachers, students, and education (sukmawati & nensia, 2019; yunus & syafi’i, 2020) is regarded as a relevant instructional innovation. through this, teachers can share materials with students and vice versa (ratnaningsih, 2019). students can submit the result of the tasks and the lecturer monitors the learning progress for each student and returns the work along with the comments. google classroom features are streaming, the name of the classroom, students as the participants, and the grades. students are invited to the classroom through the institution’s database and they can communicate the assignment with the lecturer and another student, in this case, students can submit the tasks, and the teacher grades the students’ works (subandoro & sulindra, 2019). in terms of announcements, they can be posted by the lecturer, and students are allowed to give comments for two-way communication effectively. furthermore, students can post the announcement to the class stream regarding the task and class project that they have to complete (harjanto & sumarni, 2019). in terms of the assignment, it can be stored and graded on google classroom. the students submit the tasks on google drive and the teacher will grade them. in addition, google classroom provides different types of grading schemes. teachers attach the files of the document to the assignment that students find easy to be viewed, edited, and copied. the graded assignments are returned to the students along with the teacher’s feedback to allow them to revise the assignment and to make revisions on english language skills. the facilitator arranges the schedule, announcement, and tasks related to the learning goal. teacher and students respond to the news posted for studentsstudents and facilitator-students communications. google classroom is an interactive wahyuni, e.s., & arieffiani, d. 6 p-issn 2614-5960, e-issn 2615-4137 class that aims to involve students in the activities (imam tyas sansinadi & winarko, 2020). technological enhanced teaching in efl contexts the capability to write is important in the worldwide community (ng, 2017; tuan, 2012). advanced technology promotes the written interaction among people throughout the world. in addition, communication in written form is becoming an important skill for education (ghahri et al., 2015; irianto et al., 2019). meanwhile, teaching writing requires an assessment that aims to provide information about what the students have achieved and the teaching program has been successfully conveyed (gulikers et al., 2006; ashford-rowe et al., 2014). the use of assessment in writing is essential and it is related to the procedures for scoring the written product. there are three main types of rating scales for assessing the students’ writing (ratnaningsih, 2019; tuan, 2012). they are primary trait scales, holistic scales, and analytic scales (klimova, 2011). the choice of rating scale depends on the purpose of the assessment. the study measures writing skills in terms of content, organization, vocabulary, language use, and mechanics (larenas et al., 2021; wolf & stevens, 2007). for this reason, it is used analytic scoring is one of the best-known analytic scales in esl (razı, 2015). the essential of writing is the adequate input for improvement that connect the students’ interest and have a practical application in real life. therefore, analytic scales provide teacher’s feedback as the input for the students. the capability to speak english means to be able to express knowledge of the world, thoughts, and feeling into spoken communication in the english language (stott, 2018). the goal of speaking is to communicate the language with friends, relatives, colleagues, visitors, and all the people into a meaningful conversation. to master speaking skills, the students must master the language because it takes a long time to develop and needs the process to be competent in using the english language (kuning, 2019). in addition, the assessment of speaking to measure the speaking skill might depend not only on the feature of speech such as pronunciation, accuracy, fluency, but also on other factors such as the language level, gender, characteristics of the speakers, the topic of research and innovation in language learning 5(1) january 2022 p-issn 2614-5960, e-issn 2615-4137 7 discussion, and the opportunities to show the ability to speak (tuan, 2012; isaacs, 2017). furthermore, the use of speaking scales describes speaking performance. a diagnostic rating is a checklist to describe the job or workplace of the students that aims to provide a real-world experience in speaking english (othman et al., 2008; nakatsuhara, 2007). there are two types of checklists in which the first is a yes/no format and the comments are available to note good or bad aspects. the second is a +/ format and the comments can be given to record the strengths and weaknesses on each aspect (isaacs, 2017). the feedback in this checklist is used to help the students to learn more from the strengths and be aware of the weaknesses to improve their language skills (obaidul hamid & hoang, 2018). for this reason, the students are given a diagnostic rating checklist for a description speaking task that is related to the student’s duty in the workplace and real-world context. methods this is a qualitative study that applies methodological triangulation (dźwigoł & dźwigoł-barosz, 2020; noble & heale, 2019). it is defined as the use of various methods to collect data in one study (chako, 2017). the participants were sixty students in the english class at universitas hang tuah. during the participant recruitment, all students involved in this study was told their roles and contribution as well as their rights to withdraw at any time of the project period. thus, all consents have been passed and negotiated before data were collected. e-learning is conducted throughout one semester during the pandemic. all of the students study from home and practice writing and speaking skills to be productive and competent. data collection and analysis are derived from the result of the questionnaire, interview, and assessment using rating scales. rating scales are used to assess the students writing and speaking skills. a questionnaire and interview are given to know the impact of e-learning and the assessment on students’ learning achievement. the method attempts to answer the students’ need in learning english through the function of social media which is google classroom. as the students’ learning goal is to master writing and speaking skills, the study will prove the effectiveness of using assessment and e-learning in writing and speaking skills. wahyuni, e.s., & arieffiani, d. 8 p-issn 2614-5960, e-issn 2615-4137 figure 1 shows the methodological triangulation used in this study. the results of rating scales used in writing and speaking assessment are compared with the results of the questionnaire and interview to have cross-checking data for the findings. results and discussion the assessment of writing and speaking skills uses rating scales as the students’ learning measurement. the purpose of giving a rubric is to inform the grades and to know the weak areas that require improvement. the analytic rating scale is used for assessing writing skills. the student’s writing result is graded by the facilitator and given feedback using an analytic rating scale. the function of the esl composition profile is to grade the writing result in terms of content, organization, vocabulary, language use, and mechanics. it also provides commentary feedback to inform the weak aspect of the evaluation. esl composition profile shows the various level and criteria of writing skill. the function of the rubric is to diagnose the weak area in writing skills. overall, they represent the ideas into sentences well, so that in terms of content, organization, language use and vocabulary are well managed. in terms of mechanics, students need some improvements in the practice. mechanics is also important to master in writing skills, unfortunately, students do not pay attention to mechanics errors. for this reason, the function of writing assessment is as the evaluation for improvement. the findings show the students have stated their opinions toward writing achievement. the result of the writing assessment is cross-checked with the interviews and questionnaire. the use of online learning using google classroom creates interactivity of learning between lecturer-students and students-students without limitation of time, research and innovation in language learning 5(1) january 2022 p-issn 2614-5960, e-issn 2615-4137 9 pace, and place. because of the global pandemic, students spend most of their time at home and it is a suitable method to learn written english through google classroom. it helps them to have practice on writing skills. online learning supports the students to use their background knowledge to put the ideas into written forms. the experiences in the workplace and students’ knowledge of the world make it possible for students to write the essay. for this reason, google classroom is the appropriate media learning for english writing skills. whereas, the diagnostic rating scale is used to assess speaking skills. speaking activities can be conducted in google classroom. students who study from home, contribute well in the learning process especially in speaking because they make the video of personal opinions toward students’ duty during studying at home. google-based instruction is considered as the creative way of learning for students to express their opinions and ideas. google classroom makes it possible to send the speaking task in video recording. students recorded their presentations in the workplace or from home and sent them in google classroom. students can practice speaking even though there is no face-to-face learning with the lecturer. thus, this method allows students to use the background knowledge to express the ideas in speaking, to be autonomous students, and to be creative learners (kashefian-naeeini & kouhpeyma, 2020; zhong, 2018). the result of the assessment in speaking is related to questionnaires and interviews. it is stated that students prefer to use google classroom to conduct speaking practices because online learning is a flexible method to do the assignment. students perform the speaking task well because the instructions are clearly explained and the lecturer does the role of the facilitator. instructions in online learning are very important when the task is given because students will know what to do and what to accomplish in the learning target. online learning also allows the lecturer to advise students when there is a discussion related to the task given. table 1 is the grading results from writing and speaking skills. the use of diagnostic and analytic rating scales helps the lecturer to grade the students’ work through google classroom so that the students know the weak area of english skill for improvement. the grading results show that the media of online learning supports students to be active learners, productive, and have excellent achievement. some twenty-eight students wahyuni, e.s., & arieffiani, d. 10 p-issn 2614-5960, e-issn 2615-4137 perform excellently in writing and 34 students in speaking. in addition, more than twenty students reach very good grades in both skills. the lowest grades are still considered a good achievement and no students get fair grades. it is proven that elearning supports students to practice writing and speaking skills. table 1. assessment results in writing and speaking no. grading writing assessment speaking assessment 1 x ≥ 80 (excellent) 28 students 34 students 2 76 ≤ x < 80 (very good) 21 students 22 students 3 66 ≤ x < 76 (good) total 11 students 60 students 4 students 60 students e-learning in google classroom-based instruction provides interactive communication between lecturer-students and students-students. in line with obaidul hamid & hoang, (2018), either direct and indirect feedback will be benefits for students. they become aware of their tasks and performances. the use of streaming in google classroom is to announce the english material and students can respond to it by giving comments as two-way communication. furthermore, the lecturer may provide some information about the grade, how to conduct studying from home using google classroom, and how to do the task given. google classroom makes writing and speaking materials to be delivered successfully because the topics are related to the students’ world knowledge in which it’s easy for them to complete the tasks during quarantine. google classroom is beneficial for the lecturer to keep the learning records and to assess them for grading. the following figure shows the two-way communication in google classroom. research and innovation in language learning 5(1) january 2022 p-issn 2614-5960, e-issn 2615-4137 11 figure 2. two-way communication in google classroom students are productive at home by practicing writing and speaking skills. the results of the questionnaire and interview show that google classroom helps students to stay up to date with the learning process, to have online communication among friends, to keep on practicing writing and speaking skills without traditional lecturing, and to learn english productively during the pandemic. figure 3. questionnaire and interview through google classroom. the benefit of google classroom is to send the writing and speaking results. students record their speaking performances using electronic devices, like mobile phones or cameras, and upload the results in google classroom. the results of speaking are assessed using a diagnostic rating scale and the grades will be announced in google classroom. in addition, the students’ writing composition is assessed using an analytic rating scale and students see the results of the grades in google classroom to observe the learning achievement. as kashefian-naeeini & kouhpeyma, (2020) findings, elearning support will help students in organizing and monitoring their learning outputs and outcomes from their portfollios. figure 4 shows the students’ speaking and writing results in google classroom. wahyuni, e.s., & arieffiani, d. 12 p-issn 2614-5960, e-issn 2615-4137 figure 6 is the pie chart to illustrate the percentage of students’ learning preferences figure 4. speaking and writing results in google classroom. the most significant percentage is learning through google classroom, in which 67% of the total of the students get the benefits from learning english using google classroom because of the efficiency and effectiveness. meanwhile, some students suggest using other media, like mobile learning and email, unfortunately, the use of these media is not the recommendation of the institution and the tools do not facilitate the teaching and learning sufficiently. moreover, it’s only 10% of the total of the students who prefer traditional lecturing. this traditional method is almost impossible to be conducted because of the global pandemic of covid-19. every country around the world faces this coronavirus, so all of the students are suggested to stay at home and study from home. for this reason, google classroom is recommended to use for teaching and learning english in which students can be productive and encouraged to learn autonomously according to the guidance and instruction from the lecturer. google classroom with all of the facilitations could support interactive learning. figure 5. students’ learning preferences google classroom 67% another media 23% traditional lecturing [percentag e] 0% students' learning preferences research and innovation in language learning 5(1) january 2022 p-issn 2614-5960, e-issn 2615-4137 13 these results suggest relevant innovation of technology in distance learning lead to autonomous learning (kashefian-naeeini & kouhpeyma, 2020; zhong, 2018). the innovation of english language teaching using google classroom contribute to the students’ english learning achievement. learning through the media of google classroom provides interactivity between lecturer-students and students-students. in terms of assessment benefit, students know the weak area in english skill that needs to be improved. furthermore, students’ background knowledge makes innovative learning that students can relate the learning target and the knowledge. online learning supports students to improve their soft skills. in terms of the teacher benefit, facilitating students in online learning is possible to be conducted, such as providing examples, answering students’ questions, giving assessments, inviting students to participate in the discussion, and encouraging students to express the ideas in the task given. google classroom is more effective than the traditional lecturing method. in short, the students gradually improve their english capabilities throughout authentic learning (fitriani, 2017; fithriyah, 2015). conclusion & recommendation the use of google classroom as the media of online learning is beneficial for both lecturer and the students. the effectiveness makes teaching english can be conducted in terms of lecturing, practicing, facilitating, and assessing. the interactivity makes learning english to be flexible for the students especially during the pandemic of covid 19. google classroom has contributed tremendously to the teaching and learning of writing and speaking skills in which students actively practice writing essays and speaking in english as the foreign language acquisition. students’ background knowledge and the use of assessment as the measurement for learning achievement make online learning possible to be conducted. furthermore, the analytic rating scale is suitable for grading the students’ work in terms of writing and the diagnostic rating scale is used to measure the fluency in speaking based on real-world context. acknowledgment wahyuni, e.s., & arieffiani, d. 14 p-issn 2614-5960, e-issn 2615-4137 the author thanks all researchers and lecturers in the department of public administration, faculty of political and social sciences, universitas hang tuah surabaya who actively participate in the process of observation and data analysis. references ahmed, b. e. s. 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(2018). the evolution of learner autonomy in online environments: a case study in a new zealand context. studies in self-access learning journal, 9, 71–85. https://doi.org/10.37237/090106 conflict of interest there is no conflict of interest wahyuni, e.s., & arieffiani, d. 20 p-issn 2614-5960, e-issn 2615-4137 about author elli setiyo wahyuni is a lecturer of the english language in the faculty of political and social sciences of universitas hang tuah, surabaya, indonesia. she has been teaching english for specific purposes and elpt preparation for several years. her research interests include language assessment and applied linguistics. she is available at elli.setiyo@hangtuah.ac.id; elli.20012@mhs.unesa.ac.id. https://orcid.org/0000-0002-0613-382x. deasy arieffiani is a lecturer in the faculty of political and social sciences of universitas hang tuah, surabaya, indonesia. she teaches social sciences and public speaking. her research interests are related to communication and the educational system. she is available at deasy.ariffiani@hangtuah.ac.id. https://orcid.org/0000-0002-0720-4327. mailto:elli.setiyo@hangtuah.ac.id mailto:elli.20012@mhs.unesa.ac.id https://orcid.org/0000-0002-0613-382x mailto:deasy.ariffiani@hangtuah.ac.id https://orcid.org/0000-0002-0720-4327 research and innovation in language learning vol. 3(2) may 2020 pp. 85-95 pissn: 2614-5960 e-issn: 2615-4137 http://jurnal.unswagati.ac.id/index.php/rill copyright 2020@ 85 article students’ perception on peer correction in academic english writing: a case study in a higher education chasna tsuroyya chasnatsuroyya@gmail.com department of english education, faculty of teacher training and educational sciences, universitas sebelas maret, surakarta indonesia abstract peer correction has taken an important role in language teaching and learning as in contribution to motivate the performance of l2 learners in writing classroom. peer correction encourages the development of autonomous learning due to teachers' review that took over-dependence thus lowered the students' initiative. however, the previous studies show that many teachers are still doubting the effectiveness of peer correction because of students' lack of knowledge and unable to assist other students. the current study investigated the writing performance of english l2 learners who either provided or received written peer correction in the context of academic writing tasks. twenty participants enrolled and attended writing class in english education department in a state university in surakarta. they were given a rubric to both reviews other students' writing tasks and receive peer feedback. in collecting data, questionnaires were collected after the writing projects. results show the use of peer correction increased their writing motivation, self-regulated reflection, bidirectional communication, and deeper critical thinking. thus, this study provide a clear finding of the efficiency of peer correction in improving students' academic writing and can be useful to be implemented in writing class for english learners. keywords: academic writing, peer correction, peer feedback, writing performance sari penyuntingan rekan sejawat berperan penting dalam pembelajaran bahasa inggris untuk memotivasi dalam proses penulisan. namun, hasil penelitian sebelumnya menunjukkan adanya keraguan terhadap penggunaan strategi ini.karena kurangnya pemahaman yang cukup oleh guru. oleh karena itu, penelitian ini bertujuan untuk mengetahui persepsi calon guru dalam implementasi penyuntingan rekan sejawat dan penulisan teks bahasa inggris. dua puluh mahasiswa calon guru bahasa inggris di sebuah perguruan tinggi negeri di surakarta berpartisipasi dengan sukarela pada proyek ini. data dikumpulkan dengan angket setelah kegiatan selesai. hasil penelitian menunjukkan bahwa penyuntingan rekan sejawat memotivasi mahasiswa untuk menulis. selain mingkatkan mailto:chasnatsuroyya@gmail.com tsuroyya, c. 86 p-issn 2614-5960, e-issn 2615-4137 kemampuan menulis akademik, penyuntingan rekan sejawat juga mengembangkan prinsip refleksi. kata kunci: kemampuan menulis, menulis akademis, penyuntingan rekan sejawat, umpan balik received 2020-01-09 accepted 2020-05-31 published 2020-06-01 doi 10.33603/rill.v3i2.3108 apa citation: tsuroyya, c. (2020). students’ perception on peer correction in academic english writing: a case study in a higher education. research and innovation in language learning, 3(2), 85-95 http://dx.doi.org/ 10.33603/rill.v3i2.3108 introduction since the beginning of english's use as a first language, peer correction has been highly recommended as a valuable component in teaching to motivate the learning and keep standards so that the performance will be improved. (anderson, 1982; brophy, 1981; kurihara, 2016; naranjo, 2019; vygotsky, 1978). some studies show that text improvements in draft resulted from peer feedback with well-designed training. (kamimura, 2006; min, 2006). peer correction expands the students learning by allowing students to correct their own mistakes and become self-regulated learners. (hyland & hyland, 2006, p.1). however, many teachers are still doubting the effectiveness of peer correction due to students' lack of knowledge and unable to assist other students. (braine, 2003; dancer & dancer, 1992). although peer correction is questionable, students are encouraged to take control in their writing performance by peer feedback that taking part in the development of autonomous learning (tsui & ng, 2000; yang, badger, & yu, 2006). peer feedback plays an important role in instruction and provides learners with information that can change their existing knowledge (mory, 2004). however, the existing literature overwhelmingly focuses on peer feedback without analyzing how authors assess and use the feedback (mceneaney & zhang, 2019). the present paper presents the efficacy of formative peer feedback compared to teachers' feedback and author responses to that feedback. this study investigated the extent to which college students in sebelas maret university could be observed to http://dx.doi.org/10.33603/rill.v3i1 http://dx.doi.org/%2010.33603/rill.v3i2.3108 research and innovation in language learning vol. 3(2) may 2020 p-issn 2614-5960, e-issn 2615-4137 87 provide relevant feedback on their partners' english writing and act on their peers' feedback during the revision process to improve their writing performance. the researcher believes that peer feedback supports more bidirectional communication, deeper critical thinking, and more informative as peers are at the same level. literature review peer correction has been studied and observed from a variety of points of view that it is a very critical issue in learning languages (motlagh, 2015). in language learning, a correction not only comes from the teacher but also from peers. caulk quoted rollinson (2005) as saying that teachers review is broader than students' which is more peculiar. peer correction or peer review defined by liu and hansen (2002) as "the learners' use of sources of information and interactions for each other in such a way that learners take on the responsibilities in commenting on each other's drafts in the process of writing." in the 2000s, students' writing improved in many ways as the impact of peer correction in l2 writing classroom (hirose, 2009; jiao, 2007; kamimura, 2006; zeng, 2006). suggestions, corrections, comments, and ideas' agreement can be accomplished by the students (jiao, 2007; kamimura, 2006; zeng, 2006) since peer correction grants the learners to arrange agreement of their lack and potency (williams, 1957). numerous studies have been conducted on peer and teacher review. it is found that l2 learners prefer teachers review to peer review. according to zhang (1995), the majority of esl students preferred teacher review to peer review or self-review due to lack of linguistic performance. learners are confused and discouraged when the corrections come from their classmates who are non-english speakers so that they trust more on their teachers' reviews or coming from tutors who are native english speakers (liu and hansen,2002). on the other hand, the benefits of peer correction have been found in other studies. for instance, yang et. al (2006) stated that peer correction led to autonomy because of a greater number of self-corrections that teacher correction, while "overdependence on teacher review is likely to lower the students' initiative" (p.192). in college esl classroom research, peer correction helped the students advance their social skills and provide meaningful assistance, a critical skill for writing improvement. tsuroyya, c. 88 p-issn 2614-5960, e-issn 2615-4137 therefore, although some studies conducted a greater impact on teacher correction than peer correction, it still has a significant benefit to learners, especially in an l2 writing classroom. there are some research that studied peer review and its impact on the l2 students in writing class. for instance, a study conducted by nelson & murphy (1992) stated that the recognition of the advantages of the peer review was ineffective compared to the teachers' feedback. however, another research indicated that cooperating and acquiring each other improved students' self-esteem and their writing abilities as peer review was applied in writing class to reduce their writing anxiety (yastõbaúa & yastõbaúa, 2015). in addition, google docs has been positively influenced students' motivation to write and revise because google docs introduced the students to continue to work on their writing outside of class (moore & semeraro, 2016). in consequence, many researchers have studied peer correction from the conventional way until the current research that has improved peer correction into a new fresh idea by using google docs. in summary, peer correction in l2 writing class has thrived over the past two decades. regardless of the debate between peer correction and teacher correction, studies have shown that peer correction generates a positive impact in helping learners to improve their l2 writing. methods this is a descriptive research. using a case study design, 20 students voluntarily participated in this study. fourteen were female students and six of whom were male students. the participants were students in english education department semester 5, especially in writing class a1. their level of english was intermediate determined by an exam organized by upt2b of the university. to collect data, the questionnaire was distributed to the students in writing class. the students had the role of either feedback provider or receiver. the online peer feedback was provided and the result of the students' writing improvement can be obtained from the rubric given by the teacher. research and innovation in language learning vol. 3(2) may 2020 p-issn 2614-5960, e-issn 2615-4137 89 results and discussion this study investigated the extent to which there were differences in students’ perception who received feedback from peers who were not experienced before in peer correction and receive feedback from their friends. the participants of this study were get used in using second language in writing as evidenced by their position as college student in english education in semester 5. the author explained findings of this research by provide a brief result of students’ perception in implementing peer correction in writing class. their perception of peer correction included opinion, benefits, difficulties, suggestion, and real implementation. l2 writing and the use of peer correction to develop l2 writing skills are being a doubtful connection. yet, in this study, the researcher would like to support findings of the previous study. a research conducted by yastõbaúa and yastõbaúa (2015) found a positive result of peer feedback that helps the students to reduce their writing anxiety and motivate them to gain confidence in writing performance.therefore, the present study aims to investigate more about students’ perception of peer correction in correlation to improve writing performance. student perceptions in relation to peer correction opinion overall, students give neutral opinions related to the preceding of peer correction to be implemented in writing class. chart 1 shows responses from 15 participants answering the question about their perception of using peer correction in writing class. from 15 participants, six participants have a neutral opinion and five participants agreed that they like using peer correction to be implemented in writing class. although three students give negative opinions about peer correction, the six students give positive opinions about peer correction. result showed that student like to receive any feedback from my friends. from that feedback, students know something missing in their writing and received a helpful feedback from their friends. naranjo (2019) investigated a study that resulting on peer feedback as a tool to improve the quality of the students’ writing work by combining systematic writing instruction. tsuroyya, c. 90 p-issn 2614-5960, e-issn 2615-4137 chart 1. students' opinions about peer correction using in writing class student perception in relation to peer feedback benefit in general, students agreed to the benefit of peer correction that can grow self-reflection in writing class. chart 2 shows responses from 15 participants answering the question about their perception of the benefit of peer correction in writing class. from 15 participants, eight participants agreed and four participants neutral that they realized their mistake in writing after implementing peer correction in writing class. the students who agree with peer correction stated, “peer correction motivate me when my friends' work are better than mine.” previous study conducted by yastõbaúa and yastõbaúa (2015) found that peer feedback reduces the students’ writing anxiety levels, “the students’ physical and cognitive reactions to writing anxiety changed in a positive way by the end of the study, and it encouraged students to use english to write compositions. as indicated by berg (1999), “in getting a response from a peer, the students will need to consider the advice from a peer, question its validity, weigh it against his or her own ability and ideas then make a decision” (p. 232). research and innovation in language learning vol. 3(2) may 2020 p-issn 2614-5960, e-issn 2615-4137 91 chart 2 students perception of the benefit of peer correction in realizing mistakes student perception in relation to peer feedback difficulties peer feedback was generally provided a balance response in the participants related to trust issues when using peer correction. from chart 3, six students were neutral, five students agreed, and four students disagreed that they do not believe in their friends' correction. no participant strongly agree and strongly disagree with this perception. one of the comment from the students is “i am still doubting the credibility of myself to check the others’ work. i don't know much actually, because i think teacher's correction give much more impact.” it relate to the finding from previous study that stated that most learners have shown tendency to be corrected by their teachers and none of the participants have chosen peer correction when not accompanied by their teacher. zhang (1995) found that the majority of esl students preferred to be corrected by teachers or themselves because of the l2 learners’ limited linguistic abilities. chart 3 students perception related to trust issue of peer correction in writing class tsuroyya, c. 92 p-issn 2614-5960, e-issn 2615-4137 student perception in relation to peer feedback suggestion results of the student perception related to peer feedback suggestion presented in chart 4 focus on student suggestion to use checklist rubric to help in giving receiving correction. from 15 students, eleven students agreed with this statement. in summary, the majority of students agree to be facilitated with a checklist rubric to help them correct or review their friends' writing performance. most of the students need a rubric to help in giving or receiving correction. one of the students said, “that teacher should be there beside the students during peer correction to make sure that they do it correctly and help them on what should they to do next. and also we need a rubric as a guidance.” a previous study conducted by motlagh (2015) found that students like their peers correction accompanied by the teacher feedback and suggest peer feedback to be accompanied with teacher explanation. the importance of teachers’ instruction has been cited from berg (1999), “the teacher explained how to provide effective feedback on one essay, namely give critical but encouraging comments that might help clarify the ideas in writing.” chart 4 students perception of the peer feedback suggestion to use checklist rubric student perception in relation to peer feedback implementation regarding the implementation of peer correction, chart 5 presents student perception of the implementation of peer feedback in writing class. of the fifteen responses that were answered by the students, six students were neutral, four students agree and disagree. research and innovation in language learning vol. 3(2) may 2020 p-issn 2614-5960, e-issn 2615-4137 93 the perception is about peer feedback that being effective to be implemented in writing class. thus, peer feedback may not fully effective as the students' responses were neutral but there is a chance to make peer feedback is effective to be implemented in writing class with some suggestions. one of the students comment is “peer corrections was effective improving my writing in this class.” cho and macarthur (2011), greenberg (2015) stated “this findings corroborates those of prior studies reporting the possitive effects providing peer feedback on students’ own writing performance.” chart 5 student's perception of the effectiveness of peer feedback in writing class in general the students showed a positive response to peer feedback to be implemented in the writing classroom. this findings is consistent with the results of different studies (cho and macarthur, 2011; greenberg, 2015; motlagh, 2015; naranjo, 2019; rachmania, 2018); yastõbaúa and yastõbaúa, 2015; zhang, 1995) which indicated that peer feedback is effective to motivate the students to write, reduce anxiety in writing, and received a helpful suggestion from peers. in this context, lecturers’ role is also taken into account (misdi, kusriandi, & tambunan (2020). like the current study, theirs result have also indicated that peer correction is acceptable to learners when teachers accompanied students tsuroyya, c. 94 p-issn 2614-5960, e-issn 2615-4137 during the peer correction process and give the explanation as their preference (motlagh, 2015) in term of critical writing misdi, hartini, farijanti (2018) conclusion & recommendation this study emphasizes the effectiveness of peer feedback and the results showed nonlimited perceptions from the students. some students weren't involved in peer feedback with the reason that peer ability and acknowledgment are not trusty enough. the validity of their peers' feedback is doubtful so the improvement of writing performance cannot be expected when students rely more on teachers’ feedback that more credible and experienced. thus, another finding presented a positive perception that the students can provide more comments to peers and they get self-reflection to pay more attention to detailed mistakes as being done by their friends. the considerations of students' suggestions using a checklist rubric can lead to better writing performance mostly in writing class. finally, some considerations must be regarded before this process can be categorized as an effective method. first, teachers must provide an example of a good feedback and a straight explanation before asking the students to do so. it helps students to understand how they should correct their peers. one of the ways is by using a checklist rubric contains several indicators and writing standard. second, combining systematic writing instruction with the discussion about the purpose of peer feedback becomes meaningful interactions and grow self-reflection to become a good writer. therefore, peer correction is not effective when being done alone. with those suggestions in mind, it is hoped that peer feedback will be a meaningful and effective activity to improve students' writing performance. references behina, b., hamidib, s. (2011). peer correction: the key to improve the iranian english as a foreign language learners` productive writing skill. procedia social and behavioral sciences 30. 1057 – 1060 huisman, b., saab, n., driel, j. v., broek, p. v. d. (2018). peer feedback on academic writing: undergraduate students’ peer feedback role, peer feedback perceptions and essay performance. assessment and evaluation in higher education. 955-968 research and innovation in language learning vol. 3(2) may 2020 p-issn 2614-5960, e-issn 2615-4137 95 huisman, b., saab, n., driel, j. v., broek, p. v. d. (2018). the impact of formative peer feedback on higher education students’ academic writing: a meta-analysis. assessment and evaluation in higher education. 863-880 huisman, b., saab, n., driel, j. v., broek, p. v. d. (2017). peer feedback on college students’ writing: exploring the relationship between students’ ability match, feedback quality, and essay performance. higher education research & development. 1433-1447 kurihara, n. (2016). do peer reviews help improve student writing abilities in an efl high school classroom. tesol journal 1-21 misdi, n hartini, d farijanti misdi, m. (2018). beyond critical thinking in academic writing: a discourse perspective. jurnal basis, 1(2), 51-56. misdi, n., kusriandi, w., & tambunan, a. r. s. (2020). impact of ict-assisted thesis writing on student researchers’ psychological empowerment: indonesian case. in journal of physics: conference series (vol. 1477, p. 042063). motlagh, l.n. (2015). who do learners prefer to be corrected by? teachers or classmates?. procedia social and behavioral sciences 199. 381 – 386 naranjo, s. j. (2019). peer review and training: pathways to quality and value in second language writing. foreign language annals. 1–32 rachmania, r. (2018). peer and self-assessment for learners in higher level of education. academic journal perspective: education, language, and literature, 6(1), 1-9. yastõbaúa, g. c., yastõbaúa, a.e. (2015). the effect of peer feedback on writing anxiety in turkish efl (english as a foreign language) students. procedia social and behavioral sciences 199. 530 – 538 zhang, x., mceneaney, e. j. (2019). what is the influence of peer feedback and author response on chinese university students’ english writing performance?. reading research quarterly,1–24 conflict of interest no potential conflict of interest is reported. author biography chasna tsuroyya is an undergraduate student in the english education program at the sebelas maret university and will be graduating in 2021 with a bachelor degree in english education. tsuroyya has a strong interest in the field of second language education and english language teaching. contact her at chasnatsuroyya@gmail.com. mailto:chasnatsuroyya@gmail.com research and innovation in language learning vol. 3(3) september 2020 pp. 163172 pissn: 2614-5960 e-issn: 2615-4137 http://jurnal.ugj.ac.id/index.php/rill copyright 2020 @ yentri anggeraini 163 article language teaching in the digital age: teachers` views and its challenges yentri anggeraini yentri_anggeraini@fkip.unbara.ac.id english education study program, universitas baturaja, south sumatera, indonesia abstract the update technology usage and its changes come and give positive effects to us including the teaching and learning process in school practices. it enjoys, motivates, and facilitates the students in learning english this qualitative research aimed at analyzing the english teachers` views on the use of the digital tools in the classroom practices and the challenges in order to face the digital teaching. the results indicated that english teachers agree and strongly agree that digital technology helps the teachers to create interesting atmosphere and technology gives positive effects to the english teaching. moreover, the english teachers believed that digital teaching means providing digital tools including laptop, speaker, mobile phones, websites and the teacher used the downloaded materials and videos from you tube as the digital media. lack of training for teachers, lack of time, and lack of facilities were the challenges for the english teachers in order to apply the digital teaching efficiently and create their own digital media in the school practices. findings suggest that english teachers should participate actively on the teacher professional developments such as group discussion, workshop, training, and seminar in order to be familiar with the evolution of the new technology. keywords: digital age, english teaching, challenges, digital tools sari pemutakhiran penggunaan teknologi dan perubahannya hadir dan memberi efek positif bagi kita terutama dalam proses belajar mengajar di sekolah. perubahan tersebut memotivasi, dan memfasilitasi siswa dalam belajar bahasa inggris. penelitian kualitatif ini bertujuan menganalisis pandangan guru bahasa inggris tentang penggunaan alat-alat digital di kelas dan tantangan untuk menghadapi pengajaran digital. hasil penelitian menunjukkan bahwa guru bahasa inggris berpendapat bahwa pembelajaran digital berarti melibatkan alat pengajaran digital termasuk laptop, speaker, ponsel, situs web dan guru menggunakan materi dan video yang diunduh dari you tube sebagai media digital. kurangnya pelatihan untuk guru, kurangnya waktu, dan kurangnya fasilitas menjadi mailto:yentri_anggeraini@fkip.unbara.ac.id anggeraini, y. 164 p-issn 2614-5960, e-issn 2615-4137 tantangan bagi para guru bahasa inggris untuk menerapkan pengajaran digital secara efisien dan membuat media digital mereka sendiri untuk ditrepakan di sekolah. temuan menunjukkan bahwa guru bahasa inggris harus berpartisipasi aktif dalam pengembangan profesional guru seperti diskusi kelompok, lokakarya, pelatihan, dan seminar agar terbiasa dengan evolusi teknologi baru. kata kunci: era digital, pengajaran bahasa inggris, tantangan, alat digital received 2020-04-25 last revision 2020-06-08 published 2020-09-30 apa citation: anggeraini, y. (2020). language teaching in the digital age: teachers’ views and its challenges. research innovation and language learning 3(3), pp. 163-172 http://dx.doi.org/10.33603/rill.v3i3.3444 introduction technology gives a chance to the teacher to apply the digital tools into teaching and language learning process. it facilitates and supports the educational filed to face the digital teaching. in the digital era, therefore, there is a need to explore the significance of the digital age not just in terms of preparing the learners for an uncertain future, but in building their confident, safe, character as the users of digital technologies now. in the term of internet, technology as ideal tool for language teaching and learning that supports a learner-centred and functional approach to knowledge (koua, 2013). (richards & smith, 2002) stated that computer in language learning is an activity which is parallel learning through other media. it uses the facilities of the computer (e.g. using the computer to present a reading text). furthermore, (kiliçkaya & seferoglu, 2013) indicated that computer technology could improve the students` language skills. it`s true that technology gives effect to the teaching and learning process. (zhytska s.a., 2012) proposed that technology had positive effect on the experiential learning, motivation, enhancing student achievement, authentic materials for learning, greater interaction, individualization, independence from a single source of information, and global understanding. furthermore, (sung et al., 2016);(cong-lem, 2018) found that technology and web devices gave effect to the students` learning and oral performance. meanwhile, (han, 2008) mentioned that computer can promote learning interaction between learners and teachers and it can help classroom teaching with a variety of materials and approaches. (rahimi & yadollahi, 2011) investigated the level of ict in http://dx.doi.org/10.33603/rill.v3i3.3444 research and innovation in language learning vol. 3(3) september 2020 p-issn 2614-5960, e-issn 2615-4137 165 teaching english as a foreign language (efl) and it can be concluded that digital portable devices were used more than computer or network applications/tools in english classroom and teachers almost provided the technology in teaching oral skills. furthermore, (alm, 2016) mentioned that blogging made a special bond between l2 learners which allowed them to see each other as people rather than students. the use of mobile devices among students outside classroom are not something new. (wu, 2018) mentioned that they need more guidance in order to facilitate the development of their language skills. thus, students must be monitored and supported by their teachers to use the powerful tools for learning right now. the last, (parvin & salam, 2018) found that the use of audio-visual content has positive impact in improving and encouraging interactive language classes some studies showed that technology significantly improve the learners` language skills. the first, (nachoua, 2012) found that computer assisted language learning is a motivating method and computers are beneficial tools to be used in foreign language classes in order to improve students’ listening skill. the second, (khoshsima & khazayi, 2017) mentioned that chatting in cyberspaces (telegram) as one of call based activities promote the 20 high school students` speaking ability. the next, (omar, 2014) found that computer-based concept maps facilitate in improving the students` reading comprehension. the last, (pirasteh, 2014) stated that using email was effective to teach large number of the structure points. the general research findings that showed the technology provided the capacity to afford opportunities for supporting a powerful teaching and learning atmospheres (hermans et al., 2008) and can impact on students’ learning (concannon et al., 2005), motivation building (mahdizadeh et al., 2008), critical thinking building (lim et al., 2003) , and the autonomy (claudia et al., 2004) (baytak et al., 2011) carried out the role of technology in language learning. they found out that learners’ learning was improved by integrating technology into the classroom and the use of technology increases learners’ motivation, social interactions, learning and engagement. technology in school makes learning enjoyable, interesting, interactive and helps them learn more. that is why the english teachers should be familiar with the technology tools in english teaching. anggeraini, y. 166 p-issn 2614-5960, e-issn 2615-4137 this research investigated english teachers` views on the use of the digital tools in the classroom practices and the challenges in order to face the digital teaching. methods this kind of research was descriptive qualitative that described how the teachers` views on the use of the digital tools in the classroom practices and the challenges in order to face the digital teaching. the questionnaire was divided into two parts. part 1 consisted of closed ended questionnaire and the second part 2 was open ended questionnaire. the questionnaire was piloted and validated by 6 expert judgements. the final open ended questionnaire consisted of two sections (digital tools in the classroom and the challenges in apply the digital teaching efficiently and create their own digital media in the school practices). to support the data, the researcher reviewed the lesson plan. this research involved the 33 high school english teachers in three sub districts of ogan komering ulu regency which were baturaja timur sub district, baturaja barat sub district, and muara jaya sub district from the total 76 english teachers. all of the them graduated from english education and they had teaching experience starting from 1 year to 20 years. results and discussion the result of closed-ended questionnaire chart 1 technology for english teaching chart 1 indicated that 6 % of english teachers disagree, 8% of them were neutral, 43% of them agree, and 43 % of them strongly agree that technology gives positive effect to 0 2 4 6 8 10 12 14 16 strongly disagree disagree neutral agree strongly agree technology gives positive effect to english teaching digital technology helps the teachers to create interesting atmosphere digital tools facilitate the teacher to apply digital teaching research and innovation in language learning vol. 3(3) september 2020 p-issn 2614-5960, e-issn 2615-4137 167 english teaching. the next, 43% of english teachers agree, 12% of them were neutral, 36 % of them strongly agree that digital technology helps the teachers to create interesting atmosphere. the last, 43% of english teachers agree, 36% of them were neutral, 21 % of them strongly agree that digital tools facilitate the teacher in applying digital teaching. chart 2. digital tools in teaching english chart 2 indicated that 42 % of english teachers used social media in teaching english, 91 % of them used animated video in teaching english, 94% of them used songs in teaching english, 15% of them used short educated film in teaching english, and 97% of the english teachers used ebook in teaching english. the result of open-ended questionnaire digital tools in the classroom the participants’ general digital technology using were laptop, computer, speaker, ms powerpoint, mobile phone, and the website. the results seem similar to the results of previous research done by (yordming, 2017), the most common uses of digital tools are the internet, speaker, computer, and mobile phone. it indicated that the english teachers were familiar with the digital media and tools. in this research, many of the english teachers provided the video as the digital media in teaching and learning process. as participant 2 explained, 0 5 10 15 20 25 30 35 i use social media in teaching english i use animated video in teaching english i use songs in teaching english i use short educated film in teaching english i use ebook in teaching english 14 30 31 5 32 19 3 2 28 1 yes no anggeraini, y. 168 p-issn 2614-5960, e-issn 2615-4137 “i used my own laptop and speaker when i taught short english conversation to my students and the students can repeat and practice the pronunciation and listening comprehension” participant 6 “i used the downloaded material from you tube as my teaching material and sometimes i asked my students to make a video in group and then they uploaded in the social media and discussed it in the classroom” participant 3 “i just provide the mobile phone and prove the download materials from you tube. my school doesn`t have good facilities to provide it ” from the lesson plan, the participants provide laptop, ms. power point, email, lcd projector as the teaching media and downloaded materials as the sources of teaching and learning materials. different from the research finding found by (itani, 2018), secondary efl student-teachers are not provided with a variety of digital technologies, they are using traditional digital devices in a simple manner, and they are facing some barriers that are preventing them from applying digital technologies at the adequate level. in research indicated that the english teachers believed that they used social media as the digital tools in teaching, the animated videos, and e-book in teaching and learning process. it is very essential for the english teachers to use various digitals tools and take the benefits of digital technology for teaching english. challenges for the english teachers to apply the digital teaching the challenges for the english teachers were lack of training for teachers, lack of time, and lack facilities of in order to apply the digital teaching efficiently and create their own digital media in the school practices. participant 1 “the teachers need such kind of training or seminar to increase their ability in technology usage in the teaching english and the school should have good facilities such as online learning and language laboratory ” participant 4 “teachers have limited time to explore technology in the classroom (wasted time in the preparation) and the students should have other subjects. it should be better if there is computer laboratory” research and innovation in language learning vol. 3(3) september 2020 p-issn 2614-5960, e-issn 2615-4137 169 in the digital age, the teacher has to know where to find relevant information, how to solve problems and what to keep up learning. (amirsheibani & iraji, 2014) found that language teachers gave positive attitude on the of computer technology in teaching moreover. (anggeraini et al., 2019) found that the efl teachers had intermediate digital literacy level. general speaking, a teacher has to improve digital technology competences teaching methods and develop professional learning continually along with new developments and to comprehend that change is flow so fast and must accept and prepare for growth. one thing that can be done is learning from networks related to professional developments or personal interests to build knowledge get information and use the technology efficiently in the teaching process. the english teacher can develop professional deal with the technology used the classroom by downloading video teaching tutorial from you tube and then practice it the classroom. the teacher can learn many useful things from you tube such as how to make movie maker so that the teacher can create his/her own movie maker as the media in the teaching. this practice is one of practices based learning for professional development for english teachers. they can practice from the native speakers without meeting face to face. it can be the sources for the teacher whom taught in the rural area (in this case, lack of electricity facilities and no internet accesses). (sung et al., 2016) indicated that the technology is not generally applied in the state schools of the south region of ecuador. besides that, the teacher can learn how to operate the online learning application and tools to support the teaching and learning in the digital age. in that case, the teacher should be able to use update and useful application and learning tools in digital age for example online writing applications and tools. in line with (ozturk, 2013) mentioned about the teachers should re-evaluate their teaching and make best use of potential aids to face the digital teaching. it`s true that teachers must digitally literate in order to reach the beneficial and effectiveness of digital teaching. in order to face the digital age teaching, the teachers should participate actively in such kind of professional developments such as seminar, training, workshop that deal with teaching english and technology. by joining such kinds program, the english teachers can upgrade and enlarge their knowledge and skills. the english teachers can also report their research to be presented in the seminar and write article to be published in the academic journal. by anggeraini, y. 170 p-issn 2614-5960, e-issn 2615-4137 attending such kinds of training and seminar, and workshop as the participant or presenter, the english teachers can get the latest information about english teaching nowadays and the important thing is then they can share the result of it with partners. conclusion & recommendation in this digital teaching era, the english teacher believed that digital technology gives positive effect to the english teaching, it helps the english teachers to create interesting atmosphere in teaching and learning process, and the digital tools facilitate the teachers in applying digital teaching. some challenges for teachers in the digital age are: a teacher has to improve teaching methods and develop professional learning continually along with new developments and to comprehend that change is flow so fast and must accept and prepare for growth of technology. in this case, the teacher only focused on the technology used in teaching and learning process (lcd, ppt, video, e-book) but also have technical competence to use various computer applications for educational purposes and be aware of applications that can be suitable for teaching and learning process. the researcher recommends for the other researchers to focus on the teachers` digital competences development to face the teachers` challenges in the digital teaching. references alm, a. 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(2012). computer assisted language learning. information technology and security, 2(2), 25–33. conflict of interest no potential conflict of interest is reported. biography yentri anggeraini is a lecturer of english education study program, faculty of teacher training, and education, university of baturaja. her research interests include english language teaching, technology in efl teaching, call. her sinta id is 6012662 and scopus id is 57209749074. http://orcid.org/0000-0002-9243-4396 http://orcid.org/0000-0002-9243-4396 research and innovation in language learning vol. 3(2) may 2020 pp. 96-106 pissn: 2614-5960 e-issn: 2615-4137 http://jurnal.unswagati.ac.id/index.php/rill copyright 2020 @ nurul lailatul khusniyah, ari safar wadi 96 article investigating content-based reading instruction in promoting students’ reading comprehension: a classroom action research nurul lailatul khusniyah nurullaila@uinmataram.ac.id english education department, undergraduate of state islamic university of mataram, indonesia ari safar wadi affiliation english education department, undergraduate of state islamic university of mataram, indonesia abstract this study aimed at describing how content-based reading instruction on students’ reading comprehension. the method used in this current research was a classroom action research. the participants were taken from an efl classroom of a private madrasah in narmada. process of collecting data was taken using test and observation. teacher and students’ worksheets were the qualitative data collection instrument to assess the reading instruction process. meanwhile, the test used toefl to measure students’ reading comprehension. the research findings show that reading instruction achieved 71.42% in cycle i and 94.46% in cycle ii. the students’ learning outcome shows 38.89% (cycle i), and 83.34% (cycle ii). it means that there is a significant improvement of the reading comprehension from cycle i to cycle ii. in addition, the students were active, enthusiastic, and participated in reading instruction using cbi. keywords: classroom action research, content-based instruction, english, reading comprehension sari penelitian ini bertujuan untuk meningkatkan pemahaman membaca siswa melalui pendekatan pembelajaran berbasis konten. penelitian ini mennggunakan metode penelitian tindakan. metode ini menggunakan data kualitatif dan kuantitatif. sampel penelitian sebanyak 18 siswa dari kelas 11 di madrasah aliyah nw narmada. proses pengumpulan data menggunakan tes dan observasi. instrumen penelitian dalam betuk lembar kerja guru dan siswa yang digunakan sebagai data kualitatif untuk menilai proses pembelajaran membaca. sedangkan, tes reading dari standar toefl diguankan sebagai data kuantitatif untuk mengukur pemahaman siswa pada bacaan. temuan penelitian menunjukkan bahwa semua data yang dikumpulkan untuk pembelajaran mailto:nurullaila@uinmataram.ac.id research and innovation in language learning vol. 3(2) may 2020 p-issn 2614-5960, e-issn 2615-4137 97 membaca mencapai siklus i (71,42%) dan siklus ii (94,46%) dan untuk hasil belajar siswa menunjukkan 38,89% (siklus i), dan 83,34% (siklus ii). ini berarti bahwa ada peningkatan signifikan yang dicapai siswa pada pemahaman membaca menggunakan pembelajaran berbasis konten dari siklus i ke siklus ii. selain itu, para siswa aktif, antusias, dan berpartisipasi selama proses belajar membaca menggunakan pendekatan pembelajaran berbasis konten. kata kunci: bahasa inggris, membaca, pembelajaran berbasis konten received 2020-02-06 last revision 2020-05-30 published 2020-06-01 doi 10.33603/rill.v3i2.3206 apa citation: khusniyah, n.l., wadi, a.s. (2020). investigating content-based reading instruction in promoting students’ reading comprehension. research and innovation in language learning, 3(2), 96-106. http://dx.doi.org/10.33603/rill.v3i2.3206 introduction reading is the complex cognitive process of decoding symbols to obtain meaning (scanlon, anderson, & sweeney, 2010). in other opinions, reading is a process of communication by which a message is transmitted graphically between individuals (israel, susan e, 2005). students should learn reading. reading is the foundation of their success in school learning. this skill can be used in daily life. it is even important for our social lives (oakhill, kate, & carsten, 2015). particularly, for efl learners, reading escalates efl students’ language, enriches their vocabularies and constructs a wide knowledge or experience. besides, reading promotes students to be more confident and motivated in the instruction. in law of culture and education minister number 59 the year 2014 states that learning english for senior high school student purposes to develop students’ faculty for communicative competence on discourse interpersonally, transactionally, and functionally utilizing a various kind of english text in oral or written form. more importantly, in law of culture and education minister number 59 the year 2014 again mentions that english language competence concerns with attitude, comprehension and skill. other statements clarify that as reported in graduate competency standard, students should be able to comprehend the reading text interpersonally and transactionally, either formal or informal text. therefore, reading is very essential to learn for every learner, particularly efl students in junior or even senior high schools. the development of the reading skills of the students having http://dx.doi.org/10.33603/rill.v3i1 khusniyah, n.l., & wadi, a.s. 98 p-issn 2614-5960, e-issn 2615-4137 reading difficulty, construction of appropriate reading environment and implementation of enrichment reading programs can be effective (akyol, çakıroğlu, & kuruyer, 2017). for some students, reading is still difficult, e.g. lack of reading motivation nurhadi, & larasaty, (2018). students have a low capability of reading comprehension. when students asked to read and understand some english reading materials, they did not understand the text comprehensively. as stated in the preliminary study, students’ learning outcome achieved low grade on reading. this issue derived from two preeminent causes; teacher and student. from students’ problem show that learners have minimum vocabularies to be able to understand some readings. minimum vocabularies will be difficult for them to understand the reading more comprehensively. english reading material can be understood comprehensively if students have a wide knowledge of vocabulary items. from the teacher’s problem show that teacher still utilizes traditional strategy to teach reading. on preliminary study informs that students at the research site were taught reading skill through questioning technique. questioning consists of three forms, including questioning before, during and after instruction. students in the research site were taught by using questioning after instruction. questioning after the instruction means learners will have to answer some questions from the teacher after instruction or recitation of the story or section of the textbook. some beneficial effects of questioning are questions activate metacognitive processes, questions focus on what students learn, and questions elicit further practice. unfortunately, teaching reading by using questioning technique did not indicate great students’ outcome because questioning technique applied did not increase the students’ vocabularies and helped them to comprehend the text meaning. while questioning technique functionally and effectively is used to measure and evaluate how far students understand the text meaning. it can be a problem when students have standard vocabularies and do not understand the text. spontaneously, they find difficult to answer questions given by the teacher. students need some steps that are the sequence in the learning process. in study khusniyah, rasyid, & lustyantie (2017), sq4r strategy in english reading comprehension learning at uin mataram has succeeded to improve students’ reading comprehension ability which has been experiencing difficulties or difficulties. besides, the sq4r strategy also provides a complete research and innovation in language learning vol. 3(2) may 2020 p-issn 2614-5960, e-issn 2615-4137 99 understanding of the information through determining the required reading, repeating the learning repeatedly, and storing the information obtained for use at the next learning meeting. furthermore, many researches prove that teaching reading through questioning technique does not perform high learning outcome. mousavian & siahpoosh (2018) compares the effects of vocabulary pre-teaching and pre-questioning on iran efl learners’ reading comprehension ability. this study compares the effect of both vocabularies pre-teaching and pre-questioning towards the students’ reading comprehension. the result shows that vocabulary pre-teaching one performance was better than the pre-questioning group. besides, one of the most problems efl students face is they have no knowledge about the topic of the reading but they attempt to answer questions (alyousef, 2005). this evidence happens among the students at ma nw narmada. students' reading skill is improved after the use of content-based summarizing (cbst) technique in teaching english reading (aratusa, 2017). most of the students agreed that the content-based instruction (cbi) method improved their reading comprehension and it helped them to create interesting ways in learning english (putra & marzulina, 2015). another study indicates that the utilization of content-based language instruction in the literature class could enhance students’ reading comprehension as well as critical thinking ability (tsai & shang, 2010) however, this study offered an effective method to enhance students’ reading comprehension. cbi (content-based instruction) approach used to enhance students’ reading comprehension. content-based instruction (cbi) approach is a communicative approach to language teaching. cbi approach is a subdivision of clt (communicative language teaching) which focuses on integrating language skill and subject matter (content). some define that cbi curriculum concerns with that cbi approach based on the subject matter, cbi utilizes authentic materials, cbi promotes the learning of new information, and cbi is specific students’ needs. in cblt the focus is on the content and the students are only concerned with mere information or the subject matter which has been put on the paper (sirivedin, soopunyo, srisuantang, & wongsothorn, 2018). khusniyah, n.l., & wadi, a.s. 100 p-issn 2614-5960, e-issn 2615-4137 cbi approach offers a wide educational knowledge to students from a different type of topic learnt. cbi approach forms language learning can be more interesting and motivating. furthermore, cbi can develop valuable study skill such as note-taking, summarizing, and extracting key information from the text. cbi also can improve students’ collaborative skills, particularly when they conduct group work which can give great social value. more importantly, the cbi approach delivers a more comprehensive interpretation. this approach focuses on theme-based. the objective of this research is to know the effect of using cbi on students’ reading comprehension. the problem of research is “ how is the impact cbi-based reading on students’ reading comprehension?” methods this research used an action research method. in action research, all actors involved in the research process are equal participants and must be involved in every stage of the research. the participants derived from 18 students of 11 th grade at a private madrasah in 2018/2019 academic years in lombok. procedures the success of action was maintained by the instruction process and outcome. it declared successful if the students participating reading process with cbi gain great mark at least they would be able to achieve score 75% both on the reading process and reading outcome. during the process, students have received materials for 4 weeks. the result of pretest and posttest were gathered and reflected to investigate the effectiveness of the independent variable. a) observation. it was monitoring the learning process. here were some notes for observation: table 1. note to assess teacher activity indicator question score learning activity does the teacher explain the material clearly? did the teacher prepare instructional devices for students’ activities? 4 4 4 research and innovation in language learning vol. 3(2) may 2020 p-issn 2614-5960, e-issn 2615-4137 101 evaluating learning progress feedback of process does the teacher provide the individual assignment for students? does the teacher evaluate the learning process? does the teacher give feedback for students’ task? 4 4 table 2. note to assess students’ activity indicator question score learning activity feedback of process do students prepare instructional equipment? do students work in a group? do students share the idea about reading? do students finish the task from the teacher? do students get improvement? 3 4 4 4 4 b) test. the question used standard toefl test with multiple choices. here were some levels on the reading comprehension test: level criteria account point literal reading inferential reading critical reading identifying word meaning maintaining mean idea summarizing content of reading analyzing purpose of writer 3 4 4 0 results and discussion process of reading in the class used cbi through theme model. some steps that have designed are 1) teacher review students’ need in the preliminary study and they prepare the material to learn, 2) the teacher chose the theme will be used in the class as syllabus design, 3) the teacher take some reading that gave the new information in this era, 4) the teacher needs to determine the number of these units to be explored and designate the amount of time devoted to each theme unit, 5) implementation cbi in a small group. the result of the implementation of cbi in english reading learning can be seen in the following table. table 1. the result of average score in cycle i & ii no aspect cycle i cycle ii score category score category 1 students’ outcome 38.89% less 83.34% great 2 learning participation 71.46% less 94.64% great khusniyah, n.l., & wadi, a.s. 102 p-issn 2614-5960, e-issn 2615-4137 table 1 shows that there was a significant improvement in the cbi process in both cycle i and cycle ii. from the first cycle to the second cycle indicates that the significance of the study was better and contributed a great influence on the students’ learning participation within the instruction. the entire data of both cycles which were observed can be concluded and illustrated in a graph such as the following: graph l. comparison of students’ reading outcome in two cycles graph 1 shows that the comparison of students’ outcome in two cycles indicates that the treatments which were implemented among the students in two cycles show that there was a significant result obtained. this result proves that applying cbi approach (theme model) was appropriately able to enhance students’ reading comprehension. the approach was implemented accorded with lesson planning. the result proved that cbi offered a significant benefit for reading instruction. the significance can be shown in the instruction from cycle i up to cycle ii. in cycle ii, the reading instruction using cbi approach was very satisfying. the learning was success appropriated with the percentage obtained 83.34% over the indicator. it indicates that reading instruction was very successful. the success was measured through the percentage from the evaluation with the standard score percentage of 80% and individual score 80. it was supported and proved that there were 3 students from 18 students were unsuccessful in the instruction. it indicates that the treatment did not need to be conducted for the next cycle due to the students reached the research targets. 0 20 40 60 80 100 cycle i cycle ii 38,89 83,34 71,46 94,64 students' outcome students' learning participation research and innovation in language learning vol. 3(2) may 2020 p-issn 2614-5960, e-issn 2615-4137 103 cbi approach contributes a significant influence on the students’ reading comprehension. namely, cbi was able to help the students to enhance their reading comprehension. the texts were comprehended referring to analytical exposition text. the comparison between cycle i and cycle ii indicated that the students achieved progress of their comprehension on the reading. the first reflection performs that the students’ thoroughness in reading instruction reached 38.89% which can be categorized into the low level (inferential level). the second reflection after conducting cycle ii, further reflection shows that the students’ learning thoroughness reached 83.34%. based on the indicator) and the research targets, the students should gain 80% and individual score 80. according to the collected data above, it can be mentioned that students’ learning thoroughness achieved 38.89% (cycle i) and 83.34% (cycle ii). it indicates that in the last cycle, the students’ learning was very satisfying even reached over the standard indicator score. content-based instruction, in various configurations, requires some potential difficulties. it is very important to show it so that teachers and curriculum planners can avoid it and design more effective teaching units for learning content and language. content-based instruction (cbi) is a comprehensive term that refers to an instructional approach that makes a dual commitment, though not necessarily the same, for language learning and additional content (stoller & fitzsimmons-doolan, 2017), e.g. extensive reading in general (aulia, 2019) and the traditional reading aloud (aisiah, & mahaputri, 2019). theme based instruction is one type of communicative method used in teaching english reading comprehension. the use of makassar's local culture-based curriculum content as a source of teaching content incorporated in this method is assumed to facilitate understanding of reading english (said, bin sihes, & yusof, 2018). in this study is relevant to that study. it used the content that is appropriate with the local value in the curriculum and textbook content. variations of content-based esl reading support students’ the practical effectiveness of reading instruction (kasper, 1995). this approach enhanced the students' ability to transfer the competencies and skills acquired in one context to other appropriate situations (tussa’diah & nurfadillah, 2018). khusniyah, n.l., & wadi, a.s. 104 p-issn 2614-5960, e-issn 2615-4137 conclusion the result of observation performs that reading instruction using cbi gained an improvement. students were active to participate in reading instruction using cbi. therefore, the researcher suggested that teacher should be able to exercise students’ comprehension when they conclude the content of reading. in other hands, the teacher should provide reading with very interesting and appropriate with students’ capabilities due to interest them to eager to read and comprehend the text. as a result, the class can be more alive, exciting, and effective. the teacher also needs to examine the use of the approach among the students to know the more effective approach of cbi which will be used. as a result, the instruction is more effective and flexible. acknowledgement thank you for all students ma nw narmada lombok barat who help the writer to finish this research. the authors of the research and theory i have quoted. references aisiah, i. n., & mahaputri, r. a. 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(2018). theme-based instruction method in english reading comprehension: using makassar local culture-based curriculum contents. journal of physics: conference series, 1028(1), 012098. https://doi.org/10.1088/1742-6596/1028/1/012098 scanlon, d. m., anderson, k. l., & sweeney, j. m. (2010). early intervention for reading difficulties. new york: the guilford press. sirivedin, p., soopunyo, w., srisuantang, s., & wongsothorn, a. (2018). effects of facebook usage on english learning behavior of thai english teachers. kasetsart journal of social sciences, 39(2), 183–189. https://doi.org/10.1016/j.kjss.2018.03.007 stoller, f. l., & fitzsimmons-doolan, s. (2017). content-based instruction. in second and foreign language education (pp. 71–84). cham: springer international publishing. https://doi.org/10.1007/978-3-319-02246-8_7 tsai, y.-l., & shang, h.-f. (2010). the impact of content-based language instruction on efl students’ reading performance. asian social science, 6(3), p77. https://doi.org/10.5539/ass.v6n3p77 tussa’diah, h., & nurfadillah, k. (2018). the implementation of theme based teaching to improve students’ achievement in narrative text. kne social sciences, 3(4), 352. https://doi.org/10.18502/kss.v3i4.1946 conflict of interest no potential conflict of interest is reported. author biography nurul lailatul khusniyah is a lecture at universitas islam negeri mataram. she teach english reading. she is interested in various studies about english teaching and learning. the author has completed a doctoral program at jakarta state university khusniyah, n.l., & wadi, a.s. 106 p-issn 2614-5960, e-issn 2615-4137 majoring in language education. currently active in teaching english study programs at uin mataram. she is available at nurullaila@uinmataram.ac.id ari safar wadi is a student who has graduated from an english education study program at uin mataram. he is interested about english. mailto:nurullaila@uinmataram.ac.id microsoft word rill.journal template copy copy copy copy research and innovation in language learning vol. 1(1) january 2018 pp. 49-56 pissn: 2614-5960 e-issn: 2615-4137 http://jurnal.unswagati.ac.id/index.php/rill copyright @ rill 2018 49 the grammar of interpersonal exchanges: communicative acts used in efl class dwiniasih department of english education, university of swadaya gunung djati indonesia abstract the language structures of standard english may change for some local area. such as, malaysia, singapore and it involves indonesia. we have to dig deeper understanding of the language used, especially for the ungrammatical utterance both spoken or written. it has also been tried by teachers while they are guided the students in class by varying and modifying the learning technique or method used. in fact, the grammatical processes and illocutionary acts are still found during speaking activity. this study aims to analyse the clause used in efl class in which mood and speaker’s intent do not match while speaking and identify the exact meaning of it. the findings show the declarative, interrogative, or imperative clause of mood has other illocutionary acts used during speaking that was for directive, providing a threat, exclaiming, giving command, advice and conveying a negative statement. this result is supported by the generalization of mood of clause to the speaker’s act that relate to the local language structure and its meaning which has differences with standard english. keywords: functional grammar, interpersonal exchanges, communicative acts sari struktur bahasa dalam standar bahasa inggris dapat berubah ubah untuk beberapa daerah. seperti, malaysia, singapura dan meliputi indonesia. kita harus menggali lebih dalam untuk memahami bahasa yang digunakan, terutama pengucapan yang tidak sesuai dengan tata bahasa baik lisan maupun tulisan. hal ini juga telah dicoba oleh guru ketika mereka membimbing siswa di kelas dengan menggunakan teknik atau metode pembelajaran yang beragam dan terbaharukan. namun, faktanya proses tata bahasa dan tindak ilokusi ini masih ditemui selama aktivitas berbicara. penelitian ini bertujuan untuk menganalisis klausa yang digunakan dalam kelas bahasa inggris sebagai bahasa asing (efl) di mana mood dan speaker’s intent tidak sesuai ketika berbicara dan mengidentifikasi arti sesungguhnya. temuan menunjukkan mood klausa deklaratif, bentuk tanya, atau bentuk perintah memiliki tindak ilokusi lain yang digunakan ketika berbicara, diantaranya itu ungkapan direktif, memberikan ancaman, seruan, perintah, saran dan menyampaikan pernyataan negatif. hasil ini didukung oleh generalisasi mood dwiniasih 50 p-issn 2614-5960, e-issn 2615-4137 klausa untuk tindak pembicara yang berhubungan dengan struktur bahasa lokal dan maknanya yang memiliki perbedaan standar bahasa inggris. keywords: functional grammar, interpersonal exchanges, communicative acts received 7 february 2018 last revision 3 april 2018 published 18 april 2018 introduction the language structures of standard english may change for some local area. such as, malaysia, singapore and it involves indonesia. we have to dig deeper understanding of the language used, especially for the ungrammatical utterance both spoken or written. it has also been tried by teachers while they are guiding the students in class by varying and modifying the learning technique or method used. misunderstanding often happens during speaking whether directly delivered or texted because speaker’s intent received by the hearer are sometimes different. this issue comes up along with the online media used as the media in delivering the message both spoken or written. systemic functional grammar (sfg) developed by michael halliday in the 1960s which is assumed as the new model to most students in learning grammar since they only learn traditional grammar while they were as young learner in schools. in fact, they have used some expressions which show its functional grammar rather than traditional one. halliday (1994) points out that functional grammar is so-called because its conceptual framework is a functional one rather than a formal one. it is functional in three distinct senses: in its interpretation (1) of texts, (2) of the system, and (3) of the elements of linguistic structures. it means that functional grammar is quite different with traditional grammar which concerned with the organization within sentences and looks at a language as a set of rules while functional grammar focuses on the way language is put together so that meaning is communicated for particular purposes, and looks at a language as a system of meaning. in other words, functional grammar is different from traditional grammar in that it focuses on language as a meaning-making resource rather than as a set of rules (schleppegrell, 2004). research and innovation in language learning vol. 1(1) january 2018 p-issn 2614-5960, e-issn 2615-4137 51 analyzing and describing sentences in isolation is not enough. we need to understand why some well-formed sentences may not be appropriate in some contexts and why some fragments or otherwise ‘anomalous’ sentences may be quite acceptable in certain contexts (deterding and poedjosodarmo, 2001). it means that it is important for language learners who need to evaluate or analyze language produced by others, both written and spoken. basically, halliday’s model looks at the clause as representing simultaneously three different types of meaning. there are referred to as experiential, interpersonal, and textual (deterding and poedjosodarmo, 2001). concerning to the problem of this writing, this case study aims to analyse the interpersonal clause used in which mood and speaker’s intent do not match while speaking and identify the meaning of it. in other words, we sometimes called it as indirect illocutionary acts. interpersonal meaning includes (1) the mood of the clause and how it functions and (2) forms identifying the roles of speaker and hearer (deterding and poedjosodarmo, 2001). deterding and poedjosodarmo mentioned five moods in english, called declarative, yes-no interrogative, wh-interrogative, imperative, and exclamative. however, it is difficult to identify how many illocutionary acts there are, clearly said that there are more than five. those are apologizing, showing sympathy, expressing gratitude, praising, giving advice, making an offer, greeting someone, other acts. other linguistic features may be involved in the expression of intent which includes intonation and the use of modals. it can be concluded that one mood, i.e. declarative may have more than one illocutionary acts if the intonation changes (falling tone to rising intonation). butt et al (2000) add that sometimes speakers want to signal that they are not definite about their messages, that is, they are looking for a position between a definite yes and a definite no. they do this by changing the configuration of the mood block in some way. their range of options for doing this is known as modality and it has its own metalanguage. dwiniasih 52 p-issn 2614-5960, e-issn 2615-4137 previous research has proposed that snss provide a forum for social interaction and interpersonal exchange (donath & boyd, 2004). the findings of this research support a proposition, with almost 60% of status messages containing an expressive speech act to convey emotion towards the receiver(s). further, 39% of speech acts were produced to have the receiver form an impression or belief (i.e., assertives), 6% to seek to get the receiver(s) to do something (i.e., directive) and 3% to commit to future action (i.e., commissive). the proportion of expressive speech acts within status messages was higher than all other categories, and expressive and assertive speech acts were significantly higher than other categories, indicating that sns users are predominantly expressing emotions and presenting facets of themselves in these new media. methods it was descriptive qualitative research. the first-grade students of english department in one of universities in cirebon participated in conducting this research. incidental interview (key informant) and classroom observation (note taking, self-report) were used to compile this writing. the data got while teaching learning process was being conducted. research findings data exposures: w-h interrogatives are often used to elicit an item of information in the neutral instance (downing and locke, 1992). yet, in this below conversation both lecturer and student express a directive, especially in conjunction with a modal: (1) l : your score is not good enough. it’s very low. what will you do next? ss : i will study more harder and discuss with my friends. let us now examine the intonation. ‘what will you do next?’ (1) used raising intonation with its emphasizing on it. besides the speaker does not ask for the information of what the addressee will do, the illocutionary acts express more. she asked the addressee to study more than what she/he did before. it can be shown by addressee’s response that ‘she/he will study more harder and try to discuss with her/his friends’. research and innovation in language learning vol. 1(1) january 2018 p-issn 2614-5960, e-issn 2615-4137 53 downing and locke mention the use of interrogative to convey a negative statement as in (2), (2) l : do you expect me to explain the material from the beginning to the end? ss : (none of them answer lecturer’s question) in a direct illocution or direct speech act, interrogative yes-no refers to find out if something is true. while in the sentence ‘do you expect me to explain the material from the beginning to the end?’ is identified to convey a negative statement. it means that the speaker does not ask whether the addressee will answer ‘yes’ or ‘no’ but she conveys to not explain the material from the beginning to the end. it is supported by addressee’s response that no one of them answer the speaker’s question. they know that the material should be read and discussed together as the activity of teaching learning process. they list additional functions that imperatives can perform as providing the condition for a threat as below statement (3): (3) l: do like this anymore you’ll fail for this subject. (this statement is delivered while lecturer was discussing the student’s task in class) the form of statement above is imperative which has meaning to get someone to do something or stop doing something. in fact, the sentence ‘do like this anymore you’ll fail for this subject’ has different illocutionary acts. the speaker provides a threat to addressee who did inappropriate lesson plan. he needs to revise it as the procedure given. if a declarative sentence is uttered with a high fall rather than a low or normal fall, it is likely to be interpreted as an exclamation, perhaps conveying that the speaker is surprised as in (4): ss : what is the difference of ‘at’ and ‘in’? (4) l : that’s not a question! have you read your reference? ss : not yet (5) l : you read it first on page 117-118! anyone wants to explain it? dwiniasih 54 p-issn 2614-5960, e-issn 2615-4137 the statement (4) formed declarative sentence. but its meaning turns a declarative into an exclamative. it may also suggest disagreement or sarcasm. it is caused of the intonation uttered by speaker with a high fall as graphic shown. here, the speaker was surprised of interlocutor said (student) that should be clear if he did what the lecturer instructed to read the reference at first. it is obviously described by the next sentence which implied by the speaker ‘have you read your reference?’ while it has been said before that modals can be used to express speaker’s intent as in (5) ‘you read it first on page 117-118’. modal can turn a statement (declarative) into a command. as in (4), the speaker uttered her intonation though the peak of the falling tone is likely to be higher than the other moods. the speaker does not offer something to the addressee, whether he will read the reference or not, but the instruction given is a must to do by the addressee. it is in line with donath & boyd (2004) whose findings of the research support a proposition, with 6% to seek to get the receiver(s) to do something (i.e., directive). directives, as other mood of clauses, such as declarative, interrogative (yes-no), interrogative (wh-), and imperative may have variety of speaker’s intents. downing and locke also list additional functions that imperatives can perform as giving advice. (in some class, one of students get cough and cough continuously.) (6) l : ‘get your drink.’ referring to that situation, the speaker wants to give an advice to the addressee by taking her bottle of water. here, the mood of imperatives ‘get your drink’ (6) express to give some advice instead of ask someone to do something or stop doing something. moreover, they list other functions of imperatives such as expressing disbelief, providing the condition of a promise, giving warning and making an offer as showed by their findings that almost 60% of status messages containing an expressive speech act to convey emotion towards the receiver(s). further, 39% of speech acts were produced to have the receiver form an impression or belief (i.e., assertives), and 3% to commit to future action (i.e., commissive). research and innovation in language learning vol. 1(1) january 2018 p-issn 2614-5960, e-issn 2615-4137 55 those analyses will have more different interpretation to each researcher or reader which depends on the situation and utterance received, especially if we analyse written text. it is in line with deterding and poedjosodarmo’s statement that however, though there is a fixed number of moods (declarative, yes-no interrogative, wh-interrogative, imperative and exclamative), it is somewhat difficult to come up with a fixed list of possible intents. even the boundaries of established ones are sometimes unclear. for example, directive is the term that is used to express asking someone to do / get something. what about warnings and threats? clearly, they are trying to get someone to do something or stop doing something, but it seems also that they are semantically sufficiently distinct to deserve having their own labels. it is also shown in the sentence of ‘that’s not a question!’. the reader may identify it as disagreement or sarcasm, while the speaker assumed that it is exclamative intents. they add “however, despite these fuzzy areas, we can see that the kinds of distinctions made are very useful because they not only label forms but also provide a framework for us to understand how those forms function in acts of communication”. conclusion in this research, the writer hopes that this study is able to enrich and contribute in english study material and the literary on english teaching and learning process, especially in giving description about functional grammar. in addition, it also can be used as the reference for those who are interested in conducting a linguistics study. moreover, this research gives an additional information for both english learner and teacher not only to enhance their knowledge to obtain a greater understanding of the languages used, but also to compare the structure of different languages. obviously, functional grammar theory plays a significant role in efl’s life because the study of functional grammar, especially the interpersonal meaning is very important to know the exact meaning which has dozens of possible illocutionary acts. besides its significance in teaching and learning, involving functional grammar, language teaching and learning will be more interesting and meaningful. dwiniasih 56 p-issn 2614-5960, e-issn 2615-4137 references butt et al. (2000). using functional grammar: an explorer’s guide. sydney: macquire university. deterding, d.h. & poedjosodarmo, g.r. (2001). the grammar of english: morphology and syntax for english teachers in southeast asia. singapore: prentice hall. donath, j., & boyd, d. m. (2004). public displays of connection. bt technology journal, 22(4), 71-82. downing, a. and locke, p. (1992). a university course in english grammar. new york: prentice hall. halliday, m. (1994). an introduction to functional grammar (2nd ed.). new york, ny: oxford university press inc. schleppegrell, m. j. (2004). the language of schooling: a functional linguistics perspective. mahwah, nj: lawrence erlbaum associates, inc., publishers. biography dwiniasih was born on october 13 in cirebon. she is a lecturer of english department in swadaya gunung jati university cirebon. her subjects are grammar and micro teaching. she graduated from magister of education in semarang university state. she has many interests in educational research. one of them is analysing pre-service teacher problem faced during teacher training. she is reachable at dwini6644@gmail.com. research and innovation in language learning 4(3) september 2021, pp. 266-283 pissn: 2614-5960 e-issn: 2615-4137 http://jurnal.ugj.ac.id/index.php/rill copyright 2021@ arief eko priyo atmojo 266 article roles of informal digital learning of english in developing an efl teacher’s english proficiency arief eko priyo atmojo arief.atmojo93@iain-surakarta.ac.id uin raden mas said surakarta, indonesia abstract this study sheds light on how idle activities play role in developing an indonesian inservice efl teacher‟s english proficiency. this study employed qualitative approach. one female in-service efl teacher was purposively selected to become the participant. data were garnered by written reflections and semi-structured interviews. the credibility of the data was achieved by employing the principles of data saturation. qualitative coding was then used to analyze the data. to ensure the trustworthiness of the results, the analysis was repeated thrice at different times. the results indicate that both the quality of idle activities and the quantity of idle activities were important to develop english proficiency although receptive activities were still the most dominant. it was good to undertake idle activities on a daily basis. several tools and resources were also needed to carry out idle activities such as gadgets, internet connection, applications, e-books, e-newspapers, as well as online reading and listening materials. multimodal input such as visualization, lyrics, subtitles, and audio in idle activities was really helpful. it was also revealed that the underlying advantages of idle activities included providing language exposure, creating english environment, increasing confidence to use english, entertaining, having lots of free resources, as well as being flexible to be undertaken anytime and anywhere. moreover, idle activities could enhance many language aspects such as pronunciation, vocabulary, grammar, conversational skill, writing skill, speaking skill, and listening skill. future studies on idle are encouraged and directed. keywords: efl teacher’s english proficiency, idle, in-service efl teacher sari studi ini menyoroti bagaimana kegiatan idle berperan dalam mengembangkan kecakapan bahasa inggris seorang guru efl (bahasa inggris sebagai bahasa asing) dalam jabatan berkebangsaan indonesia. penelitian ini menggunakan pendekatan kualitatif. seorang guru efl perempuan dalam jabatan dipilih secara sengaja untuk menjadi partisipan. pengumpulan data dilakukan dengan refleksi tertulis dan wawancara semi terstruktur. kredibilitas data dicapai dengan menerapkan prinsip saturasi data. research and innovation in language learning 4(3) september 2021 p-issn 2614-5960, e-issn 2615-4137 267 pengkodean kualitatif kemudian digunakan untuk menganalisis data. untuk memastikan keterpercayaan hasil, analisis diulang tiga kali pada waktu yang berbeda. hasilnya menunjukkan bahwa kualitas kegiatan idle dan kuantitas kegiatan idle penting untuk mengembangkan kecakapan bahasa inggris meskipun kegiatan reseptif masih yang paling dominan. melakukan kegiatan idle setiap hari adalah baik. beberapa alat dan sumber daya juga diperlukan untuk melakukan kegiatan idle seperti gadget, koneksi internet, aplikasi, e-book, e-newspaper, serta bahan bacaan dan mendengarkan online. masukan multimodal seperti visualisasi, lirik, subtitle, dan audio dalam kegiatan idle sangatlah bermanfaat. manfaat yang mendasari kegiatan idle pun terungkap antara lain memberikan pemaparan bahasa, menciptakan lingkungan bahasa inggris, meningkatkan kepercayaan diri untuk menggunakan bahasa inggris, menghibur, memiliki banyak sumber daya gratis, serta fleksibel untuk dilakukan kapan saja dan dimana saja. selain itu, kegiatan idle dapat meningkatkan banyak aspek bahasa seperti pengucapan, kosakata, tata bahasa, keterampilan percakapan, keterampilan menulis, keterampilan berbicara, dan keterampilan mendengarkan. studi masa depan tentang idle didorong dan diarahkan. kata kunci: guru bahasa inggris dalam jabatan, idle, kecakapan bahasa inggris guru received 2021-08-31 accepted 2021-09-11 published 2021-09-30 apa citation: atmojo, a.e.p. (2021). roles of informal digital learning of english in developing an efl teacher‟s english proficiency. research and innovation in language learning 4(3), pp. 266-283 http://dx.doi.org/10.33603/rill.v4i3.5685 introduction learning can take place in a variety of settings. the contrast between formal and informal learning is frequently made. both types of learning have had their characteristics explored extensively (wilde, brysbaert, & eyckmans, 2019). the days when classrooms were the only place to acquire a second or foreign language (l2) and instructors were the primary, if not only, sources of l2 input are long gone. language learning is now frequently done outside of formal settings. this is especially true for l2 english, which is widely available online, mostly through the media and the everexpanding entertainment world. the internet has also aided in the accessibility of various languages, not to mention the opportunities it provides for genuine communication in any target language (sylvén & sundqvist, 2017). english language‟s ubiquity nowadays offers non-english speakers with numerous opportunities to learn features of the language with none formal teaching or assessment. http://dx.doi.org/10.33603/rill.v%25vi%25i.5685 atmojo, a.e.p 268 p-issn 2614-5960, e-issn 2615-4137 listening to music, watching subtitled television shows, utilizing the internet, using social networking sites, and gaming are all examples of how english is used in various real environments and intertwined into many people‟s everyday routines. there is no set curriculum, no specific language instruction, and no formal assessment with these exposures. people are merely exposed to english through activities which are not intended to learn the language (wilde dkk., 2019). english has also become the language of the internet, which allows people to improve their english proficiency, especially in informal settings (brevik, 2019). due to the extensive use of digital applications and social media for second language (l2) learning, today‟s english as a foreign language (efl) learners are increasingly learning and practicing english in a variety of extramural digital venues or informal digital environments named as informal digital learning of english (idle) (lee, 2017, 2020b). as a fast growing type of computer-assisted language learning (call), idle extends language learning outside traditional classroom settings. idle is defined as selfdirected and autonomous english learning activities in informal digital environments or extramural digital venues beyond the formal settings encouraged by individual intention and carried out independently without instruction and assessment from a teacher. idle makes use of a variety of digital devices such as smartphones and desktop computers as well as resources such as web apps and social media. it has a lot of potential to solve the constraints of classroom teaching and promote second language proficiency (lee, 2017, 2020b; lee & dressman, 2017; lee & lee, 2020). for instance, a korean efl learner socializes on social media with other english users from australia and japan without any instruction and assessment from an efl teacher (lee, 2020b) and autonomously watches english language entertainment shows in extramural digital venues (lee, 2020a). in terms of visions and pedagogical principles, the term „idle‟ is quite equivalent to other related conceptual frameworks such as online informal learning of english (oile) and extramural english. for example, they all realize that, due to the increasing affordances of digital devices and resources, there are more opportunities for l2 learning outside traditional classrooms. a consensus also emerges that autonomous research and innovation in language learning 4(3) september 2021 p-issn 2614-5960, e-issn 2615-4137 269 learning is important in informal, out-of-class, and fairly unstructured circumstances (lee, 2019b). teachers and students in thailand efl context put a high priority on english proficiency as the primary objective of language learning (tan & phairot, 2018). given the central role in language education, it is valuable delving into the concept of proficiency. the notion of proficiency in a second or foreign language is broadly acknowledged to include both the ability to do something with the language and the knowledge of the language. language proficiency comprises the communicative abilities, knowledge systems, and skills of language learners or users. further, proficiency can be defined as the deliberate and proper use of someone‟s communicative competences. proficiency can also be assessed and categorized into several levels as the common division of classes or coursebooks which comprise of elementary, lower intermediate, upper intermediate, and advanced levels (harsch, 2017). in addition, language proficiency pertains a person‟s ability to communicate effectively in a number of situations. individuals with a good command of the language can grasp the language without problem, communicate a variety of ideas effectively through speech and writing, and engage with other language users with ease (renandya, hamied, & nurkamto, 2018). idle studies have grown dramatically in terms of amount and range of topics over the last decade due to the increasing affordability and availability of digital devices such as smartphones and laptops as well as resources such as social media and digital games (lee & lee, 2018). with the current circumstances of l2 education and the increasing opportunities for out-of-class l2 learning, a growing number of scholars and practitioners in the disciplines of teaching english to speakers of other languages (tesol) and call has gained more interest in idle studies in diverse efl contexts (lee, 2019b). idle has also received a great deal of research interest in the area of call since it offers linguistic, cognitive, and affective advantages for l2 learning (lee & drajati, 2019a). atmojo, a.e.p 270 p-issn 2614-5960, e-issn 2615-4137 idle has become a thriving area of studies in the past five years. numerous past studies have been undertaken to explore idle in relation with other key concepts as mentioned in the followings. lee (2017) scrutinized how much the quantity (intensity and duration of time) and quality (variety) of idle activities influenced l2 vocabulary outcomes (receptive and productive vocabulary knowledge). lee & dressman (2017) examined the connection between the quality of idle activities and english learning outcomes which encompass willingness to communicate (wtc) online, productive vocabulary knowledge, and speaking skill in south korean colleges. lee & lee (2018) reported the results of an exploratory study which attempted to find a model showing the connection between idle activity and english as an international language (eil) perception. lee (2019a) undertook an exploratory study investigating 266 korean efl college students without prior international experience to find the possible links among idle, strategic competence for cross-cultural communication, and perception of english varieties. lee (2019b) examined the connection between the quantity and quality of idle activities and several english learning outcomes consisting of emotional factors, productive language outcomes (speaking and productive vocabulary knowledge), and the results of a standardized test (toeic). in a study engaging 261 taiwanese efl college students, lee & hsieh (2019) investigated the connection between certain emotional factors (l2 self-confidence, l2 anxiety, l2 motivation, and grit) and wtc in in-class, out-of-class, and digital venues. in a mixed-method study comprising 324 indonesian efl college students, lee & drajati (2019b) scrutinized the evidential connection between idle and two elements of eil (perceptions of english varieties and cross-cultural communication strategies). lee & drajati (2019a) reported on a study encompassing 183 indonesian efl college students that investigated the connection among idle activities (receptive and productive idle activities), certain emotional factors (grit, motivation, self-confidence, and speaking anxiety), and wtc. in south korea efl setting, lee (2020b) examined the connection among idle activities, the results of a high-stakes english examination (toeic), english productive skills (speaking and productive vocabulary knowledge), and eil perceptions. lee & lee (2020) investigated how idle and the l2 motivational self system (the ideal l2 self and the ought-to l2 self) were associated with foreign language enjoyment (fle). research and innovation in language learning 4(3) september 2021 p-issn 2614-5960, e-issn 2615-4137 271 many studies on idle have been undertaken in quantitative and mixed-method approaches. little study was merely done employing qualitative approach which aims to gain more in-depth evidence. the majority of the studies were carried out in efl contexts in south korea, indonesia, and taiwan which are all asian countries. the previous studies also involved participants from middle school, high school, and college students which are considered as teenagers and adults. little study involved children or primary school students as participants in this area of study. a study investigating the role of idle in developing in-service efl teachers‟ competences in indonesia was still scarce since many previous studies were done to pre-service efl teachers or student teachers. the previous studies were also known to merely employ one kind of test (toeic) for gauging the participants‟ english standardized test scores. with these in mind, the present study comes to fill this void. this study sheds light on how idle activities play role in developing an indonesian efl in-service teacher‟s english proficiency by employing qualitative approach with the following research questions: 1) what are idle activities which play role in developing the in-service efl teacher‟s english proficiency? and 2) how do these idle activities play role in developing the in-service efl teacher‟s english proficiency? methods this study employed qualitative approach which aimed to investigate how idle activities play role in developing an indonesian efl in-service teacher‟s english proficiency. one female in-service efl teacher was purposively selected to become the participant of this study. she taught efl subject at a private secondary school in klaten, jawa tengah, indonesia. she already had five years teaching experience. she was 29 years old. to keep her privacy and maintain ethical issue in this study, pseudonym “ana” is used to call her. principally, she was chosen to become the participant since she met the selection criteria comprising 1) being an in-service efl teacher in a secondary school, 2) having excellent english proficiency proven by having high scores on more than one english standardized test certificates, and 3) undertaking idle activities in daily life without any intervention or instruction. before this study started to begin, ana had first declared her agreement with the informed consent. atmojo, a.e.p 272 p-issn 2614-5960, e-issn 2615-4137 data were garnered by means of written reflections triggered by a determined list of questions which were then followed by semi-structured interviews based on wellprepared interview guidelines to dig deeper information. the credibility of the data was achieved by employing the principles of data saturation. data collection was finished when the data were already determined to be rich, thick, and saturated meaning no new information relevant with the research questions. following that, qualitative coding was used to analyze the data. transcribing the data was done first. afterwards, the data were read many times in details. data which were no longer needed or superfluous were removed. the sorted data were then grouped into themes. the arising themes were highlighted and backed up with key quotes. to confirm the trustworthiness of the results, the analysis was repeated three times at various times. results and discussion in light of the written reflections and semi-structured interviews results, myriads of findings are discovered and classified into two key themes in accordance with the research questions. these key themes comprise idle activities which develop english proficiency and how idle activities can develop english proficiency. the results of the study are reported in this part by citing selected quotes from the written reflections labelled as wr and the semi-structured interviews indicated as ssi. the participant‟s name is written by using a pseudonym. prior studies and other types of publications pertinent to the results of this study are then presented to discuss the findings further. idle activities which develop english proficiency this subsection presents the findings related to the kinds of idle activities which develop english proficiency, the frequency of idle activities, as well as the tools and resources necessary for idle activities followed by the discussion from the results of relevant past studies and literature. it aims to portray the big picture of what idle activities which enable to develop english proficiency. for efl learners, it is very useful to imitate what is explained in this study to enhance their english proficiency by undertaking idle activities. possibly, idle activities can be enjoyable and fun for many efl learners since they can develop their english proficiency in a refreshing and entertaining way beyond classroom settings. research and innovation in language learning 4(3) september 2021 p-issn 2614-5960, e-issn 2615-4137 273 there are several idle activities which are carried out by ana for developing her english proficiency. she successfully achieved excellent english proficiency. it was proven by her high scores on two english standardized tests namely toefl itp and cefr. her score on toefl itp was 590 and she scored 566 in cefr which was determined as c1 level. it was excellent achievement in english proficiency and above average of many efl learners. it may pique your curiosity about what she has done with idle activities so far. ana carried out several idle activities comprising reading (e.g. reading e-book, e-newspaper, article, and webtoon), listening (e.g. listening to podcasts, talks, and songs), watching (e.g. watching ted talks, youtube videos, music videos, and movies), and writing (e.g. writing blogs). several key quotes are presented below to show the evidence. “i enjoy reading and listening to anything in english. i read e-book, enewspaper, and online articles. i also listen to podcasts and talks and watch ted talks and youtube videos from various topics of my interest.” (wr) “i read webtoon in english version. i also watch lots of movies and tv series in english. even when watching korean or japanese movies or animes, i would choose to have english rather than indonesian subtitle.” (wr) “i set english as the default language setting in all my gadgets and social media accounts. thus, i get used to instructions, descriptions, and explanations in english on a daily basis.” (wr) “i also watch english music videos and listen to english songs. i do these activities since i want to improve my conversational skills and look for entertainment.” (ssi) “i often use new vocabulary for writing blogs.” (ssi) after knowing the diversity of idle activities carried out by ana, it is also beneficial to discover the frequency of her idle activities. it really informs us about how often we should undertake idle activities to develop english proficiency. it is evident that ana undertook most of her idle activities on a daily basis. she could make it since she deliberately set up all of her gadgets in english. she watched youtube videos almost everyday and subscribed lots of youtube channels having very diverse topics. sometimes, she spent her leisure by listening to podcasts in the morning, watching atmojo, a.e.p 274 p-issn 2614-5960, e-issn 2615-4137 several movies, and reading webtoons. it is revealed that ana undertook idle activities everyday and attempted to spent her leisure by having idle activities as well, particularly idle activities for entertainment purposes such as watching movies and reading webtoons. the quote below is the evidence. “i do most of idle activities on a daily basis. since i set up all my gadgets in english, i am used to get exposed to english everyday. i watch youtube videos almost everyday. i subscribe several youtube channels on english and language-related topics such as british council, english with lucy, etj english, and lindie botes. i also subscribe other youtube channels like crash course, ted channel, and other interesting channels on science and selfimprovement. as for podcasts, i sometimes listen to it in the morning while preparing to go to school. in my spare time, i watch some movies or read webtoons.” (wr) as technology related activities, ana was in need of several tools and resources for allowing idle activities to occur. aside electricity which can be obtained from either electric plugs or batteries, ana required certain tools and resources to make idle activities accessible for her. the tools comprise gadgets, internet connection, and applications. moreover, the resources encompass e-books, e-newspapers, as well as online reading and listening materials. fortunately, ana already owned all the required tools and resources for undertaking idle activities. thus, she did not need to borrow the tools and resources from others. the quote below shows the evidence. “i need some tools and resources to carry out idle activities. the tools are gadgets, internet connection, and mobile applications such as chrome, youtube, hooq, wetv, elsaspeak, cake, and amazon kindle. meanwhile, the necessary resources are e-books, e-newspapers, and online reading and listening materials.” (wr) how idle activities can develop english proficiency this subsection shows the results on how idle activities can develop english proficiency along with the underlying advantages and the enhancement of language aspects due to idle activities. these results are then continued by presenting the results of related previous studies and literature. it has objectives to reveal how idle activities really work to develop english proficiency. it is essential to ensure efl learners that they can develop their english proficiency by undertaking idle activities on a daily research and innovation in language learning 4(3) september 2021 p-issn 2614-5960, e-issn 2615-4137 275 basis. hopefully, efl learners can undertake idle activities as reported in this study and get the advantages and the enhancement of language aspects. ana narrated how she utilized idle activities to develop her english proficiency. uniquely, she told that she enjoyed listening to english songs and reading the lyrics simultaneously. she also fonded of watching music videos since they comprised both audio and visualization. the visualization aided her to comprehend the message of the songs. as a result, she preferred watching music videos to listening songs only. similarly, reading webtoon was also beneficial since it had visualization that explained the contexts. by seeing the visualization, she could understand the speaker‟s feeling and the idiomatic expression. moreover, listening to podcasts and talks was relatively easy for her. she felt that it was easier to listen to podcasts and talks than songs. thus, she could listen to podcasts and talks while doing another activity. the evidence can be seen from the quotes below. “i like to learn english from song lyrics. it can be done by listening to songs and reading the lyrics simultaneously. i think that it is hard to listen to english songs without reading the lyrics. it also depends on the accent of the singer. sometimes, it is rather difficult to catch certain song lyrics since the accent is very unique or not familiar to me. that is why i usually attempt to seek the lyrics first. it makes me to not feeling blanks when listening to the songs. i also like to watch music videos since they comprise audio and visualization. the visualization really helps me to catch the lyrics, for example the singer lips movement. the visualization also gives meaning to the songs. that is why i prefer watching music videos on youtube to listening to songs via digital music streaming platforms such as spotify.” (wr) “i think that listening to podcasts and talks is relatively easy. i can still catch the messages from podcasts and talks even when i listen to them while doing another activity. it is different from listening to songs. for me, it is easier to listen to podcasts and talks than songs.” (ssi) “i also love reading webtoon since it is similar to watching music videos or movies. it is relatively easy to understand since there is visualization which explains the contexts. for example, when i find idiom “you‟re dead meat!” on a webtoon entitled “tower of god”, i can understand the speaker‟s feeling and the meaning of the idiom by seeing the visualization.” (ssi) having succeed to develop english proficiency, it is interesting to delve into the underlying advantages of idle activities. by discovering the underlying advantages of atmojo, a.e.p 276 p-issn 2614-5960, e-issn 2615-4137 idle activities, we can understand how idle activities work and why they are really effective for developing english proficiency. the results reveal that idle activities can develop english proficiency since they have many underlying advantages such as providing language exposure, creating english environment, increasing confidence to use english, entertaining, having lots of free resources, as well as being flexible to be carried out anytime and anywhere. below are some quotes which present the evidence. “i would definitely say that exposure is the main benefit which i get from all idle activities.” (wr) “i believe that all idle activities aid me to create my own english environment where i get used to english for everyday use although i am not living in an english speaking country. this digital environment successfully increases my confidence in using english and eventually improves my english over time.” (wr) “basically, i like reading and enjoying pop culture. so, my idle activities are also for refreshing my mind. it may be such a win-win solution. i can have entertainment and develop my proficiency at the same time.” (ssi) “idle activities can be carried out anytime and anywhere. there are also lots of digital resources which are available for free.” (ssi) besides having revealed the underlying advantages, it is also important to discover what language aspects which are possibly enhanced by idle activities. the results also find out what idle activities which enhance certain language aspects. it was revealed that reading e-novels and webtoons made us familiar with english used in daily conversations and many idiomatic expressions. moreover, listening to podcasts and watching ted talks, youtube videos, movies, and tv series could improve vocabulary and pronunciation. watching movies with subtitles could improve vocabulary, pronunciation, and listening skill. similarly, watching youtube videos could enhance vocabulary. having writing practice could also improve vocabulary. meanwhile, grammar could be enhanced by watching videos, reading, and having writing practice. furthermore, speaking skill could be developed by utilizing the expressions learned from youtube videos and imitating how the speakers spoke. writing skill could also be influenced by reading a lot of good reading materials. generally, all idle activities enhanced language knowledge and digital resources became language input for ana. research and innovation in language learning 4(3) september 2021 p-issn 2614-5960, e-issn 2615-4137 277 this made ana to be very comfortable when listening to many talks and podcasts in english. therefore, idle activities could enhance many language aspects such as pronunciation, vocabulary, grammar, conversational skill, writing skill, speaking skill, and listening skill. the enhancement of language aspects due to idle activities positively impacts on english proficiency. the quotes presented below show the evidence. “reading e-novels and webtoons in english helps me familiarize myself with english used in daily conversations. i also learn numerous dialogue sets in different situations involving both formal and informal contexts as well as many idiomatic expressions. meanwhile, listening to english podcasts and watching ted talks, youtube videos, movies, and tv series in english improve my vocabulary and pronunciation.” (wr) “subtitles in movies help me learn vocabulary and pronunciation at the same time which further contribute to improve my listening skill. when watching youtube videos, i can adjust the playback speed either slowing it down or speeding it up. it helps me to comprehend the content better and sometimes i use it to review some new words from the videos.” (wr) “utilizing new vocabulary in writing makes the vocabulary more memorable for me. related to grammar, i actually learn a lot from watching videos, reading, and writing in english.” (ssi) “watching videos helps me to learn pronunciation since videos comprise visualization and audio. i also attempt to imitate expressions or utterances in the videos, particularly new vocabulary. it aims to practice my pronunciation, so i can sound more natural when i speak.” (ssi) “i enhance my speaking skill by utilizing the expressions which i learn from youtube videos and imitating how the speakers in the videos speak. i also learn writing by reading a lot of good reading materials that inspire me to write.” (ssi) “in general, idle activities enhance my language knowledge. digital resources function as language input so that i know the right expressions in certain contexts, for instance. now, i am actually very comfortable listening to many talks and podcasts in english.” (ssi) in general, efl learners engage in two categories of idle activities namely receptive idle activities and productive idle activities. the first category includes idle activities in which efl learners get information as passive receivers such as reading english news on the internet, listening to english podcasts, and watching english atmojo, a.e.p 278 p-issn 2614-5960, e-issn 2615-4137 movies. besides, the second category denotes idle activities in which efl learners create information as active producers such as making comments on social networking sites or writing emails for people in english (lee & drajati, 2019b). engaging in idle activities potentially provides great contribution on the enhancement of receptive and productive english skills (lee, 2020a). it is similar with the results of the present study in which ana carried out both receptive idle activities and productive idle activities. these both types of idle activities contributed to her english proficiency as well. however, she dominantly undertook receptive idle activities rather than the productive ones. lee (2017) reported the results of his study that the amount of time spent on idle activities has no impact on vocabulary scores. whereas, the quality of idle activities was shown to be strongly positively related to vocabulary outcomes. these findings led to the belief that engaging in idle activities on a regular basis did not ensure good l2 vocabulary acquisition. rather, engagement in a variety of idle activities including form-focused and meaning-focused language learning was crucial for acquiring l2 vocabulary. lee & dressman (2017) echoed similar main result that students‟ speaking proficiency was strongly predicted by their engagement in a variety of idle activities which included form-focused and meaning-focused language learning. it was also found that students‟ engagement in varied idle activities was associated with higher wtc online and greater productive vocabulary scores. these results implied that the quality of idle activities was more impactful on those outcomes than the quantity of idle activities. nevertheless, the findings of the present study indicate that both the quality of idle activities and the quantity of idle activities played equally important roles to develop english proficiency based on ana‟s engagement in idle activities which was on a daily basis and her engagement in diverse idle activities although receptive idle activities were still the most dominant. lee (2019b) reported his study which employed analyses from hierarchical linear regression. the results suggested that the quantity of idle activities, age, and major became key determinants of two emotional factors namely confidence and enjoyment. besides, the quality of idle activities and major became significant predictors of research and innovation in language learning 4(3) september 2021 p-issn 2614-5960, e-issn 2615-4137 279 productive language outcomes (speaking and productive vocabulary knowledge), toeic scores, and lack of anxiety. these findings demonstrated how the quantity and quality of idle activities could have a unique impact on efl learners‟ english outcomes. lee (2020b) also discovered that students with better toeic scores were more likely to more frequently engage in idle activities. it seems similar with the findings of the present study that high scores on standardized english tests could be achieved by engaging in diverse idle activities with high frequency. brevik (2019) investigated twenty one teenagers in norway by garnering and analyzing quantitative and qualitative data. the role of interest and extensive use of english technology and tools beyond classroom were found to affect their english proficiency. the in-depth analysis revealed three distinct categories namely the gamer, the surfer, and the social media user. the gamer spent up to eight hours each day to play games primarily in english. the surfer browsed the internet for many hours to seek genuine language situations using english. the social media user created and received information in english via social media. drawing on these categories, ana could be categorized as the surfer since she spent many hours to browse information and seek authentic language situations through the internet. wilde et al., (2019) carried out a study to investigate the degree of english proficiency that children could achieve from out-of-school exposure in informal settings before classroom teaching and the sorts of input that drove children‟s informal language acquisition. 780 dutch-speaking children were assessed on receptive vocabulary knowledge, listening, speaking, reading, and writing skills in english. data on students‟ characteristic and out-of-school exposure were garnered through questionnaires. the findings indicated significant language gains for a large number of children, but also quite large individual discrepancies. gaming, using social media, and speaking were the most useful kinds of input. these kinds of input were interactive and multimodal which required language generation. it was also revealed that most language tests evaluate similar aspects of proficiency. in contrasts, it differs from the findings of the present study. it may be caused by the different age and the small number of the participants atmojo, a.e.p 280 p-issn 2614-5960, e-issn 2615-4137 involved. the results of the present study did not include gaming, using social media, and speaking in digital venues beyond classroom settings. lee & lee (2020) found out that students‟ engagement in idle activities and their motivational mindset might have affected their emotions towards language learning. it implied that teachers could encourage students‟ language learning beyond classroom in digital venues and promote their ideal l2 self-images to improve their l2 learning enjoyment. simultaneously, teachers and parents could promote young learners‟ l2 learning enjoyment by raising l2 learning objectives, particularly in asian countries which were test-oriented. it is similar with the results of this present study that l2 learning enjoyment played important roles to encourage ana in undertaking idle activities which contributed to her english proficiency. huzairin, putrawan, & riadi (2020) investigated oile undertaken through smartphones by undergraduate efl learners in indonesia. the results showed that receptive online activities were still dominantly performed rather than interactive or productive online activities. moreover, bahasa indonesia was still widely utilized in the online activities. those who often engaged in online activities in english had statistically and significantly higher mean scores of english proficiency than those who engaged in online activities in bahasa indonesia. generally, individuals who undertook online activities in english had higher mean scores of english proficiency than those who did so in bahasa indonesia, albeit the difference was not statistically significant. the present study has similarity and difference with this previous study. at first, it is similar that receptive activities were dominantly performed rather than interactive or productive activities. however, ana used to use english in all idle activities. so, she did not use bahasa indonesia in her idle activities. in fact, she liked to use english subtitles when watching movies or videos. hamat & hassan (2019) discovered that the vast majority of college students in malaysia (99.7%) utilized social media to learn english beyond classroom and 97.4% of them perceived that it assisted their english proficiency development. writing, communication, vocabulary, and reading were the aspects of proficiency which were research and innovation in language learning 4(3) september 2021 p-issn 2614-5960, e-issn 2615-4137 281 benefited the most due to the utilization of social media. grammar, listening, and speaking, however, benefited the least. these findings provided insights about the actual use and benefit of social media utilization in digital venues beyond classroom instructions. however, this present study did not merely focus on the use of social media to learn english since the participant rarely used her social media and did not mention it as the idle activities which she undertook to learn english. conclusion and recommendation this present study has yielded some findings which complement the previous related studies. several findings are similar with the previous studies and others are contradict. for example, it is similar that l2 learning enjoyment and the quality or diversity of idle activities are important to develop english proficiency. however, some different findings are such as the importance of the quantity or frequency of idle activities which should be on a daily basis according to the results of this present study and the absence of gaming, speaking, and using social media activities. in conclusion, this present study has provided findings on the kinds of idle activities, the frequency of idle activities, the tools and resources necessary for idle activities, how idle activities can develop english proficiency, the underlying advantages of idle activities, and the enhancement of language aspects due to idle activities. this study is methodologically different from many previous related studies which were dominantly done in quantitative approach and mixed-method. this study employed qualitative approach which presents rich and thick verbal data. however, this study has limitation in the number of its participant due to limited resource and time. it is recommended that future studies on idle activities can still be carried out with qualitative approach in different settings and contexts outside asian. larger number of participants are very encouraged to generate more generalizable results. studies on idle activities involving elementary students or children are also very recommended since we still lack of idle studies on children. references brevik, l. m. (2019). gamers, surfers, social media users: unpacking the role of interest in english. journal of computer assisted learning, 35(5), 595–606. atmojo, a.e.p 282 p-issn 2614-5960, e-issn 2615-4137 https://doi.org/10.1111/jcal.12362 hamat, a., & hassan, h. a. (2019). use of social media for informal language learning by malaysian university students. 3l: language, linguistics, literature, 25(4), 68–83. https://doi.org/10.17576/3l-2019-2504-05 harsch, c. (2017). proficiency. elt journal, 71(2), 250–253. https://doi.org/10.1093/elt/ccw067 huzairin, putrawan, g. e., & riadi, b. (2020). technology and language learning: english as a foreign language learners‟ use of smartphones for online informal learning in indonesia. texto livre: linguagem e tecnologia, 13(3), 103–120. https://doi.org/10.35699/1983-3652.2020.24657 lee, j. s. (2017). informal digital learning of english and second language vocabulary outcomes: can quantity conquer quality? british journal of educational technology, 50(2), 767–778. https://doi.org/10.1111/bjet.12599 lee, j. s. (2019a). informal digital learning of english and strategic competence for cross-cultural communication: perception of varieties of english as a mediator. recall, 32(1), 47–62. https://doi.org/10.1017/s0958344019000181 lee, j. s. (2019b). quantity and diversity of informal digital learning of english. language learning and technology, 23(1), 114–126. https://doi.org/10.125/44675 lee, j. s. (2020a). an emerging path to english in korea: informal digital learning of english. the handbook of informal language learning, 289–301. john wiley & sons ltd. diambil dari https://onlinelibrary.wiley.com/doi/abs/10.1002/9781119472384.ch19 lee, j. s. (2020b). the role of informal digital learning of english and a high-stakes english test on perceptions of english as an international language. australasian journal of educational technology, 36(2), 155–168. https://doi.org/10.14742/ajet.5319 lee, j. s., & drajati, n. a. (2019a). affective variables and informal digital learning of english: keys to willingness to communicate in a second language. australasian journal of educational technology, 35(5), 168–182. https://doi.org/10.14742/ajet.5177 lee, j. s., & drajati, n. a. (2019b). english as an international language beyond the elt classroom. elt journal, 73(4), 419–427. https://doi.org/10.1093/elt/ccz018 lee, j. s., & dressman, m. (2017). when idle hands make an english workshop: informal digital learning of english and language proficiency. tesol quarterly, 52(2), 435–445. https://doi.org/10.1002/tesq.422 lee, j. s., & hsieh, j. c. (2019). affective variables and willingness to communicate of efl learners in in-class, out-of-class, and digital contexts. system, 82, 63–73. https://doi.org/10.1016/j.system.2019.03.002 lee, j. s., & lee, k. (2018). informal digital learning of english and english as an international language: the path less traveled. british journal of educational technology, 50(3), 1447–1461. https://doi.org/10.1111/bjet.12652 lee, j. s., & lee, k. (2020). the role of informal digital learning of english and l2 motivational self system in foreign language enjoyment. british journal of educational technology, 52(1), 358–373. https://doi.org/10.1111/bjet.12955 renandya, w. a., hamied, f. a., & nurkamto, j. (2018). english language proficiency in indonesia: issues and prospects. the journal of asia tefl, 15(3), 618–629. https://doi.org/10.18823/asiatefl.2018.15.3.4.618 sylvén, l. k., & sundqvist, p. (2017). computer-assisted language learning (call) research and innovation in language learning 4(3) september 2021 p-issn 2614-5960, e-issn 2615-4137 283 in extracurricular / extramural contexts. calico journal, 34(1), i–iv. tan, k. e., & phairot, e. (2018). willingness to communicate among thai efl students: does english proficiency matter? the journal of asia tefl, 15(3), 590–602. https://doi.org/10.18823/asiatefl.2018.15.3.2.590 wilde, v. de, brysbaert, m., & eyckmans, j. (2019). learning english through out-ofschool exposure. which levels of language proficiency are attained and which types of input are important? bilingualism, 23(1), 171–185. https://doi.org/10.1017/s1366728918001062 conflict of interest no conflict of interest was reported. about author arief eko priyo atmojo is an english subject lecturer at uin raden mas said surakarta. he earned bachelor and master degrees in english education from universitas sebelas maret. his research interests mainly lie on technology in elt, teacher professional development, and tefl methodology. 0000-0001-5136-6887 6738263 research and innovation in language learning vol. 1(2) may 2018 pp. 57-66 pissn: 2614-5960 e-issn: 2615-4137 http://jurnal.unswagati.ac.id/index.php/rill copyright @ rill 2018 57 maintaining local language sustainability in the global communication era santi susanti prodi televisi & film fikom unpad indonesia sukaesih prodi ilmu informasi dan perpustakaan fikom unpad indonesia fitri perdana prodi ilmu informasi dan perpustakaan fikom unpad indonesia abstract globalization is identical with changes in all sociocultural aspects of human life, including languages. the use of local language as a medium of communication shifted by national language and english. local language seems to be a rare item, as it is not easy to find parents teach local language to their children in the family. attempts to maintain the local language sustainability never stop. one of the efforts is through writing. a number of writers in bandung create their writings in sundanese, although the readers are few. this study aims to reveal the motives of 8 writers produce writing in sundanese and how their efforts to keep generating ideas for their writing. based on the qualitative-phenomenology method used, this study reveals, the motives of the writers to produce works in sundanese is the idealism as individuals born and raised in the sundanese society. they feel they have a responsibility to maintain the existence of sundanese in the community of native speakers. to keep writing on, they do not rely on personal experience as the idea. they also made an adaptation to the information technology by using social media to spread sundanese language writings broadly. keywords: globalization, sundanese, writers, idealism, social media, preservation sari globalisasi identik dengan perubahan dalam segala aspek kehidupan sosial budaya manusia. bahasa termasuk di antaranya. peran bahasa lokal sebagai media komunikasi tergeser penggunaannya oleh bahasa nasional dan bahasa inggris yang menjadi dominan. bahasa lokal seolah menjadi barang langka, karena jarang ditemui keluarga yang mengajarkan bahasa daerah kepada anak-anaknya. upaya mempertahankan bahasa lokal pun tidak berhenti dilakukan. salah satunya melalui tulisan. sejumlah penulis di kota bandung masih menulis dalam bahasa sunda, meski pembacanya sedikit. studi ini bertujuan untuk mengungkapkan motif 8 penulis menghasilkan karya dalam bahasa sunda dan bagaimana upaya mereka untuk tetap menghasilkan ide untuk tulisannya. berdasarkan metode kualitatif-fenomenologi yang digunakan, penelitian ini mengungkapkan, motif para penulis bertahan menghasilkan karya dalam bahasa sunda susanti, s., sukaesih, & perdana, f., 58 p-issn 2614-5960, e-issn 2615-4137 adalah idealisme sebagai individu yang lahir dan besar di lingkungan masyarakat sunda. mereka merasa memiliki tanggung jawab untuk mempertahankan keberadaan bahasa sunda dalam lingkungan masyarakat penutur aslinya. untuk tetap menghasilkan tulisan, mereka tidak mengandalkan pengalaman pribadi sebagai idenya. media sosial pun dimanfaatkan untuk menyebarkan tulisan berbahasa sunda secara lebih luas. kata kunci: globalisasi, bahasa sunda, penulis, idealisme, media sosial, preservasi received 04 april 2018 last revision 04 may 2018 published 18 may 2018 introduction globalization identical with changes in all aspects of human life, including in languages usage. local language as a medium of communication in local community is no longer dominant, because it is displaced by bahasa indonesia and english. local language becomes a rare item, since parents rarely teach local language to their children in the family. the local language print media is slowly fading because of the readership getting fewer. change is a necessity and can not be avoided. the problem is how local communities are able to adapt to these changes, in order to survive the stream of global communication, which comes through a variety of internet-based media. attempts to maintain the local language sustainability never stops. one of them is done by writing. a number of writers in bandung still writing in sundanese, although the readers are few. according to larry l. barker (1984: 22-23), one of language function is for transmitting information. as a means of information transmission, language has the ability of passing time, by connecting past, present, and future to enable the continuity of our culture and traditions. without language, humans are cannot exchange information and may not present all objects. these function used by a number of writers in bandung city to preserve bahasa sunda, a language that is used by more than 27 million people sundanese and is the second most common language users in indonesia after javanese. (kompas jawa barat, 5 april 2008). preservation efforts continue to be done, because of concerns decreased number of sundanese speakers, due to the influence of the development of information technology, which erodes the love of the local language. in sundanese, 40% of west java people research and innovation in language learning vol. 1(2) may 2018 p-issn 2614-5960, e-issn 2615-4137 59 unable to speak sundanese (koran tempo, 22/2/2008), because parents, especially young mothers do not want to use sundanese in daily conversation, because they afraid to speaks rude sundanese. decreasing number of sundanese language speakers, also impact the interest of reading books and mass media with sundanese languge, because many do not understand the meaning, so they choose to leave sundanese publications. for local mass media, they local readers are old people who have long subscribed to sundanese language magazines or newspapers. nevertheless, there are writers who still consistently build communications with their readers about kasundaan. in this case, sundanese language used as a communication tool, as well as a tool of developers and supporters of sundanese culture itself (pikiran rakyat, 19 february 2005). sundanese-language print media are still published in bandung, among others mangle, galura and sunda midang. this paper will reveal the experience of sundanese writers in preserving the sundanese language through writing. what is their motive to produce works in sundanese as an effort to maintain the sundanese language as one of the communication media and how the writers of sunda interpreted their efforts. methods this research used qualitative method with phenomenology approach, because the main object of this research is the experience of sundanese writers in using writing as a media of preservation of sundanese culture. the subject of this study is sundanese writers who works in pouring his mind through the paper about kasundaan that is disseminated through printed mass media (newspapers, magazines) and books, to be known and understood by the readers. with dissemination, the paper is expected to help preserve sundanese culture as an asset of the nation's heritage. according to bogdan and taylor in moleong (2006: 4), qualitative methodology is a research procedure that produces descriptive data in the form of written or oral words of the people and behavior observed. the oxford dictionary (kuswarno, 1998: 1) defines phenomenology as a science of phenomena as dictinct from that of the nature of being, or an approach that concentrates on the study of conciousness and the objects of direct susanti, s., sukaesih, & perdana, f., 60 p-issn 2614-5960, e-issn 2615-4137 experience. in other words, phenomenology studies the phenomena that appear before us and how they appear. according to moleong (2006: 14), qualitative research with phenomenology approach is a study of consciousness from one's principal perspective through the disclosure of subjective experience or phenomenological experience related to an object. qualitative research with phenomenological approach, as polkinghorne said in creswell (1998: 51-52), ”a phenomenological study describes the meaning of lived experience for several individuals abaut a concept or thphenomenon. phenomenologist explore the structure of conciousness in human experience”. the subject of this research are sundanese writers, who works in pouring their mind in the written on kasundaan disseminated through printed mass media and books. with dissemination, the paper is expected to help preserve sundanese culture as an asset of the nation's heritage. to obtain relevant results, the subjects were chosen based on certain criteria, namely: a) generally known as the sundanese writers, both writing in sundanese and writing about kasundaan in bahasa indonesia, b) many of their works published and interested by the readers, c) their written still exist and have new ideas to create writing. one of the qualitative research with phenomenology characteristics is to observe and interact with informants to understand their language and their interpretation of the world they experience consciously. the observations are nonparticipant. this means researchers do not participate directly in observing the authors activities in create writing, because the timing process of writing cannot be predicted. the description of writing activities derived from the authors’ statements when interviewed. creswell (1998: 122) explains that in phenomenology, the number of informants are three to ten people in single location or spread. however, maxwell in alwasilah (2008: 147) stated that in qualitative research, a number of subjects is not matter, as long as subjects could reflects the background, the individual and their activities. in this study, the informants are eight sundanese writers. the selection of informants based on experience and ability of the sundanese writers in preservation of culture through writing. research and innovation in language learning vol. 1(2) may 2018 p-issn 2614-5960, e-issn 2615-4137 61 this study located in bandung where the writers usually stayed. location selection is base on the ease of researcher to communicate face-to-face with the informants, as recommended by creswell (1998: 122), “because of the in-depth nature of extensive and multiple interviews with participants, it is convenient for the researcher to obtain people who are easily accessible… the access issue is limited to finding, individuals who have experienced the phenomenon and gaining their permission to be studied” results and discussion 3.1. sundanese writers motives motives are often interpreted as the condition of a person to achieve a satisfaction or achieve a goal, or it can also be said as a force that encourages someone to do something (effendy, 2003: 51). in the study of phenomenology, alfred schutz mentions the existence of two types of motives, namely in order-to-motive, which refers to the future. this motive contains future-oriented intentions, plans, hopes, interests, and so on. the next motive is because-motive, which oriented in the past, because it relates to past experiences. this motive is needed to understand the meaning of sundanese writers existence in preservation of sundanese language. according to max weber (in basrowi and sukidin, 2004), understanding the motive and meaning of human action must be related to the goal. the action of an individual is a subjective action that refers to a purpose motive (in order to motive). motive of informants to do preservation of sundanese culture based on idealism to love and proud being sundanese. it emerged as an obligation to preserve sundanese culture in a way of a writer. "if i look to the money i got, it makes me don’t want to write. but, there is an idealism as a sundanese who does not want the language to die.. " (aam amilia) "despite the humor, i had an idealism in the first place to make people, parents, teenagers and children love basa sunda. "(taufik faturohman) "if we abandon it because it can not bring anything materially, it is extinct already. so, it works for me to extend the functions of sundanese especially in the form of writing " (dadan sutisna) susanti, s., sukaesih, & perdana, f., 62 p-issn 2614-5960, e-issn 2615-4137 reading habits influenced by the family and social environment also contribute to the desire of preserving sundanese language. their reading habit settles and raises the informants desire to express their feelings and thoughts about the things they see and understand in writing. 3.2. meaning construction of writer as sundanese language preservator meaning construction of sundanese writers is based on the ability of informants to understand their existence in the world of authorship of the experience with his environment and his position in the environment. each individual will interpret their involvement differently. husserl (in kuswarno, 2009: 45) explains that the meaning we give to an object is influenced by the empathy we have toward others because we tend to compare our experiences with the experiences of others. therefore, an intersubjective factor also plays a major role in the formation of meaning. according to berger & luckmann (1990, 28-35), daily life presents itself as a reality interpreted by humans and has a subjective meaning as a coherent world. the reality of everyday life presents itself to the individual as an intersubjective world, a world inhabited by others. husserl (in kuswarno, 2009: 41 & 45) explains that to create the meaning there must be cooperation between "i" and the world outside of "i", because even though husserl believes that the reflection intuitive process occurs due to ego and superego factors, it does not reject the intersubjective factor at all which also plays a major role in the formation of meaning. based on sundanese writers efforts in preserving sundanese culture, the meaning of sundanese writers existence as cultural preservers is divided into two types, namely the heir of sundanese culture and the sundanese cultural developer. as the heir of sundanese culture, authors efforts of preservation tends only through one channel, namely writing. as a sundanese cultural developers, the authors effort more than through writing in books or print media, such as through performances, movies, making software and through online media. sundanese writers who classified as the inheritors of sundanese culture are us tiarsa, usep romli, aam amilia and aan merdeka permana. selection of four informants as the inheritors of sundanese culture is based on research and innovation in language learning vol. 1(2) may 2018 p-issn 2614-5960, e-issn 2615-4137 63 their role as sundanese writers who consistently preserving sundanese culture through writing in books, newspapers and magazines, without accompanying any other efforts to create innovation. sundanese writes who classified as sundanese cultural developers are eddy d. iskandar, taufik faturohman, hawe setiawan and dadan sutisna. the four person is young generation who seeks to preserve sundanese culture through writing, as well as other efforts. eddy d. iskandar, for example, has written scenarios of some kabayan movies, based on sundanese culture, but packed in the film with national story content. he also designed some musical performances on the theme of kasundaan. taufik faturohman innovates the preservation of sundanese culture by combining magic and sundanese tales, which usually packed in humor by using sundanese language. hawe setiawan also innovated in sundanese authorship, by attempting to elevate sundanese culture to a more global, international realm, which he manifested by writing about kasundaan in english, which published on his blog site, http://sundanesecorner.org. dadan sutisna innovates in sundanese authorship by incorporating technological elements into the themes of his writing, to enrich existing themes. he poured the idea into a novel for children titled rasiah kodeu biner (the secret of binary codes) and some of his poems. with the capability in information technology, dadan created a software of sundanese digital dictionary in order to facilitate the search for appropriate words used in writing. the emergence of sundanese writers self-role meaning, cannot separate from continuous interaction they live with themselves and the environment. in the position as a messenger, the sundanese writers interpreted their existence based on the process of understanding activities they have done based on the accompanying motives. conclusion the gait of sundanese writers who consistently write about kasundaan in sundanese, bahasa indonesia and english, is a form of idealism as the sundanese person to http://sundanesecorner.org/ susanti, s., sukaesih, & perdana, f., 64 p-issn 2614-5960, e-issn 2615-4137 contribute to their culture to survive in the midst of the times development, which shifts the sundanese culture with a more global culture. idealism grew because of environmental influences and experiences passed by sundanese writers. the message delivery of sundanese writers as cultural preserver tailored to their habits and abilities to pour their thoughts and feelings into a form they feel appropriate and comfortable to live in. through this idealism, the authors hoping that sundanese culture, including language, will sustain in its various forms, even widely known and recognized as a cultural heritage that needs to be preserved. references alwasilah, a. chaedar. 2008. pokoknya kualitatif: dasar-dasar merancang dan melakukan penelitian kualitatif. jakarta: pustaka jaya. basrowi & sukidin. 2002. metode penelitian kualitatif; perspektif mikro. surabaya: insan cendikia. creswell, john w. 1998. qualitative inquiry and research design: choosing among five traditions. usa: sage publication inc dadan sutisna. peringkat bahasa sunda. kompas jawa barat, sabtu, 5 april 2008. dingding haerudin, meningkatkan kesadaran berbahasa sunda. effendy, onong uchjana. 2003. ilmu komunikasi, teori dan praktek. bandung: rosdakarya kuswarno, engkus. 2009. fenomenologi. bandung: widya padjadjaran. moleong, lexy j. 2006. metodologi penelitian kualitatif. bandung: remaja rosdakarya. ritzer, george. 2004. teori sosiologi modern. jakarta: kencana. schutz, alfred. 1967. the phenomenology of social world. translated by george walsh and frederick lehnert illionis. northwestern university press. biography santi susanti worked in prodi televisi & film fikom unpad, bandung, west java – indonesia. her research interests are communication, culture, and information preservation. she is available at santisusanti2202@gmail.com research and innovation in language learning vol. 1(2) may 2018 p-issn 2614-5960, e-issn 2615-4137 65 sukaesih works for prodi informasi & perpustakaan fikom unpad, bandung, west java – indonesia. she is reachable at sukaesih2013@gmail.com. her research interest includes communication and information. fitri perdana is working at prodi informasi & perpustakaan fikom unpad, bandung indonesia. she is reachable at peet_lithuania79@ymail.com. her research interest includes information literacy and library science. mailto:sukaesih2013@gmail.com mailto:peet_lithuania79@ymail.com susanti, s., sukaesih, & perdana, f., 66 p-issn 2614-5960, e-issn 2615-4137 research and innovation in language learning vol. 3(3) september 2020 pp. 197-207 pissn: 2614-5960 e-issn: 2615-4137 http://jurnal.ugj.ac.id/index.php/rill copyright 2020@ dasep suprijadi 197 article the implementation of s.u.r.e. approach as a means of enhancing students’ pragmatic competence dasep suprijadi suprijadi.dasep17@gmail.com english department, ikip siliwangi, bandungindonesia abstract due to the deficient pragmatic competence, pragmatic failures or even miscommunication will be produced in actual communication. regarding those problems, s.u.r.e approach is offered to overcome in promoting learners’ pragmatic competence. this study aimed to investigate the impact of implementing s.u.r.e approach in improving students’ pragmatic competence. this study is a quantitative research embracing one group pretest-posttest design. one class participated and 33 students were taken as the sample of the study using random sampling technique. three english native speakers evaluated the test takers’ pragmatic competence. they were called on to read the speech acts, along with the transcripts, and to indicate the rating based on the rating descriptions provided. the mean score among the three raters was assigned as the closing score. to collect the data, the students were given a pretest and a posttest. the data were then analyzed employing paired sample t-test through spss v.24. the result of the study showed that significance value was 0.00 of which it is lower than level of significance 0.05. hence, the null hypothesis is rejected. this implies that the use of s.u.r.e approach has a significant effect on improving students’ pragmatic competence. keywords: pragmatics, pragmatic competence, efl students, s.u.r.e approach, sari karena kompetensi pragmatis yang tidak baik, kegagalan pragmatis atau bahkan gangguan komunikasi akan benar-benar terjadi.. menghadapi permasalahan tersebut, pendekatan s.u.r.e ditawarkan sebagai jalan keluar dalam meningkatkan kompetensi pragmatis peserta didik. tujuan dari penelitian ini adalah untuk menyelidiki pengaruh penggunaan pendekatan s.u.r.e pada peningkatan kompetensi pragmatis siswa. ini adalah penelitian kuantitatif dengan desain satu kelompok pretest-posttest. satu kelas dilibatkan dan 33 siswa diambil sebagai sampel penelitian menggunakan teknik random sampling. tiga penutur asli bahasa inggris mengevaluasi kompetensi pragmatis peserta tes. mereka diminta untuk membaca tindak tutur, bersama dengan transkrip, dan untuk menunjukkan peringkat berdasarkan deskripsi peringkat yang disediakan. skor rata-rata antara tiga penilai dijadikan sebagai skor akhir. untuk mengumpulkan data, siswa diberi pretest dan posttest. data kemudian dianalisis menggunakan paired sample t-test melalui spss v.24. hasil penelitian menunjukkan bahwa nilai signifikansi 0,00 yang mailto:suprijadi.dasep17@gmail.com suprijadi, d. 198 p-issn 2614-5960, e-issn 2615-4137 lebih rendah dari tingkat signifikansi 0,05. oleh karena itu, hipotesis nol ditolak. ini menyiratkan bahwa penggunaan pendekatan s.u.r.e memiliki efek signifikan pada peningkatan kompetensi pragmatis siswa. kata kunci: kompetensi pragmatis, pendekatan s.u.r.e received 2020-07-31 accepted 2020-09-30 published 2020-09-30 apa citation: suprijadi, d. (2020). the implementation of s.u.r.e. approach as a means of enhancing student pragmatic competence. research and innovation in language learning 3(3), pp. 197-207 http://dx.doi.org/10.33603/rill.v3i3.3962 introduction the existence of communicative approach has shifted the position of learning english as a foreign or as a second language. this means that learning english which initially emphasized linguistic and grammatical accuracy, nowadays, since the use of the communicative approach, has changed to english learning which emphasizes mastery of english functional abilities. the ultimate goal of learning based on this communicative approach is to understand and produce english that is in line with the sociocultural norms of the native english speaking community (rueda, 2006; liu, 2007). this is in line with the general view which states that the most important goal of language learning, in this case english, is to achieve student communicative competence and one of the important parts of communicative competence is pragmatic competence, which is interpreted as the ability to use english according to context (tan & farashaiyan, 2012; richard, 2006). nevertheless, pragmatic competence is rarely included in various discussions in english language instruction in classrooms. even though the teaching of pragmatic competence is very essential for sustainable professional development (vellenga, 2011). therefore, as the impacts, the students' pragmatic competence tends to be low. hence, efl teachers should be aware that this could be the consequence of not bringing this very important competence to english classrooms. as a result of neglecting the prominence of highlighting pragmatic competence in the teaching of english, the inability of english students appeared e.g. in interpreting discourse according to its context as well as in understanding what english users intended in a communication they experienced (bachman & palmer in yuan, 2012). http://dx.doi.org/10.33603/rill.v3i1 research and innovation in language learning vol. 3(3) september 2020 199 pragmatic competence is interpreted as the competence of english students to use english language, especially spoken english, in accordance with the context related to the socio-culture of native english speakers. in this case, efl learners should be able to understand and master two elements of pragmatic competence, namely pragmalinguistics and socio-pragmatics. the first type of competency refers to the realization of linguistics to produce certain language acts or communicative acts, while the next type of competence is closely related to the appropriate use of english from the form or it is a linguistic realization based on context, the very important role of each individual in that context, and the politeness elements of social distance, the imposition degree and the power of persons getting involved in a communication (brown & levinson, 1987). to enhance students’ pragmatic competence, teachers are suggested to implement appropriate teaching approaches. in this present study, the researcher chose s.u.r.e approach to solve the lack of pragmatic competence problem. thus, this attempts to test the following hypothesis: h0 : s.u.r.e approach is not effective to enhance students’ pragmatic competence. s.u.r.e. approach see in order to teach pragmatic competence to efl learners, english teachers can try to implement several teaching approaches or techniques that lead efl students to english pragmatic competence. in this study, the researcher applied one of the pragmatic teaching techniques called the sure approach recommended by brock and nagasaka (2005). the acronym sure is a learning technique that emphasizes the importance of mastering pragmatic competence. this pragmatic competence learning technique can be used by english teachers to guide students on how to see, use, review, and experience pragmatic competence in the teaching and learning process in the classroom. see efl learners are directed to be able to see english directly in its context. they are assisted by the teacher to focus more on pragmatic situations and gain an understanding of the role of pragmatic features in typical communicative situations. in order to develop students' pragmatic awareness, the teacher can train and guide them on various suprijadi, d. 200 p-issn 2614-5960, e-issn 2615-4137 examples of speech acts such as making requests, giving opinions, and so on. this is where the role of the english teacher is needed to be able to develop students' pra gmatic competences. the existence and expertise of teachers in introducing pragmatic competences are really helpful and highly expected by students to be able to internalize pragmatic competences (farahian, rezaee, & gholami, 2012) use in accordance with their understanding of digested situations in class activities, efl students are assisted through activities that their english teachers develop to use english in its context either by simulated or real. students practice to communicate or interact so that they have communicative competence which is the goal of learning english. therefore, the english teacher must be able to create and provide opportunities for the use of english through group activities or pair works in the teaching and learning process. it is believed that students' communicative abilities which are the objectives of learning in general can be achieved through group activities. group work is an effective way to train efl students to put what they have in mind in english; understand what other people want through the english spoken; and understand their views about something (jonsson, 2011). speaking which is grammatically correct and in accordance with the existing situation or context are two things that are the spirit of the communicative competence or communicative abilities that efl students are trying to achieve. review pragmatic competence studies that have been introduced and trained to efl students, should be reviewed, strengthened, and recycled by the english teacher. however, at this stage, the english teacher is not allowed to use l1 in the teaching and learning process and in daily communication. this is understandable because of the limited possibilities, in the efl context, of the use of english for communicative purposes. it means that the teacher must make every effort to always use english in communication events in the efl classroom, so that it can strengthen the development of students' pragmatic competence and understanding. research and innovation in language learning vol. 3(3) september 2020 201 experience in this stage, efl students can be directed to experience and identify the pragmatic elements that play a role in interactions. this will be easily obtained through learning resources that are rich in the role of pragmatic competence in communication. english teachers can take advantage of learning resources that are rich in pragmatic elements that are easily observable such as videos, films, tv shows, or other video programs. thus efl students will easily experience and analyze the use of language in accordance with the context. alternatively, efl students can be directed to communicate or observe native english speakers around them. periodically, native english speakers can be invited to attend efl classrooms, so that their presence can help students to observe the language used or the behavior and customs of the native english speakers. research methods this research used quantitative as method embracing pre-experimental as design. quantitative study is concerned with the measurement and data quantification, often deriving from an underlying hypothetic-deductive approach to a research question, i.e. attempting to test out an established theoretical viewpoint (brewerton, & millward, 2001). in addition, (creswell, 2014) states that quantitative research problems require that researchers explain how one variable affects another. this study utilized one group pretest and posttest design, including a pretest measure followed by a treatment and a posttest for a single group. here is the design of one group pretest-posttest proposed by creswell (2003). population and sample one of the first steps in designing quantitative research is to choose the subjects referring to the individuals who participate in the study from which the data are collected. as a group, subjects are usually referred to as sample. the sample can be selected from a larger group of persons, identified as the population (mcmillan, & schumacher, 2001). in other words, population is any group that a researcher is trying to represent, whereas sample refers to any group on which information is obtained (hamied, 2017). hence, the research population was the first year students of a private suprijadi, d. 202 p-issn 2614-5960, e-issn 2615-4137 university in bandung, whereas the sample was class c taken using random sampling technique. research variable in order to assess the relationship between variables in research, we must be able to identify each according to the type of relationship we expect to investigate (hatch & farhady, 1982). they classify variables as independent and dependent variables. the independent variable is the most important variable which we hope to investigate. this is the variable which is selected, manipulated, and measured by the researcher. the dependent variable, on the other hand, is the variable which we look at and measure to decide the effect of the independent variable. since, in this study, the researcher wanted to check out the impact of his teaching on students’ pragmatic competence, the pragmatic competence ratings of the students would be the dependent variable. then, the practise using s.u.r.e approach is the independent variable. research instrument the instrument is merely the tool to enable us to gather data, and it is prominent to select the best tool for the job. the determination of the data-collecting instrument depends on the purpose of the research about and the type of facts wished (bell, 2005). since the motive of this study was to identify the students’ pragmatic competence, the researcher devised discourse completion task (dct), which is frequently used method in researches on pragmatics, as seen in (jernigan, 2007; baca, 2011); reigle, 2011; memarian, 2012; brubaek, 2013). although dcts measure knowledge and do not permit direct estimations of real-world performance, they can be regarded as measuring manageable for performance, as information is conceivably a precondition for overall performance (mcnamara & roever, 2006). the dct employed in this study consisted of spoken communication situations adapted from taguchi (2011) in which the learners produce spoken responses to the given scenarios and explain how the learners express themselves in different situations. data collection and data analysis this research employed a quantitative study using an approach of data collection namely pretestposttest using dct. pretest was given before treatment while posttest research and innovation in language learning vol. 3(3) september 2020 203 was conducted after treatment. the pretest was aimed to examine the students’ initial pragmatic competence. then, the researcher administered some treatments using s.u.r.e as the approach of instruction. the posttest was conducted after administering the treatment to identify the influence of using s.u.r.e approach. the obtained test data were then analyzed utilizing spss v.24 and were interpreted to identify the enhancement of students’ pragmatic competence. scoring system the speech acts tested in dct were assessed on their overall appropriateness, applying a five-point rating scale which is ranging from 1 to 5 (very poor to excellent) adopted from taguchi (2011) as follows. table 1. rating scale score grade interpretation 5 excellent almost perfectly appropriate and effective in the level of directness, politeness and formality 4 good not perfect but adequately appropriate in the level of directness, politeness, and formality. expressions are a little off from target-like, but pretty good. 3 fair somewhat appropriate in the level of directness, politeness, and formality, expressions are more direct or indirect than the situation requires. 2 poor clearly inappropriate, expressions sound almost rude or too demanding. 1 very poor not sure if the target speech act is performed results pretest posttest result and hypothesis are presented in the following tables. table 2. the pretest-posttest score no. students pretest score posttest score n-gain mean 2.76 3.61 0.39 table 3. paired samples t-test paired differences t df sig. (2tailed) mean std. deviation std. error mean 95% confidence interval of the difference lower upper pair 1 -.85879 .53882 .09380 -1.04985 -.66773 -9.156 32 .000 suprijadi, d. 204 p-issn 2614-5960, e-issn 2615-4137 discussions this section discusses the results of the analysis being displayed. the results of the study are connected to the extant theories. then, to hold the discussion, the research question and answer are formulated in harmony with its interpretations. to begin with, the research question has something to do with the effect of s.u.r.e. approach to promote students’ pragmatic competence. the question is as follow. “is the use of s.u.r.e. approach effective to enhance students’ pragmatic competence?” the null hypothesis used as the tentative answer to that question states. “s.u.r.e. approach is not effective in enhancing students’ pragmatic competence.” it can be observed from the obtained scores of pretest-posttest (see table 2) that the average scores of posttest to a certain extent is higher than that of pretest (3.61>2.76). this shows that after the treatment, the students’ pragmatic competence increases. nevertheless, to see whether the increase is significant or not, a statistical test is administered. the analysis of normality test displayed in table 3 finds out that the sig value of pretest is 0.086 while the sig value of posttest is 0.200. since the values are more than 0.05, it is assumed that the data of this study is normally distributed, therefore the next test that the researcher administered is paired sample t-test. the analysis of paired sample t-test presented in table 4 finds out that the implementation of s.u.r.e. approach has positive impact to the students’ pragmatic competence. that is, asymp. sig value was 0.000 with the significance level 0.05. the result is 0.00 < 0.05, therefore significance value is lower than the significance level, so the null hypothesis is rejected. this implies that the present study proves that s.u.r.e approach is effective in enhancing students’ pragmatic competence. the research result is connected to what brock and nagasaka (2005) claim that s.u.r.e. approach may help students see, use, review, and experience pragmatics. hence, the students may at least have four benefits: 1) the students’ awareness of pragmatic at work is raised by their teachers. farahian, rezaee, and gholami (2012) state that teachers may help learners develop their pragmatic competence fostered with the help the learners accept from their teachers; 2) the students have a good chance to research and innovation in language learning vol. 3(3) september 2020 205 use english through small group activities. jansson (2011) believes that group work is a good way to help the students practice expressing their thoughts in english and use words in situations when they are appropriate; 3) students’ pragmatic knowledge is reinforced through the common communicative events occurring daily in efl classroom; and 4) the students experience and analyze language use in specific contexts such as by watching videos. conclusion & recommendation regarding the results and the statistical analysis of this study, it can be concluded that using s.u.r.e approach was effective in enhancing students’ pragmatic competence. in addition, the statistical analysis in paired sample t-test showed that there was significant difference in mean score between students’ pre-test and post-test. due to its effectiveness, s.u.r.e approach can be devised as one of appropriate approaches in teaching pragmatic competence. thence, the researcher would like to offer recommendations for english teachers and further researchers. firstly, it is prominent for english teachers to keep developing activities of which efl learners use english in context. the teachers should be more creative in providing materials and approaches so as to help the students being able to interact with others using english appropriately. secondly, the researcher recommends other researchers interested in administering the similar study to include gender in their further research and provide more time allotment as well as a large number of participants. references baca, e. 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(2012). the use of request strategies in english by iranian graduate students. eastern mediterranean university. retrieved from https://pdfs.semanticscholar.org/6aed/97decee543e156f97ed96ad16fe088437f85.p df reigle, l. j. (2011). the role of pragmatic competence in second language acquisition. all graduate reports and creative projects. utah state university. retrieved from https://digitalcommons.usu.edu/cgi/viewcontent.cgi?article=1167&context=gradre ports richard, j. c. (2006). communicative language teaching today (first edit). new research and innovation in language learning vol. 3(3) september 2020 207 york: cambridge university press. rueda, y. . (2006). developing pragmatic competence in a foreign language. colombian applied linguistics journal, (8), 1–14. retrieved from http://www.scielo.org.co/pdf/calj/n8/n8a09.pdf. taguchi, n. (2011). rater variation in the assessment of speech acts. pragmatics journal , international pragmatics association, 21(3), 453–471. retrieved from https://journals.linguisticsociety.org/elanguage/pragmatics/article/download/3652/3 652-7139-1-pb.pdf tan, k.h and farashaiyan, a. (2012). the effectiveness of teaching formulaic politeness strategies in making request to undergraduates in an esl classroom. asian social science, 8(15), 1911–2025. https://doi.org/https://doi.org/10.5539/ass.v8n15p189 conflict of interest no potential conflict of interest is reported about author dr. dasep suprijadi graduated from the english education study program, school of post graduate studies, universitas pendidikan indonesia. at the moment he is a lecturer at undergraduate english study program of ikip siliwangi bandung. he is interested in conducting research dealing with efl teaching methods. he can be reached at suprijadi.dasep17@gmail.com mailto:suprijadi.dasep17@gmail.com microsoft word 1024-3165-1-en research and innovation in language learning vol. 1(1) january 2018 pp.9-16 pissn: 2614-5960 e-issn: 2615-4137 http://jurnal.unswagati.ac.id/index.php/rill copyright @ rill 2018 9 healthcare language program (help) to enhance students’ english proficiency for nursing academy toward asean community eka nurhidayat department of english education, faculty of teacher training and education university of majalengka abstract this research aims to convey the development of english proficiency toward asean community through healthcare language program (help) for nursing students. the demand of asean community is the use of english, as the language of asean community. english become a tool for communicating and connecting with other people around asean countries. in the asean community, there will be more developments in indonesia. starting from free trade, foreign companies, and also healthcare sector. not only the case of trade in goods and services, but also in the traffic of people in the context of labor. as an international language, english is required to interact with the global community, especially in the face of the asean economic community. in addition, the role of english is also used in writing article for international journal publication. in other case, english can be very helpful in term of searching source of science about nursing which mostly come from international journal. so, nursing students should be able to master english well. in fact most of them encounter problem with english especially concerning with speaking and writing. those skills are very important for nusring students to face asean community. they need some activity and program to enhance english proficiency. this study is an investigation of the english program held by stikes mahardika cirebon. this study uses descriptive qualitative method. meanwhile, the data is collected by using observation, interview, as well as documentation. the descriptive qualitative method covers the english proficiency for nursing students through healthcare language program (help) toward asean community. keywords : english proficiency, healhcare language program, asean community sari penelitian ini bertujuan untuk mengungkapkan pengembangan kecakapan bahasa inggris terhadap masyarakat ekonomi asean (mea) melalui healthcare language program (help) untuk mahasiswa keperawatan. kebutuhan masyarakat ekonomi asean adalah penggunaan bahasa inggris sebagai bahasa internasioanal yang digunakan di asean. bahasa inggris menjadi alat untuk berkomunikasi dan nurhidayat, eka 10 p-issn 2614-5960, e-issn 2615-4137 berhubungan dengan orang asing di kawasan asean. dalam masyarakat ekonomi asean (mea) akan ada banyak perkembangan di indonesia. mulai dari perdagangan bebas, perusahaan asing, dan juga sektor keehatan. bukan hanya masalah perdagangan dan jasa, tapi juga dalam lalu lintas orang dalam konteks dunia kerja. sebagai bahasa internasional, bahasa inggris diperlukan untuk berinteraksi dengan komunitas global, terutama dalam menghadapi masyarakat ekonomi asean (mea). selain itu, peran bahasa inggris juga digunakan dalam menulis artikel untuk publikasi jurnal internasional. di sisi lain, bahasa inggris dapat sangat membantu dalam mencari sumber ilmu tentang keperawatan yang sebagian besar berasal dari jurnal internasional. jadi, mahasiswa keperawatn harus bisa menguasai bahasa inggris dengan baik. bahkan sebagian dari mereka mengalami masalah dengan bahasa inggris terutama yang berkaitan dengan kemampuan berbicara (speaking) dan menulis (writing). keterampilan tersebut sangatlah penting bagi mahasiswa keperawatan dalam menghadapi masyarakat ekonomi asean. mereka membutuhkan beberapa kegiatan dan program untuk meningkatkan kemahiran bahasa inggris mereka. penelitian ini merupakan investigasi terhadap program bahasa inggris yang diadakan oleh stikes mahardika cirebon. penelitian ini menggunakan metode deskriptif kualitatif. sementara itu, data dikumpulkan dengan menggunakan observasi, wawancara, serta dokumentasi. metode kualitatif deskriptif mencakup kemahiran bahasa inggris untuk mahasiswa keperawatan melalui healthcare language program (help) menuju masyarakay ekonomi asean (mea). kata kunci : kemampuan bahasa inggris, healhcare language program, masyarakat ekonomi asean received 20 february 2018 last revision 5 april 2018 published 18 april 2018 introduction the asean economic community (aec) is a form of regional economic integration planned to be achieved by 2015. the main objective of the aec 2015 is to make asean as single market and production base. according to mckinsey & company (2014) in compising ten members, asean is the most diverse and fast moving region in the world. if asean was a single country, it could be seven largerst economy in the world and asean is projected to rank as the fouth largest economy in 2050. asean is also a growing hub of cunsumer demand and the third largest labor force in the world and the second largerst facebook community. in the asean community, there will be more developments in indonesia. starting from goods, services, skill labor, and capital. research and innovation in language learning vol. 1(1) january 2018 p-issn 2614-5960, e-issn 2615-4137 11 not only the case of trade in goods and services, but also in the traffic of people in the context of labor. the involvement of all parties in all asean member countries is absolutely necessary in order to realize asean as a competitive area for investment and free trade activities which in turn can benefit all asean countries. warta ekpor kementrian perdagangan ri (2015:3). as one of the participants, indonesia has the challenge and preparation to face the aec, especially in how to communicate with other workers from various countries in southeast asia. as we know english is a language used as an international language (lingua franca). as a common challenge in the era of globalization through free trade, the indonesian government cannot underestimate efforts to improve the quality of english for students. this has become common knowledge, although english has been taught from elementary school to university, not all indonesian students are able to engage in english conversations with foreigners. the question is what should we prepare to face the aec? not only the case of trade in goods and services, but also in the traffic of people in the context of labor, so that preparations are needed for the free trade of aec 2015. one of them is to prepare english language skills primarily as an international language. english has become an important competence that must be owned by young people in every country, including indonesia. english as the global language has a considerable impact on policies and practices (nunan, 2003). as an international language, english is required to interact with the global community, especially in the face of the aec. in the aec, there will be more and more developments in indonesia. starting from free trade, many foreign companies in indonesia so that the use of international language such as english is very widespread, as well as in the world of health, especially covering the world of nursing, english is needed. in the nursing program, many challanges will be faced by nursing students. the first challange is the excess of nurse and hospital absorption. in the scope of asean, the challanges come from overseas nurse with a high competence of english. in the global scope, the number of overseas hospital and the need of overseas nurses. in addition, english can be very helpful in searching sources of science about nursing which mostly comes from international journals that are definitely the language is english. in addition, if someone has the ability to speak english then it will be a value plus on nurhidayat, eka 12 p-issn 2614-5960, e-issn 2615-4137 prospective applicants for hospital labor. as most of the medical equipment and medicines are abroad. what happens when a medical professional does not understand about english-language medical equipment, let alone do not know about the contents of the drug because the information is in english. even though it may happen only after their first clinical placement, students eventually become aware of the extent of their own individual language difficulties. indeed, chiang and crickmore (2009, p. 330) found that most of the post-graduate eal students acknowledged their lack of specific english communication skills only after they had started their clinical placement. nursing researchers in the usa have documented how eal students are often referred for special tuition because of a difficulty in communicating in the english language, which negatively affects their clinical performance (guhde, 2003, p. 114). this study addresses one research question; how does healthcare language program (help) enhance english proficiency for nursing students? this topic is very relevant to this year toward asean economic community. in this year, the competition is growing rapidly. in the healthcare program aspect, the university must compete with the other universities. for this reason, the skills in mastering english are needed. nursing academy of stikes mahardika as higher level education concerns to english proficiency level. in fact, they collaborate with national english centre (nec) to obtain helathcare language program (help). the purpose of this study is to investigate the program in stikes mahardika to enhance english proficiency for nursing students. according to hakuta (2000) stated that academic english proficiency refers to the ability to use language in academic contexts. english proficiency can be influenced by some factors. the use of target language and their beliefs toward english are the factors which give high influence in acquiring english. the lecturers‘ beliefs support their performance when they learn english. in addition, (asassfeh, khwaileh, al-shaboul, & alshboul, 2012) stated learners‘ belief is fundamental aspect to make sure about the successful result of teaching and learning process. in addition, teachers and learners should understand the goal of teaching and learning (nguyen, warren, & fehring, 2014). language proficiency is the basic professional confidence of non-native teachers (eslami & fatahi, 2008). furthermore, english proficiency levels had a substantial relationship with all of the english teaching-specific efficacy dimensions (sabokrouh, 2013). research and innovation in language learning vol. 1(1) january 2018 p-issn 2614-5960, e-issn 2615-4137 13 methods the design of this study is descriptive qualitative. it belongs to case study. the descriptive qualitative method is used to analyze the data obtained in this study. it is to unfold the description of healthcare language program (help). it describes the programs held by stikes mahardika cirebon to enhance english proficiency for nursing students. the subject of this study is the nursing student of stikes mahardika cirebon. they are from third semester of nursing academy of stikes mahardika cirebon. healthcare language program is held in every semester with different level. there will be eight levels of healthcare language program. every program is conducted in fourteen meetings. in third semester, the level of help taken by students is basic english for nurse. in data collection procedures, the writer of this study observed the process of the program and distributed questionnaire. in doing the observation, the writer took part in the participant discussion. this is to get the valuable and comprehensive data. after the writer got the data, she analyzed the result of the data. the instruments of this study are questionnaire and observation. questionnaire is given to the nursing students, while observation is done in the english training. in data analysis, the writer describes the result of the observation and questionnaire. the writer of this study notes the observation in english lecturing, the participants were asked to fill the questionnaire. results and discussion this study discusses the english assistance program held by nursing academy of stikes mahardika cirebon. stikes mahardika cirebon assigned natioanal english centre (nec) to handle this program. the program is healthcare language program (help). the level of help taken by third semester student is basic english for nurse. in this study, the writer will discuss about each program. 1. healthcare language program (help) healthcare language program is english assistance program that designed to support students in learning english. help is an english language training program designed specifically for the healthcare program (nurses, midwives, medical staff and doctors). nurhidayat, eka 14 p-issn 2614-5960, e-issn 2615-4137 the applicative material with specific modules and integrated and interactive learning model will increase the confidence level of the participants to actively speak english as it is 80% help program focus on conversation. integrated english facilitation program is a solution to help non-language educational institutions such as akper, akbid, stikes, stikom and others to be able to provide english education with more focused, integrated, qualified and professional. this is needed so that the institution can produce graduates with the expected english proficiency. the english assistance program under the management of the national english centre (nec) is the perfect solution for assisting hospitals, nursing academy and midwifery academy in preparing graduates to achieve the expected english skills. in its aims, help focuses on eop of esp (english for occupational purposes of english for specific purposes). there wiil be several level in help classes with different topic from each level. table 1. level program of healthcare language program (help) level target content 1. foundation fluency short conversation self confident in oral skills developenglish grammar, english conversation, primary tenses for speaking, writing paragraph and writing skills. 2. basic fluency oral and graph performance self confident in oral skills simple short expressioan for speaking and listening skills, simple short reading and writing, grammatical form: verbs, and tenses, modal, articles, normalization, logical connector. and healtcare vocabulary. pre-intermediate fluency and accuracy about general healthcare. english discussion about healthcare education. simple long conversation for speaking and listening skills, simple long reading and writing, grammatical form: verbs, and tenses, modal, articles, normalization, logical connector. and healtcare vocabulary. intermediate fluency and accuracy about general and specific healthcare. presenting of healthcare exhibition and discussion with medical staff and native speakers. complex short expression of speaking and listening skills, complex short reading and writing, grammatical form: verbs, and tenses, modal, articles, normalization, logical connector. and healtcare vocabulary. pre-advanced fluency and accuracy and appropriacy about specific healthcare. speaking and listening complex long expression of speaking and listening skills. complex long reading and writing. grammatical form: verbs, and tenses, research and innovation in language learning vol. 1(1) january 2018 p-issn 2614-5960, e-issn 2615-4137 15 specific healthcare. specific topic of healthcare. english seminar and healthcare exhibition. modal, articles, normalization, logical connector. and healtcare vocabulary advanced fluency and accuracy, appropriacy and organization in oral and written skills for occupational purposes. complex long expression of speaking and listening skills. complex long reading and writing. grammatical form: verbs, and tenses, modal, articles, normalization, logical connector. and healtcare vocabulary 2. basic english for nurse basic english for nurse is one of level program in help. this level is for third semester of nursing academy of stikes mahardika cirebon. this level arranged systematically, intergrated and enable the students to learn effectively. the material contains how to communicate in english such as greeting patient, filling the admission, giving healthcare education, and job interview. this level is suitable for those who want to improve their english in nursing jobs. the aims of this level is how to make simple conversation in english, the model dialogs, expressions, vocabularies including the practice the practice are based on the students’ need in daily nursing duties. considering the result of questionnaire, the nursing students of stikes mahardika cirebon obtain lots of benefit from this program. they learned how to communicate in english, greeting the patients, filling admission, giving healthcare education, and doing job interview using english. from this program they can improve their english proficiency. in addition, the english environment help them to practice english. they tried to use english as the main language in class. furthermore, in every meeting they perform conversation based on daily nursing duties. and in the end of semester, the students in this level will be interviewed by native speaker. this is one of preparation to face asean economic community. they feel confidence in speaking english. conclusion stikes mahardika cirebon always support the students to be active in mastering english proficiency. it can be proved by facilitating english programs namely english language program (help). those english programs are prepared for facing the asean economic community (aec) 2015. the students are required to interact with global nurhidayat, eka 16 p-issn 2614-5960, e-issn 2615-4137 comminity, and search sources of science about nursing which mostly comes from international journals. hence, by joining english language program (hep), the students of stikes mahardika cirebon can enhance their english proficiency. it covers english skills, components and knowledge. in addition, it can also improve their confidence in speaking to face asean economic community (aec). references chiang, v., & crickmore,b. (2009). improving english proficiency of post-graduate international nursing students seeking further qualifications and continuing education in foreign countries. journal of continuing education in nursing, 40(7), 329-336. guhde, j. a. (2003). english-as-a-second language (esl) nursing students: strategies for building verbal and written language skills. journal of cultural diversity, 10(4), 113-117. hakuta, k. (2000). how long does it take english learners to attain proficiency. university of california linguistic minority research institute. nguyen, h. t., warren, w., & fehring, h. (2014). factors affecting english language teaching and learning in higher education. english language teaching, 7(8), 94. nunan, d. (2003). the impact of english as a global language on educational policies and practices in the asiapacific region*. tesol quarterly, 37(4), 589–613. warta ekspor indonesia. (2015). peluang dan tantangan indonesia masyarakat ekonomi asean. kementrian perdagangan indonesia. edisi januari short biography my name’s eka nurhidayat. i have graduated from english department of universitas swadaya gunung jati cirebon on 2012 for my bachelor degree, then i continued my master degree at universitas sebelas maret surakarta. i’m a lecture at english education department of universitas majalengka. my email address’s ekanurhidayat16@gmail.com / ekanurhidayat@unma.ac.id research and innovation in language learning vol. 4(1) january 2021 pp. 18-30 pissn: 2614-5960 e-issn: 2615-4137 http://jurnal.unswagati.ac.id/index.php/rill copyright 2021@ anita fatimatul laeli,widya oktarini 18 article voa video adopted instruction: an attempt to engage efl students' active participation in listening activities anita fatimatul laeli anitafatimatul@unmuhjember.ac.id english education program, faculty of teacher training and education, universitas muhammadiyah jember, jember-indonesia widya oktarini widyaoktarini@unmuhjember.ac.id english education program, faculty of teacher training and education, universitas muhammadiyah jember, jember-indonesia abstract teaching english listening skills remains difficult for english teachers at junior high school, particularly in indonesia's remote area school. this study was conducted to portray listening activities' implementation by adopting voa video instruction and materials to engage students' active participation. in this study, twenty-one participants from one of the states of junior high school in jember were selected based on their english proficiency, especially in listening. the data were collected using fieldnote and questionnaires. the result of field notes analysis reported that the implementation of voa engages the students to participate in listening activities actively. they are also highly motivated to learn english and to have more practice in listening comprehension. the result of the questionnaire shows that the students give positive responses to videos taken from the voa learning english program for their listening class. using voa video materials and instruction as authentic materials effectively engage students' active participation in listening class. consequently, the teacher needs to upgrade their ability to use technology and select appropriate materials. the english teachers also need to consider the importance of authentic materials such as voa listening materials in teaching the students listening skills. this study's results may also be beneficial for junior high school teachers or those interested in improving students' involvement in junior high school listening activities. keywords: english,llearning, listening, student, participation, video, voa sari mengajar keterampilan mendengarkan bahasa inggris tetap sulit bagi guru bahasa inggris di sekolah menengah pertama, terutama di sekolah daerah terpencil di laeli, af. & oktarini, w. 19 p-issn 2614-5960, e-issn 2615-4137 indonesia. penelitian ini dilakukan untuk menggambarkan pelaksanaan kegiatan menyimak dengan mengadopsi pembelajaran video voa dan materi untuk melibatkan partisipasi aktif siswa. dalam studi ini, dua puluh satu peserta dari salah satu sekolah menengah pertama negara bagian di jember dipilih berdasarkan kemampuan bahasa inggris mereka, terutama dalam mendengarkan. pengumpulan data dilakukan dengan catatan lapangan dan kuesioner. hasil analisis catatan lapangan melaporkan bahwa penerapan voa melibatkan siswa untuk berpartisipasi aktif dalam kegiatan menyimak. mereka juga sangat termotivasi untuk belajar bahasa inggris dan lebih banyak berlatih dalam pemahaman mendengarkan. selain itu, hasil angket menunjukkan bahwa siswa memberikan respon positif terhadap video yang diambil dari program voa learning english untuk kelas listening mereka. jadi, menggunakan materi video voa dan instruksi sebagai materi otentik secara efektif melibatkan partisipasi aktif siswa dalam kelas menyimak. akibatnya, guru perlu meningkatkan kemampuannya dalam menggunakan teknologi dan memilih materi yang sesuai. guru bahasa inggris juga perlu mempertimbangkan pentingnya materi otentik seperti materi menyimak voa dalam mengajarkan keterampilan menyimak siswa. hasil studi ini juga dapat bermanfaat bagi guru sekolah menengah pertama atau mereka yang tertarik untuk meningkatkan keterlibatan siswa dalam kegiatan mendengarkan untuk sekolah menengah pertama. kata kunci: video, mendengarkan, partisipasi siswa, voa, english received 2020-08-11 accepted 2021-01-22 published 2021-01-31 apa citation: laeli , af. & oktarini. w.. (2021). voa video adopted instruction: an attempt to engage efl students' active participation in listening activities. research and innovation in language learning, 4(1), pp.18 http://dx.doi.org/10.33603/rill.v4i1.3980 introduction learning to listen in a second language is among the most challenging things for any learner since there are no guidelines, such as grammar (hasan & hoon, 2012). investigating students' difficulties in listening skills has become the focus of research among researchers recently. darti and asmawati (2017) addressed that higher education students faced internal and external difficulties in improving listening skills. the internal problem included lack of vocabulary, accent, bad quality of the recording, anxiety, noise, and inability to apply listening strategies, while external problems, including inappropriate listening materials and supportive environment, improve listening skills. similar to this previous study, a research review explained that significant problem faced by english language learners are including the quality of the listening materials (audio), the different cultural knowledge of the learners and the http://dx.doi.org/10.33603/rill.v4i1.3980 research and innovation in language learning vol. 4(1) january 2021 p-issn 2614-5960, e-issn 2615-4137 20 materials, the accent performed by the speaker, unfamiliar vocabulary, and length, speed of the materials (saraswaty, 2018). further, in secondary school, jaelani & zabidi (2020) reported that students the junior high school in their study faced two main problems in listening skills: lack of vocabulary and low motivation to actively participate in listening to the materials. related to this study, surprisingly based on the result of the interview with the english teacher in one of remote school in jember, revealed that the students were not intensively exposed to listening skill for some reasons; a) the teacher has an assumption that it is hard to drill the students with english listening skill since the students also had difficulty in improving their national language (bahasa indonesia), the students in this school mostly used their ethnic language as the medium instruction in the school-, b) the teacher confesses that she has difficulties in selecting english listening materials that match with the students' characteristics and proficiency-, c) the teacher also claim that she is not expert in using technology as the source to search any materials. one way to help both students and teachers create fun listening classes and make it easier to find listening materials appropriate for students' level of english competency is to utilize the development of technology, especially with the industry revolution 4.0. learning can be fun and exciting by adapting and implementing technology as the media for learning english. as we know, the young generation in this era is very familiar with the internet in their everyday life. specifically, most of their time was spent playing with gadgets. concerning the development of teaching-learning english, there was a breakthrough in english language learning that emphasized using a mobile application known as mobile assisted language learningmall (makiabadi & square, 2019; ruengkul & sukavatee, 2017). various programs in the electronic technology media (in this case is the internet) can be accessed, such as google, youtube, and podcast. the news and information abroad can access bbc news, euro news, and voice of america (voa). these automated programs provide various materials that can be used as the media to help to learn english. one known program that promotes students' english learning is voice of laeli, af. & oktarini, w. 21 p-issn 2614-5960, e-issn 2615-4137 america (voa)(alavijeh and marandi, 2019). besides, materials provided in the voa program is highly recommended to teach or to drill listening skills. (makiabadi and square, 2019). however, few discussions on how voa adopted instructions and materials to engage students' active participation in the listening class, particularly for students in junior high school. for those reasons, this present study investigates how the implementation of teaching materials from the voa video instruction and materials in listening learning in class and how students respond to the use of material from voa for listening learning in the classroom. hopefully, the present study's result would significantly contribute to teaching english listening using voa adopted instruction and materials, particularly for secondary students. the essential of listening comprehension listening is one of the four english skills that must be mastered to understand english well. there are many definitions to define what listening is. first, listening is active, purposeful processing of what we hear (zhang, 2019). morales (2018) states that listening is a mental process of constructing meaning from spoken input. she also adds that listening is vital in the language classroom because it provides input for the learner. without understanding input at the right level, learning cannot begin. thus, listening is fundamental to speaking. additionally, trinh (2018) expresses that listening is a "receptive skill" where people obtain the main idea according to what they hear. besides, zhang (2019) supports that listening helps learners be "flexible listeners," to know how to listen to get a general idea or the specific information needed to understand videos. similarly, hasan and hoon (2012) argue that "although listening is a passive skill, it is very much an active process of selecting and interpreting information from auditory and visual clues." besides, hamouda (2013) claims that listening is an active process in which listeners select and interpret information comes auditory and visual clues to define what is going on and what the speakers are trying to express. further, active means listeners get information (from visual and auditory clues) and relate this research and innovation in language learning vol. 4(1) january 2021 p-issn 2614-5960, e-issn 2615-4137 22 information to what they know. select means that listeners use only part of the incoming information to make sense of the input. interpretmeans the listener uses their background knowledge and the new information of what is going on and figuring out what speakers intend. listening is more complicated than merely hearing. it is a process that consists of four stages: sensing and attending, understanding, and interpreting, remembering, and responding. the stages occur in sequence, but we are generally unaware of them. listening influences other skills. experts show that the quality of an individual's listening ability will affect both their spoken and written language development. if the target language sounds are presented to the learners before presenting them in written form, their ease of integrating them will be reflected in their understanding and language production. thus, listening as an essential input material is very important for the students in learning english. it is a highly complex process that draws on knowledge of the linguistic code (language form) and cognitive processing skill (the skill process in mind). voa english as materials in the english listening class. an overview of the advantage of using the voa program as sources of english learning materials as one type of podcast was written by makiabadi and square (2019). in this review, teachers could take advantage of technological developments on android to implement mobile-assisted language learning (mall). one type of electronic program included in mall is voa english program. this report shows that the voa listening website is applicable in the android system. it eases the students to access the listening materials. a report was written by lauer (2011) about the use of podcasts, especially voa english materials, in improving students listening comprehension. based on this report, the use of voa listening materials driven from the voa english website motivates the students to improve their listening skills by customizing listening to the material in the class and outside the class. the voa english website materials provide authentic materials that can help the students learn english efficiently and appropriately. further, laeli, af. & oktarini, w. 23 p-issn 2614-5960, e-issn 2615-4137 most of the teachers implement voa english material with the following activities; a) the students were asked to listen to a particular listening (as the students' topic preference) at their home and present the reports in class orally. b) teachers ask the students to make their listening materials (in the form of video or audio) and ask them to upload them on their own on the voa english website. those activities are yet very challenging but exciting. most of the students are motivated then to improve their listening comprehension. in the next year, lauer (2012) continue investigating hoe the students' opinion toward using voa listening materials. the survey revealed that students showed a positive attitude in using voa as the source input in enhancing their listening skills. voa listening materials help them and make them more interested in listening to activities. pre-experimental research focusing on using english video was taken from the voa english website to increase vocational scholl students' listening comprehension was done by sabinus, bunau, and novita (2013). the research instrument used in this study was a multiple-choice test. the study results show that students' listening comprehension significantly improves after exposure to voa listening materials, especially video. a critical analysis of the students' and teachers' perspectives on using voa english materials in persia was investigated by alavijeh & marandi(2019). based on the survey, voa english materials provide authentic materials, including culture, the natural situation on the use of the language, vocabulary family, and pronunciation practice appropriately. based on some of the above studies, voa english materials provide authentic and appropriate input in learning english, both in the classroom and outside the classroom. besides, all materials provided on this website is straightforward to download, so that both teachers and students are always easy to choose topics as needed. not only that, but the material on the voa program is also designed based on the user's level of english competency, starting from the beginner level to the advanced level. however, none of the previous studies have examined the use of voa listening materials in junior high school who have low english proficiency. research and innovation in language learning vol. 4(1) january 2021 p-issn 2614-5960, e-issn 2615-4137 24 methods this study aimed to investigate how is the implementation of adopted learning instruction and materials from the voa video english program for junior high school listening class. twenty-one students participate in this study during school hours. they were selected based on the students' english proficiency, particularly for students' listening skills seen from the teacher's documentation. the data were collected from field notes and questionnaires. the field note results obtain data about the extent to which voa listening teaching materials can actively foster students' motivation to participate in listening learning classes. during the observation using fieldnote, the english teacher of the class and the second researcher participate as the observer, while the first researcher play as the instructor who implements voa adopted instruction and materials in teaching listening. the fieldnote results from both the english teacher and the second researcher were analyzed to know how the students' participation during voa materials implementation. the analysis focused on the students' responses to the researcher's instruction in the listening activities. the questionnaire has adapted from sawitri et al. (2017) then the context changed into listening materials. the questionnaire was used to know students' responses in using listening material from the voa learning english program. results and discussion the implementation of voa listening material this research was conducted based on the results of interviews with english teachers at the school. in the interview, the teacher revealed that the listening ability of the 8d graders was fragile. this teacher's conclusion is based on the assumption that listening to and understanding indonesian alone is very weak, especially if given learning to listen in english. so during the semester, the teacher never facilitates his students to improve their listening skills (listening). the research was conducted in four meetings, from the 3rd, 4th, 10th, and 11th march 2020. at each meeting, researchers and teams provided listening learning with the theme of narrative text, using teaching material taken from the voa learning english laeli, af. & oktarini, w. 25 p-issn 2614-5960, e-issn 2615-4137 program. the material taken from the voa learning english program is in the form of video, with a beginner level. figure 1. the class situation at the first meeting, the topic given was "yesterday was amazing." activities provided are students asked to sort randomized sentences into a story following the video that has been given. students work on this activity in groups. this video from voa was played three times. students only listened to the audio from the video in the first and second rounds without being shown the visuals. finally, students were allowed to listen and see the visual in completing the task to arrange sentences into a paragraph. at this first meeting, students still look unfamiliar with the forms of activities that are given. most groups ask for an extension of time to complete their assignments. finally, at this meeting, it takes longer to complete the activity, so researchers have less time to review the tasks that have been done in groups. however, actively participating in the activity, the students seemed enthusiastic to participate in the activity; they were active discussions in the group. based on observations, they divided their tasks in solving problems. two students have listened to the audio, one student has prepared papers to stick to the answers, and the rest of the students in the group read the sentences provided in the cards. from these observations, it can be concluded that students do the group activities effectively. furthermore, at the 2nd meeting, the topic given was "i passed." the stages of activities given are the same as the activities given at the first meeting. the difference is the formation of different groups from the first meeting. the aim was that students could work together with all the characters of their friends. at this meeting, students have begun to understand the process stages of the activity. they can complete the task, research and innovation in language learning vol. 4(1) january 2021 p-issn 2614-5960, e-issn 2615-4137 26 arranging sentences to become a paragraph following the time determined by the researcher. at this meeting, researchers have more time to review and provide feedback on the work done. from the work results at this meeting, students can arrange sentences following the video's storyline. the results were better than their work at the first meeting. then the 3rd meeting, "i was minding my own business," and at the 4th (last) meeting was "long time ago." the activities at this meeting are the same, students make small groups according to the lottery from the researchers, and they are asked to identify the ways in the video based on the generic structure in the narrative text. from observations at the 3rd and fourth meetings, they recognized new vocabulary they had not found before in the video, even though they still did not know the meaning of the word in indonesian. students asked the researchers that they heard a new word and asked what the word meant in indonesian. therefore, the researchers helped students to understand the word in indonesian. regarding the information conveyed in the video, students can retrieve the information submitted even though it is not sufficiently obtained from the language used but is also influenced by the video's visual appearance. from the observations recorded in the fieldnote, it can be concluded that learning using teaching materials from voa learning english can help students learn to hone their listening activities in english. however, it is essential to note that, in addition to choosing the material that matches the level of english language ability in voa learning english, teachers should combine with activities that can make students actively participate in these activities. as saraswaty (2018) suggests, teachers play an essential role in providing activities, strategies, and materials to improve their english listening skills. further, teachers should be able to arrange the materials from the basic to the complex level. in this study, the activities designed by researchers are small groups discussion and puzzle games. this present study also supports previous study finding that the use of authentic material like video from voa english program could engage students' motivation to be involved in listening class activities (tasya et al., 2018). besides, the use of adopted materials from the voa english program could laeli, af. & oktarini, w. 27 p-issn 2614-5960, e-issn 2615-4137 attract the students' enthusiasm to learn english listening skills with an informative, detailed, and exciting report (astuti et al., 2019). students' responses toward the implementation of voa listening materials. to find out students' responses to teaching materials from voa learning english, researchers gave a questionnaire. this question is given in the form of google form after the research implementation activities are completed. fill out via google form because the school's learning activities were closed because of the covid 19 virus outbreak. table 1. students' response no. question ∑n answer yes no 1 is the english used in the video easy to understand? 21 58,8% 41,2% 2 do you enjoy learning listening (listening) in english subjects using the video? 21 100% 0% 3 do you have a high motivation to learn listening (listening) in english subjects using the video? 21 76,5% 23,5% 4 do you think that learning to listen using this video can help you learn english in class quickly? 21 88,2% 11,8% 5 can the learning video help you to add new vocabulary in english? 21 94,1% 5,9% 6 can the learning video help you to capture information delivered using english? 21 76,5% 23,5% 7 do you still want the teacher to use the video later in learning to listen to english in class? 21 88,2% 11,8% the questionnaire results show that data was obtained in the field note was strengthened by information obtained from the students' answers to the questionnaire. information obtained includes students feeling happy and motivated in listening to learning using teaching materials taken from the voa learning english program. therefore, students hope the teacher will still be able to use voa teaching materials in listening activities. besides, students also stated that they could find new vocabulary while listening to videos from the voa learning english program. it is supported by (astuti et al., 2019; muzdalifah, 2018) report that videos from the voa english program provide the students with a large amount of repeated vocabulary and diverse contexts. further, the material from voa can also help students to train them in improving their ability in listening skills. the voa english website's materials can be used as either the primary or supporting materials in teaching and learning english. it also engages research and innovation in language learning vol. 4(1) january 2021 p-issn 2614-5960, e-issn 2615-4137 28 students' motivation and competency in english skills (listening, writing, reading, and speaking) (wahyudi, 2013; phu'ong, 2011). conclusion and recommendation the use of listening material from the voa program as a source of listening learning material can motivate and assist students in the listening learning process in the classroom. further, the material used in learning to listen is in the form of videos with the selection of themes appropriate to students' daily activities. the voa program also provides various listening material with many exciting themes and matches the level of students' english proficiency, from beginner to advance. moreover, this study's results will be an alternative learning activity that is innovative and fun that can be used by english teachers in class. there are some limitations weaknesses in this study. one of them is that the researcher did not analyze which learning strategy is suitable for using listening material from the voa program for junior high school students. in this study, researchers still focus on using voa listening material as teaching material in listening learning. therefore, future researchers are suggested to research collaboration between specific strategies or learning techniques with voa material in listening learning that can help junior high school students learn listening more effectively. acknowledgment most enormous gratitude is given to universitas muhammadiyah, who is supported financially in conducting this research through an internal research program. and special thanks to principle and english teacher of mts. negeri 5 arjasa jember, who has allowed conducting this research in the class. references alavijeh, k. k., & marandi, s. s. 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(2017). respon siswa terhadap penggunaan modul mnemonik dengan metode rwp (reading-writing-presentation) dalam pembelajaran biologi di smk analis kesehata. jurnal pendidikan dan pembelajaran sains, 2(1), 1–8. tasya, m. b., tohidin, & prajana, n. (2018). the effectiveness of voa news video as the teaching. 3(2), 159–168. trinh, v. d. (2018). non-english majored learners' attitude toward efl teachers' use of ict in teaching listening. european journal of education studies, 72–87. https://doi.org/10.5281/zenodo.1332550 wahyudi, n. s. d. (2013). teaching listening comprehension through voice of america (voa). journal of chemical information and modeling, 53(9), 1689– 1699. https://doi.org/10.1017/cbo9781107415324.004 research and innovation in language learning vol. 4(1) january 2021 p-issn 2614-5960, e-issn 2615-4137 30 zhang, j. (2019). research on the strategy-based instruction of news broadcast listening for english minors in china. journal of language teaching and research, 10(1), 103. https://doi.org/10.17507/jltr.1001.12 conflict of interest authors do not have conflict interest. author biography anita fatimatul laeli is an english lecturer at english education program in universitas muhammadiyah jember. her interest is in tefl research. her sinta id is 6173699 research and innovation in language learning vol. 3(2) may 2020 pp. 71-84 pissn: 2614-5960 e-issn: 2615-4137 http://jurnal.unswagati.ac.id/index.php/rill copyright 2020@ dita septiana, nurhadianti, dinar purwati, didik murwantono 71 article using conversation websites for improving intercultural exchange and maintain interpersonal relationships of university students in education 4.0 dita septiana ditase1209@gmail.com magister program of english education, universitas ahmad dahlan, indonesia nurhadianti nurhadiantihar12@gmail.com magister program of english education, universitas ahmad dahlan, indonesia dinar purwati dynar.anisa13@gmail.com magister program of english education, universitas ahmad dahlan, indonesia didik murwantono didik_025@yahoo.com magister program of english education, universitas ahmad dahlan, indonesia abstract the reality of education 4.0 is undeniably true of contemporary higher education systems. this is demonstrated by technological developments and online-based developments. this phenomenon is a challenge of any kind, particularly for students to adapt to the creation of learning processes. therefore, the purpose of this paper is to explore the students ' improvements in their communication exchange skills and establish interpersonal relationship skills through the use of conversation exchange websites. there were six females and four males of students that has been using conversation exchange from some countries taken as participants. this survey was carried out using the video call feature in the application tool. the semi-structured interview was used to obtain information from students on the specific theme of fun and easy conversation exchange in foreign language communication as a part of the educational challenge 4.0. by using the structural analysis, ten students have fully agreed to the use of a conversation exchange website to improve foreign language communication skills. all males and females were 90% willing to use the conversation exchange website as a measure of the effects of the use of conversation exchange through semi-structured interviews with three questions. the results show that the students ' attitudes have been welcomed by the conversation exchange website to enhance their communication skills in foreign languages. therefore, the use of septiana, d., nurhadianti, purwanti, d., & murwantono, d. 72 p-issn 2614-5960, e-issn 2615-4137 conversation exchange should be widely introduced to increase the ability to communicate in a foreign language. keywords: communication skills, conversation exchange, education 4.0, intercultural exchange, personal communication sari realita dalam pendidikan 4.0 tidak dapat dipungkiri bahwa telah merpengaruhi sistem pendidikan tinggi. hal ini ditunjukkan oleh perkembangan teknologi dan perkembangan pembelajaran berbasis online. fenomena ini merupakan sebuah tantangan, terutama bagi siswa untuk beradaptasi dalam proses belajar mengajar. tujuan dari penelitian ini adalah untuk mengeksplorasi kesan siswa terhadap penggunaan situs web conversation exchange untuk meningkatkan keterampilan berkomunikasi. ada enam wanita dan empat pria yang sudah menggunakan convesation exchange dari beberapa negara dipilih menjadi partisipan. survei ini dilakukan dengan menggunakan fitur panggilan video di dalam berbagai aplikasi. wawancara semi-terstruktur digunakan untuk memperoleh data dan informasi dari siswa tentang tema khusus penelitian ini yaitu penggunaan conversation exchange yang menyenangkan dan mudah, dalam komunikasi bahasa asing sebagai bagian dari tantangan dalam pendidikan 4.0. dengan menggunakan analisis struktural, sepuluh siswa telah sepenuhnya menyetujui penggunaan situs convesation exchange untuk meningkatkan keterampilan dalam berkomunikasi bahasa asing. semua partisipan baik pria dan wanita 90% bersedia menggunakan situs conversation exchange sebagai tolak ukur dari efek penggunaan conversation exchange yang dilakukkan melalui wawancara semi-terstruktur dengan mengajukan tiga pertanyaan. pada akhirnya, situs conversation exchange dalam meningkatkan keterampilan komunikasi bahasa asing disambut baik oleh siswa. oleh karena itu, penggunaan situs conversation exchange harus diperkenalkan secara luas untuk meningkatkan kemampuan berkomunikasi dalam bahasa asing. kata kunci: conversation exchange, hubungan interpersonal, pendidikan 4.0, keterampilan berkomunikasi received 019-12-28 accepted 2020-05-30 published 2020-06-01 doi 10.33603/rill.v3i2.3015 apa citation: septiana, d., nurhadianti, n., purwanti, d., & murwantono, d. (2020). using conversation websites for improving intercultural exchange and maintain interpersonal relationships of university students in education 4.0. research and innovation in language learning, 3(2), 71-84 http://dx.doi.org/ 10.33603/rill.v3i2.3015 introduction the use of the conversation exchange website for communication is one of the concrete forms of technology development. the development of technology has a great important role in education 4.0 enforcement because the roles of technology assist the teaching and learning process in this digital era. one of the developments in education http://dx.doi.org/10.33603/rill.v3i1 http://dx.doi.org/10.33603/rill.v3i1 research and innovation in language learning vol. 3(2) may 2020 p-issn 2614-5960, e-issn 2615-4137 73 4.0 identified by hussin, (2018) is that learning can take place anywhere at any time. elearning resources offer great opportunities for online and self-paced learning. it is also supported by halili, (2019) information is available in education 4.0, and the teaching and learning have become fluid. in this era, online-based is very widely used and become one of the most frequently used in the education field. online-based implementation in education has become a trend among students these days. this trend refers to an intercultural relationship that builds conversations exchange and foreign language communication skill. conversation exchange refers to the way of practice language we would like to learn with native speakers who their turn to learn the language we speak fluently. according to ahn, (2016) a conversation exchange or language tandem may be a means for language learners to practice their abilities casually: two folks learning each other's language meet, either face-to-face or online and connected for a united quantity of your time in a language so within the alternative, sometimes with no pre-established information and activities. based on sheth, (2016) a foreign language plays a role as a means to understand other cultures. furthermore, the communication of foreign language refers to the process of personal development, which means when someone has already been able to speak a foreign language their insight of knowledge will increase broadly. communication in foreign languages often requires skills like communication and intercultural comprehension. lópez-rocha, (2016) argues that people’s desire to communicate with people from other countries and culture in their own language. intercultural communicative competence refers to the level of competence of the person can contrast among the four dimensions (listening, speaking, reading and writing) and also the different languages, and the social and cultural context, setting, needs and/or desires of the individual. nowadays, one of the main concerns of foreign language learners in communication skill is to have quick and easy access to a wide variety of features which can help them learn a language between teacher and the students, e.g. giving supervision in language class (misdi, n., kusriandi, w., & tambunan, a. r. s. (2020) that z-generation has septiana, d., nurhadianti, purwanti, d., & murwantono, d. 74 p-issn 2614-5960, e-issn 2615-4137 their own learning style (sari, (2019). hand-held devices, specifically mobile phones, fit into students' pockets, so they can use them almost everywhere, at any time, and for any kind of learning (benini and murray, 2013). in other words, technological devices carried easily by learners to provide ubiquitous learning (godwin-jones, 2011). the mobile phone has become so prominent and popular almost all over the world. with the development of the electronic network, there are many of language learning to communicate applications. based on nushi, (2016) there has been evolved by people beyond of the field of second language instruction and their effectiveness cannot and should not be taken for granted. hence, this review focuses on one mobile language learning application, "conversation exchange", to explore the learning possibilities the application offers to foreign language learners. conversation exchange website enables us to connect with other people around the world in learning language, especially english. it allows us to choose people from a country that we want to communicate with (wang et al., 2016). in conversation exchange, it also presents the profile of every member. we can inform our personal information such as the language we speak, the country we lived in, our interest of language we want to learn, and in which our level of english as the main language to connect with other people inside. conversation exchange work by connecting folks over a text, audio, or video service to facilitate communication. usually, people can merely connect somebody over a text or email first, so they can both decide the most effective way to continue talking (cziko, 2013). there is also a searching tool that lets us characterize our perfect language partner. the user will select what language they speak, what language they're learning, their skill level, country, town, kind of exchange, age, gender, and name (nushi & makiabadi, 2019). the explanation above persuades the researchers to conduct research dealing with conversation exchange to support communication skill development of foreign language in this 4.0 era. this analysis measures the extent of participants' communication research and innovation in language learning vol. 3(2) may 2020 p-issn 2614-5960, e-issn 2615-4137 75 exchange skills after using conversation exchange to connect with people all around the world in learning english. this study aims to find out and present the data in qualitative on the extent to which a person's interpersonal relationship and communication exchange skills can develop by using a medium and utilize a website as a language learning aid. there is a great deal of debate and in-depth analysis of the use and advantages or disadvantages of using an exchange program and tend to challenge (taopan, (2020). instead, this research focuses on the investigation of a person’s communication exchange skills and how they preserve the interpersonal relationship after using the exchange website. the goal here is to overcome hurdles in action and thus to determine the downside of people who are going to build or start to do a communication exchange by using an exchange website to make well-read choices in the process of implementation. there were previous studies that examined the use of conversation exchange that mostly in kind of an application. in that language exchange applications have some features that the user has to do the payment first if they want to get the complete features. the application such as hellotalk and billingua provide some features that have to download and do the additional payment. in contrast, the conversation exchange website is very flexible for people to use because all of the features inside are provide freely. thus, in this research, we examine the use of this website by asking some peoples that already use it. therefore, the research questions of this study are stated as follows: 1) how far do participants use conversation exchange? 2) how influential conversations exchange on the participant’s communication skills 3) how is the personal opinion of participants regarding the use of conversation exchange in improving communication skills? research method this research aims to investigate the communication exchange skill and interpersonal relationship of students in analytical research methods with a qualitative approach to determine how to search, collect, process and analyze data from the research results. septiana, d., nurhadianti, purwanti, d., & murwantono, d. 76 p-issn 2614-5960, e-issn 2615-4137 this research is employed to assist the researchers to find but people feel and why they feel as they are doing and as merriam, (1998) explains in qualitative studies, the key concern understands the phenomenon of interest from the participant's perspective, not the researchers. the qualitative analysis aims to get an entire image relating to a matter according to the human point of view studied. qualitative analysis expounded on the concepts, perceptions, opinions, or beliefs of the people studied and all of them cannot be measured by numbers. in this research, the researchers used purposive sampling to determine the sample. purposive sampling technique is particularly applied in qualitative research. as stated by patton, (2012) qualitative methods are, for the most part, intended to achieve a depth of understanding. purposive sampling techniques place primary emphasis on getting a comprehensive understanding by continued to sample until no new substantive data is acquired (etikan, 2016). in purposive sampling, subjects are selected regard on study objectives with the assumption that each participant can offer distinctive and made info valuable to the study. that was the reason for researchers used purposive sampling because the entire sample did not have the same criteria as the researchers decided from the beginning. therefore, the sample had chosen deliberated based on the specific criteria that decided by the researchers to get the representative sample. there were some criteria of students that became the sample in this research: 1) the students used conversation exchange for more than 5 months, 2) the students used conversation exchange as their communication tool, and 3) the students were university students. thus, the result was 6 females and 4 males of students as the participants who were the users of web conversation exchange from all over the world. the data collection of this research was semi-structured interviews conducted in a conversational style using social media features in the form of video calls. semistructured interviews were chosen to permit the participant a degree of freedom to clarify their thoughts and to focus on areas of explicit interest and experience that they felt, likewise on enabling certain responses to be questioned in bigger depth, and particularly to bring out and resolve apparent contradictions (horton et al., 2004). research and innovation in language learning vol. 3(2) may 2020 p-issn 2614-5960, e-issn 2615-4137 77 in analyzing the data, the researchers began with arranging a set of descriptive comments on the interview transcription. a descriptive comment was used to establish the content data being collected. in creating a descriptive comment, there are some underlying keynotes such as description, explanations, and emotional responses (cooper et al., 2012). result and discussion findings are formed by the analysis of the answers given in semi-structured interview type and they are given under the headings. the information of the analysis is summarized in three main headings; the usage, influence and strength and weakness of using conversation exchange in language learning. in these main headings, classes are detailed among the subheadings. besides, the participants’ names were not included but they were only abbreviations, such as fp1 (the female participant 1), mp2 (the male participant 2), and so forth. the usage of conversation exchange when the participants were asked about the use of conversation exchange websites as their media to communicate in english with foreigners, all those participants have a different experience. the findings show that seven out of ten participants have used conversation exchange for more than 1 year, while the rest have only used it for about three months. participants stated that using conversation exchange made it easy for them to connect with many people from all over the world. they got more than 50 new friends in a year. meanwhile, according to participants who have just used this website, they only get about five to ten people who respond to their friend requests. two participants revealed that they had met directly with their friends from a conversation exchange website, then, they make an appointment and go for a walk together. "i already use this web site for nearly three months. it started when my friend recommended this conversation exchange to me and now i have a beautiful friend from turkey" (fp5) “as long as i used conversation exchange, i get more than 50 friends in less than two years. but, so far there is only about 20 people that intensely communicate with me until right now" (mp1) “looking for friends to speak english with, in this conversation exchange is relatively easy. i have only used it for more than 5 months and already have 6 friends from korea, china, and septiana, d., nurhadianti, purwanti, d., & murwantono, d. 78 p-issn 2614-5960, e-issn 2615-4137 thailand” (fp4) “me and my friends from conversation exchange have very much things to tell each other, so we decided to use an application such as wechat and skype to communicate to make us easier in our daily conversation. because we have quite intense communication time which almost every day” (mp4) the participants' statements above represent that many people around the world have already used conversation exchange to connect with foreigners. they stated that after using this website for more than three months they made new friends and were able to communicate intensely. that means the conversation exchange website has connected many people from various countries in the world. the users begin their connection through room chat of conversation exchange itself. then, after getting more familiar, they tended to ask each other for personal contacts like wechat and many other applications. by interacting directly with foreigners whether it's meeting in person or through social media like wechat, it allowed students to speak in english so they can connect with their friends. applications like wechat can facilitate the students to connect with more people to improve communication skills (wang et al., 2016). to have a friendship relation and become closer, the students come through a long step of communication they have built. the factors such as curious about culture, native language exchange, and personal interest are become the reason they finally got into a long conversation. it takes a very long time when they are doing a conversation, even some of them communicate almost every day. the influence of using conversation exchange communication skills the participant stated that conversation exchange websites helped them in learning a language. eight out of ten participants felt very significant differences when they had a conversation with others. most of them discover the confidence increased in communication with foreigners and also more fluent when communicating in english. furthermore, the improvement felt by two participants that just used conversation exchange for about three months, it occurred in several specific aspects in communication such as pronunciation, vocabulary, and meaning. “there was so many changes that i feel after using c.e especially in my communication skill i feel like easier to start a conversation with a foreigner, and i do feel that i increased in my daily conversation in english” (mp2) “it is can’t be denied that talking with foreigner can help us got our improvements in research and innovation in language learning vol. 3(2) may 2020 p-issn 2614-5960, e-issn 2615-4137 79 communication skills. it because i felt like more challenged in develop my conversation in english since the topic are very interested to discuss" (fp1) it indicated that conversation exchange presents positive effects for the participants in increasing english communication skills. the absolute distinction that appears when participants used conversation exchange was the partner of communicating which is an english learning foreigner from all over the world. participants are more interested and motivated when they communicate in english with a foreigner. in lin, shie and holmes, (2017) findings stated that the students' perceived that the language exchange interaction contributes to them in using english to speak with foreign peers effectively and, at the same time, supported develop their english capability. nowadays, students are no longer able to keep depend on school or educators if they want to be proficient in english. they need to found their way, just like using conversation exchange as a medium to build up student communication skills. some factors influencing the communication skills of students when they learn language through language exchange approach. the recognition from participants about what made their english improved in language exchange was that frequent communication with interesting topics leads their interactions to be more intense so that it affected their communication skills. as stated by lavalle and briesmaster, (2017) during our daily routines, we use oral language in a variety of situations where we have to speak properly to communicate well with each other. for language learners by accessing to conversation exchange websites has great potential for improving communication skills, by finding appropriate language partners with compatible with their interests and tools to connect with each other, (cziko, 2013). therefore, language exchange using this website <https://www.conversationexchange.com/> allows students to find partners from all over the words. networking the participant claims that the use of conversation exchange is not only for a bridge them in improving their communication skills but also become a media to connect with people around the world and making friends with them. "i have met joe twice, he is from korea and he is a kind person” (fp3) https://www.conversationexchange.com/ septiana, d., nurhadianti, purwanti, d., & murwantono, d. 80 p-issn 2614-5960, e-issn 2615-4137 "of course i have many friends. since i was interested in arabic that's why most of my friends in conversation exchange were from like united emirates arab" (mp4) "now we going to make some project in her country, this project have been our plan since 2 years ago” (fp2) this proves that the use of a conversation exchange website does influence friendship and business relations. during the language exchange, students actually build new friends and connections. it will even be useful for people's careers as a result of it's an excellent tool to seek out friends round the world. in order to have real-life connections with people abroad is not difficult. recently, as long as the students have an internet connection they can reach the world. a language exchange allows its users to make free phone calls for a better and friendlier language learning experience with people all over the world (nushi & makiabadi, 2019). through this feature, students become familiar with casual and informal talk of the target language which is influencing their language acquisition. expanding knowledge researchers found answers from participants that conversation exchange has also increased their knowledge. four of the participants admitted that they had learned a lot about the culture of their friends. in addition, they said that when they found a friend who is a student also or a friend at the same age, mostly they would often exchange information about everything they had learned in college. "i have a friend from japan, she is smart, if i ask one thing about my assignment she continuously offers some good recommendation, like when i ask a few good topic for my writing task, then she helps me until my work is completed, that was extremely helped" (mp1) “i’m so interested in korean culture, i have seen all about korea from the movie and variety show i've watched. korean food is also my favorite, there are so many kinds of spicy food. i can't handle it every time i talked about korea, it is driving me curious to know more about korea (fp5) by actively participating in a very language exchange process with their friends, students not only enhance their learning of a new language however also enrich a general knowledge and learn new things regarding different cultures. it is essential to students' language development due to the cognitive, affective, and activity desires of the language for these students to become academically successful in education (tai, 2019). in their intense communications, the student can interpret the culture of their research and innovation in language learning vol. 3(2) may 2020 p-issn 2614-5960, e-issn 2615-4137 81 partners, thus it facilitated the development of knowledge for the students about many things come over the world. furthermore, the utilization of technology to encourage language exchange online might produce that vital area for increasing students’ language skills, general knowledge, and intercultural competences (lin et al., 2017). sharing interest the use of conversation exchange as media to learn a target language like english, also assign another influence. the participants stated that they can share their interests with others on this website. “we can choose our friend based on the same interest, and then we can connect to each other while talking about our hobbies” (fp6) “most of my friend has the same music genre like me, we like pop-rock music” (mp3) the feature of the conversation exchange such as the search system to find a friend is very profitable. they can select the criteria of individuals that they want to be a friend with supported their desire. conversation exchange allows the users to search manually such as options of the country they want, the language, hobby, music genre, movie, sports, etc. this becomes much easier with a language exchange website which provides the possibility to discover a language friend with the same interests. strength and weakness almost all of the participants agree that the use of conversation exchange websites extremely helped them in improving their communication skills. however, two participants express their dissatisfaction in using this website. “in the beginning, it was very difficult to use this conversation exchange; especially there is no notification when a new message comes" (fp2) the weakness of this website is not very influential in the process of using the website. that is why conversation exchange gives users the option to select several social media that are used frequently throughout the world. lately, social media like whatsapp, facebook messenger, and twitter are the most popular. so, when a user has found a friend from a conversation exchange and he is likely to be invited to communicate further, they can ask each other for their contacts so that they can connect through social septiana, d., nurhadianti, purwanti, d., & murwantono, d. 82 p-issn 2614-5960, e-issn 2615-4137 media. interacting through social media will make it easier for them to share information and communicate with each other. however, this feature at the same time is the strength of this website because it makes it easy for students to choose the media that appropriate to what is being used. another feature of this website is the demonstration of the users’ nationality, native language, practicing language, hobby, and interest. hence, the search system of the conversation exchange allows students to find a friend based on their desire. this feature lets users know whether they are a match to interact. conversation exchange enables the user to access these tools 24 hours with no limit. conclusion and recommendation the development of education 4.0 has significantly influenced the language learning process. a language exchange is an appropriate learning method to be applied in language learning especially in communication skills like the use of a conversation exchange website. as our analysis of the participants indicates, conversation exchange presents positive effects for the participants in increasing foreign language communication skills. the findings indicate that the participants seemed to find enjoyment and interest, and therefore motivation, in the use of conversation exchange websites they also found somewhat advantages, which they feel the improvement in their speaking and communication skills. the use of conversation exchange not only influences them in learning the language but also, does other exchanges, such as culture, interest, and knowledge. it can be considered a coincidence that increased the need for knowledge of the foreign language has also provided new resources. electronically linking distant other languages is an obvious way to improve general knowledge and cultures. overall, most of the students believe that conversation exchange websites can help them in improving their target language ability. the students that have been interviewed mentions the positive result of using conversation exchange and its found effective. in addition, the conversation exchange website claims to a very flexible and useful in learning a foreign language especially to improve communication skills. this study has important implications for teachers or lecturers to use some media like research and innovation in language learning vol. 3(2) may 2020 p-issn 2614-5960, e-issn 2615-4137 83 conversation exchange in their teaching models. we recommend that the following researchers can take account of the use of other technology in the teaching-learning process in order to improve students' communication skills. in this sense, we believe that our research has many contributions to the development of technological science in the field of education, especially for young foreign language students. this research is designed systematically where the reader can easily understand the contents and their intentions. our findings suggest the fact that the exchange website can be an appropriate tool to increase communication exchange skills and intercultural relationships. references ahn, t. y. 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(2016). exploring the affordances of we chat for facilitating teaching, social and cognitive presence in semi-synchronous language exchange. australasian journal of educational technology, 32(4), 18– 37. https://doi.org/10.14742/ajet.2640 conflict of interest no potential conflict of interest is reported. author biography dita septiana, nurhadianti, and dinar purwati are english graduate students of universitas ahmad dahlan. their research interest are about language learning and teaching methodology. they can be contacted at ditase1209@gmail.com, nurhadiantihar12@gmail.com, dynar.anisa13@gmail.com didik murwantono is the lecturer in universitas ahmad dahlan. his is research interest is about culture and elt. he can be reached at didik_025@yahoo.com mailto:ditase1209@gmail.com mailto:nurhadiantihar12@gmail.com mailto:dynar.anisa13@gmail.com mailto:didik_025@yahoo.com research and innovation in language learning vol. 3(1) january 2020 pp. 57-70 pissn: 2614-5960 e-issn: 2615-4137 http://jurnal.unswagati.ac.id/index.php/rill copyright @2020 irma wahyuni 57 fostering first language skills through early listening activities: a case study on a pre-school child’s language acquisition irma wahyuni wahyuniirma96@gmail.com wahyuni.irma@stkipm-bogor.ac.id english language education department, stkip muhammadiyah bogor, bogorindonesia abstract language skills acquisition in children indicates a remarkable achievement for every parent as the ability of comprehending and producing the language is one of the most important basic skills in human‟s development. approaching the age of five, a normal child‟s language development is in a complex-linguistic period where she is able to produce a language with a firm grammatical structure as adults conduct. interestingly, this happened without a regular and structured grammar learning process. however, some factors play significant roles to activating cognitive systems in children (wahyuni, 2019) which stimulates their language skills. the most basic language skill in children that is able to be fostered early is listening skill which they have needed and acquired before they reach their first year of age and will be continuously developed during their language development journey. listening becomes crucial for them as it cognitively creates a comprehensible input before creating outputs for them to producing the language, before they start speaking. applying an intrinsic case study on a pre-school (near five-year old) child, this qualitative research tries to describe how the process of early listening skill can be trained by parents or care-givers to stimulate children‟s language skills acquisition in their first language (l1) skills acquisition. specifically it sheds some light on how early listening skill foster l1 skill in children. some suggestions regarding improvement strategies related to establishing early listening skills in children are presented as well as additional implication of this study for future researches. keywords: language skills, acquisition, language development, listening skill sari penguasaan keterampilan bahasa pada anak-anak merupakan sebuah pencapaian luar biasa bagi setiap orang tua karena kemampuan memahami dan memproduksi bahasa adalah salah satu keterampilan dasar yang paling penting dalam perkembangan manusia. menjelang usia lima tahun, perkembangan bahasa anak yang normal berada dalam periode linguistik kompleks di mana ia dapat menghasilkan bahasa dengan struktur tata bahasa yang kuat seperti yang dilakukan orang dewasa. menariknya, ini terjadi tanpa proses pembelajaran tata bahasa yang teratur dan terstruktur. namun, beberapa faktor memainkan peran penting untuk mengaktifkan sistem kognitif pada mailto:wahyuniirma96@gmail.com wahyuni, i 58 p-issn 2614-5960, e-issn 2615-4137 anak-anak (wahyuni, 2019) yang merangsang keterampilan bahasa mereka. keterampilan bahasa yang paling mendasar pada anak-anak yang dapat dibina sejak dini adalah keterampilan menyimak yang mereka butuhkan dan peroleh sebelum mereka mencapai tahun pertama mereka dan akan terus dikembangkan selama perjalanan perkembangan bahasa mereka. mennyimak menjadi penting bagi mereka karena secara kognitif ia menciptakan input yang dapat dipahami sebelum menghasilkan output bagi mereka untuk memproduksi bahasa, sebelum mereka mulai berbicara. menerapkan studi kasus intrinsik pada anak pra-sekolah (berusia hampir lima tahun), penelitian kualitatif ini mencoba menggambarkan bagaimana proses keterampilan menyimak sejak dini dapat dilatih oleh orang tua atau pengasuh untuk merangsang peningkatan keterampilan bahasa anak-anak dalam konteks pemerolehan bahasa pertama (l1) mereka. secara khusus studi ini akan menyoroti bagaimana keterampilan menyimak sejak dini dapat menumbuhkan keterampilan berbahasa pada anak-anak. beberapa saran mengenai strategi peningkatan keterampilan menyimak dini pada anak-anak disajikan sebagai implikasi tambahan dari penelitian ini untuk bahan penelitian di masa yang akan datang. kata kunci: pemerolehan keterampilan berbahasa, perkembangan bahasa, keterampilan menyimak received 2020-01-04 accepted 2020-01-31 published 2020-01-31 doi. 10.33603/rill.v3i1.3040 introduction a plethora of language learning studies have shown that listening comprehension has a significant role in the process of language learning (ahmadi, seyedeh, 2016). it is due to the process of decoding a language in the listening comprehension process that creates inputs in human‟s cognitive system. with these inputs, humans can produce a language in a form of speaking skill. in other words, listening and speaking skills are closely related each other. therefore, they cannot be separated as they involve several organs in human body which are integrated, namely brain, mouth, and ear. listening is the first language skill that is acquired by human before the other skills are achieved. not similar to hearing which is a part of psychological process, listening is defined as a conscious process that requires people to be mentally attentive (low & sonntag 2013 as cited in caspersz, 2015). as listening is a very fundamental skill in language learning as well, it is necessary to pay more attention to learn it (yazdanpanah & khanmohammad, 2014). with these importance of listening skill in relevance to language development as well as language learning process, it is no doubt that it should be learnt by language learners as early as their linguistic period in their life is begun, http://dx.doi.org/10.33603/rill.v3i1.3040 research and innovation in language learning vol. 3(1) january 2020 p-issn 2614-5960, e-issn 2615-4137 59 especially between age of 3-5 years old. erica hoff (2009) in her book chapter titled language development at an early age: learning mechanisms and outcomes from birth to five years in the early childhood development encyclopedia “language development and literacy” stated that by the age of 5, children essentially master the sound system and grammar of their language and acquire a vocabulary of thousands of words (rvachew, 2018). it means that at this language development stage, inputs can be provided for children through natural language learning process which might be conducted outside of the formal classroom setting. in relation to it, this research aims to present one of the possible strategies to deliver the inputs in order to stimulate outputs in children language skills acquisition process through conducting early listening skill. in the listening process, bottom-up, top-down, and interactive processing is involved. in bottom-up processing, listeners use the acoustic message, individual sounds, or phonemes, together make up phrases, clauses, and sentences then combine the sentences to create ideas and concepts and relationship between them, while top-down processing emphasizes the use of prior experience and the surrounding context which enables listeners to comprehend input (wolvin 2010, as cited in binti abu bakar, 2019). interactive processing, however, involves both bottom-up and top-down processing (wolvin, 2010, as cited in binti abu bakar, 2019). this complex process creates a perspective that although it is perceived as the most fundamental language skill to learn, listening comprehension is one of the most difficult language skills as well. in relation to it, some researches had explained about listening obstacles faced by language learners especially children are due to auditory processing disorder (apd) present with normal hearing, but have barriers in comprehending speech, particularly when surrounded with background noise (roebuck & barry, 2018). as originally perceived, the disorder was specific to the auditory inputs processing. however, the apd status as a reliable diagnostic category is still questioned and debatable (wechsler, as cited in roebuck & barry, 2018). besides, the listening difficulties in normal children also caused by immature hearing during the first decade of life is more strongly influenced by top-down mechanisms than in adulthood (moore, 2012). the other difficulties are due to first language acquisition problems, namely: grammatical errors, wahyuni, i 60 p-issn 2614-5960, e-issn 2615-4137 phonological errors, incorrect utterances, imitation, repetition, correction, indicating the question, learning by experiences, and laziness (hutauruk, 2015). apart from those problems, many researchers pointed out the solution to the language skills (including listening) problems for adult language learners. however, only a few researches discussed the strategies to fostering language skills acquisition in children. hence, utilizing the case study approach on a pre-school child, this research gives insight to parents, language learners, teachers, as well as researchers on how the early listening skill can foster first language skills acquisition in children. this research may also anticipate the listening barriers in language learners by early listening skill since they achieve their formal education at school institution. the early listening skill presented in this study is conducted by employing direct listening technique through reading bedtime stories aloud, and let the child listening to it. this early intervention explained in this research would clarify whether and how it affects the other language skills other than listening as well. methods research design this research utilized qualitative descriptive design. it means a research studies that investigate the quality of relationships, activities, situations, or materials (fraenkel, wallen, hyun, 2012). unlike the quantitative research, there is a greater emphasis on holistic description in this research – that is on describing in detail of what goes on in a particular activity or situation rather than on comparing the effects of a particular treatment (fraenkel, wallen, hyun, 2012). thus, this theory underlying the design of this research that comprehensively describes the process of early listening skills as a particular activity and how it foster language skills acquisition. meanwhile research approach employed is intrinsic case studies. it is a research in which the researcher is primarily interested in understanding a specific individual or situation. he or she describes, in detail, the particulars of the case in order to shed some light on what is going on (fraenkel, wallen, hyun, 2012). in correlation with the theory, as this research primarily studies the first language skills acquisition in a pre research and innovation in language learning vol. 3(1) january 2020 p-issn 2614-5960, e-issn 2615-4137 61 school child as a specific individual was observed, and early listening skill as a specific activity, therefore intrinsic case studies is the most appropriate approach for it. participants the voluntary participants involved in this research is a pre-school child (female) aged 4,5 years old, named alesya, and her parents. data collection technique the data collection techniques employed in this research were observation, field notes, and semi-structured interview. semi-structured interview aims to search for more information on a particular topic and to entirely understand the answers provided (harrel & bradley, 2009). data analysis technique data collecting technique in the present research is based on stages of qualitative data analysis (lacey & luff, 2009) consist of; transcription, organizing data, familiarization, and coding. data presentation technique the research results are presented narratively in explanation form as well as descriptively in a form of quantitative chart or diagram where relevant. results and discussion the existing language development of the main research participant before explaining the process of how early listening skills are conducted, it is necessary to provide information on how the language development stage of the participant at the present time is. alesya (4,5 years old) has not enter the formal school yet. her language skills learnt through fun learning and playing regularly. routines and patterns are useful to build social relationship and act as intake in the process of creative construction (ratnaningsih, 2017). specifically, she has experienced a natural language learning process through picture books, telling story, listening/watching animation movie, wahyuni, i 62 p-issn 2614-5960, e-issn 2615-4137 playing vocabulary games, etc. in her everyday life. these were occurred since she was three years old. based on the direct observation and interview with her parents, her first language acquisition that existed when the research was conducted can be illustrated briefly by the following table; table 3.1, participant‟s existing language development d language aspects development phonology she could pronounce every words in her l1 (bahasa indonesia) correctly but with some errors in specific phonological sounds for consonants; „r‟ that is pronounced “l” such as in the word “pergi”, she kept saying “pelgi”, and „s‟ that is pronounced “sy” such as in the word “bakso”, she kept saying “baksyo”. lexical resource s she has known various lexical ranges that can be seen from the way she is talking, and guessing various names of animals, plants, and tools when she was playing vocabulary games with her parents. for example when her parent said “can you mention the animal with initial letter „a‟?” (bisakah kamu sebutkan nama binatang dari huruf a?), and she directly answered “ayam” or even “angkilosaurus”. syntax she is able to structure her sentences with an understandable and consistent pattern in forms of simple sentences, compound, and complex sentences. for example she said, “aku lagi ngantuk, males ngomong” (i am sleepy, lazy to talk”), or “bunda, kalau habis makan buah, bijinya ditanam biar tumbuh banyak pohon, terus, udara kita gak panas jadinya” (“mom, as soon as you finish eating fruits, plant its seeds in order to become trees, then the air around us won‟t be hot”). these are some examples of a simple and complex-compound sentence. even though her sentence patterns were not always grammatically and literally correct, but it is understandable for adult version in everyday situation. semantics k she is able to understand the meaning of what was told by her interlocutors in her everyday speech. it can be seen from the way how she actively communicates with her peers, and family members. for example, when her father told her to hear and follow what her mother said during playing with her peers, she clarified by questioning, “maksudnya kalau bunda bilang “iya” berarti boleh, tapi kalau bunda bilang “jangan” berarti gak boleh?” (“do you mean if mom says „yes‟ so i research and innovation in language learning vol. 3(1) january 2020 p-issn 2614-5960, e-issn 2615-4137 63 can do it, but if she says „no‟ it means i am prohibited to do it?”). pragmatics s she has been able to express something she want to say in indirect way in a form of allusive language or “bahasa sindiran”. for example, when she was on travel with her parents, she suddenly saw a retailer brought a bunch of colorful balloons with various characters of cartoon picture, and she wanted to buy it. her parents actually saw it as well, but they pretended to not recognize it. then, she intended to indirectly tell her wish to purchase the balloons by questioning, “ayah, itu barusan tukang apa?” (dad, do you know what is that?). her father replied “apa ya… ayah gak tau” (ummm… i don‟t know). then she continued in a slightly angry tone, “masa ayah gak tau sich…?” (“it‟s impossible that you don‟t know it”). her father laughed, and finally alesya said what she meant with a louder voice, “aku mau beli balon tadi, yang gambar sponge-bob” (i want to buy a balloon i have seen just now, the one with spongebob image”). description regarding the process of how early listening skill is conducted the mentioned early listening skill was conducted through reading bedtime stories to the main research participant (alesya). this reading process was demonstrated regularly, clearly, and expressively by her parent since she was 3 years old. as alesya has not had the ability to literally reading yet, the reading was conducted by parent beside her. she may also look at the text and picture in the book while her parent is reading. it means that the main purpose of this activity is not to teach her literacy skills or how to read literally by spelling the each of word. on the other hand, it is more to stimulate her to pay attention to the story that was being told and read by her parent. during this process, her listening skill is naturally built even without the intervention of audio recording media. in corresponds to this activity, reading and telling stories to children has been studied and proven in correlation to its effect toward children‟s cognitive system in acquiring language skills. for example, pelletier and astington (2004) perceived that children with more advanced understanding of mental entities are better able to connect settings, events, and actions described in a story with the characters‟ thoughts, motives, and wahyuni, i 64 p-issn 2614-5960, e-issn 2615-4137 emotions (ebert, 2019). furthermore, in correlation to its cognitive-psychological aspect in children, ebert (2019) as well stated that according to bruner (1986) idea, “children with more advanced theory of mind may integrate the landscape of action with the landscape of consciousness more easily when listening to or reading a story. in addition, an advanced ability to represent mental states and processes also promotes metacognitive knowledge and skills, which may further support text comprehension”. from these statements, it can be defined that activities leading to reading and listening skills have a strong connection to children‟s mind particularly in developing their language skills. since both reading and listening are receptive skills in language learning process, this is also relevant to one theory of reading and reading instruction capitalizes on the connection between listening and reading. it is referred to as the simple view of reading (gough & tunmer, 1986, (swain, friehe, & harrington, 2004) . listening is at the core of this simple view of reading, as listening and phonological skills are highly correlated with early word decoding (de jong & der leij, 2002, swain, friehe, & harrington, 2004). during telling a story through reading with the child, parent as a story teller should make sure that the child pays attention and listen carefully to the story. the story telling process can be limited to maximum 15 minutes. the ability of mimicking in the story telling process is also important to influence child‟s attention toward the story content. once the story is finished, parent asks for the child‟s personal opinion regarding the story. for instance, they can address some questions like “what do you think about the story?”, “do you think the story is sad, happy, or amazing?”, “do you like the story?”. let the child express her feelings and opinions about the story. listen to her, then follows up with some questions related to the story to train and foster her comprehension skills. it will be better to organize the questions with good sentence structures, started from a simple question such as “who is the main character of the story?”, or “where does the story take place?”. the child would enthusiastically answer the questions. then, continue with rather complex questions such as “how does the bear survive during a very long winter in the jungle?”, or “how does giraffe help the bear in difficult period of time?”. complex questions in this context can be meant by the structure of the sentence which is made in a complex sentence structure or questions research and innovation in language learning vol. 3(1) january 2020 p-issn 2614-5960, e-issn 2615-4137 65 that lead a listener (the child) to think carefully about the answer as the questions cannot be directly answered or guessed. on the other hand, the listener should rather carefully remember the story content that she had comprehended in order to answer the questions. in addition, on the last questions parents or a story teller could give the most complex questions related to the story such as, “what lessons you can get from the story?”, “do you think honesty is important for us?, and why is it important?”, “can you give other examples of honesty in your daily activities?”. the most complex questions in the early listening skill process can be defined as questions that stimulate the child‟s critical thinking skills by drawing inference from the content of the story, formulating the implicit meaning and message of the story, and connecting the story she heard with her everyday life and activities. the process of how early listening skill is conducted can be briefly illustrated by the following chart. figure 3.1; the early listening skill process wahyuni, i 66 p-issn 2614-5960, e-issn 2615-4137 the process of how the language skills acquisitions are fostered through early listening skills the activity of fostering early listening skill as described above affected participant (alesya) in many ways of cognitive development particularly language skills acquisition. one of the most clearly seen language skills acquisition is l1 listening and speaking skill in participant. when this activity is conducted regularly, the child is trained to have a good listening comprehension. besides, the speaking skill of the child is trained as well through the process of question and answer session after the reading process. however, this intake is not enough for the success of language acquisition. language acquisition, will be more successful by providing input where the routines and patterns have a small but important role in language acquisition (ratnaningsih, 2017). in other words, the early listening process given to the child cannot have much impact on her language acquisition without dialogue sessions after the story telling is finished. the dialogue process is conducted through question and answer session as soon as the reading story aloud is finished well. in this process, the story tellers (parents or care givers) can give some feedbacks to the child regarding the story content. the language skills acquisition in the pre-school child conditioned and studied in this research is illustrated in the figure below. child’s speaking and listening skill reading aloud giving questions listening to a story answering questions figure 3.2; the early listening skill impact on language skill acquisition in pre-school child the early listening skill in this study is trained and given to the pre-school child whose l1 reading and writing skill was not literally formed yet. thus the impacts can be seen research and innovation in language learning vol. 3(1) january 2020 p-issn 2614-5960, e-issn 2615-4137 67 are more to the listening skill and speaking skill acquisition of the child. this technique might be utilized in fostering the language skills acquisition in normal children who has been entering formal elementary schools (5-8 years old) as well since their literacy has been well established. it means that it seems more language skills acquisition can be developed in them rather than in pre-school children. in this view, understanding written text is the product of decoding and listening comprehension. decoding refers to the ability to convert print into sound and to read fluently (see nichd early child care research network, 2005). the simple view implies that when decoding skills are poor, they will place important constraints on reading comprehension. in contrast, when decoding skills are stronger, listening comprehension becomes a more important influence on reading comprehension (lervag, hulme, & melby-lervag, 2018). besides, the early listening skill through reading bed time stories with parents that is established as a habit in the elementary school children might train their reading skill. the parents can also be more creative in combining the techniques and strategies. they may let the children read the story as well, and then give them questions to train their comprehension. a study of reading for early childhood is an important thing as preparation for their reading readiness. one of the methods that were given for introducing a reading concept for children is using attractive games and activities (juwita & tasu‟ah, 2015), and reading bedtime stories is one of the examples. again, it can be more attractive when parents are creative enough to stimulate the child‟s enthusiasm regarding the content of the story by providing some questions about the content of the story read, and relate it with the children‟s daily activities. it corresponds to the theory that learning is more than a combination of inputs and outputs; it also involves the process or learning environment as a key factor (huerta-wong & schoech, 2010). conclusion & recommendation the early listening skill that is well-established in the pre-school child in this study is done through the reading bed time story aloud by the parent or care-giver. language skills acquisition influenced and developed by this activity is mainly listening and speaking skill. this is due to the habit of listening comprehension that is trained wahyuni, i 68 p-issn 2614-5960, e-issn 2615-4137 regularly through reading and listening to the story. the story tellers is highly encouraged to give feedbacks through questions answer session conducted as soon as the reading story is accomplished, which, in turn, it can also stimulate speaking skill in children. the speaking skill is fostered through expressing their opinions, and answers in the dialogue session after the reading and listening process. the activity of early listening skill explained in this research needs parent‟s good listening skill. the importance of listening skill is highlighted here since it relates to the expression of empathy and attention even in the context of nursing and health care. in relevance to it, shipley (2010) stated, “the concept of listening is acknowledged as an essential component of effective communication by many disciplines. listening has always been considered a crucial component of nursing care, and its benefits have been documented in nursing literature. certain characteristics that are essential to listening have been identified in all of the reviewed literature. these defining attributes includes empathy, silence, attention to both verbal and non-verbal communication, and the ability to be nonjudgmental and accepting”. from the statement above, in terms of the communication with children, it can be said that a parent with a good listening skill would likely to transfer a good listening skill as well to their children. the early listening skill can be developed according to the cognitive development in children without or with a well-established literacy skill. for those with a well-established literacy skill, the story tellers may combine the strategies with some games or media to stimulate more improvement and development of their language skills acquisition. references ahmadi, seyedeh, m. 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(2018). parental perception of listening difficulties: an interaction between weaknesses in language processing and ability to sustain attention. scientific reports, 8(april), 1–11. https://doi.org/10.1038/s41598-01825316-9 rvachew, s. (2018). language development and literacy. in encyclopedia of early childhod development. https://doi.org/10.1007/978-3-319-33228-4_19 shipley, s. d. (2010). listening : a concept analysis. nursing forum, 45(2), 125. sohnata hutauruk, b. (2015). children first language acquisition at age 1-3 years old in balata. iosr journal of humanities and social science, 20(8), 2279–0845. https://doi.org/10.9790/0837-20855157 wahyuni, i 70 p-issn 2614-5960, e-issn 2615-4137 swain, k. d., friehe, m. m., & harrington, j. m. (2004). teaching listening strategies in the inclusive classroom. intervention in school and clinic, 40(1), 48. wahyuni, i. (2019). reciprocal factors of language development in indonesian children from age 3 to 5 years old. annual linguistic conference (kolita) 17 proceedings, p.135. yazdanpanah, m., & khanmohammad, h. (2014). sociocultural theory and listening comprehension: does the scaffolding of efl learners improve their listening comprehension? theory and practice in language studies, 4(11), 2389–2395. https://doi.org/10.4304/tpls.4.11.2389-2395 author biography irma wahyuni, s.s., m.pd is a lecturer and researcher at english language education department of stkip muhammadiyah bogor. her research interests are english language teaching in efl and esl context, language acquisition, language development. research and innovation in language learning vol. 3(2) may 2020 pp. 107-122 pissn: 2614-5960 e-issn: 2615-4137 http://jurnal.unswagati.ac.id/index.php/rill copyright 2020@ ni putu ariani, ni luh sutjiati beratha, ni luh nyoman seri malini 107 article semantic changes in translation of euphemism and dysphemism in tempo magazine ni putu ariani kireinamsari@gmail.com linguistics program, universitas udayana, bali-indonesia ni luh sutjiati beratha sutjiati59@gmail.com linguistics program, universitas udayana, bali-indonesia ni luh nyoman seri malini kmserimalini@yahoo.com linguistics program, universitas udayana, bali-indonesia abstract this research aims at identifying the semantic changes in the translation of euphemism and dysphemism in news text of tempo magazine. this research used a descriptive qualitative method and took the data from bilingual tempo magazine edition 2019 with indonesian in a source language and its translation into english. the result shows that 6 types of semantic change occur in the translation of euphemism and dysphemism of tempo magazines such as semantic broadening, semantic narrowing, semantic metaphor, semantic pejoration, semantic amelioration, and semantic metonymy. when euphemism or dysphemism are translated into the same categories, they undergo semantic broadening, narrowing, metonymy or metaphor. while semantic change pejorations occur when euphemism is translated into dysphemism and semantic change ameliorations occur when dysphemism is translated into euphemism. even though there are changing of the meaning from the earlier one to the new one in the translation of euphemism and dysphemism, the sense relation still tied the words up so they still have a relation between them keywords: componential analysis, dysphemism, euphemism, semantic change sari penelitian ini bertujuan untuk mengidentifikasi perubahan semantik dalam terjemahan eufemisme dan disfemisme dalam teks berita majalah tempo. penelitian ini menggunakan metode deskriptif kualitatif dan mengambil data dari majalah bilingual tempo edisi 2019 dengan bahasa indonesia dan terjemahannya ke dalam bahasa inggris. hasil penelitian menunjukkan bahwa ada 6 jenis perubahan semantik yang mailto:sutjiati59@gmail.com mailto:kmserimalini@yahoo.com ariani,n.p., beratha,n.l.s., & malini, n.l.n.s 108 p-issn 2614-5960, e-issn 2615-4137 terjadi dalam terjemahan eufemisme dan disfemisme majalah tempo seperti pelebaran makna semantik, penyempitan makna semantik, metafora semantik, penurunan makna semantik, perbaikan makna semantik semantik,metapora dan semantik metonimi. ketika eufemisme atau disfemisme diterjemahkan ke dalam kategori yang sama, mereka mengalami perluasan semantik, penyempitan, metonimi atau metafora. sementara penurunan makna semantik terjadi ketika eufemisme diterjemahkan menjadi disfemisme dan perbaikan makna semantik terjadi ketika disfemisme diterjemahkan menjadi eufemisme. meskipun ada perubahan makna dari yang sebelumnya ke yang baru dalam terjemahan eufemisme dan disfemisme, relasi indera masih mengikat katakata sehingga mereka masih memiliki hubungan di antara mereka kata kunci: perubahan makna , eupemisme, dispemisme, komponensial analisis received 2020-02-26 last revision 2020-03-27 published 2020-06-01 doi 10.33603/rill.v3i2.3255 apa citation: ariani,n.p., beratha,n.l.s., & malini, n.l.n.s. (2020). semantic changes in translation of euphemism and dysphemism in tempo magazine. research and innovation in language learning, 3(2), 107-122. http://dx.doi.org/10.33603/rill.v3i2.3255 introduction words are semantically changed and have a different meaning with its lexical meaning as most of them are created according to the user’s needs. the semantic change of words has occurred because the word is constantly used and what is intended by the speaker is not exactly the same in a period. different context, for example in the classroom instruction apandi & afiah (2019) will have different changes. if a different intention for a word is shared by the speech community and becomes established, a semantic change has occurred. there are words in every language which people instinctively avoid because they are considered indecent, indelicate, rude, too direct, or impolite. according to burridge (2006, p.66) euphemisms are sweet-sounding, or inoffensive, alternatives for expressions that are not to use in executing a particular occasion on a given occasion. in semantics, euphemism is defined as an alternative way of describing something which makes it sound more pleasant than it really is. one important key idea in relation to euphemism is its counterpart dysphemism. allan and burridge (2006, p.31) defines http://dx.doi.org/10.33603/rill.v3i1 research and innovation in language learning vol. 3(2) may 2020 p-issn 2614-5960, e-issn 2615-4137 109 dysphemism is an expression with offensive connotations or pejorative traits in form of words or phrases which address to a certain person or a group of people. euphemism and dysphemism are forms of change in meaning in language. allan and burridge (2006) said that euphemism and dysphemism can have semantic change since there is a change or addition of a new meaning to the previous word or expression, and it causes some existing vocabulary to have a more subtle meaning. this change may include the extension of meaning, the spread of meaning, or a shift in meaning. in other words, semantic change occurs when a word loses its original meaning and has a new meaning. changes of meaning may occur to accommodate social, cultural, and technological developments in the speech community. e c traugott in the book of concise encyclopedia of semantics written by keith allan (2009) argues six types of semantic change, they are semantic broadening, semantic narrowing, semantic pejoration, semantic amelioration, semantic metaphor, and semantic metonymy. semantic change is a part of changes in the meaning between lexicon items caused by the constantly changing environment. although the meaning is changed from the earlier to the new one, the sense relation still tied the words up so they still have relations between them. in addition, most of the changes are affected by the extension and narrowing of lexeme’s denotation. to know what information is lost or gained in the translation of euphemism and dysphemism, it can be used componential analysis. componential analysis in translation is the basic comparison of a source language word with a target language word which has a similar meaning, but not an obvious one-toone equivalent, by demonstrating first their common and then their differing sense components (newmark, 1988, p. 115). componential analysis is effective when it comes to representing similarities and differences among words with related meanings. by componential analysis, it is possible to state the smallest indivisible units of lexis or minimal component. the componential analysis reduces the word‘s meaning into its ultimate contrastive elements. the dimensions of meanings are given (+,-) labeling system so that marked features carry (+) and unmarked features carry (-). ariani,n.p., beratha,n.l.s., & malini, n.l.n.s 110 p-issn 2614-5960, e-issn 2615-4137 there are some researchers that applied componential analysis in their journals, (arnita, 2016; dewik, 2016) that define the change of meaning in the translation of cultural terms. in their studies, they concluded that componential analysis shows that no word has the exact same feature and the same meaning, it depends on the culture of the community. furthermore, tobing (2010) applied componential analysis to find out the semantic change in the film makings and he found that there are four types of meaning change such as generalization, specialization, pejoration, and amelioration. siska (2010) describes the meaning relation and semantic change that happen in euphemistic terms found in the script jennifer’s body. she found there are six types of semantic change namely semantic broadening, semantic narrowing, amelioration, pejorative, synesthesia and association. semantic change has become the study of some linguists, such as (hidayati, 2018; louwrens, 2012 and thawabteh, 2012). in their journals, they found that in translation, meaning change may result in the generalization, specialization, amelioration and pejoration. yuniarto (2013) in his research found that there were semantic change widening, narrowing, shifting, metaphor, metonymy, pejoration, and euphemism in old javanese word which is translated into modern javanese. the semantic change also occurred in translation of political texts, which is discussed by (aryani, 2018; alfan, 2019). aryani in her journal defined that the semantic change present in the euphemisms. she found semantic broadening, semantic narrowing, semantic metaphor, and semantic metonymy occurred in the new york times political articles. in addition alfan describe the meaning relation and semantic change that happened in euphemistic terms that found in the script susilo bambang yudhoyono speech at john f. kennedy school of government, harvard university. from the speech, he found that 3 euphemistic terms undergo the semantic broadening, they are conflict, problem, and low-income, 2 euphemistic terms undergo the semantic shift, they are respect and challenge, and 1 euphemistic terms undergo the amelioration that is emerging. in news text, euphemisms and dysphemism are often found as a form of emphasis on a matter. euphemism or dysphemism in the source language is not always translated as the same categories in the target language. in the translation of euphemism into dysphemism or even into the same categories, the semantic change might occur. research and innovation in language learning vol. 3(2) may 2020 p-issn 2614-5960, e-issn 2615-4137 111 the research on semantic change by applying componential analysis is very significant therefore this research aims at identifying the change of meaning in the translation of euphemism and dysphemism in news text of tempo magazine and its translation. there are some points of significance of the study that should be recognized. the significances are: generally, this study will bring about a positive contribution to the development of translation, as part of applied linguistic studies. the significant particularly in the production of translation of euphemism and dysphemism expression in indonesian news text into its translations english methods the data in this study were taken from bilingual news text of tempo magazines, in the random editions of 2019. the data were collected by observing closely the words or phrases in sl and tl that expresses euphemism and dysphemism. after that, the words or phrases of the sl and tl are defined in terms of their meaning and form of synonyms by using dictionaries, kamus besar bahasa indonesia for indonesian words or phrases and oxford learners dictionary for english words or phrases. next, analyzing the change of meaning by using the componential analysis to support and prove the change of meaning that occurs in the translation of euphemism and dysphemism. the + symbol was used in the table if the data show the presence of the semantic feature, the symbol was used in the table if the data show the absence of the semantic feature, and the +/ symbol was used if the data showed the indifference regarding feature. the theories used to analyze the data were based on the theories of euphemism and dysphemism by allan &burriedge (2006), componential theory by newmark (1988) and theory of semantic change proposed by ec traugott in the book of concise encyclopedia of semantics written by keith allan (2009). results and discussion the analysis of the semantic change through componential analysis in this study focused on the translation of euphemism and dysphemism in news text of tempo magazine. there are six types of semantic change which is occurred in translation of ariani,n.p., beratha,n.l.s., & malini, n.l.n.s 112 p-issn 2614-5960, e-issn 2615-4137 euphemism and dysphemism such as semantic change narrowing, semantic change broadening, semantic change pejoration, semantic change amelioration, semantic change metaphor and semantic change metonymy. each issue is presented and discussed as follows semantic change narrowing the semantic change narrowing occurs when a meaning of word is narrowed into the same class. the range of its meaning is decreased so that a word can be used only in fewer contexts than before the change the meaning of its word is reshaped under the pressure of another word that had frequently co-occurred with it. example [3-1] (sl): sebelumnya ,badan anti korupsi menyatakan bahwa najib menerima uang sebagai hibah dari sumber dana sing. . (tempo/nov/2019: 60) (tl): anti-corruption official have previously said that najib received money as a gift from foreign funder. (tempo/nov/2019:44) the word hibah in source language is categorized as a noun which means as pemberian (dengan sukarela) dengan mengalihkan hak atas sesuatu kepada orang lain. hibah is euphemism for the word sumbangan. the word hibah is synonymous with sumbangan, hadiah, donasi dan kado. hibah marked as euphemism with the type of understatement, in which the choosing of the word hibah is milder than other synonymous sumbangan atau hadiah. on the other hand, in the target language, the word hibah is translated into a gift which is a noun and has a meaning as a thing that you give to somebody, especially on a special occasion or to say thank you. the gift is synonymous with the present, donation and bonus (aryani, 2018; alfan, 2019). based on the definition above, the word gift can be categorized as a euphemism with type’s formations understatement. the translation of hibah in source language into a gift in the target language, both of them refer to as an object that is given by someone. the choosing of the word hibah and its translation gift gives a milder sense rather than to use other types of words that represent the same meaning. even though, the word hibah and respect can be categorized as the same type of euphemism understatement, they still undergo semantic research and innovation in language learning vol. 3(2) may 2020 p-issn 2614-5960, e-issn 2615-4137 113 change. to prove that there is semantic change between sl and tl, componential analysis will be used. table 3.1 componential analysis of hibah and gift as follows in the componential analysis above, the word hibah and gift share some same semantic features in common, they are [object], [given something to someone] and [do it voluntarily]. on the other hand, the word gift refers to special occasions, while the word hibah could be given in the special occasion and could be not. based on the components, it indicates that the sense relation between hibah and gift have a similar identity (aryani, 2018; alfan, 2019). since the word hibah indicates an object, giving to someone, and give it voluntarily, on the other hand, the gift indicates all the semantic components, the meaning of gift become more specific than the earlier one, so the new meaning of gift experience semantic narrowing. semantic change broadening the semantic change broadening occurs when the euphemism or dysphemism is translated into the same categories in the target language. the new meaning in the target language, the range of the meaning increases, so that the word can be used in various contexts with a broader meaning than its neutral one. example [3-2] (sl): istahil duduk lemas sambil mengelus ngelus perutnya yang membunting. (tempo/july/2019: 40) (tl): istahil sat weakly while rubbing her distended stomach. (tempo/july/2019: 34) in the source language, the word membunting is dysphemism of hamil. the dysphemistic word membunting consists of prefix mem + bunting which means menjadi bunting or tampak bunting. the word bunting is synonymous with berbadan dua, berisi, besar perut, buncit, mengandung dan hamil. based on the explanation above, it semantic features sl tl hibah gift object + + given something to someone + + do it voluntarily + + on special occasion +/+ ariani,n.p., beratha,n.l.s., & malini, n.l.n.s 114 p-issn 2614-5960, e-issn 2615-4137 can be said that the use of the word membunting is dysphemistic word, it denigrated the word of hamil or berbadan dua. in the target language, the word membunting is translated into phrase distended stomach. this dysphemistic phrase consist of two words; distended + stomach, which refers to a term usually used to refer to distension or swelling of the abdomen and not of the stomach itself. when the term is used in this manner, some of different diseases and conditions can cause abdominal distension. the new meaning of membunting in the target language into a distended stomach doesn’t refer to pregnancy, but we can say that the translation of membunting into a distended stomach refers to the same physical condition the enlarge of the abdomen. in this case, the writer uses the phrase a distended stomach to translate the membunting to express the worse condition of the pregnant women in papua where their bodies are thin and only an enlarged abdomen (aryani, 2018; alfan, 2019). the translation of membunting into distended stomach experiences semantic change that can be described in the componential analysis below. table 3.2 componential analysis of membunting and distended stomach semantic features sl tl membunting distended stomach physically condition + + enlarged abdomen + + can only occur in women + +/ tummy enlarges because of baby + kinds of illness + based on the componential analysis above, the word membunting and the phrase distended stomach only share some semantic components in common, such as [physically condition] and [enlarge abdomen]. the word membunting refers to condition that only happen to the women and the larger of the tummy because of the baby inside. on the other hand, distended stomach could happen to men or women and categorized as one of the illnesses. since the phrase distended stomach consist of semantic features and illness, on the other hand, the word membunting doesn’t indicate that feature. it can be said that the new meaning becomes broaden. the word membunting which refers to hamil does not relate with kind of sickness, in the target language the meaning experiences semantic broadening. research and innovation in language learning vol. 3(2) may 2020 p-issn 2614-5960, e-issn 2615-4137 115 semantic change pejoration the semantic change pejoration occurs when a word meaning is worsened or degenerates, coming to represent something less favorable than it originally did. pejoration makes meaning more negative. the semantic change pejoration only occurs in the translation of euphemism into dysphemism since the meaning of the new word becomes coarser, more negative and unfavorable. example [3-3] (sl): untuk meredam kerusuhan, pemerintah menurunkan pasukan tambahan ke papua. (tempo/april/2019:13) (tl): to quell the rioting, the government dispatched additional troops to papua. (tempo/april/2019:9) in the source language, the euphemism occurs in the word meredam. it is the negation of the word menghilangkan. the word meredam is synonymous with menghilangkan, membendung dan menghalangi. therefore, the writer tends to write meredam to avoid something that is considered frightening. based on the explanation above, the word meredam can be categorized as a euphemistic understatement. in the target language, the word meredam is translated into quell which is harsher than the word meredam. the word quell is synonymous with getting rid of, suppress, and finish. hence, the word quell is more coarse the meaning rather than the word meredam. by using the word quell in the target language, it seems that the writer expresses his anger or irritation towards the conflict in papua which is in the worst situation. the translation of the word meredam in the source language into quell in the target language refers to the same thing to stop something. the meaning of meredam in the source language tends milder than the word quell in the target language. since the word meredam translated into quell changed its categories from euphemism into dysphemism, it undergoes a semantic change that will describe through componential analysis as follows. ariani,n.p., beratha,n.l.s., & malini, n.l.n.s 116 p-issn 2614-5960, e-issn 2615-4137 table 3.3 componential analysis of meredam and quell in the componential analysis above, the word meredam and quell share features in common, they are [action], [to stop something] and [unpleasant feeling]. hence, the word quell can be used as the substitution of the word meredam caused by similar semantic components between them. based on the components (aryani, 2018; alfan, 2019), the writer indicates that the positive semantic features typically by the use of force and a rebellion in the meaning of quell. the new meaning of meredam which is translated into quell in the target language becomes more negative or unfavorable. it can be said that the new meaning of meredam experiences semantic pejoration. semantic change amelioration when the new meaning of a word in the target language is milder, improves or becomes elevated, coming to represent something more favorable than it originally referrers, the semantic change amelioration occurs and makes meaning become positive. the semantic change amelioration only occurs in the translation of dysphemism into euphemism which is euphemism makes the meaning of the word more pleasant and not rude. example [3-4] (sl): ramyadije disebut telah 91 kali melakukan skimming dan meraup keuntungan rp.300 juta. (tempo/july/2019: 26) (tl): ramyadijie is accused of using skimming 91 times to obtain rp. 300 millions. .(tempo/july/2019:12) in the source language, the word meraup is dysphemistic word of the word mendapat. the word meraup is synonymous with memperoleh, mengambil dan mendapat,.the writer uses the dysphemistic word meraup since this news text was criminal news concerning the big issues of skimming in some big companies in indonesia . for this reason the word meraup was chosen to give the impression of that the doer already got a semantic features sl tl meredam quell action + + to stop something + + stop from unpleasant feeling or situation + + typically by the use of force. +/+ a rebellion or other disorder +/+ research and innovation in language learning vol. 3(2) may 2020 p-issn 2614-5960, e-issn 2615-4137 117 lot of money from his/her criminal action. on the other hand, in the target language, the dysphemistic word meraup is translated into euphemistic word obtain. obtain is euphemistic word of pick up. the word obtain is synonymous with pick up, grab, and gain. the writer tends to use euphemistic words obtain in the target language to show that the doer put big effort in getting that money even though the way he/ she took against the constitutions (siska, 2010). the translation of dysphemistic word meraup into euphemistic work obtains experiences a semantic change. table 3.4 componential analysis of meraup and obtain as follows based on the componential analysis above, the word meraup and its translation obtain share semantic features in common such as [action] and [acquire something]. since the word obtain indicates the semantic features [making an effort] we can say that the new meaning of meraup become more favorable and the meaning of the word improved. it can be said that the new meaning of meraup experiences semantic amelioration. semantic change metaphor the semantic change metaphor occurs in the translation of euphemism into euphemism with idiom formations in the source language translated as the same formation in the target language. in the change of meaning metaphor, the meaning is transferred based on the basis of the fact that two referents resemble one another which is in the similarity position or location as the main one or the fundamental part. example [3-5] (sl); hanya dengan menyelesaikan akar masalah kita bisa membereskan urusan integrasi papua. (tempo/april/2019) (tl): only by tacking the roots of the problem will we ever be able to resolve the matter of papua. (tempo/april/2019) in the source language, the idiom akar masalah is a euphemism of sumber masalah. akar masalah is considered as euphemism since it is an idiom since the word akar is semantic features sl tl meraup obtain action + + acquire something + + earn a lot + +/ making an effort +/+ ariani,n.p., beratha,n.l.s., & malini, n.l.n.s 118 p-issn 2614-5960, e-issn 2615-4137 not refers to the part of the tree/ plant, it refers to the cause of the problem. the idiom akar masalah has some synonymous such as pokok masalah or sumber masalah, pemicu masalah. the journalist prefers to use akar masalah rather than sumber masalah in order to make the news smoother especially this news talked about a sensitive topic related to papua. akar masalah consist of two words akar + masalah. in target language, the idiom akar masalah translated as idiom also into roots of the problem. the root of the problem is an idiom, which is also the meaning of the roots that don't represent root as part of the tree. based on the explanation above, the meaning of akar masalah in the source language and roots of problems in target language refers to the same meaning as a source of the problems. both of the idioms don’t represent akar or the roots as part of the tree. by using idioms roots both in a source language and the target language make the news milder rather than to use of sumber masalah in source language and main problems in target language. that's why we can say that the meaning of roots of problem same as the meaning of akar masalah which is refers to the underlying cause or fundamental essence of some issues and problem (aryani, 2018; alfan, 2019). even though the types of the formations of euphemism in translation of akar masalah into roots of the problems are the same, there is the semantic change that undergoes on it (keith allan, 2009). to prove that there is semantic change between sl and tl, componential analysis is used. table 3.5 componential analysis of akar masalah and roots of problems in the componential analysis above, the phrase akar masalah and roots of the problem share the same semantic features in common, they are [position], [main cause], [fundamental] and [not part of the tree]. hence the phrase roots of problem can be used as the substitution of akar masalah caused by similar components between them. semantic features sl tl akar masalah roots of problems position + + the main cause + + fundamental + + part of the tree research and innovation in language learning vol. 3(2) may 2020 p-issn 2614-5960, e-issn 2615-4137 119 based on the components, it indicates that the sense relation between akar masalah and roots of problems have similar identity. since in the phrase of akar masalah and its translation roots of problems, the word akar or roots in that context doesn’t primarily mean the root of the plant/trees. the meaning is transferred based on the fact that two referents resemble one another which is in the similarity position or location as the main one or the fundamental part. it can be said that the translation of akar masalah into the roots of the problems undergoes a semantic change metaphor. semantic change metonymy in the translation of euphemism into euphemism, the semantic change metonymy can occur. it is a shift of names between things that are known to be in some way or other connected in reality. the change of meaning may be conditioned by spatial, temporal, causal, symbolic, instrumental, functional and other relations. example [3-6] (sl): sebagian jenazah malah sudah dimakan binatang. (tempo/april/2019) (tl): some of the bodies had even been devoured by animals. (tempo/april/2019) the news text above is the other example of understatement formations in the translation of euphemism into euphemism that talked about the worst condition of the dead bodies in the situation of conflict in nduga papua. in the source language, for mentioning the dead bodies, the writer put euphemism word jenazah rather than mayat or bangkai. instead of using mayat, translators use the word jenazah which is more often used in the context of formal speech and course more subtle meaning. on the other hand, in the target language, the writer tends to translate the word jenazah into bodies rather than dead bodies. the noun bodies and the noun phrase dead bodies have the same meaning as the dead person. however, bodies are a general form of dead bodies. in the translation of jenazah in source language into bodies in the target language, it has the same meaning. both of them shared the same thing, the body of a dead person. also, both of them can be categorized as understatement formations of euphemism which is to replace the vulgar words and avoid something that is considered frightening. even though, the word jenazah and bodies can be categorized as the same type of euphemism ariani,n.p., beratha,n.l.s., & malini, n.l.n.s 120 p-issn 2614-5960, e-issn 2615-4137 understatement (keith allan, 2009), they still undergo semantic change. it can be proved through the componential analysis below. table 3.6 componential analysis of jenazah and bodies based on the componential analysis above, the word jenazah and bodies share the same semantic features such as [object], [human] and [consist of many parts]. the word jenazah even though it consists of many parts, those parts are not working as a system since the body part doesn't work at all and this condition and causes a foul odor. on the other hand, the word bodies refer to parts that work as a system that is working together (burridge, 2006). the word bodies in target language don't only refers to organs, flesh or bones, but it is associated with different parts of the body that working as a system and work together. that's why we can say that the new meaning of bodies experience semantic metonymy. conclusion & recommendation the translation of euphemism and dysphemism in the news text of tempo magazine experienced six types of semantic changes, namely semantic change broadening, semantic change narrowing, semantic change pejoration, semantic change amelioration, semantic change metaphor and, semantic change metonymy. meaning changing still occur even the types formations of euphemism and dysphemism are the same. when euphemisms or dysphemism are translated into the same categories, euphemism is translated into a euphemism or vice versa. semantic change pejoration only occurs when the euphemisms are translated into dysphemism. there is no semantic change for the borrowing formations which is also translated as borrowing in the target language. even though there are changing of the meaning from the earlier one to the new one in the translation of euphemism and dysphemism, the sense relation still tied the words up so they still have relations between them. semantic features sl tl jenazah bodies object + + human + + consist of many parts + + parts that work as system + has bad smell + +/ research and innovation in language learning vol. 3(2) may 2020 p-issn 2614-5960, e-issn 2615-4137 121 references apandi, a., & afiah, d. s. s. (2019). project based learning in translation class. academic journal perspective: education, language, and literature, 7(2), 101-108. alfan khoiru. (2019). a semantic study of euphemism of susilo bambang yudhoyono speech at john f.kennedy school of government, harvard university. available at http://repository.uinjkt.ac.id/dspace/handle/123456789/49075. date accessed: 26 maret 2020 aryani tarlita, (2018). euphemism in the new york times political articles: a study of semantic change. available at: http://repository.uinjkt.ac.id/dspace/handle/123456789/42195. date accessed: 26 maret 2020 allan, k & burridge, k. (2006).forbidden words: taboo and the censoring of language. cambridge university press. e c traugoot (2009). semantic change, in the book concise encyclopedia of semantics, allan keith.victoria: monash university dewik, yuwandani-et.al. 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(2010). an analysis of semantic change in euphemism term in the script jennifer‟s body. thesis. jakarta: english letters department. letters and humanities faculty, state islamic university syarif hidayatullah. tobing, septika. (2010). semantic change and meaning shift analysis on film making. universitas diponegoro thawabteh, ahmad. (2012). the translatability of euphemism and dysphemism in arabic –english subtitling. journal of english lexicology. vol 7, no.1, 17-34. yuniarto, hendy. (2013). semantic change type in old javanese word and sanskrit loan word to modern javanese. llt journal. vol.16, no. 1 conflict of interest no potential conflict of interest is reported. http://repository.uinjkt.ac.id/dspace/handle/123456789/49075 http://repository.uinjkt.ac.id/dspace/handle/123456789/42195 http://journal.ummat.ac.id/index.php/jeltl/article/view/747 https://ojs.unud.ac.id/index.php/linguistika https://www.tandfonline.com/doi/abs/10.1080/02572117.1993.10586958 ariani,n.p., beratha,n.l.s., & malini, n.l.n.s 122 p-issn 2614-5960, e-issn 2615-4137 author biography ni putu ariani is a master’s program student of linguistics program udayana university. her research interests are linguistics and literature. she is reachable at kireinamsari@gmail.com. ni luh sutjiati beratha is a lecturer at udayana university. she is working in the research areas of linguistics and literature. her email address sutjiati59@gmail.com. ni luh nyoman seri malini is a lecturer at udayana university. she is working in the research areas of linguistics and literature. her email address kmserimalini@yahoo.com mailto:sutjiati59@gmail.com mailto:kmserimalini@yahoo.com research and innovation in language learning vol. 3(2) may 2020 pp. 144-157 pissn: 2614-5960 e-issn: 2615-4137 http://jurnal.unswagati.ac.id/index.php/rill copyright 2020 @ siti kustini, herlinawati, yoenie indrasary 144 article students’ perception toward the integration of technology to improve multiliteracies competence in efl classrooms siti kustini kustini@poliban.ac.id department of informatics engineering, politeknik negeri banjarmasin-indonesia herlinawati herlinawati@ poliban.ac.id department of informatics engineering, politeknik negeri banjarmasinindonesia yoenie indrasary yoenie_indrasary@ poliban.ac.id department of informatics engineering, politeknik negeri banjarmasinindonesia abstract the rapid development of information and communication technology in the 21 st century undoubtedly has profound impacts on human lives and dramatically transforms education. this research aimed at finding out students’ perceptions on the integration of technology to improve multiliteracies in efl teaching. this study employed explanatory sequential mixed method in which the data were obtained through questionnaire, interviews, and classroom observations. the results indicated that vast majority of the students supported to the use of technology in the teaching and learning practices (90.6%) for the reasons that technology helped them acquire lots of resources in their learning (89.5%) and boost their motivation (86.5%). regarding with the students’ perceived technology level, they believed that they had good skills in using word-processing, spreadsheet, and presentation program (50%). they also could use communication tools (56.3%), social media (61.5%), authoring tools (52.1%), desktop publishing (57.3%), and creating video (57.3%). in terms of the perceived barriers to integrating technology, the data indicated that the biggest constraint that the students had was the lack of or limited internet access in the their school environment (42.7%), followed by the limited to produce digital projects (39.6%). in addition, the findings show that technology was utilized as a tool for accomplishing the tasks given by the teachers and helped the students gather information from online resources and provided them more understanding about the topic learned in the classroom. keywords: english, integrated, multiliteracies, perception, technology research and innovation in language learning vol. 3(2) may 2020 p-issn 2614-5960, e-issn 2615-4137 145 sari perkembangan teknologi informasi dan komunikasi yang pesat pada abad ke-21 ini berdampak besar terhadap bidang pembelajaran bahasa inggris. penelitian ini bertujuan untuk mengetahui persepsi siswa tentang integrasi teknologi untuk meningkatkan multiliterasi dalam pengajaran efl. penelitian ini menggunakan explanatory sequential mixed method. subjek untuk penelitian ini adalah 96 mahasiswa semester dua pada jurusan teknik informatika yang mengambil mata kuliah bahasa inggris di ebuah perguruan tinggi negeri di kalimantan, indonesia. hasil penelitian menunjukkan bahwa sebagian besar siswa mendukung penggunaan teknologi dalam praktik belajar mengajar (90,6%) dengan alasan bahwa teknologi membantu mereka mendapatkan banyak sumber belajar dalam pembelajaran mereka (89,5%) dan meningkatkan motivasi mereka (86,5%) ). mereka berkeyakinan bahwa mereka memiliki keterampilan yang baik dalam menggunakan word-processing, spreadsheet, dan presentation program (50%). mereka juga dapat menggunakan alat komunikasi (56,3%), media sosial (61,5%), authoring tools (52,1%), desktop publishing (57,3%), dan membuat video (57,3%). dalam hal hambatan yang dirasakan untuk integrasi teknologi, data menunjukkan bahwa kendala terbesar yang dimiliki siswa adalah kurangnya atau terbatasnya akses internet di lingkungan kampus (42,7%), diikuti oleh terbatasnya waktu untuk mengerjakan tugas digital (39,6%). ). hasil penelitian juga menunjukkan bahwa teknologi digunakan sebagai alat untuk menyelesaikan tugas yang diberikan oleh pengajar dan membantu siswa mengumpulkan informasi dari media daring dan memberi mereka lebih banyak pemahaman tentang topik yang dipelajari di kelas. hasil penelitian ini diharapkan dapat memberikan wawasan bagi para pengajar efl khususnya dalam merancang kerangka pengajaran di mana teknologi terintegrasi dalam seluruh proses pengajaran. kata kunci: bahasa inggris, integrasif, multiliterasi, persepsi, teknologi received 2020-05-02 last revision 2020-05-25 published 2020-06-01 doi 10.33603/rill.v3i2.3470 apa citation: kustini, s., herlinawati, h. & indrasary, y. (2020). students’ perception toward the integration of technology to improve multiliteracies competence in efl classrooms. research and innovation in language learning, 3(2), 145-158. http://dx.doi.org/10.33603/rill.v3i2.3470 introduction technology in the classroom takes on increased importance in the success of 21 st century literacy as the notion of literacy has taken an expanded definition from merely being able to read and write using a traditional textual format to being able to handle, manage and transform information and knowledge represented by the technological resources. in other words, literacy in the 21 st century has become multifaceted and has been integrated with new technologies and multimodality. integrating technology into http://dx.doi.org/10.33603/rill.v3i2.3470 kustini, s., herlinawati & indrasary, y. 146 p-issn 2614-5960, e-issn 2615-4137 the literacy instruction is not about teaching how to operate the computer, but about creating learning experiences in 21 st century literacy rich environment. literacy in this sense includes among others digital literacy, information literacy, critical literacy, visual literacy, social literacy, multimedia/multimodal literacy—the interplay of which is multiliteracies. in the context of classroom instruction, multiliteracies covers the whole range of print and virtual dimensions involving students to engage in the practices of problem-solving, analysis and using print and visual, electronic, face-to-face media in combinations that are occurring in new, civic, media and workplace contexts (cope and kalantzis, 2006) in order to prepare students with literacy skills necessary for the success in the 21 st century, technology integration that enhances multiliteracies in the classroom should be an integral part of what and how the students learn and the teachers teach. in the context of english foreign language (efl) literacy teaching, technology integration has become an integral part of classroom teachers’ instructional practices (chapelle, 2010; hutchison & reinking, 2011). the terms like call (computer assisted language learning), tell (technology enhanced language learning), mall (multimedia assisted language learning), cmcl (computer mediated collaborative learning) are frequently encountered in english language teaching literatures. studies in english as a foreign language (efl) instruction informed that technology integration in the efl classroom practice could likely provide huge opportunities to the construction of an authentic language-rich environment, promote interactive language teaching and learning activities (golonka, bowles, frank, richardson, & freynik, 2014; strickland & o’brien, 2013), bridge the gap derived from the identities of teachers and non-native speakers (wang & coleman, 2009), and promote interactive language teaching and learning activities (golonka, bowles, frank, richardson, & freynik, 2014). furthermore, it could increase students’ listening and speaking proficiency (zou, 2013), help teachers increase students’ learner autonomy (wang & coleman, 2009), and strengthen student learning engagement, problemsolving, and higher order thinking skills (tsai, 2013). despite the positive impacts, some studies have reported that technology integration has not been fully conducted in efl instruction due to teachers incapability in taking pedagogical advantage of the research and innovation in language learning vol. 3(2) may 2020 p-issn 2614-5960, e-issn 2615-4137 147 technology in that they use technology in a shallow and limited way (hutchison &reinking, 2011; tour, 2015). notwithstanding the increasing research endeavours to acknowledge the potential benefits and constraints of technology integration in the efl settings, there has been little research that shed light on the perceptions of efl learners toward technology integration in an attempt to enhance their multiliteracies skills in the efl teaching. the plethora of digital devices has led to the need of multiliteracies (anstey and bull, 2018). multiliteracies is a term coined by a group of literacy scholars and language educators called as the new london group (1996) to expand the traditional languagebased approach to literacy, which failed to capture the complexity, multi-layered and multifaceted nature of 21 st century digital texts. mills (2009) addresses the notion of multiliteracies in that (1) ―multiliteracies aim to move literacy education forward from an antiquated pedagogy of exclusively formal standard, monomodal‖ (p. 105) literacy to one that is ―inclusive of informal, open-ended, multimodal forms of communication, which cross national boundaries and support productive diversity‖ (p.105); (2) ―advocates of multiliteracies see reading as a critical, social practice, rather than purely a means of cultural transmission‖ (p. 105); and (3) ―historically valued texts are not representative of the kaleidoscope of texts and literacies that children encounter in the society [21 st century]‖ (p. 106). mills (2009) proposed a multimodal design that ―expresses the complexity and interrelationship of more than one mode of meaning— combining linguistic, visual, auditory, gestural, and spatial modes‖ (p. 106). multiliteracies challenge traditional print literacies, shifting authority and authorship over reading and writing norms from a central institution or individual, to broader and more diversified audiences and purposes; this shift encourages collaboration, communication, and collective production in a new medium (bean & harper, 2011, p. 64). developing multiliteracies skills is considered crucial in this dominated technology world to enable students to cope with change and effectively participate and contribute to all aspects of society: workplace, leisure, social, cultural, and civic environment kustini, s., herlinawati & indrasary, y. 148 p-issn 2614-5960, e-issn 2615-4137 (anstey and bull, 2018). according to anstey and bull (2018), in order to develop multiliteracies skills, an individual needs to: be flexible and capable of actively responding to changing literacies and adopt, and sustain mastery over, new strategies. have a repertoire of practices (knowledge, skills, and strategies) that can be designed, redesigned and used appropriately for different purposes and audiences and in a range of different contexts understand and employ traditional and new communication technologies and understand that multimodal texts are delivered via combination of paper, live (face-to-face) and digital technologies. recognize how social and cultural diversity affect literate practices by the application of different knowledge, approached, orientations, attitudes, and values. be critically literate by understanding that every literate practice requires reflective and analytical problem solvers who are strategic and creative thinkers and who are able to evaluate a variety of multimodal texts. acknowledging the fact that becoming a multiliterate individual is critical in today’s world, it is crucial to conduct preliminary study to investigate the perspectives of students toward the integration of technology to improve their multiliteracies skills. this study will become the basis for further investigation on the implementation of the instructional multiliteracies practices to prepare students to engage and fully participate in their social, public, and working lives. research methods this study utilized explanatory sequential mixed methods proposed by cresswell and plano clark (2011). this is a two-phase research design that begins with quantitative data collection and analysis followed by qualitative data collection and analysis that leads to an overall interpretation of the data (creswell & plano clark, 2011). the purpose of this research design was to explain and clarify the quantitative results in more depth. the first phase was the quantitative data collection in the form survey involving 96 students of informatics engineering study program in a state polytechnic research and innovation in language learning vol. 3(2) may 2020 p-issn 2614-5960, e-issn 2615-4137 149 in banjarmasin. the survey consisted of twenty-six likert-type scale items that addressed students’ belief regarding the integration of technology in the classroom, perceived technology skill level, and perceived barriers to integrating technology in the classroom. the likert-type scale labels for beliefs in the integration of technology included (1) strongly disagree, (2) disagree, (3) neither agree or disagree, (4) agree, and (5) strongly agree. the likert-type scale labels for the level of technology skills included (1) i cannot do this, (2) i can do this with some assistance, (3) i can do this independently, and (4) i can teach others how to do this. the likert-type scale labels for barriers to integrating technology in the classroom included (1) is not a barrier, (2) is a minor barrier, and (3) is a major barrier. the questionnaires were constructed in google form (https://www.google.com/form), distributed online and accessible at http://bit.ly/pre_surveystudy. to ensure the participants’ complete comprehension of the instrument, bahasa indonesia, the participant national language was used. the participants’ responses were processed with spss version 22 to perform descriptive statistics in which percentages was computed and analysed. the second phase was included interviews and classroom observations. the interviews involved students who voluntarily participated. the interview data were taken from 510 minute face-to-face semi-structured interview from the selected of participants. the interviews were recorded using an audio recorded application from the smartphone device, then transcribed into texts. the purpose of conducting the interview was to explore, explain, and clarify the response obtained from the survey data. the interview data then were coded and analysed thematically. the classroom observations were conducted following the data collection of survey and interview. the classroom observations were conducted in fourteen meetings. again the purpose of the classroom observation was to clarify and explain in detail the responses gained from the survey instrument. findings and discussion participants’ beliefs toward the integration of technology given the fact that technology continuously emerges among learners, teachers need to reconceived teaching and learning to accelerate the 21 st century demands requiring https://www.google.com/form http://bit.ly/ kustini, s., herlinawati & indrasary, y. 150 p-issn 2614-5960, e-issn 2615-4137 learners to possess a wide range of abilities and competences i.e. many literacies which are multiple, dynamic, and malleable. as walsh (2009) posits that teachers are required to ―develop classroom learning experiences that are appropriate for both conventional and new forms of literacy‖ (p.34), e.g. according to the students’ needs. the student participants responded to their respective survey items using google form online survey provided by the researcher and could be accessed through http://bit.ly/pre_surveystudy. the survey data were collected from the responses and analysed using percentages for each of the statements. the results are presented in the following table. table 1: participants’ beliefs toward the integration of technology survey item strongly disagree disagree agree nor disagree agree strongly agree i support the use of technology in the classroom. 2.1 1.0 3.1 37.5 53.1 a variety of technologies are important for my learning. 3.1 0 3.1 54.2 36.5 incorporating technology into instruction helps me learn. 3.1 0 4.2 51.0 38.5 content knowledge should take priority over learning technology skills in the classroom. 2.1 3.1 17.7 50.0 25.0 my motivation to learn increases when technology is integrated into the curriculum. 2.1 3.1 5.2 62.5 24.0 a teacher’s knowledge about technology will improve a teacher’s teaching. 3.1 1.0 6.3 56.3 30.2 technology limits the social/face-to-face interactions between me and my teacher. 8.3 50.0 11.5 24.0 5.2 technology allows for different teaching strategies to help maximize my learning. 2.1 1.0 7.3 66.7 19.8 technology helps me to solve simple and complex problems, and to predict changes in reallife situations. 3.1 1.0 7.3 60.4 25.0 technology helps me to improve my skills and creativity during learning process 3.1 0.0 9.4 57.3 27.1 (n=96, in percent) as can be seen from table 1, the students perceived positively to the integration of technology in the classroom. of the student participants, vast majority of them stated their agreement to the use of technology in the teaching and learning practices (90,6%). the data also informed that technology played crucial part in the students’ learning (90,7%) and helped them in learning (89,5%). technology integration in the instructional process was also perceived to be able to boost their motivation in learning (86,5%). in terms of teacher’s knowledge about technology, the students believed that the teachers should possess a vast knowledge on technology to improve their quality and capability of teaching. further, the students did not agree to the statement that the http://bit.ly/pre_surveystudy research and innovation in language learning vol. 3(2) may 2020 p-issn 2614-5960, e-issn 2615-4137 151 use of technology limited the social interaction between them and the teacher. instead, they believed that technology in the classroom helped them maximize their learning (86,5%), solve simple and complex problems, predict changes in real-life situation, and improve their skills and creativity during the learning process. the students acknowledged the importance of technology to enhance the quality of learning in this digital era which is required in the classroom (walsh, 2009) participants’ perception of technology skill levels associated with multiliteracies the data in table 2 informs about the participants’ skill levels associated with technology to improve multiliteracies. there were ten statements that should be responded by the student participants. table 2: participants’ perception of technology skill levels associated with multiliteracies survey item i cannot do this i can do this with some assistance i can do this independently i can teach others how to do this using a word-processing, spreadsheet, or presentation program 1.0 32.3 50.0 13.5 communicating with others using technology 1.0 15.6 59.4 20.8 using instant communication tools 1.0 8.3 56.3 31.3 using social media platform 2.1 12.5 61.5 19.8 using web-authoring tools 24.0 52.1 15.6 6.3 using a desktop publishing software to create a newsletter, pamphlet, or awards certificates 24.0 57.3 12.5 4.2 using video authoring software (imovie, screencast, vivavideo etc.) 10.4 47.9 30.2 9.4 using a search engine such as google, bing, or yahoo to search for information on the web 1.0 10.4 55.2 30.2 evaluating the reliability and credibility of online sources of information 1.0 30.2 52.1 12.5 understanding the ethical, legal issues surrounding the access to and use of digital information 5.2 29.2 51.0 9.4 (n=96, in percent) the results revealed that most students perceived that they had good proficiency in using technology and were familiar with the software applications. the students had good skills in using word-processing, spreadsheet, or presentation program in which kustini, s., herlinawati & indrasary, y. 152 p-issn 2614-5960, e-issn 2615-4137 50% of them could operate the application independently and 13.5% could teach others how to operate those applications. in the case of communicating using technology, the data showed that a great number of students could use instant communication tools independently (56.3%) and could use social media platform without any assistance (61.5%). in terms of the skill in using authoring tools, the data indicated that the students required assistance in using the tools in the areas of creating web (52.1%), using desktop publishing (57.3%), and creating video (57.3%). the data concerning with surfing the website using search engines showed that the students had confidence in conducting the activity independently (55.2%). in term of the ability to evaluate the reliability and credibility of online sources of information, the data showed that the students were quite critical in evaluating the online information (52.1%). regarding the ethical, legal issues of digital information, they admitted that they had good skill on it (51.0%). it can be inferred from the survey findings that the students could be regarded as technologically literate. it was indicated by the students’ high proficiency in word processing skills, spreadsheets, and presentation program and emerging proficiency in using web-based tools and other authoring software applications. the findings also revealed the level of students’ social literacy skills. it can be assumed from the data findings that the students had high proficiency levels in communicating with technology. skills associated with social literacy included the ability to communicate using technology; using social networking websites, and instant communication tools,e .g. speaking anggraeni, rachmijati, & apriliyanti (2020).. in terms of digital literacy, the ability to locate, organize, understand, evaluate, and analyse information using digital technology, as well as, how to find, use, summarize, evaluate, create, and communicate information while using digital technologies. the results indicated that the students had the emerging proficiency in digital literacy skills. participants’ perception of barriers to integrating technology that enhances multiliteracies in the classroom the following table indicated the data concerning with the students’ perspective on the barriers they encountered when technology was utilized in the classroom. the table research and innovation in language learning vol. 3(2) may 2020 p-issn 2614-5960, e-issn 2615-4137 153 provides details portrayed perception of the students toward the integrating technology in the classroom. table 3 participants’ perception of barriers to integrating technology that enhances multiliteracies in the classroom survey item how would you describe your proficiency in.... is not a barrier is a minor barrier is a major barrier the lack of or limited internet access in my campus 7.3 49.0 42.7 the quality of my technology devices 21.9 54.2 22.9 my level of knowledge about technology 34.4 51.0 12.5 my limited time to design through the computer device 13.5 45.8 39.6 (n=96, in percent) from the table 3, it can be concluded that the biggest barrier of technology integration was related to access, subsequently followed by time, knowledge about technology, and digital devices. results immerge from interview was driven by three questions were exposed to students (1) what is the role of technology in the classroom? (2) what technological skills must be learned by students? and (3) what suggestions would you make about the integration of technology in the classroom? the results indicated that vast majority of the participants stated that technology was utilized as a tool for accomplishing the tasks given by the teachers. several others articulated that technology helped them gather information from online resources and provided them more understanding about the topic learned in the classroom. in relation the second question of the technological skills that the students should have, most of the students articulated two crucial points. in short, students perceived multiliteracy here as empowering misdi, n., kusriandi, w., & tambunan, a. r. s. (2020). firstly, the students should have the skills to operate the technology devices, should be familiar with the software applications, and should be able to use it. secondly, the students should be able to function the technology devices to communicate and to socialize with others in order to be able keep up the latest information and to build networking. the students’ responses toward this question at some point were in line with those obtained from the questionnaire. concerning with kustini, s., herlinawati & indrasary, y. 154 p-issn 2614-5960, e-issn 2615-4137 the suggestions on the integration of technology in the classroom, the students posited that technology should be used to assist learning, to enhance their understanding toward the subject matter, to motivate them in learning, and to actively engage them in the teaching and learning process. in addition, the students suggested that the teacher should give them ample time to do the tasks involving the technology usage. during the learning process, students were engaged in using technology from the very first start. students were required to join in an online virtual class in schoology (https://www.schoology.com) and uploaded all the digital products assigned through this platform. several software applications to produce digital texts were also introduced (e.g., sway, canva, powtoon). there were three major project assignments for the students to accomplish. the first project was producing digital mini-magz. this project was collaborative project in which the students were required to create and design a digital magazine-like of a particular topic of their particular interest. the students should include various modes in the text construction to make it more meaningful, understandable, and interesting. the second and the third projects were the creation of video presentation which was intended to engage them in producing procedure and expository digital texts. these projects were individual ones and assigned as their mid-term test and final test projects. in line with sari, v. d. a. (2019) in terms of z-generation, the results of the observation data showed that the technology integration in the classroom had significant impacts on the students’ multiliteracies. in terms of information literacy, the students likely had the ability to find, evaluate, and use off-line and online information appropriately, and had the ability to locate, organize, understand, evaluate, analyse information and communicate information effectively. evidence from information literacy was indicated in their successfulness in accomplishing the digital projects assigned by the teachers. the students included some references at the end of their projects that cites any sources that were not their personal work. for digital literacy, the data indicated that the students had improvement in their ability to locate, organize, understand, evaluate, and analyse information using digital technology, as well as, how to find, use, summarize, evaluate, create, and communicate information while using digital technology. evidence https://www.schoology.com/ research and innovation in language learning vol. 3(2) may 2020 p-issn 2614-5960, e-issn 2615-4137 155 of students’ social literacy was indicated on the students’ successfulness in interacting, interacting and building relationships with other people, and working collaboratively, and the ability to use technology to communicate and uploading their projects through social networking sites such as youtube. in relation to multimodal literacy, the observation results indicated that the students were likely to have good proficiency regarding multimodality. evidence of multimodal activity was indicated in the students’ projects in which the students included audio, visual, and linguistics modes to communicate. the students integrated video, music, and english language on their project works. conclusion and suggestions the results showed that the students had a strong belief in the integration of technology in the classroom. the students identified several barriers to the integration of technology that enhances multiliteracies in the classroom and many of these barriers were the very same barriers identified in the existing literatures. this study suggest that schools should consider to integrate technology in the classroom to enhance students’ multiliteracies skills including information literacy skill, digital literacy skill, information literacy skill, multimodal literacy skill, to name but a few as these literacy skills are crucially necessary to cope with the 21 st century demands. the language educators have to professionally develop their knowledge, skills, and practices needed in integrating technology in the classroom. references anggraeni, a., rachmijati, c., & apriliyanti, d. l. (2020). vlog: a tool for students’speaking practice enhancement. research and innovation in language learning, 3(1), 23-31. anstey, m. and bull, g. (2018). foundation of multiliteracies. new york: routledge bean, t. and harper, h. (2011). the context of english language arts learning: the high school years. in diane lapp, & douglas fisher (eds.), handbook of research on teaching the english language arts, 60-68. new york, ny: routledge. cope, b. and kalantzis, m. (2006). from literacy to ―multiliteracies‖: learning to mean in the new communications environment. english studies in africa, 49(1), 23–45. doi:10.1080/ 00138390608691342 creswell, j., and plano clark, v. (2011). designing and conducting mixed methods research, (2 nd ed.). thousand oaks, ca: sage publications. kustini, s., herlinawati & indrasary, y. 156 p-issn 2614-5960, e-issn 2615-4137 golonka, e. m. bowles, a. r., frank, v. m. richardson, d. l. and freynik, s. (2014). technologies for foreign language learning: a review of technology types and their effectiveness. computer assisted language learning, 27(1), 70–105. hutchison, a., & reinking, d. 2011. teachers’ perceptions of integrating information and communication technologies into literacy instruction: a national survey in the united states. reading research quarterly, 46(4), 312–333. mills, k. a. (2009). multiliteracies: interrogating competing discourses. language and education, 23(2), 103-116. misdi, n., kusriandi, w., & tambunan, a. r. s. (2020). impact of ict-assisted thesis writing on student researchers’ psychological empowerment: indonesian case. in journal of physics: conference series (vol. 1477, p. 042063). new london group. (2000). a pedagogy of multiliteracies: designing social futures. in b. cope & m. kalantzis (eds.), multiliteracies: literacy learning and the design of social future, 9-37. new york: routledge sari, v. d. a. (2019). z generation towards the use of smartphone application for listening activities in blendedlearning. research and innovation in language learning, 2(3), 196-206. strickland, b. and o’brien, m. g. (2013). a review of the literature on technology in second and foreign language learning. retrieved from https://tinyurl.com/yaq7dagt tour, e. (2015). digital mindsets: teachers’ technology use in personal life and teaching. language learning & technology, 19(3), 124–139. tsai, s. c. (2013). integrating english for specific purposes courseware into task-based learning in a context of preparing for international trade fairs. australasian journal of educational technology, 29(1), 111–127. wang, l. and coleman, j. a. (2009). a survey of internet-mediated intercultural foreign language education in china. recall, 21, 113–129. walsh, m. (2009). in pedagogic potentials of multimodal literacy. in l. tan wee hin & r. subramanian (eds), handbook of research on new media literacy at the k12 level: issues and challenges, (pp. 32–47) us: igi global. zou, b. (2013). teachers’ support in using computers for developing students’ listening and speaking skills in pre-sessional english courses. computer assisted language learning, 26(1), 83–99. conflict of interest no potential conflict of interest is reported. author biography siti kustini is a faculty member of informatics engineering department at banjarmasin state polytechnic, south kalimantan. she has been teaching english for specific purposes (esp) in this institution for almost 15 years. she earned her master degree in english education from indonesia university of education (upi) bandung in 2010 and currently she is a doctoral student at the same university. she actively participates in https://tinyurl.com/yaq7dagt research and innovation in language learning vol. 3(2) may 2020 p-issn 2614-5960, e-issn 2615-4137 157 various english language teaching international conferences and seminars and has published her research papers in several journals and proceedings. her interests are mainly in the area of esp, technology enhanced language learning, and esp materials development. herlinawati is a faculty member of informatics engineering department at banjarmasin state polytechnic, south kalimantan. she has been teaching islamic religious study in this institution for almost 15 years. she got her bachelor degree from uin antasari banjarmasin and earned her master degree of educational management from lambung mangkurat university. she is currently taking her doctoral degree in islamic religious study at uin antasari banjarmasin. yoenie indrasary is a faculty member of informatics engineering department at banjarmasin state polytechnic, south kalimantan. she has been teaching informatics engineering in this institution for almost 15 years. she got her bachelor degree from bandung technology institute (itb) and earned her master degree from indonesia university (ui). her interests are mainly on mobile technology application and iot. research and innovation in language learning 5(2) may 2022, pp. 122-143 pissn: 2614-5960 e-issn: 2615-4137 http://jurnal.ugj.ac.id/index.php/rill copyright 2022@ iin inawati , didi suherdi, pupung purnawarman 122 article engaging efl young learners through task-based teaching with character education-enriched materials iin inawati iin.inawati@mpbi.uad.ac.id magister of english education department, universitas ahmad dahlan, yogyakarta-indonesia didi suherdi suherdi_d@upi.edu department of english education, faculty of language and arts, universitas pendidikan indonesia, bandungindonesia pupung purnawarman purnawarman@upi.edu department of english education, faculty of language and arts, universitas pendidikan indonesia, bandungindonesia abstract this study aimed to investigate how the task-based teaching materials with character education values (tbtmcev) was implemented in teaching speaking in kindergarten context. the students‟ speaking performance was also explored in this study. an exploratory case study research design was used in this study while the participants were two teachers and 14 students whose ages range between 5 and 6 years old. the data were gleaned from classroom observations, observation rating scale, and documents. the data analysis results that teaching speaking to kindergarten students in which task-based teaching materials with character education values was implemented covers three stages including preparation, core activity and follow up as proposed by cameron. the other result from data analysis shows that the students can produce three kinds of speaking performance during the teaching learning process, these include: naming objects, producing simple sentences, and getting involved in a dialog. the results lead to the conclusion that all of the students had chance to be actively involved in a dialog. it indicates that tbmcev apparently could overcome resistance to the target language and create a need for speaking. keywords: task-based teaching materials, character education values, speaking skill, young learners. sari mailto:iin.inawati@mpbi.uad.ac.id research and innovation in language learning 5(2) may 2022 p-issn 2614-5960, e-issn 2615-4137 123 penelitian ini bertujuan untuk menyelidiki bagaimana bahan ajar berbasis tugas dengan nilai pendidikan karakter (task-based teaching materials with character education values/tbtmcev)) diimplementasikan dalam pengajaran berbicara dalam konteks taman kanak-kanak. kemampuan berbicara siswa juga dieksplorasi dalam penelitian ini. desain penelitian studi kasus eksplorasi digunakan dalam penelitian ini dengan partisipan dua guru dan 14 siswa yang berusia antara 5 dan 6 tahun. data diperoleh dari observasi kelas, skala penilaian observasi, dan dokumen. hasil analisis data menunjukkan bahwa pembelajaran berbicara pada siswa taman kanak-kanak yang mengimplementasikan materi ajar berbasis tugas dengan nilai pendidikan karakter meliputi tiga tahap yaitu persiapan, kegiatan inti dan tindak lanjut seperti yang dikemukakan oleh cameron. hasil lain dari analisis data menunjukkan bahwa siswa dapat menghasilkan tiga jenis kemampuan berbicara selama proses belajar mengajar, yaitu: menamai objek, memproduksi kalimat sederhana, dan terlibat dalam dialog. hasil dari penelitian ini mengarah pada kesimpulan bahwa semua siswa memiliki kesempatan untuk terlibat aktif dalam dialog. hal ini menunjukkan bahwa bahan ajar ini ternyata dapat mengatasi penolakan terhadap bahasa target dan menciptakan kebutuhan untuk berbicara. kata kunci: bahan ajar berbasis tugas, nilai-nilai pendidikan karakter, kemampuan berbicara, pembelajar muda. received 2022-03-12 accepted 2022-05-30 published 2022-05-31 apa citation: inawati, i., suherdi, d., & purnawarman, p. (2022). engaging efl young learners through task-based teaching with character education-enriched materials. research and innovation in language learning 5(2), pp. http://dx.doi.org/10.33603/rill.v5i2.6768 introduction acquiring good speaking skill is one of the primary goals of learning english as a foreign language for young learners (becker and ross, 2013). young learners can reach a good speaking skill which is purposeful and meaningful by the helps from teachers or adults. providing controlled practice to those which provide flexible communicative language use is something that can be done by adults (girard et al., 2003). the important issue is that the content of what should be spoken by students can be incorporated into issue of character education value (akbari and tajik, 2012; manalu and marpaung, 2018; milal et al., 2020; sugirin, 2011; thongrin, 2018; qoyyimah, 2014). including the issue of character education value is crucial since building character becomes one of the goals of national education (the ministry of national education and culture of republic of indonesia, 2012). in young learner class, the http://dx.doi.org/10.33603/rill.v5i2.6768 inawati, i., suherdi, d., & purnawarman, p. 124 p-issn 2614-5960, e-issn 2615-4137 content of character education should be suitable with their cognitive and moral development, for example it may be related to accepted or unaccepted behavior in their daily activities. in other words, how the concept of character education value in the materials should be flexible and adjusted to the students age and sociocultural background. for kindergarten teachers, teaching speaking in meaningful context along with character education value is not a simple thing to do. it is significant to remember that teachers of english to kindergarten students do not get formal training in foreign language teaching to this age group (hughes, 2014). however the success of the english program is relied on the teacher‟s competence because they should construct their curriculum to determine what to teach, what teaching methods to implement, what activities should be provided, what instrument to assess the students language development, what teaching media should be used and what materials they feel appropriate for their students (rahmat, 2009). one of the best ways to improve the teachers quality is by providing „good‟ materials since the materials can play the role as „agent of change‟ (hutchinson and torres, 199). as nur (2003: 168) points out, prepared materials can bring strong positive impact if they are used by the teachers who have inadequate qualification to teach. materials for young learners should make the students speak in meaningful context. one approach that has been proven effective to develop students speaking ability in meaningful context is task-based approach. the use of task-based language teaching in making the students able to use the language communicatively has been widely researched with older learners (e.g. akil, jafar and halim, 2018; ellis, 2003; gusti, 2005; mcdonough and chaikitmongkol, 2007; lightbown and spada, 2013; rohani, 2013; siti, 2011; sundari et al., 2018). some studies found out that task-based approach could help develop the students speaking in the english as a foreign language in secondary education (anwar and arifani, 2016; munirah and muhsin, 2015; stepani, 2016; carles, 2007), and tertiary education context (kierman, 2005; moser, 2005; somawati, et al., 2018). there have been comparatively few studies with young learners (pinter, 2006). however, research has shown that using tasks with children can be beneficial to their research and innovation in language learning 5(2) may 2022 p-issn 2614-5960, e-issn 2615-4137 125 language development in many ways (becker and ross, 2015). mackey, kanganas and oliver (2007) find out that task-based approach is beneficial for young learners at the age of 7-to-8-year-old in a migrant esl setting in australia who accomplished familiar and unfamiliar tasks. they conclude task-based approach can make the students interact and the interaction can improve the students‟ language development. generally, the research that is available at this point shows that young learners can benefit from task-based work in different ways. however, there are view researches that investigate the effectiveness of tblt to develop kindergarteners‟ speaking skill in foreign language context. in spite of the successful of tblt as the teaching approach implemented in the classroom, the result of evaluation of global and local materials show that english materials for young learners only lip-service was paid to task-based learning. there were very few materials which set goals in terms of achieving effective outcomes rather than just accurate and/or fluent language output (arnold and rixon, 2008; butler et al., 2018). besides a small number of materials that focus on tblt, some result of studies found out “the inadequacy of both the teaching content and the learning activities in developing the learners moral” (canh, 2018). widodo (2018) states that many researchers found out that the materials do not play much emphasize on value issue. there is a need for materials which support big moral and intellectual themes and promote character education values appropriate to the age and context of the young learners (arnold and rixon, 2008, p. 54). accordingly this study fills the gap in terms of task-based approach in which the content or the text containing character education value in kindergarten context by implementing cameron‟s framework (2001) which proposed that task is a unified and coherence school activity that are appropriate with the students' age and socio-cultural experience in which the focus is on the meaning of content rather than on form. this study aims (1) to investigate how a set of materials that employ tblt as the teaching approach and containing character education value in the stories was implemented in kindergarten context, and (2) to explore what kinds of students‟ speaking performance produced by the students when tbmtcev was implemented. inawati, i., suherdi, d., & purnawarman, p. 126 p-issn 2614-5960, e-issn 2615-4137 methods research site this study was conducted in a private kindergarten in pringsewu regency of lampung province. the main intention was that english had been taught since 2002 or 19 years ago. according to information gathered during an interview with the teacher, finding the suitable resource to impart english to kindergarten students was not an easy thing. while the manual received from the commercial publisher was dominated by painting activities, time became a problem. in this context, tbmtcev was developed and then implemented in this kindergarten. participants during the implementation session, 14 students, aged between 5 and 6, participated in the study. the reason was that most of the students had the same level of english as beginners, because they had little knowledge of language and could recognize a small number of words (phillips, 1999). data collection techniques certain data collection techniques were used to collect the fact for this study, namely: observation, rating scale, documentary. for the observation period, everything that happened during and after the course was noted (fraenkel & wallen, 2007). in the implementation session, four classroom observations were performed, and three hours was spent for each of them. observation rating scale was employed to assessed the kinds of speaking performance produced by the kindergarteners throughout the teaching and learning process. furthermore, it contained a set of characteristics or abilities to be adjudicated by applying a systematic technique and procedure (wortham, 2005; upshur & genesee, 1996). a column for evaluating the qualitative assessment of the scope of a service was also provided in the evaluation scale. (beaty, 1994; wortham, 2005). in addition, vygotsky's theory of zpd or zone of proximal development categorizes the speaking performance of young learners considered in making progress. students with little or no guidance were given a higher score in their oral performance and the lower score was given to students with lots of guidance. students' daily learning records were research and innovation in language learning 5(2) may 2022 p-issn 2614-5960, e-issn 2615-4137 127 collected in the final part of the teaching process in which tbtmcev was actualized as the documentary data. this activity followed phillips' suggestion (1993) that the teacher might ask students to draw an emoticon that reflects their feelings. at the last session of the implementation, the students' feeling for the lesson was reflected in the happy or sad face. the drawing was adapted to the color of the face, taking into account the cognitive abilities, since the participants in the class were kindergarten. results and discussion this part discusses two main points, (1) the teaching and learning process in the implementation of tbmcev and (2) the students speaking performance in the teaching learning process the teaching and learning process in the implementation of tbmcev this section focuses on the activities performed during the teaching of english by implementing task-based teaching materials with character education value (tbmcev), which takes four meetings. every activity was documented in the observation field notes that covered the description of events, people, activities, personal thought, and what is said and done by the teacher and students. the observations focus on the teachers‟ and students‟ activities during the teaching and learning process in the classroom to the application of tbmtcev in developing students‟ communicative competence. the arrangement of the materials based on taskbased language teaching for young learners covers three stages, including preparation, core activity, and follow up as proposed by cameron (2001). preparation. preparation stage include elicitation, introducing the new vocabularies, playing a game, doing exercises, listening to storytelling, delivering character education value, practicing the dialog in the story. in this study, elicitation was conducted by using unit 3 part “a. let‟s talk” figure as shown in the following picture. inawati, i., suherdi, d., & purnawarman, p. 128 p-issn 2614-5960, e-issn 2615-4137 figure 1. picture of elicitation by using this picture, the teacher invited the students to create conversations about the learned topic. the teacher used the indonesian language to make the students understood what the teacher explained and also allowed them to explore their knowledge about the topic. the process of elicitation can be seen in the researcher‟s field note below. from the researcher‟s note, part “a. let‟s talk” helped the teacher to explore students‟ old knowledge and became the new one. the teacher could focus on exploring students‟ knowledge by using the picture, and it maintained the teacher‟s track. it also made students correlated with what they knew and the content that they would learn at the lesson. introducing new vocabularies using pictures in the students’ book and flash cards was conducted to prepare students to speak in completing the main task, interviewing friends. this part is essential since the subject in this study is kindergarten students who are categorized as beginners with very little or no knowledge of english, and the use of this language is very limited (phillips, 2004). besides, appropriate vocabulary given leads to the fluency of the students to use the language required in the interview task. in this study, the students‟ book unit 3 provides an activity that can be conducted by the teacher to introduce the new words by using part “b. listen, point and say” as shown below. research and innovation in language learning 5(2) may 2022 p-issn 2614-5960, e-issn 2615-4137 129 figure 2. the figure for introducing new vocabularies data from the researcher‟s field notes shows that the pictures at the students‟ books are interesting and can attract the students‟ attention. however, since the pictures in the book were small, the students were more enthusiastic when the teacher used flashcards to introduce new vocabularies. it suggests that the process of introducing new vocabularies using pictures in students‟ book runs smoothly, and the flashcards assisted the teacher and the students in the teaching-learning process. without translation from the teacher, the students were able to understand the meaning of the words by associating the words with the pictures. playing game is the activity to facilitate the students to memorize the vocabulary introduced by the teacher. the game was conducted in the second meeting in the teaching-learning process because it “provides a non-threatening environment for coping with new learning” (paul, 2005:49). the students were divided into three groups consisting of five or four students in each group. one member of the group should throw the dice, and the other students run the pawn at the board game (printed 150 cm x 120 cm). the board game used at this stage is shown below. figure 3. “food and drink” board game inawati, i., suherdi, d., & purnawarman, p. 130 p-issn 2614-5960, e-issn 2615-4137 after that, the member of the group should mention the name of the food or drink at the box of the board game. they were actively involved in the teaching-learning process. students could recognize and mention the new vocabularies in the game. it is in line with huyen and nguyen (2003) who discovered that games contribute to vocabulary learning because it provides an enjoyable environment. doing exercise was conducted after the students were exposed to the new vocabulary using pictures and games. the exercise also appeared to emphasize the students‟ listening skill to ensure that the students understood what they recognized. the “exercise required nonverbal responses” from the students (pinter, 2006, 60), as shown in the following picture. figure 4. exercise in the warming up stage in this exercise, the teacher would mention the name of the food or drink; then, the students should match the name and picture. when the picture matched the teacher‟s saying, students should put a checklist. the students were found difficult in doing this exercise because the teacher used english words “true or false” instead of “benar atau salah” in instructing the students. the students‟ responses toward the exercise indicated that it would be better for kindergarten students if the students were given exercise, which requires a simple response. it means that students are only given one or two stages, for example: listen and circle. however, student difficulties indicated that the students have not yet been accustomed to working on such forms of exercise. students‟ responses indicated that it would be more proper if the exercises in tbmtcev were not too different from one research and innovation in language learning 5(2) may 2022 p-issn 2614-5960, e-issn 2615-4137 131 unit to another so that students were accustomed to it. it should be taken into account to revise the exercise of tbmtcev in all units. listening to storytelling is the next activity. besides using pictures, the teacher also used storytelling to introduce the vocabularies and dialog in the interview. by storytelling, the teacher introduced not only a single word but also sentences as well as the dialog in the interview. in the storytelling session, the teacher used mimes, gestures, and pictures to make the story comprehensible. the teacher performed storytelling activity to make the students recognize the vocabulary and understand the story through listening activity. asniatih (2009), in her research, found that teacher‟s storytelling is aimed at stimulating students‟ listening comprehension. in this study, the teacher told the story from “unit 3 part e. story” as follows. figure 5. story in tbtmcev to enable students to observe the picture more clearly, the teacher used a story sequence with the bigger size from the book (a4 paper for every dialog) in the storytelling session. the data from the researcher‟s field notes can be seen below. the teacher told the students that she would tell a story. students were enthusiastic to listen. then the teacher told the story in the e. story section. inawati, i., suherdi, d., & purnawarman, p. 132 p-issn 2614-5960, e-issn 2615-4137 listen and look with the help of story sequence (a4 size papers) so it was easy for children to see and understand. students listened carefully and answered the questions asked by one of the characters in the story, "do you like noodle?" spontaneously and loudly the students answered, "yes." listening to stories has some tremendous effects on vocabulary development, for both first and second language acquisition (mason and krashen, 2004). it is evidenced by considering students‟ responses when listening to the teacher‟s storytelling. the students answered the teacher‟s questions without the teacher‟s instruction. they directly answered the questions from the character in the story told by the teacher. the pupils gave reactions to the teacher‟s storytelling by listening to it carefully. for the first storytelling, the teacher partially told the story in the learners‟ mother tongue and the remaining in english. step by step, the teacher reduced the use of the mother tongue since the students had been familiar with the story (wright, 1995). the students paid attention to the teacher so that they could understand the content of the story well. delivering character education value was conducted after the storytelling session. the teacher told the students about the character education value contained in the story explicitly. the teacher referred to the students‟ book, page 10, as shown below. figure 6. character education value in tbmcev the character education value delivered by the students was generosity. besides, the teacher also asked the students about the meaning of generosity and also discussed other kinds of activities that can be categorized as generosity. from the researcher‟s filed note, it indicated that part of tbtmcv containing character education value could facilitate the teacher to deliver the value, and the students could correlate the value with the story. research and innovation in language learning 5(2) may 2022 p-issn 2614-5960, e-issn 2615-4137 133 practicing the dialog in the story was conducted before the students. after the students recognized the new words and also the dialog in the story, the students acted out the lines in the story. this activity was conducted by involving all students in the class. the activity is described in the researcher‟s field note below. after listening to the story, students were divided into two groups of boys and girls. they practiced according to the content of the story. girls became eli and said "do you like noodle?" and boys became didi and answered, "yes, i do". they could say the part loudly and smoothly but needed an example from the teacher. (obs#d3) as the data have shown, the teacher gave the instruction and the language model to the students to practice the lines of the story. the students acted out the sentences, mimed, and used appropriate pictures in practice. this activity was suitable for children when they learned a new language (pinter (2006) recommended a kind of activity by stating that “at the beginning stages with children, it is a good idea to focus on a simple but purposeful and meaningful pattern of drilling and personalized dialog”. after the students practicing in a group, they practice the dialog in pairs. this activity was guided by the teacher before the class (liu and ding, 2009). two students could speak up their line without guidance from the teacher, but the other students needed guidance from the teacher, to recall the vocabulary (researcher‟s field note day 3). the students‟ difficulty in recalling names of food and drink should be anticipated by the teacher. it means that before the teacher ordered students to practice the dialog in pairs, the teacher should reassure that all students remembered the language that would be practiced, including the targeted-vocabulary. it showed that the teacher implementing tbtmcev should understand the students‟ skill level and adjust the target of tbtmcev to reach students‟ communicative competence. core activity after practicing the sentences and dialogues in the story with the whole class, the teacher divided the students into several groups, and the students applied what they had practiced with various level of guidance for each. the students interviewed one of his/her friend about the food they like by using the table from page 11 as follow. inawati, i., suherdi, d., & purnawarman, p. 134 p-issn 2614-5960, e-issn 2615-4137 figure 7. interview chart from tbmcev all students in the class have the chance to become active participants in their education rather than passive recipients of teacher‟s knowledge (jarvis et al., 2002). it is essential to provide opportunities for meaningful conversations between groups of children (sollars, 2001). in other words, role play can be used to provide opportunities for all students to be involved actively, including the shyer or less advanced ones. by using an interview chart from the students‟ book page 11 (see figure 7.), the students administered interviews with friends about the food and drink. the data from the researcher‟s note showed that the students were happy in carrying out the activity. their happiness was shown by their enthusiasm, laughs, smile in completing the task. it appeared that tbmtcev could achieve affective responses from students (timmis, 2015). research and innovation in language learning 5(2) may 2022 p-issn 2614-5960, e-issn 2615-4137 135 follow-up in cameron‟s framework of tblt for young learners, the follow-up stage builds on the successful completion of the core. in this study, follow-up activities were in the form of singing a song, drawing, doing exercise, and checking students‟ feedback. figure 8. song in tbtmcev sing a song was the activity conducted after interviewing friends as a core activity, the students conducted some follow-through activities, one of them was singing a song. the teacher referred to the students‟ book, page 12, as shown in figure 8. the lyric in the song was referred to as the language target in core activity. song activity is aimed to strengthen the language learned previously. students‟ ability to sing the song is not the goal of the lesson but understanding and producing the sentences in the song lyric. urging students to speak in english by using songs is in line with hashemian (2014), affirming that using songs in english teaching can improve students speaking ability. inawati, i., suherdi, d., & purnawarman, p. 136 p-issn 2614-5960, e-issn 2615-4137 when the teacher taught the students the song, teaching media such as flashcards helped the students memorize the lyrics. the data indicated that the teacher‟s skill to teach english with songs is essential. it means that in implementing tbmtcev, the teacher was entailed to master various teaching techniques to make the students memorized targeted vocabulary and also reached communicative competence step by step. drawing. in this stage, the students were asked to draw, color, and write their favorite drink. these activities aim to remind the students about the vocabulary they had learned previously. the teacher used part “h. draw and color” from the students book as shown below. figure 9. drawing page in tbtmcev in this activity, the students should draw only one type of drink, but some students drew more than one drink. however, the important point in this activity is urging the students to speak english after or while drawing and coloring activity. drawing activity should facilitate the students to use english as a study conducted by hermaniar and lestary (2018), which discovered that drawing can promote students‟ interaction. doing exercise. in the follow-up stage, the students were also ordered to complete an exercise. the teacher helped the students by writing the answer on the whiteboard. the teacher used part “i. read and circle”, as shown below. research and innovation in language learning 5(2) may 2022 p-issn 2614-5960, e-issn 2615-4137 137 figure 4.13. exercise in tbtmcev students‟ book in completing this exercise, students required more guidance. it indicated that the students had very limited literacy skills. they could not read and write fluently yet. not surprisingly, this occurred since they still have very limited literacy skills, even in their first language. as a result, it should be taken into account to revise the exercise format, including exercise, which does not demand the students‟ literacy skills. checking students’ feedback. the last session was checking students‟ feelings by asking them to color face (happy or sad) in students‟ daily learning records after they learned english for four meetings. this activity is adapted from phillips (1993), who proposed that the teacher can ask the students to draw the face, which reflects their feelings about the activity. the data from students‟ daily learning records showed that all students (14 students) who learned english for four meetings enjoyed the activities in which tbmtcev was implemented. the researcher‟s note also supported the data from the daily learning records that students apparently had fun in conducting the activity, although the target of speaking skill taught beyond the speaking skill commonly taught in kindergarten. from the classroom interactions, it showed that the tbtmcev was implemented by referring to the specific pattern that is divided into three main stages, corresponding the typical structure of the most lesson, i.e., the activities before, during and after task (girard, 2003; harmer, 2008: 201).these activities were conducted to make the students inawati, i., suherdi, d., & purnawarman, p. 138 p-issn 2614-5960, e-issn 2615-4137 speak by implementing tbtmcev. furthermore, the teaching procedure in which tbmtcev was implemented also fit to the young learner‟s learning characteristics. in the teaching-learning process, the teacher provided the students to learn through physical experience, introduced the concrete one rather than abstract concepts, used various activity, kept the children learn as a whole rather than separated, provided routine and repetition. the activities that corresponded to their learning characteristics made the learning process enjoyable and obtained maximum results. the students’ speaking skill the goal of task-based teaching materials in this study is to make the children communicate using english in simple language, whether in the classroom or family context. this goal is then broken down into learning objectives that guide the teaching and learning activities in the form of „task‟. the task in this study refers to cameron definition which propose that task is classroom activities that have a clear purpose and meaning. however, she further says that not all activities can be defined as a task. key features of classroom tasks are summarized as “having coherence and uniting for learners, containing clear language goals, from beginning and end, and actively involving the learners”. in this study, students' communicative competence is the highest level of students' ability. to reach the highest ability, the tasks are divided into some stages. these tasks include (1) naming objects (read, 2006; cameron, 2001); (2) producing simple sentences (upshure and genesee, 1996; cameron, 2001; pinter, 2001); and (3) getting involved in a dialog (ytreberg and scot, 1990; cameron, 2001; paul, 2003, linse, 2005; pinter 2006; read, 2006). those kinds of oral production conform to the activities organized by the teacher in the teaching-learning process. it is in line with brown (2001), who clarifies that the oral production of the students relies on the teacher‟s role in selecting the types of speaking performance that the students are supposed to do. mentioning the name of objects. it is a kind of speaking performance that can be completed by young learners (read, 2006; cameron, 2001). in this study, the students were able to name objects in the listening, repeating, and game activity. according to research and innovation in language learning 5(2) may 2022 p-issn 2614-5960, e-issn 2615-4137 139 the data from the observation rating scale, it could be assumed that all of the students could mention the name of objects shown by the teacher through flashcards. it could also be seen from the data that 12 out of 14 students could mention the name of food correctly, clearly, and loudly without the teacher‟s assistance. when the teacher showed the pictures, the students could directly mention the name of objects in flashcards. the data from the extract demonstrates that the teacher gave some assistance to the students in the form of verbal cues. out of 14 students could be categorized at the average level. they were able to mention the name of food correctly and clearly, but when they had difficulty in mentioning one, the teacher‟s assistance was needed to make them more confident in pronouncing the words. some students were able to mention it when the teacher said the verbal cue. the data above also implied that the students needed guidance from the teacher in mentioning the object names shown the teacher as an assessment. the teacher‟s guidance conducted in this session follows the suggestion from cameron (2001: 220) who highlighted that “assessment should be interactional rather than an isolated, solo experience”. the result indicates that students realized it is easier to memorize the name of objects shown by the teacher using pictures, especially, flashcards. moreover, the students seemed to have a good speaking ability when they obtained a language model as exposure from listening activity. producing simple sentences. in the session in which the students practiced the lines from the story together with the whole class, almost all students were able to produce simple sentences with some guidance from the teacher. however, the students‟ competence in producing simple sentence varied from one student to others. it can be seen from the observation rating scale that recorded the students‟ speaking performance in the third meeting. the teacher gave an example for the students by miming the part of the dialog. the data revealed that the students can produce object names and simple sentences, such as: “do you like….? the students could achieve that kind of oral production since the teacher provided activities that demanded the students speak and provided the media to be used in the teaching-learning process. inawati, i., suherdi, d., & purnawarman, p. 140 p-issn 2614-5960, e-issn 2615-4137 in the early activity, the students had a chance to practice lines without media; after that, a set of picture cards was given to them to make it easier for them to comprehend the sentences. the data shows that the students could produce simple sentences with guidance in the form of verbal cues from the teacher. it is common in young learners‟ class since their learning process needs guidance from the teacher as scaffolding. scaffolding is primarily an instructional strategy, which ensures that the child can gain and take control of the task (pinter, 2006). in producing the sentence, some students needed the teacher‟s assistance. they were able to say the sentence correctly, clearly, and loudly after the teacher gave them the language model. nevertheless, not all students needed the teacher‟s guidance in producing simple sentences. the description leads to the conclusion that the exposures to the target language and the chance to practice the language learn influenced the students‟ speaking performance. getting involved in a dialog. in the “interview with friends” sessions, the students allowed to be involved in a dialog. the observation rating scale showed that their performances were at various levels. some of the students (2 out of 14 students) could be categorized into the average level since they were able to produce simple sentences and be involved in a dialog with some guidance from the teacher. the teacher gave them an example to the students, and they could say their sentences correctly, clearly, and loudly. the students seemed to be able to use the formulaic chunk. to make the description clear, the process of speaking performance will be represented by vio. the example is when the other student gave her the picture of a noodle; she said: “do you like noodle?” as described above, it could be seen that the student seemed to acquire formulaic language “do you like____”, which could be used to perform communicative functions that were essential to them and which „contribute to the fluency of their unplanned speech‟ (ellis, 2005: 12). in this section, vio can produce formulaic chunk that should be complemented. chunks help speakers to produce language faster because they do not have to think of individual words (pinter, 2006). as the data showed, without the teacher‟s guidance, rizi could produce the language fast when he was given different picture cards from his friend in the dialog. research and innovation in language learning 5(2) may 2022 p-issn 2614-5960, e-issn 2615-4137 141 however, not all of the students could acquire formulaic chunk at the first and second meetings. there were 10 out of 14 students who needed guidance from the teachers in saying their lines. after given a model from the teacher in the form of miming, the students were able to say their lines clearly and loudly. four students needed much effort to say their lines even though the teacher had given the model to be imitated by the students. the teacher must guide them more than once. the description from teaching and learning process leads to the conclusion that the students were involved in the dialog in the interview with friends section. all of the students had a chance to be actively involved in a dialog. it indicated that tbmtcev apparently could overcome resistance to the target language and create a need for speaking. exposure to the target language, chance to practice the language, and media used before the students conducted interview activities seem to influence students‟ speaking performance during the interview in the core task session. the students need guidance from the teacher. it denoted that the students had understood the meaning of the language they should say, but to produce the sentence, they need help from the teacher. it could be understood that it was the first period to learn english in a meaningful context. it was hard for them to speak spontaneously. it was the first time they learn a language in the form of sentences or chunk, and they should change the words based on the context. conclusion the finding from the observation in the process of implementation of tbmcev, observation rating scale, students‟ daily learning records, and interviews with teachers lead to the conclusion that tbtmcev could be implemented in the kindergarten context, especially in the research site. it could develop students' communicative competence, motivate them to learn english, and be beneficial for both teachers and students. conflict of interest no potential conflict of interest was reported. inawati, i., suherdi, d., & purnawarman, p. 142 p-issn 2614-5960, e-issn 2615-4137 references arnold, w., & rixon, s. (2008). materials for teaching english to young learners. in tomlinson, b. (ed) english language learning materials: a critical review. london: continuum. butler, y.g. et al. (2018). „task‟ appearing in primary school textbooks. elt journal, 1-11. (retrieved from https://academic.oup.com/eltj on august 16 th , 2019) carles, d. (2007). the suitability of task-based approaches for secondary schools: perspective from hong kong. system, 35, 595-608. cameron, l. (2001). teaching languages to young learners. uk: cambridge university press. fraenkel, j. r., & wallen, n. e. (2007). how to design and evaluate research in education. new york: mcgraw-hill. kierman, p. (2005). storytelling with low-level learners: developing narrative tasks. in teachers exploring tasks in english language teaching (edwards, et.al. ed). macmillan: macmillan publishers limited. manalu, d. b., & marpaung, t.i. (2018). students teachers‟ ways to integrate character values in efl classroom. journal of humanities and social science, 23(7), 37-42. mcdonough, k., & chaikitmongkol, w. (2007). teachers‟ and learners‟ reactions to a task-based efl course in thailand. tesol quarterly, 41, 107-132. https://doi.org/10.1002/j.1545-7249.2007.tb00042.x munirah, & muhsin, m.a. (2015). using task-based approach in improving the students‟ speaking accuracy and fluency. journal of education and human development, 4, 181-190. paul, d. (2007). teaching english to children in asia. hong kong: pearson longman asia elt. pinter, a. (2006). teaching young language learners. oxford: oxford university press. rahmat, a. (2010). implementasi kurikulum bahasa asing di sekolah taman kanakkanak (tk) daerah khusus ibu kota. jurnal kajian linguistik dan sastra, 22(1), 1-29. stepani, m. (2016). the implementation of task-based instruction in teaching speaking. indonesian efl journal, 2(1), 43-52. uphshur, j.a., & genesee, f. (1996). classroom-based evaluation in second language acquisition. cambridge: cambridge university press. wright, a. (1995). storytelling with children. oxford: oxford university press. conflict of interest no potential conflict of interest is reported. https://academic.oup.com/eltj research and innovation in language learning 5(2) may 2022 p-issn 2614-5960, e-issn 2615-4137 143 about author iin inawati is a lecturer in magister of english education program of ahmad dahlan university. her interest is in elt materials and teaching english for young learners. she is available at iin.inawati@mpbi.uad.ac.id didi suherdi is a professor of applied linguistics in the department of english education, faculty of language and arts, universitas pendidikan indonesia, bandung indonesia. his research interests are tefl, technology-based elt, and discourse studies. he can be contacted at suherdi_d@upi.edu 5978101 https://orcid.org/0000-0002-2339-6744 pupung purnawarman a senior lecturer at in the department of english education, faculty of language and arts, universitas pendidikan indonesia, bandungindonesia. he pays attention much on tefl methodology and applied linguistics. he is available at purnawarman@upi.edu 5979299 https://orcid.org/0000-0002-5075-392x mailto:iin.inawati@mpbi.uad.ac.id mailto:suherdi_d@upi.edu https://sinta.kemdikbud.go.id/authors/profile/5978101#! https://www.scopus.com/redirect.uri?url=https://orcid.org/0000-0002-2339-6744&authorid=6504018680&origin=authorprofile&orcid=0000-0002-2339-6744&category=orcidlink mailto:purnawarman@upi.edu https://sinta.kemdikbud.go.id/authors/profile/5979299#! https://www.scopus.com/redirect.uri?url=https://orcid.org/0000-0002-5075-392x&authorid=57188661361&origin=authorprofile&orcid=0000-0002-5075-392x&category=orcidlink research and innovation in language learning vol. 4(1) january 2021 pp. 1-17 pissn: 2614-5960 e-issn: 2615-4137 http://jurnal.ugj.ac.id/index.php/rill article copyright 2021@ dwiniasih, indri deviriani khumaeroh 1 how do pre-service teachers deliver their instruction during teaching practicum?: voice from efl classrooms dwiniasih dwini6644@gmail.com english education department, swadaya gunung jati university, west java, indonesia indri deviriani khumaeroh indrideviriani@gmail.com english education department, swadaya gunung jati university, west java, indonesia abstract for decades, questioning about effective method in a teaching learning process has been considered consistently in educational research. the existence of revised curricula forces teachers to renew or improve the teaching method used refers to the current edition. in fact, the teachers keep their teaching method caused of several concerns. considering to the current issues, this study aims to investigate the teaching method applied by student teacher during teaching practicum, whether they tend to use modern or traditional teaching method. the participants of this study is ten learners of the eight grader at junior high school whose teacher is student teacher that conducting teaching practicum in their class. since it is case study, student observation checklist and semistructured interview were applied in gaining the data. the result revealed that the teaching method used by student teacher is modern method, even though; she combined it with conventional method incidentally. keywords: method, instruction, student-teacher, teaching practicum sari selama beberapa dekade, pertanyaan tentang metode yang efektif dalam proses belajar mengajar telah dipertimbangkan secara konsisten dalam penelitian pendidikan. keberadaan kurikulum yang direvisi memaksa guru untuk memperbaharui atau memperbaiki metode pengajaran yang digunakan mengacu pada edisi saat ini. bahkan, para guru mempertahankan metode pengajaran mereka disebabkan oleh beberapa kekhawatiran. dengan mempertimbangkan permasalahan saat ini, studi ini bertujuan untuk menelusuri metode pengajaran yang diterapkan calon guru selama praktek mengajar apakah lebih cenderung pada penggunaan metode pengajaran modern atau tradisional. partisipan dari studi ini terdiri dari sepuluh peserta didik kelas delapan pada sekolah menengah pertama dimana guru mereka adalah seorang calon guru yang melakukan pengajaran praktikum di kelas mereka. karena ini adalah studi kualitatif, lembar ceklis dan wawancara semi-terstruktur diterapkan guna memperoleh data. dwiniasih, d. & khumaeroh, i.d. 2 p-issn 2614-5960, e-issn 2615-4137 hasilnya menunjukkan bahwa metode pengajaran yang digunakan oleh calon guru adalah metode modern, meskipun, ia dikombinasikan dengan metode konvensional secara bersamaan. kata kunci: calon guru, metode mengajar, praktek mengajar received 2020-07-30 accepted 2020-11-02 published 2021-01-31 apa citation: dwiniasih, d. & khumaeroh, id. (2021). ―how do pre-service teachers deliver their instruction during teaching practicum?‖: voice from efl classrooms. research and innovation in language learning 4(1), pp. 1-15 http://dx.doi.org/10.33603/rill.v4i1.3958 introduction what is the best method to teach? it is a question which is always proposed by student teachers while discussing teaching methods, approaches, or strategies in class. indeed, it is commonly asked by teachers at the end of semesters on which method that is best for students to learn, whether it is a traditional or modern method as a teacher guideline to achieve learning indicator (ganyaupfu, 2013). teaching methods or models of teaching are a pattern or plan which can be used to shape a curriculum or course to select instructional materials and to guide a teacher‘s action (rajput, 2014). it comprises the general principles, pedagogy, and strategies used by teachers to enable student learning. in finding an appropriate and best method to teach, it depends on what fits teachers, including their educational philosophy, classroom demographic, subject area (s), and school mission statement. in addition, the relationship of learner characteristic, type of learning, and how students learn are elements in selecting and designing efficient teaching method (westwood, 2008). in general, it is classified into teacher centred (direct instruction) and student centred approaches which involves inquiry-based learning and cooperative learning. the conventional instructional approach relies on lecture-based instruction as the teaching centre, emphasizing the delivery of syllabus and concept. the teacher explains the theoretical knowledge, while the students listen and take note; passively accept the knowledge (kaddoura, 2011). it is assumed that conventional teaching method has been shown to be less effective than other teaching strategies in practical application and critical thinking abilities (ilkiw et al. 2017; dickinson et al. 2018). on the other hand, as ganyaupfu (2013) stated the approach is least practical, more theoretical and http://dx.doi.org/10.33603/rill.v4i1.3958 research and innovation in language learning vol. 4(1) january 2021 p-issn 2614-5960, e-issn 2615-4137 3 memorizing. according to damodharan and rengarajan (2015), there are some limitations of traditional teaching or conventional teaching, they are: 1) teaching in the classroom using chalk and talk is ―one-way flow‖ of information. 2) teachers often continuously talk for an hour without knowing students response and feedback. 3) the material presented is only based on lecture notes and textbooks. 4) teaching and learning are concentrated on ―plug and play‖ method rather than practical aspects. 5) the handwriting of the lecturer decides the fate of the subject. 6) there is insufficient interaction with students in the classroom. 7) more emphasis has been given on theory without any practical and real-life of time situations. 8) learning from memorization but not understanding.9) marks rather than result-oriented. further, teacher-centered methods are a clear negation of the accepted view that learning is an active rather than a passive process, the best and most applicable learning is learning by doing. lecture methods, questioning method and demonstration method are some of the teaching methods in this category (vin-mbah, 2012). conventional methods or traditional method also called as lecture method, because this method has always been used as an oral communication tool between teachers and students in the process of learning and the conventional method is characterized by an accompanying lecture with explanation and exercises. (djamarah, 2003) lecturing is a time-tested and long-venerated teaching methods, it remains the most frequent method of instruction in higher education throughout the world (milis, 2012). the term ‗lecture-discussion‘ describes the application designed to address weaknesses and refers to a modification of conventional lecture method—by interspersing the short period of presenting information by questions asked by teachers systematically—that is very behaviouristic in nature based on cognitive learning theory, i.e. the information processing theory and constructivism (mutrofin, degeng, ardhana, & setyosari, 2012). therefore, it is opposed to student centre approaches which provides much attention to problem-solving, collaborate learning, and lifelong learning strategies. this makes students lose motivation, lack self-study ability, and the combination of curriculum and clinical work is not close enough to train students‘ clinical thinking. dwiniasih, d. & khumaeroh, i.d. 4 p-issn 2614-5960, e-issn 2615-4137 meanwhile, in the last years or even decades, there has been a shift from teacher-center education to a learner-centred education (bergsmann, schultes, winter, schober & spiel, 2019; bonk & cunningham, 2012). effective teaching methods help to activate students' curiosity about a class topic, engage students in learning, develop critical thinking skills, keep students on task, engender sustained and useful classroom interaction, and, in general, enable and enhance the learning of course content (kolesnikova, 2016). furthermore, the modern method is a learning process controlled by the students. the learner is interacting does not need long explanations from the teacher, but the teacher needs to encourage the learner to participate actively, by talking, sharing their idea, interest and working to find out others‘ opinion which motivate them while learning (mohammadjani & tonkaboni, 2015; rajput, 2014). in addition, cooperative learning as the modern teaching method implemented in classroom where the learners are involved in all activities, organized and supervised by the teacher (hussain, punjab and shakoor, 2011). according to peyton (2010) summarized the student-centered approach, promoting interaction among learners, using the native language when possible and appropriate, connecting instruction with learners‘ lives, and teaching-learning strategies explicitly. these principles based on lynch (2010) were taking responsibility for learners‘ learning, directly involving them in the learning process and raising social activities like collaboration, meaningful communication, choice and cooperation. students felt more autonomous and responsible and teachers should give away the majority of their class power and made the students self-direct their learning. this principles also refers to some deficiencies in this approach, 1) students may suddenly participate in class, 2) students listen to the teacher without any contribution, and 3) students just copy down notes (lynch, 2010). the approach also motivates goal-orientated behaviour among students. hence, the method is very effective in improving student achievement (ganyaupfu, 2013). as ganyaupfu states that there are some types of modern methods, such as: active learning, collaborative learning, inquiry-based learning, cooperative learning (cl), problem-based learning, peer-led team learning, team-based learning, peer instruction, inquiry guided learning, just-in-time teaching, small group learning, research and innovation in language learning vol. 4(1) january 2021 p-issn 2614-5960, e-issn 2615-4137 5 project-based learning, and question-directed instruction. the writers only discuss cooperative learning for completing this research. despite the challenges of sustainable implementation, cooperative learning (cl) is a vibrant part of the global education scene. over the years it has reached out and joined various educational goals, most recently the urgent need to address the reality of the intercultural classroom (sharan, 2010). according to ahmad & mahmood (2010), cooperative learning is one of the most successfully explored instructional strategies in the history of educational research. then, ahmad & mahmood (2010) suggested that cl strategies contribute to the promotion of higher-order thinking, socially acceptable behaviour, and interracial acceptance. mohammadjani & tonkaboni (2013) showed that the average points of learning evaluation test given to the students significantly higher in group discussion method compared to the lecture teaching method. meanwhile, the results showed that the satisfaction level was higher in students who had been taught in group discussion method compared to the lecture teaching method. those methods have already been delivered to student teachers during they were in college which meant that they were ready to teach their students in class. the question is whether they could apply it in class or no. some previous researchers have investigated how well teaching methods that are applied by teachers. ahen (2009) proposed collaborative method that most of students get more self-confidence to communicate since they enjoy learning in class. the significant differences were observed between male and female students‘ perceptions. poorly equipped classrooms, lengthy course contents, lack of highly qualified teachers and english used as the medium of instruction were the major problems identified by the students. he suggested revising curricula, updating academic resources, using of student-centered approach and emphasizing on faculty development for improving quality of teacher education. besides, thoonen, sleegers, peetsma & oort (2010), examined the relative importance of teachers‘ teaching and their efficacy beliefs to explain variation in student motivation. the results of the multi-level analyses show that connection to the students‘ world and cooperative learning methods had a positive effect on students‘ motivation, while process-oriented instruction by the teacher had a negative effect on motivational dwiniasih, d. & khumaeroh, i.d. 6 p-issn 2614-5960, e-issn 2615-4137 behaviour and motivational factors of students. finally, the results lend credence to the argument that teachers‘ sense of self-efficacy has an impact on both teachers‘ teaching and students‘ motivation to learn. referring to the empirical studies conducted, this study focuses on how student teachers apply teaching methods during teaching practicum. it is conducted because the existences of gap both in theory and practices in teaching implementation commonly happened in educational circumstances (goodlad, 1990). academic rules applied are often different result to practice implemented in classroom. furthermore, some previous researchers focused on students‘ ability that were being taught rather than pre-service teachers who were also important part as the future teachers in educational system. it was also as the reference for the writers and further researchers who focused on student teachers in identifying and deciding student teacher‘s preparation. teaching practicum is a mandatory module in a pre-service teacher-education program that takes place in a school under the supervision of a school mentor for a limited time period (hascher & hagenauer, 2016). in addition, it is one of the most critical components of teacher education that affects the quality of teachers (zeichner, 2010). collaboration and planning among colleges, local educational agencies, and state the department of education is critical to the development of effective leadership preparation programs (johnson, 2016). therefore, the empirical and practical assumptions should be considered when designing a leadership preparation curriculum (bolden, 2016). indeed, faculty of educational leadership programs usually collaborates with other educational stakeholders to ensure that curriculum and learning connection theory and practice (reames & slear, 2018). in addition, to investigate the gap both theory and practices during teaching practices, this study aims to investigate the teaching method applied by student teacher during teaching practicum, whether they tend to use modern or traditional teaching method. methods in this qualitative research, case study design was grounded (given, 2008) involving ten students of english department of a private university in west java, indonesia that were recruited to voluntarily participate in this research. all participants came from the third https://onlinelibrary.wiley.com/doi/full/10.1111/nhs.12048#nhs12048-bib-0016 research and innovation in language learning vol. 4(1) january 2021 p-issn 2614-5960, e-issn 2615-4137 7 year classes as the recently joined and conducted teaching practicum. in collecting the data, student observation checklist and semi structured interview are used in this research that were conducted to collect the data related to the aim of the research that is what teaching method used by student teachers during teaching practicum. it contains the characteristic of conventional and modern methods. in the number one to five are the characteristic of conventional methods whereas in the number six to ten are the characteristic of modern methods as in table 1 and 2. the student observation checklist as primary research data drew in the participant‘s review during observing one student teacher‘s activities who conducting teaching practicum. it is conducted by giving a paper to participants which contains questions consisted about the application of conventional teaching methods and modern teaching methods used by one practitioner teacher. the observation in the form of the checklist is equally valid in evaluative research to determine the extent to which certain behaviours or teaching practices are observed throughout a lesson (ong, rahman, wahid, tajudin, yahya, mazuwai and kosni, 2017). the student observation checklist is filled by ten students which giving a sign of checklist (√). it aims to know which methods are often applied and which methods are liked by the students. meanwhile, the interview is used to strengthen the primary data of what the students observed student teacher while teaching practice. the qualitative semi-structured interview is a construction site of knowledge (wyatt, 2015). furthermore, audio-taped with the teacher‘s permission, they started with a post-lesson discussion, during which the writers stimulated recall (wyatt, 2015). thus, the writers records in the form of audio during the interview. in analyzing this recording, the writers describe the transcripts, do coding or indexing. results and discussion the classroom realization of the instruction the classroom instruction of both modern and traditional method realization are presented and discussed in the following parts. dwiniasih, d. & khumaeroh, i.d. 8 p-issn 2614-5960, e-issn 2615-4137 table 1. the characteristic of conventional methods as illustrated in table 1. shows a half participants comply with student teacher only explained the material without direct interaction with students which means that it does not belong to completely conventional method characteristic. it is significantly conforming to the next activities which support the data that student teacher did not apply conventional method entirely during teaching practicum. it is opposed to the characteristic of conventional method where delivering material commonly as in text books and learners tended to do memorizing. table 2. the characteristic of modern method the second table shows characteristic of modern method where students are the centre of class activity. it could be assumed that student teacher applied modern method well, even though the students are less to speak up while instructed by student teacher. based on the data shown in table 1 and 2, it could be summed up that student teacher applied modern method during teaching practicum. it is because half of the participants admit that the practitioner teacher explain the material without any interaction with the no activities yes no 1 does the english practitioner teacher only explain the material without direct interaction with students? 50% 50% 2 does the english practitioner teacher more often deliver material by speaking in front of class without practicing? 20% 80% 3 does the english practitioner teacher deliver the material only from textbooks that available at school? 30% 70% 4 does the english practitioner teacher deliver the material without practicing with the example that relates in their real life? 20% 80% 5 do students understand the lesson by memorizing? 10% 90% no activities yes no 6 are students happy with the application of teaching methods in which students‘ interaction in the class is more dominant? 70% 30% 7 are students happy when practitioner teacher instructed them to speak up in english class? 20% 80% 8 are students more active in class during learning process from practitioner teacher? 80% 20% 9 does the english practitioner teacher give the students instruction to do assignments in pairs? 100% 0% 10 does the english practitioner teacher deliver material clearly and easily understood? 80% 20% research and innovation in language learning vol. 4(1) january 2021 p-issn 2614-5960, e-issn 2615-4137 9 students. it relates with the study of ganyaupfu (2013) students simply obtain information from the teacher without building their engagement level with the subject being taught. however, only a few students agreed that the practitioner teacher is more often delivering material by speaking in front of class neither practicing, example that related to real life or using textbook only. it means that student teacher could do well delivering material to learners by providing practicing, example through real life instead of textbook only. indeed, learners could memorize their study not only by memorizing, but also their activities during learning class. it is contrary to ganyaupfu (2013) related to conventional method that the approach was least practical, more theoretical and memorizing, while damodharan & rengarajan (2015) add that conventional method comprises that the material presented is only based on lecturer notes and textbooks. furthermore, table 2 shows similar results to the previous one. it could be generalized that student teacher is able to interact with learners. it could be confirmed that learners are happy to interact actively and dominantly in class; nevertheless they do not enjoy speaking up in class. nonetheless, student teacher could provide instruction to make learners work in pairs doing assignment which affect learners enjoying the class as proposed by ahen (2009) that collaborative method challenged most of students get more self-confidence to communicate. the last number shows student teacher could deliver the material clearly and easily understood by learners. according to the characteristic of both methods, student teacher is assumed applying modern method in this study since it is as reported by hesson & shad (2013) that most teachers today apply the student-centered approach to promote interest, analytical research, critical thinking and enjoyment among students. it is as the principle of modern method claimed by lynch (2010) that is taking responsibility for learners‘ learning, directly involving them in the learning process and raising social activities like collaboration, meaningful communication, choice and cooperation. even though the observation result revealed significant issue that student teacher end to apply modern method during teaching practicum, the writers keep analysing the second instrument to strengthen the primary data. the interview is conducted to all participants dwiniasih, d. & khumaeroh, i.d. 10 p-issn 2614-5960, e-issn 2615-4137 individually in ten questions. the writers used the audio recorder to facilitate an interview and save the data accurately. the result of interview could be seen in table 3. table 3. the reference used by student teacher during teaching practicum question 1 students’ opinion 1. do student teachers only use books from school to deliver material? what do you think? all of participants said that student teacher not only use books given from the school in delivering material. sometimes, she used language laboratory combining with its learning media such as audio visual i.e. pictures, video or file shown through projector which make the students more interested to learn. table 3 shows that the reference used by student teacher during teaching practicum is not only books given from the school in delivering material. based on the participants‘ responses that sometimes student teacher used language laboratory combining with its learning media such as audio visual i.e. pictures, video or other soft file shown through projector. again, they added that those learning media used by student teacher affect participants to be more interested in learning. it means that the result of interview is in line with the data of observation taken by participants which show that student teacher could apply modern method that in delivering the material, and they were able to use several media in gaining students‘ interest learning. table 4 indicated that all participants agreed that student teacher delivered the material by using lecturing method. table 4. teaching method used in delivering material question 2 students’ opinion 2. does the practitioner teacher deliver the material by using lecturing method? what do you think? all students agreed that student teacher delivered the material by using lecturing method which make them sleepy, and bored during learning activity. this method effected the learners get bored and sleepy while learning in class. this result is in contrary to the observation conducted which showed that the student teacher tended to apply modern method during teaching practicum rather than conventional one. it is because of lecturing method is one of characteristic of conventional method as mentioned by vin-mbah (2012) that lecture methods, questioning method and demonstration method are some of the teaching methods in conventional teaching research and innovation in language learning vol. 4(1) january 2021 p-issn 2614-5960, e-issn 2615-4137 11 method category. a half of participants‘ responses that they take notes while student teacher delivering the material discusses as in table 5. table 5. students‘ activities in receiving material question 3 students’ opinion 3. did you take a note the material that the practitioner teacher delivered? a half of participants take some notes while student teacher delivering the material for their reference when studying at home, whereas others do not take notes because of lazy to do. a half of participants‘ responses that they take notes while student teacher delivering the material discusses, whereas the other one do not take notes cause of lazy to do. it is opposed to the characteristic of modern method where students are the centre of learning activity even though a half of percentage participants do this activity. it tends to the conventional method since its characteristic showed teacher-centred activity, where teachers deliver the information in the form of theoretical knowledge while students passively accepting information given by the teacher (kaddoura, 2011). the result of table 6 shows that all participants admitted that they memorize the material. table 6. memorizing as the learning activity question 4 students’ opinion 4. does the practitioner teacher instruct you to memorize the material? what do you think? all of participants agree that student teacher instructed them to memorize the material even though they got difficulty and lazy to do this activity. from the result of figure 6 shows that all participants admitted that they memorize the material as instructed by student teacher yet it is difficult and lazy to do. again, this issue is against to the observation result which affords student teacher teaching method implemented, that is modern method. memorizing is one of the activities concerned in conventional learning rather than understanding (damodharan & rengarajan, 2015). according to table 7, it shows that all of participants claimed that they tend to learn in group rather than individual learning. table 7. individual learning question 5 students’ opinion 5. during the learning process, all of participants claimed that they rarely study individually dwiniasih, d. & khumaeroh, i.d. 12 p-issn 2614-5960, e-issn 2615-4137 do students study individually? what do you think? during learning process. they prefer to study in groups for discussing difficult material by solving the problem and help each other. by group work learning, they could discuss the material and solve the problem together. indeed, the students who have low ability were helped by others by this strategy. at this point, this interview result could strengthen the observation conducted that student teacher apply modern method. one of its characteristic is collaboration as modern teaching method principles stated by lynch (2010), those are taking responsibility for learners‘ learning, directly involving them in the learning process and raising social activities like collaboration, meaningful communication, choice and cooperation. table 8 shows that all of participants agreed that student teacher instructed them to speak actively in english class table 8. actively speaking activities question 6 students’ opinion 6. does the practitioner teacher ask students to actively speak in english? all of participants proposed that student teacher asked them to actively speak in english even though they are shy or afraid to make a mistake. some of them argued that it is fun and make them easier to speak english. fortunately, they are able to do this activity despite of shyness or being afraid of making mistake disturb their mind to act out in class. meanwhile, some of them argued that by actively speaking in english class force them to speak more easily and they were interested to learn. therefore, it is in accordance with the data shown in observation that learner are happy to speak up in english as the characteristic of modern method where teachers today apply the student-centered approach to promote interest, analytical research, critical thinking and enjoyment among students (hesson & shad, 2013). table 9 indicates that all participants agreed that student teacher often practiced or demonstrated a material related to their daily life. table 9. demonstrating/ practicing material related to daily activity question 7 students’ opinion 7. does the practitioner teacher often practice / demonstrate a material related to daily life? what do you think? all participants argued that student teacher often practice or demonstrate a material related to daily life which makes them easy to remember the material delivered. in addition, it makes the class atmosphere more fun. research and innovation in language learning vol. 4(1) january 2021 p-issn 2614-5960, e-issn 2615-4137 13 they responded that teaching method used by student teacher is good for learners easy to remember the material delivered. furthermore, it increases their interest to learn since they could imagine what have to do as in their daily activity. it is in line with peyton (2010) connecting instruction with learners‘ lives and teaching-learning strategies explicitly as practicing is a part of modern method characteristics. table 10 shows that all participants claimed that student teacher instructed students to practice the material. table 10. practicing the material question 8 students’ opinion 8. does the practitioner teacher instruct students to practice the material? what do you think? all participants claimed that student teacher instructed them to practice the material. they got afraid of being mistake and laughed by others. meanwhile, it is interesting for others to get more understanding the material discussed. it is as in the principle of modern method that teachers should give away the majority of their class power and make the students self-direct their learning (lynch, 2010). nonetheless they got afraid of being mistake and laughed by others, they keep practicing since it was interesting for some learners to get more understanding of the material discussed. it can be assumed that this point supporting the observation idea which confirmed student teacher applied modern method during teaching practicum. from the result of the interview as in table 11, the writers found out the fact that all of the participants gave the same opinion that they prefer learning in groups rather than individual learning. table 11. students‘ opinion of learning in a group question 9 students’ opinion 9. during the learning process, did the practitioner teacher instruct you to have a group discussion? what do you think? all of participants agreed that student teacher instructed them to have a group discussion during learning process. they thought that it is better to discuss with others without any shyness. they thought that learning would be better to do by discussing with others and it reduced any shyness or worries. this data shows that student teacher has successfully used one of the characters from the modern teaching method. this result strengthened the primary data and it is confirmed to the study conducted by mohammadjani & tonkaboni (2013) that the average points of learning evaluation test given to the students significantly higher in group discussion method compared to the lecture teaching method. table 12 show that mostly participants admit that student teacher dwiniasih, d. & khumaeroh, i.d. 14 p-issn 2614-5960, e-issn 2615-4137 asked them to deliver the results of their study/ assignment in front of the class, yet it make the class atmosphere was not conducive and in sufficient. table 12. asking students to deliver the results of assignment question 10 students’ opinion 10. what is your opinion, if the practitioner teacher asks students to deliver the results of their study / assignment in front of the class? mostly participants argued that delivering the results of the study or assignment in front of the class make the class atmosphere not conducive and in efficient. only a few of them said that it is okay to inform in front of the class to get more grades from the teacher. meanwhile, a few of them thought that it is good to do to get more grades from the teacher. besides, it challenges them to get any comment or suggestion from others. based on the data, all of the students interviewed revealed that they were not comfortable going forward one by one to deliver their assignments. because, it took a long time and it made the class not conducive. in this result, the students do not support one of the characteristics of the modern teaching method implemented by the practitioner teacher. this result as in the study of lynch (2010) refers to some deficiencies in this approach one of them is students listen to the teacher without any contribution. the result shown by both observation checklist and interview claimed that the teaching method applied by student teacher during teaching activity is modern method. yet, some activities mentioned in observation checklist and interview has contrast expectation to the characteristic of modern method. for instance, in observation checklist, participants did not agree that the student teacher more often delivered material by speaking in front of class without practicing meanwhile in interview result, participants do not admit it since the data showed that they argued the student teacher delivered the material using lecturing which made them bored during learning activity. however, student teacher could apply effective and great teaching method during teaching practicum since she could handle well arranging teaching method incidentally both modern method and convention method even though it has been claimed by many researchers and experts of the teaching experiences that modern method or student centered activity is the appropriate teaching method in developing students‘ ability. indeed, many experienced teachers have applied both methods incidentally depend on research and innovation in language learning vol. 4(1) january 2021 p-issn 2614-5960, e-issn 2615-4137 15 the necessary circumstances, such as external control of behaviour, internal control, classroom ecology, discourse, curriculum and interpersonal relationship (evertson and weinstein, 2006). the interview analysis used is to support the data from the observation checklist. the statement from most of the students was is they felt bored if the practitioner teacher only uses book from. they were also felt sleepy when the practitioner teacher used lecturing method during learning process. then, half of the students liked to take notes the material delivered by the practitioner teacher and half of them thinks it was a boring thing. all of the participants or students did not like memorization activities because it is a difficult thing. other than that, they are feels difficult to study individually. furthermore, almost all students feel happy when the practitioner teacher instructs them to speak english. all of the students are satisfy when the practitioner teacher practicing the material relates to daily life. moreover, half of the students are excited when the practitioner teacher instructs them to practice a material in class. all of the students are feels happy when the practitioner teacher instructs them to studying in a group. then, only a few of them are feels happy when the practitioner teacher instructs them to deliver the results of learning in front of the class. the result of the various kinds of perspective towards teaching methods. their perspective is an important thing to know which way of learning method they like. as divaris (2008) states, ‗students‘ perspective‘ is of fundamental importance to provide valuable feedback regarding the efficiency and acceptability of educational methods and in more general terms, the ‗overall learning experience‘. the students are more satisfied by using modern learning methods. this can be seen from the explanation above. besides, the result of this research relates with lynch (2010) statement that the modern method is taking responsibility for learners‘ learning, directly involving them in the learning process and raising social activities like collaboration, meaningful communication, choice and cooperation. conclusion referring to the research finding, it could be concluded that the teaching methods used by the practitioner teacher tended to the modern method. eventhough the data also dwiniasih, d. & khumaeroh, i.d. 16 p-issn 2614-5960, e-issn 2615-4137 showed that they were identified using conventional method during the learning process. furthermore, most of the students are more satisfied with the modern method during learning process since its characteristic of modern methods, such as promote interest, analytical research, critical thinking and enjoyment among students provided made the students enjoy the class. meanwhile, the other students prefered conventional method during learning process because they are like to listening to the teacher convey the material by using lecturing method as one of the characteristic of the conventional method. references ahen, j.a. 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(2010). democratizing teacher education. journal of teacher education conflict of interest no potential conflict of interest is reported. author biography dwiniasih currently teaches undergraduate students at swadaya gunung jati university. her research interest is teacher professionalism. her sinta id is 5978209. indri deviriani khumaeroh is an undergraduate student in swadaya gunung jati university. her current research is teaching practicum. research and innovation in language learning vol. 3(2) may 2020 pp. 123-143 pissn: 2614-5960 e-issn: 2615-4137 http://jurnal.unswagati.ac.id/index.php/rill copyright 2020@ elih sutisna yanto, ghyarlina triyani, hikmah pravitasari 123 article engaging students in a flipped classroom instruction: junior high school grammar program elih sutisna yanto elih.sutisna@fkip.unsika.ac.id english education department, faculty of teaching and education, universitas singaperbangsa karawang, karawang west java, indonesia ghyarlina triyani ghyarlina@gmail.com english education department, faculty of teaching and education, universitas singaperbangsa karawang, karawang west java, indonesia hikmah pravitasari hikmah@latansamashiro.ac.id english education study program, stkip la tansa mashiro, rangkasbitung lebak banten, indonesia abstract the importance of grammar pedagogy in learning and teaching of foreign language has been the focus of discussion for many years which has resulted in a variety of views on grammar and grammar teaching and different teaching approach as well depend on arious perspectives and contexts of language learning. the present study reports students‟ perception on flipped classroom mode in learning english grammar. drawing on classroom action research was done through reflective journal, photo elicitation and interviews data. qualitative findings show that: all of the students enjoyed watching the video materials and had an interest in using them for learning grammar; (2) the use of the flipped classroom mode in learning grammar made students‟ independent and active in learning grammar; (3) flipped classroom engaged them in learning grammar in different discourse contexts; (4) flipped classroom mode motivated students in learning grammar. the findings of this study may be useful to other researchers who are interested in efl teaching innovation or teachers who seek effective grammar teaching method. keywords: classroom action research, flipped classroom, grammar pedagogy sari pentingnya pengajaran tata bahasa dalam pembelajaran dan pengajaran bahasa asing telah menjadi fokus diskusi selama bertahun-tahun yang telah menghasilkan berbagai pandangan tentang pengajaran tata bahasa, tata bahasa dan pendekatan pengajaran yang berbeda juga tergantung pada berbagai perspektif dan konteks pembelajaran bahasa. penelitian ini melaporkan persepsi siswa tentang model kelas terbalik (flipped mailto:elih.sutisna@fkip.unsika.ac.id mailto:ghyarlina@gmail.com mailto:hikmah@latansamashiro.ac.id yanto, e.s., triyani, g., & pravitasari, h. 124 p-issn 2614-5960, e-issn 2615-4137 classroom) dalam belajar tata bahasa inggris. tergambar pada penelitian tindakan kelas melalui jurnal reflektif, foto elisitasi dan data wawancara. temuan kualitatif menunjukkan bahwa: semua siswa menikmati menonton materi video dan memiliki minat menggunakannya untuk belajar tata bahasa; (2) penggunaan model kelas terbalik dalam belajar tata bahasa membuat siswa mandiri dan aktif dalam belajar tata bahasa; (3) flipped classroom melibatkan siswa dalam belajar tata bahasa dalam konteks wacana yang berbeda; (4) membalik modus kelas memotivasi siswa dalam belajar tata bahasa. temuan penelitian ini mungkin bermanfaat bagi peneliti lain yang tertarik dengan inovasi pengajaran efl atau guru yang mencari metode pengajaran tata bahasa yang efektif. kata kunci: penelitian tindakan kelas, kelas terbalik, pengajaran tata bahasa received 2020-05-01 last revision 2020-05-22 published 2020-06-01 doi 10.33603/rill.v3i2.3468 apa citation: yanto, e.s., triyani, g., & pravitasari, h. (2020). engaging students in a flipped classroom instruction: junior high school grammar program. research and innovation in language learning, 3(2), 123-144. http://dx.doi.org/ 10.33603/rill.v3i2.3468 introduction traditionally, grammar was seen as a set of rules for correct language use. students were expected to internalize “grammatical rules that account for grammatically correct language. fontaine (2013) argues that “understanding how language works means understanding how grammar works“. without a good knowledge of grammar, learners‟ language development will be severely constrained. in other words, grammar represents the main base of english language achievement. functional grammar views language as a resource for meaning making (something we do) (gerot, l., & wignell, p., 1994). the position of grammar in language pedagogy has been a long standing debate among language teachers, particularly concerning the question of whether grammar should be taught. for example, krashen (1987) argues that grammar is acquired naturally if learners are exposed to sufficient comprehensible input; hence, it does not need to be taught directly. consequently, grammar teaching has, in some cases, been neglected in english teaching for achieving communicative competence, especially in communicative language teaching (clt). on the other hand, larsen-freeman (cited in mohamed 2004,p.228) argues that “although grammar is naturally acquired, it does not simply mean that it should not be taught because learners need to have a sufficient http://dx.doi.org/10.33603/rill.v3i1 http://dx.doi.org/10.33603/rill.v3i1 research and innovation in language learning vol. 3(2) may 2020 p-issn 2614-5960, e-issn 2615-4137 125 knowledge of grammar”. from these two views, the authors agree with larsenfreeman‟s opinion, which implies that teaching grammar is still considered crucial since it can be used for language preparation or what is commonly called communicative activity” as defined by littlewood (as cited in richard, 2005) for communicating accurately. teachers traditionally view grammar teaching as the presentation and practice of isolated grammatical structures. as a result, with this style students of english as a foreign language (efl) can be easily bored with learning grammar (jean, g & simard, d,(2011). it not only makes grammar learning passive and uninteresting but also weakens students the ability to develop a clear understanding of context-appropriate use of grammar (liu, j-y., chang, y-j., yang, f-y., & sun, y-c.,2011). in 21 st century learning, students tend to study by searching for knowledge from various sources, particularly the internet by accessing unlimited learning resources such as youtube, teds, bbc news and other online resources. in today‟s digital era, students have grown up with technology and they spend much of their free time in tune with using technolog. by using this technology, it is possible for them to interact with friends, instructors, and learning content everywhere, not only in the class but also outside the class through distance learning (fisher, d..2009). in the context of education, the traditional teacher-centred approach, which emphasises content instruction and repetition, is not appropriate for today‟s learners who are „digital natives‟ (prensky, m.. 2005) and they have grown up with computers, video games and the internet. to facilitate students in learning grammar, the learning environments need to be changed from being teacherdirected to more learner-centred. for this reason, the innovative pedagogy of a “flipped classroom mode“, which refers to an activity in which students watch video lesson at home or online lessons and come to class for hands-on activities and having group activities in face-to-face classess, was attempted in this action research. in the flipped classroom instruction, the traditional lecture in the classroom is transferred to the video face to face and the students can review the content outside the classroom (bergmann, j., & sams, a.,2012). the main objectives of adopting the flipped classroom are to transforms students from passive to active yanto, e.s., triyani, g., & pravitasari, h. 126 p-issn 2614-5960, e-issn 2615-4137 learners; to experience the flipped classroom pedagogy by designing grammar pedagogy for students through learning system management (e.g., edmodo). however, the implementation of this instructional method in the context of indonesian english language pedagogy, particularly in secondary school context, remains underexplored. to fill this gap, this article reports finding drawing on action research design on the adoption of flipped classroom mode in one junior high school grammar class. one research question guide this study: what are students‟ perceptions of the flipped classroom mode in learning grammar? conceptual framework of a flipped classroom a flipped classroom is a pedagogical practice which consists of video lectures (the videos can be those that are available from the internet, or pre-recorded by teachers themselves) that students watch at their own time and pace prior to attending classes in which they participate in group activities or the teachers answer their questions ( stone, b. b., 2012). this new pedagogical method reverses the traditional lecture and homework elements of a course. the major features of the flipped classroom is that it changes the teaching process by using ppt, lesson videos, teaching system and other forms of teaching material to teach the elementary knowledge before classroom instruction instead of merely in the classroom teaching. the theoretical strength of this new pedagogy seems to be the combination of constructivist and behaviorist learning theories working in tandem (bishop, j.l., & verleger, m.,2013). the flipped classroom provides the students with all kinds of activities to master the knowledge in class, which may help arouse students‟ learning interests, and at the same time, achieve learning outcomes. the quality of english teaching will directly affect the overall. the highlight of flipped classroom is to equip students with the ability of "selfregulated learning". self-regulated learning theory takes students as the main body of learning, students themselves, not controlled by the others, undisturbed. learning independence, self-behavior and self-discipline are the three basic characteristics of autonomous learning. meanwhile, the independence is the basis of self-regulated learning, self-behavior is the essence of self-access learning, and self-discipline is the research and innovation in language learning vol. 3(2) may 2020 p-issn 2614-5960, e-issn 2615-4137 127 guarantee of self-regulated learning. this shows the one thought: study subject is the master of regulated learning. this shows the one thought: study subject is the master of his own learning; learning is ultimately dominated by learning subject yourself. the famous american education psychologist barry j. zimmerman's self-regulated learning model is shown in fig. 1.( zimmerman b. j. ,1989). a “flipped classroom” mode also known as an “inverted classroom” is one approach that can be used to actively engage students in their learning (baker, j. w.,2000 ; lage, m.j., platt, g.j. & treglia, m., 2000). in the flipped classroom, students are required to engage in or complete some form of preliminary learning online in preparation for a structurally aligned learning activity on campus with their instructors and peers (reidsema, c., kavanagh, l., hadgraft, r., & smith, n., 2017, voss, e., & kostka, i.,2019, see figure 2). figure 1. self-regulated learning model of barry j. zimmerman figure 2. shifting learning in a flipped learning approach (adopted from voss, e., & kostka, i.,2019,p.3) previous research on the adoption of flipped classroom yanto, e.s., triyani, g., & pravitasari, h. 128 p-issn 2614-5960, e-issn 2615-4137 some previous studies have found that students gained a lot of advantages from flipped classroom. for example, marsh (2012) revealed that flipped learning boosted the students‟ confidence level. bergmann and sams[7] observed that students were more engaged in classes. kang (2015) reported that the implementation of flipped could maximize class time and give students ample chances to communicate in class. kang reported that flipped classroom displayed significant changes to students‟ grammar knowledge. zhang (2015) maintained that students had more chances to practise speaking in english. khanova, roth, rodgers and mclaughlin (2015) wrote that flipped learning could engage students in active learning. like wise, in an analysis of the improvement in relation to english grammar, al-harbi and al-shumaimeri (2016) found that the strategy plays a role in improving students‟ grammar knowledge. sohrabi and iraj (2016) asserted that the students had more communication with the instructors. in the same vein, soliman (2016) reported that the flipped classroom strategy fostered student-teacher interaction. moreover, other frequent studies beyond english language teaching investigated the flipped classrooms by comparing the flipped classes to those traditional classes conducted in the previous semester and agreed that the flipped classrooms were more encouraging. for example, a study conducted by moffett and mill (2014) revealed that flipped classroom model received highly constructive feedback from most of the veterinary students in the study. a similar result was found in a comparative study conducted by chen and chen on statistics students‟ perceptions about cooperative learning in flipped classroom and the traditional classroom (2014). the study showed that flipped statistics classroom was preferred to the traditional classroom. another recent study explored the students‟ attitudes towards the flipped classroom. the findings showed that the flipped classroom was chosen over the traditional one by the majority of the students ( gilboy, m., heinerichs, s., & pazzaglia, g. (2015). moreover, two studies found out that flipped classrooms excel traditional classrooms in terms of support from teacher, student participation and active learning (mclaughlin, j. e.et.al, 2014, strayer, j. f. , 2012). tune et al. (2013) conducted a survey to examine students‟ perspectives regarding the flipped classroom model at the end of the course, and the findings revealed that the model allowed the teachers to have remarkably more research and innovation in language learning vol. 3(2) may 2020 p-issn 2614-5960, e-issn 2615-4137 129 class time to focus on important ideas and/or involve students in problem-solving activities while the teacher was also assured that students had learned essential lessons from didactic lectures. hung (2015) studied potential effects of flipping the classroom on learning attitudes and concluded that many benefits can be derived from flip lessons. in flipped classrooms, not only students outperformed but they also developed more positive attitudes toward their learning process. students were found more dedicated to learning than in traditional classrooms drawing on these previous research, there are some reasons for the adoption of flipped classroom in this study. firstly, even though flipped classrooms have been implemented and studied in the context of grammar learning pedagogy, this instructional model remains under-explored in the junior high school context especially in indonesian context. the second reason is to examine whether a flipped classroom enables student to engage actively in learning grammar through learning management system such as google classroom, edmodo, padlet, nearpod, etc. among of them, edmodo is easier to be used by the teenager students. hence, in this study the researchers use edmodo platform as the online classroom application. edmodo is an educational website that takes the ideas of a social network and refines them and makes it appropriate for a classroom. using edmodo, students and teachers can reach out to one another and connect by sharing ideas, problems, and helpful tips. a teacher can assign and grade work on edmodo; students can get help from the entire class on edmodo. it is a safe environment. there is no bullying or inappropriate content, because the teacher can see everything that is posted on edmodo. also parents can join the class to bring a level of transparency that is difficult to achieve without technology. all in all edmodo is a grat companion to just about any class. additionally, the previous studies provide evidence that flipped learning approach has a positive impact on students‟ confidence level and grammar knowledge, however. in addition, it is also evident that it can strengthen the teacher-student rapport. yanto, e.s., triyani, g., & pravitasari, h. 130 p-issn 2614-5960, e-issn 2615-4137 research methodology research context and participant the site of this research was an indonesian public junior high schools in a town in west java, indonesia. this school has a population of more than 900 students with various sociocultural backgrounds. most of the students were bilinguals (e.g., bahasa indonesia, sundanese and javanese). the participants of the study are the 8th grade of students. a total of 23 students in one class. their ages ranged between 14 and 15 years old. this study was approved by school principal as ethical considerations. the authors also asked the student participants to obtain consent from their parents or guardians that they would participate in the research project. this study spanned 8 meetings (two months) from april to may 2019. the researchers chose the site because of two considerations: (1) learning processes at this school were supported by well-equipped learning facilities including installed classroom projectors, broadband wi-fi internet networks, and a library and (2) the authors has access to this school. research design one research question guide this study: what are students‟ perceptions of the flipped classroom mode in learning grammar? to address the research question, the present study employes action research, as kemmis, mctaggart, and nixon (2014) emphasized, which focuses on “changing people‟s practices, their understandings of their practices, and the conditions under which their practices are carried out” (p. 51). informed by this justification, flippled classroom and edmodo used in this study was a way to change and improve student participants‟ learning of grammar. in this study, the second author taught one section of grammar topics. the topics taught in the classroom by the co-author were simple past tense in recount texts. while the first author collected the data from the participants. the instruments used for collecting the data, learning logs and interview questions, were designed by the first author. all of the authors collaboratively analysed the data and wrote the research report. research and innovation in language learning vol. 3(2) may 2020 p-issn 2614-5960, e-issn 2615-4137 131 figure 3. cycle of action research (adapted from kemmis, mctaggart, & nixon, 2014) instructional procedures all the students went through three-step learning activities, such as: pre-class activity in-class activity, and post-class activity figure 4. course design of flipping a class (adapted from estes et al.,2014) 1. pre-class: before the participants worked on the flipped classroom, one of the authors, who acted as a teacher, explained the purpose of the flipped classroom framework in the class. the students were introduced to the learning materials. then, the teacher uploaded her grammar videos for several lessons at edmodo website and added comments at specific times in the video that either pointed out specific verb form or asked questions in context. then the teacher explained how to use edmodo and watch the grammar video and had student to do the tasks before the class (see figure 6). the video materials discussed about the use of simple past in recount text. next the teacher reviewed the answers before class and was able to engage the students with higher-level discussions after a short review time. after several lessons. pre-class activity modelling in-class activity -clarifying concept -presentation -discussion -scaffolding post-class activity -assessment -reflection -interview yanto, e.s., triyani, g., & pravitasari, h. 132 p-issn 2614-5960, e-issn 2615-4137 2. in-class: in class activity, first, the teacher discussed the videos materials with the students to figure out whether all students already watched the videos materials or not. then, she told students to work in small groups of five to six, and they had to answer the questions about simple past tense in recount text. the students had to change the verb from simple present into past tense and the students rcognized the past tense form in the recount text. after that, the teacher brought the groups together for a class discussion. each leader of the group reported to the class, providing the answer to the questions about simple past form in recount text selected by the small group members. then, during the discussion, the teacher clarified any misunderstanding points. 3. the post-class: in the post-class activity, students are required to evaluate their learning on assignments. then, the teacher gave students‟ individual worksheet in the last meeting. the students completed the recount text by filling in the missing words i.e. verb and students required to change the base verb into verb two. after that, the researchers told the students to do an interview and write a reflective journal. data collection and analysis to examine students‟ perception on the implementation of the flipped classroom in learning grammar, the authors collected the data from the students‟ interviews, reflective journals, and photo elicitation. the authors used a structured interview; this is a kind of interview which the research has prepared the questions before going to the class. the interviewed guidelines are adapted by yang, c. c. r. (2017). the questions for the six interviewees (see appendix 1 for a list of interview questions) are gathered from students‟ perceptions of the flipped classroom in learning grammar. all the interviews conducted in bahasa indonesia, and the interview scripts translated into english. all of these meetings digitally recorded. the participants wrote a reflective journal at the end of the research. the reflective journals were used to collect information on students‟ perception of learning grammar with the flipped classroom platform. lay & mcguire (2010) divide the process of reflection into three steps: step 1, describe, it contains about the detail information such who, what, where and when the experience. step 2, examine, associate the course research and innovation in language learning vol. 3(2) may 2020 p-issn 2614-5960, e-issn 2615-4137 133 learning object in past or current. step 3, articulate learning, what did i learn? how did i learn it? the six students write a reflective journal on the last meeting of the research. the students who write reflective journal are the same participants with the interviewees. the students conveyed their feeling and opinion regarding the implementation of the flipped classroom in learning grammar. after that, the collected data were analyzed. then, photo elicitation , the use of photographs, also were used to generate verbal discussion (thomas, 2009). photo elicitation is now a widely known and a frequently used technique which involves using one or more visual images in an interview and then asking participants to comment on the visual images used (bigante, 2010). to categorize all the data, braun and clarke‟s (2006) thematic analysis was used. we reviewed the data, took notes, and began to group the data into categories. the goal of this analysis was to critically identify patterns and develop themes. all the data were coded and labeled using key words or phrases highlighted. six steps in thematic analysis fluctuated between these phase: familiarizing, generating, searching, reviewing, defining and naming, and producing. first, familiarizing: it is a phase to familiarize the authors with the collected data. the authors need to transcribe the data (i.e., interview form need to transcribed into written form by typing and saving it in the computer file) and checking back the data by playing back the data to keep the originality. then, we read and re-read the entire data. the reason is to familiarize with all aspect of the data with the depth and breadth of the content to search for meanings and start marking ideas for coding that will be re-check in the next phase. second, generating initial coding: we hightlighted the texts we wished to analyze. this coding help us find out emergent themes or patterns of the data in relation to the research question. all the relevant data in the form of excerpts, vignettes, snapshots, illustrations, and narratives were coded for further data analysis. third, searching for themes: we listed and sorted out the hightlighted data to identify broader patterns of the data. searching for the key themes of finding enabled us to closely analyze the coded data. yanto, e.s., triyani, g., & pravitasari, h. 134 p-issn 2614-5960, e-issn 2615-4137 fourth, reviewing themes: the authors re-read and double checked the coded themes against the dataset in order to determine if they elicited important features of the data, relevant to the research questions. this theme review allowed for careful and detailed thematic data analysis. fift, defining and naming themes: we developed a fine-grained analysis of each finding theme. we also worked out the scope and focus (essence) of each finding theme. sixth, writing up: we weaved together and analyze the data using critical discourse analysis (cda) because data categorization and coding were incomplete and because “the thematic analysis is a relatively straightforward form of qualitative analysis“ (braun &clarke, 2006,p.94). result and discussion the efficacy of video materials in learning grammar the students‟ perceptions of video materials were positive. all of the students enjoyed watching the video materials (see table 1) and had an interest in using them for learning grammar. the following three students‟ vignettes provide empirical evidence of students‟ interests in video materials to learn the use of verb 2 in recount text. the following three students‟ vignettes from their reflective journals provide empirical evidence concerning the effectiveness of video materials in learning grammar. table 1. freely available resources no resources links 1 recount text bimbel nurul fikri https://youtu.be/bve-qb6uxa0 2 recount text theresia hayuning https://youtu.be/vybpo0oxjng 3 the example of recount text https://www.youtube.com/watch?v=x 0bcrgtu3hk 4 on the weekend (weekend recount song) https://www.youtube.com/watch?v=az vxsvapew0 student vignette 1 for me, learning used the flipped classroom model was fun and easier. the use of video materials made learning activities more efficient, interesting and not wasting time in class. there are pluses to watch the video of grammar materials, the main one being it is possible to do group activities. but, i think the current video materials are great. the grammar materials are really useful. the online quizzess are useful for me to assess my grammar understanding. (mf, reflective journal, 16 mei 2019) https://youtu.be/bve-qb6uxa0 https://youtu.be/vybpo0oxjng https://www.youtube.com/watch?v=x0bcrgtu3hk https://www.youtube.com/watch?v=x0bcrgtu3hk https://www.youtube.com/watch?v=azvxsvapew0 https://www.youtube.com/watch?v=azvxsvapew0 research and innovation in language learning vol. 3(2) may 2020 p-issn 2614-5960, e-issn 2615-4137 135 student vignette 2 i really like learning used flipped classroom. it was fun because i really enjoyed learning at home if you don't understand the materials; i can re-watch the video until i understand it. i could learn the materials that i had never seen in the textbook.this website provided me some quizess about simple past tense and recount text such as generic structures, and grammar and vocabulary focus. (ra, reflective journal, 16 mei 2019) student vignette 3 i was enjoying learning used flipped classroom. the use of video materials made the activity interesting. the video materials made learning easier because i could watch the video materials anytime. (md, reflective journal, 16 mei 2019) the three students‟ vignettes show that the students are enjoyable in learning grammar through video. for them, video materials could be more interesting and and easy. the students were exposed to more contextual learning materials as they were presented in an authentic or real-life context. they explained that video could be an effective tool for learning specialized grammar because it contains a combination of visual and aural information. harmer (2001) mentioned two reasons why video can add a special dimension to the language learning experience. first, by seeing language in use learners‟ comprehension will be greatly enhanced since meanings and moods are often conveyed through visual clues. second, videos offer students opportunities to look at situations far beyond their classroom, thus raising their cultural awareness. the students showed a positive attitude towards the usefulness of video materials in learning grammar. they perceived that video materials were useful for learning grammar becaue video materials can be seen anytime and anywhere. the students also found that an online class was easy to access and useful for reviewing grammar while doing online activities. in figure 6, four students are portrayed sitting in a cycle, with three of them holding a smartphone watching the video materials in edmodo website. figure 6. students are watching video materials in edmodo application yanto, e.s., triyani, g., & pravitasari, h. 136 p-issn 2614-5960, e-issn 2615-4137 the following are some vignettes of students toward the usefulness of video material. student vignette 4 i felt that video materials were useful. i could watch the video materials whenever or wherever because the teacher provided them online on edmodo application. since i had online homework every week, i could watch the video materials over and over, at least 4 to 5 times per episode. i felt that i became familiar with the differences between simple past and past continues tense. (kr, interview, 15 mei 2019) student vignette 5 the video materials were so useful. so i could learn not only in the class, i could study at home, for example, if you have free time, grab your cell phone and open the video materials in edmodo application instead of playing the game. (na, interview, 15 mei 2019) student vignette 6 the video materials were effective and useful. i could watch video materials anytime. the teacher provided the video materials online on edmodo application. it was amazing learning, i could repeat the video materials again and again until understand. (oh, interview, 15 mei 2019) student vignette 7 learning through the flipped classroom was interesting. the video materials were so useful to me. i could be more relax while i studied, i could watch the video materials anytime and everywhere. (pw, interview, 15 mei 2019)(ma, interview, 15 mei 2019) the four students‟ vignettes indicate that learning grammar through video could be more usefulness. the students agreed that the use of video materials is useful. the video materials provided them online on edmodo website. the students could watch video materials anytime and anywhere. the video materials are easy to access and helpful for reviewing grammar while doing online activities. flipping a classroom allowing students to learn new materials at their own pace. it means that they can pause the video to take notes and process the material. they also can rewind and review the video if there is something they do not understand as mentioned by bergmann & sams (2012). grammar learning through flipped classroom framework the two students‟ vignettes indicate that learning grammar through flipped classroom framework could be more understanding to learners. in students‟ reflective journals, they wrote that video material contained the detailed and clear. the flipped classroom also made the students engaged in learning grammar and student better understand the material. student vignette 8 research and innovation in language learning vol. 3(2) may 2020 p-issn 2614-5960, e-issn 2615-4137 137 flipped classroom along with video not only offered a new, fresh way of learning grammar but also placed me at the center of engaging learning. when taught in a conventional way, grammar teaching seems to involve a classical expository teaching method in which the teacher positions her/himself at the center of instructional activities. the flipped classroom, on the other hand, allowed me to „explore‟ learning materials more flexible at my own pace. i viewed and navigated or „searched‟ the materials using the online application. the videos materials provide clear and detailed information. it made me understand better about the use of verb2 in recount text. this seemed to imply that i took the authority and be responsible for my own learning.(ae, reflective journal, 16 mei 2019) student vignette 9 learning grammar using flipped classroom encouraged me to be an active learner. i was aware of what i was working on and actively explored the materials online. i felt more understanding about the materials and the flipped classroom was easier rather than the usual class. this was made possible for me since the guidelines were well set up at the outset and, most critically, the readily used online learning resources. more significantly, the interaction between the teacher and me as well, my classmates and i were also observed by the teacher in order to make sure that the learning process ran well. (sj, reflective journal, 16 mei 2019) this empirical evidence shows that flipped classroom framework can affect on students‟ learning outcomes. a video is a suitable tool for language learners because of its wide access to real language use. the video materials provide the students with the opportunity to assess their comprehension in various situations they might encounter that could not be readily available in the classroom. furthermore, it can be used to give students a chance to demonstrate their comprehension. the potential of video materials in the efl classroom can possibly maximize students‟ natural ability to acquire, process, and utilize their knowledge. the use of video materials gives students more authentic materials. moreover, it can help students learn grammar materials many times. allen, i.e., & seaman, j. (2006) reported that the flipped classroom blends the use of technology-based asynchronous teaching methods and traditional teaching methods to give students more control of their own learning and promote greater interaction and cognitive engagemen. it means that lecture videos preview is an important part since it assists students to understand the contents and grasp the right concept of doing assignments. independent strategy for learning grammar this empirical evidence supports the use of the flipped classroom in learning grammar. this framework made students‟ independent in learning and active learners. the yanto, e.s., triyani, g., & pravitasari, h. 138 p-issn 2614-5960, e-issn 2615-4137 following two students‟ vignettes provide empirical evidence on what flipped classroom framework an active and independent strategy in learning grammar. student vignette 10 yes of course, at school the teacher usually explains the materials just from the book that‟s all. but in the flipped classroom, we could explore more about the material. i could learn by myself at home. i could be independent in the learning activities because the flipped classroom made me understand better about the materials. (ed, reflective journal, 16 mei 2019) students vignette 11 flipped classroom made me understand well about the materials. flipped classroom extends our knowledge rather than just using a book. the video materials in edmodo website gave me the opportunity to learn by myself hmm i could explore my knowledge and learn independently. (pj, reflective journal, 16 mei 2019) the two students‟ vignettes indicate that the flipped classroom made students‟ independent in learning grammar and also made student active in learning. the video materials gave students the opportunity to learn by themselves. in addition, learning grammar using flipped classroom stimulated students to be active in learning grammar. as seen in figure 7, there is a portray of presentation activity that conducted by the group leader to present the answer to the questions about simple past tense in the recount text. in addition, this activity encouraged students to do an oral presentation and sharing information. figure 7. students are presenting their topic in front of the classroom this figure indicates that the students are engaged in presentation session of. one group presented their idea and the other members responded to the presenter to discuss the problem. the students were excited to do a presentation and they also were excited in research and innovation in language learning vol. 3(2) may 2020 p-issn 2614-5960, e-issn 2615-4137 139 group discussion. as it is in line with bergmann‟s & sams (2012) opinion that flipping allows students to enjoy the benefits of self-paced learning or differentiation. conclusion and implication the present study finding suggest that flipped classroom framework which blends the use of technology, content and pedagogy can be an encouraging and innovative pedagogy for future english teaching and learning since this platform is invaluable learning experience for students. empirical evidence proved by the positive feedback from students implies that students are engaged with this new platform for their learning. with this framework, students can control their learning by using video materials. through this video materials they can preview and understand the content anytime. however, the authors should support the students with appropriate for the first few weeks when the flipped content is implemented for the first time such as a class demonstration completing the full workflow and ensuring everyone has proper access to the content and there is appropriate internet and device access at home. in this case, the students should be recognized to submit their answers to questions, as part of total course credit, even if it is a small percentage. this platform in a certain extent is able to change from traditional classroom in which the teacher present content or skills to students in class, who listen and try to take notes to flipped classroom , when class is over the teacher can assign homework so that students can practice what was taught in class eventhough the students did not fully comprehend the lecture or introduction to the content will likely struggle with doing the work at home and have to wait until the next class for help and clarification. drawing on these findings, the present study offers three practical implications for the teaching of specialized grammar. first, the english teacher might consider integrating technologies, such as online platform (e.g., edmodo, youtube, khan academy, etc) and video into the teaching of grammar as these resources could facilitate students to enhance their english language. the english teacher can enrich the variety way to teach english for daily life to the student and flipped classroom can be a way the process of teaching and learning more enjoyable. second, this study finds that flipped classrom framework can stimulate the students in learning grammar. finally flipped classroom yanto, e.s., triyani, g., & pravitasari, h. 140 p-issn 2614-5960, e-issn 2615-4137 framework implemented by proffesional teachers can enhance the students„ autonomos learning. references al-harbi, s. s., & alshumaimeri, y. a. 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(2016). teaching english for academic purposes via the flipped learning approach. international conference on teaching and learning https://doi.org/10.1097/acm.0000000000000086 https://doi.org/10.2147/amep.s70160 yanto, e.s., triyani, g., & pravitasari, h. 142 p-issn 2614-5960, e-issn 2615-4137 english as an additional language, globelt 2016, (pp. 122-129). antalya, turkey. stone, b. b.. (2012). flip your classroom to increase active learning and student engagement. proceedings of the 28th annual conference on distance teaching & learning. madison, wi. strayer, j. f. (2012). how learning in an inverted classroom influence cooperation, innovation, and task orientation. learning environment research, 15(2), 171-193. https://doi.org/10.1007/s10984-012-9108-4 thomas, m. e. (2009). auto-photography. columbus, oh: the ohio state university tune, j. d., sturek, m., & basile, d. p. (2013). flipped classroom model improves graduate student performance in cardiovascular, respiratory, andrenal physiology.advanced physiology education, 37, 316-320. https://doi.org/10.1152/advan.00091.2013 voss, e., & kostka, i. (2019). defining flipped learning and academic english at the university. in flipping academic english language learning (pp. 1-8). springer, singapore. yang, c. c. r. (2017). an investigation of the use of the „flipped classroom‟ pedagogy in secondary english language classrooms. journal of information technology education: innovations in practice, 16, 1-20. retrieved from http://www.informingscience.org/publications/3635 zhang, l. (2015). teaching model design of business english based on flipped classroom case study. proceedings of the international conference on education, management and computing technology, (pp. 176-181). hong kong. zimmerman b. j. (1989). models of self-regulated learning and academic achievement. in b. j. zimmerman& d. h. schunk (eds). self-regulated learning and academic achievement: theory, research 2, g and practice. springerverlag new york inc. conflict of interest no potential conflict of interest is reported. author biography elih sutisna yanto earned his ma in english education at universitas profesor dr. hamka jakarta in 2012. he is a full-time english teacher at universitas singaperbangsa karawang in west java, indonesia. his professional interests include language teaching methodology, systemic functional linguistics (sfl) in language education and the use of corpus in teaching grammar. he has published on language teaching methodology issues in national journals. he has also participated in many national & international elt and linguistics and literatures conferences. he can be contacted at elih.sutisna@fkip.unsika.ac.id https://doi.org/10.1007/s10984-012-9108-4 http://www.informingscience.org/publications/3635 mailto:elih.sutisna@fkip.unsika.ac.id research and innovation in language learning vol. 3(2) may 2020 p-issn 2614-5960, e-issn 2615-4137 143 ghyarlina triyani is a graduate student at the english education department, faculty of teaching and education, universitas singaperbangsa karawang, karawang west java, indonesia. her research interests include teaching grammar and writing. she can be reached at ghyarlina@gmail.com. hikmah pravitasari received her master of education at universitas muhammadiyah surakarta in 2017. she is a full-time english teacher at stkip la tansa mashiro rangkasbitung, lebak banten, indonesia. her professional concerns are instructional design material evaluation and development, digital literacy, and discourse analysis. she has also participated in several national & international elt and linguistics and literatures conferences. she is available at hikmah@latansamashiro.ac.id mailto:ghyarlina@gmail.com mailto:hikmah@latansamashiro.ac.id research and innovation in language learning vol. 3(3) september 2020 pp. 173196 pissn: 2614-5960 e-issn: 2615-4137 http://jurnal.ugj.ac.id/index.php/rill copyright 2020@ iin inawati, didi suherdi, pupung purnawarman 173 article students’ needs in english teaching materials for kindergarten students iin inawati inawati.upi@gmail.com department of english education, faculty of language and arts, universitas pendidikan indonesia, bandungindonesia did suherdi suherdi_d@upi.edu department of english education, faculty of language and arts, universitas pendidikan indonesia, bandungindonesia pupung purnawarman purnawarman@upi.edu department of english education, faculty of language and arts, universitas pendidikan indonesia, bandungindonesia abstract the aim of this study was to investigate the students‟ actual foreign language needs, namely : first, personal needs which focus on their personal information and second, learning needs covers five points, to be exact: learning attitude, learning preferences regarding activities, teaching media and topics in the efl classroom, the gap between the target level and the present level of proficiency. a descriptive survey research design was used in this study. a set of smiley questionnaire were collected from for 113 kindergarteners from six kindergartens in pringsewu district, lampung province, indonesia. furthermore, interviews with six homeroom teachers and six principals were conducted to get deeper data. based on the results of needs analysis it is found that there are seven criteria should be considered by teachers or materials developers to develop the materials, namely 1) the materials should be appropriate to be used by the kindergarten students who are at the age of 6-7 years old; 2) the materials should not consist of the text and task that raise conflict of ethnic, religion, race, and inter-group relation; 3) the materials should contain the topics which they familiar with; 4) the materials should be appropriate to be used by the students that have limited vocabulary; 5) the materials should support students to increase their speaking skill step by step; 6) the materials should facilitate the students to use the language by using fun teaching techniques, such as playing games, singing, storytelling, role-play, etc.; 7) the materials should be completed with various teaching media, such as; puppets, flash cards, posters. keywords: personal needs, learning needs, materials, kindergarten students mailto:suherdi_d@upi.edu mailto:purnawarman@upi.edu inawati, i., suherdi, d., & purnawarman, p. 174 p-issn 2614-5960, e-issn 2615-4137 sari tujuan dari penelitian ini adalah untuk mengetahui kebutuhan aktual siswa dalam belajar bahasa asing (masuhara, 1998: 239-260), yaitu: pertama, kebutuhan pribadi yang fokus pada informasi pribadi mereka dan kedua, kebutuhan belajar mencakup lima poin,yaitu: sikap belajar, preferensi kegiatan belajar, media pengajaran dan topic yang dipelajari di kelas, kesenjangan antara tingkat yang akan dicapai dan tingkat kemampuan saat ini. desain penelitian survei deskriptif digunakan dalam penelitian ini. seperangkat kuesioner dikumpulkan dari 113 taman kanak-kanak dari enam taman kanak-kanak di kabupaten pringsewu, provinsi lampung, indonesia. selain itu, wawancara dengan enam guru wali kelas dan enam kepala sekolah dilakukan untuk mendapatkan data yang lebih dalam. berdasarkan hasil analisis kebutuhan didapatkan tujuh kriteria yang harus diperhatikan oleh guru atau pengembang materi untuk mengembangkan materi, yaitu 1) materi harus sesuai untuk digunakan oleh siswa taman kanak-kanak yang berusia 6-7 tahun; 2) materi tidak boleh berisi teks dan tugas yang menimbulkan konflik suku, agama, ras, dan hubungan antar kelompok; 3) materi harus berisi topik yang mereka kenal; 4) materi harus sesuai untuk digunakan oleh siswa yang memiliki kosakata terbatas; 5) materi harus mendukung siswa untuk meningkatkan keterampilan berbicara mereka secara bertahap; 6) materi harus memfasilitasi siswa untuk menggunakan bahasa dengan menggunakan teknik pengajaran yang menyenangkan, seperti bermain game, bernyanyi, mendongeng, bermain peran, dll .; 7) bahan ajar harus dilengkapi dengan berbagai media pembelajaran seperti; wayang, flash card, poster. kata kunci: kebutuhan pribadi, kebutuhan belajar, bahan ajar, siswa taman kanakkanak. received 2020-06-23 accepted 2020-09-21 published 2020-09-30 apa citation: inawati, i., suherdi, d. & purnawarman, p. (2020). students' needs in english teaching materials for kindergarten students. research and innovation in language learning 3(3), pp. 173-196 http://dx.doi.org/10.33603/rill.v3i3.3665 introduction one of a crucial element in most language programs is teaching materials (richard, 2001). learners receive language input and activities in the classroom mostly from teaching materials that delivered in the form of commercial textbook, materials prepared by institution or materials designed independently by teachers. even materials „can act as teacher education‟ (timmis, 2015) in the case of providing ideas for inexperienced teachers on how to plan and prepare lessons. besides, materials not only give teachers guidance but also give them more confidence to play their role in the class (cunningsworth, 1995). http://dx.doi.org/10.33603/rill.v3i3.3665 research and innovation in language learning vol. 3(3) september 2020 p-issn 2614-5960, e-issn 2615-4137 175 as well as teaching english for young learners requires teaching materials that fulfil at least four criteria as suggested by tomlinson (2005). first, materials for children should make use of young children‟s stories, songs, poems, and rhymes to language in use. it is because literature provides entertainment (mcmillan, 2003), rich and authentic uses of the foreign language (cameron, 2003). second, materials for children should provide a lot of language linked kinaesthetic activity through drama, games, and tpr because children learn through physical experience or in other words young learners conduct learning by doing (halliwell, 1992; girard et al., 2003; musthafa, 2008; suyanto, 2008). according to harmer (2008, p.82) children can understand the lesson from what they see, touch and interact with not just from explanation. that is why the materials for children should make them doing something while learning at the same time. third, materials for children should focus more on meaning than form, young learners learn best when learning is kept as a whole (halliwell, 1992; musthafa, 2008). it means that very young children are able to understand what is being said to them even before they understand the individual words because they grasp the meaning not only by words or phrase but also from intonation, gesture, facial expression, action and circumstances. it is in line with suyanto (2008) who argues that children find it difficult when the language is broken down into pieces (e.g., words, phrases, sentences, and paragraph as analytical unit). forth, materials for young learners should focus more on informal implicit learning than formal explicit teaching (tomlinson, 2005, p.9). materials for young learners should not discuss about the language or linguistics matter but should provide example how the language is use so that they can learn from the model from the materials (cameron, 2001). however, no materials can be perfect for any teaching and learning situation. needs analysis is important to develop learning materials which will meet the learning needs of a particular of group of students (brown,1995). in addition, most writers on the inawati, i., suherdi, d., & purnawarman, p. 176 p-issn 2614-5960, e-issn 2615-4137 process of materials development focus on needs analysis as their starting point (tomlinson, 2013). the studies that investigate the adult students‟ needs in learning english have been conducted by researchers (borougeni and fard, 2013; cunningham, 2015; hidayat, 2018; moiinvaziri, 2014; ulum, 2015). there have been comparatively few studies that investigate the young learners‟ need in learning english. accordingly this study fills the gap in terms of needs analysis of english language learning in young learners‟ classroom. the aim of this study is to find out the kindergarten students needs in learning english in kindergarten context which latter the result of this tudy will be used as the source of information to develop the teaching materials which will meet the students needs needs analysis needs analysis for language teaching was initiated in the 1970s through the esp movement (richard, 2001). there are now several studies focusing on needs analysis, particularly in the context of esp. (boroujeni and fard, 2013; albakrawi, 2013; liao, 2009; solak, 2012). however, needs analysis to investigate what actually needed by young learners who learn english as a foreign language are rarely researched. needs analysis are defined variously by some expert. it can be defined simply as „procedures used to collect information about learners‟ needs‟ (richard, 200, p.51). needs analysis can also be identified as needs assessment which is defined by richards, platt, and weber (1985 in brown, 1995) as the process of determining a language and arranging it based on priority for a learner or group of learners. the other definition state that needs analysis is „a device to know the learners‟ necessities, needs, and lacks in order to develop courses that have a reasonable content for exploitation in the classroom‟ (huchinson and waters, 1987). therefore, needs analysis is a method to recognize and establish relevant curriculum or program and learning goals that are closely related to the student's necessities and situations. the first step in conducting needs analysis is determining the purpose or purposes of an english program (richard, 2010). for example: in field such as tourism the learners need to know and practice the language use in a restaurant to request food and drinks or research and innovation in language learning vol. 3(3) september 2020 p-issn 2614-5960, e-issn 2615-4137 177 in a hotel to make a reservation. in the case of young learners, in kindergarten or primary school, their needs have been decided for them by considering their needs in the next level of education. needs are often described in terms of a linguistic deficiency, that is, as describing the difference between what a learner can presently do in a language and what he or she should be able to do. according to richard (2001) there are some methods for conducting needs analysis, for examples: sample of students work, reports by teachers, information from students, namely: questionnaire, interview, observation, collecting learner language sample, written or oral tasks, simulation or role play, achievement test, or performance tests. for smaller-scale needs analysis such as that of a teacher assessing the needs of new groups of students in a language program, needs analysis can be conducted by using questionnaire, individual and group interviews, meeting with students, meeting with other teachers, ongoing classroom observation, and test. needs can also be classified into the learners‟ needs, the teachers‟ needs and the administrators‟ needs (masuhara, 1998). it is noticeable that the three kinds of needs are not entirely the same. there is certain gap between each other. the learners‟ needs are independent of teachers and can not be satisfied or taught by teachers. and the learners would not appreciate the teachers‟ needs. what‟s more, masuhara is aware that the learners‟ needs maybe do not really reflect the learner‟ real needs. further study is needed on how to balance the three needs. such classification is made from the perspectives of different subjects. this study focus on learners‟ need which is devided into two kinds: (1) personal needs that consist of age, sex, cultural background, interest, educational bankground; and (2) learning needs which consist of learning attitude, language preferences regarding activities, teaching media and topics, and the target level and the present level of students speaking proficiency. inawati, i., suherdi, d., & purnawarman, p. 178 p-issn 2614-5960, e-issn 2615-4137 speaking activities for young learners most young learners correlate learning the second or foreign language with learning to speak it (girard et al., 2003). young learners should not be forced to be competent communicators because they also still learn it in their first language ( pinter, 2006; linse, 2005). the teacher needs to set the learning goal which is achievable, that is not beyond the skill mastered by native language speakers. besides, teacher should provide the teaching materials and activities that can develop their speaking skill. in this study, the needs analysis of students learning nead in terms of gap between the target level and the present level will focus on students speaking performance. at least there are four kinds of speaking performances that can be carried out by students (cameron, 2001), to be exact: naming objects, producing single word or phrase as response, producing simple sentences, and getting involved in a dialog. according to brown (2001) such kinds of speaking performance of the students rely on the teacher‟s role in selecting the types of speaking activities that the students should do. naming objects naming objects usually can be produced by young learners at the initial stage of learning (girard et al., 2003). additionally, cameron (2001) states that the simplest activity the teacher can do in enabling students to mention object names is by holding up the picture and the young learners say the object names on the picture. further, she puts forward that the teacher can teach the students to name objects by asking them to guess the name of animals or fruits that the teacher holds. these activities require students to say something as an individual or all together in chorus. furthermore, girard et al. (2003) highlight that some techniques and materials to enable the students to mention the name of objects, such as: using realia, pictures, actions, drawings on the whiteboard, touching, tasting, feeling, smelling, etc. giving single word or phrase as response this kind of speaking performance is usually conducted by the students when they are requested to describe something in english. in addition, cameron (2001: 49) puts forward that the students might have understood about something presented through research and innovation in language learning vol. 3(3) september 2020 p-issn 2614-5960, e-issn 2615-4137 179 storytelling or reading but “when they are asked to produce a description, they mostly use single words and phrases”. producing simple sentences at the beginning of learning, the students might not have spontaneous speaking. much of the english they learn to produce in the initial stages is formulaic language i.e. „language that is produced as whole chunks rather than being put together word by word‟ (girard et al., 2003, p.105). some chunks are fixed while others can be complemented. it is believed that to enable the students producing simple sentences, the teacher should provide activities that encourage them to speak. it can be done by requesting children to use yes/no questions to guess the name of animal picture that the teacher holds (cameron, 2001; gebhard, 2001 cited in suyanto, 2008). getting involved in a dialog furthermore, getting involved in a dialog is also a kind of speaking performance that might be performed by young learners. of course, this is not a long dialog as adult learners can do. simple and short role play is suitable for children‟s level of language (vernon, 2009). getting involved in a dialogue is an appropriate way to engage students in speaking activities (ytrenberg & scott, 1990: 39; cameron, 2001; paul, 2003: 77; linse, 2005; pinter, 2006; suyanto, 2008). in this study a dialogue is used to provide students to speak within context. it is believed that a dialogue provides communicative phrases that children can learn and a teacher should provide appropriate ways to involve children in using dialogues (cameron, 2001). it is in line with girard et al., (2003) who highlights that children need to be given opportunities to speak english as much as possible. in addition, pinter (2006) suggests that initially controlled dialogs and drill-like repetition can lead to freer dramatization or role plays. methods research design this study employed descriptive survey research design since the aim of the study is to determine specific characteristics of a group (fraenkel and wallen, 2007). it is in line with helen and dulok (1993) who state that to describe systematically and accurately the facts and characteristics of a given population or area of interest can be categorized inawati, i., suherdi, d., & purnawarman, p. 180 p-issn 2614-5960, e-issn 2615-4137 as descriptive study. students‟ characteristics in this study focus on the students‟ personal and learning needs in the context of teaching and learning english in kindergarten.. respondents of the study the respondents of the study is 113 second year students from 6 kindergarten whose age range between 5 and 6 years olds. the reason for choosing these participants is that students in this class had mostly the same english language level that was the beginner‟s level since the students had little knowledge of english and can recognize a little number of vocabularies (phillips, 1999). besides, 6 pricipals, 6 home room teachers and 1 english teachers were also interviewed to gather inormation about what are the learners needs in learning english in kindergarten in pringsewu district context. one kindergarten had english teacher one kindergarten had homeroom teacher graduated from english education department while the other kindergarten had no english teacher. the homeroom teachers teach english to their students. the research site this study was undertaken in six kindergartens in pringsewu district, lampung province, indonesia. these kindergartens were chosen randomly from 135 kindergartens in this district. based on the information gathered from interviews with the teachers, they had difficulties in finding appropriate resource in teaching english to kindergarten students. while the text book they got from the commercial publisher is dominated by coloring activities which time consuming becomes the problem. in relation to this, the researcher finds a challenge to develop a teaching materials that can be used to teach english to kindergarten students. data collection three kinds of data collection techniques were used in this study. questionnaire and interviews were used to gather the information students‟ personal needs and learning needs while observation was used to know the students‟ speaking level of ability as the students‟ learning needs. research and innovation in language learning vol. 3(3) september 2020 p-issn 2614-5960, e-issn 2615-4137 181 questionnaire a questionnaire which was developed to elicit the data on students learning needs consited of 2 parts. part one consisted of 3 items asking about english educational background, part two consisted of 20 items asking about students attitude toward english language learning (3 items), activities preference in english language learning (4 iems), teaching media used by the teachers (5 items), and topic preferences in english teaching and learning (11 items) subjects were required to color a smiley imoticon that best represented their response to the question,  means agree,  means neutral , means disagree. the questionnaire was translated into indonesian language in order to ensure that the subjects clearly understood each item. since the kindergarten students may have difficulty in reading, the researcher read the question and the students give respond in their questionnaires. the classroom teachers also help the students when they respond the questionnaire. interviews. the interviews with homeroom teachers and principals were conducted to know the students learning needs such as what is the students topic had been learned by students, what were the materials had been used by the homeroom teacher, students learning preferences and students learning experiences. the interview is the way to find out what is on their mind—what they think and how they feel about something (fraenkel and wallen, 2007). classroom observation observation was used to know the students‟ speaking level of ability as the students‟ learning needs. before the students responding the questionnaire, the researcher asked young learners questions and engaged them in conversations (linse, 2005). in this study the researcher acted as a participant observer. by doing so, the researcher was able to take on in every activity that has been set out to be observed (cohen and manion, 1994). during the observation, the researcher took note on everything that was going on in the class after the class. events were then reconstructed into field notes (fraenkel & wallen, 2007). inawati, i., suherdi, d., & purnawarman, p. 182 p-issn 2614-5960, e-issn 2615-4137 data analysis the data from questionnaire was analysed by using descriptive statistics while the data from interview was analysed simultaneously during and after the data collection stage. all data were transcribed and subsequently categorized and interpreted in a condensed body of information (alwasilah, 2002), and lastly conclusion was drawn. results and discussion as mentioned earlier that this study aims to investigate the students needs in learning english in kindergarten context which is devided into two, namely (1) personal needs, in this study personal needs focused on the students cultural background, socioeconomic status, educational background, age, sex, and (2) learning needs focused on the students learning attitude, students learning preferences regarding activities, students learning preferences regarding english teaching media, learning preferences regarding topics, and the gap between the target level and the present level in terms of students speaking performance (masuhara, 1998). personal needs personal needs in this study mean the information about the students as a person that can influence the learning process indirectly. the information about the students personal needs were gathered from the interview with the principals and also supported by the documents. cultural background the result of interview with the pricipals from six kindergartens in pringsewu distric showed that the students were members of various ethnics dominated by javanese ethnic (74 students), followed by lampungnese (20 students), padangnese (7 students), sundanese (5 students), palembangnese (4 students), semendonese (2 students), and acehnese (1 students). the percentage of the students‟ ethnicity can be seen in the diagram 1 as follow: research and innovation in language learning vol. 3(3) september 2020 p-issn 2614-5960, e-issn 2615-4137 183 figure 1. students‟ cultural background the variations of students‟ ethnicity are important to identify by the teachers or by the materials developers since socio-cultural factor can influence the teaching and learning english as a foreign language in the classroom (faridi, 2008). as the implication, the materials developer should consider the students various ethnicity in developing english teaching materials for young learners in kindergarten context. socio-economic status the students socio-economic background in this study was identified by the parents occupation. the percentage of the male parents‟ occupation can be seen in the diagram 2 as follow: inawati, i., suherdi, d., & purnawarman, p. 184 p-issn 2614-5960, e-issn 2615-4137 figure 2. students‟ socio-economic background it is shown that the male parents‟ occupation was dominated by private business owner (40 parents), employer (22 parents), farmer (19 parents), civil servant (17 parents), teacher (8 parents), police officer (3 parents), lecturer (2 parents) and soldier (2 parents). it can be concluded that the students come from various class of society and dominated by middle class society. sex from 113 students from six kindergarten in pringsewu district, it was identified that there were 62 female and 51 male students. the percentage of the students‟ gender can be seen in the diagram 3 as follow: . figure 3. students‟ sex civil servant 15% pollice officer 3% private business 35%employer 19% abri 2% farmer 17% teacher 7% lecturer 2% male parents' occupation female students 45% male students 55% students' sex research and innovation in language learning vol. 3(3) september 2020 p-issn 2614-5960, e-issn 2615-4137 185 the implication is that the materials developers should create the materials which are not gender bias, since sexist attitudes in textbooks increase sexism in society (ebadi and seidi, 2015). besides, consideration in the students‟ sex is important for materials developers to balance the activities favored by the male and female students included in the materials. age the students were at the age of 5-6 years old. there were 10 students at the age of five, 103 students were at the age of six. thus, they can be categorized as young learners as the definition proposed by cameron (2001) and linse (2005) who stated that young learners are children whose age between five and twelve years of age. according to phillips (1999) the students at the age of 5-6 years olds were at the same english language level that was the beginner‟s level since the students had little knowledge of english and can recognize a little number of vocabularies (phillips, 1999). the implication is that the materials developer should make goals and objectives, teaching methods, themes, that are appropriate with the students age, that is 5-6 years old. learning needs learning needs in this study means the information about what the students‟ needs when they learn english as a foreign language which cover students learning attitude, student‟s preferences regarding activities, students‟ preferences regarding teaching media, students‟ preferences regarding the topics, and the gap between the target level and the present level in terms of students speaking performance. english learning experience from the result of questionnaire and interview with teachers. it was found that no students joined english course out of school.there were three students that learn english with parents at home while 110 students do not learn english both at home or at english course. it could be seen from the following diagram 4 as follow: inawati, i., suherdi, d., & purnawarman, p. 186 p-issn 2614-5960, e-issn 2615-4137 diagram 4. students‟ english learning experience it indicated that almost all students learn english only at school with the teacher. since in indonesia, english is a foreign language automatically the students get input only from the teacher in the classroom. learning attitude from the questionnaires it could be seen that 113 students agreed that learning english was fun, one student disagreed and one students was neutral. the percentage of the students‟ responses toward the question about their attitude toward learning english could be seen in the diagram 6. as follow: figure 5. students‟ attitude toward english 3% 97% students' english learning experience learning english at home not learning english at home research and innovation in language learning vol. 3(3) september 2020 p-issn 2614-5960, e-issn 2615-4137 187 the result of the questionnaire indicates that the students like learning english with the teacher in their school, it is also supported by the result of interview with six homeroom teacher who said that almost all of the students like learning english. “here, almost all of my students like learning english.” (ht1/q1) “the students like learning english.” (ht3/q1) “the students like english and they are enthusiast when learning english.” (ht5/q1) “they like studying english and very enthusiast.” (ht6/q1) it seems that the students like learning english. when there is a students does not like english it is not because the english itself but the other factors, such as: the students has special needs or because of the time schedule. it is proven by the result of the interview with the home room teacher as follow: “all students like english. but there is a student that does not like english not because of the english but because the students does not like learning and has special needs. our school is inclusion school.” (ht2/q1) “students like english, but because the time to learn english is at the end of the school time, the students have been tired. actually, they like english.”(ht4/q1) the data indicates that almost all of the students like learning english and the teacher should consider the time schedule when english lesson must be delivered. learning preferences regarding activities the result of the questionnaire shows that game was the most favored activity of the students when learning english followed by coloring, singing and story listening. it can be seen the diagram 6 as follow: figure 6. students‟ learning preferences regarding activities inawati, i., suherdi, d., & purnawarman, p. 188 p-issn 2614-5960, e-issn 2615-4137 game is an important thing in the teaching and learning process but the most important thing is that game make the lesson is easier to be understood (lewis and bedson, 1999). moreover, based on the result of the study conducted by huyen and nga (2003), game is proven can give significant contribution toward vocabulary learning because learning is happen in fun situation. the other activities in young learners‟ class are singing and story listening. according to tomlinson (2005), teaching materials in teaching english for young learners have different characteristics compared to materials for adult. they should fulfill some criteria, such as: make use of young children‟s stories and songs to language in use. it is in line with the result of questionnaire that almost all of the students enjoyed singing and story listening in learning english. it is crucial for material developer to include song in materials they produce since song is fun, enjoyable, motivating when the young learners learn english (millington, 2011). it is supported by yuksel (2016) who high light that using song in young learners‟ class can promote vocabulary acquisition motivate the children to learn english and increase children‟s cultural awareness. the other activities in young learners class is story listening. stories offer a whole imaginary world, created by language that children can enter and enjoy, learning language as they go (cameron, 2001). the next advantage is that story offer positive concrete outcomes in the form of games, competitions, quizzes, drama, songs, projects, book making, etc. it is clear that playing games, singing and story listening are the important activity in young learners class, so it seems essential to include the activities in the materials for young learners. learning preferences regarding english teaching media the result of the questionnaire show that the students like when the teacher use hand puppet or finger puppet, picture cards, poster, video, poster and books with colorful pictures. the diagram 7. shows the students learning preferences regarding the media in english teaching used by the teachers. research and innovation in language learning vol. 3(3) september 2020 p-issn 2614-5960, e-issn 2615-4137 189 figure 7. students‟ learning preferences regarding the teaching media it is supported by emiliasari (2015) who claimed that teaching english using puppets is effective and it is an attractive way that can be used by teacher. it helps the teacher as a medium to attract students attention, concentration, and enthusiastic in learning english. it can make the classroom situation more interesting. the students enthusiasm in learning when the hand puppets were used could be comprehend from the researcher‟s note. all students are enthusiastic and paying full attention when the researcher used the hand puppet in the class room when she guide the students to fill the questionnaire (rn/tk5/c/8). unfortunately, puppet is the teaching media never used by the six teachers join this study. pictures, realia and worksheet are the teaching media they most frequently used by the home room teacher [(ht1/q8); (ht2/q8); (ht3/q8); (ht4/q8); (ht5/q8) and (ht6/q8)]. however, the use of picture cards in teaching and learning english in kindergarten is also crucial. cameron (2001) asserts that the simplest activity the teacher can do in teaching about the object names is by holding up the picture and the pupils say the object names on the picture. it is in line with the data from questionnaire that all students like learning english by using picture cards. at the same vein, from 6 homeroom teacher, four teachers said (in their perception) that the students favorite media is picture cards [(ht2/q9); (ht3/q9); (ht4/q9); and (ht6/q9)]. 0 20 40 60 80 100 120 hand puppet or finger puppet picture cards poster video books with colorful picture like neutral dislike inawati, i., suherdi, d., & purnawarman, p. 190 p-issn 2614-5960, e-issn 2615-4137 furthermore, young learners also like to learn using video (computer or cd room). in this study all students like to learn english by watching video. it is supported by the data from researcher‟s note. all of the students answer „yes‟ spontaneously when they are asked whether they like to learn english using laptop or not. (rn/tk 1/c/11) the students‟ enthusiasm was also supported from the data from interview with teacher. “they like to learn english using technology, i used my smartphone to help me play guessing game with the students.” (ht4/q9.2) “when i show them the video from my laptop, they pay full attention.” (ht2/q9.2). the use of technology in teaching and learning english is highlighted by recio (2007) who proved that the use of technology in teaching english for four-seven years olds students can improve not only english but also the students‟ literacy skill. it indicated that the use of technology can become a consideration by the materials developers. however, the use of picture book in teaching and learning in pre-school education are also important. zevenbergen and whitehurst (2004) highlighted that the use of picture book in intervention can improve the students language skills, such as the improvement of vocabularies and also students‟ expressive language ability. in this study, 109 students from 113 students or 93 % students enjoyed learning english using picture book. it indicated that children loved to learn english by using various teaching media. they liked the teaching media which is attractive and also colorful. it can become consideration for the materials developer that the students need to be exposed by various teaching media. learning preferences regarding topics topic or theme for young learners play crucial role in teaching english for kindergarten. it could be seen in diagram 8 that all students like the topic about animals, colors and numbers. research and innovation in language learning vol. 3(3) september 2020 p-issn 2614-5960, e-issn 2615-4137 191 figure 8. students‟ learning preferences regarding topics it is in line with five home room teacher who state that animals is the most favourite topic of the students [(ht2/q11); (ht3/q11); [(ht4/q11); (ht5/q11); and (ht6/q11)] while one home room teacher states that the topic which is related to them is the most favoured topic of the students (ht1/q11). however, from ten topics asked in the questionnaire, almost all of the students like the topic since all topics are related to them and familiar with their daily life. the implication is that the materials deve loper should develop the material in which the topic is interesting and familiar with their daily life the gap between the target level and the present level in terms of students speaking performance as mentioned in the introduction section in this paper, there were four kinds of oral production that could be performed by kindergarten students, namely: (1) naming objects; (2) producing simple sentences and (3) giving single word or phrase as response (4) getting involved in a dialog. based on the result of observation when the students were answering the questionnaire, the students can mention numbers 1-10, colours, some name of fruits and some name of animal. it is supported by the data from interview with homeroom teacher [(ht1/q13); (ht2/q13); (ht3/q13); (ht4/q13); ( ht5/q13) and (ht6/q13)] that the students learn about numbers, colours, animals and 0 20 40 60 80 100 120 like neutral dislike inawati, i., suherdi, d., & purnawarman, p. 192 p-issn 2614-5960, e-issn 2615-4137 fruits. even the result from the interview with the principals [(p1/q1.b); (p2/q1.b); (p3/q1.b); (p4/q1.b); ( p5/q1.b) and (p6/q1.b)] shows that introducing english by introducing simple vocabularies, such as numbers, colours, fruits and animals was the goals and objectives of english language teaching in their schools. it means that from four kinds of speaking performance that can be done by the students, they can conduct “naming object”. this kind of speaking performance is usually carried out at the initial stage in young learners‟ classroom (girard et al., 2003).to reach the next stage of speaking performance, the student needs to be given opportunities to speak english as much as possible (girard et al., 2003). conclusion & recommendation a research question was developed for investigation in this study. it is directed to identify the students‟ needs both personal needs and learning needs. the result of the needs analysis was used to construct some criteria to develop teaching materials which are appropriate with the learners‟ characteristics and learners‟ needs. the investigation of students‟ personal needs shows that the students are at the age of 6-7 years old, come from various ethnics, middle class of society, there are 64 female and 71 male students from six kindergartens. meanwhile, the results of needs analysis on students learning needs show that they have positive attitude toward efl class, they prefer learning english using song, story listening and coloring to other activities. the topics the students like most were animals, numbers, and foods followed by colours, then vehicle, parts of the body, things in the classroom, fruits, sports, and family. the students are still in the initial stage of speaking performance. almost all of the students can produce limited vocabularies, such as: number 1-10, colours, and many of them can mention some name of fruits and animals. based on the needs analysis the materials should follow the criteria as follow: 1) the materials should be appropriate to be used by the kindergarten students who are at the age of 6-7 years old; 2) the materials should not consist of the text and task that raise conflict of ethnic, religion, race, and inter-group relation; 3) the materials should contain the topics which they familiar with; 4) the materials should be appropriate to be research and innovation in language learning vol. 3(3) september 2020 p-issn 2614-5960, e-issn 2615-4137 193 used by the students that have limited vocabulary; 5) the materials should support students to increase their speaking skill step by step; 6) the materials should facilitate the students to use the language by using fun teaching techniques, such as playing games, singing, storytelling, role-play, etc.; 7) the materials should be completed with various teaching media, such as; puppets, flash cards, posters, etc. this study gives recommendation for materials developers and further research. materials developers should consider the students‟ personal needs and learning needs to construct the criteria of the materials. it is conducted to ascertain that the materials are suitable to be used by the students. this study also suggests that further researches should also investigate the teachers‟ factor to consider whether the materials are teachable or not. references albakrawi, h. t. m. 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(unpublished master‟s thesis) eastern mediterranean university, north syprus. conflict of interest no potential conflict of interest is reported. about author dr. iin inawati, corresponding author, is a faculty member universitas pendidikan indonesia, bandungindonesia. her research interest is about english for young learners. she is available at inawati.upi@gmail.com https://orcid.org/0000-0002-0559-8334 prof. didi suherdi is a researcher at the department english education, universitas pendidikan indonesia, bandungindonesia. his research interests include tefl methodologies and ict-based instruction. he is reachable at suherdi_d@upi.edu http://journals.cambridge.org/ http://www.buzzle.com/ mailto:inawati.upi@gmail.com mailto:suherdi_d@upi.edu inawati, i., suherdi, d., & purnawarman, p. 196 p-issn 2614-5960, e-issn 2615-4137 pupung purnawarman, ph.d. is a faculty member universitas pendidikan indonesia, bandungindonesia. his research interest is ict-based language instruction. he can be contacted at purnawarman@upi.edu mailto:purnawarman@upi.edu