36 script journal volume 1, issue 1, april 2016 ‖ issn 2477-1880 ‖ e-issn 2502-6623 http://jurnal.fkip-uwgm.ac.id/index.php/script the efl students’ narrative paragraph writing of the second semester students of state institute islamic studies (iain) samarinda: a syntactic analysis la ode sanu akademi bahasa asing colorado samarinda sanu.butonandeslan@gmail.com abstract: this study concerned on the efl students’ ability and analyzed the sentence patterns of syntax on the narrative paragraph writing. the quantqual of mixed methods design was used in this study. the quantitative data gathered from the test of narrative paragraph writing by involving 30 efl students of iain samarinda. the qualitative data gathered from the 10 selected documents of narrative paragraph writing that met the criteria. the findings showed that the efl students’ ability of narrative paragraph was categorized excellent (80.33). the highest ability was the writing aspect of organization (86.65%) followed by vocabulary (84.00%), content (83.33%), mechanics (78.60%), and language use (69.08%). the sentence patterns of syntax found on the efl students’ narrative paragraph; its verbs were followed by direct object, infinitive, pronoun, present participle, adverbial phrase, that-clause, conjunctive-clause, gerund, direct objectpreposition-prepositional object, complement of distance and time, verb alone, predicative and preposition-prepositional object. keywords: writing, narrative paragraph, sentence patterns of syntax introduction in indonesia, the status of english is as a foreign language for indonesian students that is learned in all levels of education (rochman, 2003; ivone, 2005; nurhanifah & widayati, 2005; lie, 2007; and lauder, 2008). it means that english is consciously studied and used in a certain place and it is not used in daily communication in their environment. however, seeing the importance of english that is used for communication of human life in all aspects such as economic, culture, business, politic, administration, science and academia (crystal, 2003), it could be ignored that english should be learned. in the university context, writing is one of english skills that should be mastered by efl students in order to be able to communicate in the written form since the general objective of writing course for students in university level is enable students to communicate in written english with different specific objectives and emphasis for each course level (widiati, 2002). she added that for students of second semester who took the writing course aiming to develop their ability in writing english paragraphs. indeed, the narrative paragraph mailto:sanu.butonandeslan@gmail.com 37 script journal volume 1, issue 1, april 2016 ‖ issn 2477-1880 ‖ e-issn 2502-6623 http://jurnal.fkip-uwgm.ac.id/index.php/script was focused to be used in this study since it was one of the kinds of paragraphs studied by the efl students. furthermore, the reasons why the researcher was interested in conducting this study were related to the importance of writing and syntax for the success and effectiveness of english learning. firstly, in the efl context, writing is important skill in teaching and learning since it is useful to motivate students’ thinking, organizing ideas, developing their ability to summarize, analyze and criticize (rao, 2007). he also added that writing strengthens students’ learning, thinking, and reflecting on the english. moreover, the aim of studying syntax is to illustrate the patterns of a language and to analyze its structure of sentences systematically. by having the knowledge of writing and syntax, the efl students could be able to produce good english sentences syntactically; as a result, they could be able to communicate their ideas in the written form effectively and meaningfully. this study aimed to investigate the efl students’ ability in writing the narrative paragraph and to find out the sentence patterns of syntax found on the students’ narrative paragraph. methodology this study used the quan-qual of mixed methods design. it combined quantitative and qualitative approaches by including both quantitative and qualitative data in a single study (gay, mills, & airasian, 2012). in this study quantitative data dealt with the efl students’ narrative paragraph ability and qualitative data related with the sentence patterns of syntax made by the efl students in writing the narrative paragraph. the researcher involved 30 efl students of the second semester of state institute islamic studies (iain) samarinda in the academic year 2015/2016 by using simple random sampling. they were asked to write the narrative paragraph based on the free topic and the determined topics given. then their writing result was evaluated to know their ability using the scoring system presented by jacobs et al. (1981) consisted of content, organization, vocabulary, language use/grammar, and mechanics. furthermore, the efl students’ document or the narrative paragraph writing test result was also used as the data source, where their sentences were analyzed of its syntax patterns using the verb patterns of syntax of hornby (1976) where the patterns divided into 25 types. here, the researcher selected the documents that meet the criteria. moreover, the qualitative data were analyzed in which its procedures used the flow model data analysis of. 38 script journal volume 1, issue 1, april 2016 ‖ issn 2477-1880 ‖ e-issn 2502-6623 http://jurnal.fkip-uwgm.ac.id/index.php/script finding the findings of this study were the efl students’ ability in composing the narrative paragraph and the sentence patterns of syntax found on their narrative paragraph. the data presented below; the efl students’ ability of narrative paragraph to know the efl students’ ability, they were asked to write the narrative paragraph. their writing result was evaluated based on the five criteria, namely content, organization, vocabulary, language use/grammar, and mechanics. further, to get the trustworthiness the efl students’ score, the three scorers were involved. then, the scores were merged to get the average score of each student. from the calculation result, the total of the students’ score was 24100.00 and the number of students was 30 students. so, the mean score of the students’ ability of narrative paragraph writing was 80.33. furthermore, the description of the students’ narrative paragraph score could be seen the following table: interval qualification the number of the students frequency 80 100 excellent 20 70 79 good 8 60 69 fair 1 0 59 poor 1 table 1 the frequency of the students’ narrative paragraph score based on the table above, the percentage of the efl students’ narrative paragraph writing ability could be seen below: figure 1 the percentage of the students’ narrative paragraph writing ability 66,67% 26,67% 3,33% 3,33% excellent good fair poor 39 script journal volume 1, issue 1, april 2016 ‖ issn 2477-1880 ‖ e-issn 2502-6623 http://jurnal.fkip-uwgm.ac.id/index.php/script based on the table 1 and the figure 1, the efl students’ ability in writing the narrative paragraph showed that 20 (66.67%) were excellent categorized, 8 (26.67%) good categorized, 1 (3.33%) was fair and poor categorized. in addition the mean score of the efl students’ ability based on each of writing aspects as follow: the aspects of writing the score of the students' narrative paragraph writing total mean % the students' ability content (30) 750.00 25.00 83.33 organization (20) 520.00 17.33 86.65 vocabulary (20) 504.00 16.80 84.00 language use (25) 518.00 17.27 69.08 mechanics (5) 118.00 3.93 78.60 table 2 the students’ narrative paragraph for each of writing aspects further clear description, the percentage of the efl students’ ability in writing the narrative paragraph for each of writing aspects could be seen the following diagram: figure 2 the percentage of the students’ narrative paragraph writing ability based on each of writing aspects from the table 2 and the figure 2, it could be stated that the efl students’ ability in writing the narrative paragraph for each of writing aspects was almost similar about 80% (content, organization, and vocabulary). it means that these components were excellent categorized. meanwhile, the aspect of grammar was 69.08 or fair categorized. and the aspect of mechanics was 78.60 or good categorized. 83.33% 86,65% 84,00% 69,08% 78,60% content organization vocabulary grammar mechancis 40 script journal volume 1, issue 1, april 2016 ‖ issn 2477-1880 ‖ e-issn 2502-6623 http://jurnal.fkip-uwgm.ac.id/index.php/script the sentence patterns of syntax found on the efl students’ narrative paragraph it has been mentioned that the writing test result of the efl students’ narrative paragraph was also used as data source to know the patterns of syntax in which the sentences found on their writing were analyzed using the patterns of syntax presented by hornby (1976) that focused on the verb patterns. the researcher found 15 from 25 types of the verb patterns as shown below; 1. verb pattern 1: vb x direct object this pattern found on the students’ narrative paragraph writing. the followings were the extracts of sentences made by the students as follows: i had prepared my needs such as clothes, foods, drinks, etc. the event also held a cake decorating contest and food fairs. i couldn’t enjoy the view because the place was covered by the fog. 2. verb pattern 2: vb x (not) to x infinitive this pattern was also found on the students’ narrative paragraph writing. the examples of finding could be seen below: because, i didn’t want to waste my effort teaching them from zero. we already promised to meet together at my house just for done our assignment. i was so excited to help my parents with my brother. 3. verb pattern 3: vb x noun or pronoun x (not) to x infinitive, etc the students also created their sentences of narrative paragraph using this pattern. it refers to the use of verbs may be followed by a noun or pronoun and by (not) to and an infinitive. it can be seen from the followings: one day at my grandfather’s house, my parents helped uncle to pick vegetables in the field. i also invited william to catch a fish. 4. verb pattern 5: vb x noun or pronoun x infinitive, etc the researcher also found the sentence type of syntax on the student’s narrative paragraph writing using this pattern. the following was the finding as follow: she tells me want to school together. 5. verb pattern 6: vb x noun or pronoun x present participle in this pattern, the student made the sentence in which the verb was followed by a noun then using present participle. the following was the finding: 41 script journal volume 1, issue 1, april 2016 ‖ issn 2477-1880 ‖ e-issn 2502-6623 http://jurnal.fkip-uwgm.ac.id/index.php/script and my sister was helping my auntie preparing plates, glasses, and all the stuff required. 6. verb pattern 10: vb x object x adverb or adverbial phrase, etc the students created their sentences in which the verbs were followed by an object and adverb or an adverbial phrase. the extracts of findings can be seen bellow: at the time, my uncle had harvest peppers from morning until noon. i wish my basketball students could be always together forever. i, my mother and my uncle got part of a job to pick the corn. 7. verb pattern 11: vb x that-clause this pattern categorized the use of verbs may be followed by directly a that-clause (hornby: 1976). it can be seen from the following extracts: i never expected that someone would celebrate it. i thought that the one who would give me present would be my childhood. i thought that it was very interesting moment, when people looked and gave applause after your performance. 8. verb pattern 15: vb x conjunctive x clause in this pattern, the verbs may be followed by a clause introduced by a conjunctive. if is sometimes used instead of whether. this pattern also found on the students’ narrative paragraph writing. the followings were the findings: and it would be a surprise if they came. so he knows how many people were involved. that was why i had much brave to join it. although, they were still awkward and shy when they met us. 9. verb pattern 16: vb x noun or pronoun x conjunctive x clause in this pattern, the verbs may be followed by a noun or pronoun and a clause introduced a conjunctive. the finding can be seen from the following extract: and it was closed by “apel tahunan” which all of the chief of each institutes and all of the teachers came together to the field for annual ceremony. 10. verb pattern 17: vb x gerund, etc the finding of this pattern can be seen from the following findings: i love playing in the river. her wife named hwa yong was killed and found floating on the lake. after we finished singing. 42 script journal volume 1, issue 1, april 2016 ‖ issn 2477-1880 ‖ e-issn 2502-6623 http://jurnal.fkip-uwgm.ac.id/index.php/script 11. verb pattern 18: vb x direct object x preposition x prepositional object in this pattern, the verbs may be followed by a direct object, a preposition, and a prepositional object (which may be a noun, pronoun, gerund, or clause). in this patter has been found. the following was the finding: as you could see everybody was busy with their own computer. 12. verb pattern 20: vb x (for) complement of distance, time, price, etc it’s also found on this type of syntax in which the verbs may be followed by a complement expressing duration, distance, price, or weight. the preposition for is used with some of the verbs in this pattern but is often omitted. here was the finding: we should pay for our journey and stayed for 2 days. 13. verb pattern 21: vb alone the verbs of this pattern may be used without a complement. such verbs are called complete intransitive verbs. some verbs which are normally used with an object may also in this pattern, the object being understood. from data analysis, it has been found this pattern of the students’ writing that can be seen from the following extracts: the last years, one school cheered. after new year’s day, they swept again. that time, the electricity was extinguishing. 14. verb pattern 22: vb x predicative the students made their sentences using this pattern can be seen from the following findings: i was speechless. he was really sad. we kept spirit in the bus. 15. verb pattern 24: vb x preposition x prepositional object verbs may be followed by a preposition and a prepositional object (which may be a noun, pronoun, gerund, phrase, or clause). this pattern found on the students’ writing. the findings were: william and i were playing on the river while looking a small fish. we were very excited for our planning to the beach, including me because it was my first time to be the beras basah beach. 43 script journal volume 1, issue 1, april 2016 ‖ issn 2477-1880 ‖ e-issn 2502-6623 http://jurnal.fkip-uwgm.ac.id/index.php/script my mom and rara joined with my dad, my aunt joined with my uncle, bondan joined with nanang, and elvi joined with me. discussion based on the data analysis, it showed that the mean score of the efl students’ ability of narrative paragraph was 80.33. it indicated that their ability was categorized excellent. this finding was mostly same with their ability for each of writing aspects such as content, organization, and vocabulary with the average percentage of 80% above although the language use was 69.08% and the mechanics was 78.60%. therefore, the efl students needed to increase narrative paragraph writing ability especially in terms of language use and mechanics. moreover, the sentences made by the efl students in organizing the narrative paragraph contained some patterns of syntax presented by hornby (1976). there were 15 of 25 types of verb patterns of their sentences. the verbs were followed by direct object, infinitive, pronoun, present participle, adverbial phrase, that-clause, conjunctive-clause, gerund, direct object-preposition-prepositional object, complement of distance and time, verb alone, predicative and preposition-prepositional object. seeing the findings above, it could be said that the efl students were able to arrange the words, phrases, and clauses to be good sentences and were systematically arrangement. therefore, their writing ability in this study was categorized excellent. sotillo (2000) asserted that the syntactic complexity was the ability to produce the writing especially the use of subordinate and embedded subordinate clauses. moreover, the good sentence arrangement made by the efl students was relevant with finch (2000) who stated that the english deals with the words order and combine those words to form sentences. on the contrary, the findings of this study showed different result found by hijjo (2013) reported that the students could not build a simple sentence due to the different word-order and sentence structure between malay language and english in term of morphology and syntax. it might be caused by the status of english as a second language in the previous study; since some studies reported that there was any interference between the students’ mother tongue/ first language and english during the process of english writing (alamin & ahmed, 2012; ngangbam, 2016). 44 script journal volume 1, issue 1, april 2016 ‖ issn 2477-1880 ‖ e-issn 2502-6623 http://jurnal.fkip-uwgm.ac.id/index.php/script conclusion the findings of the current study clearly indicated about the ability of writing paragraph in the second semester efl students of iain samarinda in the academic year 2015/2016. the efl students’ ability in writing the narrative paragraph was excellent categorized with 80.33 in the average score. the aspect of organization was the highest ability achieved by the efl students, followed by vocabulary, content, mechanics, and the least was language use. the sentence patterns of syntax found on the efl students’ narrative paragraph; its verbs were followed by direct object, infinitive, pronoun, present participle, adverbial phrase, that-clause, conjunctive-clause, gerund, direct object-preposition-prepositional object, complement of distance and time, verb alone, predicative and preposition-prepositional object. bibliography alamin, a., & ahmed, s. (2012). syntactical and punctuation errors: an analysis of technical writing of university students science college. english language teaching, 5(5). crystal, d. (2003). english as a global language. cambridge: cambridge university press. finch, g. (2000). linguistic terms and concepts. new york: st. martin’s press. gay, l. r., mills, g. e., & airasian, p. . (2012). educational research: competencies for analysis and applications. boston: pearson. hijjo, n. f. . (2013). a morphosyntactic analysis on malaysian secondary school students’ essay writing in english class. international journal of humanities and social science, 3(11). hornby, a. . (1976). guide to patterns and use in english. oxford: oxford university press. ivone, f. m. (2005). teaching english as a foreign language in indonesia: the urge to improve classroom vocabulary instruction. teflin journal, 16(2). jacobs, h. l., zinkgraf, s. a., wormuth, d. r., hartfiel, v. f., & hughey, j. b. (1981). english composition program: testing esl composition: a practical approach. london: newbury house publishers, inc. lauder, a. (2008). the status and function of english in indonesia: a review of key factors. makara, social humaniora journal, 12(1). lie, a. (2007). education policy and efl curriculum in indonesia: between the commitment to competence and the quest for higher test scores. teflin journal, 18(1). 45 script journal volume 1, issue 1, april 2016 ‖ issn 2477-1880 ‖ e-issn 2502-6623 http://jurnal.fkip-uwgm.ac.id/index.php/script ngangbam, h. (2016). an analysis of syntactic errors committed by students of english language class in the written composition of mutah university: a case study. european journal of english language, linguistics and literature, 3(1). nurhanifah, d., & widayati, s. (2005). the problems of second grade students of smpn 4 malang in learning english and the efforts made to overcome them. teflin journal, 16(3). rao, z. (2007). training in brainstorming and developing writing skills. elt journal, 61(2). rochman, s. (2003). indonesian students misconception in using present perfect tense to write composition. celt journal, 3(2). sotillo, s. m. (2000). discourse functions and syntactic complexity in synchronous and asynchronous communication. language learning & technology, 4(1). widiati, u. (2002). problems with peer response of writing-as-a-process approach in an efl writing classroom. jurnal ilmu pendidikan, 9(3). copyright © 2017, script journal: journal of linguistic and english teaching,p-issn 2477-1880, e-issn 2502-6623 http://jurnal.fkip-uwgm.ac.id/index.php/script script journal: journal of linguistic and english teaching p-issn: 2477-1880; e-issn: 2502-6623 october 2017, vol. 2 no. 2 received: accepted: published: article doi: http://dx.doi.org/10.24903/sj.v2i2.131 cultural values integration in english language learning for indonesian young learners nita sari narulita dewi siliwangi university nitasaridewi@yahoo.com abstract: this study investigates cultural values integration in english language learning for primary school level. a case study is chosen to explore the phenomenon of what aspects reflecting cultural integration in english language learning classroom and its impact on the learners’ language learning. data are gathered through observation and interview. the acquired data are analyzed using thematic analysis by braun and clarke (2006). the study reveals that in l1 and l2 culture based materials are designed to be transferred in the process, mostly listening skill, vocabulary and grammar are presented by the learners, strategy of teaching and learning are performed by the teacher and learners, and cultural awareness and nationalism reflection show their identity as indonesian young learners. keywords: culture, english language learning, and indonesian young learners http://jurnal.fkip-uwgm.ac.id/index.php/script http://dx.doi.org/10.24903/sj.v2i2.131 mailto:nitasaridewi@yahoo.com script journal: journal of linguistic and english teaching, october 2017, vol.2 no.2 146 copyright © 2017, script journal: journal of linguistic and english teaching,p-issn 2477-1880, e-issn 2502-6623 introduction the study about correlation between culture and language has been a concern of l2 teachers and educators (bilalgenc and erdogan bada, 2005; byram., 1997b; kramsch, 2001). buttjes (1990), by referring to some ethnographic language studies, summarizes several reasons why language and culture are from the start inseparably connected, i.e.: (1) language acquisition does not follow a universal sequence, but differs across cultures; (2) the process of becoming a competent member of society is realized through exchanges of language in particular social situations; (3) every society orchestrates the ways in which children participate in particular situations, and this, in turn, affects the form, the function, and the content of children's utterances; (4) caregivers' primary concern is not with grammatical input, but with the transmission of sociocultural knowledge; and (5) the native learner, in addition to language, acquires also the paralinguistic patterns and the kinesics of his or he r culture (p. 55). so, it cannot be denied why brown (1994) emphasizes, “… a language is a part of culture and a culture is a part of a language. (p. 164). researchers spend more discussion about the importance and possibilities of integrating culture to second language curriculum (sysoyev & donelson, 2002). bilal genc and erdogan bada (2005) argued that teaching second language context without study of culture makes the instruction inaccurate and imperfect. the benefits can be acquired as the result of culture integration into language learning that studying culture gives students a reason to study the target language and the study culture increases learners’ not only curiosity about and interest in target countries but also their motivation (kitao, 2000). studying culture plays role in general education, so the learners learn more about geography, history, etc. of the target culture (cooke, 1970). furthermore, mckay, (2003) claims that culture influences language teaching in two ways, they are, linguistic and pedagogical. linguistically, culture affects the semantic, pragmatic, and discourse level of the language. meanwhile, pedagogically, culture influences the choice of the language material. however kitao (2000) remains, even though culture important and is included into language learning and teaching, some questions are still debatable in case of what should be taught and how culture could be taught most beneficially. in addition, issues issuing of decreased of nationalism faced by young indonesian learners as the effect of learning new culture become the questioned idea to be discovered in the present research. script journal: journal of linguistic and english teaching, october 2017, vol.2 no.2 147 copyright © 2017, script journal: journal of linguistic and english teaching,p-issn 2477-1880, e-issn 2502-6623 implementation of cultural values integration in english language learning for indonesian young learners by one of english course institute in ciamis regency has attracted the researcher’s attention to conduct a case study in exploring the phenomenon in terms of what aspects reflecting cultural integration in language learning and its impact to the learners’ language learning. it is expected that this project contributes to answer what kitao, (2000) remains above and discover whether learning new culture may decrease the culture of indonesian-speaking young learners. methodology a case study design is chosen by which the researcher is led to discover phenomenon existing in the english language learning classroom in primary school level in which culture is integrated in the instructional process. the design will discover what aspects reflecting cultural integration in language learning and its impact to the indonesian young learners’ english language learning. classroom observation was carried in six meetings to see the instructional process obviously reflecting culture integration in english language learning. observation is focused on the process demonstrated by fifteen indonesian young learners and one english teacher, materials, learning strategy, and other learning environment supporting the process. through observation, the expected data, what aspects reflecting cultural integration in second language learning, can be acquired accurately. depth interview was conducted to three indonesian young learners representing the group of participants to acquire data reflecting the impact of culture integration on their english language learning. interview is conveyed in bahasa indonesia as the participants are young learners with ages 10-12 years old and to make them freely answer the questions. data collected, then, are analyzed using thematic analysis bybraun and clarke, (2006) to identify, analyze, and report the data. consequently, the research starts from familiarizing with data, generating initial codes, searching for themes, reviewing themes, defining and naming themes, and producing the report. findings 1. instructional material result of observation presents that instructional materials become the main idea of this english language learning process. the material is designed by the teacher which covers native and non-native culture of the indonesian young learners. some identified topics are found indicating the instructional material used in transferring knowledge to learners. for examples: indonesia islands, inspiring indonesian founding fathers, stories script journal: journal of linguistic and english teaching, october 2017, vol.2 no.2 148 copyright © 2017, script journal: journal of linguistic and english teaching,p-issn 2477-1880, e-issn 2502-6623 for kids (native and nonnative indonesian-speaking young learners, e.g. cinderella, the prince and frog, sangkuriang, malinkundang, etc ). using observation, it can be convinced the identified instructional materials were used in the process of instruction, as seen in the followings: “alright everyone, now we’re studying about indonesian islands. look at this picture, what islands can you see? alright nadia, please….” (….obs. /meet. #1) “ok, dhiaz, who is your favorite presidents of indonesia?” (obs. / meet. # 2) “which stories do you like, cinderella or sangkuring?” (obs. /meet. #3) seeing the data, it can be assumed that in the process of instruction, the teacher has already designed the material in the form of printed paper or picture, video, and online material. most authentic material is employed to transfer knowledge about indonesia (knowledge of world) by which the learners are attracted to learn about geography of indonesia, characteristic of people living in certain islands. 2. strategy of teaching and learning the result of observation also gives information about teaching strategy used in the process, such as story-telling, questioning-answering, games, coloring, reading poetry, and dramatization. the followings are facts showing certain strategies performed in the process: “ok, everybody, i will give a nice story about the princess and frog. everybody listen carefully, once upon a time, there lived a beautiful princess …….” why is the princess so sad? does she cry? who help her to get the ball from the pond?” naraya, please, read the story the princess and frog, and the other please listen carefully (obs./meet. #4) salsa, one who drives a car, what is it? delia, one who drives plane? look at me, the plane is flying in the sky. (the teacher does the dramatization) (obs. /meet. #5) nazwa, color the picture one who teaches english in the class! sofi, color the picture one who help sick people. (obs. /meet. #5) script journal: journal of linguistic and english teaching, october 2017, vol.2 no.2 149 copyright © 2017, script journal: journal of linguistic and english teaching,p-issn 2477-1880, e-issn 2502-6623 naraya, i heard from your mom, you like poetry, can you read the poetry about mom, please stand up. and then, you dhiaz. read this poetry about indonesia. (obs. /meet. #6) dealing with the foreign language teaching, then, the teacher chooses certain strategy to make the instruction effective. mostly the teacher used storytelling and questioning answering towards the stories or other text given. the other strategy was the learners had to read a text loudly (e.g. reading stories) or to read poetry with dramatization. the students looked enthusiastic and actively learned and developed their communicative competence in the class. this condition can be supported or created since language learning strategies contribute to the development of the communicative competence of the students(lessard-clouston, 1997). 3. language competence interview is undertaken to the three participants in one meeting using bahasa indonesia. the following data, translated into english, shows that the learners get improved in the following particular areas: a. listening skill seeing the data, it can be concluded that students get better listening skill because mostly the teacher uses storytelling, dramatization, pictures, and sometimes translation. those strategies effectively make learners understand the material given. for example, the three respondents got interested and understood the story the prince and frog as the teacher used pictures and dramatization. in addition, mostly the teacher used english to make them used to listening english in the classroom and sometimes out of the class time. the followings indicate the process stimulates their interest and improves their language competence, particularly on listening skill. “i like the story because the teacher uses picture, so i can understand it. (student#2) “besides he uses picture when telling stories, he uses dramatization that make me fun and understand the story. (students #3) script journal: journal of linguistic and english teaching, october 2017, vol.2 no.2 150 copyright © 2017, script journal: journal of linguistic and english teaching,p-issn 2477-1880, e-issn 2502-6623 “i like the teacher because he mostly uses english to make me try to understand spoken english he, even, offers the drinks or meals using english and it challenges me to understand what he is saying.” (student #1) it is clear that language learners are capable of using a wide variety of language learning. b. vocabulary and grammar integrating technology becomes the other strategy by the teacher to make the learners get involved actively and long span in their learning. when the learners were asked by the researcher what they were doing with the computer. they replied that they were studying vocabulary and grammar from the webs as instructed by the teacher. “i learn words by matching game using computer, and it is interesting. (student #1 and #2) “i love matching game using computer (web). the pictures are so colorful and help me to remember the material.” (students #3) when the learners were asked whether they loved learning english through computer, one of the students said, “i love english and i will use the web for learning english at home.” (students #2) referring the data, it cannot be denied that technology really helps the process successfully. using webs, they learn english, particularly vocabulary and grammar independently monitored by the teacher. 4. cultural awareness and nationalism the result of interview also presents cultural awareness performed by three indonesian young learners attending the english language learning classroom. dealing with statements by fishman (1985a) or brown, (1994) that language and national identity or cultures are inseparable, evidently can be seen from the followings: once the process of instruction uses native and non-native culture, the learners are be able to compare and realize that every nation has its own culture or civilization which makes one country different from another ones. indeed, the goal in culture teaching is to foster understanding, not necessarily love or affiliation (brière,1986). script journal: journal of linguistic and english teaching, october 2017, vol.2 no.2 151 copyright © 2017, script journal: journal of linguistic and english teaching,p-issn 2477-1880, e-issn 2502-6623 when asked about the indonesia islands the learners expressed, as follows: “i should know indonesia because it is my lovely country.” (student #1) “we have to know indonesia islands because we are indonesian citizen.” (student #3) “if we know our country we can tell people, indonesia is a beautiful country. indonesia has many ethnics and natural resources” (student #2) when asked about asean countries, they are enthusiastically replied: “i am proud of being indonesian because it has many cultures.” (student #1) “even though, singapore is developed country, indonesia is still number one in my heart.“(student #2) “i love indonesia. i want to build indonesia because i was born in here.” (student #3) the designed material is intended to have the learners experience with native and non-native culture, in turn, the learners understand the material contextually and reflect their own culture and appreciate the non-native one. this quite makes sense since the goal of the material is the learners know their own countries and, in turn, love their lovely country. discussion based on the findings, there are 4 themes to discuss. they are instructional material, strategy of teaching and learning, language competence, and cultural awareness and nationalism. 1. instructional material the material is designed by the teacher which covers native and non-native culture of the indonesian young learners.seeing the data, it can be assumed that in the process of instruction, the teacher has already designed the material in the form of printed paper or picture, video, and online material. most authentic material is employed to transfer knowledge about indonesia (knowledge of world) by which the learners are attracted to learn about geography of indonesia, characteristic of people living in certain islands. in case of authentic language widdowson (1998) stated that communicative approaches to language instruction must come to terms with the learners’ reality and somehow create contextual conditions that are appropriate to them (p.712). similarly, culture learning is most legitimately considered authentic when the realities of learners’ identities are acknowledged in the classroom. (knutson, 2006). script journal: journal of linguistic and english teaching, october 2017, vol.2 no.2 152 copyright © 2017, script journal: journal of linguistic and english teaching,p-issn 2477-1880, e-issn 2502-6623 2. strategy of teaching and learning dealing with the foreign language teaching, then, the teacher chooses certain strategy to make the instruction effective. mostly the teacher used storytelling and questioning answering towards the stories or other text given. the other strategy was the learners had to read a text loudly (e.g. reading stories) or to read poetry with dramatization. the students looked enthusiastic and actively learned and developed their communicative competence in the class. this condition can be supported or created since language learning strategies contribute to the development of the communicative competence of the students (lessard-clouston, 1997). 3. language competence referring the data, it cannot be denied that technology really helps the process successfully. using webs, they learn english, particularly vocabulary and grammar independently monitored by the teacher. they feel technology (web) help their vocabulary and grammar better because web based technology provides a wide range of e-learning experience (ochoa & ramírez, 2016) by which the learners gain access to an unlimited source of authentic language for learning four skills of language (ürün,2015). technology enables students to access learning opportunities apart from the traditional barriers of time and place and lets students access learning opportunities outside of formal higher education institution (office of educational technology,2017). 4. cultural awareness and nationalism. the designed material is intended to have the learners experience with native and non-native culture, in turn, the learners understand the material contextually and reflect their own culture and appreciate the non-native one. this quite makes sense since the goal of the material is the learners know their own countries and, in turn, love their lovely country. this is what is claimed by fishman (1985a) that the connection between language and national identity is one which is very strong, sometimes inseparable. to deal with, the teacher designed material reflecting acquiring national identity through native-indonesian speaking culture integration to language learning. in addition, the teacher designed non-native indonesia young learners’ culture to increase the learners’ curiosity and interest in the target countries and motivation (kitao, 2000). script journal: journal of linguistic and english teaching, october 2017, vol.2 no.2 153 copyright © 2017, script journal: journal of linguistic and english teaching,p-issn 2477-1880, e-issn 2502-6623 conclusion obviously, cultural values integration into second language learning becomes prominent since the process promotes second language learners get motivated to have more second language learning experience. the present study reveals that l1 and l2 culture is important to be designed and transferred as instructional material to students. however, the teacher should also think the way of transferring the knowledge in creative way. pedagogically, the material designer or teachers are allowed to explore native and nonnative instructional material, at the same time the appropriate strategies should also be taken into consideration. transferring knowledge becomes ineffective because misused of media or techniques employed do not contribute to the learners’ language competence development. as the nurturing effect, it is quite possible, the material and strategy used affect to establish cultural awareness and nationalism of the learners reflecting their identity. thus, it can be inferred, cultural values integration into second language learning for primary school level contributes to english language competence achievement and establishes social competence of indonesia young learners. script journal: journal of linguistic and english teaching, october 2017, vol.2 no.2 154 copyright © 2017, script journal: journal of linguistic and english teaching,p-issn 2477-1880, e-issn 2502-6623 bibliography braun, v., & clarke, v. (2006). using thematic analysis in psychology. qualitative research in psychology, 3(2), 77–101. briere, j. f. (1986). cultural understanding through cross-cultural analysis. the french review, 60(2), 203–208. brown, h. d. (1994). principles of language learning and teaching (2nd. ed). new jersey: prentice-hall, inc. buttjes, d. (1990). teaching foreign language and culture: social impact and political significance. language learning journal, 2(1), 53–57. cooke, m. a. (1970). suggestions for developing more positive attitude toward native speakers of spanish. in perspectives for teachers of latin american culture (in h. n. s). springfield, il: state department of public instruction. fishman, j. . (n.d.). language, ethnicity and racism. in the rise and fall of the ethnic revival: perspectives on language and ethnicity (in j.a. fi, pp. 3–13). berlin: mouton publishers. genc, b., & bada, e. (2005). culture in language learning and teaching. the reading matrix, 5(1). kitao, k. (1991). teaching culture in foreign language instruction in the united states. doshisha studies in english, 52(53), 285–306. retrieved from https://eric.ed.gov/?id=ed330214 knutson, e. (2006). cross-cultural awareness for second/foreign language learners. canadian modern language review, 62(4), 591–610. kramsch, c. (2001). language and culture. oxford: oxford university press. lessard-clouston, m. (1997). language learning strategies: an overview for l2 teachers. the internet tesl journal, 3(12), 69–80. m., b. (n.d.). cultural studies and foreign language teaching. in bassnett, s. (ed.). in studying british cultures. an introduction. (pp. 53–65). london: rutledge. mckay, s. l. (2003). the cultural basis of teaching english as an international language. retrieved from http://virtualpostgrados.unisabana.edu.co/pluginfile.php/407997/mod_resource/content/2 /ctll text 1 %28mckay 2003%29.pdf ochoa, m. a., & ramírez, m. s. (2016). strategy based instruction facilitated by technologies to enhance reading comprehension. journal of language teaching and research, 7(4), 655–664. script journal: journal of linguistic and english teaching, october 2017, vol.2 no.2 155 copyright © 2017, script journal: journal of linguistic and english teaching,p-issn 2477-1880, e-issn 2502-6623 sysoyev, p. v., & donelson, l. r. (2002). teaching cultural identity through modern language: discourse as a marker of an individual’s cultural identity. journal of eurasian research, 2(4). technology, o. of e. (2017). reimagining the role of technology in higher education. u.s. department of education. ürün, m. f. (2015). integration of technology into language teaching: a comparative review study. journal of language teaching and research, 7(1), 76–87. copyright © 2017, script journal: journal of linguistic and english teaching, p-issn 2477-1880, e-issn 2502-6623 http://jurnal.fkip-uwgm.ac.id/index.php/script script journal: journal of linguistic and english teaching p-issn: 2477-1880; e-issn: 2502-6623 october 2017, vol. 2 no. 2 received: july 2017 accepted: agustus 2017 published: october 2017 article doi: http://dx.doi.org/10.24903/sj.v2i2.111 ways for tertiary level students in building english speaking performance fika megawati universitas muhammadiyah sidoarjo fikamegawati@umaida.ac.id vidya mandarani universitas muhammadiyah sidoarjo vmandarani@umsida.ac.id abstract: this study aims to find out the strategies used by tertiary level students in performing english communication. this research was a descriptive study involving english education study program students. data analysis included indepth transcribing on the students’ speaking performance and the result of interview. the findings show that the communication strategies used in the conversation consisted of avoidance, paraphrase, borrowing, appeal for assistance, and mime. the common strategy lied on mime, while avoidance and paraphrase strategies were not frequently applied. the results show communication strategies were effective in helping the first language students in learning english as their foreign language. communication strategies give solution to cope with difficulties in learning english. communication strategies are highly suggested to be socialized to efl learners as an alternative way to improve speaking performance. keywords: communication strategies, speaking, english. http://jurnal.fkip-uwgm.ac.id/index.php/script http://dx.doi.org/10.24903/sj.v2i2.111 mailto:fikamegawati@umaida.ac.id mailto:vmandarani@umsida.ac.id script journal: journal of linguistic and english teaching, october 2017, vol.2 no.2 137 copyright © 2017, script journal: journal of linguistic and english teaching, p-issn 2477-1880, e-issn 2502-6623 introduction in the context of learning, english is one of the compulsory subjects in both the educational curriculum of school and university level in all departments. one of the skills that must be mastered is the ability to speak. speaking skills is an interesting topic to be discussed. people believe that students can build english communication if they can speak the target language with the teacher, friends, or others confidently and fluently. however, this is not something easy to realize for both english instructors and learners. to produce effective speaking ability, communication strategy plays an important role in order to avoid misunderstanding or problems that may appear in the conversation. some research about communication strategy has been carried out in different countries and at different levels of education. communication strategy is one of the important issues in the teaching english. this issue cannot be separated from the history of communicative language teaching method in 1970s. this approach has features such as 1) meaning plays an important role in communication, 2) goal to be achieved is the communicative competence, 3) learners are expected to be able to communicate effectively (finocchiaro and brumfit, 1983). the results of the various studies show that strategies used also depend on the problems. the researchers argued the communication strategy is a very important thing to know in order to improve students speaking performance and the quality of learning process. it is proven that the learners who get materials about communication strategy explicitly have better competence in their language skills compared with the learners who do not get communication strategy (nakatani, 2005). several theories used as reference for the data analysis are described in this section. tarone (1983) expands the definition of communication strategy as mutual efforts of the speakers in understanding the meaning. this definition expresses the nature of the communication strategy used as a cooperative effort to achieve the goal of communication. after giving a definition of the communication strategy, she outlines some criteria of communication strategy. first, a speaker tries to deliver a message. second, speakers consider that the structure of linguistics or sociolinguistics is needed to communicate a message. third, speakers selected to avoid, try to change the way to deliver a message and stop looking for alternatives when the message can be understood. furthermore, tarone (1983) divides communication strategy into five major parts, namely avoidance, paraphrase, borrowing, appeal for assistance, and mime strategies. avoidance can be divided into two, namely topics avoidance and message abandonment strategies. the avoidance of the topic is the learners avoid talking about one topic when the script journal: journal of linguistic and english teaching, october 2017, vol.2 no.2 138 copyright © 2017, script journal: journal of linguistic and english teaching, p-issn 2477-1880, e-issn 2502-6623 learner is not mastering the structure of language. message abandonment is the learner started talking about one topic then cannot continue and stop talking. paraphrase has three strategies; they are approximation, creating new words and circumlocution. approximation is the learners use vocabulary by searching for the closest meaning. creating a new word means that the learners are trying to create a new vocabulary that corresponds to the concept that wants to talk about. the third, circumlocution, the learners try to explain vocabulary indirectly. borrowing consists of literally translation and interpreting. the literally translation occurs when the learners translate each word, while interpreting is a strategy used by the learners through changing the target language to the first language. appeal for assistance is used in communication when the learners ask for help about the unknown vocabulary to the instructors or others. finally, when the learners use non verbal communication by using gestures, they apply mime strategy. communication strategy needs to be taught in learning a second language. mitchel and myles (1998) say that the communication strategy plays an important role in learning a second language and maximize their learning opportunities. this view has implications that the communication strategy need not be taught because naturally this competence will arise with increasing language proficiency of the learner. there are several factors that influence effective communication strategy implementation, including english language proficiency and the frequency of target language use outside the classroom. nakatani (2006) agrees that the factors influencing the use of the communication strategy which emphasizes on the english speaking proficiency. the more advanced the learners speak the language, the more effective they negotiate meaning. in addition, the use of english as a means of communication used outside the classroom will help the learner to apply appropriate communication strategy. this is in line with the opinion of clément (1986). he states that the learner who has many chances to use the language outside the class will improve the way of communication with people who have diverse culture. some of the communication strategies research that can be used as a reference were done at various levels of education. first, research conducted on students at the elementary school level. based on the research of zhang (2005), the results show that in taiwan elementary schools, the students often used four communication strategies. at the university level, teng (2011) examined the communication strategy on students based on the level of his expertise in view of the courses taken. students from english department considered script journal: journal of linguistic and english teaching, october 2017, vol.2 no.2 139 copyright © 2017, script journal: journal of linguistic and english teaching, p-issn 2477-1880, e-issn 2502-6623 more fluent compared to the students from other majors. there is significant difference between students of english department and non-english department. for those students from english department apply five english language strategies. conversely, students who are not from department of english only apply two communication strategies. furthermore, the research about communication strategy was conducted by purbaningrum (2011) that discusses about the relationship between the use of communication strategies with the level of experience in using english by esl learners. the subjects were twenty freshman students. the results of this research show that there are three types of communication strategies used by the learners. in addition, the study also found that there is a tendency that learners who have more experiences in using english used less communication strategy. on the other hand, the learners with less experience in speaking english applied more strategies. from the theoretical framework above, it shows that communication strategy gives positive effects on the students’ english learning to build their speaking performance. therefore, the researchers are interested in discussing communication strategy focusing on the tertiary level students to know the kind of strategies used in english communication and the effectiveness of the strategy used. method numeric data collected in a research can be analyzed quantitatively using statistical tools in two different ways, descriptive analysis and inferencial analysis. descriptive analysis refers to statistically describing and presenting the constructs of interest or associations between these constructs. hence, according to the background and objectives, a quantitative approach using a descriptive design is proposed for this study. this research was conducted in march 2016 at universitas muhammadiyah sidoarjo. the population in this research is the fifth semester english education study program students of universitas muhammadiyah sidoarjo, and the sampling technique was a purposive sampling, a technique used to determine student deliberately. purposive sampling technique was a way of sampling based on specific characteristics that are owned a sample in accordance with the research objectives, taking samples based on research necessities (soewarno, 1987:17). based on the opinion above, the determination of a sample was taken from the student's specific characteristics and particular purpose, selecting the fifth semester students script journal: journal of linguistic and english teaching, october 2017, vol.2 no.2 140 copyright © 2017, script journal: journal of linguistic and english teaching, p-issn 2477-1880, e-issn 2502-6623 who have followed speaking 1 to speaking 4 course. the number of students involved in these studies were 17 students. dealing with the instruments, this research used observation, structured interview, and questionnaire. observation was conducted by recording the students’ conversation about certain topic. structured interview and questionnaire consisted of questions related to the students’ opinion about the effectiveness of using communication strategy to overcome students’ speaking problems. the data was analyzed by transcribing the recording of students’ converstation and interview. in addition, the questionnaire was analyzed by using likert scaling method. findings this research was conducted to know kinds of communication strategies done by the students in english communication. the results show that the communication strategy frequently used was mime. although the students often used mime, they also used borrowing, avoidance, appeal for assistance and paraphrasing. for detailed information, table 1 gives the frequency and the percentage of each strategy. to know the real activity consisted of communication strategies used, table 2 explains some examples of expression taken from the students’ conversation. types of communication strategy examples avoidance v*** : maybe we can talk about something else? oh, i am sorry i want to go to library, i have to search book. do you know mr. rizal assignment? (avoidance  topic avoidance) paraphrase d**** : i think i have already got it in senior high school maybe. f*** : senior high school? dimas : i mean private class. (paraphrasing  word coinage) borrowing d*** : ok, what is your favorite food? l*****: my favorite food is bakso. table 1 the frequency of communication strategy used by the students communication strategy frequency percentage appeal mime borrowing avoidance paraphrasing 4 50 15 1 1 5,6% 70, 4 % 21, 12 % 1,4 % 1,4 % script journal: journal of linguistic and english teaching, october 2017, vol.2 no.2 141 copyright © 2017, script journal: journal of linguistic and english teaching, p-issn 2477-1880, e-issn 2502-6623 types of communication strategy examples d*** : bakso, meat ball. (borrowing  language mix) mime d**** : hey, i have an idea for our next holiday. so, i say let’s go to bali. what do you think? (pointing amri) (mime or gesture) appeal of assistance l**** : yes, i know that. actually i like rawon. why i like rawon because there is meat. and then i like (thinking) how to say “kuah”? (appeal for assistance) table 2 the example of communication strategy used in conversation the effectiveness of communication strategies through the result of questionnaire answers is elaborated in table 3. no questions results total % conclusion strongly agree agree undecided disagree strongly disagree (5) (4) (3) (2) (1) 1 i ever get difficulties in communicating my ideas when i speak in english 25 40 0 4 0 69 81 sa 2 avoidance is the communication strategy that i use in speaking english 10 20 21 4 1 56 66 a 3 paraphrase is the communication strategy that i use in speaking english 5 32 18 4 0 59 69 a 4 borrowing is the communication strategy that i use in speaking english 10 32 9 6 1 58 68 a 5 asking for help is the communication strategy that i use in speaking english 20 36 6 4 0 66 78 a 6 gestures are the communication strategy that i use in speaking english 30 44 0 0 0 74 87 sa total 100 204 54 22 2 382 table 3 the result of the students’ opinion about the effectiveness of communication strategies script journal: journal of linguistic and english teaching, october 2017, vol.2 no.2 142 copyright © 2017, script journal: journal of linguistic and english teaching, p-issn 2477-1880, e-issn 2502-6623 discussion from the results, the data in table 1 show that the whole communication strategies proposed by tarone were found in the students’ conversation. from the five communication strategies, mime is the commonly used strategy that reaches 50 times (70.4%), followed by borrowing that appears 15 times (21%). the middle position is the appeal for assistance. the students performed it four times (5.6%). avoidance and paraphrase are at the lowest frequency of communication strategy used. both of them have been presented once (1.4%) during the conversation. the result of this study is different from hua et.al, (2012) research. it showed that borrowing was the highest strategy used by the students. they used this strategy because they did not have enough vocabularies in target language. so, when they wanted to speak up in english, they need extra time to think. besides, their interlocutor was not native english. then, they often used their mother language to speak up their argument. in term of interlocutor, both of the studies have the same result. the students rarely used english because they rarely found the interlocutors who are able in mastering english. that is why, the students faced some difficulties in learning english as their l2. another study was conducted by astutik (2016). in her research on communication strategies, it showed that both passive and moderate students often used borrowing in their communication. for the active learner, they used paraphrase strategy in their speaking. from the table 2, the information that can be inferred is that the students applied mime strategy in their speaking activities. they felt communication strategies were effective way to help them in preventing the difficulties in their speaking class. they did not worry anymore when they wanted to speak up in speaking class because of their lack of competencies. they also found some ways in preventing their difficulties in speaking by self asking for their interlocutors to solve their problems. therefore, the communication kept going on. all these statements were concluded from the interview between the researcher and students. the result about the effectiveness of communication strategies mentioned in table 3 is in line with rodríguez et.al, (2012). they found that communication strategies were effective enough in helping the spanish students in learning english. this effectiveness was similar with the successful of communication strategies for indonesia students in learning and preventing the difficulties of english. rodríguez et.al, (2012) also explained some factors in influencing the success of communication strategies in the classroom. one of them was seat setting. the students always sit in the same place and group. they choose their close friends script journal: journal of linguistic and english teaching, october 2017, vol.2 no.2 143 copyright © 2017, script journal: journal of linguistic and english teaching, p-issn 2477-1880, e-issn 2502-6623 to hold the conversation. it made the students did the interaction only with certain people and did not encourage themselves to speak with others. when they speak with their certain friends, they often speak in spanish and rarely to use english in their speaking. that was why, this research found that the students often used language switch strategies to keep the conversation and enjoyed it. another factor was classroom size. rodríguez et.al, (2012) found that small class with crowded students influenced interaction. because of this crowded situation, the teacher often applied the comprehension check and paraphrase in teaching english. in contrast, in this research, the researchers were able to handle the class well. the class was under the researchers’ control. the students were designed in small group, but they would have different members every meeting during this the treatment. therefore, she rarely used paraphrase strategies in conducting her research. the next discussion is found by hua et.al, (2012). they found that the effectiveness of communication strategies depend on the level of students’ proficiency. the language learners have to train themselves to speak up to achieve the fluency and accuracy in speaking skill. if they found some barriers that hamper their speaking skill, they are able to apply communication strategies in their speaking. this is in line with this study. when the students with low english proficiency level speak, they tended to have difficulty in selecting appropriate vocabulary items so that it made them use communication strategy to deliver the intended meaning. similar with hua et.al, (2012), astutik (2016) found that communication strategies was effective way to help the students to cope with their difficulties in speaking class. these strategies helped them to give the solution when they did not have any ideas to express their argument because of their lack of vocabularies. she concluded that all the students in three levels needed to apply communication strategies in their speaking skill because it could help them to solve the breakdown of conversation during the communication occurred. conclusion communication strategies used in the conversation consisted of avoidance, paraphrase, borrowing, appeal for assistance, and mime. the common strategy lied on mime, while avoidance and paraphrase strategies were not frequently applied. additionally, the results show communication strategies were effective in helping the students in learning english as their foreign language. communication strategies gave many easy ways to cope with difficulties in learning english. this is very useful because the strategies can reduce misunderstandings and clarify meaning between speakers. for future researchers, it is script journal: journal of linguistic and english teaching, october 2017, vol.2 no.2 144 copyright © 2017, script journal: journal of linguistic and english teaching, p-issn 2477-1880, e-issn 2502-6623 suggested to develop more instruments to examine the language learners’ communication strategies as the effort to enhance the communication competence with more updated theories. bibliography astutik, y. (2016). communication strategies employed by indonesian efl learners. in international conference of language development conference (pp. 29–41). ho chi minh, vietnam. clément, r. (1986). second language proficiency and acculturation: an investigation of the effects of language status and individual characteristics. journal of language and social psychology, 5(4), 271–290. e, t., faerch, c., & kasper, g. (1983). “some thoughts on the notion of communication strategy”/strategies in interlanguage communication. london: longman. hua, t. k., nor, n. f. m., & jaradat, m. n. (2012). communication strategies among efl students: an examination of frequency of use and types of strategies used. gema online journal of language studies, 12(3), 831–848. mitchel, & myles. (1998). second language learning theories. oxford: oxford university press inc. nakatani, y. (2005). the effect of awareness-raising training on oral communication strategy use. the modern language journal, 89(1), 76–91. purbaningrum, w. (2011). penggunaan strategi komunikasi oleh pemelajar esl: studi kasus pada tugas wicara di depan umum. universitas indonesia. rodríguez cervantes, c. a., & roux rodriguez, r. (2012). the use of communication strategies in the beginner efl classroom. gist education and learning research journal, 6, 111–128. soewarno, b. (1987). metode kuantitatif dala penelitian ilmu-ilmu sosial dan pendidikan. jakarta: depdikbud. teng, h.-c., & stewart, a. (2011). communication strategy use of efl college students/jalt2010 conference proceedings. tokyo: jalt. zhang, w. (2005). the selection of communication strategies by taiwanese efl elementary school students with different english proficiency levels in information gap activities. national taipei university of education. copyright © 2017, script journal: journal of linguistic and english teaching, p-issn 2477-1880, e-issn 2502-6623 http://jurnal.fkip-uwgm.ac.id/index.php/script script journal: journal of linguistic and english teaching p-issn: 2477-1880; e-issn: 2502-6623 october 2017, vol. 2 no. 2 received: august 2017 accepted: august 2017 published: october 2017 article doi: http://dx.doi.org/10.24903/sj.v2i2.116 women, english and empowerment: voices from rural bangladesh sayeedur rahman institute of modern languages, university of dhaka sayeedur.rahman@gmail.com abstract: english has been an integral part of bangladesh education system since her independence in 1971. the process of globalization has transformed the lives of million in the developing world like bangladesh. the rise of globalization has also meant a growing awareness of the use of english and its possible impact on the lives of people. however, there has not been adequate research conducted which could find a direct link between english and empowerment. the role of english and its impact on the socio-economic growth of individuals didn‟t get much attention. moreover, there has been inadequate attention to understanding of the relationship between english and its role on women‟s empowerment in rural community. with this background this study is an attempt to contribute to our understanding of the socio-economic orientation of women by analyzing the impact of english in bangladesh through a qualitative approach. it provides a useful understanding of the need for english language in specific areas of work. based on such needs, it will attempt to provide insights for the planning of sustainable intervention strategies for the development of english language skills for women in bangladesh. keywords: english language, women, rural, development and empowerment http://jurnal.fkip-uwgm.ac.id/index.php/script http://dx.doi.org/10.24903/sj.v2i2.116 mailto:sayeedur.rahman@gmail.com script journal: journal of linguistic and english teaching, october 2017, vol.2 no.2 192 copyright © 2017, script journal: journal of linguistic and english teaching, p-issn 2477-1880, e-issn 2502-6623 introduction english skills have created new economic and social opportunities all over the world. their use, however, continues to be governed by existing power relations in our society whereby women frequently experience relative disadvantage. english skills can facilitate women‟s participation in different sectors and different regions. project english (2009), a project on english in sri lanka, mentions. high proficiency in english is seen to be essential for socio-economic development in india and sri lanka ... the impact of globalisation and economic development has made english the „language of opportunity‟ and a vital means of improving prospects for well-paid employment). a recent collection looks into the increasing awareness in the developing world that english can play a role in socioeconomic empowerment (erling, seargeant, et al, 2013). erling and power (2014) in their synthesis report with a cautious note mentioned “while english might play a role in individual‟s earning power, other variables clearly have an important effect. since women in bangladesh have marginalised socio-economic status because of existing gender inequality in the society, the research aimed to find out to what extent english may play a role in women‟s empowerment in bangladesh. gender inequality in most of the cased is based on traditional gender roles and male governed sociocultural restrictions imposed on women‟s mobility and participation in public spheres. along with the gender roles, social structures are also fundamental in determining who gets access to english education and who is deprived of this opportunity. this study is an attempt to contribute to our understanding of the nature of the socioeconomic position of women by analyzing the impact of english in bangladesh through a qualitative approach. it attempts to provide an understanding of the need for english language skills in specific areas. it also attempts to provide insights for the planning of sustainable intervention strategies for the development of english language for women. the purpose of the research was to document the impact of english on the lives of women in bangladesh. the aims in general were to investigate: script journal: journal of linguistic and english teaching, october 2017, vol.2 no.2 193 copyright © 2017, script journal: journal of linguistic and english teaching, p-issn 2477-1880, e-issn 2502-6623  the nature that the role of english plays for women in different employment sectors, in rural areas.  the extent to which english language skills can contribute to the socio-economic empowerment of women in rural bangladesh. methodology a qualitative research method was used interview schedule was designed to create case studies of the participants based on their professions. the sectors chosen were garments, primary school teaching, small and medium industries (sme), ngo workers and healthcare. interview questions centered on family situation, educational background and financial circumstances. self-evaluation of english proficiency, extent of its use at workplace, opportunities and prospects of improving english language skills and scope for the use of english at workplace, participants perceptions about the role of english for employment opportunities. all respondents were working women, belonging to five different professional fields: garments workers, primary school teachers, health workers, sme sector and ngo workers. these professional fields are those most commonly chosen by educated young women in rural bangladesh. the educational background of the respondents varied from „ssc‟ to master‟s degree. income of respondents varied from tk. 3000/to tk. 16,000. ($40 to $200). the age range of respondents was 23 to 40. thus respondents chosen for the study represent a cross-section of women at work with varying degrees of chances of needing or not needing english, and varying attitudes towards english and its importance for their personal and professional development. research context the research was based on one urban site and one rural site. the rural site selected for the research was rural dhamrai. dhamrai is situated about 40 kilometres north-west of dhaka district. the total size of dhamrai upazila [sub-district] is 75,963 acres and the total population is 4,112,418 with the density of 1342 persons per square kilometre (population census, 2011). the upazilla is bounded by savar upazila on the east and saturia and nagarpur upazila on the west; mirzapur and kaliakair upazila on the north and singair upazila on the south. rural literacy rate of dhamrai is 40.90% (banglapedia, 2012). dhamrai script journal: journal of linguistic and english teaching, october 2017, vol.2 no.2 194 copyright © 2017, script journal: journal of linguistic and english teaching, p-issn 2477-1880, e-issn 2502-6623 is agriculture dominated and is famous for the annual jogonnath roth jatra festival, a religiously significant festival for the hindus and metal casting industry. figure 1 dhamrai instruments  semi-structured interview: the primary instrument which was selected for gathering data was a semi-structured interview. the interview schedule covered four broad areas to build case studies of the participants. the first part of the interview schedule attempted to find out about participants family background, socioeconomic situation and educational background. the second part of the interview schedule asked questions to the participants about learning and using english; participants‟ attitudes about a possible socioeconomic developmental role of english and the role of english in their lives. the final part of the interview schedule focused on the role english in their professional and personal lives and what challenges they face to access english education.  socioeconomic record sheet: given the fact that the research focused on the role of english to mediate the socioeconomic empowerment of women, a socioeconomic record sheet was used to know the socioeconomic situation of the participants. the record sheet comprised information about participants‟ social class, education, monthly income etc. the purpose was to get concrete idea about the current social and economic circumstances of the participants. script journal: journal of linguistic and english teaching, october 2017, vol.2 no.2 195 copyright © 2017, script journal: journal of linguistic and english teaching, p-issn 2477-1880, e-issn 2502-6623  field notes and photographs: besides the interview and socioeconomic record sheet, field notes and photographs were also used as instruments. the purpose of photographs was to increase the visual understandings of the researchers about the socioeconomic situations of the participants and the geosocial setting of the two research sites. procedure the semi-structured interview schedule was trialed with two participants before it was finalised for data collection. the purpose of trailing the drafted interview schedule was to see its efficacy in answering the research questions and its feasibility in terms of allotted time and comfort of the participants. based on the trialing, several areas were diagnosed which were vague, repetitive and had no clear link with the research questions. in light of that, the interview schedule was revised and modified and subsequently finalised. the trialed and finalized instrument was used for collecting data. all the interviews were conducted either at the residence or at the workplace of the participants. all the interviews were conducted in bangla and audio-recorded. the participants for this research project, five participants were interviewed who were all women with different ages and different professions. the age range of the participants was from 23-41 years. participants were selected from five different professions which were small and medium enterprise (sme), garments work, health work, ngo work and primary school teaching. for each of these professions, three participants were selected . in selecting respondents, preference was given to women from the rural area. five of the respondents are rural area (dhamrai, near dhaka). this bias reflects the general demographic trend of 80% people in bangladesh living in rural areas. a range of participants from several rural areas provided us scope to see a possible varied impact of english in the same profession. there was high variation among the participants in terms of their educational qualifications. starting from participants with no formal education, there was a participant with a master degree. similarly, there was variation in terms of the monthly incomes of the participants. script journal: journal of linguistic and english teaching, october 2017, vol.2 no.2 196 copyright © 2017, script journal: journal of linguistic and english teaching, p-issn 2477-1880, e-issn 2502-6623 name(pseudonyms) age profession education setting garments sameera 30 lining operator secondary dhamrai primary school teaching nusrat 24 primary school teacher bachelor dhamrai health aisha 38 medical assistant secondary dhamrai sme shyamoli 35 entrepreneur masters dhamrai ngo mariam 25 computer operator higher secondary dhamrai table 1 five participants at dhamrai and dhaka data analysis  processing of data: the audio-recorded interview data were first transcribed verbatim. each verbatim transcription was translated and was thematically arranged for analysis. since the research attempted to build case studies on the content of the data rather than the underlying linguistic discourse, no major attempt was made to record the ellipses, false starts and hesitations of the participants while transcribing the data. during translation, attempts were made to remain as close as possible to the actual data.  analysis of data: based on the thematic arrangement of interview data, 5 individual case studies have been prepared. each case study first includes a biography of the participant. then, her use of english and perceptions about the socioeconomic empowering role are covered. finally, the role of english in the participant‟s personal and professional lives and the challenges to access english literacy are discussed. based on the 5 case studies, emergent themes were identified for discussion and based on these recommendations are made. script journal: journal of linguistic and english teaching, october 2017, vol.2 no.2 197 copyright © 2017, script journal: journal of linguistic and english teaching, p-issn 2477-1880, e-issn 2502-6623 to build case studies of five participants, the research was understandably dependent on the self-reported interview data of the participants. however, participants‟ claimed use or non-use of english could not be verified with the other concerned persons involved in their personal and professional lives such as their colleagues at work or family members. moreover, participants‟ responses were short in some cases and framed by the questions which were asked to them. findings background of respondents all five respondents were working women, belonging to five different professional fields: garments workers, primary school teachers, health workers, sme sector and ngo workers. these professional fields are those most commonly chosen by educated young women in bangladesh. the educational background of the respondents varied from „no education‟ to master‟s degree holders. income of respondents varied from tk. 3000/to tk. 16,000. the age range of respondents was 23 to 41. thus respondents chosen for the study may be considered to represent a cross-section of women at work with varying degrees of chances of needing or not needing to use english, and varying attitudes towards english and its importance for their personal and professional development. role of english in self-evaluation regarding proficiency in english, most of the respondents considered it to be low or poor; a few claimed moderate proficiency in english. as most of them came from a rural and somewhat disadvantaged background, they did not have opportunities for adequate practice in communicating in english. where such facilities existed, a few of them took advantage of it and learnt english reasonably well to be able to communicate with others using english at workplace. but they all were highly motivated for learning english well and emphasized the importance of english for personal growth and professional development. garments sector sameera, a garments worker, considers her own proficiency in english as moderate. she works at a cap factory. previously she worked at a korean garments factory in savar epz. in her present job, there is little scope for using english. in her personal life too, there little chance of using english. but she feels that knowing english may help someone to avoid being cheated. she also said that the ability to answer questions in english during an script journal: journal of linguistic and english teaching, october 2017, vol.2 no.2 198 copyright © 2017, script journal: journal of linguistic and english teaching, p-issn 2477-1880, e-issn 2502-6623 interview might be helpful in getting a job. thus english has the potential to provide people with the scope to improve their livelihood. as she mentions : “if someone knows english, it is better for his/her because english is used everywhere. even if you want to use the computers, you need to know english first…if someone wants a job, s/he will be asked questions in english first, not in bangla.” primary school teachers all the women engaged in teaching at primary schools had minimum qualification, i.e. higher secondary level certificate, and seemed proficient enough to be able to carry out their duties as english language teachers. nusrat [pseudonym] seemed confident about her proficiency in english. she also uses english in her teaching. she has to read the prescribed textbook and teachers‟ guide in order to prepare for her lessons. she generally uses what she calls „simple english‟ in her classroom. she uses english in her class and encourages her students to speak in english. she uses commonly used words in english, gives instructions and commands to children in english. she claims that her english is good and her students can understand her perfectly. she is well aware of the fact that many urban schools and offices heavily rely on these facilities and rural people lag far behind: “the use of english has increased in english classroom. now we collect information from the internet. i think the use will increase day by day. we will be able to deliver the lesson using computer. the students will learn more and with ease. the schools in the cities have already got computers from government. in village area people still do not know much about computer and english” health sector aisha [pseudonym] is a „medical assistant‟ working in a health sector ngo. there is limited use of english in her job, reading of diagnostic reports and writing out prescriptions, and reading instruction manuals of different medicines. but she does not need to speak english, and there is no opportunity for her to practice her english. however, she finds there is an interest to learn and practice english language in the community she works in: “people are interested in english. if people can use english, they will get chance everywhere. in foreign countries if our people can speak english, they will be able to get access there and we will be established. to get higher education we will need english” script journal: journal of linguistic and english teaching, october 2017, vol.2 no.2 199 copyright © 2017, script journal: journal of linguistic and english teaching, p-issn 2477-1880, e-issn 2502-6623 sme sector shyamoli [pseudonym] is a master‟s degree holder and runs a beauty parlour. she is doubtful about her proficiency in english as she is not able to use english regularly. she does not need to use english at her workplace, but she had professional training in calcutta through the medium of english. she finds learning english important and sends her son to an english medium school. she regrets the fact that she is not proficient enough and would like to have this luxury. “my son is studying in standard i in an english medium school. i face difficulty with helping him in studies, because i am weak in english. i wish to send him to australia for study. actually we do not use english regularly. for that reason we have become weak in english”. ngo workers mariam [pseudonym] is a junior computer operator in the human resource department of a local ngo. her assessment of her own proficiency in english is low, which she feels is impeding her professional development. she is expected to operate computers efficiently, but her low proficiency in english is restricting her wider use of computer applications and the internet. she is required to type and send letters to donors and other stake holders, many of which are in english. she feels that in order to with computers one needs a good command of english. she thinks that better proficiency in english would be helpful for her personal and professional growth: “if i could speak better english like the bosses, i also could have been able to interact more with them…i am now working in an ngo in a village. if i go to dhaka and want to work in a private company or elsewhere, i will need to use english much more” script journal: journal of linguistic and english teaching, october 2017, vol.2 no.2 200 copyright © 2017, script journal: journal of linguistic and english teaching, p-issn 2477-1880, e-issn 2502-6623 discussion major findings: sector wise  garment sector: .there is little scope for using english. it was clear from the respondents that whenever there is a need to use english at work, people with motivation would be able to use it well and are willing to work hard to improve their skills.  ngo sector: the findings above suggest that a higher level of responsibility requires better proficiency of english for ngo workers. respondents stressed the need for improving english language skills for personal and professional development.  sme sector: the findings reported above demonstrate that while english is not directly needed by everyone in the field of sme for professional purposes, respondents in general felt the need for learning and using english for practical purposes of running a business or undergoing training.  nursing sector: it may be seen from the above that though knowing english is important in the nursing profession, it is not obligatory to use it in a hospital which does not provide service to foreign patients. but for developing a career in nursing, knowing english is essential. english also plays an important role in getting promotion. the level of english needed might also depend on the hospital one works in  primary school teachers: in general the school teacher believes that english is beneficial for people in developing their confidence and education, can create job opportunities, as well as promote their professional skills. english language skills are intimately related for empowering women in bangladesh. all respondents are unanimous in their opinion in this matter. in higher skilled jobs there is wider use of english. learning of english ensures better income and better standard of life of women. women feel empowered because of being skilled in english, both at home and in the workplace. knowledge of english helps in the acquisition and use of computer applications and the internet. script journal: journal of linguistic and english teaching, october 2017, vol.2 no.2 201 copyright © 2017, script journal: journal of linguistic and english teaching, p-issn 2477-1880, e-issn 2502-6623 conclusion this research has made an attempt to investigate the relationship between english and women‟s empowerment. the data suggest that english has the potential to lead women to a possible socio-economic development in bangladesh. there are number of socio political issues that have been identified in this particular study that impede realization of the advantages of english skills. this research has suggested that there are more job opportunities for women in bangladesh if they are well equipped with english knowledge. this means that english along with other skills can help reduce the social exclusion of women. the orientation of english into the daily lives and activities of women in bangladesh „represents an unprecedented opportunity to meet their evolving needs and interests‟ (usaid, 2005). finally, the study proposes the following recommendations: a support system can be designed to exchange knowledge and relevant information through english skills to women by women-specific support groups like infolady. this will help create a network that will promote more interest in english among women in bangladesh. script journal: journal of linguistic and english teaching, october 2017, vol.2 no.2 202 copyright © 2017, script journal: journal of linguistic and english teaching, p-issn 2477-1880, e-issn 2502-6623 bibliography banglapedia. (2012). dhamraiupazila. retrieved from http://www.banglapedia.org/ht/d_0221. htm erling, e., seargeant, p., solly, m., chowdhury, q., & rahman, s. (2013). attitudes to english as a language for international development in rural bangladesh, 1, 183–212. population census 2011. (2011). bangladesh bureau of statistics. retrieved from http://www.bbs.gov.bd/pagewebmenucontent.aspx?menukey=243 project english. (2009). british council. retrieved from www.britishcouncil.org/indiaconnecting-project-english.htm copyright © 2017, script journal: journal of linguistic and english teaching,p-issn 2477-1880, e-issn 2502-6623 http://jurnal.fkip-uwgm.ac.id/index.php/script script journal: journal of linguistic and english teaching p-issn: 2477-1880; e-issn: 2502-6623 october 2017, vol. 2 no.2 received: september 2017 accepted: september 2017 published: october 2017 article doi: http://dx.doi.org/10.24903/sj.v2i2.135 engaging multimedia into speaking class practices: toward student’s achievement and motivation ratnawati galuh university, ciamis ratnawati.english.edu@gmail.com didih faridah galuh university didihfaidah@gmail.com abstract: the present study reports several impacts of implementing multimedia toward teaching and learning process in speaking class at second grade students of galuh university, ciamis. further, the study came from insights on students‟ boredom during speaking class which affected their achievement and motivation. mixed method research design (creswell, 2013) then employed to answer several proposed hypotheses. for proving the result of its application, observation, questionnaire, pre and post-test were administered to collect the data while both quantitative and qualitative approaches were applied to analyze the collected data from classroom practices. the research findings indicates that multimedia in speaking class got positive responds from students in term of motivation and accomplishment. the great look portrayed from the class that students were enthusiastic, got involved and interested in multimedia provided by teacher during learning process. moreover, pre and post-tests that are performace-based tests were greatly used to test the effectiveness of multimedia effects during the class. in this side, the researcher employed experiment of two equivalent groups: control and experimental group which reported thatthere is significant difference between the results of both tests. it means that the result of this research agreed that multimedia has good effects for teaching speaking in the scope of students‟ interests, feedback and their cognitive aspects. in line with above statements, the further studies is also necessary dealing with other multimedia for obtaining more positive effects toward learning process and those result enables to increase quality of education. keywords: multimedia, speaking class, achievement, and motivation. http://jurnal.fkip-uwgm.ac.id/index.php/script http://dx.doi.org/10.24903/sj.v2i2.135 mailto:ratnawati.english.edu@gmail.com mailto:didihfaidah@gmail.com script journal: journal of linguistic and english teaching, october 2017, vol.2 no.2 168 copyright © 2017, script journal: journal of linguistic and english teaching,p-issn 2477-1880, e-issn 2502-6623 introduction several facts found that most of learners faced difficulties in speaking classroom practices though it is one of the productive language skills for enhancing communication especially in academic purposes. since the misfocused happened both language input and output functions, speaking for foreign language in taiwanese class felt uneasy and bored enclosing group discussion, giving feedback and ask question during learning process (hwang, shadiev, & huang, 2015). further, (zhang, 2009) wrote that students‟ difficulties found because of uneffective input and output, having no real need for interaction, attaching too much importance to language forms and written tests.some learners also lack the motivation to speak english. they do not see a real need to learn or speak english(hosni, 2014). for overcoming these previous problems (ellis, 2003) argues that those barriers can be done by involving learners in performing two types of communicative tasks: focused communicative tasks and unfocused communicative tasks. both of these tasks seek to engage learners in using language pragmatically rather than displaying language. they seek to develop language proficiency through communication. the present study argued that involving multimedia into language learning process is an alternative way for straightening students‟ curiosity and motivation up for certain goals. besides, the utilization of computer for language learning classroom which is widespreadly abbreviated call nowadays becomes the trend issues in digital era. taking into first insight that chronological developmnet of assisting computer in language learning namely behavioristic call (late 1970s to early 1980s), communicative call (late 1980s to early 1990s), and integrative call (late 1990s until now) (chen & liu, 2008). the similar sound occured in way of referring scholarly literature to be portable media. it might students to access the whole academic need into mobile, wireless, handheld which is commonly outstanding known as mobile learning (chinnery, 2006). taking into smaller realization of implementing call which the present study concerns on the term multimedia. it basically comprises two words, multi means having more than one form, and media refers to the environment where the information is conveyed (arkun & akkoyunlu, 2008). the similar agreement comes from (mayer, 2011)which describes that multimedia is an instructional materials which are containing words and pictures intended for the purpose to foster learning better. so, by using multimedia in the teaching and learning process, teachers force the students‟ abilities and competences in fun way. moreover, (beatty, 2010) noted down the definition of multimedia down that it tends to integrate media types including text, images, script journal: journal of linguistic and english teaching, october 2017, vol.2 no.2 169 copyright © 2017, script journal: journal of linguistic and english teaching,p-issn 2477-1880, e-issn 2502-6623 sound, video and or animations.. taking into account the definitions given above, in the most general meaning, multimedia is packaging text, picture, animation, and sound in a system. in addition, several studies generally have proven that multimedia application gave positive effects and feedback in language learning process. first, the application of assisted computer in learning (multimedia) promotes students‟ to be independent learners in productivity and the impact of applied effectiveness which they are not rigid in facing academic environment, accessible and great personal space in learning process (kim & kwon, 2012).one of beneficial environment that is provided in call programs where multimedia makes it possible for students to learn vocabularies are assisted by sounds, pictures, and even video(lu-fuang lin, 2010). another significant multimedia impact has offerd by using video clips in university level class in which they become major resource for teaching the net generation and for drawing on their multiple intelligences and learning styles to increase the success of every student(berk & berk, 2017). besides, the utilizing of glossy images in multimedia language textbooks or dictionaries brought about a certain amount of effectiveness in foreign language learning(sato & suzuki, 2010). then, the positive role has also offered in applying multimedia in term of innovation. the technology assisted language learning has widely effective for promoting students activities and their initiatives during learning english in class (shyamlee, skills, & vidyanagar, 2012).also, the previous study came from (sara aloraini, 2012) which agreed that application of multimedia in university level contributes high impact toward students‟ academic achievement during teaching and learning process. multimedia contibutes huge role in learning process that is active learning (mayer, 2011). through multimedia students obtained information, represents them through real application and integrate them with other information. to do so, applying multimedia for studentspromotes their autonomous in learning and active students. further, (schrand, 2008) elaborates that technology assisted in education especially multimedia such as powerpoint and macromedia flash significantly have allowed students to take part actively in classroom practices. besides increasion of classroom involvemnt, this affects students‟ multiple intellegence, learning styles and students participation in learning tasks. by using it in learning process, they can be actively participated with the multimedia prepared and automatically they enable to accept more knowledge that conventional learning which only getting information from teachers. apart from the worth impact of running multimedia, one of the beneficial characteristic of multimedia is employing the students-centered learnin(mayer, 2011). for script journal: journal of linguistic and english teaching, october 2017, vol.2 no.2 170 copyright © 2017, script journal: journal of linguistic and english teaching,p-issn 2477-1880, e-issn 2502-6623 selecting words prior knowledge accomplishing the aforementioned needed characteristics, teachers must consider in designing instructional design associated to multimedia. (clark & mayer, 2008)pointed out several considered itemsdealing with this motion in which noticing, wanting, challenging, playing, succeeding, and linking. principally, an interactive multimedia has the unique characteristics that can be divided into eight categories: simulations, tools and open ended learning environments, hypermedia, games, web-based learning, tutorials, drills and tests (alessi & trollip, 2001). how students got high impact from multimedia application? the first cognitive process deals with selecting. this is applied to get verbal information for resulting a text base and get visual information for resulting image base. the second cognitive process is organizing, this process covers to apply the word base that is building in the previous process is used to create verbally-based model and image base is used to create a visually based model. finally, the third process is integrating. this process occurs when the learner builds connections between corresponding events that is section or parts in the verbally-based model and the visuallybased model. the process of interactive multimedia for language learning can be seen in following figure. flowchart 2.2.5.2 framework of multimedia learning (mayer, 2011) from multimedia presentation, students can see the words and pictures. then, words are received by ears and pictures will be accepted by eyes. after the selecting process wa s done, those presented words and images are linked into the memory. the words and images that are selected become sounds and images. then, the organizing process is also done to change the sounds become verbal model and images become pictorial model. after they were completed, the words and images integration happens in our memory. as a result, students got prior knowledge about what have been learnt through multimedia learning. with drawing word organizi ears eyes words pictures sounds verbal model multimedia presentation sensory memory working memory longterm memory script journal: journal of linguistic and english teaching, october 2017, vol.2 no.2 171 copyright © 2017, script journal: journal of linguistic and english teaching,p-issn 2477-1880, e-issn 2502-6623 into gaps inside barriers and current needs, the present study is concerning on the hypothesis that guided this investigation are: 1. is multimedia effective for teaching speaking in university level in term of students academic achievement? 2. how do students perceive toward multimedia application in speaking class in university level? methodology (1) the study design and procedures mixed methodemphasizing on sequential explanatory proposed by (creswell, 2013) was determined as research design in which the collection and analysis of quantitative data followed by the collection and analysis of qualitative data. experiment was firstly conducted by administering the pre-test to both groups for investgating students‟ speaking skill, confidence, and motivation during practices. the second followed approach was qualitative one to measure students‟ perceptions during the application of multimedia for strengtening the impact from outside of cognitive side that is affective and psychology sides of student. procedures: starting into very detailed implementation, administering the pre-test as part of quantitative phase was firstly given to students to find out preliminary problems and students‟ needs. this dealt with performance-based assessment in which they asked to demonstrate their ability based on proposed specific topic. after data collected and analyzed, interpretation was conducted and the result was found that almost 50 percents of the particiants under passing grade. treatment of integrating multimedia for several meetings in spaking class was done to investigate its impacts towards students‟ academic achievement and motivation. after completing the treatment, performace-based assessment which speak – up practising associated to multimedia have provided to check their progree and also multimedia impact. running along with the speaking test, reserach instruments were administered as the complementing the quantitative data. (2) the sample population the sample consisting of 17 participants for each group was purposively taken from the second grade class from one private university in ciamis, west java, where both of sample were selected from similar english department of faculty of teacher training and educational sciences. the researchers divided them into control group and experimental group. the experimental group was provided a lecture on „„multimedia integrated into speaking skill‟‟ through a multimedia presentation for stimulating students confidence, script journal: journal of linguistic and english teaching, october 2017, vol.2 no.2 172 copyright © 2017, script journal: journal of linguistic and english teaching,p-issn 2477-1880, e-issn 2502-6623 curiosity and understanding while they were preparing for spekaing output. on the other hand, another group was given the same lecture through using the traditional ways of teaching (teacher, lecture, discussion, and role play). (3) data collectiontechniques the present study distributed three research instruments: tests of performance-based students, observation and open-ended questionnaire. both of groups were given test of speaking for pre and post-test. the whole data collected from test were analyzed using standardized speaking scoring rubrics. also, the participant observation and open ended questionnaire were employed to get facts and students perspectives of implementing multimedia in their classroom setting apart from cognivite context from classroom activities in experimental group. after getting data demanded, the researcher analyzed the data using five-scale likert scale. from this scale, she enables to measure students‟ interest, pleasure, perspectives, feedbacks and the multimedia feasibility during learning process. findings (1) the data analysis of performance-based test (pre test and post test) for investigating multimedia application effectiveness, the researcher analyzed the data collected by spss. to anwser the first hypothesis “ is multimedia effective for teaching speaking in university level in term of students academic achievement?” the researcher inputted data into spss for getting the standard deviation and the mean were calculated for both the control and experimental groups in both pre and the post speaking test which shown in table 1 shows control group result of pretest and postest, table 2 highlights experimental group speaking tests before and after giving treatment. paired differences t df sig. (2-tailed) mean std. deviation std. error mean 95% confidence interval of the difference lower upper pretest posttest 0.70588 3.82042 0.92659 -1.25839 2.67016 0.762 16 0.457 table 1. the result of speaking pre-test and post-test for control group the above table stresses the data that there are no statistically-significant differences between the pretest and posttest at the significance level of 0.05 is lower than calculated significance (2-tailed) 0.457. script journal: journal of linguistic and english teaching, october 2017, vol.2 no.2 173 copyright © 2017, script journal: journal of linguistic and english teaching,p-issn 2477-1880, e-issn 2502-6623 paired differences t df sig. (2tailed) mean std. deviatio n std. error mean 95% confidence interval of the difference lower upper pretest postest -1.29412 1.57181 0.38122 -2.10227 -.48597 -3.395 16 0.004 table 2. the result of speaking pre-test and post-test for experimental groups table 2 shows statistically significant differences between the result of pre test and post test in experimental group at the significance level of 0.05 is higher than calculated significance (2-tailed) 0.004 in the pre and post speaking test.it indicates that there are statistically significant differences between the pre and post speaking test at the significance level of 0.05 for both the control and experimental groups. it is observed that the development of the speaking test for the experimental group is greater than that of control group. it means that the treatment is very effective and can be used in the application of teaching and learning process in the future this emphasizes the effective use of multimedia integrating in speaking class. (2) the result and analysis of observation as it was stated in the earlier part that observation was analyzed qualitatively. from gained data, the researcher interpreted and analyzed the data. it was observed that she maintained classroom interaction and activitites use with multimedia. meanwhile, students‟ observations were found that positive transformation had happened. they were found that class changed well including their activeness, involvement, and relax minded in the classroom. their activeness was found that students were eager to imitate and respsond the questions and instructions from multimedia. the second one involved that they well managed during an hour of meeting than in the previous observation, classroom management were not good enough. last, they looked happy and attractive during teaching and learning process, they felt that they did not learn but play at that time. (3) the result and analysis of questionnaire a questionnaire was distributed to students after treatment to experimental group. as it was stated in the previous part, there were seven questions related to the teaching and learning process and those answers classified into positive and negative perspectives. the first one dealt with chosen options a, b, and c while negative one referred to the chosen option d and e. it was found that 85.71% had positive perspectives about applying multimedia script journal: journal of linguistic and english teaching, october 2017, vol.2 no.2 174 copyright © 2017, script journal: journal of linguistic and english teaching,p-issn 2477-1880, e-issn 2502-6623 in teaching and learning process and only 14.29% found that negative perspective of applying multimedia in class. their positive perpectives were about understanding, feasibilty,and attractiveness of the use multimedia in the classroom, meanwhile the negative one referred to the preparing multimedia for speaking class, they thought that it was time consuming because she needed to prepare lcd and external speaker before operating it. discussion from the result of classroom observation, questionnaire, pre and post spekaing test to whole control and experimental groups, the present study seems to be agreed with the research statement from (s. aloraini, 2012). in her study, she exposed on the use of multimedia for teaching at university level compared to traditional way of teaching. based on the data provided, it pointed out clearly that multimedia has brought great impact towards students‟ academic achievement. moreover, the present study offers the data calculated which indicates that multimedia is beneficially effective in teaching and learning process, especially the speaking class of second grade students at galuh university. in addition, the test of effectiveness by employing two sequential pre and post test reported that there is significant difference between the result of both tests to control and experimental groups. the outside analysis has also viewed in the present study which concerns on the analysing observation and questionnaire, again the study is respected to the previous studies (berk & berk, 2017); (sato & suzuki, 2010);and (l.-f lin, 2010) which stresses behind the scene of effectiveness of associating multimedia in classroom activities: students‟ motivation, happines, participation and involment. conclusion taking into viewpoint of the present study which has investigated the effectiveness of multimedia implementation and their process. it withdraws that multimedia is beneficially deserved to be applied in teaching and learning process, especially the speaking class of second grade students at galuh university.in line withprevious statement, some pedagogical recommendations are presented to be taken into consideration. it is essential for english educators to provide some materials and learning media for teaching their students. the consideration of choosing materials and learning media should be fixed with their needs and interests. as aforementioned recognized result, they were suggested to apply multimedia for further teaching. it is also necessary to conduct further studies dealing with multimedia for getting more positive effect toward teaching and learning process and those result enable to script journal: journal of linguistic and english teaching, october 2017, vol.2 no.2 175 copyright © 2017, script journal: journal of linguistic and english teaching,p-issn 2477-1880, e-issn 2502-6623 increase quality of education. then, the use of innovatite and creative media in teaching and learning process should be increased. for doing so, teacher should try to develop and adopt learning media and materials which attractive and appropriate for students so that good athmosphere can be achieved during teaching and learning process. bibliography alessi, s. m., & trollip, s. r. (2001). multimedia for learning: methods and developoment. massachussets: allyn & bacon. aloraini, s. (2012). the impact of using multimedia on students‟ academic achievement in the college of education at king saud university. journal of king saud university languages and translation, 24(2), 75–82. https://doi.org/10.1016/j.jksult.2012.05.002 aloraini, s. (2012). the impact of using multimedia on students‟ academic achievement in the college of education at king saud university. journal of king saud university languages and translation, 24(2), 75–82. https://doi.org/https://doi.org/10.1016/j.jksult.2012.05.002 arkun, s., & akkoyunlu, b. (2008). a study on the development process of a multimedia learning environment according to the addie model and students ‟ opinions of the multimedia learning environment. interactive educational multimedia, 17(17), 1–19. beatty, k. (2010). teaching and researching call. routledge. berk, r. a., & berk, r. a. (2017). multimedia teaching with video clips : tv , movies , youtube , and mtvu in the college classroom multimedia teaching with video clips : tv , movies , youtube , and mtvu in the college classroom, (september). chen, h. y., & liu, k. y. (2008). web-based synchronized multimedia lecture system design for teaching/learning chinese as second language. computers and education, 50(3), 693–702. https://doi.org/10.1016/j.compedu.2006.07.010 chinnery, g. m. (2006). going to the mall : mobile assisted language learning. language learning & technology, 10(1), 9–16. https://doi.org/issn 1094-3501 clark, r. c., & mayer, r. e. (2008). e-learning and the science of instruction. learning. https://doi.org/10.1002/9781118255971 creswell, j. (2013). qualitative, quantitative, and mixed methods approaches. research design. https://doi.org/https://doi.org/10.2307/3152153 ellis, r. (2003). tasks-based language learning and teaching. oxford: oxford university press. script journal: journal of linguistic and english teaching, october 2017, vol.2 no.2 176 copyright © 2017, script journal: journal of linguistic and english teaching,p-issn 2477-1880, e-issn 2502-6623 hosni, s. al. (2014). speaking difficulties encountered by young efl learners. international journal on studies in english language and literature, 2(6), 22–30. hwang, w., shadiev, r., & huang, s. (2015). a study of a multimedia web annotation system and its effect on the efl writing and speaking performance of junior high school students a study of a multimedia web annotation system and its effect on the efl writing and speaking performance of junior high, (2011), 160–180. https://doi.org/10.1017/s0958344011000061 kim, h., & kwon, y. (2012). exploring smartphone applications for effective mobileassisted language learning. multimedia-assisted language learning, 15(1), 31–57. https://doi.org/10.5539/ijel.v3n1p19 lin, l.-f. (2010). lin asian efl 2008.pdf. asian efl journal, 12(4), 51–66. lin, l.-f. (2010). lin asian efl 2008 pdf. asian efl journal, 12(4), 51–66. mayer, r. e. (2011). handbook of research on learning and instruction. oxon: routledge. sato, t., & suzuki, a. (2010). the asian efl journal special issue december 2010. asian efl journal, 12(4). schrand, t. (2008). tapping into active learning and multiple intelligences with interactive multimedia: a low-threshold classroom approach. college teaching, 56(2), 78–84. https://doi.org/10.3200/ctch.56.2.78-84 shyamlee, s. d., skills, c., & vidyanagar, v. (2012). “ use of technology in english language teaching and learning ”: an analysis ., 33, 150–156. zhang, s. (2009). the role of input, interaction and output in the development of oral fluency. english language teaching, 2(4), 91. https://doi.org/10.5539/elt.v2n4p91 http://jurnal.fkip-uwgm.ac.id/index.php/script script journal: journal of linguistic and english teaching p-issn: 2477-1880; e-issn: 2502-6623 october 2017, vol. 2 no.2 received: september 2017 accepted: september 2017 published: october 2017 article doi: http://dx.doi.org/10.24903/sj.v2i2.133 english standar kompetensi, kompetensi dasar, &ujian nasional of sma in revised bloom`s taxonomy putri kamalia hakim singaperbangsa karawang university putrikamaliahakim@gmail.com abstract:this study was conducted to investigate the coverage of revised bloom’s taxonomy in the english standar kompetensi (sk), kompetensi dasar (kd) and the english test items of ujiannasional for sma. content analysis method was chosen as the research design for this study. the writer analyzed the data by categorizing the verbs and the nouns of the data in relation to the categories and dimension of revised bloom’s taxonomy. the results of this study revealed that 53% of sks and kds cover understand category and the rest cover analyze category. all of the sks and kds cover conceptual knowledge and other knowledge dimensions are not covered. moreover, the coverage of revised bloom’s taxonomy in english test items of ujiannasional for sma is not aligned with the coverage of revised bloom’s taxonomy in english sk and kd. the sks and kds only cover remember, understand, apply and analyze categories while the test items were associated with remember, understand, apply, analyze, and evaluate categories.more than 90% of english test items of ujiannasional for sma only covered low order of cognitive categories (remember, understand, and apply). most of the test items covered factual knowledge and the rest of them covered conceptual knowledge and none of them covered procedural and metacognitive knowledge. keywords: revised bloom`s taxonomy, national exam, englishtest item http://jurnal.fkip-uwgm.ac.id/index.php/script http://dx.doi.org/10.24903/sj.v2i2.133 mailto:putrikamaliahakim@gmail.com script journal: journal of linguistic and english teaching, october 2017, vol.2 no.2 copyright © 2017, script journal: journal of linguistic and english teaching, p-issn 2477-1880, e-issn 2502-6623 157 introduction indonesia has long-term program, rencana pembangunan jangkapanjangpendidikannasional, to develop national education which is expected to guide indonesian people to be intelligent and competitive in the year 2025 (departemenpendidikannasional, 2005). the target forces indonesian government to improve education quality. one of the strategies used to improve education quality by the government is making an evaluation program through national examination. having national examination as the evaluation program means that national examination should be carefully designed so that those who pass the national examination can represent the improvement of national education which further will create intelligent and competitive graduates. national examination, well known as ujian nasional (un) is used to assess graduate competences nationally. in naskah akademik kurikulum tingkat satuan pendidikan jenjang pendidikan dasar dan menengah published by departemen pendidikan nasional (2007), it is stated that standar kompetensi (sk) and kompetensi dasar (kd) are national minimum standard competences to be achieved by students to graduate from a school. therefore, sk and kd are competences that will be assessed through un. in relation to improve national education to create intelligent and competitive graduates, assessment technique which is appropriate to the aims of the curriculum and used to improve students thinking level should be designed and implemented. the high level questions should be designed in national examination in order that students who can pass national examination are those who can utilize their high order thinking level. revised bloom`s taxonomy (rbt) is one of the criteria need to be considered while designing and preparing such assessment technique. the revised bloom’s taxonomy is clearer and less confusion about the fit of a specific verb or product to a given levelthan the original taxonomy because it has 19 subcategories and two-dimensional organization. the revised versioncame with some comprehensive additions of how the taxonomy intersects upon different types of knowledge. many changes have occurred in educational society over the last five decades; the revised bloom's taxonomy fits today teachers' needs. anderson, et.al (2001) in revising the original bloom’s taxonomy have sought to revise and extend their approach, use common language, be consistent with a current psychological and educational thinking, and provide realistic examples of the use of the framework. referring to those explanations, this research aims to observe the coverage of revised bloom’s taxonomy categories and dimensions in english sk and kd and the english test script journal: journal of linguistic and english teaching, october 2017, vol.2 no.2 copyright © 2017, script journal: journal of linguistic and english teaching, p-issn 2477-1880, e-issn 2502-6623 158 items of ujiannasional for senior high school (sma). the order of thinking processes and types of knowledge required in the test items english ujiannasional will be compared to those required in english sk and kd. we will see how english test items of ujiannasional cover categories and dimensions of the revised bloom’s taxonomy and whether the coverage in line with coverage of revised bloom’s taxonomy categories and dimensions in english sk and kd. methodology this study was conducted through qualitative research focusing on the content analysis method. as stated by flick (2007) in boyd (2009, p.3) that qualitative research is used:“to understand, describe and sometimes explain social phenomena from theinside in a number of different ways.” it is done by analyzing documents (texts, images, film or music) or similar traces of experiences or interactions. this study was done by analyzing ktsp document and english ujiannasional document including the cassette for listening section to investigate the coverage of revised bloom’s taxonomy in the english sk, kd and the english test items of un for sma. data and data source the data sources used in this study were documents of ktsp and documents of english un including the cassettes of listening section. documents of english ujiannasional 2008/2009 set a and english ujiannasional2009/2010 set a were used in this research. there are two sets document of english ujiannasional, set a and set b. both sets have same test items, so by picking up set a the writer believed it can represent both sets. the data taken from ktsp document are all sks and kds in ktsp. the data taken from document of english ujiannasional are all english test items of un for sma 2008/2009 set a, and all english test items of un for sma 2009/2010 set a. data collection procedure to collect all english test items of ujiannasional for sma year 2008/2009 set a and ujiannasional for sma year 2009/2010 set a, the writer took documents of english un for sma including the cassette of its listening section from sma negeri 1 tambun selatan. then, the writer transcribed the listening section. the writer picked up fifty questions of two sections of english un for sma year 2008/2009 set a and fifty questions of two sections of english un for sma year 2009/2010 set a then tabulated them.to collect english sks and kds in ktsp, the writer took ktsp document from sma negeri 1 tambun selatan. then script journal: journal of linguistic and english teaching, october 2017, vol.2 no.2 copyright © 2017, script journal: journal of linguistic and english teaching, p-issn 2477-1880, e-issn 2502-6623 159 the writer picked up each english sk and kd in ktsp; 12 sks and 24 kds from year x, 12 sks and 24 kds from year xi, and 12 sks and 23 kds from year xii and tabulated them. data analysisprocedure the data were analyzed through several steps. the first data, the test items, was analyzed through the following procedures: 1) stating the intended outcome of each test item first. 2) separating the verb and the noun phrase of each intended outcome. 3) categorizing the verbs and the nouns in relation to the categories and dimension of revised bloom’s taxonomy. 4) placing them into the taxonomy table 5) calculating the number of test items which are placed in each category and dimensions. the second data, the sks and kds, were analyzed through the following procedures: 1) separating the verb and the noun phrase of each kd. 2) categorizing the verbs and the nouns in relation to the categories and dimension of revised bloom’s taxonomy. 3) placing them into the taxonomy table 4) calculating the number of test items which are placed in each category and dimensions. findings the findings in this study were divided into two big categories. the first finding is to see how revised bloom’s taxonomy covered in english test items of un for sma and the second finding is to the coverage of revised bloom’s taxonomy in english sk and kd. the coverage of revised bloom’s taxonomy in english sk and kd there are seventy one kds under thirty six sks which were analyzed in this study. twenty four kds under 12 sks for year x, twenty four kds under 12 sks for year xi, and twenty three under 12 sks for year xii. those sks and kds are designed to cover four major language skills to be taught to sma students.the coverage of the cognitive process categories and knowledge dimensions of rbt in sks and kds for sma are presented in the chart below. script journal: journal of linguistic and english teaching, october 2017, vol.2 no.2 copyright © 2017, script journal: journal of linguistic and english teaching, p-issn 2477-1880, e-issn 2502-6623 160 . according to the chart above, we can see that 53% of sks and kds cover understand category and the rest cover analyze category. 53 % of sks and kds which are associated with understand category requires students’ receptive skill. 47% of the sks and kds which are associated with analyze category require students’ productive skill. all sks and kds for sma students which deal with receptive skills are associated with understand category because the verbs used to state the sk and kd are similar, memahami and merespon. the word memahamiclosely related to understandcategory and the word merespon, according to kamusumumbesarbahasa indonesia, means memberikanrespons and respons means tanggapan, reaksiataujawaban. so, students are expected to be able to make reactions for spoken/written text that indicates they understand information on the texts. the rest of sks and kds for sma students which are dealing with productive skills are associated with analyze category. the verb used is mengungkapkanwhich the writer believes that is the verb associated with analyze category. according to kamusumumbesarbahasa indonesia, mengungkapkanmeans menunjukan (show), mengungkapkan (reveal), memaparkan (explain), or menguraikan (analyze). that verb requires remembering, understanding, applying, and analyzing process as well, so the writer believes those sks and kds are associated with analyze category.in speaking, students are expected to express meanings in formal and informal transactional and interpersonal conversation, while in writing, students are expected to express meanings in certain functional texts, respond meanings and generic structure of monologue texts. when it is said that the sk and kd cover understand and analyze category, it doesn’t mean that sk and kd do not cover remember and apply, the categories lied between understandand analyze category. it is true that the revised bloom’s taxonomy do not form a 53% 47% chart 1. english sk and kd sma in revised bloom's taxonomy understand conceptual knowledge analyze conceptual knowledge script journal: journal of linguistic and english teaching, october 2017, vol.2 no.2 copyright © 2017, script journal: journal of linguistic and english teaching, p-issn 2477-1880, e-issn 2502-6623 161 cumulative hierarchy. but anderson (2001: 267) said that “the revised framework is a hierarchy in the sense that the six major categories of the cognitive process dimension are presumed to be ordered in terms of increasing complexity”. so, the mastery of a more complex cognitive process category required prior mastery of the entire less complex categories that means the mastery of analyze category required mastery of remember, understand, and apply category. in the aspect of knowledge domain, all of the sks and kds are considered required conceptual knowledge. if we take a look at the noun phrase stated in sks and kds, maknadalampercakapan, teksfungsionalpendekdan monolog, we can see that knowledge of information bits (meanings in conversations, functional text and monologue) are interconnected and how they are functioned together are required here. first, the students should be able to master facts in presented information then they should be able to understand the concept under those facts, how each part of presented facts functioned together. the coverage of revised bloom’s taxonomy in english test items of ujiannasional for sma english test items of ujiannasional for sma analyzed in this study are english test items of ujiannasional for sma in the year 2008/2009 set a and english test items of ujiannasional for sma in the year 2009/2010 set a. both of them consist of fifty test items which are divided into two parts; fifteen test items for listening section and thirty five test items for reading sections. the coverage of the cognitive process categories and knowledge dimensions of revised bloom’s taxonomy in english test items of ujiannasional for sma 2008/2009 set a is presented in the chart below. 51% 12% 21% 10% 6% chart 2. english test items of un sma 2008/2009 in revised bloom's taxonomy remember factual knowledge understand factual knowledge understand conceptual knowledge apply conceptual knowledge script journal: journal of linguistic and english teaching, october 2017, vol.2 no.2 copyright © 2017, script journal: journal of linguistic and english teaching, p-issn 2477-1880, e-issn 2502-6623 162 according to the chart above, we can see that more than 90% of english test items of un for sma year 2008/2009 only covered low order of cognitive categories (remember, understand, and apply) and 6% covered analyze category. 63% of the test items covered factual knowledge, 37 % of them covered conceptual knowledge and none of the covered procedural and metacognitive knowledge. 51% of the test items for remember factual knowledge, 12% for understand factual knowledge, 21% for understand conceptual knowledge, 10% for apply conceptual knowledge, and 6 % for analyze factual knowledge. 51% of the test items are under remember factual knowledge because they only ask students to mention detailed information in much as the same form as it was written/listened from spoken text in the form of conversation and descriptive, narrative, and report monologue, detailed information in written text in the form of letter, announcement, advertisement, narrative, report, recount, and discussion texts. 12 % of the test items are under understand factual knowledge because they ask students to define a word, and to compare two paragraphs of discussion text. 21% of the test items are under understand conceptual knowledge because they ask students to state general theme of spoken text, written narrative text, written letter, advertisement, news item text, report text, and short message and to find out the message of a story. 10% of the test items are under apply conceptual knowledge because they ask students to make up an appropriate response of an expression given in some dialogues. 6% of the test items are under analyze conceptual knowledge because they ask students to find out the writer’s intention and purpose in writing the texts. in the aspect of knowledge dimension, thirty three test items here are considered required factual knowledge; some of them emphasized knowledge of terminology; the students were asked to have the knowledge that they need to define some vocabularies, and the rest of them emphasized knowledge of specific details and elements; those test items requires students’ knowledge of specific facts in the presented information. the rest of the test items required conceptual knowledge, are under knowledge of principles and generalizations, knowledge of how facts in presented information interconnected and functioned together and used in determining appropriate action to be taken. they required the knowledge that students need to restate general theme, the purpose of the text, and make appropriate responses of an expressions. the coverage of the cognitive process categories and knowledge dimensions of revised bloom’s taxonomy in english test items of un sma 2009/2010 set a is presented in the chart below. script journal: journal of linguistic and english teaching, october 2017, vol.2 no.2 copyright © 2017, script journal: journal of linguistic and english teaching, p-issn 2477-1880, e-issn 2502-6623 163 according to the chart above, we can see that more than 90% of english test items of un for sma year 2009/2010 only covered low order cognitive categories (remember, understand, and apply) and 4% covered analyze category and 2% covered evaluate category. 47 % of the test items are under remember factual knowledge because they ask students to 61% of the test items covered factual knowledge, 39 % of them covered conceptual knowledge and none of the covered procedural and metacognitive knowledge. 47% of the test items are remember factual knowledge, 12% are understand factual knowledge, 25% are understand conceptual knowledge, 10% are apply conceptual knowledge, 4 % are analyze factual knowledge, and 2% are evaluate factual knowledge. 47% of the test items are associated with remember factual knowledge because they ask students to find detailed information in spoken text in the form of conversation and report monologue, detailed information in written text in the form of letter, announcement, advertisement, narrative, news item, report, descriptive, explanation, and discussion texts. 12% of the test items are under understand factual knowledge because they ask students to infer meanings of some sentences, to define some words, and to compare two different paragraphs. 25% are under understand conceptual knowledge because they ask students to summarize ideas in some spoken and written texts, 10% of the test items are for apply conceptual knowledge because they ask students to make up an appropriate response of some expressions in given dialogues, 4% of the test items are for analyze factual knowledge because they ask students to find out the writer’s purpose of writing texts, and 2% of the test 47% 12% 25% 10% 4% 2% chart 3. english test items of un sma 2009/2010 in revised bloom's taxonomy remember factual knowledge understand factual knowledge understand conceptual knowledge apply conceptual knowledge analyze conceptual knowledge evaluate factual knowledge script journal: journal of linguistic and english teaching, october 2017, vol.2 no.2 copyright © 2017, script journal: journal of linguistic and english teaching, p-issn 2477-1880, e-issn 2502-6623 164 items are for evaluate factual knowledge because they ask students to assess which of the choices is the most improbable reason in a discussion text. the coverage of revised bloom’s taxonomy in english test items of un sma 2009/2010 is broader than the coverage of revised bloom’s taxonomy in english test items of ujiannasional for sma 2008/2009. the test items year 2008/2009 covers four cognitive process categories; remember, understand, apply, and analyze, but the test items year 2009/2010 covers five cognitive process categories; remember, understand, apply, analyze and evaluate, even there is only one test item that is considered under evaluate category. in the aspect of knowledge dimension, thirty test items here are considered required factual knowledge; some of them emphasized knowledge of terminology; the students were asked to have the knowledge that they need to define some vocabularies and select a picture of the terminology being talked, and the rest of them emphasized knowledge of specific details and elements; those test items requires students’ knowledge of facts in the presented information. other test items required conceptual knowledge. they are under knowledge of principles and generalizations, knowledge of how facts in presented information interconnected and functioned together and used in determining appropriate action to be taken. they required the knowledge that students need to restate general theme, the purpose of the text, and make appropriate responses of an expressions. discussion the findings shows that english test items of ujiannasional for sma didn’t cover all cognitive process categories and knowledge dimensions of the revised bloom’s taxonomy. we can see that more than 90% of english test items of un for sma year 2008/2009 and year 2009/2010 only covered low order of cognitive categories (remember, understand, and apply). about 60% of the test items covered factual knowledge; about 37 % of them covered conceptual knowledge and none of the covered procedural and metacognitive knowledge. comparing to the study by ayvaci & turkdogan (2010), it revealed a close result. they found that majority of the questions asked in the examination papers required recall or memorizing ability, same with the test items analyzed here which shows that 83% of the test items required the first two cognitive process categories. haryanti (2006) also reported similar result. she found that most of the questions in textbook used by biology teachers for junior high school student year vii dominated remember and understand level. however, the coverage of revised bloom’s taxonomy in english test items of un sma year 2008/2009 is aligned with the coverage of revised bloom’s taxonomy in english script journal: journal of linguistic and english teaching, october 2017, vol.2 no.2 copyright © 2017, script journal: journal of linguistic and english teaching, p-issn 2477-1880, e-issn 2502-6623 165 sk and kd, even the proportion of each category is different. in fact, observing coverage of revised bloom’s taxonomy in english test items of un for sma year 2009/2010 let us see that there is inappropriateness of the coverage. the coverage of revised bloom’s taxonomy in english test items of un for sma 2009/2010 is broader than the coverage of revised bloom’s taxonomy in sk and kd. the highest category covered by sk and kd is analyze category, but the test items year 2009/2010 covers five cognitive process categories; remember, understand, apply, analyze and evaluate, even though there is one test item that is considered under evaluate category. by looking at the result, we can see that the minimum competencesto be achieved by the students to graduate from a school only require low order of cognitive categories. it means that to graduate from a high school, students do not have to master high level of thinking. moreover, most of the test items of the english national examination also only asked the students to use low level of thinking. if indonesia wants to create intelligent and competitive graduates, it is important to develop basic competences and test items which require high cognitive processes. conclusion based on the result of the research findings and the discussion, it can conclude that english test items of ujiannasional for sma do not cover all cognitive process categories and knowledge dimensions of the revised bloom’s taxonomy. the test items were associated with remember, understand, apply, analyze, and evaluate categories. more than 90% of english test items of ujiannasional for sma only covered low order of cognitive categories (remember, understand, and apply). most of the test items covered factual knowledge and the rest of them covered conceptual knowledge and none of them covered procedural and metacognitive knowledge. however, the coverage of revised bloom’s taxonomy in english test items of ujiannasional for sma is not aligned with the coverage of revised bloom’s taxonomy in english sk and kd. the sks and kds only cover remember, understand, apply and analyze categories while the test items were associated with remember, understand, apply, analyze, and evaluate categories. script journal: journal of linguistic and english teaching, october 2017, vol.2 no.2 copyright © 2017, script journal: journal of linguistic and english teaching, p-issn 2477-1880, e-issn 2502-6623 166 bibliography anderson, et. al. (2001). a taxonomyfor learning, teaching, and assessing: arevision of bloom’s taxonomy of educationalobjectives. new york, n.y: longman. ayvaci, & turkdogan. (2010). analysing “science and technology course exam questions” according to revised bloom taxonomy. retrieved from http://www.tused.org/internet/tused/sayilar/defaultarchive.asp?islem=git2&id=184 boyd, n. (2009). a creative writing research methodology. haryanti. (2006). analisis soal-soal biologi kelas vii smp semester gasal pada buku pegangan guru se-kabupaten pati. retrieved from http://digilib.unnes.ac.id/gsdl/collect/skripsi/archives/hashc02f.dir/doc.pdf http://jurnal.fkip-uwgm.ac.id/index.php/script p-issn: 2477-1880; e-issn: 2502-6623 april 2018, vol. 3 no. 1 copyright © 2018 script journal: journal of linguistic and english teaching p-issn 2477-1880, e-issn 2502-6623 received: september 2017 accepted: january 2018 published: april 2018 article doi: http://dx.doi.org/10.24903/sj.v3i1.146 vocabulary mastery by using storytelling sektalonir oscarini wati bhakti samarinda state polytechnic, east kalimantan sektalonir1226@gmail.com marwanto samarinda state polytechnic, east kalimantan marwantopolnes@gmail.com abstract this research investigated 80 students of diploma iii architecture of samarinda state polytechnic to see their vocabularies mastery trough storytelling. telling the stories is one of the best way to find out the students' english mastery. some obstacles are also found in learning english trough performing storytelling in the class such as the suitable material and text for the students, the lack of ability of the students and the teacher in conducting story as well as the readiness and the nervousness of the storytellers. as an english lecturer, the researcher also finds that how to improve vocabularies is one of the students' problems in learning english. it is proved when the students are asked to tell a story in front of the class. in this research, the students needed telling stories before they had the english vocabulary test. from the test, it could be concluded that the highest score was 92 got by one (1) student while the lowest score was 46 got by one (1) student. meanwhile, the average score was 78 that classified fair (b). there were two (2) students who got below 50 that classified fail. the results show that even the students' english mastery were satisfied but the students still need to practice how to tell the story in a good way so that they will master in all aspects. keywords: samarinda state polytechnic, students' mastery, storytelling http://dx.doi.org/10.24903/sj.v3i1.146 mailto:marwantopolnes@gmail.com 80 script journal: journal of linguistic and english teaching p-issn: 2477-1880; e-issn: 2502-6623 april 2018, vol. 3 no. 1 introduction as english is one of subjects learnt in indonesia, knowing some english vocabularies is an essential and fundamental condition. without vocabularies, the learners of language will get lost and confused so that they will not be able to express their feeling and idea in speaking, reading, writing and also listening. having english vocabularies, the learners can communicate with other people from abroad to get information whether from textbook, newspapers, magazines, internet websites, radio, or television. the advance developing technology also leads indonesians to use english as an aid to access modern technology. moreover, english is increasingly important in indonesia because of the free and global trading. vocabularies can be planted to the students by several ways. one of them is by storytelling. according to defined storytelling as a knowledge management technique, a way of distributing information , targeted to audiences and a sense of information. the use of stories through storytelling is a valuable knowledge management practice because it is already so deeply a part of the general culture that is easy to adapt to knowledge management goals and objectives and “the significance of story and storytelling is apparent when one reviews the current body of published research,” (boyce in volkerm john x.m phillips, michael d. & aderson, steven j, (2011)) there are some models for the use of stories and storytelling have been identified. these can be used and selected as a model. storytelling can be conducted by the teacher and the learners. the learners are asked to listen the stories told by a person or a teacher directly or from the video that the learners can increase their vocabularies as well as their ability in listening. besides that, the teacher can also ask the learners to retell or rewrite about the story that they have just listened. the teacher can also ask the learners to present stories in front of the class so that the students can express their feeling as well as to learn how to pronounce the word well. some obstacles are also found in learning english trough performing storytelling in the class such as the suitable material and text for the students, the lack of ability of the students and the teacher in conducting story as well as the readiness and the nervousness of the storytellers. 81 vocabulary mastery by using storytelling sektalonir oscarini wati bhakti; marwanto as an english lecturer in civil engineering department of samarinda state polytechnic, the researcher also finds that how to improve vocabularies is one of the students' problems in learning english. it is proved when the students are asked to tell a story in front of the class. that is why the researcher would like to find out the vocabulary mastery by using storytelling of the second semester students civil engineering department of samarinda state polytechnic. the importance of vocabulary zimmerman in anisa (2016) states that vocabulary is central to language and critical importance to the typical language learning. vocabulary should not be neglected by those who learn a language. it even needs to be mastered if someone wants to master the four language skills. inadequate vocabulary obstruct students; development in learning english. moreover, blachowicz, fisher, & watts-taffe (2005) emphasized that to affect reading performance, vocabulary knowledge affects a student's ability to participate fully in both social and academic classroom routines. in this regard, all students can benefit from vocabulary instruction, especially if that instruction is tailored to individual strengths and needs. thorndike and lorge in anisa (2016) classify types of vocabulary as follows: types of vocabulary numbers of words frequently coverage of text implications for teaching and learning highfrequency words 2,000 occur frequently about 87% of the running words in a text spend a lot of time on these words. make sure they are learned academic vocabulary 800 occur frequently in most kinds of academic texts about 8% of the running words in academic texts if learners are in upper secondary school or in tertiary education technical vocabulary about 1,000 to 2,000 for each subject occur, sometimes frequently in specialized texts about 3% of the running words in a specialized texts lowfrequently words about 123,000 do not occur very frequently about 2% or more of the words in any texts table 1. the vocabulary classification from the table above, it will help the teacher to decide which group should the learner be classified so that the teacher can figure out the number of words should the students have to know and learn. 82 script journal: journal of linguistic and english teaching p-issn: 2477-1880; e-issn: 2502-6623 april 2018, vol. 3 no. 1 ur in nugroho (2012) stated that there are five aspects of vocabulary must the teacher and learners give their attention. they are as follow: a. form. the mastery of vocabulary involves the mastery of pronunciation and spelling. the leaner has to know how the word is sounded and how the word is spelled. in teaching, the teacher needs to make sure that both these aspects are accurately presented and learned b. grammar. the grammar of a new word needs to be taught if this is mot obviously covered by general grammatical rules. a word may have an unpredictable change of form in certain grammatical contexts. it is important to provide learners with the information at the same time the teacher teaches the base form of a word. c. collocation. the collocation typical of particular items is another factor that makes a particular combination sound „right' or „wrong' in a given context. this is another piece of information about a new item which may be worth teaching. collocation is also often noted in dictionaries, either by providing the whole collocation under one of the head-words, or by a note in parenthesis. d. aspect of meaning denotation, connotation, appropriateness. denotation is the meaning of a word that primarily refers to the real world. it is often the sort of definition in dictionary. meanwhile, a less obvious component of the meaning of an item is its connotation, the associations, or positive or negative feelings it evokes, which may or may not be indicated in a dictionary definition.besides denotation and connotation, an aspect of meaning that also needs to be taught is whether a particular item is appropriate one to use in a certain context or not. it is useful for a leaner to know that a certain word is very common, or relatively rare, or „taboo' in polite conversation, or tends, to be used in writing but not in speech, or is more suitable for formal than informal situation, or belongs to a certain dialect. meaning relations. how the meaning of one item relates to the meaning of others can also be useful in teaching. there are various such relationship, they are: synonyms (item that mean the same or nearly the same); antonyms (items that mean the opposite); hyponyms (item that serve as specific examples of a general concept); co-hyponyms or co-ordinates (other items that are the same kind of thing); superordinates (general concepts that cover specific items); and translation (words or 83 vocabulary mastery by using storytelling sektalonir oscarini wati bhakti; marwanto expression in the learners' mother tongue that are equivalent in meaning to the item being taught) e. word formation. vocabulary items, whether one-word or multi-word, can often be broken down into their components exactly how these words are put together is another piece of useful information. teachers may teach the common prefixes and suffixes. however, they should be warned that in may common words, the affixes no longer have any vocabulary items are built is by combining two words to make one item. it could be concluded that vocabulary is the complete skill which from master some those vocabularies, the learners also learn how to pronounce, listen, and write correctly. the better they master the vocabulary, the better they speak and write in english. 84 script journal: journal of linguistic and english teaching p-issn: 2477-1880; e-issn: 2502-6623 april 2018, vol. 3 no. 1 teaching vocabulary in achieving four language skill, teaching vocabulary is one of the fundamental elements. jordan in anggriani (2012) states that teaching vocabulary is such an important task in teaching english because vocabulary achievement is related to all language learning and it is of concern to all four language skills according to wallace in nilawati (2009) teaching vocabulary should consider these following factors: a. aims. the aim of teaching vocabulary is to make the teacher easy to formulate the materials, which will be taught to the students. b. quantity. the teacher has to decide the number of vocabulary items to be learned. the learners will get confuse or discouraged if they get many new words. therefore, the teacher should select new words, which can easy to understand by the learners. c. need. in teaching vocabulary, the teacher has to choose the words really needed by the students in communication. d. frequent exposure and repetition. frequent exposure and repetition here means that the teacher should give much practice on repetition so that the students master the target words well. they also give opportunity to the students to use words in writing or speaking. e. meaningful presentation. in teaching vocabulary the teacher should present target words in such a way that the meaning of the target words are perfectly clear and unambiguous. 85 vocabulary mastery by using storytelling sektalonir oscarini wati bhakti; marwanto f. situation and presentation. the teachers tell the students that they have to use the words appropriately. the use of words depends on the situation in which they are used and depends on the person to whom they are speaking. in teaching vocabulary, there are some techniques that can be applied in the class. allen in setiawan (2010) mentions some techniques of vocabulary teaching that can be prepared and chosen. they are as follows: a. demonstration the technique, which belongs to demonstration, is gesture and action performing. the teacher can use real objects and command. teacher may demonstrate the material using of real objects available in the classroom such as door, windows, clock, desk, etc. when use a command technique, teacher may ask students to do something such as touching the pen, pointing the picture and so on. b. visual aids visual means something visible. teacher may use visual aids in the teaching of vocabulary to enable students to observe and identify the objects vividly. besides that, visualization may interest the students in their learning vocabulary. c. verbal explanation verbal explanation can be carried out through definition and translation. teacher can use explanation in the students' own language, definitions in simple english, and using vocabulary that students have already known to show the meaning. for instance, the word „umbrella' can be introduced by explaining what it looks like and when the people usually use it. d. word list when using word list technique, teacher should pay attention to vocabulary selection. the words taught should relate and appropriate to the students need and relate to their level. 86 script journal: journal of linguistic and english teaching p-issn: 2477-1880; e-issn: 2502-6623 april 2018, vol. 3 no. 1 from the information above, in teaching vocabulary, the teacher should consider about the suitable material and technique for the learner so that the aim of learning can be reached which is the learners can obtain the number of vocabularies required by the teacher. storytelling according to bishop and glynn in alterio (2003), storytelling is an ideal teaching and learning tool, for it takes seriously the need for students to make sense of experience, using their own culturally generated sense-making storytelling also has the capacity to support and enhance the relationship between students creating new knowledge and learning from others. in addition, sharing and reflectively processing stories provides students with opportunities to develop authentic relationships with their peers. barzaq in skhela (2010) defined storytelling as a knowledge management technique, a way of distributing information, targeted to audiences and a sense of information, she added that stories provide natural connection between events and concepts and finally , she added that visual storytelling is a way of telling stories through images. moreover, taylor (2013) defined storytelling as the act of an individual verbally recounting to one or more listeners, without the use of written text, a plausible account of an event or series of events. in telling the story, the teacher should follow five sequential components so that the story will be effective in the process of learning. morgan and dennehy in eck (2006) delivered those five sequential components: a. the setting: a description of the time, place, characters and context so you provide something the audience can mentally image and feel a part of. b. build up: a sequence of events that warns the listener that something (usually some type of conflict) is about to happen. this creates suspense, interest and attention. c. crisis: the climax or high point of the story. this is also the place to introduce a new element and or a turning point. d. learning: point out what the central character(s) learned. here lies the lesson of the story. e. how change ensued in the character(s) behaviors, awareness, abilities: the storyteller focuses on the learning to be retained by the listener and is cautioned to not assume that 87 vocabulary mastery by using storytelling sektalonir oscarini wati bhakti; marwanto the benefit of storytelling there are some benefits that can be drawn from teaching through story telling. these benefits are resumed by eck (2006) from many researcher who considered in teaching and learning storytelling. 1. storytelling enhances the classroom environment and atmosphere. a good story can relax learners and reduce fears because they are entertaining and at times, humorous. a well told story can bring about a sense of community and belonging in learning communities better than most traditional teaching methods. 2. storytelling engages students on a level that many teaching methods do not. not only do learners hear the information, but they are immersed in the content on a deeper and richer level through emotional and personal connections and visual imagery. the fact that stories evoke emotions adds to their learning effectiveness because learning experiences associated with emotions are more easily stored and recalled. 3. storytelling has many of the benefits of experiential learning due to the level of active engagement created. the vivid images stimulated by storytelling promote character identification thus engaging the student as an active participant in the learning process. when learners are engaged in this way, research reveals improved understanding and ability of the learner to apply what they have learned in the work setting. methodology this chapter discusses overview of the design and method of the research. it describes the research design, population and sample, data collection procedures, data collection techniques, and data analysis. research design this research applied quantitative design that is about explaining phenomena by collecting quantitative data that are analyzed using mathematically based methods (muijs, 2004) the research context this research was designed to describe the vocabulary mastery by using storytelling of architecture students of samarinda state polytechnic, east kalimantan. this research used 88 script journal: journal of linguistic and english teaching p-issn: 2477-1880; e-issn: 2502-6623 april 2018, vol. 3 no. 1 quantitative method. all the participants was the second semester students of architecture study program of samarinda state polytechnic. population in this research, the researcher took all second semester architecture study program students of samarinda state polytechnic as the population. the researcher found out that it was possible to give the test to all second architecture study program students of samarinda state polytechnic as long as they were still in the same campus. data collection techniques the instrument used in this study was a test that aimed to see the vocabulary mastery of the students data collection procedures the researcher found out how many participants were her population of the research. the data of the participants was gotten from the academic department of samarinda state polytechnic that concerns about the students' data. after figuring out the number of the population, then the researcher constructed the test. data analysis percentage of students passing the test was used to determine the participants' vocabulary mastery. they was classified that below 50 was in the problem area. findings and discussion the data was gained from vocabulary test. the questions of the test was taken from toefl that consisted of 50 multiple questions. a week before the research conducted, the researcher had given two titles of storytelling that then chosen by the students randomly. there were 40 students told the first story “the lantern story. in this research, the researcher needed four days to ask the students to tell the stories. therefore, there were 20 students told those stories each day. in the fifth day, the students were given a vocabulary test. after giving the vocabulary test to the 80 students of architecture study program, the researcher examined the answers and gave the score. then, the score was tabulated in order to get the highest, the 89 vocabulary mastery by using storytelling sektalonir oscarini wati bhakti; marwanto lowest, and average score. from the tabulation, the researcher would find out the percentage of the students who failed or passed the vocabulary test. from table 2, there were 80 students who followed the vocabulary test. it means that all students attended to the vocabulary test. it could be seen that the highest was 92 and the lowest score was 46. besides that, the average score was 78, and it was classified good (b). from the result of test, there were two students who failed in increasing their vocabulary mastery through storytelling.. table 2 vocabulary test 90 script journal: journal of linguistic and english teaching p-issn: 2477-1880; e-issn: 2502-6623 april 2018, vol. 3 no. 1 in spite of the good score, the researcher also classified the score into scoring standard according to arikunto in furqon (2013), from the conversion table, we can find that 34 students (43%) got excellent score (a), 39 students (49%) got good score (b), 5 students (6%) got fair score (c), two students (2 %) got poor score (d), and no students failed in this test. range of score interpretation letter grade number of students percentage 80 – 100 excellent a 34 43 60 – 79 good b 39 49 60 – 69 fair c 5 6 40 – 59 poor d 2 2 0 – 39 fail e 0 0 table 3. the conversion table this research investigated the vocabulary mastery through storytelling to 80 students of architecture study program of samarinda state polytechnic. in this research, the students needed telling stories before they had the english vocabulary test. from the test, it could be concluded that the highest score was 92 got by one (1) student while the lowest score was 46 got by one (1) student. meanwhile, the average score was 78 that classified fair (b). there were two (2) students who got below 50 that classified fail. the results show that even the students' english mastery were satisfied but the students still need to practice how to tell the story in a good way so that they will master in all aspects. conclusion based on the result above, the researcher would like to give some suggestions that can give some contributions to the management of samarinda state politechnic. it is advised to the english lecturers to ask the students to tell some english stories in front of the class so that the students will get used to talk in front of the public and also to increase their english vocabularies as well as understand the meaning of the stories. 91 vocabulary mastery by using storytelling sektalonir oscarini wati bhakti; marwanto bibliography alterio, m. (2003). using storytelling to enhance student learning. the higher education academy. retrieved from http://wwwnew1.heacademy.ac.uk/assets/documents/resources/resourcedatabase/id471_using_story telling_to_enhance_learning.pdf. anggriani, d. (2012). improving students ‟ vocabulary achievement through word walls strategy, 1–7. anisa, i. (2016). the vocabulary mastery of the second semester students of widya dharma university in academic year 2015/2016. magistra, (98), 60–70. asih, m., & nugroho, a. . (2016). teaching descriptive reading comprehension using team assisted individualization (tai) to the seventh grade students. retain, 4(1), 1– 11. blachowicz, c. l. z., fisher, p. j., & watts-taffe, s. (2005). integrated vocabulary instruction : meeting the needs of diverse learners in grades k – 5. leagning point associates, 1. boyce, m. (n.d.). collective centering and collective sense-making in the stories and storytelling of one organization. organizational studies, 16(1), 107–138. eck, j. (2006). an analysis of the effectiveness of storytelling with adult learners in supervisory management. university of winconsin-stout. furqon, f. (2013). correlation between students‟s vocabulary mastery and their reading comprehension. journal of english and education 2013, 1(1), 68-80, 1(2013), 68–80. muijs, d. (2004). doing quantitative research in education with spss. sage publication. nilawati, s. (2009). the effectiveness of teaching vocabulary by using puppet at elementary school students( the case study of the fourth graders of sdn leteh ii rembang in the academic year of 2007 / 2008 ). setiawan, b. (2010). improving the students’ vocabulary mastery through direct instruction. universitas sebelas maret surakarta. https://doi.org/10.1017/cbo9781107415324.004 skhela, k. a. a. (2010). the effectiveness of using storytelling technique in enhancing 11. the islamic university – gaza. taylor, j. m. (2013). storytelling engagement in the classroom: obervable behavioural cues of children’s story experiences. the university of newcastle. ur, p. (1996). a course in language teaching practice and theory. 25 script journal volume 1, issue 1, april 2016 ‖ issn 2477-1880 ‖ e-issn 2502-6623 http://jurnal.fkip-uwgm.ac.id/index.php/script an analysis of derivational affixes in commencement speech by steve jobs dedi rahman nur widya gama mahakam university d.blues84@gmail.com ainul kirom widya gama mahakam university ainulkirom@gmail.com abstract: the study expects to an investigation of derivational appends in the content of initiation discourse by steve jobs. the essayist utilized the majority of the words that were connected prefix and postfix as the information. the information sources were all content of initiation discourse by steve jobs. this study utilizing subjective plan and substance investigation approach. the aftereffect of the study demonstrated that there were 78 all out words in the content of commencement discourse which joined derivational fastens. the study discovered 69 postfixes and 9 prefixes. the foundations of the words that has been grouped in light of the grammatical feature are 17 (descriptor), 27 (thing), 33 (verb), 1 (adverb).from the finish of this study, the author proposes that to enhance their dominance of vocabulary, the perusers ought to apply the derivational fastens by breaking the word into its components root and attaches in light of the fact that from single word they can get the structure of words and them additionally discover how the words fabricated. by knowing the roots, the perusers can assemble the word without anyone else's input keywords: affix, derivational, prefix, suffix. introduction language is often defined as a means of communication. it offers an idea that when everyone or everything is conducting communication, language, then, takes place as the medium of communication among the participants. with one's language can convey or receive information from others. as finegan (2008) stated that the language is often viewed as a vehicle of thought, a system of expression that mediates the transfer of thought from one person to another. considering the importance of english, the government has included it as one of the compulsory subjects to be taught to the student. in the newest of indonesia education curriculum 2013, english is taught at school starting from the junior high school up to university. english lessons will be very influential for the development of the indonesian state. furthermore, studying vocabulary becomes an important aspect in acquiring english and it is not easy to master it. as heibert & kamil (2005) say that vocabulary is not a mailto:d.blues84@gmail.com mailto:ainulkirom@gmail.com 26 script journal volume 1, issue 1, april 2016 ‖ issn 2477-1880 ‖ e-issn 2502-6623 http://jurnal.fkip-uwgm.ac.id/index.php/script developmental skill or one that can ever be seen as fully mastered. the expansion and elaboration of vocabularies is something that extends across a lifetime. vocabulary is the knowledge of meanings of words. what complicates this definition is the fact that words come in at least two forms: oral and print. knowledge of words also comes in at least two forms, receptive—that which we can understand or recognize—and productive—the vocabulary we use when we write or speak. another theory says that vocabulary is an essential part of language learning and the question of how much vocabulary a learner needs to know to achieve a particular purpose remains an important area of research and discussion. in other words, it is important to study about vocabulary because when we are learning a foreign language, and we have lack of the vocabulary, we will find the difficulties in understanding the meaning of the language itself. on the contrary, if we have enough vocabulary it will make us easier to learn a new language and to understand the meaning of the language itself. there are some ways to enrich our vocabulary. one of them is by reading. it can be by the reading book, short story, newspaper, fable or speech. so in this analysis, the researchers use commencement speech by steve jobs as the data source, because from this speech we can increase our knowledge, and there are many derivational affixes. steve jobs was an american businessman. he was best known as the co-founder, chairman, and chief executive officer (ceo) of apple inc.; ceo and largest shareholder of pixar animation studios; a member of the walt disney company's board of directors following its acquisition of pixar; and founder, chairman, and ceo of next inc. jobs is widely recognized as a pioneer of the microcomputer revolution of the 1970s, along with apple co-founder steve wozniak. shortly after his death, jobs's official biographer, walter isaacson, described him as the "creative entrepreneur whose passion for perfection and ferocious drive revolutionized six industries: personal computers, animated movies, music, phones, tablet computing, and digital publishing. particularly, what the researchers investigated in this research was regarding with derivational affixes which is related to morphology. in this case, lieber (2009) said that morphology is the study of word formation, including the ways new words are coined in the languages of the world, and the way forms of words are varied depending on how they’re used in sentences. somehow related to this research, the investigation of derivational affixes reflected in commencement speech by steve jobs is hopefully can enrich students’ vocabulary and build better achievement on english skills proficiency. 27 script journal volume 1, issue 1, april 2016 ‖ issn 2477-1880 ‖ e-issn 2502-6623 http://jurnal.fkip-uwgm.ac.id/index.php/script methodology the research method is qualitative with the design of the study is derivational affixes analysis. creswell (2009) states that qualitative inquirers use theory in their studies in several ways. this research also belongs to descriptive study since it just collected and analyzed the derivational affixes in the text of commencement speech by steve jobs. the subject of the study is photographs, art objects, videotapes, or any forms of sound (creswell, 2009). here the researchers use steve jobs speech entitled commencement speech. the researchers, in this case use the review document to get information. the researchers analyzed the text of the commencement speech by steve jobs. the source of data for this study is a text of commencement speech by steve jobs. the data of the study was obtained from the internet. ―data‖ refers to a collection of organized information, usually the result of experience, observation, experiment this may consist of numbers, words, or images, particularly as measurements or observations of a set of variables (yin, 2011). the data in this study was collected using following steps; the first researchers choose the speech. second, the researchers listened and downloaded the text of the speech. third, the researchers found and listing all the word contains derivational affixes. in order to check the data validity, the researchers used triangulation to validate regarding with the data found. triangulation is aimed to check the result of interpretation by a researchers to relevant sources or theories, peer group interpretation, and comparison to other researchers’ findings (bogdan & biklen, 1992). in addition, there are four basic types of triangulation pointed out by miles & huberman (1992) as follows: a. data triangulation: the use of variety of data sources in a study. b. investigator triangulation: the use of several different researchers or evaluators. c. theory triangulation: the use of multiple perspectives to interpret a single set of data. d. methodological triangulation: the use of multiple methods to study a single problem. to conclude, the researchers used all of basic types of triangulation above to check the data found since they are needed to check the data validity. finding the objective of this research was to know the derivational affixes in commencement speech by steve jobs and the words itself consist of root or base added by derivational affix 28 script journal volume 1, issue 1, april 2016 ‖ issn 2477-1880 ‖ e-issn 2502-6623 http://jurnal.fkip-uwgm.ac.id/index.php/script that has been changed the part of speech. the research data was taken from all the text of the commencement speech by steve jobs (peestandingup, 2006). after watching the video and reading the text of the commencement speech by steve jobs, in this study researchers showed that there were 78 total words in the text of commencement speech which attached derivational affixes. the study found 69 suffixes and 9 prefixes. discussion after presenting the words which are found in the text of commencement speech by steve jobs (news.stanford.edu, 2005), the researchers presents the table which is going to show the derivational affixes. this table below is going to show the words, bases or roots, part of speech, derivational affixes, and note which is founding the text of commencement speech by steve jobs. this research uses coding for makes it easy for readers. the coding p1.l1 it was meant paragraph 1 line 1, p1.l2 it was meant paragraph 1 line 2, p2.l1 it was meant paragraph 2 line 1, p2.l2 it was meant paragraph 2 line 2 and etc.. no word (p = paragraph) (l = line) part of speech roots part of speech derivational affixes note prefix suffix (1) (2) (3) (4) (5) (6) (7) (8) 1 commencement (p1. l1) noun comment verb -cement noun maker 2 graduation (p1.l3) noun graduate verb -ion noun maker 3 biological (p4.l9) adj. biology noun -cal adj. maker 4 unwed (p4.l9) adj. wed verb un adj. maker 5 adoption (p4.l10) noun adopt verb -ion noun maker 6 strongly (p4.l11) adv. strong adj. -ly adv. maker 7 really (p4.l14) adv. real adj. -ly adv. maker 8 middle (p4.l15) noun mid adj. -le noun maker 9 unexpected (p4.l15) adj. expect verb un-ed adj. maker 10 refused (p4.l18) adj. refuse verb -d adj. maker 11 expensive adj. expense noun -ive adj. 29 script journal volume 1, issue 1, april 2016 ‖ issn 2477-1880 ‖ e-issn 2502-6623 http://jurnal.fkip-uwgm.ac.id/index.php/script no word (p = paragraph) (l = line) part of speech roots part of speech derivational affixes note prefix suffix (p5.l23) maker 12 scary (p5.l29) adj. scare noun -y adj. maker 13 decision (p5.l29) noun decide verb -ion noun maker 14 romantic (p6.l32) adj. romance noun -ic adj. maker 15 across (p6.l34) adv. cross verb a adv. maker 16 every (p6.l34) adj. ever adv. -y adj. maker 17 curiosity (p6.l36) noun curious adj. -ty noun maker 18 intuition (p6.l36) noun intuit verb -ion noun maker 19 priceless (p6.l37) adj. price noun -less adj. maker 20 instruction (p7.l38) noun instruct verb -ion noun maker 21 drawer (p7.l40) noun draw verb -er noun maker 22 beautifully (p7.l40) adv. beauty noun -fully adv. maker 23 amount (p7.l43) noun mount verb a noun maker 24 combinations (p7.l43) noun combine verb -tion noun maker 25 beautiful (p7.l44) adj. beauty noun -ful adj. maker 26 historical (p7.l44) adj. history noun -cal adj. maker 27 practical (p8.l46) adj. practice noun -al adj. maker 28 application (p8.l46) noun apply verb -tion noun maker 29 proportionally (p8.l51) adv. proportion noun -ally adv. maker 30 likely (p8.l52) adj. like verb -ly adj. maker 31 personal (p8.l52) adj. person noun -al adj. maker 32 wonderful adj. wonder verb -ful adj. 30 script journal volume 1, issue 1, april 2016 ‖ issn 2477-1880 ‖ e-issn 2502-6623 http://jurnal.fkip-uwgm.ac.id/index.php/script no word (p = paragraph) (l = line) part of speech roots part of speech derivational affixes note prefix suffix (p8.l54) maker 33 impossible (p8.l55) adj. impose verb -ble adj. maker 34 difference (p9.l61) noun different adj. -ce noun maker 35 lucky (p11.l63) adj. luck noun -y adj. maker 36 early (p11.l63) adv. ear noun -ly adv. maker 37 finest (p11.l66) adj. fine noun -st adj. maker 38 creation (p11.l67) noun create verb -ion noun maker 39 earlier (p11.l67) adj. ear noun -lier adj. maker 40 diverge (p11.l71) verb verge noun di verb maker 41 eventually (p11.l71) adv. event noun -ally adv. maker 42 directors (p11.l72) noun direct adj. -or noun maker 43 publicly (p11.l73) adv. public noun -ly adv. maker 44 generation (p12.l76) noun generate verb -ion noun make 45 apologize (p12.l78) verb apology noun -ize verb maker 46 badly (p12.l78) adv. bad adj. -ly adv. maker 47 failure (p12.l78) noun fail verb -re noun maker 48 slowly (p12.l80) adv. slow adj. -ly adv. maker 49 heaviness (p13.l84) noun heavy adj. -ness noun maker 50 successful (p13.l85) adj. success noun -ful adj. maker 51 replaced (p13.l85) verb place noun re-d verb maker 52 lightness (p13.l85) noun light adj. -ness noun maker 31 script journal volume 1, issue 1, april 2016 ‖ issn 2477-1880 ‖ e-issn 2502-6623 http://jurnal.fkip-uwgm.ac.id/index.php/script no word (p = paragraph) (l = line) part of speech roots part of speech derivational affixes note prefix suffix 53 beginner (p13.l85) noun begin verb -er noun maker 54 creative (p13.l86) adj. create verb -ive adj. maker 55 animation (p14.l91) noun animate verb -ion noun maker 56 remarkable (p14.l92) adj. mark verb re-able adj. maker 57 truly (p15.l102) adv. true adj. -ly adv. maker 58 settle (p15.l104) verb set noun -le verb. maker 59 relationship (p15.l105) noun relate verb -ionship noun maker 60 impression (p17.l111) noun impress verb -ion noun maker 61 expectation (p18.l118) noun expect verb -tion noun maker 62 embarrassment (p18.l119) noun embarrass verb -ment noun maker 63 avoid (p18.l121) verb void noun a verb maker 64 already (p18.l122) adv. ready adj. al adv. maker 65 clearly (p19.l125) adv. clear adj. -ly adv. maker 66 incurable (p19.l127) adj. incur verb -able adj. maker 67 curable (p20.l140) adj. cure verb -able adj. maker 68 certainty (p21.l143) adv. certain adj. -ly adv. maker 69 useful (p21.l143) adj. use verb -ful adj. maker 70 intellectual (p21.l144) adj. intellect noun -ual adj. maker 71 invention (p22.l148) noun invent verb. -ion noun maker 72 gradually (p22.l150) adv. gradual adj. -ly adv. maker 73 dramatic (p22.l151) adj. drama noun -tic adj. maker 32 script journal volume 1, issue 1, april 2016 ‖ issn 2477-1880 ‖ e-issn 2502-6623 http://jurnal.fkip-uwgm.ac.id/index.php/script no word (p = paragraph) (l = line) part of speech roots part of speech derivational affixes note prefix suffix 74 opinions (p23.l154) noun opine verb -ion noun maker 75 publication (p24.l158) noun public adj. -tion noun maker 76 idealistic (p24.l165) adj. ideal noun -tic adj. maker 77 adventurous (p25.l170) adj. adventure noun -ous adj. maker 78 anew (p25.l173) adv. new adj. a adv. maker table 1 derivational affixes (commencement speech by steve jobs) as the objective of the research which is to found the derivational affixes and the bases or roots of the words in text of commencement speech by steve jobs, the table above is showing how to find out the derivational affixes and the roots. it can be seen that the words in text of commencement speech by steve jobs are analyzed by separating the derivational affixes and the roots, so it was clearly obtained derivational affixes and the roots of the words. from the table above, analyzing the structure of words, there were derivational affixes that can be found in text of commencement speech by steve jobs it will be shown in the table below no derivational affixes the number of derivational affixes prefix suffix 1 al 1 2 un 1 3 re 2 4 a 4 5 di 1 6 -ion 11 7 -ic 1 8 -tion 4 9 -ous 1 10 -ty 1 11 -ly 11 12 -ize 1 13 -ful 4 14 -able 3 15 -ness 2 16 -y 3 33 script journal volume 1, issue 1, april 2016 ‖ issn 2477-1880 ‖ e-issn 2502-6623 http://jurnal.fkip-uwgm.ac.id/index.php/script no derivational affixes the number of derivational affixes prefix suffix 17 -al 2 18 -ce 1 19 -ive 2 20 -ual 1 21 -cement 1 22 -cal 2 23 -le 2 24 -ed 1 25 -d 2 26 -less 1 27 -er 2 28 -fully 1 29 -ally 2 30 -ble 1 31 -st 1 32 -lier 1 33 -or 1 34 -re 1 35 -ionship 1 36 -ment 1 37 -tic 2 table 2 the number derivational affixes from the table 4.2, it show that there al(1), un(1), re(2), a(4), di(1), -ion (11), ic (1), -tion (4), -ous (1), -ty (1), -ly (11), -ize (1), -ful (4), -able (3), -ness (2), -y (3), -al (2), ce (1), -ive (2), -ual (1), -cement (1), -cal (2), -le (2), -ed (1), -d (2), -less (1), -er (2), -fully (1), -ally (2), -ble (1), -st (1), -lier (1), -or (1), -re (1), -ionship (1), -ment (1), -tic (2) and little derivational affixes found in commencement speech by steve jobs. most frequently present only suffix -ion and –lyas many as 11 times. from the table above, the researchers also obtained the root of the words in commencement speech by steve jobs. they are 17 (adjective), 27 (noun), 33 (verb), 1 (adverb). it shows that the part of speech classification of the bases or roots in commencement speech by steve jobs is mostly presented in verb. after analyzing the derivational affixes, the researchers found that derivational affixes also have the function such as verb maker, noun maker, adjective maker and adverb maker found in commencement speech by steve jobs. it was shown in the table below. 34 script journal volume 1, issue 1, april 2016 ‖ issn 2477-1880 ‖ e-issn 2502-6623 http://jurnal.fkip-uwgm.ac.id/index.php/script no. the function of derivational affixes the number of the function of derivational affixes 1 verb maker 5 2 noun maker 28 3 adjective maker 29 4 adverb maker 16 table 3 the number of the function of derivational affixes from the table above, it showed that there are verb maker (5); noun maker (28); adjective maker (29); and adverb maker (16) as the function of derivational affixes found in commencement speech by steve jobs. it showed that adjective maker which is most frequently present conclusion based on the findings of the study elaborated in chapter iv, the researchers concluded several conclusions. in this study researchers showed that there were 78 total words in text of commencement speech which attached derivational affixes. the study found 69 suffixes and 9 prefixes. derivational affixes in text of commencement speech by steve jobs are al(1), un(1), re(2), a(4), di(1), -ion (11), -ic (1), -tion (4), -ous (1), -ty (1), -ly (11), -ize (1), ful (4), -able (3), -ness (2), -y (3), -al (2), -ce (1), -ive (2), -ual (1), -cement (1), -cal (2), -le (2), -ed (1), -d (2), -less (1), -er (2), -fully (1), -ally (2), -ble (1), -st (1), -lier (1), -or (1), -re (1), -ionship (1), -ment (1), -tic (2).the roots from the words that has been classified based on the part of speech are 17 (adjective), 27 (noun), 33 (verb), 1 (adverb). from the conclusion of this study, the researchers suggests that to improve their mastery of vocabulary, the readers should be apply the derivational affixes by breaking the word into its elements root and affixes because from one word they can get the structure of words and they also find how the words built. by knowing the roots, the readers can build the word by themselves. the function of derivational affixes in text of commencement speech by steve jobs was noun maker (28), verb maker (5), adjective maker (29), and adverb maker (16). commencement speech by steve jobs, the bases or roots of words that had been classified into the part of speech were16 (adjective), 28 (noun), 33 (verb) and 1 (adverb). 35 script journal volume 1, issue 1, april 2016 ‖ issn 2477-1880 ‖ e-issn 2502-6623 http://jurnal.fkip-uwgm.ac.id/index.php/script bibliography bogdan, r. c., & biklen, s. k. (1992). qualitative research for education: an introduction to theory and methods. boston, ma: allyn and bacon. creswell, j. w. (2009). research design qualitative, quantitative, and mixed methods approaches. california: sage publication, inc. finegan, e. (2008). language: its structure and use. new york: thomson higher education. heibert, e., & kamil, m. (2005). teaching and learning vocabulary. new jersey: lawrence erlbaum associates, inc. lieber, r. (2009). introducing morphology. new york: cambridge university press. miles, m. ., & huberman, a. m. (1992). analysis data kualitatif”. translated by tjetjep rohendi rohidi from “qualitative data analysis “. jakarta: ui-press. news.stanford.edu. (2005). text commencement speech. retrieved september 20, 2015, from http://news.stanford.edu/news/2005/june15/jobs-061505/ peestandingup. (2006). steve jobs stanford commencement speech 2005. retrieved september 9, 2016, from http://www.youtube.com/watch?v=d1r-jkkp3na yin, r. k. (2011). qualitative research from start to finish. new york: a division of guildford publications, inc. http://jurnal.fkip-uwgm.ac.id/index.php/script p-issn: 2477-1880; e-issn: 2502-6623 april 2018, vol. 3 no. 1 copyright © 2018 script journal: journal of linguistic and english teaching p-issn 2477-1880, e-issn 2502-6623 received: september 2017 accepted: january 2018 published: april 2018 article doi: http://dx.doi.org/10.24903/sj.v3i1.139 variety of second singular pronouns in serawai language nopriansah university of dehasen bengkulu nopriansahad@gmail.com abstract this study focuses on the use of various second singular pronouns in serawai language spoken in the village of maras, the district of seluma, bengkulu province, indonesia. it aimed to provide a complete and valid description of the form, meaning, and context of various second singular pronouns in the language. the data were collected by using observational methods. the techniques applied in collecting the data were interview, reading some supporting literatures, recording the language production, and taking field notes. in analyzing the collected data, the researcher used the referential identity and distributional methods. while dividing the key factors, equalizing, differentiating, equalizing the main points, segmenting immediate constituents, substituting, and deleting are techniques applied in analyzing the data. by analyzing the forms, meanings, and functions of the objects, it was concluded that the two lexicons found were a variety of second singular pronouns in serawai language. whereas, the selection of using one of the variations was closely related to the social context of the speaker and the speech partner. the result of this study is expected to be useful for the development of linguistics. keywords: form, meaning, variety, second singular pronouns, serawai language http://dx.doi.org/10.24903/sj.v3i1.139 68 script journal: journal of linguistic and english teaching p-issn: 2477-1880; e-issn: 2502-6623 april 2018, vol. 3 no. 1 introduction serawai language is one of the local languages in bengkulu province, indonesia, that has a variety of pronouns to refer to one same speech partner. this language use areas include the (sub) districts of seluma, talo, manna, pino, seginim, and kaur. until now the language is still alive and kept by its speaker community as a communication tool (suryadi, supadi, elfrida, & suwarno, 2002). the role of norms that regulate the synergy and harmony of communication as a relationship in the social life of serawai society is decisive. the rules are mostly unwritten. the social agreement to use a variety of pronouns to refer to the same speech partners is established and taught informally from generation to generation, especially between young and old generations where young people are required to be able to choose the exact singular pronoun for the second individual that is older than them. the choice of the speech variation is determined by the context or social aspect of the speaker and the speech partner. the diversity of choice is an interesting linguistic phenomenon to be studied. some other studies on serawai language by aliana (1982), aliana, zakaria, & yusuf, (1985), and arifin, aliana, mairu, gaffar, & kusmiarti (1986) discuss phenomena at the level of phonological, morphological and syntactic structures as well as on the reduplication of the language by suryadi, supadi, elfrida, & suwarno (2002). all of the studies focus on the objects that this study refers to for some data and analysis. this study focuses on the choice of various second singular pronouns in serawai language spoken in the village of maras, seluma district. the analysis of the chosen variations was done mainly based on sociolinguistics. based on the study, the choice of various second singular pronouns could be adapted according to social context or social status such as the status and social class of the speaker or speech partner. the same condition prevails also in serawai language which has various second singular pronouns that the use is largely determined by who the speaker and his or her speech partners. these choices are the variety of lexicon speech (chaika, 1982). this study aimed to provide a complete and valid description of the form, meaning, and context of the use of various second singular pronouns in serawai language. thus, the expected result is a description of the aspect. this research refers to general linguistic and sociolinguistic theories that relate to the forms, meanings, functions, and context of speech. the theories were put forward by chaika (1982), lyons {as cited in djajasudarma (2009)}, hymes and poedjosoedarmo {as cited in revita (2013)}, as well as various other views that have correlation with this research. in studying the structure/form of language, one will expose the terms of phonemes, morphemes, 69 variety of second singular pronouns in serawai language nopriansah lexemes, phrases, clauses, and sentences. chaika (1982) said that the pronouns in some languages of the world can be lexicons or phrases. this limitation also applies to the variety of second singular pronouns in serawai language. the pronouns are used by choosing correctly one of them that is suitable for any speech partner based on some factors. hymes {as cited in revita (2013)} suggested that there are several factors that must be considered when speaking to someone. these factors are introduced by hymes in a concept known as speaking. hymes developed the concept to promote the analysis of discourse as a series of speech events and speech acts within a cultural context. the speaking concept stands for setting and scene, participants, ends, act sequence, key, instrumentalities, norm and genre. setting refers to the time and place of a speech act and, in general, to the physical circumstances. a school might be a setting for a friendship story. whereas, scene is the "psychological setting" or "cultural definition" of a scene, including characteristics such as range of formality and sense of play or seriousness. the friendship story may be told at a school reunion. at times, the former students would be happy and playful. participants are the speakers and audience. at the school reunion, a former student might tell a story to the teacher, but the junior, although not addressed, might also hear the conversation. in this situation, the former student, the teacher, and the junior are the participants. the speakers are the former student and the teacher. whereas, the audience are the junior. ends are the purposes, goals, and outcomes. the former student may tell a story about a goal to motivate the junior. in this situation, whether the former student realizes or not about his/her story effects to the audience, he/she must have a purpose eventhough it is a mere talking. in this case, consciousness matters. act sequence means the form and order of the event. the former student‟s story might begin as a response to a question from the teacher. the story's plot and development would have a sequence structured by the student. possibly there would be an interruption during the telling. finally, the group might applaud and have some brunch. all of those actions sequencially happen and develop an event. key is the cues that establish the "tone, manner, or spirit" of the speech act. the former student might imitate a teacher‟s voice and gestures in a playful way, or he/she might address the group in a serious voice. the cue the former student chooses may be different from one speech act to another. 70 script journal: journal of linguistic and english teaching p-issn: 2477-1880; e-issn: 2502-6623 april 2018, vol. 3 no. 1 instrumentalities are the forms and styles of speech. the former student might speak in a casual word with many dialect features or might use a more formal one. here, the instrumentalities are definitely not the same as the key. forms and styles of speech are the words spoken by the student. meanwhile, the way how the words are spoken is the key. norms are the social rules governing the event and the participants' actions and reaction. in a playful story by the student, the norms might allow many audience interruptions and collaboration. a serious, formal story by the student might call for attention to him/her. meanwhile, genre is the kind of speech act or event. the student might tell a character anecdote about a teacher for entertainment. the last factor depends on the others. genre can be determined by seeing the setting, scene, participants, end, acts, key, instrumentalities, and norm. the concept of speaking were also used by the researcher to analyze the object of the study. it is revealed in the term of context for any speech act and speech event. the results of this study are expected to develop science and knowledges especially in sociolinguistic field of serawai language. this study can also be used as the additional reference for researches on the relations and comparisons of regional languages. thus, the results of this research can be useful for the development of linguistics in indonesia. methodology this research is a descriptive study. the data were collected by using observational methods. the techniques applied in collecting the data were interview, reading some supporting literatures, recording the language production, and taking field notes. in analyzing the collected data, the researcher used the referential identity and distributional methods. while dividing the key factors, equalizing, differentiating, equalizing the main points, segmenting immediate constituents, substituting, and deleting are techniques applied in analyzing the data. sudaryanto (1993) said that to divide the lingual unit of the word into various types then the difference of referents must be known first; and to know the difference of the referent, the mental power of the researcher must be used. in this study the referent is the pronouns in the serawai language which has a variety of speech that can sociolinguistically be chosen based on the status and social class of speakers or partners said. 71 variety of second singular pronouns in serawai language nopriansah findings and discussion as defined by kridalaksana (2008) that pronoun is a word that replaces the nominal noun or phrase, the object of this study replaces the nominal noun also. when viewed from the function, it can be said that pronouns in serawai language occupy positions generally occupied by nouns, such as subject, object, and in certain sentence as well as predicate. another feature that the pronouns have is that the references may be changeable because they depend on who is the speaker/author, who is the listener/reader, or who/what is being discussed. there were three kinds of pronouns in serawai language, namely (1) personal pronouns, (2) pronouns of pointers, and (3) pronouns of questioners. personal pronouns are pronouns used to refer to people. the pronoun may refer to the one‟s own self (pronoun of the first person), i.e. <aku>, <kami>, and <kitau>, refer to the person to whom the second person speaks, i.e. <diri> „you, the old‟ and <kaba> „you, the young‟, or refer to the person in question (third person pronoun), i.e. <diau>, <ble>, <kapo>. as mentioned above, the pronoun of the second singular person has two forms, namely <diri> „you, the old‟ and <kaba> „you, the young‟. in their daily use, these two singular pronouns can be chosen according to the context. these pronoun choices are the variety of lexicon speech. the ability of a person to determine which lexicon he or she will use when referring to a speech partner will depend on a context not inseparable from the social aspect including the status and social class of the speaker or the speech partner. the second singular pronouns in serawai language are expressed in the following sample conversation: informan a : “kebilo kaba datang jak dusun?” (1) informan b : “kemari, wan.” informan c : “diri batak gelas ni tadi, wan?” (2) informan a : “au.” informan b : “inga wati ndak nginak diri kelo, wan.” (3) informan a : “yak, patut pulau.” informan c : “au nian pulau.” informan b : “kaba kebilo jemput inga wati, ti?” (4) informan c : “pagi la.” 72 script journal: journal of linguistic and english teaching p-issn: 2477-1880; e-issn: 2502-6623 april 2018, vol. 3 no. 1 in the above conversation, the second singular pronouns are the underlined lexicons. there are two kinds of lexicon which are also the variety of second singular pronouns in the conversation, i.e. <kaba> „you, the young‟ and <diri> „you, the old‟. data 1. informant a to informant b informant a : “kebilo kaba datang jak dusun?” „when 1stsp come from village‟ „when did you come from the vilage?‟ context: a 50-year-old male (informant a) asked another 45-year-old man (informant b) about when he came from his village. both men had a familial relationship in which informant a was the brother-in-law of the informant b. the conversation took place in b/c‟s house in the afternoon in a relaxed atmosphere. data 4. informant b to informant c informant b : “kaba kebilo jemput inga wati, ti?” „1stsp when pick up sister noun-wati, noun-ti‟ „when will you pick up sister wati, ti?‟ context: a 50-year-old male (informant a) asked a 40-year-old female (informant c) about when she picked up her sister named wati. these man and woman had a familial relationship in which informant a was the brother of the informant c. the conversation took place in b/c‟s house in the afternoon in a relaxed atmosphere. data 2. informant c to informant a informant c : “diri batak gelas ni tadi, wan?” „1stsp put glass this just now noun-wan‟ „did you put this glass just now, wan?‟ context: a 40-year-old female (informant c) asked a 50-year-old male (informant a) whether she was putting a glass at a place meant by the speaker. these woman and man had a familial relationship in which informant c was the younger brother of the informant a. the conversation took place in b/c‟s house in the afternoon in a relaxed atmosphere. 73 variety of second singular pronouns in serawai language nopriansah data 3. informant b to informant a informant b : “inga wati ndak nginak diri kelo, wan.” „sister noun-wati want see 1stsp next time noun-wan‟ „sister wati wants to see you soon, wan‟ context: a 45-year-old male (informant b) told another 50-year-old male (informant a) about the wishes of a woman named wati to meet with the speech partner in the future. both men had a familial relationship in which informant b was a brother-in-law of informant a. the conversation took place in b/c‟s house in the afternoon in a relaxed atmosphere. serawai language has two variations of second singular pronouns to refer to a speech partner, namely <kaba> „you, the young‟ and <diri> „you, the old‟. the concept of speaking was applied in analyzing the speech event where the pronouns were uttered. the explanation is shown in the following table. factor explanation setting in a house participants informant a, b, and c ends informant b informed informant a about inga wati‟s visiting. informant a asked informant c about when to pick up inga wati act sequence informant b came to informant a‟s house, informant c interrupted their conversation, the next conversation involved those three people. key in an informal situation among three relatives instrumentalities all informants used casual words/registers norm the social norm allowed any one to interrupt genre casually informative event table 1. factors involved in the choosing of the second singular pronouns based on the table, the factors that were involved in the choosing of the second singular pronouns were considered well by the speakers. data 1. informant a to informant b 74 script journal: journal of linguistic and english teaching p-issn: 2477-1880; e-issn: 2502-6623 april 2018, vol. 3 no. 1 informant a : “kebilo kaba datang jak dusun?” „when 1stsp come from village‟ „when did you come from the vilage?‟ context: a 50-year-old male (informant a) asked another 45-year-old man (informant b) about when he came from his village. both men had a familial relationship in which informant a was the brother-in-law of the informant b. the conversation took place in b/c‟s house in the afternoon in a relaxed atmosphere. the second singular pronoun in the above conversation is the lexicon <kaba>. the meaning of the pronoun is „you, the young‟. the choice of the second singular pronouns <kaba> „you, the young‟ in the above conversation is influenced by the social aspect of the speaker and the speech partner. the speaker is a man who is five years older than the speech partner. in addition, the social status of the two speakers is also different but still in a marriage bond that the informant a is the brother-in-law of the informant b. in the speech event, the informant b might not use other second singular pronouns due to the different ages and social status in the same culture. serawai language, together with the pronouns, is used daily among the people of serawai. the people would probably not use other pronouns than serawai ones when they talk to each other. thus, the pronoun of bengkulu <kau> „you, the young‟, for instance, might not be used in the speech event. data 4. informant b to informant c informant b : “kaba kebilo jemput inga wati, ti?” „1stsp when pick up sister noun-wati, noun-ti‟ „when will you pick up sister wati, ti?‟ context: a 50-year-old male (informant a) asked a 40-year-old female (informant c) about when she picked up her sister named wati. these man and woman had a familial relationship in which informant a was the brother of the informant c. the conversation took place in b/c‟s house in the afternoon in a relaxed atmosphere. the second singular pronoun form in the above conversation is the lexicon <kaba>. the meaning of the pronoun is „you, the young‟. the choice of the second singular pronouns 75 variety of second singular pronouns in serawai language nopriansah <kaba> „you, the young‟ in the above conversation is influenced by the social aspect of the speaker and the speech partner. speaker is a man whose age is 10 years older than his speech partner. in addition, fraternal relationship also influences the selection of pronoun <kaba> where the informant a is the brother of the informant c. in the speech event, the informant b might not use other second singular pronouns due to the different ages. he might not use other pronouns than serawai ones when he talked to informant c. thus, the pronoun of bengkulunese <kau> „you, the young‟ might not also be used in the speech event. data 2. informant c to informant a informant c : “diri batak gelas ni tadi, wan?” „1stsp put glass this just now noun-wan‟ „did you put this glass just now, wan?‟ context: a 40-year-old female (informant c) asked a 50-year-old male (informant a) whether she was putting a glass at a place meant by the speaker. these woman and man had a familial relationship in which informant c was the younger brother of the informant a. the conversation took place in b/c‟s house in the afternoon in a relaxed atmosphere. the second singular pronoun form in the above conversation is the lexicon <diri>. the meaning of the pronoun is „you, the old‟. the choice of the pronoun is influenced by the social aspect of the speaker and the speech partner. the speaker is a woman whose age is 10 years younger than her speech partner. in the speech event, the informant c might not use other second singular pronouns due to the different ages. she might not use other pronouns of serawai language than <diri> „you, the old” when she talked to informant b. the using of pronoun <kaba> „you, the young‟ becomes impolite if it refers to the older speech partner, especially in the speech event. data 3. informant b to informant a informant b : “inga wati ndak nginak diri kelo, wan.” „sister noun-wati want see 1stsp next time noun-wan‟ „sister wati wants to see you soon, wan‟ context: 76 script journal: journal of linguistic and english teaching p-issn: 2477-1880; e-issn: 2502-6623 april 2018, vol. 3 no. 1 a 45-year-old male (informant b) told another 50-year-old male (informant a) about the wishes of a woman named wati to meet with the speech partner in the future. both men had a familial relationship in which informant b was a brother-in-law of informant a. the conversation took place in b/c‟s house in the afternoon in a relaxed atmosphere. the second singular pronoun form in the above conversation is the lexicon <diri>. the meaning of the pronoun is „you, the old‟. the choice of the pronoun is influenced by the social aspect of the speaker and the speech partner. the speaker is a man who is five years younger than his speech partner. in addition, the social status of the two speakers is also different but still within a marriage bond that the informant b is the brother-in-law of the informant a. in the speech event, the informant a might not use other second singular pronouns due to the different ages and social status. he might not use other pronouns of serawai language than <diri> „you, the old” when he talked to informant b. the using of pronoun <kaba> „you, the young‟ becomes impolite if it refers to the older speech partner as well as the one who has a higher status, especially in the speech event. second singular pronouns <kaba> „you, the young‟ is used in informal situations, such as in everyday conversations or in a state of anger. this pronoun refers to a younger person or the one who has a lower social status. while the pronoun of <diri> „you, the old‟ is used in formal situations, such as in a meetings, or to refer to older people, the one who has higher social status or refer to the adult that is not yet known at all by the speaker. conclusion by analyzing the forms, meanings, and functions of the second singular pronouns in serawai language, it is concluded that the two variations of the pronouns have the same form, i.e. lexicon. the second singular pronoun of <kaba> means 'you, the young' and the one of <diri> means 'you, the old'. the selection of one of the pronouns in serawai language is closely related to the social context of the speaker and the speech partner. pronoun <kaba> is used by speakers who have higher social status or class or older age to a speech partner who has lower social status or class or younger age. the pronoun can also be used by speakers and speech partners who have the same or relatively same age, for example between close friends. the situation of the usage of pronoun <kaba> may be informal as in daily conversation or when the speaker is angry or underestimates the spech partner. 77 variety of second singular pronouns in serawai language nopriansah meanwhile, the pronoun of <diri> is used by speakers who have lower social status or class or younger age to partners who have higher social/class status or older age. the pronouns can also be used by speakers and speech partners who have the same or relatively same age but have not known each other. the situation of using pronoun <diri> may be informal as in everyday or formal conversations. such as during traditional ceremonies or village meetings. this study dealt only with the form, meaning, and context of the use of second singular pronouns in serawai. thus, it is necessary to conduct further researches such as relating to the internal function, value or link of pronouns of second singular person in serawai language with verbs and so forth. 78 script journal: journal of linguistic and english teaching p-issn: 2477-1880; e-issn: 2502-6623 april 2018, vol. 3 no. 1 bibliography aliana, z. a. 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(1993). metode dan aneka teknik analisis bahasa: pengantar penelitian wahana kebudayaan secara linguistis. yogyakarta: duta wacana university press. suryadi, supadi, elfrida, & suwarno, b. (2002). sistem reduplikasi bahasa serawai. (pusat bahasa, ed.). jakarta: departemen pendidikan nasional. http://jurnal.fkip-uwgm.ac.id/index.php/script p-issn: 2477-1880; e-issn: 2502-6623 april 2023, vol. 8 no. 1 exploring variations in abstract writing formats and structures among ph.d. students sukirmiyadi universitas pembangunan nasional “veteran” jawa timur, indonesia email correspondence: ahmadsukirmiyadi@yahoo.com abstract background: the introduction, a crucial component of any research paper, must be well-written so that readers can evaluate its quality. a typical five-paragraph abstract includes an introduction, objective or purpose, methodology, findings/results, and conclusion. however, not all ph.d. candidates follow this structure and format when writing their abstracts. methodology: the purpose of this study was to identify and describe variations in abstract writing formats and structures among surabaya state university ph.d. candidates. using a qualitative descriptive methodology, the researchers analyzed 15 dissertation abstracts: eight from the faculty of civil engineering and planning at ftsp-its and seven from the medical science department at airlangga university surabaya. they examined the number of paragraphs and the structure of the abstract in each. findings: the study indicated various abstract structures and writing formats: 40% of the abstracts had three paragraphs, 26.66% had five paragraphs, 20% had four paragraphs, and 13.33% had one paragraph. in terms of abstract structure, 60% lacked a conclusion, 33.33% lacked an objective, 26.66% lacked all five abstract structures, 26.66% lacked both the objective and the conclusion, and 6.66% lacked an introduction. conclusion: in conclusion, the study found several variations in dissertation abstract writing formats regarding both paragraph count and abstract structure. originality: the novelty of this study rests in its focus on analyzing variations in abstract writing formats and structures among surabaya state university ph.d. candidates. by examining 15 dissertation abstracts from various faculties, this study sheds light on the inconsistencies and deviations from the standard format and structure of abstracts, which may impact readers' ability to comprehend and evaluate research papers. this study contributes to a better understanding of how ph.d. students' abstract writing practices vary and identifies potential enhancement areas. keywords : dissertation, abstract, writing format doi : http//dx.doi.org/10.24903/sj.v8i1.1307 received : february 2023 accepted : april 2023 published : april 2023 how to cite this article (apa) : sukirmiyadi, s. (2023). exploring variations in abstract writing formats and structures among ph.d. students. script journal: journal of linguistics and english teaching, 8(1), 114–124. https://doi.org/10.24903/sj.v8i1.1307 copyright notice : authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a creative commons attribution 4.0 international license that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. http://jurnal.fkip-uwgm.ac.id/index.php/script https://creativecommons.org/licenses/by-sa/4.0/ https://creativecommons.org/licenses/by-sa/4.0/ 115 exploring variations in abstract writing formats and structures among ph.d. students sukirmiyadi 1. introduction the purpose of an abstract is to provide a concise summary of the main points of a written work, such as a book, speech, or article (klimova, 2015; nundy et al., 2022; plakhotnik, 2017). it provides an overview of the work's content, allowing readers to grasp its essence rapidly. abstracts play a crucial role in disseminating knowledge in academic research by providing a concise yet informative summary of lengthier reports or studies. this article examines the various types of abstracts, their structure, characteristics, the writing format typically employed by ph.d. students, and the difficulties they confront when writing effective abstracts for their research (adinkrah-appiah et al., 2021; sanganyado, 2019). the two most common varieties of abstracts are descriptive and informative. descriptive abstracts briefly overview a report or article's objective, methodology, and content. in contrast, informative abstracts provide a more comprehensive summary of the work, including its context, research problems, aims, literature review, methodology, analysis, findings, and benefits. the choice of research methodology substantially impacts the content and manner of the abstract, necessitating a thorough comprehension of the nature of the research to create a high-quality abstract (conn, 2022; lingard & watling, 2021). a coherent and well-structured abstract is required for effective communication of research findings. an abstract should typically include an introduction that explains the research's title and rationale, a body that discusses the research's main content, such as its purpose, problem statement, methodology, supporting theories, and related prior research, and a conclusion that presents the final research results and conclusion. to ensure clarity and accuracy, abstract writing must consider linguistic factors such as lexical equivalence, grammatical structure, and coherence (otta et al., 2022; raeisi et al., 2019). in academic publishing, the importance of abstracts cannot be emphasised. publishers and indexing services use abstracts to determine the relevance and quality of research articles, directly affecting their visibility and accessibility. in the context of the digital era, the importance of abstracts has increased. with the proliferation of online databases and search engines, researchers rely more and more on abstracts to find and evaluate relevant literature. a compelling and informative abstract serves as the primary entry point to the full text of a research article, making it a crucial element for attracting readers and increasing citation rates (conrad & lee, 2020; dash, 2016). several studies have collectively highlighted the importance of structured abstracts, linguistic features, and training in enhancing the comprehension and accessibility of research 116 script journal: journal of linguistic and english teaching p-issn: 2477-1880; e-issn: 2502-6623 april 2023, vol. 8 no. 1 articles across various fields (gregori-signes & clavel-arroitia, 2015; ngai et al., 2018; nguy & ha, 2022; o’rourke, 1997; radix & mohammed, 2017). while o’rourke, (1997) found that structured abstracts significantly improved readability and information retention in biomedical research articles, gregori-signes & clavel-arroitia (2015) demonstrated the impact of coherence and lexical density on abstract comprehension in social sciences research. meanwhile, radix & mohammed (2017) emphasized the role of structured training in improving abstract writing among graduate students. although these studies focus on different aspects, collectively underscore the significance of well-structured abstracts and linguistic features, along with the need for proper training to enhance the comprehension and accessibility of research articles. given the importance of abstracts in academic research, it is crucial to investigate the factors that contribute to their efficacy. the function of education and training in abstract writing is an aspect that merits investigation. many ph.d. candidates may not receive adequate instruction on writing abstracts, which may compromise the content and influence of their research. in addition, cultivating a peer review and feedback culture among researchers can help improve abstract writing. ph.d. students can obtain valuable insights and suggestions for refining their abstracts, thereby enhancing clarity, coherence, and overall effectiveness, by sharing draughts with colleagues and mentors (gabriel et al., 2021; hartley & betts, 2007). in conclusion, abstracts serve an indispensable role in the dissemination and influence of academic research. it is essential to ensure the quality and coherence of abstracts in order to effectively communicate research findings, attract readers, and boost citation rates. by focusing on the content, language, structure, and format of abstract writing, researchers can increase the effectiveness of their abstracts and contribute to the advancement of knowledge in their respective fields. ultimately, the pursuit of excellence in abstract writing is an essential component of the larger effort to advance human knowledge and comprehension through rigorous and significant academic research. 2. methodology this study utilized a qualitative descriptive methodology that allowed for an in-depth examination of selected texts' writing format and abstract structure, thereby contributing to a comprehensive comprehension of the abstract writing process among ph.d. students (creswell, 2015). 15 dissertation abstracts written by ph.d. candidates at two prestigious state institutions in surabaya, indonesia, were analyzed: institut teknologi sepuluh nopember 117 exploring variations in abstract writing formats and structures among ph.d. students sukirmiyadi (its) and airlangga university (unair). these institutions were chosen to represent a diversity of academic disciplines, allowing for a comparative analysis of abstract writing across various fields of study. using this comprehensive approach, the researchers were able to identify trends and patterns in abstract writing practices, as well as discipline-specific nuances that may influence abstract content and structure. the process of collecting data centered on analyzing the number of paragraphs in each abstract and the abstracts' overall structure, which included elements such as introduction, objectives, methods, findings/results, and conclusions (braun & clarke, 2006). by analyzing these elements, the researchers were able to identify common practices and difficulties encountered by ph.d. candidates when writing effective abstracts for their research. in addition to the structural aspects of the abstracts, the researchers also evaluated the abstracts' linguistic and stylistic characteristics, such as the use of appropriate tenses, passive voice, and academic vocabulary. attention to these details allowed for a more thorough evaluation of the quality and coherence of the abstracts, providing valuable insights into enhancement areas and the development of best practices. data analysis consisted of a comprehensive examination of the collected abstracts, identifying patterns and themes, and comparing writing formats and structures across the chosen texts (braun & clarke, 2006). the findings were subsequently interpreted to provide valuable insights and recommendations for enhancing the quality and coherence of abstracts in academic research, thereby contributing to the ongoing discourse on effective research communication within the academic community. this study contributes to the larger effort to advance human knowledge and comprehension through rigorous academic research by highlighting the challenges researchers encounter and providing suggestions for improving abstract writing skills. 3. findings the core data for this study came from 15 dissertation abstracts produced by ph.d. candidates at surabaya state universities, as previously stated. to clarify, the data gathered focused on the number of paragraphs (writing style) and the abstract structure of each piece. the following table provides a complete summary of this data. tabel 1 abstract structure tabulation and writing format number of data introduction aim methodology results/ finding conclusion number of paragraphs k-1 v v v v v 5 k-2 v v v v 4 k-3 v v v v v 1 118 script journal: journal of linguistic and english teaching p-issn: 2477-1880; e-issn: 2502-6623 april 2023, vol. 8 no. 1 number of data introduction aim methodology results/ finding conclusion number of paragraphs k-4 v v v v 1 k-5 v v v v v 5 k-6 v v v v v 5 k-7 v v v v 5 t-1 v v v 3 t-2 v v v v 3 t-3 v v v 4 t-4 v v v v 4 t-5 v v v 3 t-6 v v v v 3 t-7 v v v v 3 t-8 v v v 3 deviationn 6,66% 33,33% 0% 0% 60% 73,33% [100%] 3.1. writing format of abstract the table one displayed demonstrates that the abstract writing approaches employed by ph.d. candidates from state universities in surabaya exhibit considerable variation. a majority of the abstracts, accounting for eleven out of fifteen (73.33%), fail to conform to the appropriate writing format. this deviation was identified in abstracts labeled k-2, k-3, k-4, and t-1-2-3-4-5-6-7-8, which comprised fewer than the requisite five paragraphs. conversely, a mere 26.66% of the abstracts adhered to the complete writing format, entailing five paragraphs that encompass the essential abstract structures: introduction, aim, methodology, findings/results, and conclusion. this comprehensive writing format was detected in data k-1, k-5, k-6, and k-7. the specific results are as follows: 1) four abstract texts (k1, k3, k5, and k6) had five paragraphs (complete), accounting for 26.66 percent of the total. these texts included the five abstract sections: introduction, objective, methodology, findings/results, and conclusion. 2) three abstract texts, k2, t3, and t4, each contained four paragraphs, accounting for 20% of the total. 3) six abstract texts, t1, t2, t5, t6, t7, and t8, each contained three paragraphs and accounted for 40 percent of the total; these six abstracts were data numbers t1, t2, t5, t6, t7, and t8. lastly, 4) two abstract texts consisted of a single paragraph, accounting for 13.33% of the total; data numbers k3 and k4 fall into this category. these variations in format and structure suggest that ph.d. candidates need clearer instruction and education on abstract writing. establishing standard guidelines and providing resources, such as examples of wellwritten abstracts, can assist students in comprehending the expectations and best practices for writing abstracts that effectively communicate their research findings. by enhancing the 119 exploring variations in abstract writing formats and structures among ph.d. students sukirmiyadi quality and coherence of abstracts, students can increase their research's visibility, impact, and publication potential. 3.2. abstract structure shah (2017) emphasize that an effective research report abstract should encompass five crucial sections: 1) introduction, 2) purpose/objective, 3) methodology, 4) findings/results and discussion, and 5) conclusion. upon analyzing the data presented in the table, it becomes evident that the abstract structures of texts authored by ph.d. candidates at state universities in surabaya exhibit substantial diversity. out of fifteen abstracts, eleven (73.33%) failed to comply with the comprehensive structure, lacking key components such as the introduction, purpose/objective, and/or conclusion. these abstracts corresponded to the k2-4-7 and t1-2-3-4-5-6-7-8 data sets. the findings underscore the importance of adopting a more consistent and structured approach to abstract writing among ph.d. students to enhance the overall quality and coherence of their academic research. in contrast, only four abstracts (26.66%) had a complete structure, including an introduction, objective, methodology, findings/results, and conclusion. a thorough examination of the results revealed the following: 1) four abstract texts (26.66%) had a comprehensive abstract structure. these abstracts corresponded to data k1, k3, k5, and k6. these abstracts included all five required sections: introduction, purpose/objective, methodology, results/findings and discussion, and conclusion. 2) one data point, representing 6.66 percent, lacked an introduction, specifically data k7. 3) data numbers t1, t2, t3, t4, t5, t7, and t8 were the only abstracts that lacked the purpose/objective. moreover, nine abstract texts (60%) -the plurality -lacked a conclusion. these abstracts corresponded to the data k2-4 and t1-2-3-4-5-6-8. 5) finally, four abstracts (26.66%) lacked both a purpose/objective and a conclusion; these were t1, t3, t5, and t8. this variation in adherence to the recommended abstract structure demonstrates the need for clearer guidance and enhanced education for ph.d. students when writing their research abstracts. by emphasizing the significance of incorporating each of the five abstract structures, students can more effectively convey the significance and impact of their research to readers, potentially increasing their chances of publication and academic recognition. 4. discussion in accordance with the previously explained writing format and abstract structure, datum no. t-5 cannot be regarded as an exemplary abstract due to its failure to meet the writing format and abstract structure requirements. while the writing format requires five 120 script journal: journal of linguistic and english teaching p-issn: 2477-1880; e-issn: 2502-6623 april 2023, vol. 8 no. 1 paragraphs, this particular piece of information consists of only three, lacking the 'purpose' and 'conclusion' sections. in addition, each paragraph should contain only one abstract structure; however, two of the three paragraphs (paragraphs 2 and 3) contain multiple abstract structures. the second paragraph combines the introduction and methodology, while the third paragraph combines the methodology and findings. as a result, t-5 does not adhere to the established guidelines for writing abstracts, which may compromise its effectiveness and clarity in communicating the main aspects of the research. the results of this study indicate that ph.d. students at state universities in surabaya adhere inconsistently to the recommended abstract structure when writing their abstracts. this finding is consistent with prior research indicating that many researchers and students may not receive adequate training in writing effective abstracts (sanganyado, 2019; swales & feak, 2004). the majority (73.33%) of the 15 abstracts analyzed in this study lacked a comprehensive abstract structure. consequently, it is essential to investigate the factors that contribute to these deviations, such as the role of education and training in abstract writing and the advantages of peer review and feedback (adinkrah-appiah et al., 2021; sanganyado, 2019; swales & feak, 2004). the absence of essential components in the abstracts, such as the purpose/objective, methodology, and conclusion, is an important aspect of the findings. frazer (2012) suggests that ph.d. students may not completely comprehend the significance of these elements in communicating the essence of their research. students' ability to compose abstracts that effectively convey the significance and impact of their research may be hindered by a lack of appropriate guidance and instruction on abstract writing (hyland, 2004). in addition, the disparity in abstract structures among the various abstracts suggests a lack of uniformity in the guidance provided by academic institutions or administrators (alotaibi, 2020). in order to ensure consistency and quality across all academic disciplines, it is crucial to establish distinct guidelines and expectations for abstract writing (lang, 2008). prior research sanganyado (2019) and swales & feak (1996) has highlighted the significance of education and training in enhancing abstract writing skills. specifically, workshops and courses that emphasize the essential elements of an effective abstract can significantly improve the content and coherence of student abstracts (alotaibi, 2020; hyland, 2004). in addition, incorporating explicit instruction on abstract writing into graduate-level 121 exploring variations in abstract writing formats and structures among ph.d. students sukirmiyadi research courses can help students better comprehend the conventions and expectations for abstracts in their respective fields (swales & feak, 2004). furthermore, the function of peer review and feedback in improving abstract writing should not be understated (christian & kearns, 2018). researchers can obtain valuable insights and suggestions for refining their abstracts by fostering a culture of collaboration and constructive criticism (alotaibi, 2020). in addition, feedback from mentors and experienced researchers can give students a more nuanced comprehension of the expectations and standards for abstract writing in their respective disciplines (hyland, 2004). in conclusion, this research emphasizes the need for enhanced education and training in abstract writing for doctoral students at surabaya's public universities. the significant variation in adherence to the recommended abstract structure demonstrates the need for explicit guidance and standardization in academic abstract writing conventions. by incorporating seminars, courses, and explicit instruction on abstract writing into graduatelevel research curricula, students can acquire the skills necessary to produce effective, coherent abstracts that convey the significance and impact of their research. in addition, cultivating a culture of peer review and feedback can provide students with valuable insights and suggestions for refining their abstracts, thereby improving the clarity and coherence of their research. 5. conclusion according to the previous findings and discussions, it can be concluded that there are a variety of formats for writing dissertation abstracts, both in terms of the number of paragraphs and the structure of the abstract. the majority of the analyzed abstracts contained three paragraphs, accounting for forty percent of the total. in terms of abstract structure, abstracts lacking a conclusion, which accounted for sixty percent of the sample, deviated the most. considering these variations, it is essential to emphasize the importance of adhering to established guidelines when writing abstracts. this ensures that the abstracts convey the essential aspects of the research clearly and coherently. only three (20%) of the fifteen examined abstracts, specifically data no. k1-5-6, were classified as well-written abstracts, meeting both the format and structure requirements. this result demonstrates the need for additional guidance and training in abstract writing for ph.d. students, as a significant proportion of the abstracts analyzed deviated from 122 script journal: journal of linguistic and english teaching p-issn: 2477-1880; e-issn: 2502-6623 april 2023, vol. 8 no. 1 the anticipated format and structure. by providing adequate instruction and emphasizing the significance of adhering to established guidelines, educational institutions can help improve the quality of abstract writing, thereby enhancing the communication and impact of academic research across multiple disciplines. 6. references adinkrah-appiah, prof. k., miracle a, a., adaobi, c. c., & owusu-addo, a. 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(2004). academic writing for graduate students: essential tasks and skills (vol. 1). university of michigan press ann arbor, mi. copyright © 2017, script journal: journal of linguistic and english teaching, p-issn 2477-1880, e-issn 2502-6623 http://jurnal.fkip-uwgm.ac.id/index.php/script script journal: journal of linguistic and english teaching p-issn: 2477-1880; e-issn: 2502-6623 october 2017, vol. 2 no. 2 received: mei 2017 accepted: mei 2017 published: october 2017 article doi: http://dx.doi.org/10.24903/sj.v2i2.102 vocabulary test strategies used by the students to answer vocabulary test the reading comprehension of toefl suyatman mulawarman university suyatmansaleh@gmail.com dzul rachman universitas muhammadiyah kalimantan timur dzulrachman@umkt.ac.id abstract: test of english as a foreign language or toefl is a standardized test of english for non-native speaker. it consists of three parts or three sections of tests. in reading comprehension test, it consists of vocabulary test. to get better result of score, it needs strategies. the purposes of this study are to know the strategies used by the students to answer the vocabulary test on reading section of toefl, to know the most strategy used by the students, to know the least strategy used by the students and to know the distribution of strategies used by the students to answer the vocabulary test of reading comprehension of the toefl. the researcher used descriptive qualitative research. the subject was twelve students. the instrument was questionnaire that consisted of thirty questions. data analyzes technique was by using mean score. the result of the research showed that; (1) students used all strategies to answer the vocabulary test of reading comprehension of toefl. (2) the most strategies used by the students was ‘looking for contextual clues to the meaning of unknown words.(3) the least strategy used by the students to answer vocabulary test was ‘developing a new vocabulary study system, and (4) the distribution of the strategy number 1 was 3.88,strategy number 2 was 3.61, number 3 was 2.94, number four was 2.91, strategy number 5 was3.88, strategy number six was 3.47, strategy number seven was 3.69, strategy number eight was 3.02, strategy number nine was 3.00 and the last strategy was 3.13. keywords: vocabulary test strategies, reading comprehension, toefl http://jurnal.fkip-uwgm.ac.id/index.php/script http://dx.doi.org/10.24903/sj.v2i2.102 mailto:suyatmansaleh@gmail.com mailto:dzulrachman@umkt.ac.id script journal: journal of linguistic and english teaching, october 2017, vol.2 no.2 copyright © 2017, script journal: journal of linguistic and english teaching, p-issn 2477-1880, e-issn 2502-6623 214 introduction english is used as a measurement for a person who wants to continue his study to overseas where the countries’ main language is english. the person should master english in a certain level that is measured by an international standardized of test that is called ‘test of english as a foreign language or known in society as toefl. the toefl consists of three parts materials or three section. they are listening section, writing section and reading comprehension section. each of the three section has different limited and separated time where each time can not be integrated with the other (shape, 2007). the reading section consists of reading comprehension and vocabulary. in reading comprehension consists of passages and questions about the contents of the passages (brasell, 2008). participants of the test should read the passages in order to find out new clues that are helpful in answering the questions. for vocabulary questions, participants must complete the vocabulary items very quickly in order to save as much as possible the time. in this case, generally, re reading does not help, so either they know the answer immediately or they do not know it at all.(carol king and nancy stanley, 2002). the students of english department of mulawarman university should master of english in listening, speaking reading and writing in order to practice it in daily communication, and one of the identities about it, they should also pass the test of english as a foreign language or toefl by the passing grade of four hundred and fifty before they get final examination of their theses. in order to be a success in getting the passing grade of toefl from language laboratory of english department, they need strategies in doing the test, especially on vocabulary test of reading section. so it is necessary to know the strategies that they use to answer the vocabulary test of a reading section of the toefl. the researcher formulates the research questions as follows: what are the strategies used by the students to answer the vocabulary test in reading section of toefl? which strategy is the most used by the students to answer the vocabulary test in reading section? which strategy is the least used by the students to answer the vocabulary test in reading section? how is the distribution of the strategies used by the students to answer the vocabulary test in reading section of toefl? script journal: journal of linguistic and english teaching, october 2017, vol.2 no.2 copyright © 2017, script journal: journal of linguistic and english teaching, p-issn 2477-1880, e-issn 2502-6623 215 methodology research design this research is intended to analyze the strategies used by students to answer vocabulary test in reading a section of toefl. therefore the researcher applied descriptive qualitative as the research design. (w.creswell, 2008) defines qualitative as a research process which aimed to analyze social issues based on the observation and presented in details description formed by words. qualitative research is conducted to describe and understand social episodes from the stance of participants (p.d., leedy & ormond, 2001). thus in relation to this research, the researcher focused on observation of the data with the purpose to describe the types of strategies in answering the vocabulary test in reading a section of toefl. the kinds of strategies are strategies that are stated by carol king and nancy stanley in their book of ‘building skills for toefl. research subject the subject in this research was the group students in english department of mulawarman university who had studied the material of reading comprehension for the test of english as a foreign language or toefl. the students had followed toefl as requirements before they face final examination of their thesis. the total number of the subjects was twelve students. they had passed seminar one and seminar two for their thesis. they entered in english department of mulawarman university in the year of 2009, 2010, 2011 and 2012. research instrument an instrument is a means that allows the researcher to measure, examine, or record data (w.creswell, 2008). the instrument of the research was vocabulary test strategies and questionnaire. vocabulary test strategies were given to the participant not to measure the achievement of vocabulary, but only to know the strategies used by them. thus, related to this study, the researcher used himself as the key instrument with the combination between conceptual and theoretical knowledge of the researcher about the vocabulary test strategies used by the students in answering the vocabulary part in reading comprehension of toefl. the researcher gave the vocabulary test and questionnaire. vocabulary test consisted of twenty items in the form of multiple choice test. this test was not scored but it was only to see what strategies that they used to answer. after the students answered each item, they should choose what number of strategies they used. the second instrument was script journal: journal of linguistic and english teaching, october 2017, vol.2 no.2 copyright © 2017, script journal: journal of linguistic and english teaching, p-issn 2477-1880, e-issn 2502-6623 216 questionnaire. questionnaires refer to a series of questions asked to individuals to obtain statistically useful information about a given topic (saris, w.e and gallhofer, 2014). the content of questionnaire was taken from the book of building skills for toefl by carol king and nancy stanley. there were ten strategies that should be chosen by students. each of the strategies was enlarged into three questions that were used in the questionnaire. so the questionnaire consisted of thirty questions. it was a closed-ended question likert-type scale measure test that examined the frequency with ‘always the score was five. ‘usually’, the score was four. ‘sometimes’, the score was three. ‘ever or occasionally’ the score was two, and ‘never’ the score was one (l.wuensch, 2005) data collection techniques in doing the data collection, the researcher conducted several steps as the following: in collecting the data, the researcher gave vocabulary test to the students. then the researcher also gave the questionnaire to the students. the researcher asked the students to answer the vocabulary test. the students were also asked to choose the strategy used to answer the number of the vocabulary test at the end of each number. the researcher collected the results of the test and the questionnaire. the researcher constructed the data and tabulated it. finally, the researcher analyzed the data. data analysis the data in this thesis was analyzed based on the flow model diagram by (miles, 1994). they defined analysis as consisting of three concurrent flows activity; data reduction, data display, and conclusion drawing/verification. data reduction is processing of selecting, simplifying, abstracting, and transforming raw data from writing notes. the way of data analysis in this study is to find out the vocabulary test strategies used by the students by finding out the result of the questionnaire. findings in researching the object, the researcher found the vocabulary test strategies used by the students to answer vocabulary test on the reading comprehension of toefl by using a questionnaire that consists of thirty questions that should be answered by the subjects. thirty questions were enlarged from ten statements of vocabulary test strategies adopted from the book of building skill of toefl by carol king and nancy stanley. the ten strategies are : looking for contextual clues to the meaning of unknown words, noticing the grammatical function of the words, learning the meaning of common stems and affixes, looking up the unknown words in dictionary, developing a new vocabulary study system, focusing on the script journal: journal of linguistic and english teaching, october 2017, vol.2 no.2 copyright © 2017, script journal: journal of linguistic and english teaching, p-issn 2477-1880, e-issn 2502-6623 217 underlined word(s) and the four possible answers, looking for the most exact synonym, remembering the trick that the toefl writers might employ, guessing because of no sure of an answer and working quickly because of using time wisely. to answer the research question, the researcher used five types of likert scale to score the students’ answer in the questionnaire. in administrating the questionnaire, the researcher used scale one until five. the scale represented, always, usually, sometimes, occasionally and never. based on the responded questionnaire, the students used all strategies in answering vocabulary test of reading comprehension in the toefl. students’ vocabulary test strategies the researcher used the questionnaire based on the building skills for the toefl by(carol king and nancy stanley, 2002). the questionnaire consisted of ten items question and each item of the question was enlarged into three identities of the question. so there was thirty question in the questionnaire. based on the responses of the questionnaire, the students used all strategies in answering vocabulary test of reading comprehension. the distribution of strategies are as follows: strategies of looking for contextual clues to the meaning of unknown words questions on this strategy were constructed on the item number one, two, and three. question number one is asking about determining the meaning of unknown words when the students were answering the vocabulary test of reading comprehension of toefl. question number two is asking about expanding vocabulary efficiently when the students are answering the vocabulary test of reading comprehension of toefl. question number three is asking about the knowledge of when and where the word should be used when the students are answering the vocabulary test of reading comprehension of toefl. the average result of question number one, number two and number three that asking about looking for contextual clues to the meaning of unknown word showed that the stu dents usually used it. the average mean score was 3.88 (m= 3.88) and it refers to the second choice of a questionnaire that said ‘usually’ by the score of four. noticing the grammatical function of words questions on this strategy were constructed on the item number four, five, and six. question number four was asking about the grammatical function of the word when the students are answering the vocabulary test of reading comprehension of toefl. question number five was asking about differentiating among the class of word as noun, adjective, verb or adverb when the students were answering the vocabulary test of reading script journal: journal of linguistic and english teaching, october 2017, vol.2 no.2 copyright © 2017, script journal: journal of linguistic and english teaching, p-issn 2477-1880, e-issn 2502-6623 218 comprehension of toefl. question number six was asking about the simple form, past form, and past participle form when the students are answering the vocabulary test of reading comprehension of toefl. the average result of question number four, number five and number six that asking about looking for contextual clues to the meaning of unknown word showed that the students usually used it. the average mean score was 3.61 (m= 3.61) and it refers to the second choice of a questionnaire that said ‘usually’ by the score of four. learning the meaning of common stems and affixes questions on this strategy were constructed on the item number seven, eight, and nine. question number seven was asking about recognizing the morpheme of words when the students were answering the vocabulary test of reading comprehension of toefl. question number eight was asking about seeing free morpheme and bound morpheme when the students were answering the vocabulary test of reading comprehension of toefl. question number nine was asking about seeing root, prefix, and suffix when the students are answering the vocabulary test of reading comprehension of toefl. the average result of question number seven, number eight and number nine that asking about looking for contextual clues to the meaning of unknown word showed that the students sometimes used it. the average mean score was 2.94 (m= 2.94) and it refers to the third choice of a questionnaire that said ‘sometimes’ by the score of three. looking up the unknown words in college dictionary questions on this strategy were constructed on the item number ten, eleven, and twelve. question number ten was asking about looking up the unknown words in dictionaries when the students were answering the vocabulary test of reading comprehension of toefl. question number eleven was asking about using a pocket dictionary when the students were answering the vocabulary test of reading comprehension of toefl. question number twelve was asking about looking up in the online dictionary when the students are answering the vocabulary test of reading comprehension of toefl. the average result of question number ten, number eleven and number twelve that asking about looking for an unknown word in college dictionaries showed that the students sometimes used it. the average mean score was 2.91 (m= 2.94) and it refers to the third choice of a questionnaire that said ‘sometimes’ by the score of three. script journal: journal of linguistic and english teaching, october 2017, vol.2 no.2 copyright © 2017, script journal: journal of linguistic and english teaching, p-issn 2477-1880, e-issn 2502-6623 219 developing a new vocabulary study system questions on this strategy were constructed on the item number thirteen, fourteen, and fifteen. question number thirteen was asking about several kinds of suffixes in different words when the students were answering the vocabulary test of reading comprehension of toefl. question number fourteen was asking about the changing the class or words when the students were answering the vocabulary test of reading comprehension of toefl. question number fifteen was asking about making the definition of the word of vocabulary when the students are answering the vocabulary test of reading comprehension of toefl. the average result of question number thirteen, number fourteen and number fifteen that asking about developing a new vocabulary study system showed that the students sometimes used it. the average mean score was 2.88 (m= 2.88) and it refers to the third choice of a questionnaire that said ‘sometimes’ by the score of three. focusing on the underlined words and the possible answer questions on this strategy were constructed on the item number sixteen, seventeen, and eighteen. question number sixteen was asking about relating the underlined word with the answer when the students were answering the vocabulary test of reading comprehension of toefl. question number seventeen was asking about thinking to replace the underlined word with one of the answers when the students were answering the vocabulary test of reading comprehension of toefl. question number eighteen was asking about eliminating one vocabulary test of reading comprehension of toefl. the average result of question number sixteen, number seventeen and number eighteen that asking about showed that the students sometimes used it. the average mean score was 3.47 (m= 3.47) and it refers to the second choice of a questionnaire that said ‘usually,’ by the score of four. looking for the most exact synonym questions on this strategy were constructed on the item number nineteen, twenty, and twenty-one. question number nineteen was asking about understanding the underlined word and the four answer when the students were answering the vocabulary test of reading comprehension of toefl. question number twenty was asking about reading all the answer before determining the choice when the students were answering the vocabulary test of reading comprehension of toefl. question number twenty-one was asking about choosing the closest meaning of the underlined word when the students are answering the vocabulary test of reading comprehension of toefl. the average result of question number nineteen, number twenty and number twenty-one that asking about choosing the closest meaning of the underlined words showed that the students always used it. the average mean score was script journal: journal of linguistic and english teaching, october 2017, vol.2 no.2 copyright © 2017, script journal: journal of linguistic and english teaching, p-issn 2477-1880, e-issn 2502-6623 220 3.69 (m= 3.69) and it refers to the first choice of a questionnaire that said ‘always’ by the score of five. reminding the tricks that toefl writer might employ questions on this strategy were constructed on the item number twenty-two, twentythree, and twenty-four. question number twenty-two was asking about keeping eyes on the questions and answer sheet only when the students were answering the vocabulary test of reading comprehension of toefl. question number twenty-three was asking about looking around the room or other people when the students were answering the vocabulary test of reading comprehension of toefl. question number twenty-four was asking about marking first when getting difficult question when the students are answering the vocabulary test of reading comprehension of toefl. the average result of question number twenty-two, number twenty-three and number twenty-four that asking about reminding the tricks that toef writers might employ showed that the students usually used it. the average mean score was 3.69 (m= 3.92) and it refers to second choice of questionnaire that said ‘usually’ by the score of four. guessing because of not sure of an answer questions on this strategy were constructed on the item number was asking about leaving the answer the answer blank when the students were answering the vocabulary test of reading comprehension of toefl. question number twenty-six was asking about guessing immediately because they don’t know the answer when the students were answering the vocabulary test of reading comprehension of toefl. question number twenty-seven was asking about having the smallest hunch about the correct answer when the students were answering the vocabulary test of reading comprehension of toefl. the average result of question number twenty-five, number twenty-six and number twenty-seven that asking about reminding the tricks that toef writers might employ showed that the students usually used it. the average mean score was 3.00 (m= 3.00) and it refers to second choice of questionnaire that said ‘sometimes’ by the score of three. guessing because of not sure of an answer questions on this strategy were constructed on the item number twenty-five, twentysix, and twenty-seven. question number twenty-five was asking about leaving the answer the answer blank when the students were answering the vocabulary test of reading comprehension of toefl. script journal: journal of linguistic and english teaching, october 2017, vol.2 no.2 copyright © 2017, script journal: journal of linguistic and english teaching, p-issn 2477-1880, e-issn 2502-6623 221 question number twenty-six was asking about guessing immediately because they don’t know the answer when the students were answering the vocabulary test of reading comprehension of toefl. question number twenty-seven was asking about having the smallest hunch about the correct answer when the students were answering the vocabulary test of reading comprehension of toefl. the average result of question number twentyfive, number twenty-six and number twenty-seven that asking about guessing because of not sure of an answer showed that the students sometimes used it. the average mean score was 3.00 (m= 3.00) and it refers to second choice of questionnaire that said ‘sometimes’ by the score of three. working quickly because of using time wisely questions on this strategy were constructed on the item number twenty-eight, twentynine, and thirty. question number twenty-eight was asking about focusing on the easier answer when the students were answering the vocabulary test of reading comprehension of toefl. question number twenty-nine was asking about thinking carefully and needing more time when the students were answering the vocabulary test of reading comprehension of toefl. question number thirty was asking about completing on one item less than twenty-second when the students were answering the vocabulary test of reading comprehension of toefl. the average result of question number twenty-eight, number twenty-nine and number thirty that asking about working quickly because of using time wisely showed that the students usually used it. the average mean score was 3.13 (m= 3.13) and it refers to second choice of questionnaire that said ‘usually’ by the score of four. discussion after researcher presented data finding in previous discussion, found that all respondents stated that they used all strategies in answering vocabulary test of reading comprehension of toefl. this statement was proved by their answer of questionnaire that the average score of each item of strategy more than 2.00 it meant that at least they sometimes used the strategy in answering the vocabulary test. from the distribution the above data, it can be shown that the strategy most used by the respondent was strategy number one that discussed about ‘looking for contextual clues to the meaning of unknown words’ that were resulted from questionnaire number one, two and three. it got the highest score that is 140, by the average result was 3.88, that was belongs to high level. the lowest score was got by strategy number 5 by the score was 104 with the average result was 2.88 and belongs to moderate result. so the least strategy that was used by the students when they script journal: journal of linguistic and english teaching, october 2017, vol.2 no.2 copyright © 2017, script journal: journal of linguistic and english teaching, p-issn 2477-1880, e-issn 2502-6623 222 were answering the vocabulary test of reading comprehension was ‘developing a new vocabulary study system’ that include question number thirteen, fourteen and fifteen that were discussing about understanding suffixes in di different words, thinking about the class of words and making definition of the word of vocabulary. relating the result of previous research and the result of this research, it could be concluded that vocabulary is the basic knowledge of a language and especially english. the user of english will be able to apply the english if he or she has enough vocabulary, and they will be easier to carry out the english in the language skills of listening, speaking, reading and writing. the vocabulary that consists of content words and function words and all kinds of words also consisted in reading passages of books. to reach enough vocabulary, it needs some strategies. strategies are also needed in vocabulary test in reading comprehension or reading section of test of english as foreign language or toefl. conclusion relying upon the research questions, research findings, and discussion; the conclusion of this research are as follows: students used all strategies of vocabulary test in answering the reading comprehension of toefl, the most strategy used by the students in answering the vocabulary test of reading comprehension of toefl was ‘looking for clues the meaning of unknown words, the least strategy used by the students in answering the vocabulary test of reading comprehension of toefl was ‘developing a new vocabulary study system, the distribution of students’ strategies in answering the vocabulary test of reading comprehension of toefl were: strategy number one was 3.88, strategy number two was 3.61, strategy number three was 2.94, strategy number four was 2.91, strategy number five was 2.88, strategy number six was 3.47, strategy number seven was 3.69, strategy number eight was 3.02, strategy number nine was 3.00, strategy number nine was 3.00, and the last strategy was 3.13. script journal: journal of linguistic and english teaching, october 2017, vol.2 no.2 copyright © 2017, script journal: journal of linguistic and english teaching, p-issn 2477-1880, e-issn 2502-6623 223 bibliography brasell, d. (2008). comprehension that work. huntington beach: shell education. carol king and nancy stanley. (2002). building skill for the toefl. thomas nelson ltd. edinburg. l.wuensch, k. (2005). "what is a likert scale? and how do you pronounce likert? east carolina university. miles, b. m. and m. h. (1994). an expanded sourcebook qualitative data analysis. london: sage publications. p.d., leedy & ormond, j. . (2001). practical research: planning and design (7th ed). upper saddle river,nj: prentice_hall. saris, w.e and gallhofer, i. . (2014). design, evaluation and analysis of questionnaires for survey research. second edition.hoboken,wiley. shape, pamela j. (2007). how to prepare for the test of english as a foreign language internet based test. barrons"s educational series,inc. binarupa aksara jakarta. w.creswell, j. (2008). educational research: planning,conducting, and evaluating quantitative and qualitative research. united state of americqa: pearson merrill prentice hall. copyright © 2017, script journal: journal of linguistic and english teaching,p-issn 2477-1880, e-issn 2502-6623 http://jurnal.fkip-uwgm.ac.id/index.php/script script journal: journal of linguistic and english teaching p-issn: 2477-1880; e-issn: 2502-6623 october 2017, vol. 2 no. 2 received: september 2017 accepted: september 2017 published: october 2017 article doi: http://dx.doi.org/10.24903/sj.v2i2.134 a revisit of the gricean maxims in manado malay language stevanus ngenget universitas katolik de la salle sngenget@unikadelasalle.ac.id abstract: some researchers have tried to challenge the dominance of gricean maxims in terms of its consistency. one way oftesting itis by conducting research in vernacular language. this research is therefore conducted to revisit gricean maxims in manado malay language, a language used by the people who live in manado and its surroundings. this research, therefore, aims to find out (1) how the cooperative principle is violated in manado malay language, and (2) what the purpose of the generated implicatures are. the data used for analysis in this research were taken from recorded lunch break conversation of the lecturers at unika de la salle manado in july 2016. the result showed that the gricean maxims: maxim of quantity, maxim of quality, maxim of relation and maxim of manner were observed in manado malay language. it was also found that implicatures generated in manado malay language were meant for giving information. it can be concluded that gricean maxims are consistent when implicatures occur in manado malay language. furthermore, speakers of manado malay language usually produce implicature to give information and to joke. keywords: gricean maxims, cooperative principle, implicature http://jurnal.fkip-uwgm.ac.id/index.php/script http://dx.doi.org/10.24903/sj.v2i2.134 mailto:sngenget@unikadelasalle.ac.id script journal: journal of linguistic and english teaching, october 2017, vol.2 no.2 204 copyright © 2017, script journal: journal of linguistic and english teaching,p-issn 2477-1880, e-issn 2502-6623 introduction the underlying principle of grice, (1975) theory is that human interaction has a potential for misinterpretation because there are utterances that cannot be interpreted merely by looking at the words that compose the utterances (åkerman, 2009). it would be too naïve to look at the words themselves to understand what people try to convey in conversation (bezuidenhout & cutting, 2002). it is true that semantic meaning where the grammar, structure and vocabulary play a role in shaping the meaning of certain sentences, however, pragmatic meaning also exist and play an important role especially in communication(p dekker, 2002: capone, 2006). grice, (1975) is well aware of this. therefore, he puts forward his cooperative principle theory. according to grice, a good conversation should observe the four maxims known as the gricean maxims which are maxim of quantity, maxim of quality, maxim of relation and maxim of manner. when one or more of these maxims are violated, in other words when the cooperative principle is defied, the meaning should be interpreted. the interpretation could be so alienated from the words that compose the utterance which he refers to as implicature. maxim of quantity refers to the information given during conversation. the principle is that information should be as informative as required, not more or less. maxim of quality refers to the information which is true. maxim of relation refers to the information which should be relevant and maxim of manner talks about avoiding ambiguity in utterances. there have been researches conducted to analyze how implied meaning takes place in conversation. in her research, brumark (2006) finds that implied meaning is observable when people communicate in the family dinner table. in other research, fetzer, (2006) observes that in political conversation, implicature is used to avoid the topic a speaker is not comfortable with. moreover, implicature is also observable in textual research such as in s chapman, (2012) where he studies about implicature in detective novels, and s. ngenget, (2007) where he researches the violation of gricean maxims in harold pinter‟s novel, the birthday party. grice‟s theory has even been researched further such as in c jagoe, (2015) where she finds that implicature is observable in mentally disabled informants. while grice‟s cooperative principle has been researched across countries and languages, researches on vernacular language or language used by ethnic groups need to be addressed more. in indonesia, for example, there are over 300 languages used by certain group, ethnic or race for communication (sandjaja, n.d.), an ample opportunity for language researches. in this research, therefore, grice‟s theory on implicature is implemented on the language used by thegroup of people who live in manado and its surroundings called manado script journal: journal of linguistic and english teaching, october 2017, vol.2 no.2 205 copyright © 2017, script journal: journal of linguistic and english teaching,p-issn 2477-1880, e-issn 2502-6623 malay language (salea-warouw, 1981). specifically, this research aims to address the following questions: (1) how is the cooperative principle violated in manado malay language? and what is the purpose of the implicature generated? methodology the nature of this research is qualitative. therefore, the data collection and analysis used qualitative approach. to be specific, the method used in this research was descriptive qualitative which emphasized on the process and meaning based on the social reality where the research was conducted, putting aside typical components of quantitative research such as size and frequency (denzin & lincoln, 2009), (arbain, 2016) (nur, 2017). research data were taken from conversation among colleagues of de la salle university during lunch break. the subjects were chosen based on convenience, as it was easier to spot the subjects during lunch break because they usually sat in a gazebo for lunch. besides, during the break the language used by the subjects was manado malay language which was the focus of this research. another thing was that open conversation was expected during the lunch break, as the subjects have known each other for years. for data collection, researcher used cellphone application called audio notes to record the conversation. this instrument was chosen because it allowed the researcher not only to record the data but also to make notes in the application when necessary. besides, the quality of the recording by using this application was better than other build-in application in the cellphone. lunch break at de la salle university starts from 12.00 to 13.00. during this time, the employees usually gather at the gazebo for lunch. this was the time when the recording took place. the recording was simply started by pressing the recording button on the screen. after the lunch break was over for about one hour, pressing the toggle button stopped the recording. this procedure carried on for one month in august 2016. the recording took place without prior notice of the subjects. it was purposively implemented to avoid hawthorne effect where the participants behave unnaturally realizing that they are being research (back, 2013:haghverdi, 2010). however, when the data collection finished, the subjects were told about the recording. the first phase of data analysis started with separating the utterances that violated the gricean maxims from the rest. the utterances called implicatures were then separated based on the maxims violated whether it was maxim of quantity, maxim of quality, maxim of script journal: journal of linguistic and english teaching, october 2017, vol.2 no.2 206 copyright © 2017, script journal: journal of linguistic and english teaching,p-issn 2477-1880, e-issn 2502-6623 relation, or maxim of manner. after the violation of each maxim was identified, the purpose of each utterance was calculated(l baptista, 2011:chien, 2008). findings violation of the gricean maxims while the emergence of neo-gricean (a caink & clark, 2012:levinson, 1991) and post-gricean theories (burt, 2002) tries to compete with the existing gricean theory, it is apparent from the research that the violation of gricean maxims is observable in manado malay language. it means that cooperative principle is defied due to violation of the four maxims grice proposes: maxim of quantity, maxim of quality, maxim of relation and maxim of manner. this indicates that the users of manado malay language have a tendency to use implicature in their daily lives. evidence of the violation of each gricean maxim which then triggers implicature is described below. maxim of quantity as stated earlier, the violation of maxim of quantity in conversation relates to the quantity of information provided. when an utterance is not as informative as required, the violation occurs like what can be observed in example 1 below. from this example 1 forward, the utterance will be put in three lines. the first line is the original utterance in manado malay language, the second line is the translation by words, and the last line is the free interpretation or translation of the wholeutterance. example 1: speaker a: bro, mo ba gabung acara sabantar malam? brother, want to join party later tonight? „brother, do you want to join the party tonight?‟ speaker b: suka mo pigi mar kapala so saki ini. like to go but head begin feel pain now. „i would like to, but i have just had my headache.‟ the utterance produced by speaker b is an implicature as the result of violation of the maxim of quantity. the reason why speaker b‟s utterance violates the maxim of quantity because speaker a‟s question only requires a „yes/no/ answer. however, speaker b says that he has a headache. as speaker b does not give sufficient information as required, he violates the maxim of quantity. it is important to note that even though it looks like speaker b does not respond to speaker a‟s question, in fact, by saying he has a headache, speaker b sends message to speaker a that he cannot join the party. script journal: journal of linguistic and english teaching, october 2017, vol.2 no.2 207 copyright © 2017, script journal: journal of linguistic and english teaching,p-issn 2477-1880, e-issn 2502-6623 maxim of quality violation of the maxim of quality occurs when an utterance does not reflect truth. from the example below, it is apparent that implicature as the result of violation of the maxim of quality is also observable in manado malay language. example 2: speaker a: ngana pe milu di rumah masih ada? your corn at home still have? „do you still have corn at home?‟ speaker b: napa masih da satu gunung. (particle) still have one mountain. „i still have a mountain of it.‟ this conversation consists of a violation of the maxim of quality especially in speaker b‟s utterance. it is understandable from the conversation that speaker a only asks speaker b whether he still has corn at home, however, speaker b responses by saying he still has a mountain of corn. it is obvious that speaker b does not give true information because a size of a mountain for corn does not seem to be factual. however, it does not mean that speaker b‟s statement is meaningless. by violating the maxim of quality, he tries to communicate to his interlocutor that he still has corn at his home. maxim of relation there is also evidence of the violation of maxim of relation in the research because the speaker gives response that is not relevant to what his counterpart says. the conversation can be seen in example 3 below. example 3: speaker a: na tau berapa surat satu kali kita kirim waktu sma?18. you know how many letters one time i send when high school? 18. „do you know how many letters one time i sent during high school?‟ 18 speaker b: pantas na pe rambu capat abis. no wonder your hair quick gone. „no wonder you get bald so quickly.‟ speaker b‟s statement violates the maxim of relation because there is no relation between sending letter and getting bald. even though, speaker b‟s utterance seems to be irrelevant, however, there is a real meaninghe wants to convey. it is obvious that he wants to joke by saying that speaker a‟s baldness is due to a number of letters he sent during high school. script journal: journal of linguistic and english teaching, october 2017, vol.2 no.2 208 copyright © 2017, script journal: journal of linguistic and english teaching,p-issn 2477-1880, e-issn 2502-6623 maxim of manner the violation of the maxim of manner on the other hand refers to the clarity of an utterance produced. when an utterance is ambiguousor does not have a clear meaning, it violates the cooperative principle in this case by violating the maxim of manner. occurrence of the violation of the maxim of manner in manado malay language can be seen in the following example. example 4: speaker a: ngoni da lia pa wr2? youhave seen vice rector for financial affair? „have you seen the vice rector for financial affair?‟ speaker b: tadi dia bilang dari rumah saki kong kamari. some times ago he said from hospital and here. „some times ago he told me that he just came from the hospital.‟ it is clear from speaker a‟s question that he simply asks for a „yes/no‟ answer. however, speaker b responds in different way. in this case, speaker b‟s utterance violate the maxim of manner because it creates confusion to speaker a. speaker a might get confused why the vice rector came from the hospital. he might think that the vice rector is sick or he just visits someone who is sick. however, it does not mean that speaker b does not try to convey a meaning in his utterance. he wants to say that the vice rector is in fact in campus now because he has met him. from the examples above, it is clear that cooperative principle in manado malay language is violated in terms of gricean maxims. when implicatures observed, they occur due to violation of the maxim of quantity, maxim of quality, maxim of relation and/or maxim of manner. purpose of the implicature generated looking at the examples above, it can be observed that implicatures are usually generated as a response to a question asked by the interlocutor. therefore, the purpose of implicature generated in manado malay language is mostly for giving information. if we look at example 1, it is obvious that speaker a asks about information whether or not speaker b wants to join the party. in example 2, speaker a also wants to know whether speaker a still has corn at his home. the same case is applicable in example 3 and example for. from these occurrences, it can be assumed that implicatures in manado malay language are usually generated for giving information. script journal: journal of linguistic and english teaching, october 2017, vol.2 no.2 209 copyright © 2017, script journal: journal of linguistic and english teaching,p-issn 2477-1880, e-issn 2502-6623 there are also examples from the data showing people use implicatures to joke. evidence of violation of the cooperative principle for joking can be seen in example 3. in this example, speaker b talks about speaker a‟s head. speaker b jokes about speaker a‟s baldness due to his habit of sending to many letters for correspondence during high school. even though the statement sounds sarcastic but joking has become part of the way of life of the people who use manado malay language for communication. discussion after grice,(1975) proposes his theory known as the gricean maxims, linguists and researchers try to prove that his theory is a flaw. researchers argue that it is impossible that cooperative principle is generated from only from the violation of the maxim of quantity, maxim of quality, maxim of relation or maxim of manner. it does not seem to be adequate considering that language is a very complex thing. language inventory is so various that it has so many features, if not unlimited, and these features exist in any languages used by human being. due to their skepticism, researchers try to investigate and challange the gricean maxims. while some researchers try to bring in new theory to challange grice‟s theory, it is remarkable that many researches have also proved that gricean maxims still stand out amids the challanging propositions. what makes it more interesting is that gricean maxims have been studied in more than one language and most of the results are in favor of the gricean maxims. this study is one example of how gricean maxims are put to test in a vernacular language. from the earlier discussion it is apparent that gricean maxims are observable when generated implicatures are studied in manado malay language. even though grice‟s theory is evident in this research, there are some points which is worth considering in this research which are the role of the context and the importance of intimacy of the speakers involved in the conversation. the role of context as suggested by most researchers (m blome-tillmann, 2013:lewis, 2012), context plays a central part in generating the meaning of implicatures as what is observable in this research.discussion on how context plays a role in understanding implicatures will be conferred based onl song, (2010) proposition. in his scheme, song classifies context into three which arelinguistic context, situational context, and cultural context. following is the discussion of each of the context. script journal: journal of linguistic and english teaching, october 2017, vol.2 no.2 210 copyright © 2017, script journal: journal of linguistic and english teaching,p-issn 2477-1880, e-issn 2502-6623 linguistic context linguistic context refers merely to the words and sentences used in utterances. for example, when someone says: “my father is a doctor.” this utterance simply indicates that the speaker‟s father has an occupation as a doctor. this understanding comes from the words composing the utterance themselves. in other words, people can understanding the meaning of this utterance simply by translating the words composing the sentence literally. situational context on the other hand, situational context refers to environment, time and place where an utterance occurs. for example, when someone says: ”i‟m so hungry. do you have some rice?” in understanding this statement, interlocutor needs to involve deeper understanding as the meaning of the utterance includesoption because the word „rice‟ may refer to the cooked rice and uncooked rice. however, it is clear fromthe situational context that the speaker wants a cooked rice to eat, not the uncooked rice. cultural context cultural context refers to culture and customs of the language users. this context is observable in the husband‟s replyto the wife‟squestion about when the husband comes back home below: “same time as usual.” the husband‟s reply even though it is not clearly stated, but it is understandable perfectly to the wife.this reply indicates that the husband will come back as the same time as the wife knows. it is because the wife and the husband share the same family custom.the custom is built as they have been together for some times in a marriage. in this research, the role of context can also be identified. in example 4, speaker a asks his counterpart whether he has seen the vice rector for financial affair. without hesitating, speaker b responds by indicating that he has met and talked to him. speaker b knows for sure that speaker a refers to their vice rector of financial affair, not vice rector of other schools because the speakers share the same cultural context. they work in the same institution. therefore, when one of the speakers mentions about the vice rector, the other speaker understands from his cultural background that his interlocutor must be talking about their vice rector.moreover, speaker a‟s utterance also in reference to linguistic context as the meaning of the utterance must be referred to the word components forming the sentence. script journal: journal of linguistic and english teaching, october 2017, vol.2 no.2 211 copyright © 2017, script journal: journal of linguistic and english teaching,p-issn 2477-1880, e-issn 2502-6623 intimacy between the speakers it is true that context plays a central part in the generation of implicature. however, it is insufficient to consider that context is the only important component that defines implicature. while researchers have not paid much attention on intimacy, in manado malay language itself, intimacy is very crucial in conversation. the importance of intimacy can be seen in example 3. in this example, speaker a asks speaker b whether he knows how many letters speaker a sent one time. when speaker b finds out that there are so many letters speaker a sent, speaker b says that it is the reason why he gets bald so quickly. it is obvious that speaker b‟s utterance sounds sarcastic. however, speaker a does not get offended by speaker b‟s statement. it might look unacceptable to other people, however, considering the close relationship between speaker a and speaker b as colleagues, speaker b‟s utterance does not affect speaker a. this case might result in different outcomes when speaker a and speaker b do not have intimate relationship. conclusion this research shows that the users of manado malay language is familiar with implicatures in conversation. they generally use implicatures in their daily conversations. implicatures generated in the conversation are the results of violation of the gricean maxims: maxim of quantity, maxim of quality, maxim of relation, and maxim of manner. in most cases, implicatures are generated because the speakers want to give information to his interlocutors. there are also evidence where the users of manado malay language generate implicature to joke. bibliography åkerman, j. 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(2010). the role of context in discourse analysis. journal of language teaching and research, 1((6)), 876–879. copyright © 2017, script journal: journal of linguistic and english teaching,p-issn 2477-1880, e-issn 2502-6623 http://jurnal.fkip-uwgm.ac.id/index.php/script script journal: journal of linguistic and english teaching p-issn: 2477-1880; e-issn: 2502-6623 october 2017, vol. 2 no. 2 received: september 2017 accepted: september 2017 published: october 2017 article doi: http://dx.doi.org/10.24903/sj.v2i2.132 teaching in 21 st century: students-teachers’ perceptions of technology use in the classroom asri siti fatimah siliwangi university asrisitifatimah@unsil.ac.id santiana siliwangi university santiana@unsil.ac.id abstract: the rapid growth of technology encourages teachers especially who teach english as a foreign language to use it while presenting material and giving instruction in the classroom. technology, as the newest instructional media developed in this globalization era, presents situation which helps the students to have new authentic and meaningful learning experiences engaging their effort and behavior by providing more fun and effective learning atmosphere. in addition, it provides the opportunity for the students to work collaboratively and easily access the information that can supplement their learning experience. those benefits become the central part of 21 st century education which should be optimized in order to create sophisticated learning immersion and maximize the quality of students in the future. in this research, some media techologies are introduced to one hundred student-teachers having technology enhanced language learning class. those media, prezi as online software presentation, glogster as visual online poster, edmodo as online networking application, toondooas online cartoon strip making and goanimate as animated video creation, are known as web-based instructional media which can be used by them to teach english as a foreign language. however, questionnaire and interview are used to obtain the data. it aims to investigate their perception while preparing their teaching by using those applications. keywords: technology, 21 st century, student-teachers’ perception http://jurnal.fkip-uwgm.ac.id/index.php/script http://dx.doi.org/10.24903/sj.v2i2.132 mailto:asrisitifatimah@unsil.ac.id mailto:santiana@unsil.ac.id script journal: journal of linguistic and english teaching, october 2017, vol.2 no.2 126 copyright © 2017, script journal: journal of linguistic and english teaching,p-issn 2477-1880, e-issn 2502-6623 introduction the world in 21 st century has changed in every aspects of life. the development of technology encourages people to change their habit until it can be said that human cannot life without help of technology. technology can help people in communication, transportation, and also education. the use of technology in education is developed very fast presenting situation which helps the students to have new authentic and meaningful learning experiences engaging their effort and behavior by providing more fun and effective learning atmosphere. in addition, it provides the opportunity for the students to work collaboratively and easily access the information that can supplement their learning experience. those benefits become the central part of 21 st century education which should be optimized in order to create sophisticated learning immersion and maximize the quality of students in the future. duhaney (2000) argues that the infusion and integration of technology in the education process have presented new avenues by which teachers can enrich and enhance teaching and learning activities. in today‟s era, technology has a pivotal role which affects to the change of the process of students‟ learning. learning is not only limited by four walls classroom which places the teachers as the main sources for the students. technology helps the teachers to create innovative teaching strategy by providing interesting activities helping the students improve their competence. moreover, the students called as z generation effortlessly update and get the information by the help of technology. they are easy to search the materials from the internet and increase their skills by educational technologies provided on their gadget. it is very common that students have got the material before their teachers explain it in the classroom. the use of technology in this era also gives the opportunities for the students to do collaborative work and easily connect to others people such as native speaker in order to improve their language capability. oecd (2010) points out that technology is an integral part to accessing the higherorder competencies often referred to as 21 st century skills, which are also necessary to be productive in today„s society. however, it is very easy to find so many educational applications provided on internet which give the opportunities to make interaction between students and teacher in virtual classroom and increase their motivation to learn. in this study, several applications helping the teachers give instruction to the students are investigated. those media, prezi as online software presentation, glogster as visual online poster, edmodo as online networking application, toondoo as online cartoon strip making and goanimate as animated video creation, are known as web-based instructional media provided on internet. script journal: journal of linguistic and english teaching, october 2017, vol.2 no.2 127 copyright © 2017, script journal: journal of linguistic and english teaching,p-issn 2477-1880, e-issn 2502-6623 a. prezi prezi is online presentation tool providing cloud-based presentation which can be used for teaching. perron and stearns (2010) argue that prezi is online presentation service provider which offers different types of accounts and options for creating and storing digital presentations. it consists of a large canvas consisting of several slides which can be zoomed in and out. furthermore, it also allows teachers to insert picture, video and power point slides which can be directly downloaded on its presentation. chicioreanu (2010) pointed out that prezi can offer teachers the ability to present the content of a course in a totally different manner, using graphics, tables, mental maps, animation and even sound or video. b. glogster glogster is web 2.0 for creating online poster. it allows teachers to create online board consisting of pictures, audio and video through the website glogster (www.glogster.com). picardo (2012) states that glogster is an internet tool that allows users to create and share interactive posters composed of text, graphics, sound and videos. glogster provides the opportunity for collaborative student centered learning and can be used in the classroom to create book reports, research projects, character analysis, historical timelines, and any other class or group projects. it is a creative way for students to present information beyond the typical written report (alba et.al, 2014). by using glogster, teachers can present material in a creative way. it can help to attract the students‟ attention and create innovative teaching performance. c. edmodo edmodo is a learning platform allowing students and teacher to interact outside classroom. edmodo provides the opportunity for sharing file, giving quiz and assignment, sending feedback, and also assigning students‟ grade. hartomo (2016) defined edmodo as a media of private micro-blogging service which can create an effective learning experience and allow students to exchange collective and individual feedback and responses. edmodo is very useful to conduct out-of-class activities which are useful to support the process of learning in the classroom. furthermore, using social media such as edmodo can certainly increase the student‟s motivation and enhance the students „engagement. d. toondoo toondoo is web-based application for creating cartoon story. it is known as easy and appealing application which can help the teachers to create picture and use it for teaching. kirchoff and cook (2015) point out that toondoo is a free, fully online comic creator, one script journal: journal of linguistic and english teaching, october 2017, vol.2 no.2 128 copyright © 2017, script journal: journal of linguistic and english teaching,p-issn 2477-1880, e-issn 2502-6623 that offers many options for comic strip creation through a user--‐friendly interface. toondoo provides hundreds comic strips components such as setting, characters, props, clip, art and text bubble easily inserted on its comic strip. moreover, toondoo also consists of sharing options allowing the users to share their comic on internet. kirchoff and cook (2015) state that strength of toondoo is its option to save and share the comic. students can select from public (where anyone can view), private (where only they can view),and shared (where they can select who views) for their product. e. goanimate goanimate is web-based technology known as animated video creation. kacupu et.al. (2014) state that goanimate is one of the new generation of animation technologies where users are allowed to create animations using themes that are equipped with backgrounds, characters and props that you can combine to make your animations; or users can start from scratch, select a background and drag and drop backgrounds, characters and props from the menus available on the side. this application is very useful to help teacher present powerful presentation and animation which engage the students in learning. consequently, students‟ better attitudes toward learning are created. therefore, the research questions of this study are as follows: 1) what are the student-teachers perceptions about the use of web-based technologies for teaching english? 2) what application do they prefer to use for their teaching performance? methodology the method of this study is qualitative study which investigates the student-teacher‟s perception on the use of media technologies for teaching english. this study is conducted during four months in technology enhanced language learning classroom (tell) consisting of a hundred student-teachers who become the respondents of the study. the respondents are given open ended questionnaire analyzing their perception about web-based technologies for teaching english introduced in tell classroom. after filling the questionnaire, interview is given to six students in order to clarify the data from questionnaire. there are several web-based learning applications presented to the participants including prezi, glogster, edmodo, goanimate, and toondoo. all of the applications need internet connection and can be used to facilitate the students for teaching english. in this study, the student-teachers are given the opportunities to practice microteaching lesson by script journal: journal of linguistic and english teaching, october 2017, vol.2 no.2 129 copyright © 2017, script journal: journal of linguistic and english teaching,p-issn 2477-1880, e-issn 2502-6623 using those applications. they are guided how to use those media technologies and practice it in teaching english. at the end, they are required to use one of media technologies they produced for teaching english in elementary or secondary school as the final project. findings preparing student-teachers to face 21 st century education is a must to do. studentteachers are necessary to have knowledge and experience in relation to the use of technology which cannot be separated from education in 21 st century. in relation to face 21 st century education, a hundred student-teachers in this study are prepared with the theories and practice of the use of web-based technologies to prepare their teaching in the future. there are six web-based technologies given in four months; prezi, goanimate, glogster, toondoo and edmodo. thus, their perception toward those tools is investigated. however, findings show that there are several themes found from the questionnaire and interview given to the respondents; a. media technologies can improve teachers’ creativity using technology encourages the teachers to improve his creativity. teacher can increase his professional development when preparing material given to the students. for instance, when delivering material by using prezi presentation, they can create interesting presentation by adding several pictures, power point slide and video and creating appealing movement which can be attention grabber for students. based on the interview given to the respondent, “using technology really improves my creativity. i usually want to make the students fun while learning. using prezi, goanimate and glogster really encourages me to be a creative teacher. there are so many things i can do by using those applications and it really produces better learning environment for the students.” by using technologies, teacher can easily create interesting media by their own selves. prezi can help them to create amazing presentation which its movement is like a movie. respondent 2 says, “making presentation with prezi is like making movie. it encourages me to create a good presentation. i really like it and my students are also interested in it.” in addition, the use of goanimate also gives positive effects on teacher‟s creativity. it is proven by the result of interview, “goanimate can explore my imagination. i can‟t believe that i can make a movie animation for teaching. it is really marvelous. i can add my voice to the character so that i can explain the material by using those animations. it really makes me enjoy”. it is in line with perez‟ statement (2011) that advantages of using goanimate: no download and installation is needed, the option of script journal: journal of linguistic and english teaching, october 2017, vol.2 no.2 130 copyright © 2017, script journal: journal of linguistic and english teaching,p-issn 2477-1880, e-issn 2502-6623 selecting the template, character features and adding your own scripts to the animation to create a rich animation video as a storytelling platform for self-expression and creativity. b. media technologies can produce better learning experience using technology as instructional media certainly can produce better learning experience for the students. the previous method when teacher only explains the material by using traditional media frequently made the students bored to learn. costley (2014) argues that technology is a powerful contributor to learning if it is used to deepen students‟ engagement in meaningful and intellectually authentic curriculum. technology can create interesting and various activities for the students until students can interact with their peers and teacher by the help of technology. it is proven by the result of this research finding that those tools helping provide opportunities to conduct collaborative activity. based on the interview, respondent says, “using edmodo gives me the opportunity to interact with students in virtual classroom. i can easily organize the material and give them quiz. i also can organize the process of assessment because it can systematically help me to assess the students‟ answer on the quiz.” in addition, students are also given the chances to interact and do collaborative activity with their peers, “toondoo and glogster are really amazing. my students can collaborate to create comic books and online poster. it can enhance their vocabulary by using interesting way.” c. media technologies can increase the students’ motivation teaching is not only the process of delivering material but also the process to engage the students for learning. students should be able to have motivation to study in order to produce better learning. as a result, teacher should provide activity and tools which can motivate the students to study. granito and chernobilsky (2012) point out, “because students respond positively to technology and are motivated by technology, teachers should make conscious efforts to create activities that encompass some form of technological tool.” in this study, it is also proven that technology can increase the students‟ motivation and curiosity for learning. respondent says, “when i deliver material by using prezi presentation, my students‟ motivations are really enhanced. they watch the presentation enthusiastically and focus on what i explain in the classroom.” d. media technologies can help to assess students besides helping the teachers to deliver material, media technologies also help them assess the students‟ ability easily. it is proven from expression given by the respondent, “edmodo can help me to easily assess the students‟ quiz. i don‟t need to count the right answer given by the students. but the system automatically does it for me. it is really useful.” script journal: journal of linguistic and english teaching, october 2017, vol.2 no.2 131 copyright © 2017, script journal: journal of linguistic and english teaching,p-issn 2477-1880, e-issn 2502-6623 e. media technologies can make the students focus on the material given media technologies really attract the students‟ attention. interview result shows that the students are focused on the explanation given by the student-teachers when they use presentation tools in the classroom. the students are curious with the material given on that attractive presentation. on the other hand, the findings show that the students are easy to memorize the vocabularies given. it is different when they use blackboard as the instructional media. the students are difficult to focus on the material and hard to memorize it as well. f. media technologies can build teachers confidence in this study, many student-teachers initially feel nervous to teach because it becomes their first teaching experience to teach in the school. surprisingly, using media technologies really help them to increase their confidence. “using technology for teaching is really amazing. i am proud and i think that i am the technological person. i can insert my voice on animation i made by using goanimate. it really helps me to manage the classroom. the students feel enjoy and i am confident to teach.” at the end of the study, the student-teachers are required to choose one of the media technologies they made for teaching in the school. however, the finding shows that prezi becomes the most favourite media technologies for them. the result of interview shows that prezi is the easiest and the most interesting media technologies for teaching english. in addition, goanimate is the second favourite tool helping the respondents to create animation and great presentation for teaching. lastly, toondoo, edmodo and glogster become the last tools used by the participants. figure 1 most favorite media technologies on the other hand, the student-teachers are also asked to write the most challenged media technologies among five tools given. 49% of student-teachers argue that all of the media technologies are useful and easy to use. however, 21% of student-teachers state that glogster is the worst media for teaching. it really encourages them to have high access of 0 10 20 30 40 50 60 prezi glogster edmodo toondoo goanimate students column1 column2 script journal: journal of linguistic and english teaching, october 2017, vol.2 no.2 132 copyright © 2017, script journal: journal of linguistic and english teaching,p-issn 2477-1880, e-issn 2502-6623 internet which occasionally difficult for them. they say that they spend much time for creating poster on glogter. based on the interview, the respondent says, “i usually fail when inserting audio and video on glogster. it really made me crazy. i should reinsert it for several times.” in addition, they argue that the template provided on glogster is monotonous. as a result, they are usually unsatisfied with the result of glogs they made. furthermore, 10% argue that toondoo is not interesting for them. they say that they are most interested in audio visual media which can‟t be produced by toondoo. toondoo can‟t be inserted by audio and video. thus, it frequently makes the students boring. surprisingly, 9 % and 5% student-teachers give the opinion that prezi and goanimate also become challenges for them. it happens because those tools encourage the studentteachers to be creative to create the attractive presentation and animation for teaching. lastly, the activities provided on edmodo perceived as the monotonous activity for 6% students. thus, it becomes one of the least favourite media technologies for the participants. figure 2 least favorite media technologies discussion the findings show that media technologies are really influential on the students‟ attitude toward learning and promote teachers professional development. technology can help teacher to provide better learning environment when the students can interact with teacher and their friends through virtual classroom activities. mokhtar (2016) argues that edmodo allows teachers and students to communicate with each other via messages, thus providing learners with the chance to communicate and collaborate in a virtual classroom environment. moreover, technology also provides so many applications allowing teachers to 0 10 20 30 40 50 60 students column1 column2 script journal: journal of linguistic and english teaching, october 2017, vol.2 no.2 133 copyright © 2017, script journal: journal of linguistic and english teaching,p-issn 2477-1880, e-issn 2502-6623 show the materials in an interesting way. using animation, picture story, innovative and dynamic presentation for teaching is really easy to do by the help of technology. technology has captured the interest of children and adults alike, and this fascination is capitalized on by using it as a medium of instruction for most disciplines (alsulami, 2016). furthermore, media technology becomes pivotal to use in order to face and handle the characteristics of students in today‟s era. it is undeniably proven that students in 21 st century have different characteristics with the students coming from the previous era. students called as millennial generations prefer to use technology for everything they do including the proses of their learning. they are more interested to learn by using technology and search information autonomously by the help of internet. as a result, teacher has to facilitate and guide the students in order to support the process of their progress in learning. it cannot be unheeded that teacher has important role to help students increase their ability. thus, teachers are encouraged to usually update their skill and knowledge in order to help students face their learning. eduview (2008) states that teacher is the single most important factor in student achievement. conclusion teaching in 21 st century encourages teachers to be creative in providing interesting activities for the students. teaching is not only delivering material and assessing the students‟ ability but also the process of involving the students to be active on the activities provided. there are so many media technologies in this era which can be maximized to help teachers give instruction for the students. in this study, the student-teachers‟ perceptions toward the use of media technologies are investigated. the findings show that they are interested in using those tools for teaching. by using those media technologies, they feel confident to teach and their creativities are also improved. furthermore, those tools can help them to create better learning experience for the students which can increase students‟ motivation and make them focus on the material given. in conclusion, being able to use media technologies for teaching is necessary in order to face 21 st century education. it aims to create sophisticated learning immersion and maximize the quality of students in the future. script journal: journal of linguistic and english teaching, october 2017, vol.2 no.2 134 copyright © 2017, script journal: journal of linguistic and english teaching,p-issn 2477-1880, e-issn 2502-6623 bibliography alba, et.al.glogsters and other motivating technology: a multiple case study of english learners. the reading matrix © 2014 volume 14, number 2, september 2014 aduwa-ogiegbaen, s. e., &iyamu, e. o. s. (2005). using information and communication technology in secondary schools in nigeria: problems and prospects. educational technology & society, 8 (1), 104-112 alsulami, salmah. (2016). the effects of technology on learning english as a foreign language among female efl students at effatt college: an exploratory study. studies in literature and language vol. 12, no. 4, 2016, pp. 1-16 banstrom, camilla. (2011). using the internet in education-strength and weaknesses.hogskolanigaple: sweden chicioreanu, t. (2010).an awesome online presentation tool-prezi. petroleum-gas university of ploiesti bulletin, educational sciences series, 62 chicioreanu, t. d. and oproiu, g. c., (2012). new ways to present the information in the teaching activity. paper presented conference proceedings of" elearning and software for education"(else), 90-95. retrieved from http://search.proquest.com/docview /1287962851?accountid=34864 costley, kevin c. (2014). the positive effects of technology on teaching and student learning. unpublished: arkansas tech university clements, d.h., & j. sarama. (2003). “strip mining for gold: research and policy in educational technology: a response to „fool‟s gold.‟” aace journal, 11 (1): 7–69 dede, chris. (2008). technological supports for acquiring 21 st century skills. cambridge: usa duhaney, dvon c. (2000). technology and the educational process: transforming classroom activities. int'l j of instructional media vol. 27 eduview. (2008). teaching in 21 st century. available at: https://www.blackboard.com /resources/k12/k12_teaching21st_final.pdf granito and chernobilsky. (2012). the effect of technology on a student's motivation and knowledge retention. nera conference proceedings 2012. 17.available at: http://digitalcommons.uconn.edu/nera_2012/17 hastomo. (2016). the effectiveness of edmodoto teach writing viewed from students‟ motivation.prosiding ictte fkip uns 2015 issn: 2502-4124 vol 1, nomor 1, januari 2016 kacupu, et.al. (2014). investigation of pre-service science teachers‟ opinions about using goanimate to create animated videos.turkish online journal of qualitative inquiry, october 2014, 5(4) kirchoff and cook. (2015). overviewing software applications for graphic novel creation in the post-secondary and secondary classroom.sane journal: sequential art narrative in education volume 2 issue 1 imagining, re-imagining, and examining kurt, s. (2010). technology use in elementary education in turkey: a case study. new horizons in education, 58(1), 65-76 mokhtar, f. a. (2016). rethinking conventional teaching in language learning and proposing edmodo as intervention: a qualitative analysis. malaysian online journal of educational technology , 4(2), 22-37. oecd. (2010).inspired by technology, driven by pedagogy: a systemic approach to technology-based school innovations. oecd: paris, france https://www.blackboard.com/ http://digitalcommons/ script journal: journal of linguistic and english teaching, october 2017, vol.2 no.2 135 copyright © 2017, script journal: journal of linguistic and english teaching,p-issn 2477-1880, e-issn 2502-6623 perronand stearns.(2010). a review of a presentation technology. research on social work practice 000(00) 1-2 picardo, jose. (august 24, 2012). using glogster as an assessment tool.box of tricks:education and technology. retrieved fromhttp://www.boxoftricks .net/tag/glogster copyright © 2017, script journal: journal of linguistic and english teaching,p-issn 2477-1880, e-issn 2502-6623 http://jurnal.fkip-uwgm.ac.id/index.php/script script journal: journal of linguistic and english teaching p-issn: 2477-1880; e-issn: 2502-6623 october 2017, vol. 2 no. 2 received: august 2107 accepted: september 2017 published: october 2017 article doi: http://dx.doi.org/10.24903/sj.v2i2.122 the implementation of aptitude treatment interaction (ati) to improve learning motivation of low achievement students syawal english education program, muhammadiyah university of parepare awal.umpar@gmail.com/syawal_pbi@umpar.ac.id patahuddin english education program, muhammadiyah university of parepare elbazthakim@gmail.com alimuddin junior high school 6 parepare, jl. pendidikan, bukit harapan, soreang, kota parepare rimba43@rocket.mail.com. abstract: this research was classroom action research, which aims at improving students' motivation of their poor performance through learning model aptitude treatment interaction (ati) on vii.3 grade students of smp negeri 6 parepare. aptitude treatment interaction (ati) can serve individual student differences by adjusting treatment or learning method with students' abilities. the use of this model was emphasizing to create small groups of students that have achievement alike. students with have low academic achievement based on test results and teacher interview will be grouped into one group and will be given preferential treatment by tutoring intensity rather than the group of high academic achievement. subjects of this research were students of class vii.3 smp negeri 6 parepare which is consist of 25 students. this research was conducted in two cycles. the procedure of this research involved four phases: (1) planning, (2) implementation of action, (3) observation, (4) reflection. the data collection was done by observation, tests, and questionnaires for each cycle after giving treatment through learning model aptitude treatment interaction (ati). data collected were analyzed using quantitative and qualitative analysis. the results of this research indicate that the aptitude treatment interaction (ati) can be an alternative method to improve learning motivation of low achievement students. the results of this research also showed that the aptitude treatment interaction (ati) can be an alternative to problem-solving in the classroom, especially for low achievement students. keywords: aptitude treatment interaction (ati), learning motivation, and low students’ achievement http://jurnal.fkip-uwgm.ac.id/index.php/script http://dx.doi.org/10.24903/sj.v2i2.122 mailto:awal.umpar@gmail.com/syawal_pbi@umpar.ac.id mailto:elbazthakim@gmail.com mailto:rimba43@rocket.mail.com script journal: journal of linguistic and english teaching, october 2017, vol.2 no.2 225 copyright © 2017, script journal: journal of linguistic and english teaching,p-issn 2477-1880, e-issn 2502-6623 introduction language plays very vital role in the intellectual, social, and emotional development of learners as well as supporting their success in studying all areas of study (bucholtz & hall, 2003; p. g. hingne, 2013). moreover, language learning is expected to help learners to know themselves, the culture, and other people's culture (choudhury, 2014; elmes, 2013). in addition, méndez lópez & peña aguilar (2013); sirbu (2015) states that language learning also helps learners expressing their ideas and feelings, taking part in social interaction, and even discover and use the analytical and imaginative abilities that exist within him. considering that fact, the language proficiency of language learners can become parameters to predict their success in studying. nowadays, a language which is the most widely spread is english, therefore, mastering english will easily help learners to dig into the world of science. as a global language, english is a tool of communication orally and written (brydon, 2010; poonam g. hingne, 2013). meanwhile, communicating is understanding and disclosing information, thoughts, feelings, and developing science, technology, and culture (lebow, 2008; sariakin, 2016). the ability to communicate in the full sense is the ability to discourse, i.e. the ability to understand and/or produce oral and/or written text that is realized in four language skills, namely listening, speaking, reading and writing. these four skills are used to respond or create a discourse in social life. therefore, english subjects are directed to develop these skills so that graduates are able to communicate and discourse in english at a certain literacy level (katombe, 1993). literacy levels consider being the guideline in determining the target of learning english in every level of schools in indonesia. levels of literacy involve performative, functional, informational, and epistemic. at a performative level, people are able to read, write, listen, and talk to the symbols used. at a functional level, people are able to use language to meet the needs of daily living such as reading newspapers, manuals or hints. at the informational level, people able to access knowledge with language skills, while at the epistemic level one is able to express knowledge into the target language (wells, 1987). learning english in junior high school / mts is targeted that learners can reach the functional level where the learners are expected to be able to communicate orally and written. on the contrary, students of senior high school or sma / ma is expected to reach the informational level, where they will face more complex and larger source of information as a bridge to continue their education to university levels. moreover, english serves as a foreign script journal: journal of linguistic and english teaching, october 2017, vol.2 no.2 226 copyright © 2017, script journal: journal of linguistic and english teaching,p-issn 2477-1880, e-issn 2502-6623 language in indonesia effects on the ignorance of epistemic literacy as it considered too high to be achieved by high school / ma students. regarding to the important of literacy levels which addressed functional level for the students in junior high school, gillies & boyle (2010); r. slavin (2011); r. e. slavin et al., (1985) states that cooperative learning model is considered as one of the learning models that are available to maintain the learning process because this learning model prioritizes cooperation among students to achieve learning objectives. in addition, furtwengler (1992); gillies (2003); johnson & johnson (1999); smith (1995) argue that groups are formed from students with different academic abilities in order that students can develop social skills such as sharing duties, actively ask questions, appreciate the opinions of others and work in groups. although the concept of cooperative learning model seems brilliant, in fact, the implementation of the learning model has not been able to improve low-ability students’ learning outcomes because mostly the group is dominated high ability students. baines, blatchford, & webster (2014); johnson & johnson (1984); thanh & gillies (2010) identifies the main obstacles in cooperative learning: during class discussions, sometimes dominated by one student who considers himself the most capable, this leads the other students to become passive. in addition, davidson & major (2014) assume that mostly this group tends to ignore the group of friends who are considered less capable which resulting in the low motivation of low-ability students in learning. this research objective due to the result of observation and interviews to the teachers at smp negeri 6 parepare which prove that teachers are difficult to maintain group formation. the problem refers to the domination of high-ability students to low-ability students, even, those categorize moderate-ability students tend to be passive in the classroom. as the result, students who have the low ability obtain average learning outcomes under standardized score (kkm) that only reaches 45.60 while the target standardized score should be 70.00. addressing the problem appears, the researchers assume that this circumstance requires a learning method that does not neglect the low-ability students. firstly, the researcher assumes that low-ability students as an effect of low motivation in learning english as bernaus (1995); ushida (2005) state that motivation is a process that gives spirit, direction, and persistence behavior. moreover, al-tamimi & shuib (2009; bernaus (1995); gorges & kandler (2012); rifai (2010); shaikholeslami & khayyer (2006); ushida (2005) assume that learning motivation refers to the driving force from within themselves to perform certain activities to achieve a goal. in addition, aarts, gollwitzer, & hassin (2004); elliott & dweck (1988); lunenburg (2011) promote that motivation is a script journal: journal of linguistic and english teaching, october 2017, vol.2 no.2 227 copyright © 2017, script journal: journal of linguistic and english teaching,p-issn 2477-1880, e-issn 2502-6623 change of energy in a person characterized by the emergence of "feeling" and preceded by a response to the existence of a goal. pursuing the target of serving learners with high learning motivation, it could be proposed that motivation is the overall driving force within the student that raises, ensures continuity, and that gives direction in learning activities. so the expected goal can be achieved with good and maximum effort. motivation to learn is the overall driving force belongs to the learners which encourage, stabilize, and direct performance of activities on learning activities as a result of leraning experience to achieve a goal (needs) and obtain a change of behavior. motivation can also be called a passionate grower, feel happy, and a passion for learning. with strong motivation, students will have a lot of energy to do learning activities and achieve high achievement. shortly, motivation greatly affects the success of student learning to achieve a goal. motivation to learn is not enough yet without the motivation of the surroundings either from teachers, peers, and learning goals which can affect the success of students to get a good and satisfactory learning achievement. to achieve goals of learning language, motivation is not enough yet. enhancing motivation to learn should be in line with good learning approach. once is aptitude treatment interaction (ati) learning model which is assumed to be available as a short cut to encourage learners motivation. kanfer & ackerman (1989); linden (2004); reynolds (1988); snow (1989a), (1991) states that ati is a learning model that has effective learning strategies used for specific individuals in accordance with their respective abilities. ati is a learning model that can serve individual differences of students that are to adjust the treatment or learning methods with the ability of students. etymologically, ati consist of three words involves; aptitude means intelligence or ability; treatment refers to an action given to the learners, and interaction refers to learners communication during the learning process. moreover, aptitude treatment interaction (ati) is an approach that seeks to find and find treatments that match the aptitude of students' abilities, i.e. optimal treatments applied to students of different levels of ability goska & ackerman (1996); kieft, rijlaarsdam, & van den bergh (2008); seufert, schutze, & brunken (2009). in addition, hwu, pan, & sun (2014) suggests that in the aptitude treatment interaction (ati) involves several steps: 1) ability test, 2) grouping students, 3) preliminary test, 4) giving treatment and 5) achievement test. script journal: journal of linguistic and english teaching, october 2017, vol.2 no.2 228 copyright © 2017, script journal: journal of linguistic and english teaching,p-issn 2477-1880, e-issn 2502-6623 methodology this research was classroom action research which consists of 4 stages involves planning, action, observation, and reflection. this study was conducted in smp negeri 6 parepare, south sulawesi. the subject of this research was the students of class vii.3 smp negeri 6 parepare in 2015/2016 academic year. the data was obtained from students and subject teachers. the types of data obtained were collected in the following through; data on students learning outcomes was obtained from learning outcomes in each cycle which were collected by using test techniques; data on students learning activities obtained through the observation sheet, collected using observation techniques; and data on students learning motivation is obtained through questionnaire of learning motivation. to obtain the data, the researchers used the instruments in the form of test which is used to obtain students learning outcomes. this test is in the form of description and prepared on the basis of established indicators. moreover, to obtain the data about the group learning condition, the researchers used observation sheet to measure how the interaction of students’ group going on. this was applied on every learning cycle. and the last was a questionnaire, it was used to obtain the data about students' learning motivation. this method is implemented after the implementation of the cycle i and cycle ii. findings the results of the research regarding learners motivation in cycle i of students at class vii.1 smp negeri 6 parepare showed that the average score of learners’ learning motivation is equal to 2.96 with a standard deviation of 0.25. the lowest score achieved was 2.55 and the highest score was 3.25 from the ideal score of 5.00. moreover, the data shows that all the students’ motivation is in “enough category”. however, learners motivation in cycle ii is equal to 3,87 with standard deviation 0,45. the lowest score achieved was 3.05 and the highest score was 4.40 from the ideal score of 5.00. furthermore, it was found that 75% students have “good” motivation toward learning english while the rest 25% students were in “enough” category. in addition, the average score of english learning motivation in the second cycle is 3.87, the data reveals that students’ learning motivation at smp negeri 6 parepare both in cycle i and cycle ii were improved from “enough” category to “good” category. the analysis of english learning motivation per indicators in both cycle i & ii reveals that five measure’s indicators involve attention, interest, happiness, curiosity, and mood were improved in cycle ii (see chart 1. average learning motivation of each indicators on cycle i and cycle ii). script journal: journal of linguistic and english teaching, october 2017, vol.2 no.2 229 copyright © 2017, script journal: journal of linguistic and english teaching,p-issn 2477-1880, e-issn 2502-6623 chart 1. average learning motivation of each indicator on cycle i and cycle ii another finding of this research refer to the students’ activities during the learning process in both cycles i and cycle ii. learners’ activities which were observed regarding all students’ activities in learning english through aptitude treatment interaction (ati) which is limited to; students’ attendance; students’ attention to teachers’ explanation; students’ answer; questioning and doing exercise. the data shows that the students’ attendance improves from 91.66% in cycle i became 95.00% in cycle ii. moreover, students’ attention to teachers’ explanation arose from 70.44% in cycle i to 89.63% in cycle ii. furthermore, regarding question coming from teachers, the data shows that in cycle i, the percentage of students who answer the teachers’ question is 67.89% on the contrary, it becomes 87.40% in cycle ii. in addition, percentage of students’ question reveals that the difference between cycle i and cycle ii only about 26.68% in cycle i and 28.21% in cycle ii. finally, the significant improvement could be seen in the percentage of students in doing an exercise where in cycle i am about 75.04% while in cycle ii it improves up to 94.81%. (see chart 2. comparison of students’ activity percentage from cycle i to cycle ii). script journal: journal of linguistic and english teaching, october 2017, vol.2 no.2 230 copyright © 2017, script journal: journal of linguistic and english teaching,p-issn 2477-1880, e-issn 2502-6623 chart 2. comparison of students’ activity percentage from cycle i to cycle ii). observation on teachers’ competence in manage classroom through aptitude treatment interaction (ati) was observed in every meeting both in cycle i and cycle ii. based on the observation, the data reveals that the teachers’ competence improves from cycle i to cycle ii. the improvement was categorized very well based on rubrics proposed by sutomo. chart 3. average scores of teachers ability in maintaining group study in cycle i and cycle ii discussion observation result of students’ motivation reveals that students who have low motivation score get less satisfactory score toward english communication ability while learners who have higher motivation level get a better score. furthermore, through the aptitude treatment interaction approach, english learning becomes more fun, meaningful, and involves the senses of learners optimally. therefore, learners become more interested in following the learning process that ultimately increases the motivation of learners. these results indicate that the aptitude treatment interaction approach significantly effective to improve students learning motivation as well as enhance students activity in achieves english learning. the learning process of learners mostly refers to their motivation. the higher their motivation is, the more conceited their learning process and vice versa. as stated by script journal: journal of linguistic and english teaching, october 2017, vol.2 no.2 231 copyright © 2017, script journal: journal of linguistic and english teaching,p-issn 2477-1880, e-issn 2502-6623 kusurkar, ten cate, vos, westers, & croiset (2013) who stated that relative autonomous motivation which is the balance of autonomous motivation (am) and controlled motivation (cm) positively correspondent to learning performance. those, it is very recommended that in teaching and learning process, the teacher should always maintain the learner's motivation instead the motivation will decrease. considering the result of observation, the data reveals that the implementation of aptitude treatment interaction approach gives good impact on students learning activity. furthermore, most students seem enthusiastic in attending the class as well as give attention to the teacher explanation before group studies started especially in cycle ii. in addition, aptitude treatment interaction approach serves the students with the treatment given are suitable for their needs which endorse their curiosity. regarding treatment given to the students, the effectiveness of interaction through group discussion lead the students to interact freely without feeling hesitate. this fact is in line with the previous expert snow (1989b) assumption that the better the learning treatment that is applied with the difference of students' ability, hence the more optimal student learning outcomes. by the virtue of the fact gained from this research, some possibilities beyond the preassumption of aptitude treatment interaction approach implementation involves; aptitude treatment interaction approach gives more opportunity for both teachers and students to interact. these situations lead to the smoothness of learning process. furthermore, students will be more active in presenting their idea as well as giving and answering the question; moreover, through group discussion, the students will feel free to utter their idea and sharing an opinion as well. conclusion without encouraging the result of the research, it’s very clear from the above discussion that aptitude treatment interaction approach and motivation are intricately interwoven so that one cannot separate the two without losing the significance of either approach or motivation. if any one of them is separated the other remains incomplete. in learning english, the students should have high motivation with appropriate teaching and learning approach so that the students can acquire the learning material and apply it in their life situations. it is observed that many teaching approaches which is very difficult to correspond with the students learning motivations. therefore, the role of an approach that it plays in teaching and learning of english should go along with the importance of endorsing students motivation. the teacher periodically evaluates the teaching competence as well as script journal: journal of linguistic and english teaching, october 2017, vol.2 no.2 232 copyright © 2017, script journal: journal of linguistic and english teaching,p-issn 2477-1880, e-issn 2502-6623 trying to improve his ability through workshop and further education in accordance with his duties and responsibilities. teachers also must always try to improve the quality of learning by improving the management of learning. the teachers are expected to pay attention to the relevance the teaching approach and students’ motivation. furthermore, further research is expected to fulfill the development of learning experiences and recent life skills in improving the quality of learning outcomes. this is important to ensure learning process of acquiring english as a foreign language in indonesia to be better in the future which results in better quality of learners and reliable to compete in the universe. script journal: journal of linguistic and english teaching, october 2017, vol.2 no.2 233 copyright © 2017, script journal: journal of linguistic and english teaching,p-issn 2477-1880, e-issn 2502-6623 bibliography aarts, h., gollwitzer, p. m., & hassin, r. r. 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(1989a). aptitude-treatment interaction as a framework for research on script journal: journal of linguistic and english teaching, october 2017, vol.2 no.2 236 copyright © 2017, script journal: journal of linguistic and english teaching,p-issn 2477-1880, e-issn 2502-6623 individual differences in learning. in learning and individual differences: advances in theory and research (pp. 13–59). snow, r. e. (1989b). aptitude, instruction, and individual development. international journal of educational research, 13(8), 869–881. https://doi.org/10.1016/08830355(89)90070-0 snow, r. e. (1991). aptitude-treatment interaction as a framework for research on individual differences in psychotherapy. journal of consulting and clinical psychology, 59(2), 205–216. https://doi.org/10.1037/0022-006x.59.2.205 thanh, p. t. h., & gillies, r. (2010). group composition of cooperative learning: does heterogeneous grouping work in asian classrooms? international education studies, 3(3), 12–19. https://doi.org/10.5539/ies.v3n3p12 ushida, e. (2005). the role of students’ attitudes and motivation in second language learning in online language courses. calico journal, 23(1), 49–78. https://doi.org/10.1111/j.1467-1770.1956.tb01198.x 61 script journal volume 1, issue 1, april 2016 ‖ issn 2477-1880 ‖ e-issn 2502-6623 http://jurnal.fkip-uwgm.ac.id/index.php/script the education leadership in global perspective yuswo adifatoni kutai kartanegara university, indonesia adyfathoni@yahoo.co.id abstract: this article looks closely on the deep identification of the global theoretical perspectives in educational leadership and javanese culture leadership as the main sources of indonesian leadership models. the discussion focuses on the definition of leadership, various leadership styles, leadership approaches, concept of power, as well as the issue of gender and leadership. at the end of discussion will give understanding on the quality of school principal leadership not only theoretical ideas but also the practical one for the indonesian school. keywords: education, leadership, global perspective the definition of leadership every educational expert has different perspectives on how to define the term of ‘leadership’. therefore, it is possibly a confusing concept for some as each definition seems to emphasize on one aspect of leadership more than other. the term of leadership, of course, has been broadly defined based on the contexts of the experts viewed. cheng (1996) clearly argues that whichever view of leadership is discussed, there is general agreement that leadership is the process of influencing others‟ behavior to reach goal development and achievement. furthermore, dean (1987) identifies leadership as direction, sharing school goals, and persuading other school staff to work towards them. meanwhile, hersey and blanchard cited in nathan (1996) view leadership as the ability to influence the activities of an individual, group and team of work to take them in a desired direction in a given situation. furthermore, leadership tends to focus on the identification and articulation of corporate values and the implementation of an organization‟s vision for the future through strategic planning. while, dunford et al. (2000) says that leadership is a very personal thing that calls on all of the individuals resources of wisdom, experience, patience, and compassion. it requires flexibility, confidence and risk taking. it can be lonely and yet the rewards can be exhilarating. bass (1990) defines leadership into various perspectives as follows; mailto:adyfathoni@yahoo.co.id 62 script journal volume 1, issue 1, april 2016 ‖ issn 2477-1880 ‖ e-issn 2502-6623 http://jurnal.fkip-uwgm.ac.id/index.php/script 1. the leadership is nucleus of a tendency and social movement. by virtue of his/her leader position, he/she performs as a primary agent for judgment of the group structure, atmosphere, goals, ideology and activities. 2. leadership is viewed as a personality and its effect in which a leader possesses the greatest number of variable traits of personality and character. by these personal qualities, a leader will be able to carry psychological stimuli to others to accomplish a given task. 3. leadership a s the art of inducing compliance. it is the ability to impress the will of the follower and to induce obedience, respect, loyalty, and co-operation, so the followers will behave in desired manner. 4. leadership as the exercise of influence. the leader creates interactive communication and demonstrates interpersonal influence to achieve a specified goal. 5. leadership as an act or behavior. the leadership is the behaviour of an individual by which he/she directs group activities. the leader‟s involvement in group activities is significant. 6. leadership as a form of persuasion. leadership is the powerful activity of persuading people to co-operate to achieve determined objectives. 7. leadrship as a power relation. the leader has right to establish behavior patterns for others. the interpersonal power might be provided from referent, expert, reward-based, coercive and legitimate power. moreover, in the indonesian perspectives there should be a national trend of leadership in 1980s and 1990s that was „pancasila leeadership‟ atmodiwiryo (2000). it means a leadership that possesses the ideology of ‘eka prasetya pancakarsa’. this is defined as single determined willingness to execute the five principles of pancasila, in leading the organization or institution to actualize the institutional goals. pancasila is derived from javanese language that consists of two words, „ponco (five) and silo (verses or principles)‟. so pancasila is meant as five verses or principles. the five principles are as follows; (1) belief in the one supreme god, (2) just and civilized humanity, (3) the unity of indonesia, (4) democracy guided by inner wisdom in unanimity arising out of deliberation among representatives , (5) social justice for all the people of indonesia 63 script journal volume 1, issue 1, april 2016 ‖ issn 2477-1880 ‖ e-issn 2502-6623 http://jurnal.fkip-uwgm.ac.id/index.php/script pancasila leadership means a leader of institution or organization should be able to implement the values of pancasila itself as a way of life which appreciates democracy and individual empowerment. in daily school life, for instance, school leader has to consider and listen to his/her staff‟s voices rather than his/her own opinion in school decision making. the majority voices should be considered as the unanimous decision. moreover, as part of socialization of pancasila, it has been entitled as a curriculum not only in formal education from elementary school to university but also in non-formal education. a pancasila simulation is also carried out for the youth society and uneducated people in the villages the leadership style in terms of school management, every headmaster has different principles in managing the schools. it might be a combination of two or more styles, but of course the most dominant belongs to them as their characteristics. basically, the way the head manages the school is extremely influenced by the social culture around him/her, not only in his/her school but also where he/she lives in (macbeath, 1999). in indonesia, for example, the national leadership has been influenced by javanese culture. even javanese culture is no identical to indonesian culture, but seen from the composition of inhabitants, almost 75% live in java. historically, javanese culture is the oldest culture in indonesia. lambord cited in tilaar (2001) states that java is a cross culture of variety of the world culture. not surprisingly, the values of javanese culture have strong influence on the concept of national leadership. culturally, a good school leader is characterized with ‘rame ing gawe’ (hard working) and ‘sepi in pamre’ (hard working without wishing any praises or rewards’ or ‘talkless do more’ sadler (1997) focuses the leadership style on the following perspectives; 1. the autocratic the leader takes the decisions and announces them. 2. the persuasive the leader at this point on the scale also takes all the decisions for the group without discussion or consultation but believes the people will better motivated if they are persuaded that the decisions are good ones. 3. the consultative the significant feature of consultative leadership is that the leader confers with the group members before taking decision and in fact, considers their advice and their feelings when framing decisions. 64 script journal volume 1, issue 1, april 2016 ‖ issn 2477-1880 ‖ e-issn 2502-6623 http://jurnal.fkip-uwgm.ac.id/index.php/script 4. the democratic using this style the leader would characteristically lay the problem before his or her subordinates and invite discussion. according to blasé & anderson (1995), leadership style can be categorized into; open leadership, closed leadership, and open and closed leadership. open leadership this leadership style tends to provide a willingness to share power and delegate responsibilities to the staff. this style contributes honesty, communication, participation and collegiality to teachers and other school staffs. it doesn‟t mean that they must be totally powerful and autonomous in doing their tasks, but the rules are the basic reference in doing the task. interestingly, this style leads the staffs to be empowered in doing job, as the school principal who exercises this style willingly accommodates his/her roles to the teachers‟ and school staffs‟ competences and commitment. so that when teachers and other school staffs lack of competence but have high commitment, the school principal enthusiastically monitor, control, supervise, and motivate the activities in the daily school life. conversely, when the teachers have high competence along with high commitment as well, the principal won‟t be reluctant to delegate his/her responsibilities to them without any suspicion. so they will be more empowered to be involved in school day to day decision making. closed leadership it is the opposite of open leadership style. it tends to be less accessible, less supportive, more defensive, more egocentric and more insecure than the open one blasé & anderson (1995). the most dominant characteristic, at school life, of this style is where the school principal usually has an unwillingness to share power or authority, delegation, job description to the school teachers and staffs, particularly when it is financially budgeted. therefore, this type of leadership leads to the failure on the school management, such as in term of lack of job distribution, stagnant staff creativity, low staff motivation, poor honesty, slow staff professional development and high staff conflict. closed and open leadership this type of leadership is a combination of two previous leadership styles that tends to exercise power based on the degree of closeness and openness in the managerial process. a headteacher who usually possesses this leadership style will try to accumulate the quality of 65 script journal volume 1, issue 1, april 2016 ‖ issn 2477-1880 ‖ e-issn 2502-6623 http://jurnal.fkip-uwgm.ac.id/index.php/script closeness and openness in balance as reflection of his/her power and authority to influence the school teacher and staff at the school environment. the leadership approach how every school principal obtains managerial initiatives to distribute his/her responsibility to the school teacher and staff is really very personal. in this case, blasé & anderson (1995) categorize within different perspectives. those categories are as follow; 1. transactional leadership blasé & anderson (1995) illustrate that this leadership approach provides the degrees of managerial negotiation between a leader and the follower in distributing responsibility in order to get a responsible agreement of delegated job. bargaining is seen as a key initiative in job delegation. in indonesian school level, this type of leadership is usually characterized by having routine school teacher and staff meeting to discuss and assign the school job to accomplish particular school targets. the principals usually give something to the school staff in order they get something in return. this type of principal relies heavily on contractual conditions of employment, disciplinary codes, and reward structure. it seems that it leads to creating a school environment that remains essentially static and supportive of the status quo. 2. transformative leadership in this level, blasé & anderson (1995) stress the idea on a relationship oriented towards fundamental change in terms of the relevant awareness between both the leader and the followers. at school level, it is situated where the school principal employs equal opportunities among school teachers in decision making and job distribution. basically, this type of leadership is largely with goals equity and justice within school and other educational institutions. the concept of power the issue of power is really sensitive to all individuals in an organization and schools are no exception to this. as a teacher, we can find ourselves in situations where we feel powerful or empowered and other occasions, relatively powerless. when the term of power is coming into our mind, it will often bring a perception of uneasiness about the idea of having power, and exercising power – images of manipulation, deviousness, coercion, dependency and sanction, may come to our mind. 66 script journal volume 1, issue 1, april 2016 ‖ issn 2477-1880 ‖ e-issn 2502-6623 http://jurnal.fkip-uwgm.ac.id/index.php/script the definition of power are numerous and often confusing because of different theoretical approaches used. some focus on social structure, some on groups, and others on individuals. the most common way of understanding power in work organizations, particularly at school, is to define it as the ability of teacher a to compel or to influence teacher b to act a certain way, even if teacher b doesn‟t wish to do so. teacher a is securing the compliance of b because is responding to some power a possesses. the ability of an individual to influence others is understood to be based on four sources of power. conceptually, these four sources are usually described as hoyle‟s (1986) ideas; 1. structural means that the legitimate power is a property of person, gained through a structural position in the office. a headteacher has the right to make decisions at school as formal organization. in indonesia, for example, every school principal is usually chosen, some are through long process of particular formal test and assigned by a regional office of the national education department based on service time local education authority (dinas pendidikan kabupaten/kota, in indonesian). officially, based on the rule a teacher can join a test or be assigned as a principal candidate when he/she has been 8 years in service. but in the autonomy era, the local government with its high power is able to assign the principal more based on the level of closeness of the teacher and the policy maker in the local government. this autonomy system is able to grow the nepotism and collusion in the regional office. as a result some teachers, who are very ambitious to be a school principal, will ask their relatives, colleagues or somebody else (regional officials) who has a strategic and powerful position to determine and assign the principal. in turn they will usually earn millions of rupiahs from those teachers for such position as a part of legal bribe or gift. it is, of course, affect their dedication in running the school. to get their money back through corruption and manipulation is prospective, strategic, effective ways and avoidable for the principal. republika (2002) says that the students of smkn sumenep protested the principal for his corruption and manipulation on the school finance. they asked the principal to pay the school money back and the local government should quit the principal soon. this type of principal often builds and keeps nice relation with the superordinates to cover his immoral behavior. nowadays, the bad thing is that corruption and manipulation becomes the best trend in indonesia even the kpk (corruption commission) has been working hard to clean indonesian government from 67 script journal volume 1, issue 1, april 2016 ‖ issn 2477-1880 ‖ e-issn 2502-6623 http://jurnal.fkip-uwgm.ac.id/index.php/script these by giving various hard sentences to the deers. hoogvelt in harber & davies (1997) highlights that the customary exchange of gifts was often a normal and integrated part of social behavior but with the change to a modern bureaucracy „legitimate gifts‟ becomes „diguise bribes‟ and expected by officials before a service will be performed. disappointingly, the need for extra money on the official‟s behalf is equally understandable. 2. personality, in which power is a reflection of personal characteristics of the person. it is often seen as a natural consequence regarding to the quality of an individual‟s moral behavior, knowledge, religion, capability or social status. charisma can be taken as an example. 3. expertise refers to the function of specialized knowledge or skills or access to information. because of particular professionalism, a person is awarded a power spontaneously. 4. opportunity means the power that is gained the hierarchical opportunity through ranking system or meritocracy system for essential organizational tasks. teacher a is being powerful to teacher b and c because of particular tasks he/she carried out in the organization. from those four sources of power and its explanation, it can be categorized which one is the most difficult and easy to be owned by every single person in the real managerial situation. moreover, looking at the way how to exercise the power is extremely important. some say that looking for particular position to get power for personal interest is more urgent than exercising the power on the right track. it is thought that the followers will always obey the instructions without any interruption. this thought tends to be authoritarian and dictatorism model of leadership that had been introduced since in the colonialism era. the power relation can be divided in the following terms; 1. power over it is a concept where the leaders attain the institutional goals through their tight control of resources, persuasiveness, and hierarchical post over follower. essentially, the domination of power often belongs to the school principal who structurally plays a role as a super-ordinate. as a result, the principal is the most powerful person in school life. a consequence of this is possibly an authoritarian situation happens in the day to day school life. as far as i am concerned in the situation, it is common in indonesia that the principal 68 script journal volume 1, issue 1, april 2016 ‖ issn 2477-1880 ‖ e-issn 2502-6623 http://jurnal.fkip-uwgm.ac.id/index.php/script often exercises his/her power over teachers and school staffs in achieving the school objectives. the process of policy making is dominantly much more a top down procedure rather than a bottom up one. consequently, teachers and other school staffs have no opportunity to be actively involved in school decision making, even they might be invited they are usually under pressure of the principal to rubber stamp the decisions made. 2. power through the concept is when the power exercising is going through motivation and mobilization of groups or individual persons and deals with achieving organization goals. it is commonly viewed as the idea of facilitative approaches in which the principal is not reluctant to share a sense of belonging through teachers and other school staffs toward the school targets. 3. power with using this model of power, the school manager‟s collaboration with teachers and other school staffs will be shifted depending on the issues. the headteacher places himself/herself in the middle position when particular issues need this step. the most important thing is a sense of collaborating between top-position and lower position as this refers to the concept of democracy. empowering teachers and school staff is a part of this issue, because it sustains collaborative and participatory action between the head and the staff. empowerment makes teachers and staff innovative, creative, and productive in the school life. in turn it will result on the school effectiveness. when innovation, creativeness, and productiveness belong to teachers and staff, it will enable them to educate the students to be more innovative, creative, and productive in learning. this is the way how to build the character of the students. it means that good behavior, attitude, moral intelligences are built by the innovative, creative, productive, skillful, open minded and charismatic teachers. it can be clearly seen from the explanation of kirkpatrick (2001); “empowering teacher means recognizing that good schools have multiple leaders. designated leadership positions are held by individuals who are active, committed, and frequently charismatic. but these good schools are also distinguishable because they spawn co=operative work groups and individuals who are leaders by idea and example”. 69 script journal volume 1, issue 1, april 2016 ‖ issn 2477-1880 ‖ e-issn 2502-6623 http://jurnal.fkip-uwgm.ac.id/index.php/script the issue of gender and leadership are male and female different in leadership styles? culturally the indonesian people believe that they have different perspectives in leadership style. the most traditional nahdiyin (nahdlotul ulama moeslem), for example, admit that female is bent to be a leader in every level of organaisation, particularly to be a president. in contrast, muhammadiyah moeslem let female to be a leader of every level organization, not except a president. the traditional reason why they reject female being a leader is the female role only managing the house works at home no more. but bass (1990) in sadler (1997) is very sure that once women have attained leadership positions they behave in very similar ways to men in similar position. women were seen to use a more democratic, participative approach, compared with a more autocratic, directive style used by men. the change has been happening in indonesia since the reformation era. many women have shown their achievement in leading formal and informal organization. many of them are the leaders of national parties and government institutions. in educational institutions, so many school principals and university rectors are women. surprisingly, they are not only skillful in managerial issues but also able to bring the institutions and organization to the top achievement. it means that the women have same ability as men when they are assigned on particular top positions. the role of the quality of head leadership leadership is one of significant factors in school improvement and effectiveness. however, the quality of school principal leadership is often seen as a key aspect which stimulates the process of reaching school achievement. sergiovanni cited in day (1999) argues that leading in a school just like leading in the classroom needs to use both the head and the heart. it requires intelligences, charisma, good deed, good moral and open minded thoughts. as part of succeeding the indonesian national program of character building, all indonesia school principals should be aware that they are character builders at school level. lambord cited in tilaar (2001) state that java is a cross culture of variety of the world culture. not surprisingly, the values of javanese culture have strong influence on the concept of national leadership launched by ki hajar dewantoro as follows; 1. ing ngarso sung tulodo means the ability to behave well, polite, friendly, and honest in front of the staff. so he / she is able to be the character builder for the school staff and teachers. 70 script journal volume 1, issue 1, april 2016 ‖ issn 2477-1880 ‖ e-issn 2502-6623 http://jurnal.fkip-uwgm.ac.id/index.php/script 2. ing madyo mangung karso means the ability to mobilize, facilitate and work the staff cooperatively when in the midle. 3. tutwuri handayani means the ability to encourage, controll, and monitor when in behind. these three concepts of javanese leadership make the leaders of school are totally different with other formal institutions. ki hajar dewantara‟s concept put the cultural values as the main characteristics of educational institution leaders as the agent change as well as the character builder. school is the place where morality, norms, attitudes, politeness and friendship are mainly built. as it is stated before that culturally, a good indonesian school leader is characterized not only with the three ki hajar dewantara‟s leadership but also with ‘rame ing gawe’ (hard working) and ‘sepi in pamre’ (hard working without wishing any praises or rewards’ or ‘talkless do more’. while sadler (1997) concentrates the leadership qualities of an effective leader on; the ability to build effective teams, the ability to listen, the capability to make decisions on his own, the ability to retain good people, the ability to surround himself with good people. moreover, sadler (1997) argues that charismatic leadership has characteristics as follows; a person with extraordinary gift (bakat luar biasa), a crisis (tanggap), a radical solution to the crisis (solusi tuntas), followers attracted to the exceptional person believing that they are linked through him to transcendental powers, validation of person‟s gifts and transcendence in repeated experiences of success conclusion finally it can be concluded that conceptually there many various leadership styles are possibly chosen by every individual indonesian school leaders in driving the school to gain the school vision and mission. they also can combine two or more model of leadership style to make the managerial school life more effective and efficient. but the unforgettable thing is that school as an educational institution should place on the right track as the agent of change as well as the character builder. improving the quality of education is the only way, as a consequence that education is as the proper effort to elevate the intellectual life of the nation in accordance with the preamble of the 1945 constitution as the principle of nation. it is the responsibility of indonesia government and the entire nation to intellectualize every citizen. article 31 stipulates that “(1) every single citizen shall have the right to obtain an education, and (2) the government shall establish and conduct a national education system which shall 71 script journal volume 1, issue 1, april 2016 ‖ issn 2477-1880 ‖ e-issn 2502-6623 http://jurnal.fkip-uwgm.ac.id/index.php/script be regulated by statute”. to actualize the preamble of the 1945 constitution, the indonesian leadership which focus on ki hajar dewantara‟s leadership principles; ‘ing ngarso sung tulodo, ing madyo mangun karso, and tutwuri handayani is the most prospective leadership for indonesian school. because it is part of the indonesian culture. bibliography atmodiwiryo, s. (2000). manajemen pendidikan indonesia. jakarta: ardadizya jaya ltd. bass, b. . (1990). bass and stogdill’s hand book of leadership: theory, research, and managerial application. new york: the free press. blasé, j., & anderson, g. (1995). the micropolitics of educational leadership. london: cassell. cheng, y. c. (1996). school effectiveness and school based management: a mecahanism for development. london: falmer press. day, c. (1999). developing teachers: the challenges of lifelong learning. london: falmer press. dean, j. (1987). managing the primary school. london: croom helm ltd. dunford, j., fawcett, r., & bennet, d. (2000). school leadership. london: kogan page ltd. harber, c., & davies, l. (1997). school management and effectiveness in developing countries. london & new york: cassell. hoyle, e. (1986). the politics of school management. london: hodder and stoughton. kirkpatrick, g. (2001). course handout on power and delegation. macbeath, j. (1999). effective school leadership: responding to change. london: paul chapman publishing ltd. nathan, m. (1996). the headteacher’s survival guide. london: kogan page ltd. republika. (2002, february). kasek diduga korupsi, siswa segel pintu sekolah. jakarta. sadler, p. (1997). the fast track mba series: leadership. london: kogan page ltd. tilaar, h. a. . (2001). in search of new paradigms in education management and leadership based on indigenous culture: the indonesia case. magelang: indonesiatera. http://jurnal.fkip-uwgm.ac.id/index.php/script p-issn: 2477-1880; e-issn: 2502-6623 april 2023, vol. 8 no. 1 a n e w p a r a d i g m o n l a n g u a g e i m p e r i a l i s m : s t u d e n t t e a c h e r s v o i c e o n l a n g u a g e l e a r n i n g ratu sarah pujasari1, nanak hikmatullah2 universitas siliwangi, indonesia1 university of massachusetts, usa2 email correspondence: ratusarah@unsil.ac.id abstract background: the current language policy in indonesia removed english language programs from the elementary school curricula for fear of constraining children’s first language ability and foreign language domination. however, the policy results in worry among those who believe in the importance of learning english, such as parents and english teachers. methodology: using the descriptive qualitative method, we interviewed six student-teachers who took a sociolinguistics course at a state university in west java, indonesia. findings: the current research shows that the student-teachers perceived teaching english as a form of empowerment. their future job as english teachers is not to promote the language but to help their future students face a more globalized and competitive world. conclusion: contrary to popular belief, student-teachers in this study see their profession as a religious devotion and a platform for future generation empowerment. they believe that teaching english is a way to promote local cultures and languages to the outside world by using local content in the efl classroom. originality: the current debate on english language teaching considers teaching english as part of language imperialism. in our study, however, we found that it is not always the case. teaching english means equipping learners with the knowledge and skills necessary to succeed in 21st-century society. keywords : paradigm; language imperialism; student-teachers voice; english language learning doi : https://doi.org/10.24903/sj.v8i1.1092 received : october 2022 accepted : march 2023 published : april 2023 how to cite this article (apa) : pujasari, r.s., & hikmatullah, n. (2023). a new paradigm on language imperialism: student-teachers voice on language learning. script journal: journal of linguistics and english teaching, 8(1), 73-82. https://doi.org/10.24903/sj.v8i1.1092 copyright notice : authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a creative commons attribution 4.0 international license that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. http://jurnal.fkip-uwgm.ac.id/index.php/script https://creativecommons.org/licenses/by-sa/4.0/ https://creativecommons.org/licenses/by-sa/4.0/ 74 script journal: journal of linguistics and english teaching p-issn: 2477-1880; e-issn: 2502-6623 april 2023, vol. 8 no. 1 1. introduction the discourse on the global expansion of the english language emanates from the concept of linguicism, which refers to the unequal distribution of power and resources between groups that are classified based on their language (phillipson, 1992). given its dominance on the global stage, english is considered part of linguicism (phillipson, 2007) and is believed to create an asymmetrical power relationship between english and other languages, also referred to as english imperialism (phillipson, 1992). this view has divided scholars, with some debunking english imperialism as a myth because its spread benefits its users (davies, 1996; rajagopalan, 1999), while others express concern about its potential impact of english domination on other languages (phillipson, 1992; 1997; 2007; phillipson & karmani, 2005). this polarization significantly impacts language policy and status in peripheral countries those that adopt english as their second/foreign language. some scholars consider english language teaching essential and view english as a powerful tool for communication and a means of gaining a competitive edge in the job market (hu, 2005; lai, 2007; symaco, 2017). others discuss how the fear of english spread has influenced language policy changes in some countries, giving english more power than other languages (lie, 2017; mackenzie, 2022; rose & conama, 2018). our research takes a different approach by investigating student-teachers' perceptions of english. while the debate surrounding english imperialism is ongoing, little research has been conducted from the perspective of english teachers (jiménez catalán & moreno espinosa, 2005). english language teaching is sometimes viewed as part of language imperialism through language promotion and maintenance (phillipson, 2007), making it important to explore english teachers' views about their profession. neglecting to investigate the opinions of those who work in the elt industry makes the discussion incomplete, as it excludes the voices of those actively involved in day-to-day practices. thus, it is crucial to understand the views of english teachers in countries where english is a foreign language, especially in light of the impact of this debate on language policy. this study focuses on exploring how pre-service english teachers in indonesia perceive their profession, which provides an alternative perspective on the ongoing debate about english and imperialism and its impact on language policy in the country. 2. literature review language imperialism has been the topic of debate among scholars who analyse its impact on language policy in many countries. robert phillipson's book, linguistic imperialism (1992), is central to this debate. he argues that the spread of english is perpetuated through colonialism and neo-colonialism. colonialism entails the acquisition of natural resources and the imposition of the 75 a new paradigm on language imperialism: student-teachers voice on english language learning ratu sarah pujasari, nanak hikmatullah colonizer's language and its cultural implications on the colonized, while neo-colonialism involves the perpetuation of the colonizer's power and interests through language aid programs (e.g., the british council, the imf and the world bank). these programs are often accused of maintaining the interests of the donors by asserting and maintaining the dominance of english over other languages (phillipson, 2007). there are intrinsic, extrinsic, and functional arguments for promoting english (spichtinger, 2000). the intrinsic argument posits english as superior to other languages. english is promoted as a “god-given, rich, noble and interesting” language. the extrinsic argument highlights its well-established teaching and learning resources where the teachers are well-trained, and the teaching materials are readily available. the functional argument emphasizes its importance in securing future career opportunities. this propaganda is believed to create asymmetrical relations among languages, with one language becoming more dominant than others, threatening their existence. those who oppose language imperialism argue that the global spread of english was not incidental but rather a part of language planning for those who have an interest in preserving their control in a country. this argument faced criticism from advocates of english. davies (1996), for instance, has strongly contested the idea of linguistic imperialism, dismissing it as a myth. specifically, davies has criticized the two ideas raised by phillipson, namely colonialism and language aid. in terms of colonialism, davies contends that the spread of english in former colonies is an inevitable consequence of the history of colonialism rather than a deliberate effort to maintain dominance. similarly, davies argues that the promotion of english through language aid is not an intentional means of perpetuating english dominance but rather a byproduct of the process. in indonesia, english imperialism has influenced the language policy, with the government reducing english teaching hours in high schools and changing the status of english lessons from mandatory to "extra" at the elementary level (lie, 2017). these policies impact the availability of teaching jobs for english teachers. as the status became “extra”, many schools opted out due to a lack of funding and resources. it also creates a learning gap between students from well-funded and underfunded schools. students from well-funded schools can still have access to english lessons, while those who come from underfunded schools might need to wait until middle school. in the longer term, they can lose their competitive edge. this paper aims to investigate student-teachers' perceptions of english teachers in indonesia regarding english language teaching, which has shaped language curriculum policy, and their future profession within the frame of language imperialism. in doing so, this research aims to provide insight into their perceptions of english language teaching in indonesia. this perspective is often missing from the ongoing debate about english imperialism and its impact on 76 script journal: journal of linguistics and english teaching p-issn: 2477-1880; e-issn: 2502-6623 april 2023, vol. 8 no. 1 language policy. thus, the study hopes to offer an alternative viewpoint and contribute to the discussion of the constant debate over english and imperialism and its effects on language policy in the country. 3. methodology this study aimed to explore student-teachers' perceptions of linguistic imperialism in english language teaching (elt). the research used a case study design and interviewed six english department students who had previously taken a sociolinguistics in elt course. the participants included three males and three females between 19 and 20 years old, who volunteered based on their end-of-course reflection. the interviews were recorded and transcribed, and each lasted about 30 minutes. the data was analysed using braun and clarke's (2008) six-step thematic analysis process. this process included (1) getting familiar with the data, (2) conducting initial coding, (3) grouping initial codes into categories, (4) finding themes, (5) naming and defining themes, and (6) writing the report. in step 1, the researcher reviewed the data transcription to ensure the clarity of the data. step 2 involved the researcher in breaking down the data into fragments, while step 3 described the process of grouping the initial codes into categories based on their similar properties and dimension. step 4 showed the researcher review of the categories and determined the theme. steps 5 and 6 illustrated the researcher naming, finalizing the themes and writing the report respectively. to ensure the reliability and trustworthiness of the findings, the two researchers involved in the study met to discuss and compare the themes. they noted agreements and disagreements and evaluated the themes until they reached a consensus (o’connor & joffe, 2020). this process enhanced the validity and credibility of the research findings. 4. findings the question of whether teaching english is a form of imperialism or empowerment is a contentious issue. however, the overall findings of this study suggest that student-teachers hold a positive attitude towards their future profession as english teachers. instead of feeling guilty about promoting a foreign language, they view teaching english as a means of empowering themselves and future generations. empowerment is defined as a way to enhance global competitiveness through english language skills. this positive viewpoint presents a new perspective in the ongoing debate on language imperialism from the lens of student-teachers. the theme of empowerment emerged across four categories, indicating the significance of this concept in the student-teachers' perceptions. 77 a new paradigm on language imperialism: student-teachers voice on english language learning ratu sarah pujasari, nanak hikmatullah 4.1 transformative learning transformative learning encompasses the student-teachers’ perceptions of teaching english in general. it describes their attitude and motivation to become an english teacher and how they make meaning of the profession. student 1 states that teaching english involves more than teaching but connecting the classroom to the wider social context. “it is not only about how i could teach my students but how i involved myself with all elements of teaching-learning not only in the classroom but wider. [it is] not only about the language itself, but also the attitudes, the moral value in facing this world globally. the role of teaching english also extends beyond language promotion; it provides a platform for equipping these teachers and their future students. they understand that english is recognized as an established international language that has global importance. therefore, they view teaching english as essential to empowering themselves and their future students to be more literate. “the english language itself can be a bridge for me to know the whole world because most of the information is delivered in the english language. so, as a language teacher, english can be a beneficial tool for my students to spread their minds.” (student 2). from a close look, teaching english also influences their worldview. through english, these student-teachers found why english is important in their lives and how it changes how they see themselves and the world. “especially to be more aware that language is very important in all aspects of my life, and how english transformed me into a tolerant person and creative person to create something that i could not imagine before.” (student 3). overall, the student-teachers in this study view english as a tool for transformative learning. they are able to see what their future profession entails and, at the same time, reflect on how english affects their own “self”. 4.2 self-determination and religious importance building on the notion of transformative learning, self-determination and religious importance extend the role of teaching english in shaping these student-teachers. teaching english is seen as the driving force for the self-determination of these student-teachers. they are able to make choices for their lives and overcome the challenge. “to be honest, learning english is hard sometimes...and it makes me think how can i teach students if i do not like english itself. so i decide to like english although it's hard or easy, i should survive until i finish what i had started.” (student 6). 78 script journal: journal of linguistics and english teaching p-issn: 2477-1880; e-issn: 2502-6623 april 2023, vol. 8 no. 1 student 6 shows the determination to overcome the challenge and race to the finish line. while he considered english as difficult to learn, the fact that it was his choice motivated him to continue learning the language. such self-determination can also be seen in student 5, who dreamed of being the kind of english teacher she always envisioned. she understands that the job will be challenging, but she decided to go the extra mile. “if i am to be an english teacher i will be a friendly teacher, share happiness and always make my students feel happy in the teaching process. but i know being an english teacher it's not easy but i will do my best for my students” empowerment can also come in the form of religious importance. in this sense, teaching english is not merely about skills but also about the good deeds (amal jariyah) they create for the hereafter. for example, student 4 mentioned that her background from a religious family influences her motivation to teach english. “since i was born and grew up in an environment that put religion as the top of the goals. i perceive myself in the field of english language as the agent of change to bridge people to reach those goals, so that they would have a better social life in every aspect.” these student-teachers demonstrate that teaching english is a source of motivation for their future “selves” and that self-realization is an essential factor in shaping their identities as future teachers. throughout their learning process, these students have come to accept themselves and develop a deeper understanding of their role as educators. 4.3 global competitiveness and local culture promotion while english language teaching has traditionally been viewed as a form of cultural imperialism that promotes foreign cultures at the expense of local cultures, these student-teachers present a different perspective. they believe that while english is a foreign language, its teaching content can be contextualized to the local context, including local cultures, histories, and traditions. this suggests a shift in the language imperialism debate from foreign language promotion to the localization of teaching content. “teaching english will influence the imperialism of english but my point is not that. some people say ‘think globally and act locally, so in this case, we can use english to spread our local wisdom and be accepted in the world.” (student 1). during the interviews, the phrase "think globally act locally" was frequently mentioned by the student-teachers, indicating that they view teaching english as a means to promote their own cultures and values to the world. they emphasise helping their future students become global citizens while maintaining their local identities. “becoming an english teacher is my way to stimulate students to think globally but must act locally.” (student 3). 79 a new paradigm on language imperialism: student-teachers voice on english language learning ratu sarah pujasari, nanak hikmatullah 4.4 language awareness and intercultural communication teaching english facilitates these student-teachers in their understanding of the language used in society. one student mentioned that his motivation to be an english teacher made her gain more understanding of how language functions in society. language is seen as a means to teach differences and to communicate across cultures. “in the future, i will become a teacher (language teacher). i would teach the students about the differences of culture in language because when we learn the language we learn the culture. language and culture are connected.” (student 5). teaching english has contributed to their language awareness and understanding of the importance of intercultural communication. this positive attitude towards teaching english reinforces the new perspective on the debate on language imperialism through the lens of studentteacher voices, suggesting a paradigm shift towards empowerment rather than exploitation. 5. discussion the present study examines the perceptions of student-teachers regarding english language teaching in the context of linguistic imperialism. the results indicate that teaching english is not a means of imperialism or imposing language skills but rather a means of empowerment. this empowerment takes various forms that encompass both the self and others. these forms are demonstrated through the following categories: 1) transformative learning, 2) self-determination and religious significance, 3) global competitiveness and local culture promotion, and 4) language awareness and intercultural communication. teaching english is transformative when teachers can change how they view themselves and their teaching practices. it goes beyond simply transferring knowledge and skills and instead prompts them to reflect on their experiences and make changes in their approach to teaching. through this process, they see teaching as an opportunity to bring attitudes and moral values to their students, creating a broader impact beyond language acquisition. this transformation leads to the development of autonomous and self-directed individuals whose minds are capable of challenging the status quo (hodge, 2014; mezirow, 1997). teaching english serves as a driving force for self-determination and religious function for these student-teachers. they recognize the challenges of the profession and are motivated to improve their content knowledge. their social background influences how they see the profession beyond materialistic considerations and extends into spiritual values. these student-teachers have developed a sense of independence and self-regulation through teaching english. they feel empowered both psychologically and in terms of self-realization (wehmeyer, 2005). in the context of linguistic imperialism, teaching english is often viewed as a form of neo-colonialism. however, the perspectives of these student-teachers offer a new viewpoint. 80 script journal: journal of linguistics and english teaching p-issn: 2477-1880; e-issn: 2502-6623 april 2023, vol. 8 no. 1 they suggest that teaching english is not about imposing a foreign language or culture but rather a means of empowering future generations to become more competitive in today's globalized world. while the language itself may be foreign, the content can be made local, with teachers promoting local cultures and wisdom within their teaching materials. by doing so, english teachers can help their students develop a global mindset while maintaining a strong connection to their roots. this new perspective suggests that english teachers can become cultural agents, bringing about positive change and new forms of cultural exchange (sudartini, 2012). teaching english can contribute to creating a more equitable and diverse world, as the student-teachers in this study recognize. they understand the power of language and the importance of promoting intercultural communication and world peace. by teaching english, they hope to foster tolerance and appreciation for different languages, cultures, and speakers, which can, in turn, facilitate subsequent learning of other languages (svalberg, 2012). this appreciation for language and culture is essential for effective intercultural communication (bennett, 1998). the concept of linguistic imperialism has had a significant impact on language curriculum and policy. the current study highlights the importance of considering the perspectives of english teachers when making policy decisions (lauder, 2008). it suggests that policymakers should conduct a comprehensive analysis that includes teachers' viewpoints before making any policy decisions. however, this study has some limitations, such as collecting data only through interviews. future research could use data triangulation to gain insights from multiple sources. additionally, this study only focused on student-teachers voices, so it would be beneficial to conduct similar research from the perspectives of other stakeholders, such as language policy experts and administrators, to provide a more comprehensive understanding of the issue. 6. conclusion the current study challenges the assumption that english language teaching is a form of linguistic imperialism, as the english student-teachers perceive it as a platform for empowerment. in addition, they view teaching english as a way to fulfil their religious devotion, believing that mastery of the language can lead their future students to succeed in the 21st century. this positive view of english teaching also highlights the potential to promote local cultures and languages through the use of local content in the classroom. these findings suggest that policymakers should consider the perspectives of english teachers 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(2005). self-determination and individuals with severe disabilities: reexamining meanings and misinterpretations. research and practice for persons with severe disabilities, 30(3), 113–120. https://doi.org/10.2511/rpsd.30.3.113 http://jurnal.fkip-uwgm.ac.id/index.php/script p-issn: 2477-1880; e-issn: 2502-6623 april 2023, vol. 8 no. 1 acts of complaining as realized by covid -19 survivors in indonesia: a gender perspective nur lailiyah1, djatmika2, riyadi santosa3, sumarlam4 universitas sebelas maret, indonesia1,2,3,4 email correspondence: nurlailiyah737@gmail.com abstract background: the increase in covid-19 patients in kediri city has had a significant influence on a variety of areas, including health services in the hospitals. this paper explicates an overview of how covid-19 patients complain about health services in hospitals. methodology: the present study employed qualitative design using sociopragmatics approach. data was collected from 31 informants of different genders. the data analysis used trosborg’s theory. findings: the results show that in situation 1 (medical ward), both female and male patients have similarities in the use of speech act of complaining using annoyance by 37% of female and 36% of male patients, while in situation 2 (healthcare services), there are differences in the use of the complaining strategy across gender. women tend to use the ill consequences strategy (29%), while men used the annoyance strategy (34%). while the pattern of similarity in the speech act of complaining used across genders shows that the hint strategy (1%) was used by both genders as seen in situation 2. conclusion: to sum up, the difference in gender is not always a determining factor or benchmark in determining something including language use, it all depends on the individual's character in responding to something. women can no longer be considered "super polite" compared to men, because in certain conditions women can be rougher than men, and vice versa. originality: if the complaints of covid-19 survivors about health services in hospitals are not revealed, then the public will never know the real conditions in the field. without intending to diminish the importance of other determining factors and reduce the performance of healthcare workers as a result of their efforts in service, the less optimal service provided by healthcare workers to patients occurs because there is an imbalance between the needs of the survivors and the capacity of healthcare workers to meet those needs. keywords : speech act of complaining; gender; covid-19 survivors doi : http//dx.doi.org/10.24903/sj.v8i1.1121 received : november 2023 accepted : march 2023 published : april 2023 how to cite this article (apa) : lailiyah, n., djatmika, d., santosa, r., sumarlam, s. (2023). acts of complaining as realized by covid-19 survivors in indonesia: a gender perspective. script journal: journal of linguistics and english teaching, 8(1), 42–53. https://doi.org/10.24903/sj.v8i1.1121 copyright notice : authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a creative commons attribution 4.0 international license that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. http://jurnal.fkip-uwgm.ac.id/index.php/script mailto:nurlailiyah737@gmail.com https://creativecommons.org/licenses/by-sa/4.0/ https://creativecommons.org/licenses/by-sa/4.0/ 43 acts of complaining as realized by covid-19 survivors in indonesia: a gender perspective nur lailiyah, djatmika, riyadi santosa, sumarlam 1. introduction dissatisfaction with the care received by patients and covid-19 survivors in kediri leads to complaints regarding health services. many individuals expect that when they enter the hospital, they will receive adequate treatment and care so that they can recover fast and return to normal health. if the patient is dissatisfied with the treatment and cares received, this will lead to the speech acts of complaining. the speech act of complaining can be expressed directly or indirectly as a result of disapproval, dissatisfaction, and irritation with something (trosborg, 1995). research related to speech acts of complaining has been carried out by many domestic and foreign researchers who focus on speech acts of complaining between natives and non-natives (immigrants). previous researchers also focused on the speech acts of complaining between students (alebadi et al., 2020; da silva, 2014; farnia, 2010; hussein & al-mofti, 2014; laabidi & bousfiha, 2020; onalan & cakir, 2018; zhang, 2001). even though gender issues can influence a speech act of complaining, previous studies are still looking at only a part of the problem or a part of it, and they have not linked speech acts of complaining and gender. there have also been studies relating speech acts of complaining to gender, although it has focused on students and looked for differences in speech acts of complaining between female and male students in certain contexts (al rashidi, 2017; chun, 2013; noisiri, 2010; thongtong & srioutai, 2019). research that is limited to specific circumstances, on the other hand, will be less equipped to respond to differences in speech acts of complaining between men and women. previous studies related to the speech act of complaining have relied on the discourse completion task (dct) for data collection, which reduces the naturalness of the data. it is, therefore, necessary to conduct research related to expressive speech acts of complaining that consider various contexts of situations from a gender perspective, as well as data collection using a structured interview. 2. literature review gender is a term used to describe the social differences between men and women. gender can also be interpreted as a concept of social relations that distinguishes the functions and roles between men and women (coates, 2004). the differentiation of functions and roles between men and women is not determined by biological or natural differences, but is distinguished according to their respective positions, functions, and roles in existence and progress in numerous domains. 44 script journal: journal of linguistics and english teaching p-issn: 2477-1880; e-issn: 2502-6623 april 2023, vol. 8 no. 1 the concept of gender is an inherent trait of both men and women that is socially and culturally constructed. for instance, women are thought to be delicate, attractive, emotional, and motherly, whereas men are seen to be strong, rational, manly and mighty, aggressive; men are trained and driven to keep these features as a result of such social construction, and as a result, men get stronger (chun, 2013; fishman, 1983). the features are interchangeable properties. this means that men can be sensitive, delicate, and motherly at times, while women can be strong, rational, and powerful. changes in the characteristics of these properties can occur from time to time and from place to place for example several characters indicating a shift in leadership style in job interview by wijayanti et al. (2022) found that the female applicants also demonstrated traits that were originally associated with men's leadership styles, such as being fearless, self-assured, decisive, analytical, and critical thinker. there are disparities in the way women and men use language, according to holmes (1995), who stated that women have a tendency to be more interested in forming friendship bonds while using language, whilst males have a tendency to be more independent. according to leaper & robnett (2011), women occupy a subordinate position, so they communicate more politely and tentatively, while men who occupy a superior position, communicate offensively and tend to be aggressive. gender has long been recognized as an important variable in language use. since the 1970s, much has been written about gender differentiation and its impact on language. the situation that has occurred in society in the previous two years, namely the covid-19 pandemic, has resulted in numerous complaints, particularly in the healthcare sector; these concerns finally lead to the speech act of complaining. complaining is an illocutionary act of the speaker expressing disapproval or negative feelings about a situation related to the speaker as a person who is responsible for the events experienced by the speaker (trosborg, 1995). trosborg (1995) grouped four categories of complaints, namely no explicit reproach, expression of disapproval, accusation, dan blame. this category has eight complaining strategies, namely hints, annoyance, ill consequences, indirect, direct, modified blame, explicit blame (behavior), dan explicit blame (person). the four categories of the speech act of complaining are realized into eight strategies. the following is a brief explanation of each complaining strategy; 45 acts of complaining as realized by covid-19 survivors in indonesia: a gender perspective nur lailiyah, djatmika, riyadi santosa, sumarlam a. the category of no explicit reproach is carried out by not mentioning the thing that is complained of. the speaker implies that the hearer knows his mistake and will take responsibility. this category has one strategy, that is hint strategy, in which the speaker uses the sign of the thing being complained about. b. the category of expression of disapproval that speakers express dislike. this category has two strategies, namely annoyance, in which speakers express annoyance and ill consequences, in which the speaker mentions the impact of the behavior of the interlocutor that does not apply to him. c. the category of accusations, this category looks for the person to blame. in this category there are two strategies, i.e., indirect accusation, in which the speaker submits an indirect complaint and direct accusation, in which the speaker submits a direct complaint. d. the category of blaming, in which the speaker blames the speaker in his complaint. three complaining strategies can be used by speakers. they are modified blame, in which the speaker conveys a complaint by modifying his complaint, the category of explicit blame (behavior), in which speakers complain explicitly, and the category of explicit blame (person), in which the speaker blames the speech partner himself as a human being as a whole, not on the actions that have been done by him. in everyday conversation, complaining is a real problem, oriented toward the speaker as a party who is not treated properly, and as an activity that conveys a negative attitude towards particular targets (rhurakvit, 2012; rinnert & nagomi, 2006). many patients are dissatisfied with hospital health care during the current pandemic (pratiwi & utama, 2020). as a result of this condition, patients vent their displeasure in the form of speech acts of complaining. patients of different genders surely have distinct approaches or strategies for complaining; in this study, the strategies utilized by gender in complaining will be described. 3. methodology this research falls under qualitative descriptive research because it aims to describe in depth the complaints from a gender perspective. 31 participants in this study are patients and residents around the hospitals in kediri, indonesia. this study uses a sociopragmatic approach, this study looks at the incident (speech acts of complaining) from a gender perspective. this study adopts a sociopragmatic approach and examines speech act of complaining from a gender perspective. a structured interview was used to collect the data 46 script journal: journal of linguistics and english teaching p-issn: 2477-1880; e-issn: 2502-6623 april 2023, vol. 8 no. 1 from covid-19 survivors. 31 different gender informants served as sources of data. the data analysis adopts the theory of (trosborg, 1995). figure 1 outlines the research process. figure 1. research procedure this research uses sampling techniques, and the research sample in qualitative research is often used to answer research questions. therefore, the sampling technique used in this research is purposive sampling. purposive sampling is used to select and determine the data sources used in the research (sutopo, 2006). purposive sampling is also used to select informants who are considered to have the required information and are deemed credible as sources of data for this research. the aim is to obtain completeness and sufficiency of data and to achieve in-depth study. the sample is determined from the data sources that have been carefully and strictly selected based on various specific criteria developed by the researcher to achieve the research objectives. in this research, the selection of the informants was based on several criteria: a. covid-19 patients receiving treatment in hospitals, b. having complaints about hospital services, c. native residents of kediri city, d. of javanese ethnicity, e. residing in kediri city, f. willing to be informants, and g. having sufficient time to assist in the research process. by using these criteria, data can be obtained and classified accurately, so that there will be no data considered inappropriate. because all the data will show the ttm strategy used. the data should also show the location, participants, events, interactions, and behaviors being studied. thus, the data becomes less general to avoid quantitative, positivist interpretations that are too specific (santosa, 2021). problem identification data collection & preliminary analisis conclusion drawing final analysis report writing informan selection article writing 47 acts of complaining as realized by covid-19 survivors in indonesia: a gender perspective nur lailiyah, djatmika, riyadi santosa, sumarlam 4. findings the phenomenon of the use of language and gender-related terms has become something of interest among the public, leading many researchers to conduct studies that link language with gender. social and cultural constructs of inherent traits in men and women, such as women being known for being more gentle (baron & kotthoff, 2002; showalter, 1998), however, in certain conditions, such as psychological and physical abnormalities like illness, women tend to complain more using harsher strategies than men. the speech act of complaining was pioneered by trosborg (1995) in his book entitled interlanguage pragmatics requests, complaints, and apologies. the speech act of complaining is the concept of using language as an action due to dissatisfaction with something. the research findings and explanations are presented with the following description. 4.1. situation 1 (complaint about the room) the patient complains about the room where he is being treated. the rooms include the emergency room and the medical ward. the patient complained to the nurse (medical staff). the results show that both genders tend to use the expression of disapproval with annoyance and ill consequences strategies. the detail of this situation is presented in table 1. table 1 speech act of complaining in situation 1 (medical ward) category strategy male female no explicit reproach hints 2% 0% expression of disapproval annoyance 37% 36% ill consequences 26% 32% accusations indirect 1% 0% direct 7% 8% blame modified blame 8% 6% explicit blame (behavior) 16% 17% explicit blame (person) 3% 2% total 100% 100% in situation 1 (medical ward), table 1 demonstrates the differences in complaints about health services between men and women. covid-19 survivors felt uncomfortable in the room they occupied. in expressing their displeasure, women use all forms of complaining strategies of hint ( 2%), annoyance (37%), ill consequences (26%), indirect ( 1%), direct 48 script journal: journal of linguistics and english teaching p-issn: 2477-1880; e-issn: 2502-6623 april 2023, vol. 8 no. 1 (7%), modified blame (8%), explicit blame (behavior) (16%), and explicit blame (person) (3%). meanwhile, men do not use two complaining strategies of hint and indirect. they used annoyance (36%), ill consequences (32%), direct (8%), modified blame (6 %), explicit blame (behavior) (17%), and explicit blame (person) (2%). in situation 1, women used the hint strategy (2%) and indirect strategy (1%) while men did not use it. the annoyance strategy was used by women (37%) and men (36%). ill consequences strategy was used by women (26%) and men (32%). women (7%) and men (8%) used direct strategy. a modified blame strategy was used by women (8%) and men (6%). women used the explicit blame (behavior) strategy 16% while it was used also by men (17%). the explicit blame (person) strategy was also used by both women (3%) and men (2%). in situation 1, women complain more about the medical room and occupy a higher position in using annoyance strategy than men. however, men occupy the highest level of the ill consequences strategy (32%) compared to women (26%). because women want to avoid social conflict, men prefer to eschew hint and indirect strategies, while women continue to utilize them. women, on the other hand, women use the explicit blame (person) strategy with harsh attacks and even judgments (3%) more than men (2%). the results support and at the same time refute the theories from holmes (1995), mills (2005), and coates (2004) that argue that women are more polite than men. women can be more courteous than males at times, but they can also criticize and judge someone. 4.2. situation 2 (complaint on the healthcare services). situation 2 refers to covid-19 survivors who complained about the poor services provided by health workers, such as replacing infusion and being slow, unfriendly, and unresponsive. table 2 is the summary of situation 2. table 2 speech act of complaining in situation 1 (healthcare services) category strategy male female no explicit reproach hints 1% 1% expression of disapproval annoyance 27% 39% ill consequences 34% 32% accusations indirect 1% 0% direct 5% 3% blame modified blame 9% 5% explicit blame 18% 17% 49 acts of complaining as realized by covid-19 survivors in indonesia: a gender perspective nur lailiyah, djatmika, riyadi santosa, sumarlam category strategy male female (behavior) explicit blame (person) 5% 3% total 100% 100% table 2 depicts the disparity in complaints about health services between men and women in situation 2 (healthcare services). covid-19 survivors are dissatisfied with the assistance they receive. in expressing their dissatisfaction, women use all strategies, which are hint (1%), annoyance (27%), ill consequences (34%), indirect (1%), direct (5%), modified blame (9%), explicit blame (behavior) (18%), and explicit blame (person) (5%). while men did not use indirect strategy, they used other strategies such as hint (1%), annoyance (39%), ill consequences (32%), direct (3%), modified blame (5%), explicit blame (behavior) (17%), and explicit blame (person) (3%). in situation 2, both women and men show the lowest use of the strategy of hint (1%). women use the annoyance strategy (27%) while men are higher (39%). women use the ill consequence strategy (34%) more than that of men (32%). women used the indirect strategy (1%) while men did not use it. the direct strategy was used by women (5%) and men (3%). modified blame strategy was used by women (9%) and men (5%); it is lower for men. explicit blame (behavior) strategy was used by women (18%) while men (17%). lastly, the explicit blame (person) strategy was used by women (5%) and men (3%). in situation 2 regarding the healthcare services, the highest percentage is women using the ill consequences strategy (34%), while men used the annoyance strategy (39%) in situation 1 (medical ward). when opposed to situation 1 involving the medical ward, situation 2 involving healthcare services has a propensity to be more complained about the room. in situation 2, women were more careful in complaining about health services than men. the findings of this study corroborate with the theory of holmes (1995), mills (2003), and coates (2015) who argue that women are more polite than men. table 2 shows that women tend to make more efforts to avoid social conflicts. table 2 also supports the theory of wodak and benke (1990) that women reflect conservative, prestige awareness, increased mobility, discomfort, deference, nature, emotional expression, relatedness, sensitivity, and solidarity. in contrast, men tend to reflect violence, lack of expression, competitiveness, independence, competence, hierarchy, and control. figure 2 is a summary of the use of the complaining strategy between genders. 50 script journal: journal of linguistics and english teaching p-issn: 2477-1880; e-issn: 2502-6623 april 2023, vol. 8 no. 1 0 20 40 60 80 100 120 female male speech act of complaining hint annoyance ill consequences inderect direct mb ebb ebp figure 2. strategies of speech act of complaining between genders 5. discussion the complaining strategies used by covid-19 survivors based on gender show that women tend to use annoyance and ill consequences strategies. generally, annoyance strategies have a higher distribution than ill consequences strategies, as is the case with men. these strategies still fall into the low complaining category compared to other strategies. this seems to be related to javanese culture that still exists in covid-19 survivors, namely, "tepa salira" and "empan papan" in the mataraman wetan cultural community. this can bring quite positive implications for social relationships. complaining by merely expressing dissatisfaction (cause and effect) is still within reasonable limits, as the complaints made by survivors from different social backgrounds have not led to hate speech and curses. research pertaining to the speech act of complaining which is associated with gender (al rashidi, 2017; chun, 2013; noisiri, 2010; thongtong & srioutai, 2019), women tend to be softer and use longer (indirect) and more polite language when they are complaining. while men typically use direct, disrespectful, and rude language when they complain. while a study conducted by kakolaki and shahrokhi (2016), indicated that there are differences between men and women in realizing the speech act of complaining, men frequently use direct complaints in contrast to women, who most frequently use indirect complaints. they came to the conclusion that gender had an impact on the strategy of complaint and politeness used. contrary to the findings of this study, women often complain by blaming others directly, but they modify their speech so that the listener does not feel burdened by their complaint. however, under some circumstances, women are unable to control their speech, 51 acts of complaining as realized by covid-19 survivors in indonesia: a gender perspective nur lailiyah, djatmika, riyadi santosa, sumarlam and they speak in the rudest possible ways to the addressee. while men's speech tended to be more egalitarian, there was no discernible change for them. the findings of this research also conflict with those of coates (1995), who contend that women are more likely than men to express uncertainty, indecision, and a lack of trust, for example. according to the study's findings, women were more assertive and confident when they complained, and as a result, they gave speakers who were being particularly rude 5% more often than men with a 4% rating. this appears to be influenced by the advent of the digitalization era, which has spread to all sectors and where women are now free to express their opinions through social media. considering the culture that should belong to the people of kediri, which is the mataraman wetan, women are supposed to be more polite than men. nevertheless, this culture starts to gradually change alongside the modern, technologically advanced times. another significant issue is the sociopragmatic role in covid-19 health services. it has been discovered that these factors play a very minor role, and for covid-19 survivors who are not in a good shape, psychological factors may have an even greater impact. this is corroborated by the view of alonso et al. (2011) and umayah et al. (2017) depending on the situation, a person may express themselves differently than usual. 6. conclusions gender differences in language usage are prevalent, and numerous researchers have looked into them. the use of the complaining strategy in two situations of medical ward and healthcare services shows different expressions but similarities between the two. this difference can be seen in the two genders choosing different complaining strategies in different situations. for instance, women tend to express their annoyance by choosing the annoyance strategy and blaming the nurse using the explicit blame (behavior) strategy, while men choose the annoyance strategy without being followed by an explicit blame (behavior) strategy, but by ill consequences strategy. both genders similarly used the hint strategy (1%) in situation 2 (healthcare services). in situation 1, women are more likely to attack and exhibit emotions, whereas men are more likely to be conservative. in situation 2, women like to communicate warmly, whilst men utilize a more confrontational complaining strategy. 52 script journal: journal of linguistics and english teaching p-issn: 2477-1880; e-issn: 2502-6623 april 2023, vol. 8 no. 1 7. references al-ebadi, h., ulaiwi, w. ., & murdas, s. a. 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(2001). the speech act of complaining : a cross-cultural comparative study of chinese and american english speakers. lowa state university. copyright © 2017, script journal: journal of linguistic and english teaching, p-issn 2477-1880, e-issn 2502-6623 http://jurnal.fkip-uwgm.ac.id/index.php/script script journal: journal of linguistic and english teaching p-issn: 2477-1880; e-issn: 2502-6623 october 2017, vol. 2 no. 2 received: september 2017 accepted: september 2017 published: october 2017 article doi: http://dx.doi.org/10.24903/sj.v2i2.128 thematic progression pattern : a technique to improve students’ writing skill viewed from writing apprehension fitri nurdianingsih ikip pgri bojonegoro fitriafip12@gmail.com yuniarta ita purnama ikip pgri bojonegoro niarpurnama@gmail.com abstract: the objective of conducting this research was to find out : (1) whether or not the use of thematic progression pattern is more effective than direct instruction in teaching writing to the second semester students at english education department; (2) the students who have a low writing apprehension have better writing skill than those who have a high writing apprehension; and (3) there is an interaction between teaching technique and writing apprehension in teaching writing skill. this research was an experimental research design. the population of this research was the second semester students at english education department of ikip pgri bojonegoro. meanwhile the sample of this research was selected by using cluster random sampling. the instruments of data collection were writing test and writing apprehension questionnaire. the findings of this study are: (1) thematic progression pattern is more effective than direct instruction in teaching writing; (2) the students who have low writing apprehension have better writing skill than those who have high writing apprehension; and (3) there is an interaction between teaching technique and writing apprehension in teaching writing skill. it can be summarized that thematic progression pattern is an effective technique in teaching writing skill at the second semester students of english education department in ikip pgri bojonegoro. the effectiveness of the technique is affected by writing apprehension. keywords: thematic progression pattern, writing skill, and writing apprehension http://jurnal.fkip-uwgm.ac.id/index.php/script http://dx.doi.org/10.24903/sj.v2i2.128 mailto:fitriafip12@gmail.com mailto:niarpurnama@gmail.com script journal: journal of linguistic and english teaching, october 2017, vol.2 no.2 238 copyright © 2017, script journal: journal of linguistic and english teaching, p-issn 2477-1880, e-issn 2502-6623 introduction among the language skills, writing seems to be the most difficult one in the sense that it needs a long process starting from brainstorming up to final product. furthermore, it involves some writing elements such as content, grammatical function, vocabulary, and the mechanics like punctuation, capitalization, and spelling. writing belongs to the productive skill that should be mastered by the students in order to communicate their ideas and feeling with others in written form. in line with this statement, raimes (1983) states that writing is a skill in which we express the ideas, feelings, and thoughts arranged in words, sentences and paragraphs using eyes, brain, and hand. according to ( tarigan, 1987 ; arbain, 2017), writing is a language skill that is used for indirect communication. the students can communicate their ideas and thoughts to others through written form such as letter, message, or invitation for communication. writing is a complex process of an activity that allows one in transforming thoughts, constructing ideas, discovering meaning and organizing them into sentences and paragraphs which focuses on content first using the appropriate language through several stages rehearsing, drafting, and revising. there are five aspects of writing according to brown & bailey (1984), namely: organization, content, grammar, mechanics, and style. writing skills assisted the students to express their ideas in the written form. thus, they have to master english vocabulary and tenses as the main part in constructing ideas. in fact, the students got some difficulties in writing skill, such as the lack of vocabulary and tenses. to solve this problem, the researcher conduct the research to find what method that is effective in teaching writing skill. writing required not only cognitive aspect but also affective aspect that could influence students. mcleod cited in alnufaie & grenfell (2013) writing is claimed to be an emotional as much a cognitive activity. its affective constituents including emotions, apprehension and motivation influence all stages of the writing process. this research is aimed to identifying the effect of the teaching techniques and writing apprehension on students’ writing skill. particularly this research is proposed whether or not : (1) the use of thematic progression pattern is more effective than direct instruction in teaching writing to the second semester students at english education department; (2) the students who have a low writing apprehension have better writing skill than those who have a high writing apprehension; and (3) there is an interaction between teaching technique and writing apprehension in teaching writing skill. script journal: journal of linguistic and english teaching, october 2017, vol.2 no.2 239 copyright © 2017, script journal: journal of linguistic and english teaching, p-issn 2477-1880, e-issn 2502-6623 nunan (2009) mentions that writing is an activity that can usefully be prepared for by work in the other skills of listening, speaking and reading. it also significant to make sure that writing can reflect the students’ perform in their daily lives. in writing, the students are required to produce language to express their ideas. to do this, they should have sufficient knowledge of what to write and organization of language. knowing what to write will enable the flow of ideas, whereas knowing how to organize will help them convey the ideas in a clear way to the readers. to produce good writing, it is necessary for the students to know how to organize theme and rheme in their writing. the organization of theme and rheme is usually discussed in systemic functional grammar. it is a multi-functional view of language in which each meta fiction assigns a structure to the clause. systemic functional grammar view language as a resource for making meaning. this grammar attempts to describe language in actual use and so focuses on text and their context. there are three types of meaning within grammatical structures in grammar as resource for making meaning, they are experiential/ideational meaning, interpersonal meaning, and textual meaning. textual meaning is relevance to the context: both the preceding (and following) text, and the context of situation. the textual function of the clause are that of constructing a message. it is constructed in english in term of theme and rheme. the system of theme belongs to the textual meta function of the language. it is concerned with the organization the larger text. every clause is organized as a message related to an unfolding text. halliday (1994) states that theme is the element which serves as the point of departure of the message; it is that with which the clause is concerned. the remainder of the message, the part in which theme is developed is called rheme. as a message structure; therefore, a clause consists of a theme accompanied by a rheme; and the structure is expressed by the order whatever is chosen as theme is put first. the rheme is the most important element in the structure of the clause as a message because it represents information the speaker wants to convey to the hearer. it is the rheme that fulfils the communicative purpose of the utterance. gerot & wignell (1994) mention that in english the theme can be identified as that or those element (s) which come(s) first in the clause. this represents the point of departure of this message from the previous one. the rest of the clause is called rheme. new information is typically contained in the rheme. script journal: journal of linguistic and english teaching, october 2017, vol.2 no.2 240 copyright © 2017, script journal: journal of linguistic and english teaching, p-issn 2477-1880, e-issn 2502-6623 paltridge (2000) says that the notion of theme and rheme are also employed in the examination of thematic progression, or method of development of a text. thematic progression refers to the way in which the theme of a clause may pick up, or repeat, a meaning from a preceding theme or rheme. there are three kinds of thematic progression patterns, they are: reiteration or constant theme pattern, zig-zag/ linear theme pattern, and multiple theme/ split rheme pattern. in writing, the students should pay attention not only to grammar, punctuation and capitalization, unity and coherence, but also to its thematic progression. it means how they develop old and new information in their writing. based on the statements above the writer is interested in conducting this research with several considerations. first, the writer wants to know what are themes and rhemes in the students’ writing, and second she is also eager to know what thematic progression pattern they employ in developing their writing. butt (2000) say that if the theme is the signpost for a speaker or writer’s point of departure, then each rheme is the temporary destination. usually the bit of the message that the writer or speaker considers interesting or important comes in the rheme. while the first clause or clause complex in a text will probably contain all new meanings, the thematic choices for the following clauses should not be unexpected. they should be connected with ideas that we have already met in the theme or rheme of a clause or not too far before. because readers and addressees need to be reassured that they are following the development of the text, many texts are signposted by placing elements from the rheme of one clause into the theme of the text, or by repeating meanings from the theme of one clause in the theme of subsequent clauses. this kind of text development method is called thematic progression. arends (1997) mentions that direct instruction is a conventional teaching that assists the students to learn basic skill and acquire information that can teach in step by step. direct instruction mainly focuses on teacher-centered, emphasizes the use of small group, face-toface instruction by the teacher and provides learners with practically useful knowledge of language. daly & miller (1975) coined the term writing apprehension is meaning writing-specific anxiety. according to magno (2008), writing apprehension can be conceptualized as a significant predictor to determine the success rate of acquiring english language proficiency among esl learners. hettich (1994) defines that writing apprehension as the abnormally high level of an anxious, nervous, agitated or stressful feeling in a writing strategy related script journal: journal of linguistic and english teaching, october 2017, vol.2 no.2 241 copyright © 2017, script journal: journal of linguistic and english teaching, p-issn 2477-1880, e-issn 2502-6623 situation, regardless of blocking and evaluation. as psychological aspect, writing apprehension has the significant role which affects students in learning writing. it appears when students do not have positive feeling and belief about writing. they tend to have negative attitudes when their writing is being evaluated. these kinds of negative feeling, belief and attitudes should be avoided by students. the hypotheses of this research can be formulated as follows: (1) thematic progression pattern is more effective than direct instruction in teaching writing to the second semester students at english education department; (2) the students who have a low writing apprehension have better writing skill than those who have a high writing apprehension; and (3) there is an interaction between teaching technique and writing apprehension in teaching writing skill. methodology the design of this study is an experimental research. it was carried out at second semester students of english education department in ikip pgri bojonegoro. this study was conducted from april up to july 2017. this research had two classes, one class as the experimental class and one as the control class. the researcher used two instruments of collecting data, namely writing test and writing apprehension questionnaire. writing test was used to measure the students’ writing ability by using scoring rubrics of writing. meanwhile writing apprehension questionnaire was used to measure the level of students’ writing apprehension. the technique used in analyzing the data were descriptive and inferential analysis. descriptive analysis was to know the mean, median, mode, and standard deviation of the scores of the writing test. then, the researcher identify the normality and the homogeneity of the data (nur, 2016) & (arbain, 2016) . inferential analysis used multifactor analysis of variants 2x2 to test the hypotheses. the analysis was continued to identify which group is better by using tukey test. findings before testing the hypotheses, the researcher computed the normality and the homogeneity of the data. the result of normality test for the groups: (1) the writing scores computation of the students who taught using thematic progression pattern (a1) shows that lo (0.1517) is lower than lt (0.1618), it can be concluded that the first group is in normal distribution; (2) the writing scores computation of the students who taught using direct instruction (a2) it shows that lo (0.1546) is lower than lt (0.1618), it can be concluded that script journal: journal of linguistic and english teaching, october 2017, vol.2 no.2 242 copyright © 2017, script journal: journal of linguistic and english teaching, p-issn 2477-1880, e-issn 2502-6623 the second group is in normal distribution; (3) the writing scores of the students who have high apprehension (b1)shows that lo (0.1357) is lower than lt (0.1618), it can be concluded that the third group is in normal distribution; (4) the writing scores of the students who have low apprehension (b2) shows that lo (0.1519) is lower than lt (0.1618), it can be concluded that the fourth group is in normal distribution; (5) the writing scores of the students who have high apprehension which is taught by using thematic progression pattern (a1 b1) shows that lo (0.1197) is lower than lt (0.2200), it can be concluded that the fifth group is in normal distribution; (6) the writing scores of the students who have low apprehension which is taught by using direct instruction (a2 b1) shows that lo (0.1976) is lower than lt (0.2200), it can be concluded that the sixth group is in normal distribution; (7) the writing scores of the students who have low apprehension which is taught by using thematic progression pattern (a1 b2)shows that lo (0.1707) is lower than lt (0.2200), it can be concluded that the seventh group is in normal distribution; and (8) the writing scores of the students who have low apprehension which is taught by using direct instruction (a2 b2) shows that lo (0.2106) is lower than lt (0.2200), it can be concluded that the eighth group is in normal distribution. in sum up, all the data of writing scores for the eight groups are in normal distribution because lo of the entire data are lower than lt at the level of significance α= 0.05. the result of homogeneity test is 3. 83. because χo 2 (3.83) is lower than χt 2 (7.81), it can be concluded that the data are homogeneous. from the calculation of normality and homogeneity analysis, the data of this research are normal and homogeneous. then, the data are analyzed by using multifactor analysis of variance 2x2 to identify the effects of writing apprehension and the techniques in teaching writing skill. source of variance ss df ms fo ft(.05) between columns (technique) 248,0667 1 248,0667 269,2196 4,03 between rows(apprehension) 147,2667 1 147,2667 159,8243 4,03 columns by rows (interaction) 6,666667 1 6,666667 7,235142 4,03 between groups 402 3 134 within groups 51,6 56 0,921429 total 453,6 59 table 1 the summary of a 2x2 multifactor analysis of variance based on the summary of 2 x 2 multifactor analysis of variance (anova) above, some interpretations can be drawn as follows: script journal: journal of linguistic and english teaching, october 2017, vol.2 no.2 243 copyright © 2017, script journal: journal of linguistic and english teaching, p-issn 2477-1880, e-issn 2502-6623 1. the impacts of teaching techniques upon the students’ writing ability. based on the table 1, it can be seen that thematic progression pattern is more effective than direct instruction to teach writing. 2. the effect of writing apprehension upon the wtudents’ writing ability. based on the table 1, it can be seen that the students who have low apprehension have better writing skill than the students who have high apprehension. 3. the interaction effect of teaching techniques and writing apprehension. based on the table, it can be seen that there is an interaction effect between teaching techniques and creativity upon students’ writing skill. thus, the efect of teaching techniques on performance of writing depende on the writing apprehension. in order to compare the mean of every treatment with the other means using tukey test. this test is used to identify which means are significantly different from the other. between groups qo qt(.05) meaning category a1 a2 23.2005 2.89 qo > qt significant b1 b2 17.8825 2.89 qo > qt significant a1b1 a2b1 19.0964 3.01 qo > qt significant a1b2 a2b2 13.7181 3.01 qo > qt significant table 2 the summary of tukey test based on the summary of tukey test above, the interpretations can be drawn as follows: 1. comparing two means between-columns. by comparing two means betweencolumns (a1-a2), it can be found that the value of qo (23.20) is higher than qt (2.89), so the two techniques differ significantly. therefore, it can be concluded that thematic progression pattern is more effective than direct instruction in teaching writing skill. 2. comparing two means between-rows. by comparing two means between-rows (b1-b2), it can be found that the value of qo (17.88) is higher than qt (2.89), so the two level of writing apprehension differ significantly. therefore, it can be concluded thatthe students who have low writing apprehension have better writing skill than the students who have high writing apprehension. 3. comparing two means columns by rows. by comparing two means columns by rows (a1b1 a2b1), it can be found that the value of qo (19.09) is higher than qt (3.01), so the students who have high apprehension and taught by using thematic progression pattern are significantly different from the students who script journal: journal of linguistic and english teaching, october 2017, vol.2 no.2 244 copyright © 2017, script journal: journal of linguistic and english teaching, p-issn 2477-1880, e-issn 2502-6623 have high apprehension and taught using direct instruction. therefore, it can be concluded that the students who have high apprehension and taught by using thematic progression pattern have better writing skill than the students who have high apprehension and taught by using direct instruction. 4. comparing two means columns by rows. by comparing two means columns by rows (a1b2 a2b2), it can be found that the value of qo (13.71) is higher than qt (3.01), so the students who have low apprehension and taught by using thematic progression pattern are significantly different from the students who have low apprehension and taught by using direct isntruction. therefore, it can be concluded that the students who have low apprehension and taught by using thematic progression pattern have better writing skill than the students who have low apprehension and taught by using direct instruction. discussion from the findings of this research, it can be seen that thematic progression pattern was effectively improve students writing skill in terms of organization. the findings were in line with some researches which deal with the usefulness of t/tp as a tool to characterize efl/esl writing as successful or less successful in terms of coherence (bloor & bloor, 1992; christie & dreyfus, 2007; rørvik, 2012; schleppegrell, 2004, 2009; vande kopple, 1991; wang, 2007; wei, 2013a, 2013b; wei, 2014). however, as hawes & thomas (2012) pointed out, while native speakers of english may have acquired how to use t/tp to produce coherent discourse when they grow up learning the language, efl/esl students are yet to learn what kind of information to place in the theme position and how to continually pick up the information which is already in the text and repeat it in some way so that the reader is always aware of what the key concepts are and how the key concepts are being developed (hyland, 2004). tpp activity gives students the opportunity to apply the knowledge of t/tp they acquired in previous sessions and practice identifying t/tp patterns in short texts before they attempted to analyze longer texts. the identification of the thematic structure of the text is accompanied by a discussion on how the information flows to make the text coherent which could help students understand how the meaning and purpose of a text unfolded when these elements were effectively arranged (christie & dreyfus, 2007). thematic progression pattern construct can be a valuable instrument for teachers because it allows students to focus on the level of text, and to thereby explain to students script journal: journal of linguistic and english teaching, october 2017, vol.2 no.2 245 copyright © 2017, script journal: journal of linguistic and english teaching, p-issn 2477-1880, e-issn 2502-6623 where they are losing effectiveness while reading due to problems with either tp or thematic selection, or both. (alonso & mccabe, 2003) were pointed out that english learners often wrote essays that consisted of sentences which did not seem to connect into a cohesive text and more attention should be paid to the progression of information in texts in addition to focus on cohesive devices. wang (2007) claimed that the theory of t/tp was a valuable tool for teachers to diagnose writing difficulties and students should be taught how to arrange old and new information to help improve cohesion and coherence in their writing. otherwise, (cruickshank & metcalf, 1999) state that direct instruction seems to satisfy the students because they just become the follower and depend on help. berlitz (2011) argues that direct instruction is a traditional method focused on teacher-centered. it is characterized by teacher-dominated classroom. direct instruction refers to the classroom activities which are totally led by the teacher. in the teaching and learning process, students who have high apprehension have difficulties in exploring ideas and they are passive to learn in the class. in writing activities, they do not list points of ideas and they just stuck or stop doing writing until they have ideas. on the other hand, students who have low apprehension write significantly more paragraphs, sentences, than the students who have high apprehension. they tend to be active in the teaching and learning process. daud & abu kasim (2015) mention that the students who have low apprehension tend to achieve higher grades in compocition courses than those the students who have high apprehension. conclusion the conclusion of this study can be summarized as follows: (1) the students taught using thematic progression pattern have better writing skill than those taught using direct instruction for the second semester students at english education department of ikip pgri bojonegoro; (2) the students having low writing apprehension have better writing skill than those having high writing apprehension for the second semester students at english education department of ikip pgri bojonegoro; and (3) there is an interaction between teaching method and writing apprehension in teaching writing skill. therefore, it is recommended that: (1) thematic progression pattern could be used as teaching technique in order to improve the students’ writing skill; (2) the students who have high writing apprehension should have positive thinking that even they have done the mistakes and errors, they do not need being worried to be evaluated by the teacher; and (3) script journal: journal of linguistic and english teaching, october 2017, vol.2 no.2 246 copyright © 2017, script journal: journal of linguistic and english teaching, p-issn 2477-1880, e-issn 2502-6623 there are probably some weaknesses in this study which should be considered by other researchers to conduct better research. bibliography alnufaie, m., & grenfell, m. (2013). efl writing apprehension: the macro or the micro? journal of arts and humanities, 79–89. alonso, s., & mccabe, a. (2003). improving text flow in esl learner compositions. the internet tesl journal, 9(2). arbain, a. (2016). critical discourse analysis of eminem ’ s “ love the way you lie part ii .” script journal, 1(1), 1–10. https://doi.org/10.24903/sj.v1i1.19.g8 arbain, a. (2017). students narrative essay construction ability. jele (journal of english language and education), 3(1), 63–68. https://doi.org/https://doi.org/10.26486/jele.v3i1.255 berlitz, m. (2011). direct method. bloor, m., & bloor, t. (1992). given and new information in the thematic organization of text: an application tothe teaching of academic writing. occasional papers in systemic linguistics, 33–43. brown, j. d., & bailey, k. m. (1984). a categorical instrumental for scoring second language writing skills. language learning, 21–42. butt, d. et. al. 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(1994). an introduction to functional grammar. second edition. london: edward arnold. script journal: journal of linguistic and english teaching, october 2017, vol.2 no.2 247 copyright © 2017, script journal: journal of linguistic and english teaching, p-issn 2477-1880, e-issn 2502-6623 hawes, t., & thomas, s. (2012). theme choice in eap and media language. journal of english for academic purposes, 11(3), 175–183. https://doi.org/10.1016/j.jeap.2012.04.005 hettich, r. l. (1994). writing apprehension: critique. purdue university. hyland, k. (2004). genre and second language writing. english for specific purposes (vol. 27). https://doi.org/10.1016/j.esp.2007.07.002 nur, d. r. (2016). an analysis of derivational affixes in commencement speech. script journal, 1(1), 25–35. https://doi.org/10.24903/sj.v1i1.18 paltridge, b. (2000). makingsense of discourse analysis. australia: gerd stabler. raimes, a. (1983). techniques in teaching writing. new york: oxford university press. rørvik, s. (2012). thematic progression in learner language. in s. hoffmann, p. rayson, & g. leech (eds.), english corpus linguistics: looking back, moving forward (pp. 165– 177). schleppegrell, m. j. (2004). the language of schooling: a functional linguistics perspective. mahwah: lawrenceerlbaum. schleppegrell, m. j. (2009). grammar for generation 1.5.: a focus on meaning. (m. roberage, m. siegal, & l.harklau, eds.), teaching academic writing to u.s.educatedlearners of esl. new york: routledge. vande kopple, w. j. (1991). themes, thematic progressions, and some implications for understanding discourse. written communication, 8(3), 311–347. https://doi.org/10.1177/0741088391008003002 wang, l. (2007). theme and rheme in the thematic organization of text: implications for teaching academicwriting. asian efl journal, 164–176. wei, j. (2013a). corpus-based research on the development of thematic choices in chinese learners’ englishspeech. journal of education and practice, 38–45. wei, j. (2013b). corpus-based research on topical thematic choices in chinese and swedish english learners’english writing. theory and practice in language studies, 2202–2208. wei, j. (2014). theme and thematic progression in learner english: a literature review. colombian appliedlinguistics journal, 67–80. http://jurnal.fkip-uwgm.ac.id/index.php/script p-issn: 2477-1880; e-issn: 2502-6623 april 2023, vol.8 no.1 f e m a l e e f l p r e s e r v i c e t e a c h e r s s p e e c h a c t s u s e d i n c l a s s r o o m i n t e r a c t i o n isli iriani indiah pane1, arbain2 universitas negeri medan, indonesia1 universitas widya gama mahakam samarinda, indonesia2 email correspondence: islipane@unimed.ac.id abstract background: using speech acts in the learning process by teachers and preservice teachers is inevitable. however, there are still many preservice efl teachers who need help to use these speech acts effectively. this study aims to determine the use of directive speech acts and the reasoning by three female efl preservice teachers (fept). methodology: this research was conducted on three female students participating in the practical field experience ii program at three samarinda vocational high schools. to collect data, the researcher observed three fept people carrying out the teaching and learning process by recording videos. then, to get reasons for using the speech acts, the researcher conducted interviews with them. findings: this study found six types of speech acts: asking, requesting, advising, begging, commanding, and forbidding. the most used speech is asking. then, the reason for using these speech acts is to make students more active and able to follow the lesson well in class. conclusion: this study concluded the importance of mastering pragmatic competence by fept before teaching and learning. by mastering these competencies, fept could effectively carry out the teaching and learning process. originality: this finding complements a large amount of previous literature on the use of directive speech acts by teachers and efl preservice teachers. by examining the use of directive speech acts by female efl preservice teachers, the researcher hopes to complement the lack of research on this topic. keywords : female; efl teacher; speech acts; utterances doi : https://doi.org/10.24903/sj.v8i1.1321 received : february 2023 accepted : april 2023 published : april 2023 how to cite this article (apa) : pane, i.i.i., arbain, a. (2023). female efl preservice teachers speech acts used in classroom interaction. script journal: journal of linguistics and english teaching, 8(1), 125-139. https://doi.org/10.24903/sj.v8i1.1321 copyright notice : authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a creative commons attribution 4.0 international license that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. http://jurnal.fkip-uwgm.ac.id/index.php/script mailto:islipane@unimed.ac.id https://doi.org/10.24903/sj.v8i1.1321 https://creativecommons.org/licenses/by-sa/4.0/ https://creativecommons.org/licenses/by-sa/4.0/ 126 script journal: journal of linguistics and english teaching p-issn: 2477-1880; e-issn: 2502-6623 april 2023, vol. 8 no. 1 1. introduction preservice teaching globally has been widely recognized as a program to prepare students as prospective teachers. in fact, there are still many preservice teachers who experience difficulties in carrying out teaching in the classroom (christofferson & sullivan, 2015; danyluk et al., 2021). there is no exception for efl preservice teachers (henceforth, ept) who have to teach foreign languages. one of the main supports of communication in the classroom in the efl context is pragmatic competence (hussein et al., 2019; koran & koran, 2017). with these competencies, an ept can use influential speech acts. as prospective teachers, epts must have the ability to communicate with students by using appropriate and effective speech acts. many studies are related to using speech acts in the classroom. several studies have focused on all types of speech acts performed by teachers (andewi & waziana, 2019; armistany, 2019; swandewi et al., 2017). then, research is related to the use of one of the speech acts as a directive by looking at the distribution of its functions (meidini et al., 2023; nisa & abduh, 2022; rahmawati et al., 2021a). most of the researchers focus on teachers who use speech acts in class. however, few studies have examined the use of speech acts by efl preservice teachers, especially regarding gender. because of the importance of using directive speech as a form of teacher-student communication in the classroom, using speech functions such as commanding, requesting, and asking becomes undeniable. the global use of speech acts as an introduction to communication and refers to opinions austin (1962) which were later developed by (searle, 1969). alharbi (2020) reports the importance of using speech acts as an inseparable part of the teaching and learning process. however, it still does not mention the speech function used. other findings state that ept's use of speech acts online is also dominated by directive speech acts (aditiya et al., 2021). this finding also does not yet explain the gender of epts who are teaching. meanwhile, other findings also show that the extensive use of directive speech acts can burden students, such as feeling inferior, depressed, and uncomfortable (sapoetra, 2021). this study also needs to review the reasons for using these utterances. referring to several research results, it was consistently found that the use of directive speech acts was the most widely used speech act by teachers and epts. the most used speech functions are commanding, requesting, and asking. then, teachers and preservice teachers found something similar in implementing online learning via zoom. as future educators, epts 127 female efl preservice teacher speech acts used in classroom interaction isli iriani indiah pane, arbain must have the ability to communicate effectively with students in various contexts and avoid using utterances that can burden students. this study aims to complement previous literature regarding the use of directive speech acts by teachers and female efl preservice teachers (therefore, fept) both online and in the classroom. by focusing on fept, researchers can further explore the use of speech act functions that they use in learning english. in addition, this research was also conducted to determine the reasons for using these directive speech acts. 2. methodology this study used a qualitative approach with a case study type that explains the use of directive speech acts and their functions by fept and the reasons for using these utterances. then, all speech acts are described according to the theory of (searle, 1969). sutopo (2006) suggests that the purpose of qualitative research was to present a comprehensive illustration of the data that had been collected, which includes words, sentences, and pictures, which were expected to produce a more concrete explanation compared to numerical data. then, this research could be categorized as a structured case study, bearing in mind that before carrying out the research, the researchers had identified the focus and issues to be addressed in the research context, which was explained through the formulation of the problems that had been prepared. in this study, all data were directive utterances made by three fepts. these fepts conducted internship activities in smk 5, smk 3, and medical vocational high school samarinda. in collecting data, the researcher used video recordings of lessons carried out by fept to tenth graders in three vocational schools. in addition, the researcher conducted interviews with three fepts regarding the use of directive speech acts like digging further related to the research findings. to analyze data, researchers used data analysis techniques formulated by (santosa, 2017). this technique was divided into four stages: domain analysis, taxonomy, componential and cultural themes. first, domain analysis was done by sorting the data on video recordings of learning by 3 fept. second, taxonomic analysis is carried out by categorizing utterances according to their functions, such as commanding, requesting, or asking. third, the componential analysis stage combines data from the first to the third fept. finally, the cultural theme is carried out by looking at the relationship between the functions of the directive speech acts performed by the three fepts. 128 script journal: journal of linguistics and english teaching p-issn: 2477-1880; e-issn: 2502-6623 april 2023, vol. 8 no. 1 3. findings this study revealed speech act functions carried out by three fepts in different schools at the vocational school in samarinda, namely medical vocational high school samarinda, smk 3, and smk 5 samarinda. these findings revealed the use of directive speech. then, the researcher also explained why the fepts used these speech acts. 3.1 the use of directive speech acts by fept following the results of data analysis, six directive non-speech functions were obtained in the teaching and learning process of 3 fept students: requesting, asking, advising, begging, forbidding, and order. table. 1 directive speech acts used by fept no function fept 1 fept 2 fept 3 number of data percentage 1 asking 15 14 7 36 51% 2 requesting 10 3 8 21 30% 3 advising 2 3 5 7% 4 begging 2 1 1 4 6% 5 commanding 1 3 4 6% 6 forbidding 1 1 1% total 30 22 19 71 100% table 1 above shows the use of directive speech in asking, with 36 (51%). next, the function of requesting was 21 (30%), advising 5 (7%), and begging 4 (6%). furthermore, directive speech acts with the function of commanding amounted to 4 (6%), and prohibiting 1 (1%). the following is a review of directive speech acts according to the function of their use carried out by 3 fepts. 3.1.1 asking overall, the utterances of asking were the most frequently used by three fepts, namely 36 data. the data regarding asking speech can be seen in the example presented below. data 005 what is the meaning? in data 005, the utterance what is the meaning? was a type of directive speech act that had the function of asking. the utterance was a question given by the speaker to the speech partner. judging from the context, fept wanted to ask about students' understanding of the important phrases in a text they were studying. 129 female efl preservice teacher speech acts used in classroom interaction isli iriani indiah pane, arbain data 030 which one is right? in data 030, which one is right? was a type of directive speech act that had the function of asking. this utterance was made by fept, who wanted to confirm their students' understanding of the multiple-choice questions in the textbook. 3.1.2 requesting the utterances of requesting were the second most utterances spoken by fept. the utterances were carried out by fept so that students carried out an activity in the teaching and learning process. it was found that 21 utterances, or 30% of the data. the following was an example of requesting speech data. data 010 i need you to check your book in data 010, the utterance i need you to check your book was a type of directive speech act with the function of asking. this speech was carried out by fept, who wanted their students to pay attention to the material explained by fept. data 025 look at this example in data 025, the utterance look at this example was a directive speech act with a request function. this speech was carried out by fept, who wanted their students to pay attention to the material explained by fept, especially the explanation on the blackboard. 3.1.3 requesting two fepts carried out the utterances of advising with 5 utterances or 7% of the data. this utterance was carried out by fept so that students could do something positive, such as doing their homework or paying attention while studying. the following is an example of an advising speech act. data 002 it's better to use english 130 script journal: journal of linguistics and english teaching p-issn: 2477-1880; e-issn: 2502-6623 april 2023, vol. 8 no. 1 in data 002, the utterance it's better to use english was a directive speech act with an advisory function. this speech was carried out by fept, which wanted its students to use english in asking, speaking, and writing assignments. data 051 don’t forget with your homework in data 051, the utterance don't forget with your homework was a directive speech act with an advising function. this speech was carried out by fept, who wanted their students to remember the homework they had been given. 3.1.4 begging the three fepts carried out the utterances of begging with 4 utterances or 6% of the data. this utterance was carried out by fept by adding the word please at the end or the beginning of the utterance with the aim that students would follow what fept said. the following is an example: data 008 silent, please! in data 008, silent, please! was a type of directive speech act that had the function of begging. this speech was carried out by fept, which wanted its students to pay attention to what he explained or not to chat with his friends. data 022 listen to me, please! in data 022, the utterance listen to me, please! was a type of directive speech act that had the function of begging. this speech was carried out by fept which wanted its students to listen to the explanations given and not chat with their friends. 3.1.5 commanding two fepts carried out the utterances of begging with 4 utterances or 6% of the data. this utterance was carried out by fept so that students followed what fept wanted in the teaching and learning process, such as orders to read books. the following is an example of a commanding speech act. data 037 131 female efl preservice teacher speech acts used in classroom interaction isli iriani indiah pane, arbain read the text! in data 037, the utterance read the text! was a type of directive speech act that had a commanding function. this kind of utterance was carried out by fept so that one of the students read the text, which was an example of learning. data 060 answer this question! in data 060, the speech answer this question! was a type of directive speech act that had a commanding function. this utterance was carried out by fept so that all students answered the questions in their textbooks. 3.1.6 forbidding forbidding utterances are only carried out by one fept with 1 utterance or 1% of the data. this speech was carried out by fept so that students did not carry out activities that were not good. data 020 don't go to the toilet! in data 020, the story don't go to the toilet! was a type of directive speech act that has the function of prohibiting. this speech was made by fept so that one of the students only asked permission occasionally to go to the toilet. 3.2 reasons for using directive speech acts by fept this section will explain the use of the six speech functions performed by the three fepts. there were only three utterances made by the three fepts, namely requesting, asking, and advising. the interview was conducted one week after the teaching video was taken. following their reasons related to the use of directive speech acts. 3.2.1 use of asking speech act forbidding utterances are only carried out by one fept with 1 utterance or 1% of the data. this speech was carried out by fept so that students did not carry out activities that were not good. fept 1 "i use the expression of asking because i want to confirm the explanation i gave. because what i convey is still simple, that's why i often ask students. the students often do not pay attention to the lessons, so i ask." 132 script journal: journal of linguistics and english teaching p-issn: 2477-1880; e-issn: 2502-6623 april 2023, vol. 8 no. 1 fept 2 "because i do not have much experience in teaching, to be honest, i was nervous about delivering material in front of the class. i speak with requesting speech acts to communicate with the students. after explaining the material according to the textbook, i often check students' understanding." fept 3 "i speak with this utterance to check their understanding of the material. usually, i associate it with something that students have experienced. however, students often do not pay attention to us as preservice teachers either. in short, i use asking questions at the beginning of learning, evaluation, and closing in learning". 3.2.2 use of requesting speech act forbidding utterances are only carried out by one fept with 1 utterance or 1% of the data. this speech was carried out by fept so that students did not carry out activities that were not good. fept 1 "because i am not their permanent teacher, students often ignore me in teaching. that is why, i use many requesting speech acts to them. these utterances usually ask them to pay attention to me or do something." fept 2 "i often use requesting speech acts to follow the lessons well. i do it to them to make them pay attention to my explanation. in addition, sometimes, students want to avoid opening the book and taking notes on the material that i explain. fept 3 "i speak with this utterance to ask their understanding of the materials. usually, i associate it with something students have experienced. however, students often do not pay attention to us as internship teachers either. so, i used the requesting speech act at the beginning, in the process of learning and evaluations stage". 3.2.3 use of advising speech act fept 1 "i use advising speech act so they know the importance of learning english. i mostly use english so that they understand it more easily. i often remind them to feel confident and active in learning english." fept 2 133 female efl preservice teacher speech acts used in classroom interaction isli iriani indiah pane, arbain "i often speak in advising speech to students to make them follow the lesson well. i speak to them, advising them to pay attention to my explanation. in addition, sometimes students do not want to open the book and take notes on the material that i explain". 3.2.4 use of advising speech act fept 1 "i used this speech act because some students make noise by mocking their friends. as a result, the class atmosphere became chaos. i tried to calm them down, but they paid no heed. the chaos was made by the students sitting at the back". fept 2 "i speak using this speech act because some students were just making noise and laughing. they ignore my explanation. during my teaching for several meetings, those students always do the same thing. that is why i beg to them for not making noise". 3.2.4 use of begging speech act fept 1 "i used this speech act because some students make noise by mocking their friends. as a result, the class atmosphere became chaos. i tried to calm them down, but they paid no heed. the chaos was made by the students sitting at the back". fept 2 "i speak using this speech act because some students were just making noise and laughing. they ignore my explanation. during my teaching for several meetings, those students always do the same thing. that is why i beg to them for not making noise". 3.2.5 use of commanding speech act fept 2 "i did not realize i was given command. i did this speech act to make them do the activities in learning such as reading texts. however, they often ignored it. i keep looking for ways to communicate well with students. i communicate in and outside of class, such as helping the english club at school". fept 3 "i speak using the commanding speech act because i want to look firm before them. i punished them, for example, those making noise or bullying friends. i also speak 134 script journal: journal of linguistics and english teaching p-issn: 2477-1880; e-issn: 2502-6623 april 2023, vol. 8 no. 1 using this speech act to make students do the learning activity such as choosing one of them to read aloud or questions in the book". 3.2.6 use of prohibiting speech act fept 1 i speak with this speech act because i was very annoyed with one of the students who was repeatedly allowed to go to the toilet. often during my teaching, some take turns going to the toilet. after several similar incidents, i forbade students who had already gone to the toilet. actually, in the class i entered, only a few children often made noise and disturbed their friends. for that, i try to keep handling the class". 4. discussion this research revealed the use of directive speech acts with six speech functions by three fept students in the teaching and learning process in class. this study showed the dominance of the use of certain utterances by fept as was done by previous researchers (basra & thoyyibah, 2017; rahmawati et al., 2021b; shaharuddin & harun, 2022; susanti, 2008). the main difference in this study was that the research focused on women who were preservice teachers. in addition, this study explicitly details the use of directive speech acts and their functions by female efl preservice teachers. the findings in this study indicated the extensive use of requesting, asking, and advising speech acts used by fept in the teaching and learning process in the classroom. with his background as an intern student, very little use of command speech was carried out by fept. this finding was in line with pustaka's previous observations regarding the dominance of the use of directive speech acts (basra & thoyyibah, 2017; widya, 2017). in addition, this finding followed previous research on the large use of asking speech. the teacher does this to confirm students' understanding of the material presented or ask students to be active (krisdiah et al., 2022; suryandani & budasi, 2021). the large use of utterances of asking, advising, and begging also indicates the influence of gender, especially women who tend to have patience in teaching (aminifard et al., 2014; harooni & pourdana, 2017). the results of this study also showed that there were differences in the use of directive speech acts by fept and efl teachers. previous literature showed the dominance of the use of commanding speech by teachers (fitriani & prihadi, 2020; suhartini & wulansari, 2015). the number of these utterances cannot be separated from the dominance of the teacher in the teaching and learning process, which aims to instruct students to be more active. then, findings related to using speech-asking students were also found in previous studies. however, this research was conducted with teachers for low-grade students, such as elementary and 135 female efl preservice teacher speech acts used in classroom interaction isli iriani indiah pane, arbain kindergarten (nisa & abduh, 2022; sari, 2018). these speeches aim to increase the effectiveness of teaching and learning, making students active in class so students can focus on learning. this research also aligned with previous findings regarding using directive speech acts in online learning during the covid-19 pandemic. several previous studies also found the dominance of asking speech acts (meidini et al., 2023; rahmawati et al., 2021b). however, there are several different research results on teachers' use of speech functions. sudarmawan et al. (2022) found the dominance of the use of utterances reminiscent of learning in college. then, at the school level, the most widely used speech is commanding (febrianti et al., 2022). judging from the reasons for using directive speech acts, all fepts stated that they did so so that students took the lesson seriously. with their status as preservice teachers, some students do not care about fept when teaching. this finding aligned with previous research stating that efl preservice teachers have weak power (dewi et al., 2020). then other opinions state that directive speech acts are helpful for interaction between teachers and students to make them more communicative. however, it is necessary to pay attention to the use of directive speech acts not to frighten students (zahra et al., 2023). this research provided theoretical and practical implications for educators and policymakers. in terms of theoretical implications, this research complemented previous studies regarding using non-directive speech by efl preservice teachers. this research complements previous literature on the use of directive speech acts by efl preservice teachers by providing new empirical knowledge regarding the influence of gender in the use of directive speech acts (dewi et al., 2020; zahra et al., 2023). the existence of a comprehensive understanding related to the use of directive speech acts can help the teaching and learning process to be better. then, the practical implications of this research are related to the types of utterances commonly used by fept in the teaching and learning process in the classroom and the reasons for using these utterances. in this way, policymakers can evaluate internship activities and prepare all preservice teachers to be better prepared to enter school. 5. conclusion the findings in this research concluded that the asking speech act by three fept students was widely used. the reason for using these speech acts is to make students more active in the teaching and learning process in class. with a background as a preservice teacher, all fepts experienced difficulties in controlling the teaching and learning process. in addition, students consider all fept teachers to be substitute teachers, so they often ignore explanations 136 script journal: journal of linguistics and english teaching p-issn: 2477-1880; e-issn: 2502-6623 april 2023, vol. 8 no. 1 in learning. the lack of experience in teaching in the classroom is a challenge that fept must acknowledge. in order to run optimally, more mature preparation is needed, such as maximizing micro-teaching courses. then, fept can communicate with accompanying teachers and supervisors regarding their problems in teaching. the findings in this study have several limitations that can be developed. first, future researchers can examine how the use of speech acts by male efl preservice teachers. then, all participants in the study were limited to coming from only one region in indonesia. next, this study only limited the data to directive speech acts, a type of speech act used by fept. finally, it is necessary to develop teaching materials by considering the use of speech acts by a teacher or english preservice teacher in class. 6. references aditiya, i. g. r., jaya, i. n. a., & ramendra, d. p. 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(2017). an analysis of speech acts used by english teachers in classroom teaching and learning process at sma negeri 2 banjar. jurnal pendidikan bahasa inggris undiksha, 5(2). 139 female efl preservice teacher speech acts used in classroom interaction isli iriani indiah pane, arbain widya, s. o. (2017). a pragmatic analysis of speech acts used by english lecturers in languange teaching at stkip ydb lubuk alung. jurnal arbitrer, 4(1), 10. https://doi.org/10.25077/ar.4.1.10-16.2017 zahra, h., perdhani, w., & hartono, d. (2023). a speech act analysis of a pre-service teacher in an efl classroom. ideas: journal on english language teaching and learning, linguistics and literature, 10, 2025–2035. https://doi.org/10.24256/ideas.v10i2.3210 http://jurnal.fkip-uwgm.ac.id/index.php/script p-issn: 2477-1880; e-issn: 2502-6623 october 2021, vol. 6 no. 2 c h a l l e n g i n g n e o c o l o n i a l i s m i n l a n g u a g e t e s t i n g : t h e d e v e l o p m e n t a n d i m p a c t o f i n d o n e s i a ' s t e s t o f a c a d e m i c e n g l i s h p r o f i c i e n c y ( t a e p ) masduki1 muhammadiyah university of malang, indonesia1 email correspondence: masdki@yahoo.com abstract background: in today's globalized world, neo-colonialism exerts significant influence, particularly in political and economic spheres. this influence extends to english language teaching (elt) in indonesia, where the hegemony of a specific language test system has resulted in its overuse for multiple purposes. methodology: this research employs a quantitative approach to design the test of academic english proficiency (taep) for indonesian non-native speakers, focusing on academic, business, and general settings. the four-step process includes participant selection, data collection, expert judgment, and test try-outs. findings: the study results indicate that taep items are acceptable, with a high validity of .98 and reliability of .93. four poor items require revision, while others effectively distinguish between good and poor test-takers. taep's content is balanced and relevant for assessing proficiency in academic, business, and general english. conclusion: taep, meeting language test criteria and legally certified, has been utilized nationally and internationally, including by bank of indonesia, the financial service authority of indonesia (ojk), and erasmus mundus. this contributes to indonesia's pursuit of independence from modern colonization. originality: this study innovatively explores the underexamined relationship between neo-colonialism and language testing, addressing issues such as overdependence on specific tests, national spending burdens, and neglect of local linguistic and cultural contexts. keywords : taep; neo-colonialism; language test. doi : https://doi.org/10.24903/sj.v6i2.1302 received : july 2021 accepted : september 2021 published : october 2021 how to cite this article (apa) : masduki. (2021). challenging neo-colonialism in language testing: the development and impact of indonesia's test of academic english proficiency (taep). script journal: journal of linguistic and english teaching, 6(2), 211221.https://doi.org/10.24903/sj.v6i2.1302 copyright notice : authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a creative commons attribution 4.0 international license that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. http://jurnal.fkip-uwgm.ac.id/index.php/script https://creativecommons.org/licenses/by-sa/4.0/ https://creativecommons.org/licenses/by-sa/4.0/ 212 script journal: journal of linguistics and english teaching p-issn: 2477-1880; e-issn: 2502-6623 october 2021, vol. 6 no. 2 1. introduction neo-colonialism is a significant force in the modern world, with its primary objective being the exertion of political and economic control (antwi-boateng, 2017; nkrumah & nkrumah, 1965). the aforementioned phenomenon has become pervasive in diverse facets of worldwide communities, encompassing the domain of english language teaching (elt) within the indonesian context. the indonesian elt sector exhibits a manifestation of neocolonial influence through the prevalence of a particular language testing system, resulting in an excessive dependence on it for various purposes (budairi, 2019; kirana & methitham, 2019). the reliance on this examination has led to notable economic consequences in terms of the country's expenditures (canagarajah, 1999). there is a pressing necessity for a locally tailored standardized english language assessment to emancipate the indonesian english language teaching (elt) industry from the influence of neo-colonialism. the creation of such an assessment would not solely advance academic self-sufficiency, but also cultivate a fairer and regionally pertinent methodology towards linguistic evaluation (mappiasse & sihes, 2014; shohamy, 2001). the language center at the university of muhammadiyah malang has taken the initiative to create the test of academic english proficiency in order to address this requirement. (taep). the present article delves into the developmental process of the teaching antiracism through education policy (taep) and its potential to mitigate neo-colonial practices in the field of education. numerous studies have been conducted on the prevalence of neo-colonialism in education, specifically in the field of english language teaching (araujo, 2019; canagarajah, 1999; meadows, 2020; pennycook, 2001; sharma, 2018; shohamy, 2001). scholars have posited that the worldwide prevalence of the english language and the enforcement of specific assessment frameworks have sustained a pattern of linguistic and cultural imperialism, placing non-native speakers at a disadvantage and marginalizing indigenous languages and cultures (canagarajah, 1999; sharma, 2018). the prevalence of a particular language has resulted in the excessive reliance on certain english language assessments, thereby imposing an unwarranted financial strain on domestic education funding and perpetuating the power dynamics that are inherent in neo-colonial associations (meadows, 2020; pennycook, 2001). the prevalence of neo-colonialism in the field of english language teaching (elt) in indonesia is apparent through the extensive utilization of particular language assessments 213 challenging neo-colonialism in language testing: the development and impact of indonesia's test of academic english proficiency (taep) masduki for diverse objectives, ranging from admission into universities to determining eligibility for employment. the exclusive dependence on a solitary testing mechanism not only affects the financial outlay of the country but also disregards the distinct linguistic and cultural circumstances of the populace in indonesia (canagarajah, 1999; kachru, 1992; meadows, 2020). consequently, there exists an urgent requirement for an alternative evaluation mechanism that effectively tackles these issues while upholding elevated levels of appraisal. the taep is an innovative language testing method in indonesia that has the potential to reduce the influence of neo-colonialism in the elt industry. the taep initiative endeavors to create a standardized language assessment that takes into account the distinct educational and cultural factors present in indonesia. the objective is to offer a more just and culturally appropriate substitute to current language tests. the present assessment instrument has undergone a meticulous process of item development, expert evaluation, and validation, thereby ensuring its suitability and dependability as a testing tool (bachman & palmer, 1996; hughes, 2003). in recent years, researchers have conducted inquiries into diverse facets of english language teaching (elt), such as the influence of worldwide language evaluations on pedagogical methodologies and achievements (kaplan & baldauf, 1997; kirkpatrick, 2016; meadows, 2020). scholars have posited that the extensive utilization of the english language and the incorporation of specific evaluation models have sustained linguistic and cultural imperialism, resulting in the unfavorable treatment of individuals who are not native speakers and the marginalization of indigenous languages and cultures (kirkpatrick, 2016; meadows, 2020). the existing studies have contributed significant insights into the outcomes of neocolonialism in the domain of english language teaching (elt). however, there exists a research void concerning the creation and execution of alternative, culturally appropriate language evaluations that could potentially mitigate the impacts of neo-colonialism in particular settings, such as indonesia (zein et al., 2020). future research endeavors may potentially enhance the current body of literature and offer pragmatic remedies for advancing linguistic and cultural inclusivity, while simultaneously cultivating educational selfdetermination in the field of english language teaching. the subsequent sections of this manuscript are structured in the following manner. the introductory segment presents a concise outline of the notion of neo-colonialism and its ramifications for language assessment, emphasizing the necessity of alternative methodologies that cater to indigenous circumstances. the subsequent segment delineates the 214 script journal: journal of linguistics and english teaching p-issn: 2477-1880; e-issn: 2502-6623 october 2021, vol. 6 no. 2 developmental trajectory of taep, encompassing its theoretical underpinnings, item generation, and validation protocols, evincing its capacity to function as a dependable and culturally appropriate evaluative instrument. the third section of the paper outlines the application of taep in diverse academic and vocational contexts, demonstrating its efficacy in tackling the obstacles presented by neo-colonialist practices within the indonesian english language teaching industry. ultimately, the article culminates with a comprehensive analysis of the ramifications of the test of english for academic purposes (taep) on the forthcoming language assessment practices in indonesia and other regions, in addition to plausible prospects for future investigations. this article makes a contribution to the expanding literature on the impact of neocolonialism in education by presenting the development, validation, and implementation of taep. additionally, it offers a practical solution for mitigating the effects of neocolonialism. the implications of the study extend beyond the indonesian context and have relevance for other nations facing comparable challenges in the domain of language assessment. the aspiration of this study is to stimulate additional inquiries regarding the creation and implementation of language assessments that are both regionally applicable and uniform, which foster self-governance in education and oppose neo-colonialist impacts. 2. methodology the objective of this study is to conduct quantitative research and development with the purpose of creating a test of academic english proficiency (taep) that is both balanced and relevant for non-native speakers of indonesian origin in diverse environments (borg & gall, 1983). the research methodology comprises of four distinct stages, namely participant selection, data collection, expert judgment, and test try-out. the study involved the categorization of participants into two distinct groups. the pilot study consisted of 744 university students in their sixth semester, while the main trial involved 1,030 graduates from various universities. the process of data collection entailed the examination of quantitative data obtained from the test try-outs. the objective was to ascertain the item facility, discriminating power, validity, and reliability of the data (scheerens et al., 2003). the utilization of questionnaires to gather qualitative data yielded supplementary insights. the study sought the input of a language testing professor and colleagues with doctoral degrees in education and applied linguistics to obtain expert judgment. the experts were consulted on matters related to text selection, item writing, and item analysis (cohen, 1994). the examination procedure 215 challenging neo-colonialism in language testing: the development and impact of indonesia's test of academic english proficiency (taep) masduki consisted of a preliminary investigation and a primary experiment, in which examinees were allocated a total of 60 minutes to complete the grammar and reading comprehension portions, with additional time granted as necessary. the process of analyzing data entailed the computation of item facility through the utilization of cohen (1994) formula, as well as the evaluation of item discrimination according to ebel & frisbie (1972) classification. the empirical validity of the test was established through a comparison of the test results with students' reading comprehension scores obtained from their instructors and pre-existing standardized test scores cohen (1994). the assessment of reliability was conducted through the utilization of the kuder richardson (kr21) formula. 3. findings the findings of this research offer significant perspectives on the efficacy of the test of academic english proficiency (taep) in evaluating the linguistic competencies of indonesian individuals who are not native speakers. the examination of the psychometric characteristics of the assessment, such as item facility, item discrimination, validity, and reliability, indicates its capacity as a strong tool for assessing english language proficiency in academic, professional, and everyday contexts. table 1. summary of taep's psychometric properties no property criteria results interpretation 1 item facility (if) .20 to .70 .21 to .40 acceptable 2 item discrimination ebel's classification 4 poor items revision needed 3 validity pearson's r .98 very high 4 reliability kr21 .93 high 5 item facility (if) .20 to .70 .21 to .40 acceptable the if values computed in the study fall within the range of .21 to .40, which is indicative of acceptable levels of item difficulty as per the recommended criteria. all items have values within the range of .20 to .70. ebel's classification scheme identified a total of four items that were deemed to be of poor quality and in need of revision. the remaining items, however, were found to be effective in their ability to differentiate between test takers who performed well and those who performed poorly. the test's validity was determined to be significantly high (pearson's r = .98) based on its correlation coefficient with established measures. this implies that the taep aptly 216 script journal: journal of linguistics and english teaching p-issn: 2477-1880; e-issn: 2502-6623 october 2021, vol. 6 no. 2 evaluates the targeted area of assessment. in addition, the internal consistency or reliability of the test was evaluated using the kuder richardson (kr21) formula, yielding a coefficient of .93, which exceeds the suggested reliability of .90 proposed by (hughes, 2003). the robustness of taep is confirmed by the high reliability index. in order to guarantee the pertinence of taep's content to its designated objectives, the examination items encompass a diverse range of subjects spanning academic, commercial, and universal contexts. bachman & palmer (1996) assert that for a language test to be effective for its intended objectives, there must be observable correspondences between test performance and language usage in non-test contexts. the content presented is both balanced and diverse, accurately reflecting the real-life situations and challenges encountered by individuals who are not native english speakers in these particular contexts. the test of academic english proficiency (taep) exhibits potential as a dependable and authentic tool for evaluating the english language proficiency of non-native speakers from indonesia. this conclusion is drawn based on the available evidence. the methodology employed in this study was thorough and encompassing, encompassing participant selection, data collection, expert judgment, and test try-outs. the resulting test demonstrated acceptable item facility values, high validity, and high reliability. the analysis revealed the presence of four deficient items that necessitate modification. however, the general outcomes of the study lend credence to the efficacy of the test in differentiating between proficient and unskilled examinees. to summarize, the test of academic english proficiency (taep) exhibits promise as a dependable and sound tool for evaluating the english language proficiency of non-native speakers from indonesia. the employed methodology in the study has yielded a test that exhibits acceptable item facility values, as well as high levels of validity and reliability. while four items were found to exhibit poor discrimination, the overall findings provide evidence for the efficacy of the test in differentiating between individuals who perform well and those who perform poorly. subsequent investigations ought to concentrate on enhancing the precision of these components and investigating the suitability of the examination in diverse settings and demographics. 4. discussion the study on the test of academic english proficiency (taep) aimed to evaluate the english language proficiency of non-native speakers from indonesia. the results indicate favorable outcomes with regards to the validity, reliability, item facility, and item discrimination of the test. the ensuing discourse underscores the principal discoveries and ramifications of the investigation, along with conceivable directions for subsequent inquiry. the taep demonstrated a high level of validity, as evidenced by a pearson correlation coefficient of .98. this indicates a robust association between the test scores and 217 challenging neo-colonialism in language testing: the development and impact of indonesia's test of academic english proficiency (taep) masduki established assessments of english language proficiency (sanderson, 2010). the outcome of this study provides evidence in favor of the argument that the test of academic english proficiency (taep) accurately evaluates the targeted construct. this finding is consistent with the viewpoint expressed by bachman & palmer (1996) that language assessments ought to correspond with language usage in real-life contexts beyond the testing environment. the taep's high level of validity can be attributed to the meticulous curation and creation of test items that encompass a broad spectrum of subjects spanning academic, business, and general domains. this methodology guarantees that the examination sustains its pertinence and practicality in authentic scenarios, which constitutes a crucial facet of the examination's validity (bachman & palmer, 1996). according to the research, the taep exhibits a notable degree of internal consistency, as evidenced by a reliability score of .93. the aforementioned value exceeds the reliability threshold of .90 as proposed by (hughes, 2003). this indicates that the test is a reliable measure of english language proficiency. the attainment of high reliability is of utmost importance in guaranteeing the precision and consistency of test scores (hughes, 2003). the dependable consistency of the taep can be ascribed to the meticulous approach utilized throughout the test creation procedure, encompassing the selection of participants, gathering of data, consultation with experts, and conducting of test trials. regarding item facility, the taep's if values were computed to range from .21 to .40, which are deemed satisfactory (sanderson, 2010). the present discovery implies that the test items are appropriately calibrated for the target examinees, as they do not appear to be excessively facile or arduous. ensuring suitable levels of item difficulty is crucial in order to furnish assessments that are both meaningful and precise in gauging the abilities of those taking the test (sanderson, 2010; scheerens et al., 2003). the study has identified four items that exhibited poor discrimination, implying that these items were ineffective in distinguishing between test takers who performed well and those who performed poorly. the taep data was subjected to ebel & frisbie (1972) classification in order to assess item discrimination. the findings indicate that four items exhibited poor discrimination and therefore require revision to enhance their efficacy. the discernment of these items underscores the significance of continual test creation and assessment to guarantee that test items are efficacious in distinguishing among examinees with diverse levels of aptitude (ebel & frisbie, 1972). the implications of the taep study have broader implications that transcend the confines of the indonesian context. the significance of english as a worldwide language has increased, thereby making it imperative for educational institutions, policymakers, and businesses to have access to dependable and authentic assessments of english language proficiency. the test of english for academic purposes (taep) has the potential to be utilized as a prototype for the creation of comparable assessments in other countries where 218 script journal: journal of linguistics and english teaching p-issn: 2477-1880; e-issn: 2502-6623 october 2021, vol. 6 no. 2 english is not the primary language. however, it is crucial that the test questions are meticulously tailored to the distinct cultural and linguistic circumstances of the intended audience. subsequent investigations should prioritize the enhancement of the inadequately distinguishing elements that were detected in the research and explore the suitability of the taep in alternative settings and demographics. furthermore, it is recommended that researchers investigate potential biases and sources of construct-irrelevant variance in the taep assessment, as these factors may have adverse effects on the test's overall validity (messick, 1989). future research should take into account the potential influence of testtakers' cultural backgrounds, prior educational experiences, and test-taking strategies on their performance on the taep. the test of academic english proficiency (taep) has been found to hold promise as a dependable and sound tool for evaluating the english language proficiency of non-native speakers from indonesia. this conclusion has been drawn based on empirical evidence. the methodology and findings of the study hold significant implications for professionals involved in language assessment, including test developers, educators, and researchers. furthermore, this study can provide a basis for future research in this field. the taep exhibits a high degree of validity and reliability, and its content is both diverse and pertinent. as such, it holds significant potential as an instrument for evaluating english language proficiency across academic, business, and general contexts. the identification of items that do not effectively differentiate between test takers highlights the importance of ongoing test development and improvement to ensure that assessments precisely measure individuals' abilities and yield significant outcomes. furthermore, the taep places emphasis on catering to the distinct linguistic requirements and circumstances of non-native speakers of indonesian, underscoring the significance of customizing language evaluations to accommodate diverse demographics. the aforementioned methodology has the potential to serve as a model for the creation of analogous assessments in additional countries where english is not the primary language, thereby fostering a more comprehensive and culturally attuned approach to evaluating language proficiency. in order to augment the usefulness and applicability of the taep, forthcoming studies ought to investigate alternative assessment formats and delivery methods, including computer-based or adaptive testing. the aforementioned innovations have the potential to enhance the efficacy, accessibility, and equity of the taep, thereby rendering it even more pertinent and valuable in the swiftly changing global milieu (roever & mcnamara, 2006). in addition, longitudinal research investigating the correlation between taep scores and practical english language proficiency, such as achievement in academic or occupational contexts, could offer significant perspectives on the prognostic efficacy of the assessment. 219 challenging neo-colonialism in language testing: the development and impact of indonesia's test of academic english proficiency (taep) masduki this research would aid in determining the degree to which the taep functions as a dependable predictor of subsequent language proficiency and achievement (kane, 2013). the test of academic english proficiency (taep) has demonstrated encouraging outcomes and noteworthy implications for the domain of language assessment, based on its development and evaluation. the taep is a highly valuable tool for evaluating the english language proficiency of non-native speakers from indonesia due to its strong validity, reliability, and relevance. moreover, its potential applications are not limited to the indonesian context. further exploration and advancement in this domain will play a pivotal role in advancing precise, comprehensive, and culturally responsive linguistic evaluations on a global scale. 5. conclusion indonesia is presently commemorating its 77th year of independence. however, the country continues to struggle with modern forms of neo-colonialism or contemporary colonization, particularly within the realm of education. the persistent dependence on imported goods highlights the necessity of allocating resources towards the development of domestic expertise and assets. the development of the test of academic english proficiency (taep) was initiated as a means to attain self-reliance and counteract external regulatory mechanisms within the language evaluation framework of indonesia. taep has obtained legal certification and registered its intellectual property rights after fulfilling all language test requirements. the language center of the university of muhammadiyah malang and the assessment division of ppm manajemen, jakarta, have employed taep to evaluate the english proficiency of bank of indonesia and financial service authority of indonesia (ojk) candidates at the national level. taep has established global partnerships with erasmus mundus programs and has been integrated into their candidate selection procedures. our objective is to provide support for the indonesian president's advocacy for a mental revolution and the rejection of modern colonization by presenting taep as a feasible substitute for foreign language evaluations. by means of persistent advancement and assimilation of domestically produced resources such as taep, indonesia can pave the way towards enhanced 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(1999). resisting linguistic imperialism in english teaching. oxford university press. cohen, a. d. (1994). the language used to perform cognitive operations during fullimmersion maths tasks. language testing, 11(2), 171–195. ebel, r. l., & frisbie, d. a. (1972). essentials of educational measurement. hughes, a. (2003). testing for language teachers. cambridge university press. kachru, b. b. (1992). teaching world englishes. the other tongue: english across cultures, 2(2), 355–365. kane, m. t. (2013). validating the interpretations and uses of test scores. journal of educational measurement, 50(1), 1–73. kaplan, r. b., & baldauf, r. b. (1997). language planning from practice to theory (vol. 108). multilingual matters. kirana, s. n., & methitham, p. (2019). anglo-centrism in indonesian elt textbooks. proceedings of the 1st international conference on advanced multidisciplinary research (icamr 2018). https://doi.org/10.2991/icamr-18.2019.39 kirkpatrick, r. 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(2001). critical applied linguistics: a critical introduction. lawrence erlbaum associates. inc. publishers. roever, c., & mcnamara, t. (2006). language testing: the social dimension. international journal of applied linguistics, 16(2), 242–258. sanderson, m. (2010). test collection based evaluation of information retrieval systems. foundations and trends® in information retrieval, 4(4), 247–375. https://doi.org/10.1561/1500000009 scheerens, j., glas, c. a. w., thomas, s. m., & thomas, s. (2003). educational evaluation, assessment, and monitoring: a systemic approach (vol. 13). taylor & francis. sharma, r. k. (2018). globalization as politics of neo-colonization: teaching english language in higher education in nepal. journal of nelta surkhet, 5, 106–112. https://doi.org/10.3126/jns.v5i0.19496 shohamy, e. g. (2001). the power of tests: a critical perspective on the uses of language tests. pearson education. zein, s., sukyadi, d., hamied, f. a., & lengkanawati, n. s. (2020). english language education in indonesia: a review of research (2011–2019). language teaching, 53(4), 491–523. https://doi.org/10.1017/s0261444820000208 copyright © 2017, script journal: journal of linguistic and english teaching,p-issn 2477-1880, e-issn 2502-6623 http://jurnal.fkip-uwgm.ac.id/index.php/script script journal: journal of linguistic and english teaching p-issn: 2477-1880; e-issn: 2502-6623 october 2017, vol. 2 no.2 received: june 2017 accepted: july 2017 published: october 2017 article doi: http://dx.doi.org/10.24903/sj.v2i2.107 students’ atttitudestoward teachers’ corrective feedback rinda fitriana widya gama mahakam samarinda university rindming@gmail.com abstract: students‟ attitudes influence their decision to whether or not accept the teachers‟ feedback. this study focused on students‟ attitudes toward the correctors, the frequency of errors corrected, the types of errors corrected, and teacher‟s personality and way of teaching. therefore, questionnaire was administered to one hundred and ninety-six twelfth grade of vocational high school students, wherein, ten of them were involved in interview, to figure out their perspective concerning to the teachers‟ correction on their oral production. from both instruments, it is found that students have positive attitudes toward the correctors, particularly to the teachers. however, they did not mind for peer correction. regarding to their attitude toward the frequency of correction, they expected the teachers to give correction at every time they did error and for all types of errors they did. in addition, students agreed that teachers‟ personality and their way of teaching influenced their willingness to accept the corrective feedback. keywords: attitudes, corrective feedback http://jurnal.fkip-uwgm.ac.id/index.php/script http://dx.doi.org/10.24903/sj.v2i2.107 mailto:rindming@gmail.com script journal: journal of linguistic and english teaching, october 2017, vol.2 no.2 copyright © 2017, script journal: journal of linguistic and english teaching, p-issn 2477-1880, e-issn 2502-6623 178 introduction feedback, as a way to inform students about their performance (ur, 1996) and to assess their progress (harmer, 2001), is crucial for students so that they will be able to improve and develop their ability in the target language as well as other subject matter knowledge (chaudron, 1988). (brown & douglas, 2000) also emphasized two importance of feedback. first, by giving appropriate portion on affective and cognitive feedback, positively or negatively, it will reinforce students to continue the communication in the target language and internalize particular speech patterns. second, basically, students expect to receive feedback and be corrected on their errors. therefore, by giving feedback, teacher has fulfilled their expectation. hence, treating students‟ oral errors is not just a piece of cake, especially when teacher decides to use corrective feedback. some teachers might feel doubt to correct a student‟s errors immediately because the student is in his or her first stage of learning how to speak in english. some teachers might ignore students‟ errors because they are afraid the students will stop learning when they correct their errors. therefore, it needs some considerations before a teacher decided to treat his or her students‟ error, such as, when to treat the errors (i.e.: immediately, in the middle of conversation, at the end of lesson), what treatments should be done and who will do the treatment (i.e.: teacher, peer, or students themselves). improper considerations on these aspects lead to students‟ unexpected attitude toward the feedback, such as refusing or ignoring teacher‟s correction. since, as (warga, 1983) stated that attitudes deal with emotional element (i.e.: feeling), they may have negative feeling toward correction (i.e.: refusing or ignoring the correction) or positive feeling (i.e.: accepting the correction) as provoked action that tell a person or people to move either toward an object or away from it. it means that when a student is being corrected by teacher, student‟s attitude will lead her/him to decide whether or not to accept the correction and/or change the error into the correct form. the last characteristic is attitudes are remarkably permanent. he also explained that when someone had learned an attitude about something, s/he is inclined to stick with it that makes attitudes hardly to change. what is more, attitude refers to student‟s manner toward an object which is consistent (triandis & malpass, 1971) it also refers to student‟s feelings, self, relationship in community, and emotional involvement (brown & douglas, 2000) and student‟s evaluative reaction toward an object, which influenced by individual‟s beliefs or opinion about that object (gardrner, 1985). script journal: journal of linguistic and english teaching, october 2017, vol.2 no.2 copyright © 2017, script journal: journal of linguistic and english teaching, p-issn 2477-1880, e-issn 2502-6623 179 regarding on how many errors that learners expect to be corrected, some researcher found that (odalejo, 1993) (katayama, 2007) (al-magid & abdul, 2006) (lee, 2008) students expected to be corrected on errors that impeded communication. however, level of proficiency and language exposure may influence students preference on the quantity of errors should be corrected. (lee, 2008) found that low proficiency students may not interest in error feedback. moreover, students‟ attitudes to the corrector may vary. based on (amador, 2008) finding, almost all of students preferred to be corrected by teachers, since they are more knowledgeable rather than peers. in addition, (amador, 2008) also found that some students preferred to be corrected by peers since it makes them comfortable. however, in particular culture, such as chinese people, they do not feel comfortable when corrected by their own friend, in the name of harmonious relationship (carson and nelson, 1996 in naomi et al. no date). they are afraid to insult their friend‟s feeling. although, (katayama, 2007) found that japanese efl students do not mind to have peer correction. teacher‟s behavior also can influence students‟ attitude toward correction. as (lee, 2008) noted that students respond to feedback may be influenced by the teacher who gives the feedback. perhaps, when the teacher has warm personality, the students will accept the feedback as something that will improve their performance. meanwhile, when the teacher is cold or irresistible, students may perceive the teacher‟s feedback as punishment. this assumption needed to be proved; hence, investigation on students‟ attitudes toward corrective feedback as the second focus of this study is necessary to carry out. in addition, students‟ attitude on timing of corrective feedback will depend on the purpose of the lesson and student‟s anxiety. (rahimi & dastjerdi, 2012) found that immediate correction increased student‟s anxiety. therefore, it is important for teachers to decide the best time to treat their students‟ errors. considering its significant roles, the researcher formulate the research question below; 1) how were efl students‟ attitudes toward corrective feedback on oral production? methodology this study mainly used qualitative approach that supported by questionnaire result. at first, to gather surface data, the researcher distributed questionnaires to 196 students (from 385 students) from all classes of twelfth graders of vocational high school in samarinda. then, to gain deeper information and confirmation, an observation on two classes (i.e.; high proficiency and low proficiency classes), and a semi-structure interview had been conducted script journal: journal of linguistic and english teaching, october 2017, vol.2 no.2 copyright © 2017, script journal: journal of linguistic and english teaching, p-issn 2477-1880, e-issn 2502-6623 180 to ten students which taken randomly from the observed classes. it is important to note that observation was used to confirm the result of questionnaire and interview with the real condition in the class, whether the teachers could meet students‟ expectation. in addition, twelfth grade students were involved as the research subjects considering that they had received enough corrective feedback in the previous grade. the questionnaire the researcher used was dichotomous since it only needed answer of “yes” or “no”. she employed this kind of questionnaire because it would not make the students puzzled by answering the questions. it was easy to do for students. the questionnaires consisted of two sections: 1) students‟ attitudes toward corrective feedback and 2) demographic questions. section 1 uncovered students‟ attitudes toward corrective feedback. the questions revealed the quantity of errors that should be corrected, the correctors (i.e.: teacher, peer, students‟ own self), and the timing of correction (i.e.: immediate or delay) that students expect to have. section 2 was used to know the background of students. it comprised seven questions. for interview, she had prepared seven questions regarding to students‟ attitude toward correction and the rests were demographic information questions. for data from questionnaires, the researcher did simple calculation. it was by calculating how many students had answered “yes” and “no” for each item of questionnaire. she used the formula below to count the percentage: item 1: yes(%) = number of respondents who answer yes x 100 total number of respondents no(%) = number of respondents who answer no x 100 total number of respondents then, the rest of items were counted in the same way. moreover, to analyze the percentages, she used frequency distribution analysis.. meanwhile, for result of interview, she used (creswell, 2008) model of analyzing qualitative data. script journal: journal of linguistic and english teaching, october 2017, vol.2 no.2 copyright © 2017, script journal: journal of linguistic and english teaching, p-issn 2477-1880, e-issn 2502-6623 181 findings questionnaire result the researcher stated twelve questions that related to students‟ attitudes toward the corrective feedbacks in questionnaire. these questions focused on 1) students‟ attitude toward the correctors (i.e.: teachers, peers, students themselves), 2) the quantity of errors that should be corrected, 3) the frequency of correction should be given, 4) students‟ acceptance to the corrective feedback, and 5) the relationship between teachers‟ personality and their acceptance to corrective feedback. the same with students‟ preferences toward corrective feedbacks, the researcher also needed to provide the criteria of the result percentages of students‟ attitudes toward corrective feedbacks. the criteria were as followed: 1. the most preferred: 0sd + mean 2. the average preferred: -1sd + mean 3. the less preferred: -2sd + mean based on the criteria above, the researcher found the blueprints of result percentages as followed: 1. the most preferred: result of percentages ≥ 66% 2. the average preferred: 65.9% until 33.1% 3. the less preferred: 33% ≥ result of percentage the following table would show the results of students‟ attitudes toward corrective feedback based on the questionnaires results. no students' attitudes amount % 1 students preferred if all errors were corrected 176 90% 2 students preferred if only specific errors were corrected 58 30% 3 students preferred teachers to give correction 183 93% 4 students preferred peer correction 95 48% 5 students preferred to self-correct the errors 169 86% 6 students preferred to be corrected every time errors occurred 166 85% 7 students preferred to be corrected occasionally 26 13% 8 students preferred not to be corrected at all 1 1% 9 students liked to be corrected 190 97% 10 students wanted to accept correction 192 98% 11 students mind for peer correction 131 67% script journal: journal of linguistic and english teaching, october 2017, vol.2 no.2 copyright © 2017, script journal: journal of linguistic and english teaching, p-issn 2477-1880, e-issn 2502-6623 182 no students' attitudes amount % 12 teacher personality (e.g.: friendly or unfriendly) affected students in taking teachers' correction 168 86% table 1 students’ attitudes toward corrective feedbacks from the table above, the researcher concluded five points. first, most of students (90%) preferred if teacher gave correction for all types of errors and less students preferred to be corrected for specific errors. moreover, most of students (93%) preferred the teacher to give them corrective feedback. however, students (86%) mostly preferred to self-correct their errors and only some students (48%) preferred peer correction. by looking at the percentages, it showed that some students who preferred teacher as the corrector also liked the peer correction and the self-correction. then, eighty-five percent (166) students mostly preferred to be corrected at every time they do errors rather than being corrected occasionally. furthermore, most of students (97%) students said that they liked if their errors in learning speaking english were corrected and 98% (192) students said that they can accept the correction. in addition, 67% (131) students minded if their classmate gave correction for their errors. next, 86% (168) students said that teachers‟ personality affected them in taking their corrective feedbacks. interview result students‟ attitudes here referred to students‟ acceptance toward correction that related to 1) the correctors (i.e.: teachers and peer), 2) the frequency of corrective feedbacks were given, 3) the quantity of errors which were treated, and 4) the relationship between teachers‟ personality and students‟ willingness in accepting the corrective feedback. therefore, the researcher asked questions about these points during interview. the following table summarized students‟ attitudes toward corrective feedback. no students' attitudes amount % 1 students preferred if all errors were corrected 5 50% 2 students preferred if only specific errors were corrected 4 40% 3 students preferred teachers to give correction 6 60% 4 students preferred pair correction 5 50% 5 students preferred to be corrected at every time errors occurred 9 90% 6 students preferred to be corrected occasionally 2 20% 7 teachers' personality (e.g.: friendly or unfriendly) and their ways of teaching affected students' willingness to repair the errors 9 90% table 2 students’ attitudes toward corrective feedback (data of interview) script journal: journal of linguistic and english teaching, october 2017, vol.2 no.2 copyright © 2017, script journal: journal of linguistic and english teaching, p-issn 2477-1880, e-issn 2502-6623 183 students’ preferences toward the corrector. starting from students‟ attitudes toward the corrector, the researcher found that six of ten interviewees preferred the teacher to give corrective feedback rather than their classmate. they assumed that teachers had more knowledge than their classmate (2 of 10) and they also were more accurate to provide the correct version (2 of 10). moreover, teachers can tolerate students‟ errors (1 of 10). they also had more experiences in english speaking rather than their classmate (1 of 10). and the last, students preferred the teachers as the corrector since they were the ones who teach them every day. so, it was teachers‟ responsibility to give them correction. however, there were found students (5 of 10) who preferred their classmate as the corrector. it was important to note that one of ten interviewees preferred both teacher and classmate to give correction. the researcher found four reasons why they preferred peer correction. one of ten interviewees said that she did not prefer teachers give correction since they made the student clumsy and rather scare, but it depends on the teacher. three of ten interviewees stated that peer correction made them felt more comfortable. in addition, they felt not ashamed if their classmates gave correction (1 of 10) and it was easier to understand classmate‟s correction (1 of 10). students’ preferences toward the frequency of giving corrective feedbacks students‟ preference on the corrector had been explained above. now, the researcher would like to show students‟ preference on the frequency of teachers giving corrective feedback. nine of ten interviewees said that they preferred if the teachers gave them correction at every time they did errors. however, two of ten interviewees (one of them like both every time correction and occasional correction) liked occasional correction. there were six reasons why they preferred to be corrected at every time they did error. first, every time correction prevented students to do the same errors later on (3 of 10). it also made students clearer for knowing the location of their errors (3 of 10). two of ten interviewees said that it was more effective to know the correct version for all errors they did if teachers corrected them all the time. the other two said that they could notice the errors if they find the same error at another occasion. moreover, student (1 of 10) felt that it was better for teacher giving correction (i.e.: provide the correct version directly) rather than just giving explanation. finally, the last reason was student assumed the teacher was a moody person if s/he gives correction occasionally (1 of 10). script journal: journal of linguistic and english teaching, october 2017, vol.2 no.2 copyright © 2017, script journal: journal of linguistic and english teaching, p-issn 2477-1880, e-issn 2502-6623 184 as it said above, two of ten interviewees preferred occasional correction. they liked it because of three reasons. first, it made them feel that they always do error. second, it made students losing motivation to learn. and the last reason was teachers would not have enough time to correct all students‟ errors. students’ preferences toward the quantity of errors should be corrected it was not just about the frequency of corrective feedbacks given. but, the researcher also concerned to the quantity of errors that students expected to be corrected. she found that five of ten interviewees preferred all types of errors were corrected, four of ten interviewees preferred only certain types of errors were corrected, and two of interviewees did not stated clearly whether they liked to be corrected for all errors or just certain errors. it was important to note that one of interviewees did not mind to be corrected for all and just certain errors. the five interviewees stated that they liked to be corrected for all types of errors because of six reasons. first, if the teacher corrected them all, students could learn more and could get more knowledge (2 of 10). moreover, two of interviewees said that they were afraid of doing another types of errors if the teachers only corrected certain errors. other reasons that they stated were they felt comfortable (1 of 10), they understood english better (1 of 10), they know the location of errors (1 of 10), and they become more capable in english (1 of 10). as it said before, four of ten interviewees preferred certain types of errors to be corrected. there were five reasons why they preferred it. first, if the teacher gave correction on all errors occurred, it made students unwilling to speak more (1 of 10). furthermore, students preferred to be corrected on grammatical errors (1 of 10) and pronunciation error because they used to do these errors (1 of 10). one of interviewees said that teacher used to give correction mostly on grammar. moreover, one of them said that if the time was enough for teacher to give correction, then she did not mind to be corrected for all errors. but, if the time was limited, then it would be okay if the teacher corrected for certain errors. relationship between teachers’ personality and students’ willingness in accepting the corrective feedback (warga, 1983) said that attitudes deal with emotional involvement that lead people to move on or not. regarding to the focus of study, students‟ attitudes here referred to students‟ acceptance toward corrective feedback. it also involved their feeling to the corrector; it was the teacher. therefore, in her interview, the researcher asked about how students‟ feeling about the teachers‟ personality that influenced them to take the corrective script journal: journal of linguistic and english teaching, october 2017, vol.2 no.2 copyright © 2017, script journal: journal of linguistic and english teaching, p-issn 2477-1880, e-issn 2502-6623 185 feedback by repairing the error or to refuse the corrective feedback by ignoring it (i.e.: did not repair the errors). nine of ten interviewees agreed that teachers‟ personality influences their willingness to repair their errors and only one of them said it did not. there were about thirteen reasons why they agreed. one of interviewees said that teacher‟s personality affected her/his character and way of teaching. stern teachers made students to delay to repair the errors (2 of 10), were afraid to ask something (2 of 10), did not understand the lesson (2 of 10), made the learning situation uncomfortable (2 of 10), made students lazy to learn and felt upset (1 of 10). another one said that if the teacher was not nice and did not explain well, it made the students hard to understand the lesson. moreover, a strict teacher made students enthusiastic to learn (1 of 10) and repair the error immediately because they were afraid of the teacher‟s anger (2 of 10). caring teachers made students want to learn more (1 of 10). caring and friendly teachers made students feel comfortable to be corrected (2 of 10). however, friendly teachers also could make students delay to repair the errors. in addition, one of interviewees said that nice teachers usually explain the lesson well and make students easier to understand. furthermore, if the teacher had good interaction with the students, they would be easier to accept the correction (1 of 10). discussion students‟ attitude here referred to students‟ acceptance to the corrective feedback by repairing the error or ignoring the feedback. in general, students expected corrective feedbacks from the teachers. data from interview showed that eighty percent interviewees expected corrective feedback since they wanted to know the location of their errors and it prevented students to do error in another occasion. data from questionnaire also showed that, basically, these students can accept correction since 190 respondents (97%) said so and want to accept it, too (98%). however, the acceptance of the corrective feedbacks would be depended on how teachers delivered them. therefore, students‟ attitudes toward corrective feedbacks had become important issue in this research since it determined students‟ response toward corrective feedback. overall, students had positive attitudes toward corrective feedback because almost all of them expected corrective feedback for the errors they did. the students‟ attitudes toward corrective feedback related to four points; 1) the correctors, 2) the frequency of corrective feedback given, 3) the quantity of errors which script journal: journal of linguistic and english teaching, october 2017, vol.2 no.2 copyright © 2017, script journal: journal of linguistic and english teaching, p-issn 2477-1880, e-issn 2502-6623 186 should be treated, 4) the relationship between teachers‟ personality and students‟ acceptance toward corrective feedbacks. students’ preferences toward the correctors in previous finding, (amador, 2008) found that almost all students preferred the teachers to give them correction since they were more knowledgeable rather than peers. however, she also found that some students preferred peer correction since it made them feel comfortable. the researcher also found similar finding. ninety-three percent respondents (data from questionnaires) and sixty percent interviewees showed that students preferred the teacher as the corrector. nevertheless, they also did not mind if their classmates gave correction fifty percent of interviewees said so. however, only forty-eight percents respondents (95) liked peer-correction and sixty-seven percent (131) respondents minded if their classmate gave correction. teachers were preferred as the corrector since students believed that they have more knowledge, have more experience and were more accurate rather than their classmates however, students also expected peer correction since it made them feel more comfortable, not feel ashamed when they do error and classmates‟ explanation was easier to understand. consulting to the data from observation, peer correction occurred for three times during the three meetings of observation. it means, teachers dominated most of corrective feedbacks. if it related to interview data, there was mismatched expectation since fifty percent interviewees expected peer correction. they expected the teacher not to dominate for correcting their errors. however, in general, teachers met students „expectation since most of students preferred the teachers as the corrector and it was consistent with teachers‟ correction domination in the classroom. students’ preference toward the frequency of giving corrective feedbacks focusing to the frequency of corrective feedbacks that should be given, data from questionnaires showed that most of students (85%) expected teacher to give corrective feedback at every time the errors occurred. data from interview also supported this finding. since, ninety percent interviewees said the same. checking with data from observation, if she compared the amount of errors teachers treated and not treated (see table 4.3), it was clearly seen that students‟ expectation to be corrected all the time did not match with what teachers did in real class. from the total of errors that mr. y‟s students‟ did (i.e.: 151 errors), mr. y only treated sixty-three errors (42%). likewise, mrs. e only treated fifty students‟ errors (32%) from the total of errors (i.e.: 154 errors). students expected the teachers gave them script journal: journal of linguistic and english teaching, october 2017, vol.2 no.2 copyright © 2017, script journal: journal of linguistic and english teaching, p-issn 2477-1880, e-issn 2502-6623 187 correction all the time because they were afraid of doing other errors later on and prevented them to do the same error at another occasion.on the other hand, teachers preferred to give corrective feedback occasionally. so, there found another mismatch expectation in the frequency of corrective feedback that students expected. students’ preference toward the quantity of errors that should be corrected (odalejo, 1993) had found that most of students preferred to have comprehensive correction rather than selective correction. it means that students like if teachers give correction for errors they did. the researcher‟s finding was consistent with his finding. based on data from questionnaire, she found that students expected the teachers to give correction on all types of errors that they did (90%). likewise, fifty percent interviewees expected teachers to give correction on all types of errors, because they were afraid of doing other errors if teacher just correct certain errors. when teachers corrected all types of errors, students learnt more and got more knowledge. in other words, they became more capable in english since it made them know the location of their error. as the result, they would understand english better. in addition, they felt more comfortable when teachers gave correction for all types of errors. however, forty percent of interviewees preferred if the teachers only corrected certain errors. since, if teachers always give corrective feedback for all errors occurred, it made students unwilling to speak more. nonetheless, it was okay for teachers to correct all errors if the time was enough. moreover, students preferred if teachers only correct their grammatical errors and pronunciation errors. during observation, mrs. e mostly treated students‟ errors that teacher‟s norm was the referent of the correct version, although, these errors were actually not deviant linguistic form. from fifty-one students‟ errors that were treated, twenty-six errors were teacher‟s norm errors. it also happened to mr. y‟s class. but, it was not as many as mrs. e‟s treated. there were twenty-three errors of sixty-three treated students‟ errors belonged to teacher‟s norm. this data showed that both teachers gave correction only for certain errors. if the researcher compared data of interview and data of observation, there would be a matching expectation about how many errors that should be corrected. since, only fifty percent interviewees preferred all errors were corrected and teachers did not give correction for all types of errors. however, if she compared data of questionnaire with data of observation, there would be a mismatch expectation since almost all respondents (90%) expected teachers to give correction on all types of errors. script journal: journal of linguistic and english teaching, october 2017, vol.2 no.2 copyright © 2017, script journal: journal of linguistic and english teaching, p-issn 2477-1880, e-issn 2502-6623 188 relationship between teachers’ personalities and students’ acceptance to corrective feedback based data of questionnaires, one hundred and sixty-eight respondents (86%) agreed that teachers‟ personalities related to their acceptance to corrective feedback. likewise, data of interview revealed the same. most of students believed that teachers‟ personalities affected them to repair or not to repair the errors. since, teachers‟ personalities affected their character and way of teaching. moreover, stern teachers made students afraid to ask something, difficult to understand the lesson, feel uncomfortable, and did not want to learn. as the result, students delayed to repair the errors at the time the teachers gave correction. in other words, they ignored teachers‟ corrective feedback. in addition, correction that given with anger only made students‟ heart hurt. moreover, teachers‟ way of explaining lesson which was not good made students hard to understand the lesson, included teachers‟ explanation in giving the correct version of the errors and how to repair them. otherwise, one of the interviewee felt that friendly teacher made her delay the correction. she preferred strict teacher to give correction because it made her scare of teachers‟ anger and repair the errors immediately because of that. however, the researcher found teachers‟ personalities that made students accept the correction and repair the errors. student believed that caring teacher made her wanted to learn more caring and friendly personality were good combination that students expected from the teachers because it made them feel comfortable when the teachers gave correction. another student added that teachers who have good interaction with their students also made students easier to accept their corrective feedback. consulting to observation data, mr. y and mrs. e were nice teachers. just, they had different way of teaching. based on data of interviewees‟ demographic information, two of five respondents from mr. y‟s class liked him and the rests were complained about his way of teaching and his temper. however, he was fun teacher. the video transcripts (see appendix 8) showed that students laughed a lot during learning process. comparing to mrs. e, all of respondents from her class did not like her because of her confusing way of teaching and unclear english speaking. so, students‟ predilection toward teachers (i.e.: included their personalities and their way of teaching) influenced students‟ acceptance toward the corrective feedbacks they gave. the amount of students ignored teachers‟ corrective feedback (i.e.: students did not repair the errors) could prove it. during three meetings of observation, mrs. e‟s students had ignored her correction for 21% or 11 of 51 responses and mr. y‟s students‟ script journal: journal of linguistic and english teaching, october 2017, vol.2 no.2 copyright © 2017, script journal: journal of linguistic and english teaching, p-issn 2477-1880, e-issn 2502-6623 189 did not repair the errors for about 23.8% or 15 responses, added one students who ignored mr. y‟s cf. interruption because she was disappointed for not giving her chance to repair. in mrs. e‟s case, the students really did not repair the errors although the teacher had given them chance. meanwhile, for mr. y‟s case, students did not repair because he did not give them chance to repair. so, it looked like just an explanation. to sum up, students preferred the teachers to give them corrective feedback since they were more knowledgeable, but they also did not mind for peer correction. moreover, students preferred if teachers gave correction at every time the errors occurred, but some of them preferred occasional correction. however, in real condition, teachers gave corrective feedback occasionally. they also expected the teachers to give corrective errors for all types of errors they did. in addition, teachers‟ personality and their way of teaching influenced students to decide whether to repair or not to repair the errors and to understand the teachers‟ explanation on how to repair the errors. conclusion students preferred the teachers as their corrector since they were more knowledgeable and had more experiences. however, they also did not mind for peer correction. in real condition, teachers dominated the corrective feedbacks. it means there was a mismatch expectation in term of peer correction. since, students still expected peer correction and teacher did not give enough chance for it to happen. in addition, students expected the teachers always to give them correction and to correct all errors they did.since, it prevented them to do the same errors in another occasion. moreover, students can get more knowledge if the teachers gave correction all the time for all errors they did. nevertheless, in real condition, the teachers gave correction occasionally and they only corrected certain errors. hence, there was a mismatch expectation in terms of the frequency and the quantity of errors that teachers should correct. what is more, students believed that teachers‟ personality influenced their decision whether or not to repair the error after taking teachers‟ corrective feedback. if the teachers were nice, they would feel comfortable and directly repair the error. but, if the teachers were stern and/or annoying, they preferred to delay repairing their errors. besides, it did not just deal with their personality, but also their way of teaching. teachers‟ confusing way of teaching as well as confusing way o f delivering corrective feedbacks made students confused to repair the error, worse; they delayed it or they did not repair it at all. script journal: journal of linguistic and english teaching, october 2017, vol.2 no.2 copyright © 2017, script journal: journal of linguistic and english teaching, p-issn 2477-1880, e-issn 2502-6623 190 bibliography al-magid, & abdul, m. a.-m. (2006). the effect of teachers’ attitudes on the effective implementation of the communicative approach in esl classroom (master ‘sthesis. university of south africa. retrieved from http://uir.unisa.ac.za/bitstream/handle/10500/1747/dissertation.p4on amador, y. (2008). learner attitudes toward error correction in a beginner english class., 17(1), 18–28. retrieved from http://www.redalyc.org/pdf/166/16617103.pdf brown, h., & douglas. (2000). principles of language learning and teaching. new york: longman. chaudron, c. (1988). second language classrooms. cambridge university press. new york. creswell, j. w. (2008). educational research. planning, conducting, and evaluating quantitative and qualitative research (third edit). usa: pearson prentice hall. gardrner, r. c. (1985). social psychology, 2. harmer, j. (2001). how to teach english. longman. katayama, a. (2007). efl students‟ preferences toward correctionof classroom oral errors. in asian efl journal (vol. 9, pp. 298–305). lee, i. (2008). student reactions to teacher feedback in two hongkong secondary classrooms. journal of second language writing, 17, 144–164. retrieved from http://www.sciencedirect.comon odalejo, j. (1993). correction in esl: learners‟ preferences.tesl. journal/revues tesl du canada, 10(2), 71–87. retrieved from from http: //journals.sfu.ca/tesl/index.php/tesl/article/viewfile/619/450 rahimi, a., & dastjerdi, h. (2012). impact of immediate and delayed error correction on efl learners‟ oral production. mediterranean journal of social sciences, 3(1), 45–54. triandis, h. c., & malpass, r. s. (1971). cross-cultural psychology, 7, 1–84. retrieved from http://www.jstor.org/stable/2949227page count: 84 ur, p. (1996). a course in language teaching. cambridge university press. london. warga, r. q. (1983). personal awareness: a psychology of adjustment (third edit). boston: houghton mifflin company. http://jurnal.fkip-uwgm.ac.id/index.php/script p-issn: 2477-1880; e-issn: 2502-6623 april 2023, vol. 8 no. 1 f o r e i g n a n d d o m e s t i c o n l i n e m e d i a r e p r e s e n t a t i o n o f i n d o n e s i a n m i n i s t e r o f f i n a n c e : a f e m i n i s t s t y l i s t i c s a p p r o a c h nunun tri widarwati1, budi purnomo2, veronika unun pratiwi, bayu hendro wicaksono4, godlove elioth kiswaga5 universitas veteran bangun nusantara, indonesia1 universitas surakarta, indonesia2,3 universitas muhammadiyah malang, indonesia4 the mwalimu nyerere memorial academy, tanzania5 email correspondence: nununtriw63@gmail.com abstract background: examination of gender representation and the portrayal of a prominent female public figure in both foreign and domestic online media. by applying a feminist stylistics approach, the study sheds light on the importance of fair and unbiased representation of female leaders in the media landscape, which can contribute to dismantling gender stereotypes and promoting gender equality in society. methodology: this study employs a qualitative method to explore the portrayal of gender relations using sara mills' feminist stylistics framework, focusing on word, phrase/sentence, and discourse levels. findings: the findings reveal that the representation of the indonesian minister of finance in both foreign and domestic news sites exhibit specific yet distinct results, influenced by cultural norms and sri mulyani's reputation within indonesia and internationally. utilizing the three levels of analysis within the feminist stylistics theory framework, the study uncovers that the minister is addressed fairly and without explicit gender bias. conclusion: this study highlights the importance of fair and unbiased representation of public figures in media by examining the portrayal of indonesia's minister of finance through a feminist stylistics approach. originality: this comprehensive analysis contributes to a deeper understanding of gender representation in media and highlights the importance of addressing public figures in a fair and unbiased manner. keywords : feminist; media representation; indonesian minister. doi : http//dx.doi.org/10.24903/sj.v8i1.1192 received : january 2023 accepted : march 2023 published : april 2023 how to cite this article (apa) : widarwati, n.t., purnomi b., hidayah, a., pratiwi, v.u., & kiswaga, g.e., (2023). foreign and domestic online media representation of indonesian minister of finance: a feminist stylistics approach. script journal: journal of linguistic and english teaching, 8(1), 30-41. https://doi.org/10.24903/sj.v8i1.1192 copyright notice : authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a creative commons attribution 4.0 international license that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. http://jurnal.fkip-uwgm.ac.id/index.php/script mailto:nununtriw63@gmail.com https://creativecommons.org/licenses/by-sa/4.0/ https://creativecommons.org/licenses/by-sa/4.0/ 31 foreign and domestic online media representation of indonesian minister of finance: a feminist stylistics approach nunun tri widarwati, budi purnomo, veronika unun pratiwi, bayu hendro wicaksono, godlove elioth kiswaga 1. introduction the pivotal role of media in perpetuating traditional gendered roles and reconstructing social and cultural characterization of women in various forms of communication, such as advertising, magazines, news, and television series, has long been established. media's influence on the production, construction, and regulation of "sexual differences" is now widely recognized (alkan, 2016; ward, 2016). women in leadership roles or occupying highranking positions often face challenges and stereotypes, with society considering them weaker or inferior compared to their male counterparts. the underrepresentation and often negative portrayal of women in leadership positions within news media raise several concerns (humprecht & esser, 2017; lammers & gast, 2017; seo et al., 2017). in addition, women working in public or political positions often face undue scrutiny of their private lives. previous research on sri mulyani, the minister of finance of the republic of indonesia, has primarily focused on her leadership style, achievements, and challenges (dewi & rachmawati, 2014; murtomo & riyanto, 2021; riantoputra & gatari, 2017). while some studies have analyzed her representation in local news through linguistic devices (haryadi & suardi, 2018; hasibuan, 2016), only a few have employed sara mills' critical discourse analysis approach (rafiqa, 2019; triana et al., 2021). furthermore, the representation of women in leadership positions is crucial for challenging traditional gender stereotypes and promoting gender equality. when women leaders are portrayed fairly and accurately in the media, they serve as powerful role models for future generations, inspiring young girls and women to pursue leadership roles and break through gender barriers. consequently, understanding the representation of powerful female figures like sri mulyani indrawati is critical for fostering social change and pushing the boundaries of gender expectations in both local and global contexts (lee & park, 2018; oktaviani et al., 2021; sinaga et al., 2018). in light of these research gaps, this study aims to investigate the representation of indonesian minister of finance sri mulyani indrawati in domestic and foreign online news media, particularly focusing on her role as the host and representative from indonesia in the g20 forum held in the country. utilizing feminist stylistic theory by sara mills, this research will analyze sri mulyani's representation in both domestic and foreign online media coverage, examining the construction of her personal branding through the analysis of words, sentences, and discourse, as well as the potential social and cultural implications of these portrayals. this comprehensive approach will contribute to a deeper understanding of gender 32 script journal: journal of linguistics and english teaching p-issn: 2477-1880; e-issn: 2502-6623 april 2023, vol. 8 no. 1 representation in media and provide valuable insights into the challenges faced by women in leadership roles. in addition, by employing feminist stylistic theory, this research will delve into the subtle linguistic nuances and stylistic choices that may reveal underlying gender biases or assumptions in the media's representation of sri mulyani. this analysis will help illuminate the complex interplay between language, gender, and power, highlighting the importance of language as a tool for both reinforcing and challenging gender stereotypes. ultimately, this research aims to encourage more inclusive, diverse, and unbiased representations of women leaders in the media, contributing to the ongoing struggle for gender equality and the empowerment of women in leadership positions across various sectors and industries. 2. literature review 2.1 representation of women as politicians in online news media representation in online media news conveys how reality is created and exchanged in digital news platforms through imagery and language. the online platform gives newspapers more opportunities, such as competing with broadcast journalism to deliver breaking news faster. suárez romero suggests that "female under-representation is embodied in a triple dimension: that of the media, that of public opinion, and that of politics itself" (fernándezrovira & giraldo-luque, 2021). the majority of studies on female politicians’ representation in news media believe that the problem is twofold: one is women's news media marginalization in relation to their actual presence as political actors on the national and international stage, and the other is how they are reported when they do receive airtime and column inches (ross et al., 2020). 2.2 feminist stylistics by sara mills feminists have also extended stylistics beyond literature to encompass media such as newspapers and advertisements (mills, 2002). mills divides discourse analysis into three levels in her analysis: analysis at the word level, analysis at the phrase/sentence level, and analysis at the discourse level. the choice of certain words also represents a specific meaning, so ideology represents a significant role in this regard. the three levels of analysis are described in detail below: a. analysis at the level of word linguistic determinism reveals that various structures of language produce different ways for societies to view the world. furthermore, the language of culture influences how its members perceive the world. the feminists have reasons to believe that the 33 foreign and domestic online media representation of indonesian minister of finance: a feminist stylistics approach nunun tri widarwati, budi purnomo, veronika unun pratiwi, bayu hendro wicaksono, godlove elioth kiswaga concept of how language influences our perception is important. many critical feminist studies of the english lexicon have argued that many labels used by english speakers are inherently employed. other feminists have written about lexical gaps in the language, which make it difficult to discuss women's experiences because there are no readily available terms in english (mills, 2002). this level entails the analysis of generic nouns, gendered-lexical items, and address terms. b. analysis at the level of phrases/sentences this level is concerned with how phrases and sentences make sense in relation to their co-text, context, usage history, and the background knowledge required to understand them. meaning is frequently produced through a process that is inaccessible at the literal level of the sentence's individual words. several points are discussed at this level as follows: ready-made phrase/stigmatization, presupposition and inference, metaphor, jokes and humor, and transitivity choices. c. analysis at the level of discourse analysis at the discourse level includes content, the substance of texts, as a negotiation of linguistic components and codes, as well as factors outside the text that influence both how the text is constructed and how we understand what is written. the analysis seeks connections between the words and phrases and the ideology through these textual patterns and structures. 3. methodology this study was conducted using the qualitative method. doing research qualitatively refers to activities in which meanings, concepts, definitions, characteristics, metaphors, symbols, and descriptions of things are all associated with quality (fossey et al., 2002). the qualitative method incorporates a naturalist paradigm that depicts reality as multiple, heterogeneous, and holistic, and thus cannot be fragmented. qualitative research is classified as descriptive because it seeks to comprehend the analysis and focus on providing information on cultural phenomena (santosa, 2017). the data analysis method used in this study is based on sara mills' feminist stylistics framework. sara mills has proposed methods for individuals concerned with the portrayal of gender relations to use linguistic and language analysis to create a set of tools that may expose the workings of gender in texts at a variety of different levels (mills, 2002). the levels include analysis at the word level, analysis at the phrase/sentence level, and analysis at the discourse level. 34 script journal: journal of linguistics and english teaching p-issn: 2477-1880; e-issn: 2502-6623 april 2023, vol. 8 no. 1 4. findings the results of this research reveal that the representation of sri mulyani indrawati, indonesia's minister of finance, in both domestic and foreign online news media exhibits specific yet distinct portrayals influenced by cultural norms and her international reputation. the following is an explanation of the findings. 4.1 analysis at the level of words 4.1.1. gender-specific words table 1 foreign news no news site address term 1 2 3 reuters (indonesia calls for g20 joint ministerial forum to tackle food crisis) bloomberg (divided over russia, g20 aims at food security, debt crises) strait times (g-20 finance chiefs pledge to tackle rising food crisis, but remain split over russia's role in it) indonesian finance minister sri mulyani indrawati sri mulyani sri mulyani indrawati, indonesia’s finance minister indrawati she indonesia's finance mulyani indrawati dr sri mulyani said she dr sri mulyani said table 2 domestic news no news site address term 1 2 3 kompas (indonesian minister projects 20 percent rise in global food prices by end-2022) tempo (sri mulyani asks g20 countries to tackle global crisis) jakarta post (g20 host indonesia calls for joint ministerial forum to fight food crisis) indonesia’s finance minister sri mulyani indrawati the minister she sri mulyani indonesian finance minister sri mulyani indrawati her sri she the minister sri mulyani finance minister sri mulyani indarwati sri mulyani she the six news sites comprising gendered terms have been denoted fairly. however, there is a slight difference in how online news sites from foreign and domestic address sri 35 foreign and domestic online media representation of indonesian minister of finance: a feminist stylistics approach nunun tri widarwati, budi purnomo, veronika unun pratiwi, bayu hendro wicaksono, godlove elioth kiswaga mulyani indrawati as an indonesian finance minister. below is the comparison from two different news sites. 1. indrawati cited “an alarming increase in risks to food security” wrought by the war in ukraine and its after-effects, on top of pandemic woes. (bloomberg) 2. all members agreed that "a lot of attention, and intervention, and policy" is needed to improve and correct the supply disruption in order to address the current food security issues, dr sri mulyani said. (the strait times) 3. sri mulyani called to apply all financing mechanisms to save lives and strengthen financial and social stability, especially for low-income and developing countries. (kompas) 4. the three threats, sri underlined, have led to the rising vulnerability of the debt position of many countries, not only low and middle-income countries. (tempo) bloomberg, one of the foreign news sites, mentions sri mulyani indrawati using her last name, while the domestic news sites such as kompas and tempo use the first and middle name of the finance minister. this is in view of the fact that cultural differences are playing a role in the construction of the news. western culture addresses someone by their last name or within a title such as dr, which is also related to showing respect. meanwhile in indonesia, no matter how distant the relationship between people is, calling names by their first name is not considered rude as long as there are honorifics used when the person is older than us. 4.1.2. generic nouns table 3 foreign news no news site address term 1 2 3 reuters (indonesia calls for g20 joint ministerial forum to tackle food crisis) bloomberg (divided over russia, g-20 aims at food security, debt crises) strait times (g-20 finance chiefs pledge to tackle rising food crisis, but remain split over russia's role in it) g20 finance and agriculture ministries g20 meeting of finance leaders g20 members group of 20 finance chiefs finance and health ministries the finance ministers and central bank governors officials the person the finance ministers and central bankers financial leaders from western countries finance and agriculture ministers finance and health ministers foreign ministers russian officials senior officials table 4 domestic news no news site address term 1 kompas (indonesian minister projects members of the major economies 36 script journal: journal of linguistics and english teaching p-issn: 2477-1880; e-issn: 2502-6623 april 2023, vol. 8 no. 1 2 3 20 percent rise in global food prices by end-2022) tempo (divided over russia, g-20 aims at food security, debt crises) strait times (sri mulyani asks g20 countries to tackle global crisis) finance ministers members of russian president vladimir putin's government finance ministers ministers a treasury russian officials g20 finance officials ministers of finance and governors of central banks the gender-free language used in all of the six news sites has been done appropriately as they do not contain any gendered term whether it is to label female or male. words such as officials, and members are neutral-gender language in which they refer to the representatives of government departments. there is no sexist word or language that appears in all of the news. this finding shows that all of the news writers here focus on the aspect of professionalism of sri mulyani, in which her role as indonesia’s minister of finance, and the news is putting aside the fact that she is a woman or female politician. 4.2 analysis at the level of phrase/sentences 4.2.1. presupposition/inference presupposition in the headlines 1. g-20 finance chiefs pledge to tackle rising food crisis but remain split over russia's role in it (strait times). 2. indonesia calls for g20 joint ministerial forum to tackle food crisis (reuters). headlines in foreign news sites are more lenient to the neutral and broader point of view where they do not mention the actor or person’s name in the title. the news cover not only the indonesian minister of finance that calls to fight the food crisis but also the issues which are important to be discussed in the forum of g20 including the russia-ukraine war that is still going on. 3. sri mulyani asks g20 countries to tackle global crisis (tempo). 4. indonesian minister projects 20 percent rise in global food prices by end-2022 (kompas). unlike the foreign news sites, the writers of the domestic news sites clearly state the actor in the headline. sri mulyani indrawati as the minister of finance and also the representative of the host of g20 held in indonesia, is explicitly mentioned. 37 foreign and domestic online media representation of indonesian minister of finance: a feminist stylistics approach nunun tri widarwati, budi purnomo, veronika unun pratiwi, bayu hendro wicaksono, godlove elioth kiswaga 4.2.2. transitivity choices material process mental process relational process doer 2 31 receiver based on the collected transitivity choices from all of the six different news sites, the most in number of the process is mental process. the followings are examples of mental processes employed: 1. sri mulyani said the world was facing alarming global hunger due to war, export restrictions, and the lingering effect of the pandemic. (reuters) 2. the g-20 discussions have been “very difficult but sometimes fruitful,” sri mulyani indrawati, indonesia’s finance minister, said in opening remarks for the friday meetings. (bloomberg) 3. sri mulyani called to apply all financing mechanisms to save lives and strengthen financial and social stability, especially for low-income and developing countries. (kompas) 4. the three threats, sri underlined, have led to the rising vulnerability of the debt position of many countries, not only low and middle-income countries. (tempo) there are two material processes found in the news texts but only in domestic news sites. below are the results: 1. indonesian finance minister sri mulyani indrawati today opened the third meeting of finance ministers and central bank governors of g20 member countries in nusa dua, bali. (tempo) 2. indonesian minister projects 20 percent rise in global food prices by end2022. (kompas) the two excerpts were from the headline, and they showed that in domestic news the minister is also given the position of an actor doing particular actions or making decisions. quantitatively, material processes were not many, however it does not mean that she has passive roles since the news also emphasizes more of sri mulyani highlighting and discussing major economic issues in g20 forum. 4.3 analysis at the level of discourse the different cultural backgrounds signify respect between indonesia which belongs to eastern culture and the foreign news sites which come from western culture is implicitly represented in the form of addressing sri mulyani’s name whether it is her first or last name. the news from kompas and tempo daily's write about the critical sides of sri mulyani’s plan to tackle the food crisis. an example of the piece in the news is: sri mulyani called to apply all financing mechanisms to save lives and strengthen financial and social stability, especially for low-income and developing countries. 38 script journal: journal of linguistics and english teaching p-issn: 2477-1880; e-issn: 2502-6623 april 2023, vol. 8 no. 1 “a good macroeconomic policy must be maintained to thrive and address this problem,” she said. in journalism, direct quotes add authenticity and a more human element to the story since they have a tendency to entice the reader. the quote above exemplifies sri mulyani as a figure who is resolute, conscious, giving comprehensive advice or solutions and involving all parties in a coordinated effort. meanwhile, bloomberg, reuters, and strait times keep the neutrality of the news by covering g20 generally and mostly reporting about other official representatives of g20 by only mentioning how sri mulyani asked the ministerial forum to secure food supply at a glance. 5. discussion the portrayal of sri mulyani indrawati, both from foreign and domestic news comprises different representations based on two factors. the first one is regarding the way her name is addressed. this is linked to the cultural norm that is reflected in each news site. most of the foreign sites come from europe and the west countries meanwhile the domestic news sites here are located in indonesia with eastern cultural norms. therefore, even for a simple thing such as addressing a person’s name in a news text moreover in this context, namely a woman, there is a slight difference but still have the same purpose; as a sign of respect. there is no specific term to address the minister that is attached to gender stereotypes. the generic nouns or gender-free language is also constructed fairly in all of the news texts. this finding confirms haraldsson & wängnerud (2019) study about research on gender discrimination in media coverage of female politicians that is different from the past and it becomes lesser and lesser. the second is related to the framing of sri mulyani indrawati. the domestic news site focuses on the minister in a personal or individual framework by giving reports about her plans and projects (juwita et al., 2020; susilo et al., 2019). and also, how she handled the forum to fight the issue of the food crisis. she is portrayed as critical, and conscious in her role as a leader in uniting the g20 officials to have the same goal and purpose in improving the global economy after the pandemic and amid the war between russia-ukraine. they also put sri mulyani as the main actor or the news again. however, in foreign news sites, she is represented in a professional framework and not focusing on her personal attributes since most of the topics covered the results of g20’s discussion and sources from other officials by quoting their statements regarding the international meeting. nevertheless, both foreign and domestic news sites showcase sri mulyani’s big role in g20 in a positive way and not in a gendered-driven manner. this finding is consistent with the previous study by alkan (2016) and biscomb & griggs (2013) regarding the emerging trend in media coverage of women’s representation in terms of quantity that has been changed to more noticeable. 39 foreign and domestic online media representation of indonesian minister of finance: a feminist stylistics approach nunun tri widarwati, budi purnomo, veronika unun pratiwi, bayu hendro wicaksono, godlove elioth kiswaga 6. conclusion the analysis of the indonesian minister of finance’s representation conducted on the foreign and domestic news sites yields specific, yet distinct results based on cultural norms and the reputation of sri mulyani in foreign countries and indonesia. within the three levels of analysis of the feminist stylistics theory framework, it is discovered that she is addressed fairly and without specific-gender tendencies. this can be seen from the analysis at the level of the word where all of the news sites mention her name using titles or with her first-middle or last name. a little difference is noticed in the use of first or last name and additional title. this is because the culture in the countries of foreign news sites is showing respect for someone by calling them by their last name. the analysis also revealed that there is no gender-specific language which confirms that all of the news sites focus on sri mulyani as an indonesian minister of finance and taking her role in the g20 meeting without attaching gender stereotypes to her work or as an individual, rather the address system is constructed based on a professional or political basis. sri mulyani indrawati is potrayed as a figure who is resolute, conscious, and is able of giving comprehensive advice or solutions by accommodating all parties in a well coordinated effort. 7. references alkan, n. 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(2016). media and sexualization: state of empirical research, 1995–2015. the journal of sex research, 53(4–5), 560–577. https://doi.org/10.1080/00224499.2016.1142496 http://jurnal.fkip-uwgm.ac.id/index.php/script p-issn: 2477-1880; e-issn: 2502-6623 april 2023, vol. 8 no. 1 s t u d e n t s n e e d a n a l y s i s o n s p e a k i n g m a t e r i a l s : a s u r v e y s t u d y a t s m a n 1 b a n t u l zahrotul fitri1, azwar abbas2 ahmad dahlan university, indonesia email correspondence: zahrotul2107042016@webmail.uad.ac.id abstract background: effective speaking ability is crucial for achieving good communication, and this study aims to explore students' needs and challenges in relation to speaking materials. the research objectives are to identify areas where students encounter difficulties in speaking and to gather information on their preferences for speaking materials. methodology: 30 students in 11th grade sma n 1 bantul became respondents to this research. the data were collected through a questionnaire consisting of 29 items and interviews to get more specific. at the same time, six students randomly did the interview. findings: based on students' questionnaires and interviews, we can find that most students agreed that grammar (63,3%) is the most challenging thing in learning english speaking and fluency (13,3%). also, some students in the interview cannot identify the exposition text because it is difficult to conclude. six students participated in the interview using a voice note to record their answers about the need for speaking materials. conclusion: most students agreed they wanted to make a conversation, have a discussion, and play games to make the situation friendly and fun in english-speaking learning. originality: this study contributes valuable insights for educators and material developers to address student needs and challenges in speaking materials, ultimately improving their speaking abilities. keywords : speaking; need analysis; material. doi : https://doi.org/10.24903/sj.v8i1.1293 received : january 2023 accepted : april 2023 published : april 2023 how to cite this article (apa) : fitri, z., & abbas, a. (2023). students need analysis on speaking materials: a survey study at sma n 1 bantul. script journal: journal of linguistics and english teaching, 8(1), 98-113. https://doi.org/10.24903/sj.v8i1.1293 copyright notice : authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a creative commons attribution 4.0 international license that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. http://jurnal.fkip-uwgm.ac.id/index.php/script mailto:zahrotul2107042016@webmail.uad.ac.id https://creativecommons.org/licenses/by-sa/4.0/ https://creativecommons.org/licenses/by-sa/4.0/ 99 students need analysis on speaking materials: a survey study at sma n 1 bantul zahrotul fitri, azwar abbas 1. introduction communication is pivotal to achieving success in all domains within today's interconnected global society. language functions as a medium for communication, and individuals possessing linguistic proficiency are capable of engaging in seamless interactions. moreover, effective communication is paramount for individuals to accomplish their aims, objectives, and goals. consequently, a shared language is necessary for facilitating communication with people across the globe. english, being acknowledged as an international language and spoken worldwide, serves as a conduit for communication among individuals from diverse regions, states, countries, and continents. oral proficiency is the most critical skill in the acquisition of a foreign or second language. among the four fundamental language skills, speaking is of the utmost importance in foreign or second language learning. according to brown et al. (1981), the majority of a student's grade will likely be based on their ability to speak in real-world situations. despite their significance, speaking abilities have been undervalued. the majority of efl/esl instructors continue to teach speaking skills through memorization of dialogues or repetition of drills. (pavlikova, 2019; razi et al., 2021). nonetheless, contemporary society necessitates that learners acquire proficient communication abilities. instructors of english as a foreign language are obliged to impart essential competencies to efl students, enhancing their verbal aptitude and enabling them to excel in real-world contexts. within the prevailing efl/esl instructional landscape, there is an increased focus on oral proficiency, as employability is more contingent on effective communication than technological acumen. the limited attention given to phonological, morphological, semantic, and syntactic dimensions of language has emerged as a substantial obstacle for english language learners to develop speaking skills. historically, there has been a predilection for emphasizing reading and writing competencies. however, acknowledging the paramount importance of oral communication has led to a renewed emphasis on cultivating learners' speaking abilities, ensuring their academic success and professional prowess upon completing their education. furthermore, english is the lingua franca for securing employment opportunities and actualizing one's aspirations in life. nowadays, an ideal characteristic of materials (second language materials), as viewed by (fitriyah, 2018), writers and teachers should create learners through a creative process that stretches to the real classroom (tomlinson, 2013). teaching communication is a process compared to a set of products. tomlinson's perception coincides nicely with (nunan, 1986). it is also closely related to what breen (1980) calls the process syllabus. opportunities for growth 100 script journal: journal of linguistics and english teaching p-issn: 2477-1880; e-issn: 2502-6623 april 2023, vol. 8 no. 1 exist within speaking materials, and by identifying the areas where most students face challenges, the development of targeted materials can better support their needs (muthmainnah et al., 2020). menggo et al. (2019) state that it is imperative for educators to cultivate instructional resources that facilitate the progression of learners from rudimentary to advanced levels, irrespective of their initial aptitude. this signifies that the caliber of teaching is intrinsically linked to the efficacy of these educational materials. prior to their implementation, however, a thorough evaluation must be conducted to ascertain their suitability for dissemination. consequently, this underscores the significance of needs analysis in the context of spoken language materials (basri et al., 2016; syamsuddin & afgani, 2019). previous researchers have already conducted some studies related to which needed analysis in speaking materials and need analysis. the first relevant research was conducted by kurniawati (2022), who stated that the teacher is expected to do an analysis based on the students’ needs related to their program and contains the fourth english language skills and the components of english. according to clarisa et al. (2022) in this research, needs analysis (na) is employed as a methodological strategy to aid instructors in developing materials, assignments, activities, and evaluation procedures for english for specific purposes (esp) courses. this is done in relation to the veracity of numerous significant scenarios that have the potential to affect the lives of students. sintayani et al. (2022), in research, produced a document analysis indicating that self-assessment has several effects on efl students' speaking performance ent are aware of lengths and weakness, they can make adjustment, adaptation, improvement, and change in their work or performance to best meet the assessment. syakur et al. (2020) added that, in relation to the analysis of student targets in learning english, the questionnaire data reveals that the purpose of learning english for diploma students is to be able to communicate actively using english. the last related article from bedoya et al. (2016), in addition to adopting communicative tasks, the curriculum should promote the study skills emphasized by the english for general academic purposes (egap) approach. the curriculum must clearly define the evaluation. alternative assessment could satisfy the requirements of professionals because it encourages contextualized communicative tasks, interactive performance, and intrinsic motivation. in the current condition, most of the students would prefer to speak in english more confidently in the classroom. sometimes, they ask the teacher first before speaking just because 101 students need analysis on speaking materials: a survey study at sma n 1 bantul zahrotul fitri, azwar abbas they need more confidence (munawir, 2017; nasir & dermawan, 2022). that is why we need to find out the need for analysis from these students regarding speaking. students are forced to qualify the speaking skill in the classroom. however, not all students have the same opportunity to speak english. so many factors come from the students themselves as internal factors, teachers, etc., as the external factor, especially students in senior high school in yogyakarta, sma n 1 bantul. in this case, need analysis regarding speaking skill materials is needed to contextualize and analyze students' needs, for example, because of the materials, how teachers explain the materials, and so on. 2. literature review 2.1 theoretical review to get a comprehensive analysis of the study and the following relevant theories will be used: speaking, need analysis, and language needs. 2.1.1 speaking speaking is a two-way process requiring both the productive skill of speaking and the receptive skill of understanding. speaking is perceived as the most difficult of the four macro skills for second-language learners to acquire. in addition, learning to speak fluently requires a great deal of constant practice and focus. (khan et al., 2018). thus, the demand for speaking is significantly greater and more complex than that for listening, reading, and writing. as defined, speaking is the process of verbally exchanging thoughts and ideas. speaking is a form of communication with others to convey messages or information. many experts expressed their opinions about what was meant and their perspectives on speaking skills. according to efrizal (2012), speaking is speech or utterance which aims to acknowledge the speaker's existence and receive a statement to know the intent and intention. meanwhile, khosravani (2021) specified that speaking is to understand the structure of the words and grammar and how they comprehend when, why, and how they speak. speaking can be understood as communicating one's intentions (thoughts, ideas, and content) to others through the use of spoken language so that the intentions are understood. however, it is only possible to develop speaking skills through continuous practice. they can be done with colleagues in the class, language lecturers in english, english teachers, or other teachers who can speak english. the aim is to facilitate 102 script journal: journal of linguistics and english teaching p-issn: 2477-1880; e-issn: 2502-6623 april 2023, vol. 8 no. 1 speaking skills, enrich vocabulary usage, improve language structure, perfect vocabulary words, and english sentences, and train hearing so that it is easy to capture messages from the other person. if learner wants to speak english, they must be able to pronounce vocabulary accurately and in intonation (g. kalpana & v. v. subba, 2018; paranduk et al., 2021). 2.1.2 need analysis needs analysis, also known as needs assessment, is now widely accepted as an essential component of the development and evaluation of second language curriculum. identifying the needs of a specific institution's students is a direct way of informing curriculum developers of the potential goals and objectives needed to develop the curriculum (berwick, 1989; tzotzou, 2014). the growing interest in the needs of students in the field of english as a second language (esl) has primarily focused on the types of linguistic output the students will require; this approach to curriculum design is often referred to as an ends-means approach. following the munby curriculum design model by phan (2005), this focuses on the specific speech acts the learner will need in a given situation. 2.1.3 language needs in numerous instances, ascertaining the linguistic requirements of learners can be relatively uncomplicated, particularly when the objective is to acquire a language for specific purposes, such as professional pursuits in the fields of tourism, nursing, or hospitality. in this context, one can examine the tasks employees generally execute in english, thereby evaluating the language needs associated with those tasks. the acquired information can subsequently serve as the foundation for devising an appropriate training program. in certain cases, "needs" may encompass students' rights, as delineated by linse. educational institutions bear the responsibility of considering the cultural, political, and personal attributes of students during curriculum development, with the aim of designing activities and objectives that are both realistic and meaningful. although it is not within the purview of schools to engage in political matters, they are obliged to ensure equal access to educational opportunities and to acknowledge the experiences of all students, irrespective of their political and cultural origins. (linse, 2005). 103 students need analysis on speaking materials: a survey study at sma n 1 bantul zahrotul fitri, azwar abbas 3. methodology this research method is survey research, known as descriptive quantitative and qualitative research. it involves collecting data to test a hypothesis or to answer the question about people's opinions on some topics or issues (gopal et al. 2021). the researcher chose this method because this research was intended to find out the students’ needs and gather data about the current condition of speaking teaching in sma n 1 bantul. the language needs analysis will be conducted in selected grade 11 sma n 1 bantul, yogyakarta. the instrument used in this research is a survey using google forms and interviews; as stated by creswell (2002) and also gay (2009) that in conducting survey research, the instruments which can be used to gather the data are closed questionnaires and open-ended questionnaires to find out students' necessities and also to seek students' wants and lacks. it was divided again into some minor items. the input will be divided into audio, audio-visual, and multimedia. the researcher has distributed and collected the open-question questionnaire with multiple choice and interviews from the students to gather the data for this research. then, the response from the students was calculated by scoring each item. the data from the questionnaire and interview were then analyzed to determine the students' needs for speaking materials. the sample is focused on students of 11th graders of senior high school. it will be analyzed using google forms and a transcript from the interview. after collecting the data from the questionnaires, it uses the quantitative and qualitative data described in a chart showing the percentage of student opinion about speaking materials. 4. findings sma n 1 bantul has two different majors. those are natural science and social sciences majors. xi consists of 9 classes, with seven classes in the natural sciences major and two classes in the social sciences major. each student has a book on english learning. as mentioned in chapter i, this research aims to analyze and discover the target needs and learning needs of 11th-grade students of sma n 1 bantul. the participants of this research were xigrade students. the participants were asked through interviews and questionnaires to get more specific data. the questionnaire was done by the students in 11th grade, while six students did the interview. the writer will answer what is being asked in the research question. the first question focuses on which area of speaking materials most of the students need help with. the second question focuses on what the need for is speaking materials. the question will be answered one by one and explained above 104 script journal: journal of linguistics and english teaching p-issn: 2477-1880; e-issn: 2502-6623 april 2023, vol. 8 no. 1 4.1 in which area of speaking materials do most students have difficulty 4.1.1 goals the students said that learning english is to speak to get a job, and many said it is for communicating. they want to speak english fluently to compete with others for a job. it is also supported by the result of the students' questionnaire regarding learning english speaking goals, as shown in chart 4.1. chart 4.1 the purposes of learning english 4.1.2 level students agreed that the goal of learning to speak is for their future careers. most students rely on school materials to improve their speaking skills by answering the questionnaire they only attended, as shown in chart 4.2. chart 4.2 activities to improve students' speaking skills students agreed that grammar is the most difficult in learning english, and 13,3% agreed that fluency also becomes an obstacle in learning english, as shown in chart 4.3. 53,3 13,3 13,3 job study abroad daily communication all improve english skill improve vocaburaly skill 26,7 23,313,3 at school daily note language club languange course watching movies english videos self-taught 105 students need analysis on speaking materials: a survey study at sma n 1 bantul zahrotul fitri, azwar abbas chart 4.3 the most difficult aspects in english speaking 4.1.3 speaking material most students agreed that they wanted to converse in the classroom while learning english and make an impromptu speech and focus group discussion shown in chart 4.4. chart 4.4 the most wanted activities in speaking some students agreed they need a responsive (30,7%) to be implemented in speaking. also, some students agreed they need extensive (30%) to be implemented in the speaking shown in chart 4.5. chart. 4.5 students need speaking most students agreed that songs are the favorite media in learning english. also, some students agreed that stories are the favorite media for learning english, as shown in chart 4.6. grammar vocabulary pronunciation fluency 63.3 13.3 53,3 13,3 13,3 10 conversation speech discussion acting debate option b and c sing 36,7 30 13,3 13,3 6,7 responsive extensive interactive intensive imitative 106 script journal: journal of linguistics and english teaching p-issn: 2477-1880; e-issn: 2502-6623 april 2023, vol. 8 no. 1 chart 4.6 the most favorite media in speaking materials 4.1.4 necessities most students agreed that the 2013 curriculum could increase their english-speaking ability, as shown in chart 4.7. chart 4.7 students’ opinions about curriculum 2013 most of the students could identify and find about curriculum 2013 to improve speaking skills in the english language, shown in chart 4.8. chart 4.8 students’ answer about curriculum 2013 most students answered that they understand how to write the cause and effect text according to the social function, structure, and language feature shown in chart 4.9. 56,5 33,3 songs stories news films 0 2 4 6 8 10 12 14 competent sufficient incapable weak etc 0 2 4 6 8 10 competent sufficient incapable weak atc no answer 107 students need analysis on speaking materials: a survey study at sma n 1 bantul zahrotul fitri, azwar abbas chart 4.9 students’ ability to write the cause and effect text 4.1.5 wants most of the students agreed that they could identify and receive the meaning behind the teenage song lyrics that showed in chart 4.10. chart 4.10 students’ ability to identify and receive the meaning of a teenage song 4.1.6 lack based on the interview, students need help understanding how to converse about advising role play, simulation, and other activities. on the first question of the interview, the answer is "to master it yet." also, an answer said, "i do not think so, because to be honest, i've had conversations or anything related to role-play, simulations, and similar activities. maybe i just found out little by little because i often read in the comments or captions on various social media that i have. nevertheless, to be honest, i don't understand what role play, simulation, and activities are and the like. i only know that role play is like playing a role but i don't know how to do it, make it, or use it so i haven't mastered how to make conversations in these activities”. it proves that some students need help understanding how to converse about giving some advice through role play, simulation, and other activities. some students still cannot understand how to identify and compare the difference between the analytical exposition in english and in bahasa "sometimes it is difficult for exposition / still confused because concluding it is difficult.”. some students answered the 0 5 10 15 20 25 30 competent incapable weak 0 5 10 15 20 25 30 35 competent adequate incompetent 108 script journal: journal of linguistics and english teaching p-issn: 2477-1880; e-issn: 2502-6623 april 2023, vol. 8 no. 1 interview by saying, “not yet, because, like the answer to the first question, i've never had a conversation or anything related to role-play, simulations, and similar activities. so, i have not been able to master how to structure a conversation using the expression of opinions and thoughts in this activity." most students agreed that they wanted to converse, have a discussion, and play games to make the situation friendly and fun in english-speaking learning. most students also agreed they wanted to learn how to deliver their opinion, an impromptu speech, grammar, and vocabulary. also, some students want to make daily conversation related to their future job, “daily speaking, for speaking in the world of work”. students also agreed that they wanted to listen to a native speaker so it could improve their pronunciation. "in my opinion, by listening to more native speakers, the pronunciation or accent is good and clear.”. most students agreed they wanted to sing a song, converse, and play games in online learning. 4.2 students’ difficulty in english speaking based on the students’ questionnaire and interview, most students agreed that grammar (63,3%) is the most difficult thing in learning english speaking and fluency (13,3%), shown in chart 4.3. also, some students in the interview cannot easily identify the exposition text because it is difficult to conclude by saying, "for exposition text, sometimes it is difficult/still confused because concluding is difficult." 4.2.1 the need for speaking materials six students participated in the interview using a voice note to record their answers about the need for speaking materials. most students agreed that they wanted to converse, have a discussion, and play games to make the situation friendly and fun in englishspeaking learning. on the first question, most students agreed they needed help understanding how to converse about advising role play, simulation, and other activities. the answer is, “i don't think so because, to be honest, i've had conversations or anything related to role-play, simulations, and similar activities. maybe i just found out little by little because i often read in the comments or captions on various social media. but to be honest, i don't understand what role play, simulation, and activities are and the like. i only know that role play is like playing a role but i don't know how to do it, make it, or use it so i have not mastered how to make conversations in these activities". based on that, students need more knowledge and practice in the classroom in giving advice. on the third question, some 109 students need analysis on speaking materials: a survey study at sma n 1 bantul zahrotul fitri, azwar abbas students agreed that they have not mastered how to structure a conversation using the expression of opinions and thoughts in the context of simulations, role plays, and other structured activities. the answer is "not yet because, like the answer to the first question, i have never had a conversation or anything related to role-play, simulations, and such activities. so, i have not been able to master how to structure a conversation using the expression of opinions and thoughts in these activities”. on the sixth question, most students agreed that they could not master how to identify and compare differences between various expository texts in english and text differences in english with indonesian by saying, "for the exposition, sometimes it's difficult/still confused because concluding it is difficult." on the eighth question, some students agreed that they have not mastered composing a text that involves action give and ask for information related to circumstances/actions/activities/events without mentioning the actor in the scientific text. the second answer is, "yes, maybe i have, but i am a little hesitant because scientific texts still sound new and have not been studied, but if they are often given understanding and often read the texts, i will be able to compile them." most students also agreed they wanted to learn how to deliver their opinion, an impromptu speech, grammar, and vocabulary. also, some students want to make daily conversation related to their future job, "daily speaking, for speaking in the working field." students also agreed that they wanted to listen to a native speaker so it could improve their pronunciation. "in my opinion, by listening to more native speakers, the pronunciation or accent is good and clear." most students agreed they wanted to sing a song, make conversation, play games in online learning, and practice native-speaker speaking. "practice dialogue like in a movie or practice dialogue like taking turns with proficient people or native speakers. 5. discussion drawing on established theoretical frameworks, the process of materials design for language instruction should commence by examining the learners' profiles in order to establish connections between language acquisition and the learners' current receptivity as well as future applications. brindley (2012) mphasizes the significance of considering both the subjective and objective needs of the learners. subjective needs encompass the learners' speaking proficiency, challenges, and authentic communicative situations beyond the classroom environment, which subsequently inform the instructional content. objective needs, on the other hand, involve elements such as personality, learning styles, cultural inclinations, and 110 script journal: journal of linguistics and english teaching p-issn: 2477-1880; e-issn: 2502-6623 april 2023, vol. 8 no. 1 course expectations, which collectively guide pedagogical approaches. as an illustrative case of learner needs, studies on english instructional materials in korea and japan have revealed that a considerable number of korean learners derive satisfaction from utilizing english as a medium for self-expression. in contrast, many japanese language students prefer to study it in order to comprehend and discuss foreign cultures (yuasa, 2010). as graves (1996) suggested, a needs assessment should be considered an ongoing process before, during, and after the course, as suggested. after all, determining the needs of learners does not entail describing them. moreover, it entails involving students in the development of materials and giving them a voice in their materials. therefore, more than speaking materials provided by schools is needed for students. thus, a need analysis was required that included target needs and learning needs. based on the findings above, it is known that speaking is one of the most important skills of english. the questions were intended to determine the target needs of the 11th grade of sman 1 bantul to improve their speaking skills. although the students already know the goal of learning to speak, they still need to get what they want. 6. conclusion based on the previous chapter, the questionnaire and the interview related to the target needs in speaking materials: the goal, the students’ level, and the speaking materials. the students’ goal in learning to speak is for their future careers. they only rely on school materials to improve their speaking skills. students have english books that the school has given them, but they prefer learning using the internet more than english textbooks. furthermore, the difficulties of tourism students come from the materials, strategy, technique, and learning environment in the class. there are some questions regarding the learning needs. the teacher used group presentations and reading powerpoint in their class. to make them improve their speaking, half of the participants chose every english class. the students must speak in english and make a video in english to improve their speaking skills. moreover, the learning environment is one of the causes of students' difficulties in speaking during the pandemic covid 19. the classroom is too boring and not conducive. 111 students need analysis on speaking materials: a survey study at sma n 1 bantul zahrotul fitri, azwar abbas 7. references baldus, k., & graves, k. 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(2010). english textbooks in japan and korea. journal of pan-pacific association of applied …, 14(1). http://jurnal.fkip-uwgm.ac.id/index.php/script p-issn: 2477-1880; e-issn: 2502-6623 april 2023, vol. 8 no. 1 r h e t o r i c a l f u n c t i o n s o f a r t i c l e s i n s i n t a a c c r e d i t e d j o u r n a l hanandyo dardjito1, nicola rolls2, estri oktarena ikrarini3, midia puspita sari4, anugerah sam5 universitas sarjanawiyata tamansiswa, indonesia1,3,4,5 charles darwin university, australia2 email correspondence: hanandyo@ustjogja.ac.id abstract background: in the past ten years or so, the publication of research journal articles in the indonesian academic context has been steadily increasing. the expectation of publication outputs has increased since the indonesian government’s higher education department issued a circular letter (no.152 / e / t / 2012) requiring research article writing for students of all levels as one of the graduation requirements. however, the publication of articles, especially in english-language journals, is a challenge for indonesian authors since the expectation is that they need to be able to produce scientific papers that meet not only scientific rules but also linguistic rules in english. this study aims to examine the function of rhetorical moves in english journal articles published in sinta-accredited journals. the part of the article to be analysed is the introduction section, which provides general information about the research and allows the readers to see the context of the research. the central role is conveyed effectively by having a series of sentences bearing the typical rhetoric function. methodology: the data comprised the sentences that made up the introduction section and encompassed the typical rhetorical functions for an introduction. the data sample of this study was taken from articles in the sinta-accredited journals level 2 and written in english by authors from non-english-language disciplines. this study took twelve randomly selected journals in the sinta-accredited journals level 2 and then two articles were randomly selected from each journal with a total number of twelve articles. the articles were limited to publication in 2020 and 2021. the data were collected and analysed using an instrument identifying the rhetorical functions adapted from swales and feak (1994). the textuality of the data was examined using an instrument adapted from de beaugrande and dressler (1981). two assessors analysed the articles and synchronized the rating scale. findings: this study looks at what rhetorical functions were used, and the textuality of the rhetorical functions used in the introduction to articles written and published in sinta-accredited journals level 2. “indicating the structure of the research paper” and “announcing principal findings” were the least two rhetorical functions stated by the authors in the introduction section. two articles in this study fulfilled the textuality components. by contrast, one article failed to fulfil this text type's most standard structural component (genre). conclusion: writing journal articles in english is a significant challenge for authors with an english as a foreign language (efl) background. limitations in writers’ language proficiency, academic language mastery, academic writing convention, and mechanics awareness (which include rhetorical functions and textuality) might detract from their content writing competence and the important contributions their papers may make to the field. originality: while a number of studies have analysed the rhetorical functions of postgraduate theses, journal articles, and thesis abstracts in english written by non-native english speakers, research on journal articles by indonesian journal publishers is limited. keywords : academic publications; english as a foreign language; journal articles; rhetoric functions, text-linguistics doi : https://doi.org/10.24903/sj.v8i1.1185 received : january 2023 accepted : april 2023 published : april 2023 http://jurnal.fkip-uwgm.ac.id/index.php/script mailto:hanandyo@ustjogja.ac.id 17 rhetorical functions of articles in sinta accredited journal hanandyo dardjito, nicola rolls, estri oktarena ikrarini, midia puspita sari, anugerah sam how to cite this article (apa) : dardjito, h., rolls, n., ikrarini, e.o., sari, m.p., & sam, a. (2023). rhetorical functions of articles in sinta accredited journal. script journal: journal of linguistics and english teaching, 8(1), 16-29. https://doi.org/10.24903/sj.v8i1.1185 copyright notice : authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a creative commons attribution 4.0 international license that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. 1. introduction research and publications of the indonesian research society have increased in the past 10 years. the higher education policy through circular letter no.152/e/t/2012 requires article writing to be one of the graduation requirements for students at all levels and further encourages the acceleration of the quantity of indonesian scientific publications (surat edaran dirjen dikti no.152/e/t/2012 tentang publikasi karya ilmiah, 2012). while government policies, such as this one, are likely to boost the growth in the quantity of these publications it is necessary to consider the quality of publications and ways to enhance this. from the results of preliminary observations, it was found that the writing of the introduction section of english-language articles by researchers and authors of journal articles has not effectively used the known rhetorical functions for an introduction in scientific writing (i.e. the inclusion of the following stages: background of previous research, show the position of authors research, present the research problems, and outline the structure of his writing). this study found that the use of these rhetorical functions is still very limited and consequently, the requirements of an introduction section to ‘establish the purpose and foreground the discussion to follow’, was not achieved, thus, obscuring the logical flow of scientific writing. improving writers’ ability to fulfil these requirements of the genre will assist them to convey ideas more effectively. these issues with journal writing were identified in certain journals indexed by the science and technology index (sinta) of the directorate general of higher education, research, and technology, indonesia. the science and technology index (sinta) is a web-based research information system which provides access to journals in indonesia. it is important to note that these issues are not only the case for indonesian writers who write journal articles in english but also occur in other countries that recognize english as a foreign/additional language. the realization that part of the text has a certain function still needs to be developed because perhaps the authors are more fixated on language translation alone and pay less attention to other functions in writing (alyousef & ahmed alzahrani, 2020; arsyad et al., 2021; tovar-viera, 2019) especially the rhetorical functions. hereafter, the https://creativecommons.org/licenses/by-sa/4.0/ https://creativecommons.org/licenses/by-sa/4.0/ 18 script journal: journal of linguistics and english teaching p-issn: 2477-1880; e-issn: 2502-6623 april 2023, vol. 8 no. 1 authors’ challenges are not only on language proficiency but also on the structure of the text especially the rhetorical functions within each section of the text. research regarding the article writing of efl academics indicates that many authors do not use the introduction section to show the existence of gaps in knowledge to give the reader an idea of the stand or position of the research being carried out on the previous research. consequently, ideas in the discussion/findings section have less contextual relevance, and their significance may be underrepresented. additionally, failure to provide a summary in the introduction of the points to be covered in the article impacts the clarity, coherence, and unity of ideas for the reader (hong, 2019). the absence of gaps in the introduction section gives the readers no clue of the research contribution to the knowledge or novelty. additionally, explicit links between the introduction and the discussion section have also been found to be faulty in efl writer’s journal writing in indonesia. previous research on the challenge of indonesian authors in writing english-language journal articles found that there was often no link between introduction and discussion because the references were not quite relevant and could not be used appropriately (arsyad et al., 2020, 2021). the study looked at writing from international journals with indonesian authors. however, research on englishlanguage journals written by indonesian authors in sinta-accredited journals has not been widely studied, to the knowledge of the authors of this article. journal article writing as part of academic writing has a distinctive text writing structure as requested by each publishing journal. however, despite superficial differences in requirements across journals, there are key conventions of the genre that journal articles share regarding the type of text structure and pattern of writing journal articles that comply with scientific conventions. the acceptable writing structure generally consists of an introduction, methodology, results/findings, and discussion (liso, 2020; tabuena, 2020; trinh et al., 2020). although swales and feak (1994) present the order of the structure differently, the suggested structure's meaning remains the same. furthermore, within each of these structures, rhetorical functions are recommended to be used because the text in those structures has a certain function (fang, 2021; swales & feak, 1994) and aims to convey research ideas or ideas more effectively. the author develops the writing of journal articles in such a way as to create a text so that it can be understood by the readers. how the authors communicate their ideas can be identified from their writing text. some techniques are available in analysing the text data qualitatively, such as discourse analysis and text linguistics. both look at communication systems in spoken or written form. paltridge (2012) and gee (2017) explain that discourse 17 rhetorical functions of articles in sinta accredited journal hanandyo dardjito, nicola rolls, estri oktarena ikrarini, midia puspita sari, anugerah sam analysis studies language and society and the cultural context in which the language is spoken or written. text linguistics focuses more on the structure of the texts (de beaugrande & dressler, 1981; giuffrè, 2017). further, text linguistics highlights that text conveys the whole meaning to the readers (karabacak, 2021). our research applies text linguistics because it looks at the authors’ ways of structuring their ideas in their writing and the cohesion and coherence of the text to convey meaning. our research context considers that the journal authors in this study used language that did not come from their culture and language that may not be used in their daily environment. additionally, the authors are in the same society as many of their readers, namely the academic community in indonesia. this context generates obstacles in both the delivery by the authors and the receiving of ideas by the readers (paltridge, 2018). thus, how the authors communicate their ideas in this context may impact the production and contribution of knowledge in the academic field. this study randomly selected articles from journals accredited sinta as level 2 and analysed the introduction section by applying a rhetorical approach, recognized as moves by swales and freaks (1994), and text linguistics, by applying the textuality of de beaugrande and dressler (1981), to examine the use of the rhetorical functions and the textuality of the article, respectively. the data indicated that all selected articles provided the study's importance, but very few wrote the principal findings in their introduction section. in the discussion of rhetoric function in the introductory part of a journal article, it is widely recognized that the function of rhetoric is to establish research areas (establishing a research territory), establish gaps in knowledge (establishing a niche), and close gaps of knowledge (occupying the niche) (swales & feak, 1994, pp. 173–179). many studies on the writing of english-language manuscript indicates writing journal articles is a serious challenge for researchers, let alone novice researchers in the efl context, to put this knowledge of required text structures into practice. (ebadi et al., 2019; hong, 2019; solikhah, 2016; tabuena, 2020; ye, 2019). previous research has looked at variations in the way journal article authors report and disseminate their research through journals using english to reach international audiences. this is a challenge for authors with english as a foreign or additional language. they convey their text with diverse rhetorical functions, and there are rhetorical functions that are not used (amnuai, 2019; ebadi et al., 2019). although previous studies suggest variation in composing rhetorical functions, the research focusing solely on the introduction section is limited. as 19 20 script journal: journal of linguistics and english teaching p-issn: 2477-1880; e-issn: 2502-6623 april 2023, vol. 8 no. 1 previously stated, the “introduction session” has an important role in writing journal articles because in this section, the author sets up the readers' expectations of the key ideas and structure of these as well as the purpose and value of the text. in this way, the introduction is expected to attract readers' interest, explain the background of previous research, show the position of research that is being carried out among previous research, present research problems, and outline the structure of their writing. thus, this study examined the use of rhetorical functions and textuality, especially in the introduction section, in sinta level 2 journals. the methods and findings will be described before discussing the significance of these findings for revealing specific issues with academic article writing proficiency amongst authors in indonesia. the research questions of this study are: 1. how do the authors apply rhetorical functions in the introduction section of sinta level 2 journal articles? 2. how do the authors comply with the textuality of the sentences in the introduction section of sinta level 2 journal articles? 2. methodology this study comprises a rhetorical function stage and a textuality stage which answer the first and second research questions respectively. the data of this study are comprised of the introduction sections in the articles taken from english-language journal articles accredited sinta (science and technology index) level 2 by the directorate general of higher education, research, and technology, indonesia. these were drawn from a range of fields including theology, pediatric, agriculture, math education, culture, and economics. the articles were selected randomly out of 974 journals. six journals were randomly nominated, and twelve articles were intermittently selected from them. the journals are in the publication dates of 2020 and 2021, the most current years of the data collection date. two articles were picked from each field not necessarily from the same years of publication as they were randomly selected out of the two years of publication. article, journal, and author anonymity was maintained by limiting access to the data set to research team members. the selected journal articles were then coded so that only the research team could recognize them. the sentences in the introduction section were identified by the research team and sorted in regard with the rhetorical functions of swales and freaks (1994), and analysed by using an instrument of rhetorical functions developed adapting swales and freaks’ rhetorical functions as described below. 17 rhetorical functions of articles in sinta accredited journal hanandyo dardjito, nicola rolls, estri oktarena ikrarini, midia puspita sari, anugerah sam 2.1. rhetorical functions stage the rhetorical functions, recognized as moves by swales and freaks (1994), were applied. the data were categorized into these rhetorical functions, which comprised 3 moves (move 1 establishing a territory, move 2 establishing a niche, move 3 occupying the niche). these rhetoric functions/moves were applied to examine the use of rhetorical functions, especially in the introduction section, in the selected sinta level 2 journals. as illustrated in table 1, the instrument of this research applied these rhetorical functions. table 1 the instrument of rhetorical functions (adapted from swales and freaks (1994)) introduction rhetoric function/moves number of articles applying the moves 1. move 1 establishing a territory a. showing that the research is important/central/ interesting/relevant b. reviewing previous research 2. move 2 establishing a niche a. indicating a gap in the previous research 3. move 3 occupying the niche a. outlining purposes of the research b. announcing principal findings c. indicating the structure of the research paper total sentences/percentages 2.2. textuality stage the textuality of the introduction sections was analysed by applying seven standards of textuality: cohesion; coherence; intentionality and acceptability; informativity; situationality; and intertextuality. these are defined by de beaugrande and dressler (1981) as: cohesion: the function of syntax and how it connects to each other. coherence: the linkage between the concepts intentionality and acceptability: intentionality: the notion of intention across the disciplines. acceptability. relationships between acceptability and grammaticality. informativity: attention. information theory. statistical versus contextual probability. situationality: situation models. mediation and evidence. monitoring versus managing. 21 22 script journal: journal of linguistics and english teaching p-issn: 2477-1880; e-issn: 2502-6623 april 2023, vol. 8 no. 1 intertextuality: text types versus linguistic typology. functional definitions: descriptive, narrative, and argumentative texts; literary and poetic texts; scientific and didactic texts. using and referring to well-known texts. the standard of textuality was adapted into an instrument as seen in table 2. table 2 rating scale of textuality (adapted from de beaugrande and dressler (1981)) no article code textuality item rating scale of textuality yes partially no cohesion coherence intentionality acceptability informativity situationality intertextuality t o t a l 0 0 0 the journal articles were rated separately and individually by two members of this research using the rating instrument illustrated in table 2. these two members then synchronized their rating by having a discussion as a result there was only one rating for one article. 3. findings this section presents the findings of this research in response to the research questions. the overall rhetorical functions are displayed in chart 1 while each rhetorical function is presented separately in table 3 to 5, and the textuality of the articles is presented in table 6. 3.1. rhetorical functions the findings of rhetorical functions indicate that the authors used limited rhetorical functions from the swales and freaks (1994) suggested functions. chart 1 illustrates the complete functions used by the authors. chart 1 overall rhetorical functions/moves 0 2 4 6 8 10 12 m o v e 1 e st a b li sh in g a … s h o w in g t h a t th e re se a rc h i s… r e v ie w in g p re v io u s re se a rc h m o v e 2 e st a b li sh in g a … in d ic a ti n g a g a p in t h e p re v io u s… m o v e 3 o cc u p y in g t h e … o u tl in in g p u rp o se s o f th e … a n n o u n ci n g p ri n ci p a l fi n d in g s in d ic a ti n g t h e st ru ct u re o f th e … 1. a. b. 2. a. 3. a. b. c. 12 10 6 9 2 1 rhetorical functions/moves 17 rhetorical functions of articles in sinta accredited journal hanandyo dardjito, nicola rolls, estri oktarena ikrarini, midia puspita sari, anugerah sam as seen in chart 1, move 1a – “showing that the research is important” was included in all twelve articles selected for this research. by contrast, move 3c – “indicating the structure of the research paper” was included in only one out of twelve articles. the following section discusses more details of each rhetorical function and, for ease of reference, table 3 displays the rhetorical function of “establishing a territory” which suggests “the importance of the research” and “reviews the previous studies”. all articles (twelve articles) selected for this research indicated that they included “showing that the research is important” but only ten articles included the “reviewing previous research” function in their introduction sections. authors are recommended to write their research importance in their introduction to inform the readers of the expected achievement of the research and why it is relevant. the authors need to convince readers that the research will contribute to the body of knowledge. table 3. articles which apply establishing a territory number of articles applying the moves 1. move 1 establishing a territory a. showing that the research is important/central/ interesting/relevant 12 b. reviewing previous research 10 table 3 shows move 1 in establishing the research territory. this move comprises the rhetorical function of showing the research's importance and reviewing previous research which are identified twelve and ten articles respectively. as there were a total of twelve articles selected, it indicates that all the selected articles include the function of showing the research importance. this function is intended to inform the readers that the research topic has a currency context to be studied and potentially contribute to the body of knowledge. table 4 displays the rhetorical function of establishing a niche which claims the gap to be studied. gap in the body of knowledge should be stated clearly because the research main purpose is to fill in the gap. the research novelty is identified in the gap filling of the ongoing research. 23 24 script journal: journal of linguistics and english teaching p-issn: 2477-1880; e-issn: 2502-6623 april 2023, vol. 8 no. 1 table 4. articles that apply establishing a niche number of articles applying the moves 2. move 2 establishing a niche a. indicating a gap in the previous research 6 the next move is occupying the niche (move 3) which outlines the aim of the research, announces principal findings, and indicates the structure of the research paper. table 5 shows the articles that comprise this function in their introduction. table 5. articles that apply occupying the niche 3. move 3 occupying the niche number of articles applying the moves a. outlining purposes of the research 9 b. announcing principal findings 2 c. indicating the structure of the research paper 1 table 5 shows that the majority selected articles outline their research purpose; however, very limited selected articles announce their main findings, or indicate the paper structure. the presence of these rhetorical functions provides explicit information about the research paper to assist the readers in following the logic and organisation of the paper and, in this way anticipate the ideas ahead reducing the readers’ cognitive load. without them, the readers need to take longer to glean the meanings conveyed implicitly through the way we organise ideas in a text (rose, 2018; rose & martin, 2012). further, the absence of these features is contrary to the accepted conventions for the academic journal article genre. 3.2. textuality the textuality of the articles suggests how the authors present their articles. textuality comprises cohesion, coherence, intentionality, acceptability, informativity, situationally, intertextuality. each item of the textuality scored one (1) when the article indicated the fulfilment of the textuality item. two raters were involved in rating the textuality. it implies that the maximum rate of each article would be seven (7). table 6 displays the rating of the articles as the synchronized rate from the two raters. 17 rhetorical functions of articles in sinta accredited journal hanandyo dardjito, nicola rolls, estri oktarena ikrarini, midia puspita sari, anugerah sam table 6 textuality of the articles the synchronous rating of the article textuality indicates that two articles (2503 and 12863) were rated 7, meaning these articles fulfil the textuality components. on the other hand, one article (1466) failed to fulfil most of the textuality components. 4. discussion notably, move 1 “establishing a territory” was the introduction component most consistently fulfilled by the articles analysed. this move comprises “showing that the research is important” and “reviewing previous research”. it requires the writer to review previous research in order to provide the readers with context and a map of the proposed research’s position in relation to previous research. as illustrated in table 4, ten out of twelve articles included a review of the previous research. this function is also important because by orientating the readers need to the broader research topic assist the reader to align the new research with existing knowledge/schema they possess about the topic and thus more effectively comprehend new information presented (rolls & wignell, 2018). this function also leads into the establishment of the research gap which in turn signals the central purpose of the study being described. further, when the article authors fail to show the literature review and the gap, the novelty and contribution of the research to knowledge development is not clearly conveyed thus, detracting from the credibility and value of the article. given this function's important role, it was reassuring to note that the large majority of the papers provided this component. the question is whether this positive inclusion is outweighed by the effect of the absence of other important rhetorical functions on the clarity of meaning conveyed in the articles. no article code rating scale of textuality yes partially no 1 1466 0 3 4 2 1790 4 3 0 3 2420 4 3 0 4 2503 7 0 0 5 5265 1 2 4 6 11724 4 3 0 7 12083 6 1 0 8 12863 7 0 0 9 13690 4 3 0 10 37514 4 3 0 11 42831 4 3 0 12 44653 3 4 0 25 26 script journal: journal of linguistics and english teaching p-issn: 2477-1880; e-issn: 2502-6623 april 2023, vol. 8 no. 1 move 2, establishing a niche, informs the readers about the research gap of the previous research. it is an important part of the introduction section because readers expect to identify the knowledge gap which the recent research has filled. among the twelve selected articles, only six articles established the niche. this suggests that half of the selected articles' authors were unaware of the pivotal function of establishing the niche in their introduction section. the absence of this function causes weak arguments throughout the paper because this central niche point is should provide a “backbone/reference point’ for the rest of the paper’s arguments and, by implication its structure. this finding is in accordance with arsyad et al. (2020, 2021) who found that only half of indonesian authors wrote the rhetorical function of establishing the niche and limited use of typical moves in their introduction. move 3, occupying the niche, was found very limited in this study. not many authors in the data sample declared their main findings in the introduction. the finding is matched with arsyad et al.(2020) who found that only 10% of the articles announced the principle findings. this is different from the findings of badib and sutopo (2012) who found that most authors (17 out of 20) included move 3 in their introduction section. the consequence of this omission for the clarity of meaning in an academic article relates to both the persuasiveness of the article – clarifying arguments and findings to justifying up front, as well as assisting readers comprehension by previewing the main ideas before they begin to tackle the detail within the body of the text. the textuality of the articles indicates the flow of ideas which enhances comprehension and readability by making explicit the relationship of ideas with one another. the textuality rates in table 6 shows only two articles reached the rate of seven, one article got the rate of six. it implies that the textuality was a tension for the authors of english as a foreign language. the language mastery challenged the textuality, which limited the authors’ academic language expressions and strategies. some previous studies identified this phenomenon, for example mohamad et al. (2022) and oravițan et al. (2022). textuality might be caused by the authors english proficiency and the awareness of academic writing convention (ahmad, 2022; amnuai, 2019; fang, 2021; solikhah, 2016). 5. conclusion journals apply a generic structure for each part of their manuscript. in this recent study, the typical generic features of the introduction were examined in recognition of the key role the introduction plays in. conveying the organisation of ideas in the article and thus foregrounding important meanings in the text to follow while at the same time. additionally, 17 rhetorical functions of articles in sinta accredited journal hanandyo dardjito, nicola rolls, estri oktarena ikrarini, midia puspita sari, anugerah sam the main arguments and outline of ideas to be discussed provided in the introduction facilitates authors to organize their ideas logically and clearly in keeping with the structure ‘promised’ in the introduction. according to swales and feak (1994) the introduction section of a journal article normally consists of move 1 establishing a territory, move 2 establishing a niche, and move 3 occupying the niche. complying with this structure might be less challenging than managing the expectations of textuality in the article because the rhetorical functions as the elements of the structure are generic requirements. on the other hand, textuality of the rhetorical functions may be more challenging for some authors from english as a foreign language setting who may lack adequate academic english literacy. this study analysed only a few articles from sinta level 2 from the following disciplines: theology, paediatric, agriculture, math education, culture, and economics. taking more articles from various levels of sinta journals would be helpful to establish how consistently these patterns exist and whether there are differences according to disciplines. additionally, it would be interesting to conduct a second-level analysis of the body text from this study’s samples to demonstrate the impact omissions in the introductions have on the organisation, clarity, and logic of ideas in the text. the authors strategy to write this journal article in english will be a worthy contribution to the knowledge of academic writing, providing information on the learning and acquisition process of academic writing and (english) academic language. 6. references ahmad, z. 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(2019). macrostructures and rhetorical moves in energy engineering research articles written by chinese expert writers. journal of english for academic purposes, 38, 48– 61. 29 11 script journal volume 1, issue 1, april 2016 ‖ issn 2477-1880 ‖ e-issn 2502-6623 http://jurnal.fkip-uwgm.ac.id/index.php/script moral values in education: teaching english classroom at ma’had tahfizul qur’an rahmatullah samarinda ariyanti widya gama mahakam university ariyanti.muflihin@gmail.com abstract: it is obvious that moral values are values which always represent our daily lives. they reflect our activities wherever we are in society such as at school, at home, etc. in this article, the researcher tries to investigate the moral values directly to educational world by having the guideline of components of educational moral values proposed by veugelers. this research is a descriptive qualitative study where the researcher describes in a very detail information regarding with what moral values reflected in english classroom at ma’had tahfizul qur’an rahmatullah samarinda. as a result, the researcher found that from five components of educational moral values, there are only one component which is moral politics which seldom appears during the teaching and learning process. in addition, the components of value transfer, reflective practitioner, moral sensitivity, and dialogue and participant appear in the most meetings in the classroom. from those findings, it can be concluded that the participant, where in this case is the english subject teacher, cares about the teaching of moral values to the students in the classroom by transferring good moral attitudes, having the students to be sensitive and responsible individuals, as well as facilitate the students to have group discussion and work in pairs to solve their problems in learning english together. keywords: moral values, education, teaching english classroom introduction it is obvious that moral values are important aspects in human life since it represents what happen in society individually or in group. many experts and researchers state that moral values are important aspects at school that one of them is ma (2009) who says that educators in chinese society regards moral values in education as the most important where some essential concept of moral values and moral education become major issues and being discussed among educators. that is why investigating the concept of moral values becomes the first step before going to its relationship to education. the morality itself is a view of being good and bad or right and wrong based on certain set of norms and principles. generally, morality grouped into respect, responsibility, integrity, and honesty (kaur, 2015). moreover, kaur also adds that the actions which mailto:ariyanti.muflihin@gmail.com 12 script journal volume 1, issue 1, april 2016 ‖ issn 2477-1880 ‖ e-issn 2502-6623 http://jurnal.fkip-uwgm.ac.id/index.php/script contained with morality are related to social situation where people should use their skills of reasoning, problem solving, and self control to adapt with phenomenon happened in society. the concept of moral values is still general where it points out about compassion, justice, truth, and forgiveness or what so called by golden rule (kinnier, kernes, & dautheribes, 2000)(kinnier et al., 2000). there are four basic identifications in the golden rule, they are (a) respect for oneself, (b) respect for others, (c) civic responsibility, and (d) respect for natural environment. based on those moral values identification, what comes to be an interesting fact is they can be used or applied in school curriculum and also counseling (hanley, 1989). in line with theory of henley above, veugelers (2008) also points out that “values are embedded in the curriculum, the school culture and the behaviour of the teacher”. regarding with this matter, it is not merely about whether the teacher applies the moral values in education but tend to the point of what values the teacher practices in the classroom. usually, moral values regard as hidden aspects since they reflect abstract elements such as justice, respect, honesty, etc. in fact, if the teacher tries to apply a certain element, consciously it will influence the development of the students. in particular, above theory indicates that moral values are important to be existed in students’ development. as roy (2013) explores about the importance of moral values in students’ live that it is vital for teacher to apply an appropriate method to teach the students about morality because it is potential for the teacher to be blamed by society if the students misbehaves such as telling lies or unrespect to others. however, the students always observe their teacher at school especially when the teacher is teaching in the classroom. they are the truly master of imitating of what their teacher does especially for those who are still in the category of kids. teacher’ attitudes and behaviours can have an effect on the students’ actions because the teacher the important role model for his students (joseph & efron, 2005; ornstein & hunkins, 1998; pajaras, 1992). concequently, the teacher should set himself as a model and be aware of doing wrong behaviour in front of the students. surprisingly, there was ten life education project in hong kong which is supported by quality education fund (qef) which consider the combining aspects between life and ethics and teaching. there are three main educational objectives which proposed in the project, firstly the curriculum as a whole is aimed to help the students develop based on their characteristics. secondly, the process of teaching and learning should be formed in happy and different situation in order not to avoid the boredom of the students. in this case, the teacher 13 script journal volume 1, issue 1, april 2016 ‖ issn 2477-1880 ‖ e-issn 2502-6623 http://jurnal.fkip-uwgm.ac.id/index.php/script needs to make interactive activities to attract and dig the students’ creativities and ideas. lastly, the result is hopefully can produce the intended outcome which is the students’ positive development (ma, 2009). to the more particular points to assess in ten life education project is that there are eight important domains including moral, intellectual, physical, social, aesthetic, sex, emotion, and environmental education which are briefly explained as follows (ma, 2009): 1. programs for moral education emphases on fostering honesty, rule and law-abiding orientation and justice judgment. 2. programs for intellectual education focuses on learning skills and creative thinking. 3. programs for physical education focuses on physical development, the meaning of life, aging, sickness and death. 4. programs for social education deal with issues relating to human relationships, and national and racial identity. 5. programs for aesthetic education focus on cultivating an ability to appreciate beauty in daily life. 6. programs for sex education focus on sex difference, sex-role development, and sexuality and love. 7. programs for emotion education attempt to teach students skills to cope with stress, facing unpleasant interaction and overcoming difficulties in daily life. 8. programs for nature (environment) education emphasize on helping students to understand and appreciate the beauty of nature. furthermore, moral education is such an eternal goal of education because school is not only responsible for producing an intellectual student but also a good person in terms of attitudes and behaviours. in this case, formal schools from any level always deal with how to influence the way the students think, feel, and act regarding with two main universal items which are right and wrong (kaur, 2015). focusing to the main aspect of this research content, it is very important to highlight moral values in teaching in the classroom. in this case, veugelers (2008) proposes five moral values in teaching, they are: 1. value transfer 14 script journal volume 1, issue 1, april 2016 ‖ issn 2477-1880 ‖ e-issn 2502-6623 http://jurnal.fkip-uwgm.ac.id/index.php/script this value focuses on the moral educational transfer. it is regarding with good attitudes that can support good behaviour of the students. in this part, the teacher also tries to teach the students on how to deal with multicultural and changing society with various religions in an open-minded position. 2. reflective practitioner this value is dealing with how the teacher can teach the students to reflect the moral values through action. in this case, the students also should take responsibility on their behaviour. 3. moral sensitivity concerning with this of moral values, the teacher can form a dialogue to the students and ask the students to explain why they choose certain ideas and practices. it is only involving moral reasoning on the sensitivity of the teacher when moral values are involved or at stake. 4. participation and dialogue this part, of course, dealing with how the teacher get the students involved in dialogic activities or communication actions to reconstruct and challenge their ideas as well as participation through classroom activities designed by the teacher. in other words, the teacher becomes a facilitator in the classroom so the students can relate between dialogic activity and an action through classroom participation. 5. moral politics morality according to this part is embedded in a political context. it means that the aim of education is in the form of political action for social change such as the use of the concept of teaching to change the world and teaching for social justice. methodology in this research, the researcher uses qualitative method because the main intension of the study is to explain and explore very rich information about focus of the research. as patton (1990) points out that “qualitative methods typically produce a wealth of detailed information about a much smaller number of people and cases.” in addition, the researcher displays the data found in the form of a table and the detail description of educational moral values reflected in the teaching and learning process of english subject. 15 script journal volume 1, issue 1, april 2016 ‖ issn 2477-1880 ‖ e-issn 2502-6623 http://jurnal.fkip-uwgm.ac.id/index.php/script related to the subject of the study, there are two levels provided in ma’had tahfizul qur’an rahmatullah samarinda, they are ula level (the same as elementary school level) and wustho level (the same as junior high school level). in this research, the researcher only observes an english teacher who teaches at wustho level. since the researcher is eager to focus on teaching engish classroom, the researcher does not focus on observing teachers who teach in ula level because they are simply the teachers who teach all of the subjects learned in the classroom. that is why the researcher decides to observe only an english teacher who teach in the first, second, and third grade of wusho level. furthermore, the researcher herself becomes the key instrument in this research as it is one of qualitative research characteristics (patton, 1990). moreover, the researcher also investigastes moral values in relation to the teachers’ perspective in using them in teaching in the classroom where it considers as a natural phenomenon in qualitative research. related to the researcher’s observation, the researcher comes to the classroom to observe the process of teaching and learning english directly to have a clear image of what moral values reflected in the classroom. this research is a participant observation where the according to gay et al. (2006), there are two function of participant observation, they are “to observe the activities, people, and physical aspects of a situation and to engage in activities that are appropriate to a given situation and that provide useful information”. in this case, the researcher acts as a passive observer where she seems to be a visitor and observe what is going on during the teaching and learning process in the classroom (gay et al., 2006). in addition, the researcher brings the basic of moral values in teaching proposed by veugelers (2008) in a piece of paper in each meeting complete with field notes to capture every single phenomenon happened during the teaching and learning process. as this research is qualitative study, the researcher also uses standardized open-ended interview, to collect the data. patton (1990) says that the standardized open-ended interview is the interview which consists of a set of questions which have already arranged in order to have the answer meets the objective of the study. moreover, the interview guideline has been set and consisted of 10 questions regarding with moral values in teaching. to the more particular to data collecting techniques, there are three kinds of data collecting techniques which proposed by patton (1990), they are in-dept, open-ended interview, direct observation, and written document. particularly in this research, the data obtained from interview is the form of the direct quotation of the subject’s feelings, experiences, opinions, and knowledge regarding with moral values in teaching. next, the data 16 script journal volume 1, issue 1, april 2016 ‖ issn 2477-1880 ‖ e-issn 2502-6623 http://jurnal.fkip-uwgm.ac.id/index.php/script obtained from direct observation is in the form of description of the subject’s behaviours, activities, and actions towards in teaching and learning process in the classroom. furthermore, the researcher does not use the third technique since the researcher does not use any questionnaire or any other written document to investigate. in addition, it is very important for the researcher to have the procedures on collecting the data in the form of clear steps. those steps are: 1. the researcher comes to madrasah salafiyah rahmatullah and meets the principle to ask for permission to do the research. 2. the researcher asks the schedule so that the researcher will be able to know when to meet the english teacher to do the interview and direct observation. 3. the researcher meets the english teacher to state her intension on having a research as well as conduct the interview regarding moral values in teaching. 4. the researcher records the interview so that she does not miss information needed. 5. the researcher comes to the classroom to get the direct and clear image of what happen during the teaching and learning process in the classroom. 6. the researcher finds the best seat and starts to observe the class as well as having the moral values in teaching theory proposed by veugelers (2008) in the form of checklist. 7. the researcher write the field notes concerning with moral values reflected in the teaching and learning process and tries to capture all of the phenomenon happened especially regarding with moral values in the classroom. in addition, it is highly important for the researcher to present how she analyse the data collected. in analyzing the data, the researcher uses the theory proposed by creswell (1998) which is known as the data analysis spiral that is explained briefly as follows: 1. data managing data management is the first step in analyzing the data finding where in this part, the researcher should organize the data into file folders or computer files. after that, the researcher begins to convert the file into words or sentences. 2. reading and memoing after managing the data, the researcher has to write memos which is possible to present in terms of memoing the transcription, field notes, or interview data. 3. describing, classifying, and interpreting 17 script journal volume 1, issue 1, april 2016 ‖ issn 2477-1880 ‖ e-issn 2502-6623 http://jurnal.fkip-uwgm.ac.id/index.php/script in this part, the researcher should describe the data found in detail, classify and only take the data which is appropriate for the objective of the research as well as interpret the data with her and another person’s point of view. 4. representing and visualizing in this part, the researcher formulates the visual presentation of the data in the form of text, tables, or figures. finding data gained from direct observation below table is the data findings of educational moral values which the researcher found during the direct observation. check (√) sign indicates kinds of moral values reflected in the classrooms. class meeting educational moral values value transfer reflective practitioner moral sensitivity participation and dialogue moral politics vii 1 √ √ √ 2 √ √ √ √ 3 √ √ √ √ 4 √ √ √ √ viii 1 √ √ √ √ 2 √ √ √ √ 3 √ √ √ 4 √ √ √ √ ix 1 √ √ √ √ 2 √ √ √ √ 3 √ √ √ √ table 1 educational moral values reflected in teaching english classrooms class vii at class vii, the english subject is taught on every tuesday at 09.00-10.30. in this case, the researcher needs four times to observe the situation in classroom. on the first meeting on 22 march 2016, the researcher found that there are three educational moral value elements exist in the teaching and learning process, they are value transfer, reflected practitioner, and participation and dialogue. value transfer aspect is done by the teacher where she seems to deliver moral education to the students by being a good model for them in the classroom. the teacher acts and speaks in a very appropriate and polite way to make the students understand the material. furthermore, the act of the teacher also reflects what so 18 script journal volume 1, issue 1, april 2016 ‖ issn 2477-1880 ‖ e-issn 2502-6623 http://jurnal.fkip-uwgm.ac.id/index.php/script called by reflective practitioner by teaching to the students on how to responsible to their behaviour such as asking for forgiveness to their friends because of unpleasant attitudes. the next educational moral value which is reflected on the first meeting is participation and dialogue. in this part, the teacher provides a classroom discussion activity so that the students in a group can help each other. on the second meeting on 29 march 2016, the researcher found four aspects of moral value in education, they are value transfer, reflective practitioner, moral sensitivity, and participation and dialogue. on that meeting, the researcher also found the same moral value aspects as the first meeting. in addition to the second meeting, the researcher found one additional moral value aspect which is moral sensitivity. as on the first meeting, the teacher also transfers moral value to the students by telling them that they should be open-minded individuals to accept differences among friends in the class. moreover, reflective practitioner is showed by the act of teacher to ask one students to apologize to another student because because of making her cries. in participation and dialogue aspect, the teacher asks the students to do task in pairs. in this case, the teacher facilitates the students to socialize and solve a problem together. lastly, the teacher shows her sensitivity when several students act with a good morality in the classroom. in this case, the teacher is appreciating them by saying “good”. lastly on the third meeting on 5 april 2016 and the fourth meeting on 12 april 2016, the researcher found the same moral values as on the second meeting, they are value transfer, reflective practitioner, moral sensitivity, and participation and dialogue. in this case, the researcher decides to stop the observation on the fourth meeting because the data saturation is already appeared three times from the second until the fourth meeting. moreover, the activities conducted by the teacher in the classroom are typically the same. class viii at class viii, the researcher spent four times to observe the teaching and learning process in the classroom where the english subject is learned on every tuesday at 10.4512.15. on the first meeting on 22 march 2016 and the second meeting on 29 march 2016, the researcher found there are the same kinds of moral values in education, they are value transfer, reflective practitioner, participation and dialogue, and moral sensitivity. on these two meetings, the teacher acts in a good behaviour by speaking politely to the students. next, the teacher teaches the students on how to act with good morality by asking them to be individuals who have high attention to responsibility on what they have done in the 19 script journal volume 1, issue 1, april 2016 ‖ issn 2477-1880 ‖ e-issn 2502-6623 http://jurnal.fkip-uwgm.ac.id/index.php/script classroom. for example, as a representative of a group, the student is responsible to present the result of the group discussion to other students in the classroom. meanwhile, other members of the group also have responsibility to help to answer questions from other groups when the representative cannot. in addition, through the group discussion, the teacher shows the act of being sensitive to moral action done by the students such as helping each other among the members of the groups or the condition where the representative of the members present the discussion materials in an appropriate way or not by giving comments to the groups in general. on the third meeting on 5 april 2016, the researcher found three educational moral values they are value transfer, reflective practitioner, and moral sensitivity. the findings on the third meeting are kind of same as the first and the second meeting even though without the existing of participation and dialogue aspect. on the third meeting, the researcher found that the teacher represents the value transfer by supporting the students to do the best in doing a task given by the teacher as well as saying that they will correct the answers together and the teacher will explain about the answers to students to make everything clear. reflective practitioner is clearly showed when the students and the teacher do the correction activity through the task given. in this case, the teacher is sensitive enough to see and say to the students that if their answer is wrong so they should give a cross sign to the wrong numbers. it means that the teacher asks the students to be honest by not making their wrong answers to be the right one. lastly, the researcher decided to stop the observation at class viii on the fourth meeting because the researcher found that there are four educational moral values which are the same as the first and the second meetings, they are value transfer, reflective practitioner, moral sensitivity, and participation and dialogue. in addition, the researcher found the activities which are not really different from the previous meetings. class ix at the class ix, the english subject is learned on every thursday at 09.00-10.30. at the class ix, the researcher spent three times to observe the educational moral values in the classroom. on the first meeting (24 march 2016), the second meeting (31 march 2016), and the third meeting (7 april 2016), the researcher found that there are the same educational moral values, they are value transfer, reflective practitioner, moral sensitivity, and moral politics. it is very interesting because since the researcher observe class vii and class viii, the researcher did not find moral politics as the educational moral values reflected in the 20 script journal volume 1, issue 1, april 2016 ‖ issn 2477-1880 ‖ e-issn 2502-6623 http://jurnal.fkip-uwgm.ac.id/index.php/script classrooms. it is different with class ix where moral politics aspect seems to be appeared three times in every meeting in the classroom. in this case, the researcher found that the researcher always try to give the students motivation to pass the national examination and get high scores. moreover, the teacher also says to the students that they can change and master everything in this world if only they have a good capability in english. data gained from interview in order to get deeper data findings in this research, the researcher conducted interview to the subject of the researcher regarding with her feelings, experiences, opinions, and knowledge about moral values in education especially in teaching english subject in the classroom. the interview was conducted on tuesday, 22 march 2016 and it ran very smoothly without any disturbance. generally, the teacher can answer most of the questions which are appropriate to the researcher’s objective. firstly, concerning with the item of questions about the teacher’s knowledge about moral values in general, the researcher asked about what moral values is as the first item of question, so she answers the question very fast by saying “yes, of course. emm.. moral values are values which contain good things such as cares, honesty, and justice”, but unfortunately the teacher cannot answer the second knowledge question when the researcher asked her concerning with components of educational moral values by saying “i don’t know exactly”. furthermore, the researcher asked her questions about her opinion whether teaching moral values important in the classroom as the item question number three, then she said “i think it’s important because living in this world without having good attitudes is useless. specifically in educational world, the students are hoped to behave as good individuals to everyone such as to teachers and other students”. in addition to the item question about opinion, the researcher asked to the teacher whether she think that she has played a role model of being a good teacher, then she answered it in certain by saying “i would say yes in 100 %. as a human being i have ever done many mistakes and unpleasant attitudes to other people or my students, but i always try to show everything in a good manner especially to my students.” in this term of question about opinion the teacher showed that she is so sure that teaching moral values in the classroom is important and she has given an example of being a good personality by acting in a good behaviour. the next item of question which is asked by the researcher is about “feeling”. in this case, the researcher asked to the teacher about her feeling about sensitivity to see whether the students perform attitudes which reflect moral values in the classroom. through this question, 21 script journal volume 1, issue 1, april 2016 ‖ issn 2477-1880 ‖ e-issn 2502-6623 http://jurnal.fkip-uwgm.ac.id/index.php/script the teacher said “i often pay attention to the students’ behaviour in the classroom, may be not all the time, but emm.. sometime i can see whether one student cares for his friend by showing an act of helping to each other, when one student has a conflict to another and they are mocking each other, or making the class so noisy, etc.” in short, the researcher feels that she is sensitive enough to see the educational moral values involved in the classroom. to the more particular questions in the interview session is item questions regarding with experiences. the item of “experiences” take the most frequent question to asked because it is the major elements to investigate by the researcher by knowing how the researcher reflect the components of educational moral values directly in the classroom. first of all, the researcher asked about the teacher’s experiences in giving the students example of acting in a good behaviour in the classroom, then she said “i often pay attention to the classroom cleanness every time i come to their class to teach english. for example, i ask them to sweep the floor or clean the whiteboard, so on. in studying english in the classroom, since it is quite difficult to understand, i often have them work in pairs or in group discussion so that they can help each other.” next item of question about experience is the researcher asked to the teacher whether she asked the students to responsible towards their behaviour. in this case, the answer of the teacher is “emm... yes, once a student spoke impolite or rude to his friend in the classroom, then i asked him to apologize directly as well as asked him not to do that kind of behaviour in another time.” in addition to the experience question, the researcher also asked whether the teacher always get the students involved in activities which are related to moral values, then the teacher said “of course, one of the activities is i teach them how to be sensitive individuals by caring each other”. to the more particular detail question about experience is the researcher asked the teacher whether she has ever facilitated the students to relate between dialogic activity and an action through classroom participation. through this question, the teacher said “yes, of course. uh... i often get them involved in group discussion then i asked them to ask a question and respond toward the question in a very polite way and give clear explanation so that other students can understand”. lastly, the question about experience that the researcher asked is related to her experience in using moral values to teach moral politics such as social justice or how to change the world. for this question, the teacher said “well, it is kind of difficult to answer and difficult question for a teacher. maybe i can say that it is about motivation. actually, i do it sometimes to make them serious in learning english, because if they master english well, they can have the world in their hands. emm... they can travel 22 script journal volume 1, issue 1, april 2016 ‖ issn 2477-1880 ‖ e-issn 2502-6623 http://jurnal.fkip-uwgm.ac.id/index.php/script wherever they want without being afraid of cannot communicate with people. especially for the third grade, i usually motivate them to have high spirit in learning so that they can pass national examination with good scores”. discussion based on the findings above, in his part, the researcher discusses the five components of educational moral values proposed by veugelers (2008) related to the data gained from direct observation and interview. firstly about value transfer as the first component of educational moral values, it is very interesting that the teacher always shows how she transfers the moral values in teaching english in the classroom by trying to be a good model for the students. in addition, she always speaks in appropriate way by explaining the material in a very clear and polite way to make the students understand the material. the act of transferring the moral values to the students by being a good example for her students, the teacher also teach the students to be open-minded individuals to accept differences among friends in the classroom. moreover, the next educational moral values which are reflective practitioner often happen in the process of teaching and learning in the classroom. for example, in correcting the task together in the class, the teacher asks the students to be honest by saying to the students that they should give cross if they have wrong answer. in addition, the teacher also teaches the students how to responsible to their behaviour. for instance, if one student makes mistakes such as mocking his friend or making his friend cries, so the teacher directly ask that student to apologize. in this component of educational moral value, the researcher also found several interesting facts that for example in a group discussion, the teacher asks the representative of each group to responsible to deliver the result of their discussion in very slow and clear words. not only the representative of the group, the teacher also ask the other members to have responsibility in helping their friend to answer questions from the other groups. to the more particular component of educational moral value which reflected in the classroom is moral sensitivity. based on the data gained from interview, the teacher said that she is sensitive enough to see when moral value in terms of the students’ action appear during the teaching and learning process. fortunately, that fact is also showed by the action of teacher in teaching in the classroom. for example, after a group discussion finish, the teacher gives comment in general to all performances of the groups. in addition, the teacher 23 script journal volume 1, issue 1, april 2016 ‖ issn 2477-1880 ‖ e-issn 2502-6623 http://jurnal.fkip-uwgm.ac.id/index.php/script sometimes appreciate the students who do good moral action in the class by saying “good” or “it is very kind of you”. concerning with another educational moral value which is participation and dialogue, the teacher often makes group discussion or have the students work in pairs in order to make them helping each other because the teacher realizes that there are still many students who are lack of ability in understanding the material. in addition, when the teacher gave the students a task, then the teacher asked the students to switch their answer to their friend beside them and then they solve difficult questions together. lastly, what the teacher understands about teaching moral politics is how the teacher give motivation to the students to study hard by saying english is important and by mastering it they do not have to be afraid to face what happen in the future when they grow adult. besides, the teacher also gives the students of the third grade motivation to give the best in their national examination. conclusion based on the findings and discussion which have been presented above, it can be concluded that the data gained from interview and direct observation in the classroom are mostly similar and match to each other. in other words, the teacher does what she has been said in the interview session such as being sensitive to the act of one student to another, often have the students work together in pairs or in a group discussion in order to solve their problem together regarding with the materials given by the teacher. in addition, it is kind of good fact that teacher never teaching the students without transferring the moral values to almost in every activity done in the classroom such as being a good model for the students by always trying to be polite in saying every single word to the students. however, even though there are several activities which are seldom to do by the teacher such as the act of teaching to the students that they have to be open-minded people and accept the differences among their friends, the teacher always try to transfer good moral values especially in terms of real action. moreover, the fact that the teacher always makes the students responsible towards their attitudes are always appeared in every meeting. in this case the researcher can conclude that the teacher feels that it is highly important for the students to have good morality and be responsible individuals in their lives. to the more particular element which becomes the objective of the research, the researcher only found several activities contained with moral values which are related directly to the english materials. for instance, the act of working together in pairs or in a 24 script journal volume 1, issue 1, april 2016 ‖ issn 2477-1880 ‖ e-issn 2502-6623 http://jurnal.fkip-uwgm.ac.id/index.php/script group makes the students eager to help each other and through the kind of discussion, the students can understand better than working alone. in addition, another fact which is found by the researcher is that the teacher wants the third grade students to pass the national examination and also motivate the students from other classes to be serious in studying english because they will get so many advantages by mastering it. lastly, the teacher also teaches the students to have honest personality when the students were asked by the teacher to not change their answer to the right one when they correct the answers of task given by the teacher together in the classroom bibliography creswell, j. w. (1998). qualitative inquiry and research design: choosing among five traditions. thousand oaks, california: sage publication inc. gay, l. r., mills, g. e., & airasian, p. (2006). educational research: competencies for analysis and applications. columbus: pearson merrill prentice hall. hanley, r. (1989, april). keen offers plan to teach 4 “core values” in school. the new york times. joseph, p. b., & efron, s. (2005). seven worlds of moral education. phi delta kappan, 86(7), 525–533. kaur, s. (2015). moral values in education. iosr journal of humanities and social science, 20(3). kinnier, r. t., kernes, j. l., & dautheribes, t. m. (2000). a short list of universal moral values. issues and insights. counseling and values, 45. ma, h.-k. (2009). moral development and moral education: an integrated approach. hong kong educational research association, 24(2). ornstein, a. c., & hunkins, f. p. (1998). curriculum: foundations, principles, and issues (3rd ed.). boston: allyn and bacon. pajaras, m. f. (1992). teachers’ beliefs and educational research: cleaning up a messy construct. review of educational research, 62(3), 307–332. patton, m. q. (1990). qualitative evaluatin and research methods (2nd ed.). california: sage publication inc. roy, s. (2013). importance of moral values in student life. retrieved march 24, 2016, from <http://www.importantindia.com/6898/importance-of-moral-values-in-student-life/ veugelers, w. (2008). moral values in teacher education. in first symposium on moral and democratic education in florina. amsterdam: university of amsterdam. http://jurnal.fkip-uwgm.ac.id/index.php/script p-issn: 2477-1880; e-issn: 2502-6623 april 2023, vol.8 no.1 f r a m e w o r k o f i n t e r c u l t u r a l l e a r n i n g i n s p e a k i n g for islamic higher education in the international context tintin susilowati iain ponorogo email correspondence: tintinsusilowati@iainponorogo.ac.id abstract background: nowadays, english is one of world languages which should be acquired by the world communities as the global citizens. however, ability to speak english communicatively in the global contexts is found as tremendous problems for most students of islamic higher education since the lack of the course in promoting intercultural bases in the learning process. methodology: this paper is a review literature article that was conducted by analyzing the information of 25intercultural learning articles. it used ‘intercultural’ as the keyword of searching. the articles were derived from google scholar as the scholar engine source. the researcher used documentation in collecting the data and applied thematic analysis in analyzing the data. findings: promoting familiarity both local culture and target language culture triggers islamic higher education students to have better proficiency in speaking english in the widespread contexts. intercultural framework in speaking facilitates the students to have wider viewpoints that it may minimize misinformation and miscommunication when they have to interact with the other english speakers from the different communities in the world. conclusion: building intercultural perspective for english department students of islamic higher education is urgently required to train them to be context sensitive people in making relationship in the various contexts. originality: this research is aimed to design a systematic pattern and material in speaking course for english department students of islamic higher education. keywords : intercultural learning; intercultural competence speaking doi : https://doi.org/10.24903/sj.v8i1.1170 received : december 2022 accepted : march 2023 published : april 2023 how to cite this article (apa) : susilowati, t. (2023). framework of intercultural learning in speaking for islamic higher education in the international context. script journal: journal of linguistics and english teaching, 8(1), 83-97. https://doi.org/10.24903/sj.v8i1.1170 copyright notice : authors retain copyright and grant the journal right of first publication with the work simultaneously licensed undera creative commons attribution 4.0 international license that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. http://jurnal.fkip-uwgm.ac.id/index.php/script mailto:tintinsusilowati@iainponorogo.ac.id https://doi.org/10.24903/sj.v8i1.1170 https://doi.org/10.24903/sj.v8i1.1170 https://creativecommons.org/licenses/by-sa/4.0/ https://creativecommons.org/licenses/by-sa/4.0/ 84 script journal: journal of linguistics and english teaching p-issn: 2477-1880; e-issn: 2502-6623 april 2023, vol. 8 no. 1 1. introduction intercultural communication promotes necessity of global communication through interactive interaction with others from different communities. intercultural communication promotes the learners to have mutual and equal interaction with the speakers in their own identities. it refers to the ability a shared understanding with other people from different social identities (chaouche, 2016). intercultural literacy is crucially investigated in the global village that requires intercultural communication through creative diversity as intercultural dialogue increases citizens’ intercultural understanding in the interconnected globalized world that makes it a small place to live together (gashi, 2019). therefore, the 21st century requires learners to use english as an international language by reducing the traditional emphasis on western culture and blending the local culture with a global perspective (chaouche, 2016). it refers to changing an interaction viewpoint by involving multiple identity people from various local cultures as the core of interaction rather than using english as the main basis of interaction. learners are facilitated to construct their communication experiences effectively. they can speak in the wider context confidently by sustaining their local identity. someone who has advanced speaking ability tends to have better achievements in various areas (sayuri & malihah, 2022). whereas those who have low confidence and lack inspiration in speaking face main problems in delivering ideas smoothly (leong, 2017). however, the discussions of intercultural framework in speaking for higher education school are still limited, in spite of its urgency to give underlying principles in conducting intercultural learning through the course to meet the need in the global living, providing the need to transcend boundaries, to bridge and transform differences. intercultural values promote the ethno-relative perspective to have openness to and acceptance of different beliefs, values and customs in more positive ways (jokikokko et al., 2016). the costs of intercultural incompetence are so high, therefore, an infestation of intercultural in education is urgent to do since intercultural talent is born through life experiences and education. intercultural values build intercultural dialogue among people from different cultural backgrounds. moreover, it also considers individuals as intercultural speakers/mediators, negotiators and effective communicators in multicultural and diverse contexts (jokikokko et al., 2016). intercultural framework in speaking gives a direction in the implementation of an effective intercultural atmosphere in exposing the students’ success to become welldeveloped global learners. the efl teacher should implement intercultural learning in a tactful, skillful, and conscious way (the efl teacher must implement the intercultural 85 framework of intercultural learning in speaking for islamic higher education in the international context tintin susilowati approach in a tactful, skillful, and conscious way, n.d.). the students should be equipped with intercultural competence, as a 21st-century skill for better interaction in cross-cultural contexts (echcharfy, 2019). effective intercultural learning refers to the learner’s understanding of communities and cultures reflected through their understanding of languages, cultures, and multilingualism learning. intercultural speakers are capable of facing different cultural challenges so that they can communicate effectively and appropriately in the heterogeneous world (echcharfy, 2019). speaking lecturers should have abilities to integrate intercultural bases in englishspeaking classes to prepare students with intercultural competence. intercultural learning is one of the appropriate learning models in post-method pedagogy since it accommodates student-centered paradigms through constructive processes indicated by building students’ intercultural sensitivity through contextualizing their english learning experiences in wider contexts. therefore, teachers should develop students’ intercultural skills, attitudes, and awareness in learning (byram, m., & wagner, 2018). the framework of intercultural learning in speaking is required to be promoted to guide teachers in integrating intercultural principles in learning speaking for islamic higher education (jokikokko et al., 2016). therefore, this paper is aimed to design a framework of intercultural learning in speaking for islamic higher education by modifying the existing intercultural model and framework and integrating it with learning components. intercultural concepts of byram and liddicoat are the core concepts in promoting the intercultural framework in speaking in this paper integrated into learning. the question addressed in this paper is to explore “how is the framework of intercultural learning in speaking for islamic higher education in the international context?” 2. literature review english is learned by communities in the global village as inner-circle countries, outer-circle countries, and expanding-circle countries. in the expanding-circle countries, awareness and tolerance of local accents are promoted to get exposure of understanding among english users from various cultural identities of different learners and provide them with cultural knowledge, attitudes, and skills to achieve active and full participation in society (xia, 2023). english as a world language does not belong to mother tongue speakers of english alone, but to all those who can make effective use of it. in this view, english should be taught as an international language rather than as a foreign language that the pedagogy of it should be integrated into the classroom context to harmonize the world nature 86 script journal: journal of linguistics and english teaching p-issn: 2477-1880; e-issn: 2502-6623 april 2023, vol. 8 no. 1 and the skill required in this era. therefore, teachers have a significant contribution in building intercultural competence through elaborating teaching pedagogy (byram, m., & wagner, 2018). the pedagogical concept of eil teaching covers three points, namely: 1) linguistic that introduces students to native varieties, non-native varieties, and localized features. at the end of learning, students know effective communication skills; 2) culture that focuses on the target language culture, non-native culture, and students’ own culture. students are triggered to have intercultural competence afterward; 3) pragmatics that promotes universal communicative rules, target language communicative rules, and rules of another nonnative. with this skill, students can generate appropriate communicative rules and strategies. english is learned for its function as a means of connecting the various places in the world. cultural topics relating to countries where english is spoken as a native language, particularly the united kingdom and the united states, have to be complemented by topics dealing with other parts of the world through a dynamic interaction in classroom teaching (rapanta, c., & travao, 2021). these variants should be introduced to guide students in producing acceptable english expressions. introducing these variants is not the prior thing in the process of learning english but effectiveness in producing and receiving the oral expressions is the prior point. therefore, the use of intercultural materials in the class provides students to be intercultural citizens, so that they can engage in intercultural communication, think and act critically, and negotiate the complexities of today’s world (byram, m., & wagner, 2017). the world’s welfare is possibly realized when four pillars of education are promoted by all countries in the world through communication which is emphasized intercultural language learning. considering the fact, language learning is meaningful when it is closely connected with intercultural experiences. intercultural language learning involves developing learners through an understanding of their language(s) and culture(s) concerning an additional language and culture. interaction of the existing culture with the other culture creates an intercultural dialogue. intercultural dialogue is enhanced through students’ engagement in learning (rapanta, c., & travao, 2021). in intercultural language learning, language, culture, and learning are fundamentally interrelated concepts. intercultural dialogue is reshaped during the process of learning. the goals of intercultural language learning globally cover intercultural relationships in language learning that involve the english language as the medium, values, and cultures of 87 framework of intercultural learning in speaking for islamic higher education in the international context tintin susilowati a source country, values and cultures of the target country, and cultural sensitivity that is built by comparing two countries at least to find the similarities and differences. having intercultural sensitivity leads the communities to have a depth understanding of global life interaction. introducing intercultural learning builds learners’ competencies so that they can interact across cultural boundaries effectively and appropriately (smakova, k., & paulsrud, 2020). in addition to the global goals, intercultural language learning is a dynamic process that engages students to give a contribution to intercultural interaction, finding personal ways of negotiating through interaction, and in reflecting on his/her own intercultural space and identity. intercultural language learning develops students’ viewpoints of procedural knowledge for recognizing, valuing, and responding to linguistic and cultural variability through processes of inferring, comparing, interpreting, discussing, and negotiating meaning in a nonjudgmental manner. thus, intercultural learning promotes intercultural competence that is possibly built by the lecturers during the process of learning through a set of processes. this competence is worthy to develop students’ proficiency in learning english. intercultural competence can refer to an ability to perform a task satisfactorily (smakova, k., & paulsrud, 2020). intercultural competence provides students to be able to interact with others from different contexts smoothly. intercultural competence is important to learn since it leads students to have sensitivity and awareness of cultural diversity. shortly, intercultural competence means being aware that cultures are relatively elaborated and perceived from one community to the others without judgment. speaking english communicatively in the international context is a prior goal for nowadays milieu. learners at the center of the speaking course are suggested to have various speaking skills that they need to know about speaking components, such as; comprehension, grammar, vocabulary, pronunciation, and fluency (lestari, 2021). cultural values of worldwide context should be provided in speaking courses to train learners with intercultural topics. the intercultural speaking class should consider enhancing speaking skills by building accuracy, comprehensibility, and fluency (wiraningsih, v., manurung, 2016), and provide intercultural materials to enrich the learners’ viewpoints of other cultures widely. intercultural learning is a trend of nowadays learning since today learning beyond time and place. therefore, students need to develop their ability on language capacity to achieve their goals in wider contexts. 88 script journal: journal of linguistics and english teaching p-issn: 2477-1880; e-issn: 2502-6623 april 2023, vol. 8 no. 1 there are some core principles that should be managed by the teacher which may meet learners’ need in the process of learning english, namely: a) design needs analysis, lecturers should know what learners needs, wants, and necessities; b) develop clear statements of learning outcomes, lecturers mention types of outcome achieved at the end of the course; c) prepare students to use english in the real-life situations, students are provided by contextual and up to date intercultural materials closely related with students’ knowledge; d) use materials from students’ world, teachers avoid to use materials beyond students’ world; e) provide a safe learning environment by supporting ethnocentrism stage wisely by designing the appropriate program which involves students to interact in a local or international community; f) use students first language as a resource including the culture; l1 language may be used in the process of learning to make a learning process runs smoothly; g) encourage learning outside of class time; teachers design not only indoor learning but also develop outdoor learning; h) be prepared for mixed-ability levels; teachers design group activities by involving the appropriate activities and media; i) choosing appropriate forms of assessment, alternative assessments are developed to maximize learning quality (richards, 2015). these principles contribute in developing a meaningful and effective english learning. moreover, learners also need to have rich experiences and contextual materials in speaking. in the local context, indonesia is popular with its motto “unity of diversity”, which refers that diversity is a part of indonesia and that diversity builds the strength of the nation. in the international context, indonesia is a part of the global world which is different from other countries in the world. the differences should be maintained appropriately to build harmony in real contexts through an intercultural approach. three principles that should be thoughtfully considered in intercultural learning are: 1. engaging in genuine social interaction; 2. exploring the culture in language, communication, behavior, and ways of being; and 3. comparing and connecting languages and culture and reflecting on differences and similarities (newton, 2016). there are some intercultural frameworks and models have been developed. this paper develops a framework of intercultural learning in speaking by modifying the previous ones. the first is byram’s icc (intercultural communicative competence classified into three factors, namely: a) knowledge that covers a country's condition and its communities, and the process of interaction at individual and societal levels; b) attitudes that refer to the way of how people perceive the differences in respect of the cultural meanings; c) skills consist of interpreting and relating upon the existing knowledge, and the process of discovery 89 framework of intercultural learning in speaking for islamic higher education in the international context tintin susilowati and interaction. this model is extended to include a metacognitive dimension, that is, selfregulating mechanisms that enable students to plan, monitor, and evaluate their learning processes (hwang, 2022). the next is a framework based on intercultural pedagogical principles which are used to develop practices on intercultural competence in the local situation. it involves five steps in a cycle; interaction, intention, comparison, reflection, and temporary conclusion as the result of intercultural learning when it is applied in process of learning in the indonesian context. strengths of this framework are: 1) this framework indicates that the intercultural learning cycle motivates students to be active in the learning process, 2) the framework emphasizes continuity in the learning process, 3) students are trained to have better learning experiences meaningfully in constructing new knowledge through inquiry activities in the real contexts. weaknesses of this framework are: 1) this framework focuses merely on learners’ cognitive process but it does not cover social factors such as the environmental zone required during the process of intercultural learning as the role of other students during the process of active learning, the role of teachers, and 2) it does not explore a set of learning process needed to implement it in the language learning context. 3. methodology in general, this section describes how the study was conducted. the subject matter of this section is: (1) this is a literature review article composed through a library research design; (2) it was conducted by analyzing the information of 25 relevant articles derived from google scholar; (3) the researcher used documentation in collecting the data. the steps of data collection; (a) determined the research focus; (b) formulated the appropriate keyword to search the information; (c) determined the scholarly engine source to get relevant articles; (d) analyze the relevant data; (4) the data were analyzed by using thematic analysis and interactive analysis through the process: (1) reducing the irrelevant data after reading the articles; (2) displaying the relevant data by organizing the relevant data in the matrix; (3) drawing a conclusion based on the presented data findings and made an interpretation of it by connecting the finding results with the relevant theories. 4. findings 4.1. framework of intercultural learning in teaching speaking for islamic higher education in the international context speaking english based on the world context should be taught by promoting intercultural viewpoints. higher islamic education students need to have experience in 90 script journal: journal of linguistics and english teaching p-issn: 2477-1880; e-issn: 2502-6623 april 2023, vol. 8 no. 1 intercultural speaking courses approximately. intercultural interaction builds social interaction in various communities through mutually equal relations that can be learned direct or indirectly. intercultural learning through study abroad tends to get meaningful input to its learners called the street learners which may not be achieved by classroom learners (guo, 2020). it directs the students to be able to give recognize, value and respond to linguistic and cultural variability through processes of inferring, comparing, interpreting, discussing, and negotiating meaning in a nonjudgmental manner. this may produce students’ intercultural competence; they have knowledge, attitude, and action in an intercultural manner called intercultural awareness. whereas indirect intercultural learning can be held by learning from the appropriate materials in the class supported by the relevant media like multi-modality. multi-modality refers to the use of some learning sources simultaneously like co-construct meaning from visual and moving image texts but representing their responses through artwork in multiple non-verbal modes (maine, f., & vrikki, 2021). the use of the appropriate materials builds the learners’ intercultural competence. intercultural competence learners are easier to adapt a local culture to intercultural culture approximately. their intercultural competence leads them to speak meaningfully. meaningful communication is produced when the students are flexible and tolerant to appreciate others from different contexts. english as a world language with its various variations should be introduced to students to facilitate them in making intercultural dialogue creatively. to be effective english speakers, the students should have spoken knowledge and deliver english presentations well. the students know the ways to make clustering, avoid inappropriate redundancy, and make reduced forms. the modification of the intercultural concept is promoted in this paper by combining byram’s intercultural concept and liddicoat’s intercultural concept. liddicoat’s intercultural concepts are crucially needed in the first step of knowledge building. it gives more emphasis on its internal building like cognitive process to build intercultural awareness. having enough intercultural knowledge, the students will be easier to accumulate it in their attitudes. intercultural skill is easily built when the students are used to experiencing them. the lecturer should design the speaking course thoroughly by considering some components, such as: conducting a need analysis before designing the course, developing the learning outcomes, contextualizing the learning experiences, using first language resources including the culture in learning, designing contextual learning experiences by doing outdoor and indoor learning, encouraging the development speaking strategies, and designing 91 framework of intercultural learning in speaking for islamic higher education in the international context tintin susilowati alternative assessment to develop learning quality (richards, 2015). the framework of intercultural learning in speaking is designed by integrating: a) modification of intercultural concepts, building comprehensive knowledge is mainly planned to support students’ attitude competence and skill of intercultural awareness; b) learning experiences, accommodating the appropriate learning experiences in the classroom and outdoor classroom context; c) and teaching components, involving (1) learning objectives, (2) learning process, (3) activities, (4) material, (5) learners, (6) lecturers. resourcing in intercultural learning includes some teaching components which are automatically involved in the process of learning speaking based on intercultural orientation namely: a. materials resources need to be selected in a principled way to ensure that students are exposed to a broad range of themes on the culture. incorporating cultural matters into efl teaching and learning is suggested to enrich the learner’s viewpoint (abduh, a., & rosmaladewi, 2018). this may include gender, social class, ethnicity, region, religion, political affiliation, and so on, to reflect the inherent variability of cultures in any context (richards, 2015). therefore, intercultural knowledge is important to enrich students’ knowledge in speaking about local and intercultural contexts. materials are selected thoroughly to facilitate and stimulate learners in speaking experiences based on intercultural learning. baxter clarifies that teaching materials should be drawn from the various english-using communities, to introduce students to the different manners of speaking english and to build an attitudinal based on “acceptance”. materials expose both local and international topics; they cover upto-date and meaningful information as social, economic, scientific, and technological topics with an international or global dimension would seem an appropriate measure that is relevant to the english global dimension. foreign language teachers should involve authentic materials in learning such as films, newspapers, documentaries, and visual aids. they also should introduce students to real-life activities to make foreign societies close and familiar to students. when students have more knowledge, they are easier internalize the materials and give direct expressions orally. moreover, literature is possibly used as a source of cultural learning because literature is unsurprising given the strong association between literature and culture in traditional approaches to language teaching and learning. recent work on the use of literature has argued that the study of literature needs to move beyond literary criticism and textual study to 92 script journal: journal of linguistics and english teaching p-issn: 2477-1880; e-issn: 2502-6623 april 2023, vol. 8 no. 1 begin to engage with context. this cultural text-based intercultural teaching was helpful to increase students intercultural awareness, icc, and speaking skills (permatasari, i., & andrayanti, 2021). the following table indicates the context-based materials for intercultural speaking. it aims to introduce the contextual-based materials between indonesian values and american values in making expressions. table 1 materials in speaking for intercultural learning by exposing indonesia & american values. intercultural learning materials for university students in indonesia no field topic indonesian value american value 1 language english expressions for informal contexts standardized english english variants 2 social ride the bus pay the bill to the bus officer and leave the bus after getting information from the bus officer. we say stop when we arrive to out destination. pay the bill to the driver or tap a card on the provided machine. we don’t have say or yell stop when we arrive to out destination; juts pull the stopped belt or push the provided button 3 economic open a bank account go to the bank and meet the customer service to get the service; copying the identity card, filling the form, signing on a form, waiting until the card finishes to be processes call to the bank, send the data required via email, get confirmation from the bank that the account has been processes 4 law get a ticket from police pay the fine to the police directly or go to the court to process the fine a driver process the fine when he/ she renewed the licence 5 technology cellular phone ettique indonesian is more permissive to call someone else while sitting in the restourant please keep in mind that it is not considered polite in america to carry on a long conversation on a cellular phone while seated in a restaurant or other area in which people are trying to converse quietly. 6 promise being on time being late is so common for many people americans place a high value on punctuality 7 religion it is polite to ask about religion it is not suggested to ask about religion using a well-developed material in line with the intercultural discussion in the global circumstance is urgent to do to accommodate the process of learning meaningfully. intercultural learning enriches the learners’ viewpoint to have more acceptances of other cultural differences (glass, 2017). b. activities in speaking activities in speaking based on intercultural learning are designed through two main stages by involving a process of continues learning for indoor and outdoor activities. the first stage is an ethno relative session that emphasizes interesting and challenging indoor activities. common format tasks include role-plays and simulations, which are used to test norms of interaction, and pragmatic norms. the other tasks are comparison method, cultural assimilation, cultural capsule, drama, tpr, cultural island, reformulation, noticing, treasure hunt, prediction, research, songs, games, portfolio, and field trip. some other examples of ethno relative session are: 1) conversation analysis is a game, learners are trained to interact using a new culture; 2), the comparison is conducted by examining culture taught through the pictures and dialogues, for example, the textbooks made cultural 93 framework of intercultural learning in speaking for islamic higher education in the international context tintin susilowati comparisons between german culture and american culture; 3) computer technology has been used as a way of bringing language learners and members of the target language communication; 4) intercultural perspectives on languages teaching and learning highlight the importance of interactions as the integration of language and content. the second stage is ethnocentic session focused on developing speaking based on intercultural learning for outdoor activities such as: 1) ethnographic techniques involving outside the classroom provide opportunities for cultural learning where the learner has the potential to meet and interact with members of the target language culture in the target language. having a good communication skill can help students to communicate with other english speakers of different cultural backgrounds (christie, 2018). speaking english based on intercultural learning for university students runs well if the lecturers have adequate knowledge of it, such as learners’ cultural sensitivity and awareness. shortly, intercultural competence teachers have broader views in designing effective speaking classes (hwang, 2022). they promote diversities and values from various cultures to make the speaking classes meaningful; 3) intercultural learners, the intercultural speaker needs capabilities that the native speaker does not, and these capabilities are at the heart of the lived experience of being an intercultural speaker. intercultural learners refer to those who have tolerance and positive acceptance of diversities; 4) assessment, assessment is a part of the learning process focused on collecting information about students’ progress and achievement. intercultural assessments are worthy to do to describe the learning quality and learning progress during learning process. 5. discussion 5.1. framework of intercultural learning in speaking for islamic higher education having the ability to speak english communicatively in the global context is crucially needed by nowadays students to meet the requirement as parts of world citizen. intercultural experiences in english speaking class lead the learner to survive to live in the global village. students who lack experiences of intercultural learning in speaking face difficulties to produce intercultural communications (permatasari, i., & andrayanti, 2021). promoting a framework for intercultural learning in speaking is worthy to do to develop speaking quality in islamic higher education since an education program is one of the effective ways to introduce foreign cultures and the local culture to build students’ knowledge and skills of intercultural values. 94 script journal: journal of linguistics and english teaching p-issn: 2477-1880; e-issn: 2502-6623 april 2023, vol. 8 no. 1 engagement in languages and cultures from some other countries may develop students as intercultural learners since it enhances them to experience an increasingly complex sense of self as a user of language and as a cultural being, acting on and in the world. building intercultural knowledge is constructed from experiences of a) interacting, b) noticing, c) comparing, d) reflecting, and e) temporary conclusion. training in intercultural competence is required to build students’ intercultural knowledge (irwandi. et al., 2018). in this sense, developing intercultural values includes not only developing awareness but also developing the ability to analyze, explain, and elaborate on this awareness. intercultural awareness is an important point to build for intercultural speakers in intercultural learning since it is crucial to increase their international and cross-cultural understanding (permatasari, i., & andrayanti, 2021). therefore, developing intercultural learning in speaking for higher islamic education in the international context is crucially needed. constructivism is used as the philosophy in this learning; teachers and students are actively involved in this learning. teachers facilitate students’ need to experience the challenging and interesting learning process in the speaking class. students are the subjects of learning who actively enrich their experience in speaking through the various kinds of meaningful activities through the ethnocentric stage for class activities and the relative stage for outside-the-class activities. these stages guide students to have intercultural sensitivity by perceiving a value of a culture that is seen by different cultures (hwang, 2022). qualified intercultural language teachers can develop intercultural competence by delivering intercultural knowledge, inspiring students to experience it, and internalizing its values. the process of intercultural learning is classified into three phases consisting of 1) pre-learning, which is the first session used to build schemata about intercultural learning; 2) whilst learning, the second session is done to build experimentation and production. the cycle of intercultural learning is built in this session by exploring the following aspects such as interacting, noticing, comparing, reflecting, and temporary conclusion. while production is held to guide students to produce intercultural english expressions. the last session is post-learning; this is a reflective phase that is done by observing students’ behavior in the production session and elicitation session displayed through tests. this framework involves some teaching components which cover the needs of learning to speak based on international context: 1) core components if it consists of a) language components such as vocabulary, grammar, and pronunciation, and b) intercultural 95 framework of intercultural learning in speaking for islamic higher education in the international context tintin susilowati knowledge. both are developed in pre-communicative activities; 2) developing components focus on building intercultural skills and producing intercultural attitudes; 3) learning atmosphere is a condition where the process of learning takes place; 4) assessments through behavior performance and elicitation processes such as attitudinal tests; culture assimilator tests; and cultural awareness tests. these components should get priority from teachers when they want to implement this framework in the classroom context. teachers are suggested to be reflective actors while implementing this framework so that they may adapt, and innovation to make students wider opportunities in exploring their speaking proficiency. 6. conclusion this framework is appropriately used for english department students in islamic higher education to empower their ability in producing oral expressions actively by building their cultural sensitivity and awareness of diversity in the international context. students empower their ability in producing oral expressions actively by building their cultural sensitivity and awareness of diversity in the international context. the principles in implementing this framework are: 1) teachers have positive acceptance and rich knowledge about it, 2) students are active learners to enrich and practice their experiences in both indoor and outdoor learning 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(2023). current situation and development trend of intercultural education: a scientometric analysis with citespace. proceedings of the 2022 3rd international conference on artificial intelligence and education (ic-icaie 2022). https://doi.org/https://doi.org/10.2991/978-94-6463-040-4_3 46 script journal volume 1, issue 1, april 2016 ‖ issn 2477-1880 ‖ e-issn 2502-6623 http://jurnal.fkip-uwgm.ac.id/index.php/script students’ preferences toward corrective feedbacks on students’ oral production rinda fitriana widya gama mahakam university rinda1_rafa@gmail.com bibit suhatmady mulawarman university suhatmady@yahoo.com iwan setiawan mulawarman university iwansetiawan_s2bingunmul@yahoo.com abstract: this study aimed on revealing students‟ preference on types of corrective feedback given by their english teacher as well as their reason. the study was conducted in a vocational school in samarinda. data collection was done by means of observation, interview and questionnaire. the observation was done for three meetings each in two different level of english proficiency classes (high and low) and ten students from the observed classes were interviewed. moreover, the questionnaires were administered to 196 out of 385 students from all classes of twelfth grade. furthermore, the result of this study revealed that the students preferred to have explicit, meta-linguistic clue and elicitation corrective feedback. however, there was mismatch between students‟ preference on the expected type corrective feedback (explicit) and the teacher‟s corrective feedback (recast). the students‟ preference on explicit corrective feedback was based on the reason that it provided answer and explanation on the correct version of the corrected oral production. the students‟ preference on meta-linguistic clue and elicitation corrective feedback were because these feedbacks activated their knowledge and generated students‟ thinking to discover the correct version. keywords: students‟ preferences, corrective feedbacks, and mismatch introduction students who learn english as foreign language must do a lot of errors during the learning process. teachers have responsibility to repair the errors in order to prevent them doing the same errors at another occasion (ur, 1996) and make them closer to acquiring the target language (selinker in ur, 1996). in other side, they also need to maintain students‟ motivation in english. correcting students‟ errors sometimes lead students to be demotivated. inappropriate correction or negative feedback from teacher might influence student‟s anxiety, which means it might cause fossilization (vigil and oller in brown, 2000; rahimi & dastjerdi 2012) and it can cause student blanking on to say something in the target language (ortega, 2009). therefore, giving correction to students‟ errors should meet their expectation mailto:rinda1_rafa@gmail.com mailto:suhatmady@yahoo.com mailto:iwansetiawan_s2bingunmul@yahoo.com 47 script journal volume 1, issue 1, april 2016 ‖ issn 2477-1880 ‖ e-issn 2502-6623 http://jurnal.fkip-uwgm.ac.id/index.php/script (odalejo, 1993; katayama, 2007), so that, they still can repair their errors and improve their english, in way of correction that they can accept. since, students expect feedback from the teachers every time they try to produce their english. for them, feedback is one way to make them closer to english and finally acquire it as their second language. for that reason, this study aims to answer research questions as follows: (1) what are students‟ preferences toward corrective feedbacks on their oral productions?; (2) why did the students in prefer to have particular types of corrective feedback? corrective feedback the goal of giving corrective feedback is to repair student‟s error. harmer (2001) emphasized that to react on errors which occurred during oral work, teacher needs to consider the stage of the lesson, the activity, the type of error made, and the particular students who are making that error. he also added that, in treating students‟ errors, teacher also needs to consider the purpose of the lesson, whether it emphasizes on the accuracy (such as activity with a piece of grammar, a pronunciation exercise, or vocabulary enhancement) or it focuses on fluency which let students to use the target language as fluent as possible. therefore, the purpose of the lesson will influence teacher to provide appropriate types of correction for students who making errors. for example, when the purpose is to make students use english fluently, then teacher is not expected to use immediate corrective feedback. since, the student may accept negative affective feedback which leads her/him to inhibit in trying communicating the idea in english. in short, negative feedback or inappropriate corrective feedback may affect students to stop learning and cause fossilization. after a teacher decided the quantity, the timing and the corrector of errors should be corrected, teacher should decide what treatment to be used or we called the treatment as teacher‟s correction. there are several types of error correction which emphasized on the timing (immediate or delay) and the manner (implicit or explicit). in this section, we provided types of correction that used by chaudron (1988); lyster & ranta (1997); méndez et al. (2010); méndez & cruz (2012); and harmer (2001). there are at least thirty types of correction that chaudron proposed (see appendix 1). it seems the model that chaudron in allwright & bailey (1991) described the error treatment process in detail. however, we only took the „transfer‟ and „interruption‟ type of correction to be added in her instruments for the focus of preferences on type of corrective feedback, since, they are the common type that used by teachers whom we ever met for correction. moreover, types of correction that lyster & ranta (1997); méndez et al. (2010); méndez & cruz (2012) developed similar types with 48 script journal volume 1, issue 1, april 2016 ‖ issn 2477-1880 ‖ e-issn 2502-6623 http://jurnal.fkip-uwgm.ac.id/index.php/script chaudron, but it is more concise. méndez et al. (2010) used the types of correction that developed by lyster & ranta (1997) and added yao‟s in méndez et al. (2010); méndez & cruz (2012) interruption and body language as corrective feedback. lyster & ranta (1997) found six types of corrective feedback. first is explicit correction. this type describes teacher providing the correct version of the error by saying “oh, you mean…,” “you should say…” to indicate student‟s error clearly. recast is the second type of corrective feedback. here, teacher paraphrases all or part of a student‟s error. if it relates to chaudron‟s theory, it is similar to the categories of “repetition with change” and “repetition with change and emphasis”. lyster & ranta (1997) also added that l1 translation is included in recast. moreover, clarification request is the third type of corrective feedback. in this type, teacher uses phrases like “pardon me” to require student self-correct the error. the next type is meta-linguistic feedback. it contains comments, information, or questions related to the correct version implicitly. usually, teacher will use question like “can you find your error?” or statement like “no, no x”, or just “no”. elicitation is the fifth type of corrective feedback. it refers to three teacher‟s techniques to make student provide the correct form of the error. the techniques are 1) strategically pausing to allow student continue teacher‟s sentence with the correct form, 2) using question like “how do we say x in english?”, and 3) asking students to reformulate their utterances occasionally. the last type is repetition. in this type, teacher repeats student‟s error and isolating it by changing the intonation to emphasize the error location. in research that was done by lyster & ranta (1997), the examples of each types of corrective feedback is in french. since, they investigated french immersion classrooms. we had difficulty to comprehend those examples for these types of corrective feedback. therefore, we adapted examples that méndez et al. (2010) developed from lyster & ranta (1997) types of corrective feedback. méndez et al. (2010) divided the correction into two; implicit and explicit corrective feedback. explicit corrective feedback refers to the condition when teacher tell student that s/he made error clearly as well as provide the correct version by using phrases like “you should say…” and followed by explanation. meanwhile, they defined implicit corrective feedback as correction that given by teacher that is done indirectly, in order to push student self-correct their own errors. however, sometimes this type of correction leads students to confusion. there are seven types of corrective feedback that summarized by méndez et al. (2010). they are: (1) recast. teacher repeats student‟s error by providing the correct version. in recast type, usually teacher does not use phrases 49 script journal volume 1, issue 1, april 2016 ‖ issn 2477-1880 ‖ e-issn 2502-6623 http://jurnal.fkip-uwgm.ac.id/index.php/script such as “you mean…” or “you should say…” lyster & ranta (1997) in méndez et al. (2010); (2) clarification request. teacher usually asks the student to repeat the deviant utterances with intention student enable to self-correct. it focuses on comprehensibility or accuracy, or both. usually, teacher use phrases “pardon me”, “excuse me”, and “i‟m sorry”. lyster & ranta (1997) in méndez et al. (2010); (3) metalinguistic feedback. this type allows teacher to provide information or questions link to the error that student made without correct it explicitly lyster & ranta (1997) in méndez et al. (2010); (4) elicitation. lyster & ranta (1997) in méndez et al. (2010) described this type of correction as the condition where a sentence is provided by teacher and s/he tactically stop to make student continue it with the correct form, then, if the students still give wrong answer, s/he comments like “no, not that. it‟s a…” or the error is repeated; (5) repetition of error. the learner‟s error is repeated in isolation. usually, teacher‟s intonation is adjusted to emphasize the error. lyster & ranta (1997) in méndez et al. (2010); (6) interruption. before student completed his or her sentence, teacher corrects the error directly. it can be said as immediate corrective feedback (yao in méndez et al., 2010); (7) body language. yao in méndez et al. (2010)) described that teacher uses his/her facial expression (e.g.: rising eyebrows) or body movement (e.g.: move her/his head) to tell that the student has made error and is expected to self-correct. moreover, méndez & cruz (2012) called these types of corrective feedback as types of oral corrective feedback strategies. they summarized these types from ween in méndez & cruz (2012) and yao in méndez & cruz (2012). they classified these types into two; 1) correct form is provided and 2) correct form is elicited. actually, they types of corrective feedback that they proposed were similar to lyster & ranta (1997). in méndez & cruz (2012) research, types of corrective feedback such as recast, explicit correction and explicit correction with meta-linguistic explanation belong to the category of „correct form is provided‟. meanwhile, corrective feedback types such as repetition, elicitation, metalinguistic cue, body language and clarification request refer to the category of „correct form is elicited‟. reviewing the types of correction that chaudron (1988); méndez et al. (2010); and méndez & cruz (2012) summarized, we assumed that these types of correction are actually used in the classroom, just, perhaps teachers do not know the names of the correction. it is happened because teachers (includes we) intuitively do the correction without referring the correction they give to the theory or previous research findings. therefore, this issue became one of reason that forms the background of this study. it aimed to find out whether the 50 script journal volume 1, issue 1, april 2016 ‖ issn 2477-1880 ‖ e-issn 2502-6623 http://jurnal.fkip-uwgm.ac.id/index.php/script correction that teachers have given to students can be proved theoretically effective or not effective to be use. the explanation of various kinds of corrective feedback above underlain the construction of instruments (i.e.: questionnaires, interview guide, and observation guide) in this study. we combined chaudron‟s model (i.e.: transfer, interruption), lyster & ranta (1997) (i.e.: explicit correction, recast, clarification request, metalinguistic feedback, elicitation, and repetition), and yao in méndez et al. (2010) and méndez & cruz (2012) (i.e.: body language and facial expression) for collecting data on types of corrective feedback that students prefer to have. of course, the characteristic of students and the class were the main consideration for choosing the types of correction that put in questionnaires, interview guide, and observation guide. for that reason, we referred to nine types of error correction to be investigated in this research. they are 1) explicit correction, 2) recast, 3) clarification request, 4) meta-linguistic feedback, 5) elicitation, 6) repetition of error, 7) interruption, 8) body language, and 9) transfer. moreover, since the previous findings were done in different setting of research, there was a chance that this research revealed another type of error correction beside those nine types. we considered them as a finding and we also needed to investigate the reasons as well. methodology this study applied mixed method because we need quantitative approach (i.e.: using questionnaire as the instrument) to gather data of students‟ preferences toward types of corrective feedback and qualitative approach to collect data of students‟ reasons for preferring particular types of corrective feedback through student interview and classroom observation. this study involved 196 students (from 385 students) of twelfth graders as the source of data for questionnaire, 68 students from classes (high and low proficiency class) as the source of data for observation and 10 students from the observed classes as the source of data for student interview. we used three kinds of instruments; student questionnaire, student interview guide, and observation guide. at first, we did observation for three meetings in each class (i.e.: high and low proficiency class). we video recorded the three meetings and transcribed them for analysis. as well as interview, we conducted interview to ten interviewees after the observation had done. we prepared twenty-five questions based related to the reasons students preferred particular types of corrective feedback. the duration for each interviewee 51 script journal volume 1, issue 1, april 2016 ‖ issn 2477-1880 ‖ e-issn 2502-6623 http://jurnal.fkip-uwgm.ac.id/index.php/script was about five to twelve minutes. all interviews were conducted in bahasa indonesia. we also recorded the interviews and transcribed them for analysis. we analyzed data of observation and interview transcript by using model of analyzing qualitative data proposed by creswell (2008). furthermore, we used dichotomous questionnaire (yes/no answer). there were three sections; 1) preferences on types of corrective feedback, 2) students‟ attitudes toward corrective feedback and 3) demographic questions. overall, the questionnaire consisted of twenty-eight items; section 1 covered nine questions, section 2 covered twelve questions and section 3 covered seven questions. the questionnaires used in this study were the adaptation of chaudron‟s (1988) error correction, odalejo‟s (1993) questionnaire, katayama‟s (2007), yao‟s in méndez et al. (2010) error correction, lyster & ranta (1997) in méndez et al. (2010) and lyster & ranta (1997) error correction. since the population was 369 students (it almost 400 students), so the amount of sample that we should take was 196 students with level of confidence 95% (research advisors, 2006). after validating and revising the questionnaire, we administered the questionnaires to 196 students of twelfth grade of smk negeri 1 samarinda on 23 rd to 27 th september 2013. for data from questionnaires, we did simple calculation. it was by calculating how many students had answered “yes” and “no” for each item of questionnaire. we, then, count the percentages and analyzed them by using frequency distribution analysis. finding observations from 373 minutes video transcript of three meetings each (high and low proficiency class), we found that, during three meetings in low proficiency class, there were found 155 errors occurred. only 33% of the total errors were treated by the teacher and 2% of them were treated by student peers. the rest (65%) of them were ignored. meanwhile, teacher in high proficiency class treated 42% of total errors occurred (i.e.: 151 errors) and ignored 56% of them, and 2% of them were treated by peers. overall, both teacher mostly treated teacher norms errors. regarding to the types of corrective feedback that teachers used during the three meetings, we found that both teacher mostly used recast to treat students‟ errors, followed by loop (i.e.: teacher ask student to repeat the error to ascertain the error), combination (i.e.: teacher used several type of corrective feedback to notice student‟s error) and elicitation. after taking corrective feedback, students were able to repair the error 52 script journal volume 1, issue 1, april 2016 ‖ issn 2477-1880 ‖ e-issn 2502-6623 http://jurnal.fkip-uwgm.ac.id/index.php/script correctly (lp class: 39% (linguistically and 19% correct in teacher‟s norm but not linguistically; hp class: 50.7% linguistically). moreover, we also found that the teachers themselves provided wrong remark when they gave correction. especially in lp class, the teacher was lack of english knowledge, so that we provided more wrong remarks than the teacher in hp class interview from the interview transcripts of ten interviewees, we found that most of students could accept corrective feedback because it made them know the location of their error. however, the acceptance of feedback may vary based on how the correction is given. few students said that correction might make them feel nervous, dispersed concentration and feel embarrassed. regarding to the timing of corrective feedback given, almost all students did not like immediate correction (i.e.: interruption) because it made them blank and forget what to say (50%), dispersed concentration (40%), afraid to continue speaking, confused and lessvalued (20%), clumsy, nervous and awkward (10%). in terms of students‟ preferences toward corrective feedback, students preferred to have explicit corrective feedback (50%) because teachers provided more explanation on the location of error and the right version of errors, it was not puzzling, it was more detail and clearer so they can learn more. the other 50% preferred to have implicit corrective feedback such as meta-linguistic clue because it made them think deeper (30%), activate their knowledge and more capable in english (20%), and feel challenged (10%). questionnaire from the result of questionnaire, we found that 97% students preferred explicit correction, 87% preferred meta-linguistic clue and 65% preferred elicitation discussion students’ preferences toward corrective feedbacks on students’ oral production based on students‟ responses on questionnaires, they preferred to have 1) explicit correction, 2) meta-linguistic clue, 3) elicitation, 4) clarification request, 5) repetition, 6) transfer, 7) body language and facial expression, 8) recast, and 9) interruption. it was consistent with amador‟s (2008) finding that revealed explicit correction as the error correction techniques students preferred to have. meanwhile, students‟ responses on interview showed that some of them (50%) preferred explicit corrective feedback (explicit and recast) and the rest (50%) preferred implicit corrective feedback (elicitation, metalinguistic clue, repetition, and clarification request). however, from the reasons they 53 script journal volume 1, issue 1, april 2016 ‖ issn 2477-1880 ‖ e-issn 2502-6623 http://jurnal.fkip-uwgm.ac.id/index.php/script stated, they tended to explicit corrective feedback. there were seven reasons for preferring explicit correction and five reasons for preferring implicit correction. explicit and recast included in explicit corrective feedback. it means that data from questionnaire and data from interview were matching each other, although recast was in the eighth sequence in questionnaire result. both data showed that students preferred explicit corrective feedback rather than implicit corrective feedback. however, since explicit correction was liked the most, students still expected teachers‟ explanation for the reason why it was errors and how to repair them, besides, just giving the correct version directly. if students‟ preferences were related to their proficiency, both lp and hp students preferred explicit correction and meta-linguistic clue. however, in terms of elicitation, it seemed that lp students preferred repetition rather than elicitation. otherwise, hp students preferred the contrary. to know whether students‟ expectations met teachers‟ corrective feedback in the real class, we consulted these two data to observation data. from observation data, we found that both teachers used recast most of the time. it consistent with previous finding, jabbari & fazilatfar (2012) found that teachers mostly used recast for efl students at elementary level and high intermediate level. we believed that her finding was the same because of the same level of efl students; it was elementary to intermediate level. however, mrs. e (lp class teacher) and mr. y (hp class teacher) still combined recast with implicit corrective feedbacks. they used recast after the students could not repair the error when they used implicit correction, such as elicitation, meta-linguistic clue, repetition, confirmation and transfer. we called this type as combination (see excerpts 2736 and excerpts 142-166). since, to treat one student‟s errors, they used more than one types of corrective feedback and they used to start it with implicit correction to let students selfrepair the error. after students gave up guessing the correct version, they gave explicit correction. it means that actually these teachers had met students‟ expectation in terms of using implicit correction such as meta-linguistic clue and elicitation. nevertheless, they did not fulfill students‟ expectation in terms of using recast. we can conclude that mrs. e and mr. y had fulfilled students‟ expectation but not 100% in scale. in other words, they gave corrective feedback that students preferred to have but not for all types. furthermore, although students said implicit corrective feedback, a few students did not like repetition too much since it puzzled them. repetition made student feel that it just wasted time (p1. l70-l72) if students have lack of knowledge about the error and it just 54 script journal volume 1, issue 1, april 2016 ‖ issn 2477-1880 ‖ e-issn 2502-6623 http://jurnal.fkip-uwgm.ac.id/index.php/script made them more confused (p10. l50-l57, l61-l65). consulting to data of questionnaire, fifty five percent (107 respondents) liked it. meanwhile, data of observation showed that mrs. e did not give repetition and mr. y gave it about 8%. data of interview and data of observation were matched since a few students did not expect it and teachers did not give it too much too. however, they did not match with data from questionnaire since in general; some of students (55%) expected repetition. moreover, based on interview responses, all students preferred if the teacher delivered corrective feedback after they had finished speaking. it means that students did not like interruption. it also supported by data from questionnaire. it showed that 167 students (85%) did not like cf. interruption. consulting these both data to the result of observation, mr. y and mrs. e gave cf. interruption but not too much. mr. y gave interruption for 4% (5 cases) and mrs. e gave it for 8% (6 cases) but one of them provided wrong remark. talking about interruption, it dealt with the time of correction; immediate correction. harmer (2001) had suggested teacher not to give immediate corrective feedback during fluency work. it would be better to wait until students had finished speaking. if we looked at the result of observation, mrs. e had done six cases (8%) of interruption and mr. y had done five cases (4%) of interruption. it means that these teachers should not give interruption when students were speaking. since, as students said in interview, it made them confused, losing concentration, feeling unvalued and forgetting to say the next sentences. correcting students‟ oral work is not easy, especially, when teacher decides to give interruption. it depends on the lesson objectives; for fluency or for accuracy. harmer (2001) gave ways to treat students‟ error during fluency work. one of them was by doing gentle correction. it was the correction given when students could not continue to speak. mrs. e seemed following this suggestion (see excerpt 34). we used interruption to help the student continuing to speak. meanwhile, mr. y seemed giving interruption for „silly‟ errors (i.e.: errors that students should not do because they have already mastered the rule) (see excerpt 160 and 166). moving to another implicit corrective feedback, although it was said that fifty percent interviewees like implicit corrective feedback, but when they asked about body language and facial expression (blfe), eighty percent interviewees said they did not like it. data of questionnaire also showed the same. it showed that only thirty percent students liked it. data from observation also showed that blfe was at the last rank of types of corrective feedback 55 script journal volume 1, issue 1, april 2016 ‖ issn 2477-1880 ‖ e-issn 2502-6623 http://jurnal.fkip-uwgm.ac.id/index.php/script that teacher used. mr. y only gave it once during the three meetings of observation and mrs. e did not give it at all. it can conclude that teachers matched students‟ expectation. in addition, transfer was included in the bottom four of students‟ preference toward corrective feedback. transfer was the type of corrective feedback that students preferred to have in average. data from interview showed that only three respondents liked it. observation data showed that mrs. e did not give any transfer to treat students‟ errors. meanwhile, mr. y gave transfer to treat students‟ errors but not too much. he used cf. transfer when the students could not answer his questions. there were seven cases (6%) of transfer. considering the less number of students‟ preference toward transfer in questionnaire and interview responses, only a few of students expected transfer. if we traced back the interviewees, two of interviewees who expected cf. transfer were from mrs. e‟s class (p6 and p7: see appendix 12). in real condition, mrs. e did not give any cf. transfer at all. we did not match students‟ expectation. meanwhile, mr. y gave transfer but only one interviewee expected it. we believed that this related to students‟ english proficiency. p6 and p7 were from lp class (low proficiency class). p6 and p7 said that they felt comfortable and did not mind having cf. transfer (p6. l70-l72; p7. l62-l63). p4 thought her other friends were better than her (p4. l91-l93). from the reasons they gave, we assumed that these students did not want to think deeper to self-correct their error. that was why they liked cf. transfer. in conclusion, matching expectation between students‟ preferences toward types of corrective feedback and the types of corrective feedback that teachers gave in the classroom would make the correction more effective (odalejo, 1993). however, in the real situation, they do not always match. just like what we found in her investigation, the type of corrective feedbacks that students preferred to have was explicit. although, it did not match with the types of corrective feedback that teachers used; it was recast. it must bring some effect to students, such as, they were confused to repair the error. on the other hand, students also preferred elicitation and meta-linguistic and teachers gave it although they combined them with explicit correction. it means that teachers met students‟ expectation. what is more, students did not like cf. interruption, transfer and blfe too much, and teachers did not give them too much in real class. more and less, the teachers had met students‟ expectation for their preference toward particular types of corrective feedback, although not for all. in addition, we found that expansion as a new finding. p8 stated that we did not like that way since it made her confused. we said that teacher‟s correction had complicated her. 56 script journal volume 1, issue 1, april 2016 ‖ issn 2477-1880 ‖ e-issn 2502-6623 http://jurnal.fkip-uwgm.ac.id/index.php/script in expansion, teacher added or provided new expressions or new words for students to combine and/or to change the previous words/sentences. this expansion made the student confused to repair (p8. l24-l29). usually, students understand teacher‟s correction after s/he gave more explanations and provided the correct version. although it was not full sentence, they understood how to repair the error; it was by adding more sentences for the dialogue they had performed. students’ reasons preferring explicit correction, meta-linguistic clue and elicitation as it mentioned above, students preferred to have explicit corrective feedback, especially explicit. explicit was preferred because it was not puzzling since teachers gave explanation as well (p1. l61-l65; p10. l49-l50). besides, explicit was more detail and clearer. it also made students could learn more (p6. l57-l58; p7. l44-l46). as a bonus, students did not have to wait to know the correct version because in implicit correction teacher took time for students to self-repair and finally they gave the correct version (p6. l56). moreover, five of interviewees preferred implicit correction. students preferred metalinguistic clue and elicitation because they made students think deeper (p2. l53-l58; p3. l71-l72; p9. l51). moreover, meta-linguistic clue made students recall their knowledge and made them more capable in english (p3. l67-68; p8. l44-l46). in addition, these types of corrective feedback were challenging (p2. l54) and made them feel comfortable (p3. l70). however, students preferred implicit correction because explicit correction underestimated students‟ ability (p4. l68-l72). students’ reasons for their lack of interest on cf. repetition and cf. clarification request. repetition and clarification request have things in common. they both deal with repetition of error and indirect error notification. students did not like repetition and clarification request because they made students confused (p5. l50-l53) and these types just wasted time (teachers‟ and students‟ time) for waiting students‟ responses (p1. l70-l72). however, the acceptance toward these types depended on students‟ knowledge. if the student had lack of knowledge about the error, then implicit correction would be a problem for him/her because it just made him/her confused (p10. l50-l57, l61-l65). s/he could not selfrepair it although the teacher insisted. therefore, explicit correction may be more effective 57 script journal volume 1, issue 1, april 2016 ‖ issn 2477-1880 ‖ e-issn 2502-6623 http://jurnal.fkip-uwgm.ac.id/index.php/script for students who had lack of knowledge rather than giving them implicit corrective feedbacks. students’ reasons for their lack of interest on blfe still discussing about implicit corrective feedbacks that students did not preferred, blfe was also the most disliked types of corrective feedback. most of students did not like it because it was ineffective correction (p8. l72-l75) since they did not pay attention to teachers‟ body language and facial expression (p1. l79-l84). blfe also made students confused (p5. l60) in knowing the location of the error (p4. l82-l83; p6. l66-l67; p7. l56l57; p8. l62-l63; p9. l68-l69; p10. l75), and how to repair their errors. moreover, blfe made students felt uncomfortable (p4. l79-l80; p8. l54), were afraid of making mistakes (p4. l84-l85) and made students could not continue to speak because of confusing correction (p8. l58-l59). in addition, students assumed the teacher as a less-communicative person (p2. l66). students’ reasons for their lack of interest on transfer and interruption additionally, talking about transfer, only three interviewees liked this type because it made students no need to think deeper (p4. l91-l93) and feel comfortable (p6. l70-l72; p7. l62-l63). however, students supposed that transfer just wasted teachers‟ time to give students who have lack of knowledge to self-repair ((p1. l101-l103: p10. l91-l99). p10 said that if one student in her class did not know the correct version, then, as usual, none of students in that class knew it. so, it would be better if teacher just give them correction explicitly (p10. l84-l85, l91-l97). in other words, it was not efficient to treat students‟ errors by using cf. transfer. another four interviewees said they disliked transfer because it made them did not know the location of error (p1. l95-l101), made them feel unappreciated since the teacher did not give chances to self-repair ((p1. l104-l107: p2. l86-l87: p3. l88l94: p8. l68-l70: p9. l84-l88), and made students felt like an incompetent person and worse than the other (p2. l79, l84-l85). moreover, interruption was the most unwanted types of corrective feedback based on interview data. data questionnaire also showed the same. interruption was types of corrective feedback which given directly at the time students do errors. it was difficult for student to accept interruption (p3. l35). students disliked interruption because it made them get blank and forget what they have to say next (p1. l43-l45; p3. l46-l49; p5. l36-l37; p6. l43 l44; p10. l38-l40). in other words, it made students‟ concentration dispersed (p3. l50-l51; p5. l34; p6. l43-l46; p9. l38-l39). moreover, it also made them confused (p2. l37-l38; 58 script journal volume 1, issue 1, april 2016 ‖ issn 2477-1880 ‖ e-issn 2502-6623 http://jurnal.fkip-uwgm.ac.id/index.php/script p6. l37-l38), nervous (p6. l39-l40; p10. l 41-42), feel less valued (p3. l53-l54; p4. l47), clumsy and awkward (p9. l35, l41). therefore, students expected teachers to delay the corrective feedback after they finished the sentence. other findings as it had been touched above, we found three findings that previous findings did not find. they were 1) six new types of corrective feedback, 2) teacher‟s norm errors and 3) nns teachers had chance to provide wrong remark since they are the sources of students‟ errors, too. firstly, besides the nine types of corrective feedbacks that we proposed before, we found other six types from observation. they were 1) expansion, 2) explanation, 3) loop, 4) confirmation, 5) combination and 6) students‟ example. in addition, in previous studies, teachers used to treat one student‟s error with one type of corrective feedback. however, in this study, we found that teachers used more than one types of corrective feedbacks to treat one student‟s error. it usually starts with implicit corrective feedback and ends with explicit corrective feedback. therefore, we called this type as combination. moreover, we found one type of errors. we called it teacher‟s norm error. it is students‟ word or sentences that teachers think they are incorrect, such as, incomplete answer, unexpected answer, although, they are not deviant linguistic forms. the referent of the correct version of the errors is the teacher‟s norm. that is why we called it as teacher‟s norm errors. actually, allwright & bailey (1991) had recognized it before. they said „we find that learners’ responses are sometimes rejected by teachers-not because they are wrong but because they are unexpected’ allwright & bailey (1991). this case occurred in second or foreign language classroom. that explained teacher‟s norm errors appeared in this research, because, for the observed classes, english is as foreign language. in addition, since the teachers were non native speaker, there always be chances for them to do errors, too. the teachers‟ english proficiency also became the cause of teachers as the source of students‟ error. as the result, teachers provided wrong correction. unfortunately, students followed these errors and they assumed them as the correct versions in native speaker norm, since, teachers provided these errors while giving corrective feedback. as the result, teachers did not make students‟ errors becoming correct, but, unfortunately, they made them lost. 59 script journal volume 1, issue 1, april 2016 ‖ issn 2477-1880 ‖ e-issn 2502-6623 http://jurnal.fkip-uwgm.ac.id/index.php/script conclusion as a conclusion, students preferred to have explicit and some implicit corrective feedbacks like elicitation, meta-linguistic clue. they liked repetition, clarification request and transfer but not too much. students did not prefer to have interruption and blfe since they were confusing. moreover, students preferred explicit because they could know the correct version of their error directly as well as teacher‟s explanation. in other words, explicit was clearer than other types of corrective feedbacks. they preferred elicitation and metalinguistic clue because they activated their knowledge and challenging. moreover, they did not like repetition and clarification too much because they would make students confused if they did not have knowledge about the errors. for low-proficiency students, transfer saved them from teachers‟ pressure to make them self-repairing the error, but for high proficiency students, transfer made them feel unvalued because the teachers did not give them chance to self-repair. in addition, students did not preferred interruption and blfe because it made them confused to notice the location of their errors. besides the nine types of corrective feedbacks that students preferred to have, we found that teachers gave six more types of corrective feedbacks to treat students‟ errors. they were expansion, explanation, loop, confirmation, students‟ example and combination. in terms of combination, we found that, teachers used more than one types of corrective feedback to treat one student‟s errors since students did not notice their error at the first corrective feedback given. furthermore, teachers mostly treated teachers‟ norm errors. these errors were not deviant linguistic form but they called errors because teachers thought so. finally, since teachers were also the source of students‟ errors, we found teachers provided wrong correct version of students‟ errors when they gave corrective feedbacks. unfortunately, since the students were lack of english knowledge, too, they did not notice for the teachers‟ errors and followed them as the „correct‟ version of their errors. bibliography allwright, d., & bailey, k. (1991). focus on the language classroom: an introduction to classroom research for language teachers. cambridge: cambridge university press. amador, y. a. (2008). learner attitudes toward error correction in a beginner english class. revista communicación, 17(1), 18–28. brown, h. d. (2000). principles of language learning and teaching. new york: longman. 60 script journal volume 1, issue 1, april 2016 ‖ issn 2477-1880 ‖ e-issn 2502-6623 http://jurnal.fkip-uwgm.ac.id/index.php/script chaudron, c. (1988). second language classrooms. research on teaching and learning. new york: cambridge university press. creswell, j. w. (2008). educational research. planning, conducting, and evaluating quantitative and qualitative research (3rd ed.). london: pearson prentice hall. harmer, j. (2001). the practice of english language teaching (3rd ed.). london: longman. jabbari, a. a., & fazilatfar, a. m. (2012). the role of error types and feedback in iranian efl classrooms. international journal of english linguistics, 2(1), 135–148. katayama, a. (2007). japanese efl students‟ preferences toward correction of classroom oral errors. asian efl journal, 9(4). lyster, r., & ranta, l. (1997). corrective feedback and learner uptake: negotiation of form in communicative classroom. new york: cambridge university press. méndez, e., arguelles, l., & castro, a. (2010). oral corrective feedback: some ways to go about it. meorias del viforo de estudios en lenguas internacional, 254–270. méndez, e., & cruz, m. (2012). teacher‟s perceptions about oral corrective feedback and their practice in efl classroom. profile, 14(2), 63–75. odalejo, j. (1993). error correction in esl: learners‟ preferences. tesl canada journal/revues tesl du canada, 10(2), 71–87. ortega, l. (2009). understanding second language acquisition. oxford: hodder education. rahimi, a., & dastjerdi, h. (2012). impact of immediate and delayed error correction on efl learners‟ oral production: caf. mediterranean journal of social sciences, 3(1), 45–54. research advisors. (2006). sample size table. ur, p. (1996). a course in language teaching. cambridge: cambridge university press. http://jurnal.fkip-uwgm.ac.id/index.php/script p-issn: 2477-1880; e-issn: 2502-6623 april 2023, vol. 8 no. 1 i m p l e m e n t a t i o n o f “ m e r d e k a b e l a j a r ” : e v o l v i n g l e a r n e r a u t o n o m y a n d s p e a k i n g s k i l l t h r o u g h c u l t u r a l d i s c o v e r y l e a r n i n g m o d e l rafiqa1, raida asfihana2, muhammad aswad3, amreet kaur jageer singh4 universitas sulawesi barat, indonesia1,3 universitas islam negeri antasari, indonesia2 sultan idris education university, malaysia4 email correspondence: rafika@unsulbar.ac.id abstract background: the current implemented curriculum is merdeka belajar kampus merdeka (mbkm). it highlights the independence and freedom of the students in learning. mbkm is expected to overcome the learning loss after the pandemic covid 19. this study intends to investigate the students’ learner autonomy and speaking skill after implementing the cultural discovery learning model. methodology: the study attempted classroom action research (car). this research was conducted at universitas sulawesi barat for one semester in the speaking for professional. the number of research subjects was 20 students of the english education department for the 2021 academic year. findings: based on the learning independence table in cycle 2, it shows that the average student confidence in learning, whether it is expressing opinions, expressing ideas, asking questions or giving answers, is good. the data shows that students are quite disciplined in learning, and also good at taking the initiative in the learning process. conclusion: it can be concluded that the implementation of merdeka belajar through cultural discovery learning can increase learning independence in the speaking for professional course for 4th-semester students of the university of west sulawesi. moreover, the implementation of merdeka belajar through cultural discovery learning can improve the english speaking skills of 4th-semester students of the university of west sulawesi. originality: this study focused on the cultural discovery learning model as one way to implement the mbkm curriculum. the further researcher is expected to identify the students' perception of it and attempt another method to implement the current curriculum. keywords : merdeka belajar; learner autonomy; speaking skill; cultural discovery learning doi : https://doi.org/10.24903/sj.v8i1.1237 received : january 2023 accepted : march 2023 published : april 2023 how to cite this article (apa) : rafiqa, r., aswad, m., asfihana, r., & singh, a.k.j. (2023). implementation of “merdeka belajar”: evolving learner autonomy and speaking skill through cultural discovery learning model. script journal: journal of linguistics and english teaching, 8(1), 54-72. https://doi.org/10.24903/sj.v8i1.1237 copyright notice : authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a creative commons attribution 4.0 international license that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. http://jurnal.fkip-uwgm.ac.id/index.php/script mailto:rafika@unsulbar.ac.id https://creativecommons.org/licenses/by-sa/4.0/ https://creativecommons.org/licenses/by-sa/4.0/ 55 implementation of “merdeka belajar”: evolving learner autonomy and speaking skill through cultural discovery learning model rafiqa, raida asfihana, muhammad aswad, amreet kaur jageer singh 1. introduction merdeka belajar kampus merdeka (mbkm) is the latest breakthrough in the context of curriculum development issued by the minister of education, culture, research and technology (ainia, 2020; baharuddin, 2021; fuadi & aswita, 2021; marisa, 2021; pangestu & rochmat, 2021; sherly et al., 2020). independent and freedom in the learning context at educational institutions are the basis for merdeka belajar kampus merdeka (mbkm) (fuadi & aswita, 2021; sulistyo et al., 2022). this statement related to the concept of education by ki hajar dewantara, which states that education is based on the principle of independence, it means that the god almighty gives humans the freedom to organize their lives according to the rules in society (ainia, 2020; istiq’faroh, 2020). moreover, ki hajar dewantara views education as a driving force for students’ development, and education teaches them to achieve change and benefit the surrounding environment (ainia, 2020). the merdeka belajar program aims to bring a revolutionary change in every facet of the conventional educational system. when the teachers are allowed to be flexible in educating, it will provide opportunities for the students to expand and evolve in ways tailored to their individuality. hence, each person has skills and capabilities distinct from those of their peers (sihombing et al., 2021). additionally, the merdeka belajar emphasizes that the learning process is not only limited to the classroom but can be carried out anywhere that can support the learning process. in addition, the emphasis on the learning process is student character building, which is implemented by educators and students able to communicate well and interact with their learning environment (marisa, 2021). furthermore, the policy of merdeka belajar is a step to transform education to realize indonesia's superior human resources and mitigate learning loss after the covid-19 pandemic that has hit indonesia for approximately two years. independent learning is a form of implementation of national character-building values, starting from revamping the education system and learning methods (ainia, 2020; sherly et al., 2020). independent and flexible learning is one of the reasons for the success of implementing the mbkm curriculum in higher education so that an innovative, realistic, varied, and autonomous learning environment can be created for students (baharuddin, 2021; masitoh et al., 2019; suwanti et al., 2022). the concept of implementing merdeka belajar above, then one of the learning models following the principle of independent learning is discovery learning. brunner was the father founding of the discovery learning theory, it was proposed since 1961 and other researchers have developed it. this model allows students to construct their learning and exposes pupils to a structured experience first so they can deduce defining characteristics, ideas, or principles 56 script journal: journal of linguistics and english teaching p-issn: 2477-1880; e-issn: 2502-6623 april 2023, vol. 8 no. 1 on their own (syarif et al., 2020). additionally, discovery learning an instructional method where pupils are initially introduced to a particular type of structured experience before being given the topic of study in its completed state. this allows them to find defining characteristics, concepts, principles, or processes inductively. this model emphasizes student activeness and direct involvement and does not emphasize the results or grades to be obtained but rather the effective learning process (alfieri et al., 2011; singaravelu, 2012). this model also requires students to be more creative, imaginative, critical thinking, analytical, and able to solve their own problems (cahyani & yulindaria, 2018; gholamian, 2013; indah, 2020; martaida et al., 2018). based on the results of a preliminary study conducted by researchers in this speaking class, various problems faced by students in the learning process were found, such as lack of motivation to learn, low learning independence, such as taking the initiative to learn on their own outside the learning process, low english speaking skills and lack of confidence in speaking english. however, english education students require to master the speaking skill. consequently, they need to elevate their skill to communicate and express their opinion and thoughts to achieve their goals (rao, 2019). students must have good competence in speaking for their future workplaces, personal lives, and social interaction (rahman, 2010). moreover, cultural discovery learning (cdl) is a new learning model initiated by researchers after conducting dissertation research. cdl is a discovery learning model based on local culture, especially mandar culture. it is based on the learning content discussed in mandar culture so that students have direct involvement in the learning process and have experiences related to learning content. this model is expected can make students more independent in learning, especially in speaking for professionals purposes. it is related to the curriculum changes that require students to be more active, creative, and experienced. thus, initiating a learning model that suits the new curriculum and is innovative is necessary. the lecturers applied cultural discovery learning in the speaking subject, and this model is expected to overcome the problems encountered by students in learning, especially the problem of learning independence and improving english speaking skills. the description above is the basis for researchers to conduct classroom action research based on cultural preservation entitled implementation of merdeka belajar through cultural discovery learning in speaking for professional purposes courses for 4th-semester students at west sulawesi university to increase students’ learner autonomy and speaking skill. 57 implementation of “merdeka belajar”: evolving learner autonomy and speaking skill through cultural discovery learning model rafiqa, raida asfihana, muhammad aswad, amreet kaur jageer singh 2. methodology this research applied the method of classroom action research (car). activities are carried out through 4 stages: planning, acting, observing, and reflecting (susilowati, 2018). the targets of classroom action research are related to learning activities both in the classroom and carried out directly or indirectly outside the classroom (slameto, 2015). this research was conducted at universitas sulawesi barat for one semester in the speaking for professional class d. the number of research subjects was 20 students of the english education department for the 2021 academic year. the research model used is the model developed by kurt lewin (altrichter et al., 2002). four stages were implemented in this research: planning, acting, observing, and reflecting. the first stage was planning. this stage was carried out as; a) drawing up a schedule of activities; b) arranging a semester learning plan (rps); c) drawing up teaching materials; d) drawing up evaluation tools; e) creating an educator and learner activity rubric; f) compile student observation sheets. the second stage was implementation, which applied the learning steps of the model that had been prepared. this stage consisted of three stages, namely; a) the preparatory activity; b) core activities; c) the evaluation activity. this activity was held four times. the third stage was observed. at this stage, student activity observations were carried out by using observation sheets. the fourth stage was reflection. this stage was a review of what had been achieved based on the data gathering and then evaluated to get improvement in the next action. the instruments were observation sheets and a speaking test. observation sheets were used to collect learner autonomy data and the test was to collect speaking skills data using speaking skills rubrics. the following were indicators of learner autonomy: table 1. indicators of learner autonomy numb. indicators category score 1 confidence, discipline, initiative, responsibility, motivation very good 5 2 good 4 3 good enough 3 4 not good 2 5 poor 1 if the score of students got the success indicators, the study is declared successful. indicators of improvement in speaking skills are as follows: 58 script journal: journal of linguistics and english teaching p-issn: 2477-1880; e-issn: 2502-6623 april 2023, vol. 8 no. 1 table 2. speaking score alphabet score conversion score range of score success rate a a 4.00 3.75 85-100 80-<85 successful (s) successful (s) b+ b b 3.50 3.00 2.75 75-<80 70-<75 65-<70 successful (s) unsuccessful (us) unsuccessful (us) c 2.00 50-<65 unsuccessful (us) d 1.00 40-<50 unsuccessful (us) e 0  40 unsuccessful (us) 3. findings in the planning stage, lecturers prepared learning materials based on mandar culture. the materials prepared were mallatigi/kaweng, sayyang pattu'du, sandeq race, and panette'. in addition, the learner autonomy observation sheet was also prepared, speaking test and speaking rubric. 3.1. cycle 1 in the implementation stage, the activities carried out in applying the cultural discovery learning model are implementing six learning steps for three meetings, namely: the first meeting is 1) stimulation (providing stimuli), 2) problem statement (statement/problem identification), the second meeting is 3) data collection (data collection), 4) data processing, 5) verification (proof/understanding), and the third meeting is 6) generalization (concluding). the learning actions were carried out in the following stages: a. first meeting stimulation was done by showing some videos of mandar culture. lecturers also asked questions related to mandar culture to see the students' initial knowledge as a prerequisite before entering the next stage and the lecturers did not forget to motivate students to be actively involved in learning. in the next step, the lecturer introduced how to learn with the cultural discovery learning model and explained what students must do. furthermore, the lecturers divided the students into four groups. every group consisted of 5 students, group 1 got the theme mallattigi / kaweng, group 2 with the theme sayyang patttu'du', group 3 with the theme sandeq race, and group 4 got the theme panette'. 59 implementation of “merdeka belajar”: evolving learner autonomy and speaking skill through cultural discovery learning model rafiqa, raida asfihana, muhammad aswad, amreet kaur jageer singh b. second meeting the second meeting was conducted outside the classroom. the first, students collected data through interviews with one informant who knew a lot about the history of mandar culture. in addition, students also document the mandar cultural activities related to their themes. the data was analyzed using descriptive qualitative analysis. furthermore, students made a documentary video of mandar culture and explained each of the cultural stages in the video using english. c. third meeting after data collection and analysis, students presented a documentary video of their data results in the classroom. after the video playback, students explained mandar culture deeply in front of the lecturers and students using a combination of indonesian and english. the next stage was observation. the observation was carried out from the beginning to the end of the cycle i of the learning process to analyze the students' learner autonomy. it contained: confidence, discipline, initiative, responsibility, and motivation. the last stage was reflection. the reflection results showed that the lecturer did not provide clear instructions regarding the technical and process of data collection and analysis. hence, students only conducted interviews with one informant and did not verify other informants, and when students presented the findings by combining two languages, indonesian and english. based on the above cycle, data related to learner autonomy is obtained as follows: table 3. table learner autonomy numb. indicators score range category 1 confidence 3 good enough 2 discipline 2.85 not good 3 initiative 2.4 not good 4 responsibility 2.5 not good 5 motivation 3.05 good enough table 4. students’ speaking score numb. score success rate 1 76 successful (s) 2 66 unsuccessful (us) 3 70 unsuccessful (us) 4 77 successful (s) 5 65 unsuccessful (us) 60 script journal: journal of linguistics and english teaching p-issn: 2477-1880; e-issn: 2502-6623 april 2023, vol. 8 no. 1 numb. score success rate 6 71 unsuccessful (us) 7 78 successful (s) 8 74 unsuccessful (us) 9 65 unsuccessful (us) 10 79 successful (s) 11 73 unsuccessful (us) 12 70 unsuccessful (us) 13 74 unsuccessful (us) 14 75 successful (s) 15 62 unsuccessful (us) 16 76 successful (s) 17 68 unsuccessful (us) 18 66 unsuccessful (us) 19 71 unsuccessful (us) 20 73 unsuccessful (us) total 1429 mean 71.45 unsuccessful (us) based on the table above showed that the average students’ confidence in learning, whether it is expressing opinions, expressing ideas, asking questions or giving answers, is quite good. the data showed that students lacked discipline in learning and were not good at taking the initiative in the learning process. in addition, students have less responsibility in learning but have quite good motivation. furthermore, the student's english speaking skills test results in cycle 1 showed an average score of 71.45. the score has not reached the learning achievement standard of 75, so the learning achievement in cycle one was categorized as unsuccessful (tb). 3.2. cycle ii cycle ii was the same implementation stage as cycle i. the activities carried out in applying the cultural discovery learning model are implementing six learning steps for three meetings, namely: the first meeting is 1) stimulation (providing stimuli), 2) problem statement (statement/problem identification), the second meeting is 3) data collection (data collection), 4) data processing, 5) verification (proof/understanding), and the third meeting is 6) generalization (concluding). the learning actions were carried out in the following stages: a. first meeting stimulation is done by showing some mandar culture videos. the lecturer asked questions related to mandar culture to see students' initial knowledge as a prerequisite before entering the next stage. the lecturer motivated students to be 61 implementation of “merdeka belajar”: evolving learner autonomy and speaking skill through cultural discovery learning model rafiqa, raida asfihana, muhammad aswad, amreet kaur jageer singh actively involved in learning. the lecturer introduced the cultural discovery learning model implementation in the next step and explained what students must do. furthermore, the lecturer divided students into 4 groups where each group consisted of 5 students, group 1 got the mallattigi/kaweng theme, group 2 with the sayyang patttu'du', group 3 with the sandeq race, and group 4 got the panette'. in the first meeting, the lecturer explained to the students about data collection techniques, data analysis, and data verification. b. second meeting the second meeting was conducted outside the classroom. first, students collected data through interviews with more than one informants who knew a lot about the history of mandar culture and searched for supporting data from the internet. in addition to interviews, students document the implementation of mandar cultural activities related to their themes. the data they got was analyzed using descriptive qualitative analysis. the data was verified by several people who know the history of mandar culture. furthermore, students made a documentary video of mandar culture and explained each of the cultural stages in the video using english. c. third meeting after data collection and analysis, students will present a documentary video of data collection and analysis results. after the video screening, students explained mandar culture in front of the lecturer and students using english. the next stage was observation. the observation was conducted from the beginning to the end of the cycle ii learning process to record students' learner autonomy, including confidence, discipline, initiative, responsibility, and motivation. the last stage was reflection. the results of the reflection showed that the lecturer provided detailed instructions on the technical process of data collection and analysis, so that students conducted interviews with several informants and verified with other informants. the students revealed the explanation in english. moreover, from cycle ii in this study gained data on learner autonomy and speaking scores below: table 5. learner autonomy score numb. indicators score range category 1 confidence 4.45 good 2 discipline 3.65 good enough 62 script journal: journal of linguistics and english teaching p-issn: 2477-1880; e-issn: 2502-6623 april 2023, vol. 8 no. 1 numb. indicators score range category 3 initiative 4.75 good 4 responsibility 3.95 good enough 5 motivation 4.45 good table 6. speaking sore numb. score success rate 1 85 successful (s) 2 91 successful (s) 3 89 successful (s) 4 83 successful (s) 5 74 unsuccessful (us) 6 89 successful (s) 7 85 successful (s) 8 89 successful (s) 9 72 unsuccessful (us) 10 85 successful (s) 11 88 successful (s) 12 81 successful (s) 13 85 successful (s) 14 84 successful (s) 15 74 unsuccessful (us) 16 85 successful (s) 17 75 successful (s) 18 72 unsuccessful (us) 19 79 successful (s) 20 78 successful (s) 1643 82.15 successful (s) the learning independence table in cycle 2 shows that the average student confidence in learning, whether it is expressing opinions, expressing ideas, asking questions or giving answers, is good. the data shows that students are quite disciplined in learning, and also good at taking the initiative in the learning process. in addition, students also have a fairly good responsibility but have good motivation in learning. data on the student's english speaking skills test results in cycle 2 showed an average score of 82.15. the score has passed the learning achievement standard of 75, so the learning outcomes in cycle two are categorized as successful (b). 63 implementation of “merdeka belajar”: evolving learner autonomy and speaking skill through cultural discovery learning model rafiqa, raida asfihana, muhammad aswad, amreet kaur jageer singh 3.2. cycle iii cycle iii was needed to confirm the result of cycles before. it was the same implementation stage as cycle i and ii. the activities carried out in applying the cultural discovery learning model are implementing six learning steps for three meetings, namely: the first meeting is 1) stimulation (providing stimuli), 2) problem statement (statement/problem identification), the second meeting is 3) data collection (data collection), 4) data processing, 5) verification (proof/understanding), and the third meeting is 6) generalization (concluding). the learning actions were carried out in the following stages: a. first meeting stimulation is done by showing some mandar culture videos. the lecturer asked questions related to mandar culture to see students' initial knowledge as a prerequisite before entering the next stage. the lecturer motivated students to be actively involved in learning. the lecturer introduced the cultural discovery learning model implementation in the next step and explained what students must do. furthermore, the lecturer divided students into 4 groups where each group consisted of 5 students, group 1 got the mallattigi/kaweng theme, group 2 with the sayyang patttu'du', group 3 with the sandeq race, and group 4 got the panette'. in the first meeting, the lecturer explained to the students about data collection techniques, data analysis, and data verification. b. second meeting the second meeting was conducted outside the classroom. first, students collected data through interviews with more than one informants who knew a lot about the history of mandar culture and searched for supporting data from the internet. in addition to interviews, students document the implementation of mandar cultural activities related to their themes. the data they got was analyzed using descriptive qualitative analysis. the data was verified by several people who know the history of mandar culture. furthermore, students made a documentary video of mandar culture and explained each of the cultural stages in the video using english. c. third meeting after data collection and analysis, students will present a documentary video of data collection and analysis results. after the video screening, students explained mandar culture in front of the lecturer and students using english. the next stage was observation. the observation was conducted from the beginning to the end of the cycle iii learning process to record students' learner autonomy, including 64 script journal: journal of linguistics and english teaching p-issn: 2477-1880; e-issn: 2502-6623 april 2023, vol. 8 no. 1 confidence, discipline, initiative, responsibility, and motivation. the last stage was reflection. the results of the reflection showed that the lecturer provided detailed instructions on the technical process of data collection and analysis, so that students conducted interviews with several informants and verified with other informants. the students revealed the explanation in english. moreover, from cycle iii in this study gained data on learner autonomy below: table 7. learner autonomy score numb. indicators score range category 1 confidence 4.5 good 2 discipline 3.95 good enough 3 initiative 4.8 good 4 responsibility 4.15 good enough 5 motivation 4.5 good the students’ learner autonomy on the table above shows that students’ confidence, initiative, and motivation in learning were good. the data shows that students are quite disciplined in learning, and also good enough responsible in learning. furthermore, below is table of speaking score of cycle iii: table 8. speaking sore numb. score success rate 1 85 berhasil (b) 2 91 berhasil (b) 3 90 berhasil (b) 4 83 berhasil (b) 5 76 berhasil (b) 6 89 berhasil (b) 7 88 berhasil (b) 8 89 berhasil (b) 9 76 berhasil (b) 10 85 berhasil (b) 11 88 berhasil (b) 12 85 berhasil (b) 13 85 berhasil (b) 14 84 berhasil (b) 15 78 berhasil (b) 16 88 berhasil (b) 17 79 berhasil (b) 65 implementation of “merdeka belajar”: evolving learner autonomy and speaking skill through cultural discovery learning model rafiqa, raida asfihana, muhammad aswad, amreet kaur jageer singh 18 77 berhasil (b) 19 85 berhasil (b) 20 88 berhasil (b) 1688 84.45 successful (s) data on the student's english speaking skills test results in the last cycle showed an average score of 84.45. the score has passed the learning achievement standard of 75, so the learning outcomes in cycle iii are categorized as successful (b). this result implied that students’ speaking scores elevated after implementing cultural discovery learning model. it was evidenced that all students got successful categories. moreover, figure below illustrates the students’ learner autonomy from cycle i to cycle iii: figure 1. students’ learner autonomy all indicators of learner autonomy have various results in each cycle. the comparison result of cycle i and cycle ii can be seen by all indicators. all indicators of the first cycle on 23 categories, and the second and the third cycle on 3.5 to 4.5 categories. based on the distinction of the result above, it can imply that there is an improvement in students’ learner autonomy from cycle i to the cycle iii. 0 0,5 1 1,5 2 2,5 3 3,5 4 4,5 5 confidence discipline initiative responsibility motivation students' learner autonomy cicle i cicle ii cicle iii 66 script journal: journal of linguistics and english teaching p-issn: 2477-1880; e-issn: 2502-6623 april 2023, vol. 8 no. 1 figure 2. students’ speaking score similar to figure 1, the above figure demonstrates that students’ speaking scores from the first to the last cycle have been increasing. the mean score of first cycle was 71.45, it was not a success since less than 75 students’ achievement standard. the mean score of the second and third cycles were 82.15 and 84.45, and it was above 75, indicating that both results were successful. 4. discussion the findings of classroom action research based on cultural preservation show differences in the learning process, which certainly affects the learners' autonomy and speaking achievement. failure to achieve competency standards in cycle 1 is something that often happens in class action research, for this reason, cycle 1 is always an evaluation point before continuing learning in cycle 2 (slameto, 2015). learner autonomy from five categories in cycle 1 is not good, but cycle 2 and 3 are good. in line with this study, learner autonomy requires great responsibility on the part of the teaching participants to try to carry out various activities to achieve learning goals (fitriatun, 2020). besides responsibility, high motivation and discipline from students are needed in independent learning. extrinsic and intrinsic motivation plays a very important role because students are required to learn independently (swatevacharkul & boonma, 2021; yu, 2020). students with high learning motivation and discipline will try to manage their time and study schedule optimally to master the course material they study. in addition, students' self-confidence will certainly trigger initiative in learning independently. the previous study supported this finding. this study reveals that implementing the cultural discovery learning model succeeded in increasing students’ leaners autonomy. 60 65 70 75 80 85 cycle i cycle ii cycle iii students' speaking score 67 implementation of “merdeka belajar”: evolving learner autonomy and speaking skill through cultural discovery learning model rafiqa, raida asfihana, muhammad aswad, amreet kaur jageer singh regarding all aspects of learner autonomy, namely: confidence, discipline, initiative, responsibility, and motivation are essential in the learning process. in that case, the researchers attempted many ways to evolve the students’ learner autonomy (borg & alshumaimeri, 2019; rafiqa et al., 2019; shi & han, 2019; swatevacharkul & boonma, 2021), and the present study releases the improvement of learner autonomy through cultural discovery learning implementation. furthermore, learner autonomy is responsible for selecting the purpose, material, pattern, and technique of their own learning, monitoring its progress, and assessing its results (ramadhiyah & lengkanawati, 2019). learner autonomy refers to the capability of the learner to take responsibility for his or her own learning by identifying learning goals, determining the materials and his progress, selecting methods and strategies, monitoring the acquisition procedures, and assessing what has been acquired (egel, 2009; ramadhiyah & lengkanawati, 2019). furthermore, self-discipline, self-direction, and self-control are the implication of learner autonomy (syafryadin et al., 2022). this reality does not only apply to offline classes but also happens in online classes. for instance, the results showed that most students see online learning as independent learning in which they must be aware of and motivated to learn on their own, responsible for their learning, and self-directed and governed in their learning. they also thought that autonomous online learning could help them learn how to solve problems, think critically, and take the initiative to learn (dalilan, 2021). basically, several ways can evolve students' independent learning, namely self-directed learning (sdl). sdl is a learning strategy that emphasizes the value of freedom in learning since it allows students to make options that best suit their individual learning interests and needs (nasri et al., 2020). autonomous learner process (apl) may be grouped into five emerging themes, and the results showed a considerable increase in learner autonomy in the post-questionnaire. the topics are as follows: (1) employing the strategies and making plans to improve their use; (2) assessing the effectiveness of learning and assessment strategies; (3) developing the ability to give and receive constructive feedback; (4) experiencing more positive emotions; and (5) gaining a deeper sense of self-awareness and insight. we suggest several avenues for future research (boonma & swatevacharkul, 2020). moreover, learners' autonomy can be attributed to a number of different causes, the most prominent ones being highlighted here. some of these elements were student participation in class and allowing them to have input on matters such as course material, class activities, 68 script journal: journal of linguistics and english teaching p-issn: 2477-1880; e-issn: 2502-6623 april 2023, vol. 8 no. 1 the lesson plan, the method of assessment, and so on. it was determined that students need opportunities for cooperative learning and learning from one another (rafiqa & yasim, 2019). additionally, there was an uptick in learner autonomy across the board, including but not limited to the following areas: approach use, attitude, material interaction, social resource utilization, and learner management (tsai, 2021). the second finding reveals the improvement of students’ speaking skills through cultural discovery learning implementation. it aligns with the result that the students responded positively to all aspects of discovery learning and showed considerable improvement in their knowledge of course material, particularly their ability to express themselves verbally. this indicates pupils have become more engaged in their english lessons since implementing discovery learning (mufida et al., 2015). teaching english by using discovery learning also elevates students’ self-efficacy and reflective thinking. it was evidenced by the previous study that discovery learning approaches successfully aim to foster students' capacity for reflective thought and confidence in their abilities. science and technology promote better education in the classroom. it's essential to strike a balance between the students' readiness to learn via discovery and the teacher's capacity to facilitate that process (listyotami et al., 2018). the implementation of merdeka belajar supports the evolvement of students’ speaking skills, because the students' capacity to talk improved when they were taught using the independent learning approach, it is recommended that teachers use independent learning as one of the strategies to improve students' speaking ability (naibaho, 2019). 5. conclusion this study pointed to investigate the cultural discovery learning model in improving learner autonomy and speaking skill of the students in implementing mkm. based on the results of classroom action research, it can be concluded that implementing merdeka belajar through cultural discovery learning can increase learning independence in the speaking for professional course for 4th-semester students of the university of west sulawesi. another essential point is the implementation of merdeka belajar through cultural discovery learning can improve the english speaking skills of 4th semester students of the university of west sulawesi. the next researchers can conduct study related to developing the learning package or model of cultural discovery learning or implement this model in teaching other english skills. 69 implementation of “merdeka belajar”: evolving learner autonomy and speaking skill through cultural discovery learning model rafiqa, raida asfihana, muhammad aswad, amreet kaur jageer singh 6. references ainia, d. k. 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(2020). on fostering learner autonomy in learning english. theory and practice in language studies, 10(11). https://doi.org/10.17507/tpls.1011.09 http://jurnal.fkip-uwgm.ac.id/index.php/script p-issn: 2477-1880; e-issn: 2502-6623 april 2023, vol. 8 no. 1 pre-service english teachers’ adaptation skills in two esp courses ahmad munir1, wiwiet eva savitri2, asrori3, nur chakim4 universitas negeri surabaya, indonesia1,2,3,4 email correspondence: ahmadmunir@unesa.ac.id abstract background: the ability to adapt, imitate and modify knowledge in a learning context into another learning context is an essential ability for students. however, the ability of pre-service english teachers to adapt their knowledge and skills from one course to another courses has not been studied. this research seeks to find out how pre-service english teachers in one state university in indonesia adapt knowledge and skills acquired in the syllabus design (sd) and developing efl materials (dem) courses into esp program design (esp pd) and esp materials development (esp md) courses. methodology: this research used a combination between a survey and basic interpretive study. the survey study involved 54 students who took sd, dem, esp pd and esp md courses in 2022 at a state university in indonesia. the basic interpretive study involved fifteen students out of the 54 responding to the survey, in a focus group discussion (fgd). the questionnaire in the survey consists of semi-open questions asking whether the 16 knowledge and skills learned in sd and dem courses had been adapted in esp pd and esp md. the fgd questions were asked in-depth the survey findings. the questionnaire answers were analyzed in a simple quantitative manner with percentages and modes, while the results of focus group discussion about how they adapted them were analyzed qualitatively for themes. findings: the results of this study show that students in esp pd and esp md courses adapted 15 knowledge and skills in sd and dem courses. the participants adapted them by changing the context of the syllabus and materials the developed in sd and dem from english at school to english for specific purposes in esp pd and esp md especially when formulating learning objectives. they also developed general english materials into esp english materials for certain occupations. these findings indicate that students master esp pd and esp md contexts. conclusion: it can be concluded that pre-service english teachers have excellent adaptation skills, which are done not by force, but by choice, to the peripheral component and for the benefit of students. originality: this research finding supports leko’s (2015) evidence by practice (ebp) theory in that pre-service english teachers also use their previous learning experiences as evidence to learn new knowledge and skills in english teacher education. keywords : pre-service english teachers, syllabus design, materials development, esp, adaptation doi : http//dx.doi.org/10.24903/sj.v8i1.1290 received : february 2023 accepted : april 2023 published : april 2023 how to cite this article (apa) : munir, a., savitri, w. e., asrori, a., chakim, n. (2023). pre-service english teachers’ adaptation skills in two esp courses. script journal: journal of linguistics and english teaching, 8(1), 1–15. https://doi.org/10.24903/sj.v8i1.1290 copyright notice : authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a creative commons attribution 4.0 international license that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. http://jurnal.fkip-uwgm.ac.id/index.php/script mailto:ahmadmunir@unesa.ac.id https://creativecommons.org/licenses/by-sa/4.0/ https://creativecommons.org/licenses/by-sa/4.0/ 2 script journal: journal of linguistic and english teaching p-issn: 2477-1880; e-issn: 2502-6623 april 2023, vol. 8 no. 1 1. introduction english teacher education has been known to produce english teachers for schools and english courses, for teaching general english and english for specific purposes. this is evident, for instance, in the graduate profiles agreed by english teacher education association in indonesia as english teachers and edu-technopreneur (aspbi (association of english education program in indonesia), 2021). this profile has also been ratified by the english teacher education program in surabaya (s1 pendidikan bahasa inggris, 2021). yet, specific discussion on how english teacher education in indonesia has taught pre-service english teachers (pset) how to teach esp is very scarce. jackson (1998) proposed one way to teach in esp teacher education programs, i.e., using case-based reality. that means the esp class in english teacher education should bring authentic workplace reality into the classroom. yet the details how pset learned esp in english teacher education was rarely studied. the scarcity of research on pset learning esp in the normal times previously mentioned is scarer in the wake of the covid-19 pandemic. in the post-covid-19 pandemic era, english teachers' ability to adapt, imitate and modify knowledge in one learning context into another is a very important skill, as is the pset. pyhältö et al. (2015) provide an overview of the importance of adaptability by teachers acquired in formal education and the teacher community. the knowledge gained by psets when they have just graduated from teacher education will usually be immediately implemented when they start teaching at schools as novice teachers (steffy & wolfe, 2001). in the course of their career, it turns out that teachers also have to be able to modify their knowledge and skills in different classroom contexts over the years (pyhältö et al., 2015). this modification ability is a characteristic of teacher professionalism (pyhältö et al., 2015). as for the ability to imitate is often associated with the learning process of becoming a student of the expert, which is called the craftsman model, the craft model (wallace, 1991). in this model, student teachers must have been exposed to experts when they were students at schools, were students in teacher education, and became apprentice teachers during practicum. logically, novice teachers can imitate their colleagues' best practices after graduating from a teacher education institution and when they are in community. this is called by leko (2015) as imitating with evidence-based practice (ebp). research on the ability of teachers to adapt, imitate and modify knowledge in a learning context into other learning contexts is widely carried out. pyhältö et al. (2015), for example, revealed that thousands of teachers in finland actually learned from other teacher 3 pre-service english teachers’ adaptation skills in two esp courses ahmad munir, wiwiet eva savitri, asrori, nur chakim colleagues in communities such as the english teachers’ discussion forum or in indonesia it is called musyawarah guru mata pelajaran (mgmp) through a process of transforming their teaching, strengthening their collective self-confidence, increasing their mutual dependence and providing mutual assistance to fellow teachers. a study by susanto (2022) found that members of mgmp have felt the advantages of having such forum for learning from others on how to handle kids in different school contexts as well as getting new instructional technology used by other teachers. however, the such ability of pre-service english teachers to adapt has not been widely studied (janssen et al., 2015). research by jung and ottenbreitleftwich (2020) shows that modeling in instructional technology courses can strengthen student teachers’ experience using technology. studies on esp teacher education program is scarce. one of the notable studies in that of jackson (1998). he proposed esp teacher education program to use a reality, case-based model. he specifically called for problem-based and practitioner-oriented case methods for esp learning by using, for example, narratives of the practitioners and videotaped scenes of the real work contexts. in this way, pset can find “the best” practice of esp (jackson, 1998). in a similar vein, hyland and jiang (2021) reviewed studies in esp education and found that esp studies have focused on classroom-practice studies more than specific texts to be learned by targeted esp learners. moreover, in recent years, researchers have focused on academic and workplace corpus for esp materials development (hyland & jiang, 2021). however, the research did not specifically reveal how psets are given models in courses to become esp english teachers. therefore, research on how pre-service english teachers (pset) use the knowledge and skills acquired in related courses into the learning process in subsequent courses has been carried out and reported in this research article. 2. literature review the terms observation, imitation, and modification are popular as a way to innovate in the world of education (ibrohim et al., 2020; sugito, 2021). in this term, a teacher, for example, may observe a colleague who is successful at carrying out an instructional procedure in order that he or she can imitate it in his or her own lessons or even modify this procedure. these three terms are also present in various educational contexts, especially in indonesia. in english teacher education, for example, wallace (1991) uses the term adaptation in discussing the training model to become a teacher. in the applied science model, the trainee is expected to apply the theory from experts in their own context. the term 4 script journal: journal of linguistic and english teaching p-issn: 2477-1880; e-issn: 2502-6623 april 2023, vol. 8 no. 1 imitation is part of the craftsman model (the craft model), where students who are trained must observe the expert and imitate what the expert does. the term modification is part of the third training model proposed by wallace (1991), namely the reflective model, in which the student being trained must reflect not only on experience with the expert, but also on his experience of applying the knowledge gained during training and modifying it for improvement in the next application. in developing the later model for educating english teachers, johnson (2009) convinced teacher educators to use a socio-cultural approach. this approach suggests that learning to become an english teacher only at a teacher training college or a teacher education is not enough. instead, an english teacher candidate must also learn directly from the community, often called the mgmp in indonesia or other english teacher associations. this is what is called praxis. this praxis process will involve many adaptation, imitation, and modification activities (dogancay-aktuna & hardman, 2008). even though adaptive skills are essential in language teacher education (hirvela, 2019), research that explicitly addresses adaptation of one course in english teacher education and other courses is still rare. one theory of adaptation of another teacher’s best practice by other teachers is proposed by leko (2015) and is called evidence-based practice (ebp). in ebp there are three types of adaptations made by teachers: 1) adaptations made by force, choice, or accident; 2) adaptations made to core or peripheral components; 3) adaptations made to benefit students or teachers. the first adaptation is based on the cause, whether it was forced by a superior, on their own accord, or unintentionally. the second adaptation is according to the focus, whether the core or additional components are adapted. the third adaptation is based on its impact, namely whether it has an impact on students or an impact on teachers (leko, 2015). esp courses are a group of english for specific purposes-based courses offered to undergraduate english language education students at a state university in indonesia in semester 5. esp is a branch of english learning that has two major focuses, namely english for academic purposes (eap) and english for occupational purposes (eop) (basturkmen, 2010; s1 pendidikan bahasa inggris, 2021). eap is aimed at students or students with learning objectives related to fulfilling academic needs, for example, english for medical students, while eop focuses on learning english for the real world of work. eop participants are usually company employees or professional workers; for example, hotel receptionists are 5 pre-service english teachers’ adaptation skills in two esp courses ahmad munir, wiwiet eva savitri, asrori, nur chakim given english for hotel receptionists and lawyers are given english for lawyer ) (basturkmen, 2010; s1 pendidikan bahasa inggris, 2021). in the context of the undergraduate english language education study program curriculum previously mentioned, esp courses are courses that are included in the independent learning program curriculum, or kurikulum merdeka kampus merdeka (mbkm) so that students from study programs and other tertiary institutions can participate in programming this course (s1 pendidikan bahasa inggris, 2021). these esp courses include five courses: esp program design (esp pd), esp materials development (esp md), esp assessment, esp vocabulary, and esp course design. these courses are designed in such a way that students will have the skills to face the challenges of the world of english education in the present and the future, especially in the field of learning english for special purposes. these esp courses specifically prepare students to be able to answer requests from the industrial world that require learning english for their employees according to their respective fields of work. with the skills learned in esp courses, it is hoped that in the future, graduates of english education study programs will be able to create their own jobs, not depending on the vacancies available at schools or in companies. an example of such esp materials development project is done by rahmiani et al. (2018) for tourism students at a vocational school in kalimantan. in particular, the esp courses under study were esp program design (esp pd) and esp materials development (esp md) because both are early courses in the esp course group. in these two courses, students are provided with how to carry out a needs analysis, the results of which will be used as a basis for designing an english language course program with specific objectives, how to apply the results of the needs analysis into the final objectives and specific learning objectives for the english language program that will be developed. in esp pd, after conducting a needs analysis, students learn to determine general program objectives, the number of face-to-face meetings required by prospective clients, and what target language skills they want to achieve in each face-to-face meeting and then put it in the form of a syllabus. this is similar to what yogman and kaylani (1996) did in their esp class. furthermore, students learn to select and determine teaching materials that are in accordance with the objectives that have been determined in the program design that has been prepared earlier. this is done in the esp md. in compiling this material, students enter relevant vocabulary using the knowledge gained from the esp vocabulary development and esp assessment courses. after students are able to design a complete program with learning 6 script journal: journal of linguistic and english teaching p-issn: 2477-1880; e-issn: 2502-6623 april 2023, vol. 8 no. 1 materials, students learn to design and manage language courses more broadly, including how to select and prepare instructors and hold promotions. the esp pd is a course that teaches the skills of designing a course program and learning syllabus. this course is similar to the syllabus design (sd) course, except that the fields of work are different. in sd, students learn to develop a syllabus and lesson plan (or rencana pelaksanaan pembelajaran) based on core competencies (kompetensi inti) and basic competencies (kompetensi dasar) determined by the ministry of education according to the level of student education (brown & lee, 2015; macalister & nation, 2019). in esp courses, however, the core competencies (ki) and basic competency (kd) are not available because students learn to formulate competency achievement indicators or learning objectives independently based on the results of an analysis of the needs of their prospective students within the scope of eap and eop. the developing efl materials (dem) course is related to one of the esp courses, namely esp md. dem provides knowledge and skills to develop general english teaching materials in junior high, general, or vocational schools. the learning achievement of dem is the mastery of theoretical knowledge and practice of developing english teaching materials according to student contexts as well as real skills in developing teaching materials with a selected high school textbook development project. this knowledge and skills will be used in developing specific english material in the esp materials development course (s1 pendidikan bahasa inggris, 2021). due to the close link between sd, dem, esp pd, and esp md courses, the competencies and skills of students acquired by sd and dem courses are expected to be adapted in the learning process in esp pd and esp md courses. of course, this is still a logical assumption that will happen but it has not been empirically proven. research conducted by yang (2016) shows that independent learning in several courses in tertiary institutions has an essential role in the learning process and the success of learning esp. based on the semester learning plan (rencana perkuliahan semester) for sd and dem courses, there are sixteen knowledge and skills learned in sd and dem courses as follows. by the end of the courses, students are expected to: 1. develop a school english syllabus 2. distinguish between school english syllabus and school english lesson plans 3. knowing the core components of the school's english syllabus 4. explain the definitions of basic competencies and indicators 5. write down the indicators of the basic competencies given 7 pre-service english teachers’ adaptation skills in two esp courses ahmad munir, wiwiet eva savitri, asrori, nur chakim 6. determine the appropriate teaching materials according to the indicator formulation 7. determine the appropriate assessment according to the indicators 8. write down the steps of learning english activities 9. explain the principles of developing school english materials 10. describe the framework for developing spoken and written english materials 11. explain the difference between teaching materials and assessment 12. knowing that the main teaching material is the type of text that is in kd 13. knowing that teaching materials must be designed to achieve learning indicators or objectives 14. develop oral english teaching materials for schools 15. develop written english teaching materials for schools 16. exploiting and exploring text models into tasks in teaching materials for this reason, a study which can explain how pre-service english teachers in esp pd and esp md adapt the knowledge and skills acquired in sd and dem courses into mastering knowledge and skills in the esp pd and esp md is very much needed. with this in mind, esp courses applied in the english teacher education study programs can be evaluated for future improvements, as tsou and chen (2014) suggested. in contrast to leko’s (2015) definition of adaptation, which includes reduction or addition, change, and modification, in this study, adaptation means maintaining (although not up to 100%) old skills (in sd and dem courses) in new contexts (esp pd and esp md courses). 3. methodology this research used a combination between a survey and a basic interpretive study. this is in line with the suggestion by esp research reviewer, gollin-kies (2014), who suggested that esp research methodology in the future should balance between qualitative and qualitative. therefore, this research used a survey, which is quantitative, and a basic interpretive study, which is qualitative. this choice was to meet the purpose of this research, i.e., to find out which methods are adapted and how esp pd and esp md students adapt the knowledge and skills acquired in the course sd and dem into the process of acquiring knowledge and skills in the esp pd and esp md courses. this objective can be achieved with quantitative and qualitative data. this study's respondents were 54 students of the english language education class of 2019 who had taken sd, dem, esp pd, and esp md courses. of these 54 students, 15 participated in a focused group discussion. 8 script journal: journal of linguistic and english teaching p-issn: 2477-1880; e-issn: 2502-6623 april 2023, vol. 8 no. 1 there are two pieces of data collected in this research. the first data is the respondents’ answers to a semi-open-ended questionnaire asking whether they adapted each of the 16 skills learned in sd and dem courses while taking the esp pd and esp md courses. this semi-open questionnaire aims to record unexpected answers as well. the closed question is “which of the 16 knowledge and skills learned in sd and dem courses did you adapt to the esp program design and esp materials development courses?” the list of sixteen knowledge and skills has been presented in the literature review above. the open question is which of the 16 knowledge and skills is the most difficult to adapt and why. this questionnaire was distributed via a google form with a link to the whatsapp group of the class of 2019 english language education study program at a state university in indonesia from july-august 2022. the second data is the answers of fifteen participants willing to participate in group discussions to follow up on the questionnaire results above or deepen the answers to the question of how students adapt or imitate or modify this 16 knowledge and skills. some of the focus group discussion guidelines questions are how you they adapted the skills chosen as adaptation to esp pd and esp md. if it is difficult to answer, the researcher asks the respondent to provide an example of how they adapted the skills. the participants’ answers to the closed questions of the questionnaire were analyzed quantitatively in the form of percentages and modes for all respondents. this means that later the combination of methods may become the mode chosen by the respondents. the open answers in the questionnaire as well as the results of group discussions, were transcribed and analyzed qualitatively by finding categories and themes that lead to explanations of how students adapt the 16 knowledge and skills acquired in sd and dem courses into the knowledge and skills in the esp pd and esp md. 4. findings the research findings elaborated in this section are the combination between questionnaire results and focused group discussion results. the findings cover the knowledge and skills in the esp pd and esp md courses. 4.1. the knowledge and skills adapted in esp pd and esp md the respondents have answered the questionnaire items of which sd and dem’s knowledge and skills they adapted in esp pd and esp md. the results of the analysis of each knowledge and skill adapted to the esp courses are summarized in table 1 below. 9 pre-service english teachers’ adaptation skills in two esp courses ahmad munir, wiwiet eva savitri, asrori, nur chakim table 1 sd and dem’s knowledge and skills adapted in esp pd and esp md knowledge and skills number description of knowledge and skills in sd and dem 1. differentiating between school english syllabus and school english lesson plans 2. knowing the core components of the school's english syllabus 3. explaining the definition of basic competencies and indicators 4. writing down the indicators of the given basic competencies 5. determining the right teaching material according to the indicator formulation 6. determining the right assessment according to the indicators 7. writing down the steps of english learning activities 8. explaining the principles of developing school english materials 9. explaining the framework for developing spoken and written english materials 10. explaining the difference between teaching materials and assessment 11. knowing that the main teaching material is the type of text that is in basic competency 12. knowing that teaching materials must be designed to achieve learning indicators or objectives 13. developing school spoken english teaching materials 14. developing school written english teaching materials 15. exploiting and exploring text models into tasks in teaching materials table 1 shows 15 knowledge and skills acquired by students in sd and dem courses into the esp pd and esp md courses. the table does not contain the knowledge and skills no. 1-developing a school english syllabus. the questionnaire did not explain how to adapt the 15 knowledge and skills acquired in sd and dem courses to esp pd and esp md courses. 4.2. how the participants adapted the 15 knowledge and skills in esp pd during the focus group discussion, the participants focused on at least three topics, namely 1) different course characteristics, 2) different terms in courses, and 3) key concepts or basic concepts in courses. when students were asked how the application differed between the syllabus and lesson plans, they said that the sd and esp pd's characteristics differed. they continued that sd course was characterized by general english while esp pd was for a special english program. this is what respondent dt stated, "as i recall while working on the syllabus design, the syllabus was still in a very general context, while esp was based on needs analysis and was also adapted to that field. if i choose english for online driver. so i adapt it to the students as well as the work." (interview transcript lines 33-36) the same understanding was conveyed by two respondents, sf and ag. for them, because of the different characteristics, they had to adapt the context and contents of the syllabus and lesson plan into the english for occupational contexts. this is what sf stated, "after taking the esp design program course, oh i know it turns out that in vocational high school you have to focus on speaking or reading because i was wrong at vocational high school yesterday." (interview transcript lines 46-48). 10 script journal: journal of linguistic and english teaching p-issn: 2477-1880; e-issn: 2502-6623 april 2023, vol. 8 no. 1 similar to sf, this is what ag explained, "during semester 4, when i was making the syllabus for school, i thought it was very theoretical because i only saw it from the internet, directly picking up what was needed at school, while i felt that in esp it was more practical, because the content of the syllabus itself was simpler than the syllabus in school. based on the templates given by the lecturer, it is simpler than the lesson plan and syllabus that i made for general english.” (transcript of interview lines 53-58) the second way of adapting knowledge and skills in esp courses is related to special terms in elementary courses that are different from esp pd courses. respondent cnd, for example, in elementary school subjects, used the learning objectives and basic competency (kd) set by the ministry of education and used action verbs from bloom’s taxonomy. with knowledge of this term, cnd had to adapt her knowledge in the esp pd course with a new term called “needs analysis” as the source to formulate learning objectives. respondent cnd explained like this, "so for those who wrote explaining the definitions of kd and indicators, i chose adaptation because in elementary courses it is clear that there is an indicator formulation based on the kd that we choose, so when we transfer it to the esp pd course, we explain the difference in these basic competencies, we formulate them ourselves and make them ourselves. whereas in elementary school we follow the publications from the ministry. then the indicators in sd and dem courses when transferred to the esp course are the same indicators we formulate based on the basic competencies that we make ourselves. so when i formulate indicators, they are like variables that we use to measure the changes that occur so that we can achieve the kd. so i adapted it when formulating the indicators in the esp course." (interview transcript lines 75-83) respondent sf agreed with cnd’s statements like this, "... while esp is back again, it's more practical, we don't need to follow. for example, kd is like this, then the stages must be observed, but we are freer to pair what sentences or words are suitable to describe what we want to learn from the material. this. what are the expectations for its development?” (interview transcript lines 8689) this means that in esp pd, cnd's formulation of learning objectives is based on needs analysis. in this process, respondent sf's concern is more with the appropriate choice of action verbs based on real-life situations of his esp clients to use when they use english in their field of work than to be limited by bloom's cognitive domain. in this decision, sf made an adaptation by determining goals and learning indicators based on the needs analysis results, not from the kd determined by the ministry, or basic competencies, without needing to examine the cognitive domain of action verbs. 11 pre-service english teachers’ adaptation skills in two esp courses ahmad munir, wiwiet eva savitri, asrori, nur chakim the third focus is on adapting the 15 knowledge and skills acquired in sd and dem courses to esp pd and esp md, namely the course's key concepts or basic concepts. one of the concepts in sd and dem courses is the concept of teaching materials that esp md and the use of government textbooks in dem must prepare. respondent ag explained as follows, "maybe for esp pd and esp md we compiled english for radio announcer in my opinion it was more difficult because we had to adapt it because the material, we raised was different because there was no english book that explained english for the radio announcer so we had to compile own material” (interview transcript lines 9598). in addition to ag’s authentic materials concepts, respondent fh explained like this, "so if i determine the teaching material is copied, sir, because when i was in jenengan's class before, i used to say that the material had to be authentic, so at that time i modified the material, so i changed the reading a bit, then i had to revise it, he said it wasn't authentic. if it has to be changed like that, so if i decided to copy the material, sir, because the material has to be authentic, sir” (interview transcript lines 116-119) the respondents' explanations in the focus group interviews above show that the method of adapting authentic texts emphasized in the dem course was continued in the esp md. they can already distinguish the basic concepts of esp emphasizing authenticity in teaching materials taken from the original context of a field of work. this shows that students have sufficient understanding and skills to adapt knowledge and skills in new contexts. 5. discussion the results of this study are that the method most used by respondents in using the knowledge and skills learned in sd and dem courses into esp program design and esp material development courses is a way of adaptation, or they maintain (although not up to 100%) their old abilities (in sd and dem courses) in a new context (esp pd and esp md courses). these findings indicate that the pre-service english teachers in this study have the same characteristics as teachers who build new knowledge from old knowledge and develop new skills from old skills. this is certainly very encouraging because it fulfills the expectations expressed by pyhältö et al. (2015) so that teachers have adaptive abilities. this is very fascinating finding which meets the expectation of hirvela (2019) as well as janssen et al. (2015) that teachers as well as novice teachers have adaptive expertise and skills. 12 script journal: journal of linguistic and english teaching p-issn: 2477-1880; e-issn: 2502-6623 april 2023, vol. 8 no. 1 the second finding in the core research is the way the respondents adapt or modify their knowledge and skills in a new context, namely esp pd and esp md, by considering the characteristics of the courses, the specific terms of the courses, and the basic concepts of the courses reflecting evidence-based activities their practice (ebp) (leko, 2015). that is, through previous experience in sd and dem courses, the respondents could make an inventory of their practices which were effective and which were not. they can then assess which knowledge and skills are relevant to use, even adapt or modify in the context of a new course. in explaining the findings above, respondents who explained that they had to change the goals they had written for esp pd to work context-based goals, such as radio announcers, showed that students had mastered the concept of esp when they read resources in class (basturkmen, 2010; woodrow, 2018). from the point of view of teachers or lecturers of sd and dem courses, this study also shows that good modeling, or good practice, can make students study successfully in subsequent related subjects. that is, the results of this study support what jung and ottenbreit-leftwich (2020) found. the respondents had implemented the procedures by the ministry of education according to the educational level of the students (brown & lee, 2015; macalister & nation, 2019). this significant difference confused at first, but later, respondents were able to adapt their skills and even modify them. this adaptability has been fostered in their teacher education, experiencing reality on the ground (esp) and their learning on campus (dogancay-aktuna & hardman, 2008; yang, 2016). they are expected to become professional english teachers after graduation. from the explanation of the research findings above, the respondents implemented adaptations made by choice and adaptations that focused on additional components and adaptations for the benefit of students (leko, 2015). respondents sf, ag, and cnd explained that they made adaptations because they developed an understanding of what esp is that is different from general english. because of that, they adapted their old knowledge about kd and prescriptive indicators to become kd and needs-driven indicators. but they still maintain the core knowledge that, indeed for a language program, basic competence or aim is a core component. 13 pre-service english teachers’ adaptation skills in two esp courses ahmad munir, wiwiet eva savitri, asrori, nur chakim finally, these findings show that students master esp pd and esp md contexts. the results of this study also show that adaptation has been made not by force, but by choice, to the peripheral component and for the benefit of students. this is the contribution of this research to student learning theory in esp. 6. conclusion from the findings and discussion in the previous sections, some of the conclusions of this study are as follows: 1. the participants of this study have adapted almost all knowledge and skills acquired in sd and dem courses into the esp pd and esp md courses. the main adapted knowledge and skills are the ways to formulate learning objectives or performance indicators, from those provided by the government to those developed independently. another component is teaching materials that are developed according to competency achievement indicators or learning objectives that differentiate the general english context, which is the focus of sd and dem courses, from the specific english context, which is the focus of the esp pd and esp md courses. 2. the students adapt the ways of developing indicators and learning objectives in esp pd creatively by considering the clarity of the final learning outcomes with the selection of verbs that are more appropriate and not dependent on the school curriculum standards in the sd course. the selection of teaching materials is also carried out by multiplying authentic texts from the context of the occupation targeted in esp md course. this is a very meaningful new experience for students. 3. students adapt knowledge and skills in previous courses voluntarily, not forced by lecturers, by adapting non-mainstream parts and for the benefit of students or students in the esp context. in addition, they can overcome difficulties in adapting skills so that they are able to make appropriate adaptations and modifications. from all three conclusions, the final conclusion is that esp pd and esp md students have the ability to adapt and modify the skills they learn in sd and dem courses into esp pd and esp md courses. based on the conclusion, some suggestions for the students of esp pd and esp md and their lecturers are made as follows: 1. students currently taking sd and dem are encouraged to internalize the knowledge and skills for the two courses and seek possibilities for adapting them in non-school contexts. 14 script journal: journal of linguistic and english teaching p-issn: 2477-1880; e-issn: 2502-6623 april 2023, vol. 8 no. 1 2. lecturers in charge of sd and dem are suggested to link what the students learn in the two courses with contexts other than school contexts. 3. the study program could provide further training for the adaptation of knowledge and skills in one course into other courses with the curriculum of english teacher education. 7. references aspbi (association of english education program in indonesia). 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(1996). esp program design for mixed level students. english for specific purposes, 15(4), 311-324. doi:https://doi.org/10.1016/s08894906(96)00021-x https://doi.org/10.1080/13540602.2014.995483 https://doi.org/10.1016/s0889-4906(96)00021-x https://doi.org/10.1016/s0889-4906(96)00021-x http://jurnal.fkip-uwgm.ac.id/index.php/script p-issn: 2477-1880; e-issn: 2502-6623 october 2022, vol. 7 no. 2 o p t i m i z i n g t e a c h e r q u e s t i o n i n g s t r a t e g i e s f o r e n h a n c e d r e a d i n g c o m p r e h e n s i o n i n e f l c l a s s r o o m s masduki1 university of muhammadiyah malang, indonesia1 email correspondence: masdki@yahoo.com abstract background: recent developments in reading theory emphasize the significance of an interactive approach to reading comprehension in efl contexts. this study investigates the role of teacher questioning strategies in promoting effective reading comprehension in efl classrooms. methodology: this qualitative classroom research studied teacher questioning and students' responses in reading comprehension classes using non-participant observation and interviews to assess the effectiveness of efl teacher questioning. findings: efl teachers in reading classes used closed and open forms of display and referential questions. they employed questioning strategies such as translation, repetition, and pausing. modifications included probing and rephrasing to improve students' engagement and comprehension. conclusion: in conclusion, the study found that efl teachers in reading comprehension courses used a range of effective questioning techniques, including translation, repetition, pausing, probing, and rephrasing, to enhance student engagement and comprehension. however, the use of complex or punishing questions can impede effective questioning. originality: the novelty of this study lies in investigating the types of questions and strategies employed by efl teachers in reading comprehension courses. additionally, the study provides insight into the relationships among the different types of questions and strategies, and their effects on student engagement and comprehension. keywords : questionong; efl students; efl teachers; reading comprehension. doi : https://doi.org/10.24903/sj.v7i2.1301 received : june 2022 accepted : september 2022 published : october 2022 how to cite this article (apa) : masduki. (2022). optimizing teacher questioning strategies for enhanced reading comprehension in efl classrooms. script journal: journal of linguistic and english teaching, 7(2), 398-412. https://doi.org/10.24903/sj.v3i2.xxx copyright notice : authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a creative commons attribution 4.0 international license that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. 1. introduction reading comprehension in english as a second language (esl) and english as a foreign language (efl) is described by the traditional approach to reading as the simple http://jurnal.fkip-uwgm.ac.id/index.php/script https://creativecommons.org/licenses/by-sa/4.0/ https://creativecommons.org/licenses/by-sa/4.0/ 399 optimizing teacher questioning strategies for enhanced reading comprehension in efl classrooms masduki extraction of information from the text. due to numerous studies, the perception of reading has changed over time, particularly in first-language reading. one such study, conducted by zhao & zhu (2012), highlights the importance of the psycholinguistic model and schema theory in the context of interactive reading. as per this theoretical perspective, the act of reading is a multifaceted process that involves the integration of textual information with preexisting knowledge by the reader. eskey (1970) proposed the interactive model, which conceptualizes reading as a "dialogue" between the reader and the text. this approach takes into account the dynamic interplay between the reader and the text, as well as the interdependence of the lower and higher levels of the reading process. the presented model posits that pre-existing knowledge pertaining to the subject matter can potentially enhance the reader's ability to comprehend the given text. according to landi (2010), fluent reading is a result of the interplay between lower and higher-level reading skills. lower-level skills, such as word and sentence identification, are essential for decoding and comprehending explicit information. on the other hand, higher-level skills demand greater cognitive effort, including reading between the lines to infer implicit information, grasping the author's perspective, and interpreting the text. hence, lower and higher level skills must operate concurrently for fluent reading and good comprehension to occur. in addition, landi's perspective is in line with that of carrell et al. (1988), highlighting the importance of integrating the different levels of reading skills to enhance reading ability. in indonesia, most research on teachers’ questioning techniques has not delved into the cognitive processes or intellectual levels involved. however, simanjuntak & barus (2020) conducted a study to gather information about the learning styles and preferences of inquisitive and critical junior high school students, using the plomp model to foster an interest in reading english literature, promote literacy campaigns, and increase cultural and social value. their research found that using english-language publications for reading literacy is crucial and feasible. similarly, shomoossi (2004) study focused on the impact of teachers’ questioning behavior on student responses, particularly display and referential question types. using a classroom research approach, the qualitative-quantitative study observed the effects of the questions on the students’ responses in four reading comprehension classes at universities in tehran. according to aziza (2018), observing and practicing effective questioning techniques in efl reading classrooms is essential for practical and theoretical reasons. in indonesia, 400 script journal: journal of linguistics and english teaching p-issn: 2477-1880; e-issn: 2502-6623 october 2022, vol. 7 no. 2 there is a growing interest in improving the ability of teachers to generate questions in the context of teaching and learning. to enhance the effectiveness of the teaching-learning process, seminars, workshops, and training programs are organized to equip teachers with the necessary skills (aflalo, 2021; susantara & myartawan, 2020). recently, universities have also implemented the applied approach to promote effective classroom questioning strategies. this trend reflects the importance of developing teachers' ability to generate effective questions, which can ultimately enhance the quality of education. in indonesia, foreign language instruction primarily aims to equip students with communication skills, with a focus on developing reading proficiency for both informational and academic purposes. reading activities in english can pose complex psycholinguistic challenges for certain students who have not yet attained proficiency in the language, thereby hindering their ability to engage in successful academic reading activities (nguyen et al., 2021). the act of reading can be considered as a discourse-centered educational activity aimed at fostering chances for the enhancement of students' cognitive and linguistic growth. (goldenberg, 1991; yang, 2022). therefore, it is imperative to offer instructional assistance to individuals, which may include questioning. in addition, foreign language instruction in indonesia is primarily designed to educate students with communication skills, with a focus on reading skills for information and study. reading in english can be a challenging psycholinguistic task for some pupils who have not yet mastered the language for academic reading success (nguyen et al., 2021). in fact, reading is a type of discussion-based instruction designed to create opportunities for conceptual and linguistic development among students (goldenberg, 1991; yang, 2022). therefore, an effort to provide them with instructional assistance, such as inquiry, is required. in indonesia, foreign language teaching aims to enhance students' communication skills, especially reading skills, for learning and getting information. however, for some students, reading in english can be a challenging psycholinguistic activity due to their limited mastery of the language (nguyen et al., 2021). in this regard, reading can be considered a discussion-based lesson that creates opportunities for students to develop both their linguistic and conceptual skills (goldenberg, 1991; yang, 2022). therefore, instructional assistance, such as questioning, can be beneficial in supporting students in their reading activities. according to research on teacher questioning behavior in efl reading comprehension courses, teachers must generate effective questions that encourage higher-order thinking skills (barnett & francis, 2012; shomoossi, 2004). traditionally, reading comprehension in 401 optimizing teacher questioning strategies for enhanced reading comprehension in efl classrooms masduki esl and efl has been viewed as simply extracting information from the text. however, recent research suggests that reading is a more complex process that involves the reader's background knowledge and linguistic and content schema (carrell et al., 1988; zhao & zhu, 2012). fluent reading and good comprehension require the simultaneous interaction between lower-level identification skills and higher-level cognitive effort (landi, 2010). observing efl teacher questioning and developing effective questioning practices in efl reading classrooms is essential for both practical and theoretical purposes. in practical terms, there is a growing concern in indonesia to improve teachers' skills in generating effective questions to enhance the teaching and learning process (simanjuntak & barus, 2020). additionally, foreign language instruction in indonesia emphasizes the development of students' communication and reading skills, particularly for academic purposes (susanto, 2017).. therefore, instructional help, such as questioning, is necessary to assist students in mastering academic reading activities (goldenberg, 1991). theoretical reasons for effective questioning in efl reading comprehension courses include the role of questioning as a teaching strategy that keeps students actively involved in lessons, enables students to express their ideas and thoughts, helps teachers to pace their lessons and moderate student behavior, and evaluates student learning (brock, 1998). teachers are responsible for managing interaction in the classroom to optimize learning opportunities for all students (allwright et al., 1991). furthermore, teacher questions are crucial in directing students' attention, stimulating verbal participation, and assessing students' academic advancement (yang, 2021). overall, the abundance of research in the field of questioning and the frequent use of questioning by instructors implies that efl teachers must cultivate an extensive repertoire of pedagogical expertise concerning effective questioning in reading comprehension courses. consequently, additional studies examining the factors that contribute to the efficacy of teacher questioning in efl reading comprehension courses are required. the study was mainly conducted to investigate teacher questions in reading comprehension classes. due to the nature of a qualitative study, some important features in need of investigation were known and the researcher actually witnessed them. the study then aims at answering two research questions. first, “what does efl teacher effectively pose the types of questions in rc courses?” second, “how do efl teachers make effective questions in reading comprehension courses?” 402 script journal: journal of linguistics and english teaching p-issn: 2477-1880; e-issn: 2502-6623 october 2022, vol. 7 no. 2 2. methodology the study employed a qualitative research design to investigate the interactive effects of teacher questions and student responses in the classroom setting. specifically, the research project utilized classroom research to observe the nature of teacher questions and the resulting student responses. the data pertaining to the utterances (questions) of teachers and students were acquired via non-participant observation. the research subjects selected for observation were two instructors who teach reading comprehension courses at the language center of muhammadiyah university of malang. as the study necessitated the participants' perspectives and comprehension of specific phenomena, it necessitated the information that was obtained through interviews. the aforementioned statement implies that the data utilized in the research was produced by the research subjects in a subjective manner, and subsequently interpreted by the current researcher in a subjective and qualitative manner. given that the analysis falls under the purview of qualitative research, the current investigation can be broadly classified as qualitative in nature. as a qualitative study, the researcher functioned as the primary instrument for data collection. the employment of the researcher himself as the instrument was based on the following considerations: 1) a human being is more responsive, 2) he is more adaptive to the situations, 3) he can understand the overall context better, 4) he can selectively gather data, thus, come up with the appropriate ones, 5) he can conduct data processing within site and right after the data are collected, 6) he can easily summarize, filter, and explain the collected data, and 7) he can give response to the collected data conceptually (lincoln et al., 1985). thus, human instrument can respond, adapt, emphasize, process, clarify, and explore during data collection and analysis. during the process of data collection, the researcher utilized field notes and videoaudio tape recorders to observe and collect data. the field notes were used to chronicle the researcher's experiences and thoughts during data collection, whereas the video-audio tape recorders were utilized to capture events that occurred during observation. these tools were required because the researcher had certain limitations and weaknesses, such as limited attention span and an inability to recollect everything for an extended period. consequently, field-notes were used to record brief but significant observations during the observations, and the video-audio tape recorders were replayed afterward to capture any events that were overlooked. in addition, the researcher conducted semi-structured interviews with efl instructors and students to collect data on the factors contributing to efl teacher questions' 403 optimizing teacher questioning strategies for enhanced reading comprehension in efl classrooms masduki effectiveness. the interview results supplemented and validated the observational data. the interview queries were designed to elicit specific information in order to gain a deeper comprehension of the observed classroom phenomena. 3. findings the analysis conducted on efl teachers' questioning patterns in reading comprehension courses reveals various types of questions used in class, which include display and referential questions. these two types of questions were used in both closed and open forms, where closed forms require a single correct answer and open forms demand multiple right answers. examples of closed and open forms found in display inquiries include interrogative yes/no questions, wh-questions, commands, and statements. teachers used complete sentences and raised their intonation to transform statements into inquiries. similarly, interrogative yes/no questions, wh-questions, and statements contained closed and open referential inquiries. in contrast, open referential inquiries were posed as wh-questions, statements, or commands. teachers in classroom practices more frequently used display questions than referential questions. regarding the questioning strategies employed by efl teachers in rc courses, three different strategies were identified: translation, repetition, and pausing. the first strategy, translation, involved the teacher translating between english and the students' native language (indonesian) to clarify their explanation or description. interviews with some student subjects revealed that they preferred this strategy, suggesting that their low english proficiency may have influenced their preference for l1 translation. the second strategy, repetition, was used to increase comprehensibility and maximize opportunities for students to answer. this strategy was discovered to increase efl students' engagement in learning, as demonstrated in the observed classes and supported by previous research. the third questioning technique employed by efl instructors is the use of wait time or pausing. the study reveals that instructors paused for an average amount of time, with a mean wait-time of 3.69 seconds for the questions asked. this research also found that many students were willing to answer each question. furthermore, the study indicates that the waittime pause was similar across different types of questions. the efl teachers observed in the study made various modifications to their questioning strategies to pose effective questions. these modifications included probing and rephrasing. probing involved two types of sequencing: focusing on subordinate categories and exemplifications. rephrasing also involved multiple modifications, such as using a hint 404 script journal: journal of linguistics and english teaching p-issn: 2477-1880; e-issn: 2502-6623 october 2022, vol. 7 no. 2 to describe an attribute of the expected response, comparing or contrasting the expected answer with something else, and rephrasing with alternative or choice questions. 3.1 the types of teacher questions in relation to the varieties of questions presented by the educators, it is possible to make the following inferences: 1. based on the observation, the two teachers in this study preferred to ask display questions, while fewer referential and interpretive questions were asked. it is known that display queries activate lower-level skills and emphasize surface-level meanings. in reading comprehension courses, the instructors in this study may have instructed their students to focus on lower-level skills and surface-level meanings. to maximize comprehension, however, queries should target all three levels of information: display, referential, and interpretive. this strategy will facilitate the activation of both fundamental and advanced reading comprehension skills in interactive classrooms. 2. this study recorded the reactions of students to varying types of questions initiated by teachers in classroom settings. it was found that students responded with more lengthy answers to wh-questions as compared to their responses to yes/no questions. as a result, two conclusions can be drawn: firstly, there is a correlation between the types of questions asked by the teacher and the responses provided by students, and secondly, the efficacy of wh-questions is relatively greater since they are capable of eliciting more intricate and complex responses than yes/no questions. 3. the study found that the two observed teachers did not use display and referential questions in the same proportion, indicating that this was a natural occurrence resulting from differences in their teaching styles and strategies. each teacher had their unique approach to teaching, which was reflected in their use of questioning techniques, making it difficult to find identical practices across teachers. 4. the reading process does not strictly follow a fixed pattern of cognitive processes and may have flexible relationships between them. as a result, effective questioning by teachers may depend on the possible combinations of display and referential questions. 5. in the context of reading comprehension classes, the use of display questions was found to be more frequent than referential questions. this suggests that there are two factors contributing to this trend. firstly, display questions typically require a small amount of information and can be quickly verified. secondly, in reading comprehension classes, teachers must ensure all students understand the reading material before moving on. this can be achieved through the use of display questions as a way of checking comprehension, which often elicits short and syntactically simple responses from students. 405 optimizing teacher questioning strategies for enhanced reading comprehension in efl classrooms masduki 3.2 strategies employed by efl teachers to make effective questions in reading comprehension courses the observed teachers employed a variety of questioning techniques in their reading instruction. regarding the strategies, teachers in rc courses employed five distinct strategies when posing questions: translation, repetition, pausing, probing, and rephrasing. according to the present study's findings, translation occurred either from the target language (english) to the student's native language (indonesian) or vice versa. the translation was not always complete; the teacher translated only a portion of the query to ask for the synonym of a particular word. (in limited number). the teacher did not only do the attempt to translate. the students, as observed, quite often did the same thing as well when they had to give the response to the teacher questions. they translated their own response in indonesian. they did it because they felt uncertain with their english. with all of these results, the use of translation strategy suggests several conclusions: 1. the teachers wished to accentuate and clarify matters they explained and described via translation. additionally, it can be asserted that this tactic was rarely employed alone; it was typically combined with other techniques, such as questioning and rephrasing. 2. there was a preference from the observed teachers to use translation. however, this preference varied with the type of the lesson and the students’ ability to comprehend. in addition, the teachers tended to switch to another strategy and to chose the easiest one whenever they felt another strategy they employed did not make the students get involved in the reading text discussion. the teachers admitted using non-english utterances to pose questions when they felt their speeches were incomprehensible. hence, l2 l1 translation might be useful for the students as long as it helped them comprehend their teachers’ questions and gain comprehension on the reading text. 3. the translation was also the students' preferred option. this suggests that students desired the l1 (indonesian) equivalents of their instructors' english speech whenever they found it incomprehensible. the students (mostly undergraduates) required l1 equivalents in order to comprehend their instructors. although it might hinder the process of language acquisition, this could be the fastest way to understand their teachers’ questions. this also suggests that the freshmen had limited english proficiency. this conclusion supports the notion that the preference of students for l1 and the language dominance of the setting may influence the communication strategies and language used in classrooms by instructors. the subsequent approach utilized by english as a foreign language (efl) instructors during reading sessions was the implementation of repetition. the instructor restated the inquiry to ascertain the pupils' comprehension level regarding the queries presented. the strategy of repetition was designed with the dual purpose of enhancing the level of 406 script journal: journal of linguistics and english teaching p-issn: 2477-1880; e-issn: 2502-6623 october 2022, vol. 7 no. 2 comprehensibility as well as optimizing the potential for students to provide responses. in relation to the repetition questioning strategy, it is possible to draw the following conclusions. 1. following (farooq, 1998), this study concludes that, in efl teaching situations, repeating the same questions worked more effectively than only a single asking, particularly when the students got into trouble understanding what was being asked. this is arguing against the existing views that effective questions should avoid usingepetition questioning strategy (kelly, 2018; mazuecos et al., 2020). the observed classes provided ample evidence to suggest that implementing a repetition strategy effectively promoted and enhanced student engagement during the learning process. the numerous iterations were designed with the aim of enhancing not only the level of understanding but also to optimize the chances for learners to respond. this phenomenon is because humans possess a long-term memory that can be readily accessed through repeated associations. thus, the repetition can make it possible for the students to activate and to retrieve their already existing long-term memory that stays relatively permanent in their hippocampus. the present study highlights the use of repeated questioning by teachers, which is consistent with prior research indicating that this strategy is effective in enhancing learners' understanding. 2. the present study also concludes that, through repetition strategy, it was possible for teachers to direct the question to different question targets; questions could be directed to individuals, to groups, or to entire class, or to more able learners, and learners of mixed ability. the repeated question directed to the mixed-ability class might keep all students alert and engaged in the reading process. in adherence to the findings of the present study, the avoidance of repetition in questioning is still questionable. the upholding theory suggesting the repeated question is ineffective can be argued accordingly. the teacher utilized the third strategy of questioning, which involved the implementation of wait-time or pauses. the findings of the current investigation indicate that educators utilized a wait-time of 3.69 seconds. as evidenced, a majority of the inquiries posed by teachers can be answered by their students. furthermore, the intervals of wait-time pauses exhibited a high degree of similarity across various types of questions. meanwhile, in a particular segmentation, the teacher tended to employ a relatively shorter period of wait time. however, it was not at all atypical of many classrooms across the reading classes in esp program. with regard to these results, in ways of conclusion, it can be stated that: 1. moderate period of pause was used by the teachers under the observation. with such a moderate period of pausing, it was possible for the teachers to provide sufficient time for the students to answer each question. this brings about another implication that the observed teachers did not feel the need to give some question types using longer processing time than others. thus, the finding provides impressive testimony to the important role that wait-time can have on students’ response. 407 optimizing teacher questioning strategies for enhanced reading comprehension in efl classrooms masduki 2. there was also as a very rapid questioning rate. in the process of reading, the practice could be perceived as a serious problem for the student subjects, particularly for those who were not well prepared with the response to a question posed by a teacher. in order to make questions effective, the efl teachers under observation implemented several alterations to their questioning approach. the endeavor involved the alteration of an appropriate inquiry through the use of probing and restating techniques. upon implementing these alterations, it was discovered that the instructors in question were able to assist pupils in eliciting the anticipated response during reading-based classroom discussions. as far as the modifications are concerned, there are a number of conclusions drawn: 1. the probing and rephrasing along with the modification were found to be able to increase the quantity and particularly the quality of student participation in reading lessons. the students were able to comprehend the questions easily because they were finally led to elicit the intended responses. 2. a correlation was observed between the extent to which teachers modified questions and the resulting quantity and quality of students' responses. upon making modifications to the questioning techniques, the study discovered a significant amount of evidence indicating that the observed educators were successful in facilitating their students' ability to extract the intended responses during the process of comprehending a written text. therefore, it is advisable for educators to attain a significant level of perceptiveness and consciousness to utilize inquiries most efficiently. 3. modifications of the questioning strategy employed by the observed teachers made the reading classroom interactive. in addition, the teachers with their modified questioning strategies, were able to provide comprehensible input in the acquisition of english as the target language in the classroom. 4. the practice of raising overly complex, ambiguous or “double” questions and using/posing questions as “punishment” impede the practice of effective questioning. double questions left students arguing feverishly for the entire period of questioning without being able to focus on the specific answer. meanwhile, regardless of the intent, posing questions as punishment was unlikely to engage the student actively in meaningful learning and left the students with a poorer self-image, less confidence, and more anxiety. 4. discussion the results of this study provide valuable insights into the types of questions and strategies used by efl teachers in reading comprehension courses, which can have significant implications for effective language teaching. display questions were found to be used more frequently than referential questions, indicating a focus on testing the students' knowledge and understanding of the material rather than encouraging critical thinking and 408 script journal: journal of linguistics and english teaching p-issn: 2477-1880; e-issn: 2502-6623 october 2022, vol. 7 no. 2 analysis. however, it should be noted that this study was conducted in a specific setting with specific teachers and students, so further research is needed to see if these findings can be generalized to other efl classrooms. the use of translation strategy by teachers is an interesting finding, as it suggests that teachers in this setting are using l1 to help facilitate comprehension and learning in the classroom. this is in line with previous research that has shown the benefits of using l1 in language teaching, particularly in the early stages of language learning (cook, 2001; shin et al., 2020; wach & monroy, 2020). however, it is important for teachers to also encourage the use of target language in the classroom, as excessive use of l1 can hinder language acquisition (hall & cook, 2012). the use of repetition strategy by efl teachers in reading classes can be seen as a way to increase student engagement and comprehension. this is in line with previous research that has shown the benefits of repetition in language teaching, as it can help learners to better retain information and improve their overall language proficiency (abdelhalim, 2017; azizi et al., 2020). however, teachers need to use repetition strategically, as excessive repetition can lead to boredom and disengagement among students. the use of wait-time or pausing strategy by efl teachers in reading classes can also be seen as a way to increase student engagement and participation. by giving students time to think about their responses, teachers can encourage deeper thinking and analysis, which can lead to more meaningful and productive classroom discussions. however, it is important for teachers to strike a balance between wait-time and keeping the pace of the lesson moving, as excessive wait-time can lead to boredom and disengagement among students. the alterations made by the observed english as a foreign language (efl) instructors to their questioning approach, specifically the utilization of probing and rephrasing techniques, can be regarded as efficacious methods for fostering critical thinking and analysis skills among students. probing questions that focus on subordinate categories and exemplifications can help students better understand and apply the material being taught. rephrasing questions with clues, comparisons, or alternative choices can help students better grasp and retain the material being taught. these modifications can also help to prevent rote memorization and encourage deeper engagement with the material. one study by (navtria et al., 2020; rachmawaty & ariani, 2019) examined the types of teacher questions in efl classes in turkey and found that the majority of questions were display questions. this finding is similar to the present study's results. another study by (blything et al., 2020) investigated the relationship between the types of questionthe teacher poses and the students' reading comprehension. he study found that high-challenge questions are effective for students of different ages and reading abilities. teachers should be aware of the effect of syntactic forms of questions, especially wh-word questions. the study also 409 optimizing teacher questioning strategies for enhanced reading comprehension in efl classrooms masduki highlights the benefits of corpus search methods for examining the influence of teacher questioning strategies in the classroom. regarding the strategies used by teachers in posing questions, one study by (pan, 2014) found that rpq instruction was more effective than conventional lecture instruction in enhancing the english reading comprehension of efl college students. self-questioning encouraged active engagement with texts, and peer-questioning provided opportunities for students to elaborate on the texts and achieve enhanced comprehension. rpq instruction greatly impacted high-proficiency students, as they often led discussions and provided more explanations. however, for low-proficiency students, appropriate text difficulty was crucial for successful rpq processing. rpq instruction offered limited effects for low-proficiency students, who struggled to generate appropriate questions and lacked confidence in explaining their opinions. future researchers should carefully select reading texts and consider material difficulty levels in rpq instruction. another study by kasim et al. (2020) aimed to identify the most challenging subskills in academic english text reading comprehension among advanced efl learners. descriptive statistics revealed that vocabulary was the most problematic sub-skill, followed by stated detail, inference, main idea, and unstated detail. conversely, reference was the least difficult sub-skill. furthermore, inferential statistics categorized the difficulty in reading comprehension into three levels, with vocabulary being the most challenging sub-skill in level 1. stated and unstated details, main idea, and inference were moderately difficult, i.e., level 2, while reference was the least difficult, i.e., level 3. lastly, vocabulary was found to be correlated with all sub-skills except main idea. in conclusion, this study investigated the types of questions and strategies used by efl teachers in reading comprehension courses. the study found that display questions were used more frequently than referential questions, and that teachers employed translation, repetition, and pausing as questioning strategies. the study also identified modifications in the strategy of questioning, including probing and rephrasing, which can be used to pose effective questions. the findings of this study contribute to understanding how efl teachers can pose effective questions in reading comprehension courses. however, further research is needed to investigate the relationship between the types of questions and students' reading comprehension and to explore the effectiveness of different questioning strategies in promoting students' english proficiency. 5. conclusion this study sheds light on the types of questions and methods employed by efl teachers in reading comprehension classes. according to the findings, teachers use showcase questions more frequently than referential questions. furthermore, the professors use closed and open question types and various methods such as translation, repetition, and pausing. 410 script journal: journal of linguistics and english teaching p-issn: 2477-1880; e-issn: 2502-6623 october 2022, vol. 7 no. 2 these tactics are used differently depending on the objective of the questioning. the translation technique, for example, is used to explain and accentuate the teacher's explanations, whereas the repetition strategy is intended to increase students' involvement and comprehension. probing and rephrasing adjustments are also utilized to pose effective inquiries and urge pupils to think critically. moreover, this study highlights the importance of effective questioning in efl reading comprehension classes. teachers should be aware of the different types of questions and strategies available to them and use them strategically to engage students, clarify concepts, and encourage critical thinking. by doing so, they can create a more interactive and engaging learning environment for their students. 6. references abdelhalim, s. m. 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(2019). investigating the types of teacher questions in efl secondary classroom. proceedings of the sixth of international conference on english language and teaching (icoelt 2018). https://doi.org/10.2991/icoelt-18.2019.6 shin, j.-y., dixon, l. q., & choi, y. (2020). an updated review on use of l1 in foreign language classrooms. journal of multilingual and multicultural development, 41(5), 406–419. https://doi.org/10.1080/01434632.2019.1684928 shomoossi, n. (2004). the effect of teachers’ questioning behavior on efl classroom interaction: a classroom research study. simanjuntak, m. b., & barus, i. r. g. (2020). english reading literacies to improve values among teenagers. seltics, 93–102. susantara, i. p. a. d., & myartawan, i. p. n. w. (2020). an analysis of teacher questions and student responses in the english teaching-learning process. journal of education research and evaluation, 4(3), 247. https://doi.org/10.23887/jere.v4i3.27514 susanto, g. 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(2012). schema theory and college english reading teaching. english language teaching, 5(11), 111–117. http://jurnal.fkip-uwgm.ac.id/index.php/script p-issn: 2477-1880; e-issn: 2502-6623 october 2022, vol. 7 no. 2 299 i s e n g l i s h t e a c h e r s f o r u m c o n t r i b u t i v e t o t e a c h e r s ’ p r o f e s s i o n a l i s m d e v e l o p m e n t ? v o i c e s f r o m i n d o n e s i a n e f l t e a c h e r s susanto1 state islamic university sayyid ali rahmatullah tulungagung, indonesia1 email correspondence: damarsusanto53@gmail.com abstract background: in indonesian, teachers’ competencies in terms of knowledge, skills, and behaviors on lecturers and teachers. some studies have focused on teachers' efforts to improve their professional competence in the domain of academic qualification, while others have looked at how pupils interact with teachers. however, few studies have scrutinized how teachers’ professional development is improved through the teachers forum. methodology: this present study investigated english teachers’ viewpoints on their involvement in the teacher forum and how it was contributed to their professional development in carrying out their professional tasks. this ethnographicqualitative study involved the chief and four members of the teachers forum. the data were collected through interviews and analyzed by applying the procedures suggested by spradley (1979), covering domain analysis, taxonomic analysis, componential analysis, and theme analysis. findings: the findings revealed that the participants had a good perception of the teachers forum, for it was potential for them to develop their pedagogical competence. conclusion: understanding and caring about students' uniqueness, conducting teaching and learning activities (setting instructional objectives, doing teaching activities, assessing students' performance), selecting ict-based teaching media, conducting research, and doing self-teaching reflection supported the teachers forum's pedagogical competence. originality: this study examines how teacher forums can help english teachers become more professional, as opposed to prior research that has focused on teachers' ict abilities, research, and usage of teaching resources. keywords : pedagogical competence; teachers forum; professionalism development. doi : http//dx.doi.org/10.24903/sj.v7i2.1085 received : july 2022 accepted : september 2022 published : october 2022 how to cite this article (apa) : susanto, s. (2022). is english teachers forum contributive to teachers’ professionalism development? voices from indonesian efl teachers. script journal: journal of linguistics and english teaching, 7(2), 299–314. https://doi.org/http//dx.doi.org/10.24903/sj.v7i2.1085 copyright notice : authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a creative commons attribution 4.0 international license that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. http://jurnal.fkip-uwgm.ac.id/index.php/script https://creativecommons.org/licenses/by-sa/4.0/ https://creativecommons.org/licenses/by-sa/4.0/ 300 script journal: journal of linguistics and english teaching p-issn: 2477-1880; e-issn: 2502-6623 october 2022, vol. 7 no. 2 1. introduction although formal education is trusted to contribute to teachers’ professionalism development, lifelong learning is a principal that teachers must always hold to be ready for the instructional innovations. as teachers become the prime aspect of the instructional process, upgrading and updating their knowledge and skills is seriously needed to provide qualified instruction. in line with the language matter, it is widely known that language plays as a vital medium of communication with other parts of the global area. in english language teaching (elt), english teachers are challenged with the rapid development of media and technology, which affects how language instruction is realized. regarding this matter, the education quality in indonesia indicates that english teachers’ professionalism is not yet good. in reality, we find that many students of senior high school, even university students, cannot communicate in english well, although they have been studying english for several years at school. in addition, the printed material they use are dominated by written exercises such as multiple-choice tests that drive students only focus on achieving high scores without giving them many chances or exercises to apply what they have learned in their real life. it requires english teachers to master english instruction learning methods and strategies. teachers are the foundation of education. what teachers know and what they are able to do has a significant impact on the students’ academic performance (khanat et al., 2020; lyngstad et al., 2019; vaisman & kahn-horwitz, 2020). ideally, the teacher is the first one who transfers the knowledge to the students and directly interacts with students in realizing the policy designed by the government. thus, being a teacher needs special skills and knowledge. teacher at different career phase has different professional needs, concerns, interests, aspirations, and expectations (chen & lee, 2021; cooper et al., 2020; huberman, 1992; köseoğlu et al., 2020). teachers are called professionals if they have appropriate educational background fields, high self-initiation and willingness to work, a long time period of experience in teaching and training, and skills and knowledge that they upgrade in continued ways. teachers need to foster their knowledge base for effective teaching. brown (2007) pictures the characteristics of good language teachers; they should have technical knowledge, pedagogical skills, interpersonal skills, and personal qualities. it is in line with the educational ministry regulation of the republic of indonesia no. 16 in 2007 that a teacher should have four main competencies: pedagogical, personal, professional, and social competence. in line with this issue, for instance, the minister of education (moe) of china 301 is english teachers forum contributive to teachers’ professionalism development? voices from indonesian efl teachers susanto initiates a modernization program in which education for secondary efl teachers become the priority since education quality plays a vital role for global challenge especially for science and technology development (medallon & tuzon, 2016; plaisent et al., 2021; seip, 2020). improving education quality is also done continuously by the indonesian government, including improving teachers’ professionalism to develop the competencies they have to possess. the government must commit to ensuring that every student has a chance to learn from competent, qualified, and inspiring teachers to provide a high-quality education. one of the programs implemented by the government as a strategy to support teachers’ professional development is the teachers forum. teachers forum is not the only program to enhance the teachers’ professionalism, but it is familiar and needed as the forum for teachers to learn together to develop their professionalism. gillingham et al. (2020) mention that a teacher forum is a subject-teacher association of certain subject teachers for junior and senior high school levels in a region as a forum to discuss, communicate, and share any issues they find during teaching and learning activities. teachers’ professional development can be explicitly identified in their teaching practices. this professionalism can be enhanced through not only merely in a certain association or a forum. it can also be upgraded to active participation in academic events, such as conferences, seminars, symposiums, workshops, etc. susanto (2020) conducted a study to investigate to what extent attending international conferences affected efl teachers’ performance in efl instruction. this study was also directed to see whether teachers’ are involved in real cultural exposure during interaction with other people with different cultural backgrounds. this quantitative-survey research found that attending international conferences from 5 to 10 times affected efl teachers’ intercultural awareness in terms of attitude, knowledge, skills and awareness reflected in efl teaching practice. the term of teachers forum is similar to collegial collaboration program (ccp) and teacher working group (twg) (mcwhorter & bullion-mears, 1998; musanti & pence, 2010) ccp and twg are forums that give teachers moral support to carry them through failures and frustrations. resources and expertise sharing help them reduce their overload. the activity also helps teachers improve teaching effectiveness by establishing the diverse teaching strategy that individual teachers possess. it provides teachers with mutual feedback to foster their capacity for reflection and the chance to learn from each other to enhance continuous improvement. dealing with the explanation, the researcher found similar arguments conveyed by the members of the teachers forum of english junior high school teachers. they have 302 script journal: journal of linguistics and english teaching p-issn: 2477-1880; e-issn: 2502-6623 october 2022, vol. 7 no. 2 assumptions that teachers forum gives many contributions for teachers to develop their knowledge and skill for their instructional practices, such as designing learning activities, selecting appropriate learning strategies, conducting various assessment techniques, etc. many designed programs of teachers forum to promote teachers’ professionalism are, for example, seminars and workshops. these programs give them chances to discuss problems, trends, and issues related to english language teaching to educational expertise. however, (gridina et al., 2019; nordin, 2016) argue that the goals and contents of development programs often fail due to a mismatch between teachers’ professional needs and the demands of their daily classroom conditions. therefore, a professional development program should integrate multiple teachers’ perspectives and needs. gridina et al. (2019) and shakour et al. (2018) stress development work must treat teachers’ professionalism needs and interests in terms of continuity and progressions which are expected to enhance teachers’ professionalism development. previous researchers have already conducted some studies related to teachers forum. a study by barella (2014) focused on the obstacles and contributions of implementing teachers forum programs. another study conducted by rodhi, (2015) also focused on teachers forum contributions to improve teacher professional development, which affects the students’ achievement. furthermore, a study conducted focused on the practice of teachers forum including the strategies and the models of teachers’ professional development programs implemented in teachers forum (asaoka et al., 2020; céspedes & gutiérrez, 2017). in terms of research design and focus, the present study differed from the previous ones. the current study belonged to an ethnographic-descriptive qualitative with a detailed description of english teachers’ views on teachers forum in enhancing their pedagogical competence. the teachers' forum contributions affected their teaching skill. pedagogical competence is one of four aspects of teachers’ professionalism in which directly correlate with the teachers’ performance in instructional practices. it is also an exclusive competence of teachers which makes it different from other professions. thus, based on the research background, this study is conducted to picture: 1) teachers’ perception of teachers forum in supporting their pedagogical competence and 2) the contributions of the teachers forum reflected in teachers’ efl instruction. 303 is english teachers forum contributive to teachers’ professionalism development? voices from indonesian efl teachers susanto 2. methodology the present study was conducted based on a natural phenomenon on the involvement of english teachers in the routine programs of teachers forum. the teachers forum, in its practice, involves the routine programs and a culture of coaching of a group of teachers, employed an ethnographic study with qualitative approach in which the data were in the forms of statements and descriptions. the study involved the chief and the members the teachers forum in which they were already english teachers. since the needed data were based on the teachers’ experiences, perceptions, and viewpoints during their participation in the teacher forum programs to support their skill in teaching, in selecting the participants, the present study applied a concept of authoritativeness. it implied that the participants were those who had the authority to give information. it means that the chief and the members of the teachers forum had authority as the data sources. they were experienced teachers who had been teaching for at least twenty years and had been taking part in the teachers forum for at least fifteen years. the participants of the study have had at least 20 years. the study's data were collected by conducting in-depth interviews with the selected participants. based on the provided interview guides, the participants were interviewed to investigate their views on the teachers forum, and to what extent it contributes to upholding their professional development to get holistic information on the practice of the teachers forum. the interview was directed to investigate the data dealing with the proposed research questions. each of the participants was interviewed. the saturated data of the study were gotten from the participants. it means that all the needed data dealing with the research questions had been collected from those participants. data were analyzed by applying the procedures suggested by spradley (1980) cover domain analysis, taxonomic analysis, componential analysis, and theme analysis. the analyzed data in the analysis domain were classified into two groups; english teachers' views on teachers forum in enhancing their pedagogical competence and the teachers forum contributions on teachers' teaching skills. componential analysis determines similarities and differences in the relationship among domains that have been classified. this study applied componential analysis after the result analysis of the teachers forum on teachers' professionalism development roles in the taxonomy analysis. the cores gotten by the researcher are the participants' involvement in the teacher forum inspired them to conduct peer coaching and collegiality. 304 script journal: journal of linguistics and english teaching p-issn: 2477-1880; e-issn: 2502-6623 october 2022, vol. 7 no. 2 3. findings the data of the study were presented in two parts; the data presented about the teachers’ perception on the teachers forum in supporting their pedagogical competence and the data presentation about how the teachers forum contributions affect the teachers’ teaching skills. regarding the data analysis employing the procedures proposed by spradley (1980), the findings of the study are presented in a table of componential analysis as follows: table 1. findings presentation in componential analysis focus data/domain data classification component the roles of the teachers forum on teachers’ professionalism development english teachers’ views/perceptions on teachers forum in enhancing their pedagogical competence positive perceptions of the teachers on the teachers forum for the offered programs and activities contribute to facilitating peer sharing or peer coaching and to build up collegiality the teachers forum contributions on teachers teaching skill • related to individual student, understanding, and caring of the students’ uniqueness • related to teaching practice, framing out teaching and learning activities by setting instructional objectives, assessing students’ performance, selecting ict-based teaching media, conducting a researchbased classroom practice, doing self-reflective teaching • related to students’ performance; maximizing in guiding the students to improve their english performance 3.1 the teachers’ perception on the teachers forum in supporting their pedagogical competence since its establishment, teachers forum is intended to facilitate the efl teachers to upgrade their competency in teaching practice. although they have the same subject to be taught in the class, in this case, english, they believe that collegiality to share ideas how to teach english effectively is important to be discussed in a certain organization or a forum. 305 is english teachers forum contributive to teachers’ professionalism development? voices from indonesian efl teachers susanto that is why, teachers forum is believed to have the potential to bridge their need to be more skillful in efl instruction. as it is stated by one of the subjects, “every teacher has a different academic background. this difference affects to what extent she/he gets knowledge on teaching practices. the various teachers’ learning experiences can be a meaningful source to take important lessons. through a forum, each teacher can become a learning source for others”. those differences provide the knowledge capital needed by all teachers. moreover, the forum can be utilized to build up their collegiality. this collegiality is stimulated by the fact that as one of the foreign languages, teaching english is challenging. all the participants believed that no single best method was used in teaching english. as a forum of teacher organization, the teachers forum had routine and development programs to facilitate teachers in developing their pedagogical competence. the availability of the teachers forum becomes a learning environment for the teachers that provides the opportunity to contact all members of the forum. in this learning environment, the teachers have good motivation when they have the opportunity to whom they have to share ideas. the difference in age and teaching experience of the teacher become factors of the need for collegiality. 3.2 the teachers forum contributions on teachers’ pedagogical skills in indonesian context with regard to teacher qualifications, the government has provided a guideline through the laws it enforces. law no 20 of 2003 on national education system, law no 14 0f 2005 on teachers and lecturers, and government regulation no 19 0f 2005 on national standard of education stipulate that teachers must possess academic qualifications, holding at least a sarjana degree (s1) or four –year diploma (d-iv). according to indonesian law no. 14/2005 concerning teachers and lecturers above, competency is a set of knowledge, skills, and behaviors possessed by teachers or lecturers in carrying out their professional tasks. teachers should have and develop personality, pedagogical, professional, and social competencies. personality competencies refer to the teacher’s personal characteristics, which include integrity, stability, maturity, wisdom, authority, good morality, and role models for learners. on the other hand, pedagogical competencies refer to abilities to manage learner learning, including understanding learners, planning and implementing, assessing learner learning, and actualizing learner potentials. meanwhile, professional competencies refer to the teacher’s sound understanding of subject matter knowledge and language skills. finally, social competencies refer to the ability to interact effectively and efficiently with learners, parents, colleagues, school administrators, and the community. on the other hand, (stronge, 2018) has developed the teacher skills assessment checklists to help identify the qualities of effective teachers. the qualities are categorized into five skill areas as follows (1) the teacher as a person, which includes such qualities as 306 script journal: journal of linguistics and english teaching p-issn: 2477-1880; e-issn: 2502-6623 october 2022, vol. 7 no. 2 caring, fairness, and respect, interaction with students, enthusiasm, motivation, dedication to teaching, and reflective practice, (2) the teacher as classroom manager and organizer, which includes organization, disciplining students and classroom management as areas of concentration, (3) organizing for instruction, which includes such components as the importance of instruction, time allotment, teachers’ expectations, and instructional planning, (4) implementing instruction, which includes such aspects as instructional strategies, content and expectations, complexity, questioning and student engagement, and (5) monitoring students’ progress and potential, which places a strong emphasis on students as learners, thus focusing on such areas homework, student progress as well as needs and abilities. from the various opinions given by the language experts regarding the competencies of qualified english teachers must be possessed, it can be inferred that apart from having the suitable or relevant academic qualification, it is recommended that the teacher must have a good teaching practice with their proficiency in english as well as certain personal qualities. these requirements are meaningful so that in real teaching activities, the teacher could integrate content knowledge and pedagogical competence to ensure that all students learn and perform at high levels. the set rules in the educational domain show that teachers play an important role in educational setting. teachers are one key factor in learners’ successful learning. since the purpose of teaching is to facilitate the students to be successful, the critical ingredient of successful learning is, therefore, the professional competence of teachers, the ability to deliver quality professional service designed to increase the probability of successful learning. the teachers argue that teaching is not one and the only activity to facilitate the students to be skillful in english. although the teachers need to prepare a lesson plan and sometimes, they are instructed to share the lesson plan with their colleagues, teaching is not considered as one and the only determinant factor in making students to be successful. the teachers are still insisted on a commitment to understanding and caring for individual students. through teachers forum, the teachers take an important lesson that every learner has his/her uniqueness. each student has different background and experience in learning. this consciousness automatically determines the way how to train, guide or help, monitor, and asses the students’ learning. the teachers’ commitment is not only reflected in conducting teaching, monitoring, helping, guiding, and assessing students’ learning but also in caring toward students’ responses. the students’ responses toward the provided materials can be used as an indicator to make some adjustments. considering students’ responses will be easy to motivate them to learn. practically, in a setting where language is not only treated as a subject to be learned, the teachers always use the students' response as the first concern. consequently, the awareness is directed to adjust teaching practice and provide materials and activities both in and outside the classroom. 307 is english teachers forum contributive to teachers’ professionalism development? voices from indonesian efl teachers susanto 4. discussion in teachers forum, each teacher has many chances to learn more about issues or trends related to efl instruction. the teachers are also facilitated to discuss the problems they encounter in their teaching practices with their colleagues. through collegiality practice, they maximize peer sharing or peer coaching activity. consequently, the teachers gain essential feedback from their colleagues or another individual in the forum treated as an expert. it is supported by the statement of carlisle & berebitsky, (2011), who explains that the presence of experts can help teachers to broaden their knowledge related to their problemsolving activity in the teaching practice. in a collaborative learning atmosphere, expertise would emerge as a group feature rather than be associated with a single individual (ucan & webb, 2015; zhang & zheng, 2020). peer coaching can be beneficial in several ways: it can provide input from senior teachers, provide the novelty teachers with the opportunity for hands-on experience, improve motivation, offer practical classroom application, and develop collegiality. that is why, peer coaching can be understood as formal for introducing an educational innovation and preparing teachers for the change. peer coaching implies a learning situation that arises through the collaboration between two colleagues, with one adopting the role of coach as they explore a particular aspect of instructional practice. in the context of teachers forum, the most experienced teacher would provide feedback and suggestions to the more junior teachers. this practice leads each of the individual teachers to go with his/her self-improvement. moreover, peer coaching supports innovation for teachers. in this innovation, a force enhances a career and makes it constantly self-renewing. they also find out the solution to their problem in their daily teaching activity and learn another effective way of teaching. the teachers believe that getting knowledge and skill of teaching can be achieved merely from formal education and non or informal settings. of the high demand for qualified teachers, they have to continuously improve their knowledge and skill through an ongoing learning process (kong, 2014; pittman et al., 2020). issues related to the individual teacher, student learning strategies, and school leaders' roles are interesting in the educational field. moreover, a true collaboration between teachers is also another interesting one. for collaboration, in its practice, tries to unify two or more figures who are different in their characteristics, it needs continual effort and frequent communication. when the teachers are in their schools setting, they connect with their students, school leader, and colleagues. the teachers insist on knowing their students and how to communicate with them individually and collectively. the variety of students’ backgrounds and learning experiences requires teachers’ special treatment and verbal ability. this influences the process of instruction either in the classroom or out of the classroom. the teachers’ ability to observe students' reactions can be used to decide how best to get their 308 script journal: journal of linguistics and english teaching p-issn: 2477-1880; e-issn: 2502-6623 october 2022, vol. 7 no. 2 point across to different individuals. teachers' capacity to communicate effectively affects their relationships with others, the clarity of their explanations to pupils, and, invariably, student understanding and achievement. in general, verbal ability is related to how well a teacher conveys concepts and skills to students (beal-alvarez & scheetz, 2015; bertschi-kaufmann & graber, 2017; darlinghammond & friedlaender, 2008). when students understand what teachers are communicating, and when teachers understand the signals from their students in terms of their responses, a two-way communication process is created that enhances students' learning. consequently, when the teachers posit themselves as facilitators in teaching practice, they should also be effective communicators. applying verbal ability is to establish a commitment to conduct effective teaching and learning. meanwhile, the teachers use their verbal ability to stimulate and advise students who are not motivated. the purpose is to show the students that they can accomplish the given tasks satisfactorily. the teachers believe that language must be efficient. it means that the main point to be successful in english, students should not only know how english is learned but also how it is used. the consequence of the idea that language must be efficient is that teachers should facilitate students on how to use the language (english) for interaction. those issues become interesting topics for the members of the teachers forum. they have a new horizon from the practice of collegiality in the forum. every teacher is instructed to teach students how to use the language to achieve the idea. what is expected by teachers is that every student can express himself clearly in english. this principle must be kept in mind by every student so that he can learn better. the teachers have the same perception that teachers forum is an effective forum to support their pedagogical competence indicated by their effective teaching practice. as stated previously, in the teachers forum, the teachers have the opportunity to discuss and share their experiences of their teaching practices. the statement of unesco in sumardi (2012) explicitly mentions that the effective way for teachers’ professional development is through teachers forum. this forum can be a professional development vehicle for improving the teachers’ academic ability or pedagogical competence. since the high demand of qualified teachers, they must continuously improve their knowledge and skill through ongoing learning. the finding also reveals that the teachers actualize students’ performance in english. the teachers involve the students in various practices of learning. they have more time to interact with other students in an environment where spoken foreign languages exist. this condition will be more meaningful if the students show a positive attitude to be always participative, disciplined, and committed to their own learning. the teachers believe that regular practice positively contributes to language users. in a foreign language practice, being committed to using foreign languages can be done not only in a formal setting but in a non 309 is english teachers forum contributive to teachers’ professionalism development? voices from indonesian efl teachers susanto formal setting as well. the activities are set in such a way to invite students’ eagerness to participate actively. brown, (2007) stated that various teaching activities did not work if it did not involve students and meaningful activities for learners. to actualize the students’ english performance, according to the teachers, the students are directed to interact, which is potentially beneficial to their learning. the quality of interaction will depend on a number of factors, such as the grade and frequency in which the students cooperate among themselves in their academic tasks, giving feedback to each other in their learning activities, and sharing learning experiences and life experiences. the implementation of an appropriate interaction process constitutes a major component that helps to improve the students’ outcome in many academic and behavioral problems and helps to establish a greater academic environment in the classroom (aschettino, 1993; bealalvarez & scheetz, 2015b; degoy & olmos, 2020; marunda-piki, 2018). in that interaction, students would like to talk to and listen to other students. the reason for such students’ preference may be that when language learners interact with each other, they experience some difficulties as they attempt to use the target language to communicate. as a result, they become aware of what they need to know to express themselves effectively. they may take an effort to ask their fellow students for help. the process of the students’ interaction makes the school environment a more pleasant and friendly place to study. it implies that the teachers also create a good learning environment. they also have their own choice that they prefer practicing the language in informal (in real life) settings rather than in formal settings. schulz (1999) stated that social skills should be explicitly taught to the students so that students could work among themselves, not only in terms of cooperation but also without hostility and the teachers’ authority. encouraging the students to conduct cooperative learning with their peers needs to be conditioned. in a cooperative learning context, many interactive tasks stimulate students’ cognitive, linguistic, and social abilities. cooperative activities, furthermore, integrate the acquisition of these skills and create powerful learning opportunities. as (wei, 1997) states, interactions between more than two persons are necessary for effective communication activities and oral practice. the supportive human environment of a cooperative learning classroom can be built when students work in cooperative teams. as cooperative norms are established, students are positively linked to others in the area of school. in this context, in a supportive atmosphere, english learners can establish more equal status relationships with their peers. when the environment becomes more equal, students are better able to participate based on their actual, rather than their perceived knowledge and abilities. cooperative learning or interaction, fostered by the teachers, helps students learn valuable interpersonal skills that benefit them socially. 310 script journal: journal of linguistics and english teaching p-issn: 2477-1880; e-issn: 2502-6623 october 2022, vol. 7 no. 2 it is generally accepted that interaction can facilitate students’ language development and communicative competence. the proposition of the role of classroom interaction is its contribution to language development simply by providing target language practice opportunities. in the study of interaction in efl classes, interaction is considered a productive teaching technique. interaction facilitates not only language development but also learners’ development. they acquire linguistic knowledge and ability through interaction. the present research is, thus, confirms the previous studies conducted by (kang, 2014; li et al., 2019; yu, 2008). the teachers also foster the students’ english performance through group interaction. in this activity, the students can progress at their own pace and contribute to other’s learning in such a supportive and encouraging learning context. according to vygotsky & cole (1978), all good learning is that which is in advance of development and involves the acquisition of skills just beyond the student’s grasp. such learning occurs through interaction within the student’s zone of proximal development. moreover, vygotsky & cole (1978) states that an essential feature of learning is that it awakes a variety of internal development processes that can operate only when the learners interact with people in their environment and in cooperation with their peers. from the frequent interaction with their peers, according to the teachers, the students are able to develop their potential fully and thus move beyond their current development to the so-called i+1 (krashen, 1985). actualizing the students’ potential is also done by developing their instructional process. some actions usually done by the teachers are diagnosing the students’ potential, giving the students feedback, and motivating the students. from the feedback given, the students make improvement in their performance. 5. conclusion teachers forum is perceived as a potential teachers’ organization that provides fruitful contributions for teachers in developing their professionalism, especially for their pedagogical competence. through its good programs, this organization provides every member with professional development. teachers forum can trigger the teachers to upgrade their pedagogical competence reflected in their efl instruction. the teachers forum contributions on the teachers’ pedagogical competence, based on the result of the study, are reflected in understanding and caring of the students’ uniqueness, conducting teaching and learning activities (setting instructional objectives, doing teaching activities, assessing students’ performance), selecting ict-based teaching media, conducting researches, doing self-teaching reflection, and actualizing the students’ english performance. regarding the teachers forum is perceived as an effective teacher professional development organization, it can be beneficial input for the teachers forum’s committee to optimize programs and activities to meet the teachers’ needs for their teaching practices. this study only pictures a small aspect of teachers’ professional development in a qualitative 311 is english teachers forum contributive to teachers’ professionalism development? voices from indonesian efl teachers susanto paradigm. the further study can be conducted by applying a survey-mixed method to get more comprehensive findings on the effect of teachers forum on teachers’ professional development in the indonesian context. 6. references asaoka, c., miura, d., & okubo, t. 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(2020). the influence of schools’ organizational environment on teacher collaborative learning: a survey of shanghai teachers. chinese education and society, 53(5–6), 300–317. https://doi.org/10.1080/10611932.2021.1879553 8 ahmad zakki maulana et al http://jurnal.fkip-uwgm.ac.id/index.php/script p-issn: 2477-1880; e-issn: 2502-6623 october 2020, vol. 5 no. 2 c h a r a c t e r b u i l d i n g i n l a n g u a g e t e a c h i n g : a n a n a l y s i s o f t h e l e a r n i n g a c t i v i t i e s mohammad ilyas mulawarman university, indonesia email correspondence: milyas1010@gmail.com abstract background: this study aimed to describe how to implement character building in language teaching (indonesia and english) at junior high school. methodology: the study was conducted at smp muhammadiyah 2 samarinda, and the teachers were the subject of the study. in this research, the teachers were assigned as teacher a, teacher b, and teacher c. teacher a and teacher c are females, and teacher b is male. findings: according to the findings of this research, the six different lesson plans that were analyzed contained 12 different character values. the character values were reinforced by two different teachers throughout the various learning activities, and they were also mentioned in a special sub-title. conclusion: the points that demonstrate workshops, seminars, and guidebooks are needed for teachers to learn more about how to assist their students develop as individuals. english teachers should learn more about creating lesson plans which emphasize character development. it is additionally proposed that the teacher make the students realize that they will be developing character by teaching character values in a more direct manner, so that the students may feel the development personally. keywords: character building; english subject; junior high school. doi : http//dx.doi.org/10.24903/sj.v5i2.1080 received : august 2020 accepted : september 2020 published : october 2020 copyright notice : authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a creative commons attribution 4.0 international license that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal. http://jurnal.fkip-uwgm.ac.id/index.php/script https://creativecommons.org/licenses/by-sa/4.0/ https://creativecommons.org/licenses/by-sa/4.0/ 196 script journal: journal of linguistic and english teaching p-issn: 2477-1880; e-issn: 2502-6623 october 2020, vol. 5 no. 2 1. introduction indonesian moral degradation in indonesia has become a more significant concern today. education plays a vital role in addressing the issue of integrating character building in education. character education is a national movement in schools that foster culture, responsible and caring young people as modeling and developing good character through teaching. developing a moral character by emphasizing universally shared principles it is the deliberate and proactive effort made by schools, districts, and states to develop ethical ideals such as compassion, honesty, justice, responsibility, and respect for self and others in children. no "quick fix" exists for character education (farahmadnian & pacukaj, 2014; thalib et al., 2016; yulianti et al., 2016). it implies that character education building requires a long-term undertaking that requires support from all areas of humanity to attain its objective. in order to construct the character values, character building needs a motor. here, teachers play an essential role in those values. teachers must be able to find ways to implement character building in the teaching and learning process. since 2010, character building in education has been a program that the government has socialized. all schools in indonesia are required to implement this program. in line with the government’s regulation, there are 20-character values to be developed (nasional, 2010). they are religiousity, honesty, responsibility, healthy lifestyle (bergayahidupsehat), disciplined, hardwork, confidence, enterpreneurship, logical, critical, creative, and innovative thinking, independence, curiousity, joyfulness of reading, cooperativeness, obedience, respect, courtesy, democratic, environmental care, nationalism, and respect for diversity.the government has also launched the mapping of character values to be developed in each subject. for indonesian and english, there are six character values, that is, respect for diversity, courtesy, confidence, independence, cooperativeness, and obedience (rahman et al., 2017; retnawati et al., 2018). the purpose of character development is to increase the quality of implementation and outcomes of education in shaping the character or morals of students in a holistic, balanced manner. through the practice of character development, students are intended to become individuals who adhere to the pancasila ideology of indonesia. character education contributes to the formation of school culture, which emphasizes the attitudes, customs, habits, and symbols practiced by all school stakeholders and their communities . therefore, character education is anticipated to contribute to the formation of a new generation in indonesia. 197 character building in language teaching: an analysis of the learning activities mohammad ilyas character values are interwoven into the teaching and learning process, self-development activities, and school culture (dwiningrum, 2013; sutomo, 2014; trisiana et al., 2015). therefore, teachers and students should incorporate these ideals into the curriculum, syllabus, and lesson plan. according to retnawati et al. (2018) there are three guiding principles for implementing character education in schools so that pupils see the character values as their own and accept responsibility for them. the primary tenet is continuity. it implies that the process of implementing character values is lengthy, commencing at the beginning of an education level and lasting until its conclusion. the second concept is that character values be infused into all academic disciplines, selfimprovement activities, and school cultures. it indicates that character values are incorporated into every intraand extra-curricular activity topic. the third point is that character values should not be taught as separate concepts. these values will also not be included in the examination. they are integrated into the activities of the class. however, pupils must recognize that they are in the process of forming moral principles. english has become the foreign language most commonly studied in indonesia. it is a required subject taught at all levels of education, from elementary to graduate. it is advantageous to teach excellent character through language by utilizing good words and expressing them in an excellent manner. therefore, character values can be fostered through the study of english. the development of character qualities through the english subject is anticipated to have a favorable effect on children and national development (burr et al., 2014; suprayitno et al., 2019). before integrating character development into the teaching and learning process, teachers should develop lesson plans that incorporate character development. according to jensen (2001), a lesson plan is an exceptionally beneficial instrument that combines guides, a resource, and a historical document that reflects our teaching philosophy, student demographic, textbooks, and most importantly, our students' goals. the objectives were in both the cognitive and affective domains. to incorporate character development into the teaching and learning process, the lesson plan must be modified. adaptation may involve adding or modifying learning processes, indicators, and evaluation strategies to incorporate character values into the teaching and learning process (malihah, 2015; saidek & islami, 2016). budiastuti (2010), rosalina (2011), yulianthi (2012) demonstrated in different subjects that character development was incorporated into the teaching and learning process. the first study by budiastuti (2010)) revealed that character development was adopted in the fashion design class at vocational high school 6 in jogjakarta. the character values integrated were 198 script journal: journal of linguistic and english teaching p-issn: 2477-1880; e-issn: 2502-6623 october 2020, vol. 5 no. 2 religiosity, honesty, enterpreneurship, creativity, and responsibility since the students frequently work in the studio and directly deal with customers. the subsequent research by rosalina (2011) reveals that instructors in gugus 4, kecamatan batujajar, kabupaten bandung barat have already developed lesson plans incorporating character values. however, teachers did not devise activities to implement character development in the classroom. the other study by yulianthi (2012) demonstrates that implementing character development in the english subject at laboratory junior high school, state university of malang, was successful. however, the survey reveals that teachers rarely include character qualities in their class plans. teachers favored implementing character values directly over including character values in lesson plans. concerning this topic, the researcher chose to investigate the implementation of character development in english language instruction at smp muhammadiyah 2 samarinda. since this school is regarded as a private school in samarinda, it is anticipated that the outcomes of this study will serve as a model for character development implementation. 2. methodolgy according to sari & bogdan (1992), qualitative research has five qualities. the natural environment is the immediate source of data, and the researcher is the principal instrument. in this study, the researcher entered the class and sat in the back row. the researcher's presence did not alter the natural atmosphere of the classroom because the children at this institution are accustomed to being monitored by numerous researchers. the second characteristic of qualitative research is its descriptive nature. instead of numbers, the data collected is in words or images. third, it focuses on processes rather than merely outcomes or goods. fourth, it tends to perform inductive data analysis. fifth, "meaning" is an indispensable component of qualitative research. the study was conducted at smp muhammadiyah 2 samarinda, located at sempaja, east kalimantan. the setting was chosen based on some considerations. first, the school implemented character-building immediately after the government launched the characterbuilding program in 2010. it is shown by the mission and vision of this school that are oriented toward implementing character building. second, the school is considered in samarinda based on the input and output rank (diknas kota samarinda: 2012). as a junior high school in samarinda, this school must have high-quality human resources, school facilities, and a teaching and learning process. third, english is taught six hours a week at this school. in line with the principle of character building released by (nasional, 2010), character building is a 199 character building in language teaching: an analysis of the learning activities mohammad ilyas habituation process. from the explanation above, this school's english teaching and learning process is a perfect medium to implement character values, so it can be a model of characterbuilding implementation for other schools. the subjects of the study were the english teachers of smp muhammadiyah 2 samarinda. in this research, the teachers were assigned as teacher a, teacher b, and teacher c. teacher a and teacher c are females, and teacher b is male. teacher a and teacher c were certified teachers, while teacher b is still a junior. teacher a has attended a seminar dealing with character building, while teacher b and teacher c have not. the researcher took the english teachers from grades vii and viii as the subjects because of several considerations. first, the teachers were chosen by the school authority. the english teachers’ coordinator in the school permitted the researcher to conduct research with two english teachers from grade vii and one english teacher from grade viii. second, the researcher could not conduct the research with english teachers from grade ix because they had to prepare the students for national examination. the researchers did document study, observations, and interviews to obtain the data. the document studied was the teachers’ lesson plans. the researcher investigated whether character building was mentioned in the lesson plans or not. in the document study, the researcher used a checklist based on panduan pendidikan karakter released by (nasional, 2010). then the researcher compared the lesson plans to the classroom teaching and learning process. the observations were conducted from november 17th until 29th, 2016. to know the natural condition of implementing character building in english subjects, the researcher did two observations for each teacher. the participants of this research were six classes taught by three english teachers. the classes consist of four classes for vii graders and two for viii graders. the researcher used nonparticipant observation in this study. the researcher did not actively participate in the teaching and learning process to keep the natural and original condition during the observation. during the observation process, the researcher sat in the back row and made field notes to record the activities in the class. the field notes dealt with character building in the english teaching and learning process. it could be seen through how the teacher taught the character values and what character values appeared during the teaching and learning process. the field note form is provided in table 1. table 1 the field note form character learning teacher’s students’ possible notes values in activity activity activity character lesson plan values to be implemented preactivity 200 script journal: journal of linguistic and english teaching p-issn: 2477-1880; e-issn: 2502-6623 october 2020, vol. 5 no. 2 main activity post activity as seen from table 1, the field note was in the form of a table containing five columns. they were character values that appeared in the lesson plan, learning activities, teacher’s activities, students’ activities, possible character values to be implemented in the class, and notes. the second column was divided into pre-, main, and post-activity. to know the implementation of character building in the teaching and learning activity, the researcher wrote down the activities in that field note form in detail. basically, the interview was used to obtain the data from the english teachers to support and crosscheck the findings through the observations. in order to conduct an effective interview, an interview guide was needed to control the questions and answers in the discussion. in this study, there eight questions were given to the subjects. question 1 was made to determine the teacher’s background knowledge about character building. question 2 concerned the teacher’s experience in joining training or workshop about character building. question number 3 was made to dig up the teacher’s opinion on implementing character building in english subjects. question number 4 to 8 related to the implementation of character building in english subject. this study's data were qualitatively examined and published descriptively. observational and interview data were analyzed using a method proposed by (bryman & burgess, 1994). prior to data analysis, the gathered data were reduced and separated into relevant and irrelevant categories. relevant data are those that can be used to support the investigation, whereas irrelevant data do not contribute meaningfully to the study. the pertinent data were evaluated, while the unnecessary data were removed. next was data presentation. the data were identified, categorized, organized, and clarified. the identification process consisted of recognizing and verifying the data. the data were then categorized and organized according to the research questions. we acquired the data from the lesson plan by carefully reading the lesson plan and picking the relevant data. the statistics were then clarified with english teachers. finally, descriptive results of the analysis were provided. 3. findings before doing the observations, the researcher analyzed the lesson plans of the three english teachers. the researcher assigned them teachers a, b, and c. the researcher took two samples of lesson plans from each teacher; therefore, the researcher got 6 lesson plans in total. 201 character building in language teaching: an analysis of the learning activities mohammad ilyas 3.1 the character values within teacher a’s lesson plans the researcher examined the lesson plans that teacher a had provided, and from that, they were able to identify several characters that teacher a intended to use in her classroom. in the first lesson plan given by teacher a, the researcher found the values of confidence, appreciation, responsibility, and innovative and critical thinking. the second lesson plan given by teacher a contains the values of confidence, creativity, responsibility, open-mindedness, and discipline. however, some of the values were not included in the character values launched by the government. those values were appreciation and open-mindedness. after the section titled "instructional objectives," teacher a included a specific point in the lesson plans where she discussed the importance of having good character. the researcher looked in the "learning activities" section, but she was unable to uncover any information that elaborated on character values. the "learning activities" were conceived of by teacher a in the format of a table with four columns. the first column included the various types of activities, followed by the actions of the teacher, the students, and the total amount of time. teacher a did not include a separate column for character values in their assignment. 3.2 the character values within teacher b’s lesson plans the researcher examined the lesson plans that teacher b had provided, and from that, they were able to identify several characters that teacher b intended to use in her classroom. the first lesson plan contained the values of confidence, logical thinking, criticalness, creativity, and innovativeness, responsibility, and open-mindedness. the second one contained values of confidence, politeness, responsibility, activeness, and cooperativeness. after the point "indicator," teacher b mentioned the character values in a special point in the lesson plan. the researcher could also find character values elaboration in the "learning activities" area. teacher b created the "learning activities" table as well. teacher b, unlike teacher a, included a specific column for character values. the table had four columns: steps, activities, time allocation, and character values. 3.3 the character values within teacher c’s lesson plans if the first two teachers inserted plenty of character values for their lesson plans, teacher c only mentioned several dominant character values in her lesson plans. she designed a lesson plan for the first meeting with two character values. they were “activeness” and “confidence,” while for the second meeting, the character values in her lesson plan were activeness, confidence, and cooperativeness. 202 script journal: journal of linguistic and english teaching p-issn: 2477-1880; e-issn: 2502-6623 october 2020, vol. 5 no. 2 teacher c mentioned character values in a specific point after the point "indicator," as we can see from the lesson plan above. the researcher could also find character values elaboration in the "learning activities" area. teacher c created the "learning activities" table as well. teacher c, like teacher b, included a specific column for character values. the table had four columns, one for each of the following: steps, activities, time allocation, and character values. the researcher discovered 12-character values from the six lesson plans provided by teachers a, b, and c. confidence was the most common, followed by logical thinking, politeness, respect, and discipline. furthermore, table 2 summarizes the values contained within the lesson plans. table 2 the character values appearing in the lesson plans no. character values in frequency the lesson plan 1. confidence 6 x 2. responsibility 4 x 3. activeness 3 x 4. innovativeness 2 x 5. criticalness 2 x 6. creativity 2 x 7. open-mindedness 2 x 8. cooperativeness 2 x 9. logical thinking 1 x 10. politeness 1 x 11. appreciating (respect) 1 x 12. discipline 1 x after studying the lesson plans, the researcher observed the implementation of character building in the english teaching and learning process. all observations were carried out in two meetings, one for each teacher. each meeting was 90 minutes. to make the findings more particular and accurate, each observation was undertaken in various classes handled by the professors. 3.4 character values taught in teacher a’s classes the researcher observed teacher a’s class twice. the first observation was done on november 17th, 2015. the class observed was class 8.2.the lesson took place in the first and second periods. in the first meeting, the topic was the statements of agreement, disagreement, asking for and giving an opinion. during this meeting, teacher a taught the character values of creativity, confidence, courtesy, religiosity, respect, cooperativeness, criticalness, and hard work. the second observation was done on monday, january 25th, 2016. the class observed was class 8.6. this meeting also took place in the first and second periods. in this second meeting, 203 character building in language teaching: an analysis of the learning activities mohammad ilyas the topic was announcement and invitation. during the meeting, she taught the character values of courtesy, discipline, environmental care, cooperativeness, hard work, and respect. 3.5 the way teacher a taught the character values in the first meeting, teacher a taught the students the expression of agreement, disagreement, asking for, and giving an opinion. the class took place in the first and second periods. at the lesson's beginning, the students prayed and greeted the teacher. the character values of religion and courtesy were inherent in the praying and reading activities. before discussing the topic, the teacher suggested the students be creative and confident during the lesson. here, the teacher taught the values of creativity and confidence using direct statements. the skill taught at that meeting was listening to skill. however, the teacher did not teach in the language laboratory. she taught listening by reading aloud some sentences twice and asking the students to write whether the statements were in agreement or disagreement. the values of respect and hard work were inherent in the activity. after that, the students were asked to discuss the answers with a partner. the character values of cooperativeness and criticalness were not directly stated, but inherent in asking the students to do the task. after some minutes, the teacher asked the students to read aloud the answers voluntarily. the students raised their hands enthusiastically. the teacher then pointed some students, and the students answered the questions confidently. in the next activity, the teacher gave a worksheet containing material for the topic of asking for and giving an opinion. the teacher asked the students’ opinion about ants. the students raised their hands enthusiastically to get the opportunity to answer that ant is a diligent and hard-working animals. here, the students inferred the value of hard-working. afterward, the teacher taught the value of hard work by using direct statement to encourage the students to be diligent and work hard too in studying to gain success. the teacher then read aloud a conversation and asked the students to repeat it after her. the students worked with their partners and answered some questions related to the conversations. the values of cooperativeness and criticalness were inherent in the activity. after that, the students raised their hands enthusiastically and read aloud the answers confidently. the last learning activity for that day’s lesson was the students’ making a summary from the material shown in the powerpoint slides. in the post activity, the teacher gave homework to the students to make a conversation containing the expressions of agreement, disagreement, asking for and giving an opinion. 204 script journal: journal of linguistic and english teaching p-issn: 2477-1880; e-issn: 2502-6623 october 2020, vol. 5 no. 2 before ending the lesson, the teacher asked whether the students found difficulties or not during the lesson. the teacher greeted the students to end the lesson. in the second observation, the teacher explicitly built the values of discipline and environmental care at the beginning of the lesson. by the time the students finished praying, the teacher had given advice to the students to always be ready for the lesson right after the bell rang. after that, the teacher reminded the students to keep the classroom clean. at this point, the values of discipline and environmental care were not directly stated but inherent in asking the students to clean the classroom before the lesson started. the topic for the lesson was an announcement and invitation. the teacher introduced the topic by using real objects and asking the students one by one whether they had ever received an invitation card. subsequently, the teacher showed a slide containing an example of an announcement and questions related to the text. one of the students read aloud the text while the others were listening. the teacher asked the students to work in pairs and answer the questions. the character value of cooperativeness was not directly stated but was inherent in the pair activity. then the students raised their hands excitedly to answer the questions loudly. in the middle of the discussion, the teacher personally gave advice to one student who ignored the lesson. after that, she advised the whole class to work hard and pay attention to the lesson well. here, teacher a used a direct statement to teach the character values of hard work and respect. before ending the lesson for that day, the teacher gave homework to the students. each student had to make a decorated invitation or announcement text. 3.6 the character values taught in teacher b’s classes the researcher also had two observations on teacher b’s classes. the first observation was done in class 7.3 on november 21st, 2016. the meeting that day took place on the third and fourth period. the topic for the lesson that day was descriptive text. from the first observation, the researcher found some values taught during the teaching-learning process. the values that were implemented in the first meeting were courtesy, confidence, hard work, respect, and cooperativeness. the second observation was done in class 7.1 on november 29th, 2016. the lesson took place on the third and fourth periods. similar to the first meeting, teacher b also taught descriptive text. in the second observation, teacher b taught the values of courtesy, independence, respect, and confidence. 3.7 the way teacher b taught the character values at the beginning of the first meeting, the values of courtesy and religion were inherent in the pre-activity when the class prayed and greeted. after that, the teacher introduced the topic 205 character building in language teaching: an analysis of the learning activities mohammad ilyas for the day’s lesson, that is, spoken descriptive text about describing someone. before the speaking activity, the teacher began with some listening exercises to make the students get used to the vocabulary. the teacher played an audio file about body parts while the students do the worksheet. after that, the teacher and the students discussed the answers together. the value of confidence was inherent when the students read aloud the answers. afterward, the teacher showed a picture of an actress. together with the students, the teacher described the artist. next, the teacher gave the material containing vocabulary in describing people to the students and asked the students whether or not they found difficult words in the material. the teacher asked one student to come to the front and led the class to describe the student together. the value of respect for diversity was inherent during this activity. afterward, the teacher played a guessing game with the class. she gave some clues about someone working in the school by describing the person’s appearance and asked the students to guess who the person is. the teacher implemented the values of criticalness, logical thinking, and curiosity when she played the game with the class. those values were not directly stated but were inherent in the game activity. afterward, the teacher asked the students to make a description of one of their friends in their exercise book. for speaking assessment, the teacher called the students to the front one by one and asked them to describe one of their friends while the other students tried to guess the name of the person being described. this activity's values of hard work, confidence, and curiosity were inherent. in the post-activity, the value of religiosity was inherent in reflection and praying activities. in the second observation, the text discussed was still descriptive text. however, the language skill developed was different. it was reading descriptive text with the topic hobbies. before starting the lesson, the teacher greeted the students. to start the lesson, the teacher showed a picture of gardening and the equipment needed. she taught the value of confidence in asking some students to mention the name of the tools loudly. for the main activity, the value of cooperativeness was inherent in group activities. in groups, the students should do some reading exercises. in this activity, the values of cooperativeness were inherent. during the group activity, the teacher always mentioned how much time given to the students to do each task and asked the students to finish the task on time. here, the students inferred the values of discipline and confirmed by the teacher. afterward, the teacher and the students discussed the answers together. before ending the lesson, the teacher and students made conclusions about the lesson. the lesson ended after greetings. 206 script journal: journal of linguistic and english teaching p-issn: 2477-1880; e-issn: 2502-6623 october 2020, vol. 5 no. 2 from the six observations, the researcher found some character values taught by teacher a, teacher b, and teacher c. table 3 presents the character values taught by the three teachers in six meetings. table 3 character values taught by three teachers no. character values taught by three teachers frequency 1. creativity 1 x 2. confidence 5 x 3. hard work 3 x 4. courtesy 6 x 5. religiosity 2 x 6. respect 4 x 7. cooperativeness 4 x 8. criticalness 3 x 9. discipline 2 x 10. environmental care 1 x 11. independence 1 x 12. respect for diversity 1 x 13. logical thinking 1 x 14. curiosity 1 x according to the table above, the three english teachers taught 15-character values during the six observations. the most commonly taught value was civility, whereas the least frequently taught values were creativity, environmental stewardship, independence, respect for variety, logical reasoning, and curiosity. these 15 ideals were taught in various ways. direct statements were used to teach some of the ideals. other values were implicitly embedded in activities, not explicitly expressed but implied in requesting pupils to perform something and deduced by the students and affirmed by the teacher. teachers frequently did not declare the character values clearly when teaching them, but they were implicit in some exercises. in the six observations, this technique was used 14 times. making students infer and affirm values was a less commonly utilized strategy for teaching character qualities. in the six observations, this technique was used only twice. 4. discussion based on the document study findings, all teachers have designed lesson plans with character values. the values were confidence, responsibility, activeness, innovativeness, criticalness, creativity, open-mindedness, cooperativeness, logical thinking, courtesy, respect, and discipline. faridi & bahri (2016), lestari (2019) stated the educational authority has already mapped six character values for english subjects for junior high school. concerning the formulation of a lesson plan that includes character development, it can be concluded that all three teachers have incorporated character values into their lesson plans. the 207 character building in language teaching: an analysis of the learning activities mohammad ilyas character values were located in a special sub-title below the “indicator” sub-title. unfortunately, the values that were mentioned in their lesson plans did not cover the six character values for english subjects. those values were not elaborated much in each learning activity in the learning procedure. teachers b and c only distributed those values in the main activity, while teacher a did not mention the values in the learning procedure. the three teachers also did not make any modifications to learning steps, indicators, and assessment techniques in the lesson plan that indicated the implementation of character building (hoon, 2014; marini et al., 2018; nagengast et al., 2014). regarding the implementation of character building in english subjects, the teachers tended not to explicitly build students’ character by using direct statements. only teacher a explicitly implemented the character values during the teaching and learning process, whereas teacher b and teacher c did not implement the character values explicitly. concerning the three principles of the implementation of character building launched by the educational authority in 2010, the implementation of character building at smp muhammadiyah 2 samarinda has not fully met the three principles since only one teacher planned and explicitly implemented the character values while the other two teachers did not. based on the results of this study, the suggestions are primarily addressed to the educational authority, english teachers, and future researchers interested in conducting a similar study topic. it is advised that the educational authority provide additional direction to instructors in order for character building to be implemented effectively. more workshops and seminars on the execution of character building might provide direction. the workshops and seminars should address how to construct lesson plans and apply character building in english topics properly. the educational authority should also implement character-building advice books more widely available so that teachers may easily obtain them. workshops, seminars, and guide books are crucial for teachers to get additional knowledge to help students develop their character (ambarita & purba, 2016; ratih, 2017). following that, it is proposed that the school assist teachers in expanding their knowledge of character development. the school should also assess the implementation of character development in the classroom. it is also urged that the school continue to promote the implementation of character development programs. english teachers should learn more about developing lesson plans that include character development. they might receive knowledge by attending seminars or reading guidebooks on the execution of character building published by the educational authority. the knowledge they gained can be used to design lesson plans that include character development and to put 208 script journal: journal of linguistic and english teaching p-issn: 2477-1880; e-issn: 2502-6623 october 2020, vol. 5 no. 2 the values they have planned into action. it is also proposed that the teacher make the students aware that they are in the process of character development by using more direct statements in teaching character values so that the students may directly sense the character development. it is proposed that further scholars look into other aspects of character development. they may be able to witness the material, methodologies, and procedures. the teacher used assessment to conduct character-building in the classroom. they are respect for diversity, courtesy, confidence, independence, cooperativeness, and obedience (irfan, 2016; pradana, 2017). the lesson plan from teacher a, teacher b, and teacher c covered 3 of those values. the teachers planned to implement the character values of confidence, politeness, and cooperativeness among the six-character values. the researcher classified the data from the observations to analyze it based on the teacher's techniques for teaching character values. direct statements were used to teach some of the ideals. other values were implicitly embedded in activities, not explicitly expressed but implied in requesting pupils to perform something and deduced by the students and affirmed by the teacher. according to ramli & wijayanti (2013) state that teachers must make pupils aware that they are in the process of developing good character. direct statements on character values are one technique to make children aware that they are in the process of character development. according to the observations, only teacher a expressly built the kids' characters through direct statements, while the other teachers did not. only four qualities were expressly adopted by instructor a: confidence, creativity, hard effort, and respect. teacher a specifically applied only one of the six mapped values for english: confidence. it is clear from the explanation above that the character values implemented were not the same as those planned by the three teachers. a significant aspect contributed to this. the teacher's lack of experience in integrating character values was a factor. according to the interview results, only instructor a attended the character development workshop. the other two teachers have never attended a workshop or seminar on character development in the english classroom. teacher plays important roles in the implementation of character building. as stated in suhardiyanto (2017) states teacher’s roles in implementing character building in the classroom are as facilitator, participant, and motivator. as a result, teachers must have sufficient knowledge and expertise in character development, particularly in english. first, teacher’s lack of knowledge can be seen in the lesson plan. furthermore, teachers must create lesson plans that involve character development before incorporating character values into the teaching and 209 character building in language teaching: an analysis of the learning activities mohammad ilyas learning process. the teacher should modify the lesson plan in order to incorporate character development into the teaching and learning process. character values can be integrated into teaching and learning by adding or changing learning phases, indicators, and assessment techniques. however, the study found no adjustment in learning processes, indicators, or assessment techniques in the six lesson plans provided by three english teachers. a lesson plan is an immensely beneficial tool that serves as a guide, resource, and historical document that reflects our teaching philosophy and, more importantly, our student goals (jensen, 2001). the goal of character development for pupils would be impossible to fulfill if the teacher did not adjust the learning phases, indication, and assessment technique. only teacher a explicitly implemented character building in the classroom, while the other two teachers did not. from the interview result, teacher b believes that character building was already integrated into teaching and learning activities. similar to teacher b, teacher c also believes that the activities in the teaching and learning process already involve character values. therefore, teachers b and c consider that there is no need to use direct statements in teaching character values. according to the findings, the english teachers at smp muhammadiyah 2 samarinda have already integrated character building in the classroom, despite the fact that some of the planned character values did not match. some values were not applied in the classroom, and some values that were not planned for were implemented during the teaching and learning process. the implementation of character building in english subjects did not fully meet the three principles of character building launched by the educational authority in 2010. first, the principle of continuity can be seen only from one character value mentioned in the lesson plan: confidence. the value of confidence appeared in all lesson plans designed by the three teachers. yet, from the observation result, only teacher a explicitly built the value of confidence in the teaching and learning process. however, the principle of integrating character values in all subject matter was already seen in the school. in school, every subject should integrate character building. english is one of the subjects that must integrate the implementation of character building in the teaching and learning process. as seen from the interview result, the three teachers agreed that the implementation of character building in smp muhammadiyah 2 samarinda. the principal also regularly remindsthe teacher to always implement the character building in every subject. concerning the third principle of character building, that is, developing the students’ awareness of the character values, from the findings and interview results, only teacher a used a direct statement to teach the character values, so the principle was not fully implemented by the three teachers. 210 script journal: journal of linguistic and english teaching p-issn: 2477-1880; e-issn: 2502-6623 october 2020, vol. 5 no. 2 building a person's character is not easy because it takes time. as a result, this study did not address the teacher's assessment of the students' character development. furthermore, different ways are required to internalize the character values. making the pupils aware that they are in the process of character development is also crucial so that the students can judge themselves. as a result, teachers play a vital role in ensuring the success of character development initiatives in indonesia. 5. conclusion concerning the formulation of a lesson plan that includes character development, it can be concluded that all three teachers have incorporated character values into their lesson plans. the character values were located in a special sub-title below the “indicator” sub-title. unfortunately, the values that were mentioned in their lesson plans did not cover the six character values for english subjects. those values were not elaborated much in each learning activity in the learning procedure. teachers b and c only distributed those values in the main activity, while teacher a did not mention the values in the learning procedure. the three teachers also did not make any modifications of learning steps, indicators, and assessment techniques in the lesson plan that indicated the implementation of character building. regarding the implementation of character building in english subjects, the teachers tended not to explicitly build students’ character by using direct statements. only teacher a explicitly implemented the character values during the teaching and learning process, whereas teacher b and teacher c did not implement the character values explicitly. concerning the three principles of the implementation of character building launched by the educational authority in 2010, the implementation of character building at smp muhammadiyah 2 samarinda has not fully met the three principles since only one teacher planned and explicitly implemented the character values while the other two teachers did not. based on the results of this study, the suggestions are primarily addressed to the educational authority, english teachers and future researchers interested in conducting a similar study topic. it is advised that the educational authority provide additional direction to instructors in order for character building to be implemented effectively. more workshops and seminars on the execution of character building might provide direction. the workshops and seminars should address how to construct lesson plans and apply character building in english topics properly. the educational authority should also implement character-building advice books more widely available so that teachers may easily obtain them. workshops, seminars, and guide 211 character building in language teaching: an analysis of the learning activities mohammad ilyas books are crucial for teachers to get additional knowledge to help students develop their character. following that, it is proposed that the school assist teachers in expanding their knowledge of character development. the school should also assess the implementation of character development in the classroom. it is also urged that the school continue to promote the implementation of character development programs. english teachers should learn more about developing lesson plans that include character development. they might receive knowledge by attending seminars or reading guidebooks on the execution of character building published by the educational authority. the knowledge they gained can be used to design lesson plans that include character development and to put the values they have planned into action. it is also proposed that the teacher make the students aware that they are in the process of character development by using more direct statements in teaching character values so that the students may directly sense the character development. it is proposed that further scholars look into other aspects of character development. they may be able to witness the material, methodologies, and procedures. the teacher used assessment to conduct character-building 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(2012). a study on character building in english subject at laboratory junior high school of state university of malang. universitas negeri malang. yulianti, d., khanafiyah, s., & sulistyorini, s. (2016). inquiry-based science comic physics series integrated with character education. jurnal pendidikan ipa indonesia, 5(1), 38– 44. https://doi.org/10.15294/jpii.v5i1.5787 144 script journal volume 1, issue 2, october 2016 ‖ p-issn 2477-1880 ‖ e-issn 2502-6623 http://jurnal.fkip-uwgm.ac.id/index.php/script code switching and code mixing in tourism industry toward multilingual yogi setia samsi university of singaperbangsa karawang ogie_21milan@yahoo.com abstract: asian economics community ( mea ) has big influence for everyone in the world. this agreement will attract more and more people from other countries to come, stay dan work in indonesia. therefore, people need to communicate with more than one language in multilingual culture. this study is sociolinguistic which aimed to find out the form of code switching and code mixing are used by people, to know the purpose and influence of code switching and code mixing that found in tourism industry of karawang toward daily conversation. the data are taken from delonix hotel in karawang by using observation and interview of japanese, english, indonesia, and sundanese people which analyzed about code switching and code mixing as holmes's theory (2013). data interpretation provides that the form of code switching and code mixing are occurred in their conversation in delonix hotel in karawang. the result of interpretation shows that code switching and code mixing is determined by social, cultural, and individual factors. keywords: code switching, code mixing, tourism industry, multilingual introduction communication is very important to inter-personal discussions. it likes how we express ideas from person to person. when communication goes away, part of the idea will be lost or it will be misunderstood by the other person. in this industrial era, there will be problems arising in communication. delonix hotel in karawang has employees from other different country and other region languages. this condition will make problem and decrease understanding among them. therefore, the writer must reduce errors in their communication until people understand the message from speaker in multilingual. moreover, the purpose of this research is to avoid a miscommunication between people in different languages. the data on code switching and mixing have generally been analyzed in terms of one of the following approaches: (a) the linguistic form of code switching and mixing, and (b) the sociolinguistic functions which determine what the influences are and why code mixing and code switching take place (holmes, 2013). mailto:ogie_21milan@yahoo.com 145 script journal volume 1, issue 2, october 2016 ‖ p-issn 2477-1880 ‖ e-issn 2502-6623 http://jurnal.fkip-uwgm.ac.id/index.php/script based on hoffman (1991), he clarified that types of code mixing are: 1. intra-sentential switching / code mixing this kind of code mixing occurs within a phrase, a clause or a sentence boundary, as when a sundanese-english bilingual said: hayu dinner {let go dinner}. this sentence said by sundanese mix with english. 2. intra-lexical code mixing this kind of code mixing which occurs within a word boundary. 3. involving a change of pronunciation. this kind of code mixing occurs at the phonological level, as when indonesian people say an english word, but modify it to indonesian phonological structure. for instance, the word „strawberry‟ is said to be „stroberi‟ by indonesian people. furthermore, the types of code switching are: 1. inter-sentential switching this kind of code switching occurs between clause or sentence boundary, where each clause or sentence is in one language or other as when an adult indonesia english bilingual says: “, they were off-white, you know.” (hoffman, 1991). 2. intrasentential switching in this kind of code switching, tags, exclamation and certain set phrases in one language are inserted into an utterance otherwise in another, as when panjabi/english says: “it’s a nice day, hana?” (hai n? isn’t it). 3. tagswitching this kind of code switching occurs to continue the utterance of the previous speaker, as when one indonesian speaker speaks in english and then the other speaker tries to respond in english also. methodology the writer uses qualitative. this is strengthened by richie & lewis (2003) that “qualitative research is a naturalistic and interpretative approach concerned with understanding the meaning which people attach phenomena (action, decisions, beliefs, values etc.) within their social worlds”. it means that qualitative research is a way to study the object naturally then produce the data in descriptive form both in written sentence or spoken sentence by the object. furthermore, the sample of the research is japanese, english, 146 script journal volume 1, issue 2, october 2016 ‖ p-issn 2477-1880 ‖ e-issn 2502-6623 http://jurnal.fkip-uwgm.ac.id/index.php/script indonesia, and sundanese people. the data is taken from the observation and interview to answer the research. to make a comprehensive, the data will be categorized into groups and interpreted that related to the theories then concluded as the result. finding a. the form of code switching 1. this conversation between the writer and riko (she is japanese) is about guest complaint regarding air conditioner. riko : ohayo gozaimas lia san { good morning ms lia } lia : ohayo gozaimas riko san { good morning ms riko } riko : ogenki desuka { how are you } lia : genki desu { fine } riko : lia san i would like to inform you that i got complain from yoshida san regarding his room his eakono { air conditioner } leaking. he inform us to fix it today lia : it has to be permission from guest riko : of course lia : good we will follow up today riko : arigato gozaimas { thank you } lia : you are welcome in this conversation, she is japanese people, who uses japanese to great her friend. suddenly, she changes her language from japanese to english language. sometimes, she mixes japanese and english in conversation, the reason of language change because of habit, it creates family atmosphere with her friend. based on the data, the writer finds that dialogue use intersentential code switching. the writer can see in line 5, the source uses code switching in center sentences. she uses japanese and english. beside code switching in data 1, the dialogue uses code mixing in conversation. 2. the conversation is between front office agent (fda) with guest. fda : selamat pagi selamat datang di delonix hotel { good morning, welcome to delonix hotel } guest : morning i already booked room in this hotel 147 script journal volume 1, issue 2, october 2016 ‖ p-issn 2477-1880 ‖ e-issn 2502-6623 http://jurnal.fkip-uwgm.ac.id/index.php/script fda : sorry could i borrow your identity card guest : please fda : mr samuel from unipress company yah ? guest : correct fda : your room number 3203, your key and our bellman will accompany to your room fda : happy nice day, terima kasih guest : you are well come in this conversation, fda uses indonesia language to great her guest because of social factor. the standard of greeting in this hotel must great with indonesia language to all guests event though the guest comes from different country. based on conversation above, front office agent uses code switching from indonesia language to english language. based on the data, it finds that dialogue use tag code switching because in this dialogue fda uses code switching in the end sentences. 3. the conversation is between riko (japanese) with her friend ratna. she is sundanese people at staff canten during break time. ratna : time to break makan yuk { lets to lunch } riko : coto coto, { wait } five minute again ratna : tong lama lapar { no long time , hungry } riko : ok me to hungry ratna : gpl ( ga pakai lama ) { quicky } .mm, in this conversation, ratna is sundanese people. actually, she uses sundanese everyday because of her friend comes from other country. she uses code mixing in daily conversation. this conversation mixes language between sundanese and english. the dialogue uses code switching intersensial because the soucer mixes code switching in the sentences. based on data above, all code switching types use code switching intersential, code switching intrasential, and tag switching in hotel 148 script journal volume 1, issue 2, october 2016 ‖ p-issn 2477-1880 ‖ e-issn 2502-6623 http://jurnal.fkip-uwgm.ac.id/index.php/script b. the form of code mixing 1. code mixing in the form of word here is the example: aku tidak tau kenapa saya tidak enak body (i do not know why my body unwell) from the example above, the writer can see that indonesian language is as base language (l1) that mixed english as the different language (l2). source inserted the word keyword in the end of the sentence. other example is: you kudet banget sih, guy ! ( you are not up date / late get news ). from the example above, the writer can know that the source uses english language mixed by indonesia language. 2. code mixing in the form of phrase here is the example: aku berasal dari keluarga dari kelurga broken home. (papa dan mamah bercerai). from the data above, the writer can see that the l1 is indonesia language and l2 is english. the word „broken home‟ comes from an english phrase that the source used in his code mixing. the word „broken‟ and „home‟ have their own function and their meaning. but when these two word used together, they will shape a phrase. other example is: elo out of date banget sih, guys. the analysis is we can see that the l1 is indonesia language and the l2 is english. this phrase is contained of three words; out, of and date. from the those three words have own function and meaning. but after those word became a group of word, they will be a phrase. based on the conversation from all examples above, the writer knows that the form of code mixing is based on their grammatical pattern. they are words and phrases. in fact, the writer found these kinds of code mixing in the conversation. code mixing in term of word can be divided into some categories based on the languages that have been mixed by the source. it is an act of inserting different language (l2) such as indonesia language or english into a basic language (l1). second is code mixing in the form of phrase. it is actually inserting another phrase of another language which is different from the basic language. the writer found that the source of the conversation inserts indonesia language or english phrase when they need certain term in indonesia language or english which is hard to be stated in l1. there are some terms in english that not available in indonesia language, vice versa. moreover, if they translated into the different language, the terms could be changed or the meaning was correct. 149 script journal volume 1, issue 2, october 2016 ‖ p-issn 2477-1880 ‖ e-issn 2502-6623 http://jurnal.fkip-uwgm.ac.id/index.php/script c. the purpose and factors influence of code mixing and code switching people use code mixing and code switching in their utterances because they have some reason. there are many factors motivated people use code mixing and code switching in their communication with other. one of the reason is most of people especially teenagers master two or more language nowadays. this phenomena is called by bilingualism. from the description above, the writer knew that people seldom use one language in their daily conversation, the writer often find people mix and switch their language because of some factors. such as they communicate with other people who come from different background, culture and language. therefore, when people master more than one language they have a tendency to mix and switch their language as communication tools. here, the writer classified the factors or reasons that motivated people used code mixing and code switching in their utterances. there are three factors that influence someone uses code mixing and code switching. the three factors used by the writer in this study. they are social factor, cultural factor and individual factor (hudson, 1980). 1. social factor in the social factor, there are five aspect which influence someone mix and switch their language, they are: participants, topic, situation, place, and the last is setting. from the five aspects, the writer found just three aspects. the first is the participants, it is mostly occurred between soucer and other people. participant is as member of society, it is characterized by dimension of status and solidarity. the example is “teman teman by the way, are you free this week end we need hangout” (friend, by the way, you free this week we need go to some where). from the example above, the writer knew that the l1 is indonesia language as the basic language that used by the source and english as (l2). the participant of conversation occurs between source and her friend in a canteen. it means that this conversation happens out the class because both of them in informal situation. 2. cultural factors sometimes, the factor is also happened when people use code mixing or code switching to the addressee who is not the same region and language. it happens because of showing the speaker‟s background and ethnic identity. in the data, the writer found the examples of code switching and code mixing related to cultural factor. one of the examples is when japanese people with sundanese people speak: “selamat pagi, apa 150 script journal volume 1, issue 2, october 2016 ‖ p-issn 2477-1880 ‖ e-issn 2502-6623 http://jurnal.fkip-uwgm.ac.id/index.php/script kabar hari ini? today we have meeting on 3 pm”. here is the analysis that she changed the code from indonesia language as the first language (l1) to english language as the second language (l2) as the switching sentence. english will not be a strange language anymore for her, so that is why she always switches and mixes her utterances when she speaks to the other people. besides, her education also influences her to use code switching and code mixing in her daily conversation. 3. individual factor individual factor is influenced by two aspects; they are lack or limited vocabulary, and showing up the skill or knowledge. sometimes, people change the code in their utterance because they do not find the appropriate word to convey or they want to be judged by people automatically as educated people. moreover, english language is very popular nowadays. so, it is not strange anymore when teenagers nowadays use foreign language in their communication. in this data, the writer found example such as word „happy ending‟. happy ending means akhir yang baik or something which ends happily. the word „happy ending‟ sound is better to be heard than the word akhir yangbaik, because „happy ending‟ is a familiar enough in our ear. everybody will understand this meaning, especially for those who are still teenagers. when people used this word in the utterance, it means that she/he would like to show up her ability and skill in mastering many languages. discussion in this part of the point, the writer discuss about the finding of the study that have been described and its relationship with the theories in the previous chapter. this study of research is about code mixing and code switching used in conversation. in the other hand, the action of code mixing and code switching from one language into another language is called code mixing and code switching. based on the statement problem, there are two questions to be answered in this study. here, the writer has to understand about the form of code mixing and code switching grammatically in order to can divide both of them correctly because the code switching has its own grammatical structure as well as code mixing. furthermore, the writer also found the reasons of changing the language such as social, cultural, and individual factors as written in theory by hudson (1980). he described that codes switching as one of linguistics phenomenon are “learned from other people, they are 151 script journal volume 1, issue 2, october 2016 ‖ p-issn 2477-1880 ‖ e-issn 2502-6623 http://jurnal.fkip-uwgm.ac.id/index.php/script one part the cultural a whole and as such are learned from the same people”. on the other hand, there are many factors that can determine code switching and code mixing. conclusion life in multicultural ethnics like indonesia country is possibility for us to use code mixing and code switching in daily communication with other people or ethnics. as an employees who works at tourism industry especially hotel. the writer and everybody usually use code mixing and code switching in daily conversation with guest or with colleague because of different countries, cultures, and languages. both of code mixing and code switching occur when the conversation uses both of languages together in a single utterance. furthermore, there are many types of code switching and code mixing such as emblematic, inter-sentential, establishing continuity with the previous speaker, involving a change of pronunciation, intra-sentential, intra-lexical code mixing. bibliography hoffman, c. (1991). an introduction to bilingualism. new york: longman. holmes, j. (2013). introduction to sociolinguistics (fourth). new york: routledge. hudson, r. a. (1980). sociolinguistics. cambridge: cambridge university press. richie, j., & lewis, j. (2003). qualitative research practice a guide for social science students and writers. london: sage. 1 script journal volume 1, issue 1, april 2016 ‖ issn 2477-1880 ‖ e-issn 2502-6623 http://jurnal.fkip-uwgm.ac.id/index.php/script critical discourse analysis of eminem’s “love the way you lie part ii” arbain widya gama mahakam university arbain@fkip-uwgm.ac.id muhammad taufiq arie sandi widya gama mahakam university taufiq.arie@gmail.com abstract: this study is to analyze songs from eminem which is related to his life story. in examining the songs, the researchers used the three inter-related processes of analysis tied to three inter-related dimensions of discourse proposed by faiclough‟s model of cda. this study applied qualitative design with the content analysis approach. the analysis of this research focused on the words used such as african american vernacular english variety, informal language and american slang in the lyrics of the song love the way you lie part ii and explain them. the result findings showed that there was a transcultural process or cross cultural in the song lyrics. there was a hiphop culture which was moved, changed and reused to create a new identity of the eminem. there were 25 words and clauses of aave, 3 words of informal language and 1 word of american slang language in the lyrics of the song of love the way you lie. keywords: song lyrics, critical discourse analysis, african-american vernacular english introduction along with the times, music also evolve. we knew the traditional music, classic music and also popular music. in this era, we lived in the popular culture. we knew the terms like rock „n‟ roll, rock,,pop, hip-hop, and r&b. “…popular music‟ with commercially mass produced music for a mass market, and including the variety of genres variously subsumed by terms such as rock „n‟ roll, rock,pop, hip-hop, and r&b (shuker, 1993). in this study, the writer chooses hiphop which is sung by eminem. one of the part of hiphopis a rap technique that is usually sang by blacks american. furthermore, nowadays, there is also white people who sing rap, such as eminem. this is what we called rap techniquein hiphop. the lyrics of rapsongidentically with the personal expression of a singer or songwriter. the song lyrics often contain rude words which is actually the expression of feeling of the singer. eminem whose real name is marshall maters, a white rapper who was controversial because his song lyrics contain rude words, thus inappopriate to be heard by children under the age who could only captured what they saw and heard without filtering it first. mailto:arbain@fkip-uwgm.ac.id mailto:taufiq.arie@gmail.com 2 script journal volume 1, issue 1, april 2016 ‖ issn 2477-1880 ‖ e-issn 2502-6623 http://jurnal.fkip-uwgm.ac.id/index.php/script to the more particular matter, this study is dealing with discourse analysis since it is considered to be important in our life. according to fairclough (1995b), the media and media discourse are clearly a powerful presence in contemporary social life; particularly since it is a feature of late modernity that cultural facets of society are increasing silent.. it follows that it becomes essential for effective citizenship that people should be critically aware of culture, discourse, and language, including the discourse language of media. the term “discourse” is explained by fairclough to refer to a spoken or written language, such as visual images (photography, film, video, and diagrams) and non-verbal communication. language used in any text always consists of social identity, social relations, and a system of knowledge and belief. that means any text makes its own contribution to shaping or framing society and culture. another fact that makes cda special is what chouliaraki & fairclough (1999) post that cda has a particular contribution to make. they argue that, "the past two decades or so have been a period of profound economic social transformation on a global scale". they believe that although these changes are due to particular actions by people the changes have been perceived as "part of nature", that is, changes and transformations have been perceived as natural and not due to people's causal actions. the recent economic and social changes, according to chouliaraki & fairclough (1999), "are to a significant degree..... transformations in the language, and discourse", thus, cda can help by theorizing transformations and creating an awareness "of what is, how it has come to be, and what it might become, on the basis of which people may be able to make and remake their lives" . related to discourse analysis, fairclough is one of scientists who has a specific research on discourse analysis, particularly about critical discourse analysis (cda). in this case, fairclough (1995a) defines cda as discourse analysis which aims to systematically explore often opaque relationships of causality and determination between (a) discursive practices, events and texts, and (b) wider social and cultural structures, relations and processes; to investigate how such practices, events and texts arise out of and are ideologically shaped by relations of power and struggles over power; and to explore how the opacity of these relationships between discourse and society is itself a factor securing power and hegemony. based on above explanation, a research on cda comes with interesting area to be investigated. particularly, this research‟s objective is to analyse three inter-related dimensions of discourse proposed by fairclough‟s model of cda in eminem‟s songs. in addition, the 3 script journal volume 1, issue 1, april 2016 ‖ issn 2477-1880 ‖ e-issn 2502-6623 http://jurnal.fkip-uwgm.ac.id/index.php/script researcher focused on the words used such as african american vernacular english variety, informal language and american slang. methodology in this study, the researchers used qualitative research in reason of that the analysis was dealing with studying eminem song‟s which was related with his life story. according to yin (2011), there are five features of qualitative research, first is studying the meaning people‟s lives, under real-world conditions; second is representing the views and perspectives of the people in a study…. creswell (2009) states, “qualitative research is a means for exploring and understanding the meaning individuals or groups ascribe to a social or human problem. definitely, this study applied critical discourse analysis design with qualitative approach. fairclough (1995) defines critical discourse analysis as “discourse analysis which aims to systematically explore often opaque relationships of causality and determination between (a) discursive practices, events and texts, and (b) wider social and cultural structures, relations and processes.” this study focused on analyzing the words used in the eminem song‟s lyrics of love the way you lie part ii. the researchers wanted to know the meaning of the songs by using critical discourse analysis theory. to analyze the data, this study used an interactive model of analysis from miles & huberman (1992) as follow: 1. 2. figure 3.1 procedure of data analysis in the reduction stage, 10 best eminem songs were collected and read thoroughly by the writer. when reading the song lyrics, the researchers identified any text in terms of words, sentences, or paragraphs whose characteristics were appropriate with eminem life‟s data display data reduction conclusion drawing data collection 4 script journal volume 1, issue 1, april 2016 ‖ issn 2477-1880 ‖ e-issn 2502-6623 http://jurnal.fkip-uwgm.ac.id/index.php/script story. the researchers ends the reduction by sorting 2 best songs that the contents have more relevant with the criteria of eminem life‟s story. in the data display stage, the researchers presented the analysis of the song lyrics every couplet using approach of critical discourse analysis. the researchers also identified any text in terms of words whose are appropriate with african american vernacular english, informal language and american slang words. in the end, the researchers presented the transculturation in the song lyrics of eminem. in the data verification and conclusion drawing, the researchers verified the display and resulted of cross-check with other data and relevant theory as well. in this stage, the researchers did three times cross-check and more than five times revision to find final data. prior to final data, all kinds of data that are confused are checked again with sources of data, theory, and consulted with the advisors. moreover, to measure the data validity, the researchers used triangulation to validate the data. triangulation refers to activity to check the result of interpretation made by the researchers in accordance with other sources in means of theories, interpretation of peer group, or other research findings by other writers (bogdan & biklen, 1992). in addition, an important way to strengthen a design study is through triangulation. there are four basic types of triangulation proposed by miles & huberman (1992): a. data triangulation: the use of variety of data sources in a study. b. investigator triangulation: the use of several different writers or evaluators. c. theory triangulation: the use of multiple perspectives to interpret a single set of data. d. methodological triangulation: the use of multiple methods to study a single problem. in this study, triangulation was used in the sense that the conclusion was not convincing or inaccurate. in here, the researchers used data triangulation and theory triangulation. first, the researchers interpreted data (data triangulation), after that the researchers checked the data interpretation. the researchers consulted and combined his own analysis and his advisors of the study. then in theory in triangulation, the researchers checked the interpretation of data analysis with relevant theories particularly criteria of critical discourse analysis, african american vernacular english and transculturation. finding in examining the songs, the researchers used the three inter-related processes of analysis tied to three inter-related dimensions of discourse proposed by faiclough‟s model of cda. thus, the researchers has done the stages as follows; the first analytical focus of 5 script journal volume 1, issue 1, april 2016 ‖ issn 2477-1880 ‖ e-issn 2502-6623 http://jurnal.fkip-uwgm.ac.id/index.php/script fairclough's three-part model is text. analysis of text involves linguistic analysis in terms of vocabulary, grammar, semantics, the sound system, and cohesion-organization above the sentence level. the second is discourse practice. in this second dimension we will see the content of ideology or understanding of the processes of text production and text consumption. meanwhile, the forming of the discourse can be a backgound knowledge, interpretation and context. the researchers will analyze interpretation and context in the words of the song lyrics. the last dimension is socio-cultural practice, it is how social context out of the text can influence the discourse. overall, the song lyrics of eminem song‟s used many informal language such as aave, informal language and american slang in his song lyrics has a certain purpose. the researchers found that certain purpose as following: first, the used of that such of informal language and slang language showed eminem identity‟s, the song researchers and the singer and as the rising generation of america who love the freedom of expression. it also intent on target market of this song were teenagers or rising generation who love hiphop music. it also to made eminem get closer to his fans. in this globalization era, all things were free and there was no limit, likewise the effect of the song to the listeners. the listeners carried away in the song, they felt like being in the story of eminem song‟s. some of the listeners also imitating the words in the song. second, the used of aave in his song lyrics was also showed eminem identity‟s and ideology‟s. in this case, eminem identity‟s was a part of blacks american who used aave as a daily language. eminem who was originally whites american but growing in detroit which was majority of the citizen were blacks. he showed his identity as a whites american who anti-racist. this anti-racist ideology brought by eminem by his way sing hiphop which was actually blacks american culture. eminem feeling‟s can reach or touch the listeners feeling because the words in the song really shows eminem feeling‟s and the situation he was in. in this song, the feeling of being in bad and abusive relationship, the ups and downs relationship. the choice of featured singer, rihanna. eminem did not choose her just because her fantastic voice. but everybody known in early 2009, a violent incident with ex-boyfriend chris brown put rihanna in the spotlight in a far less consensual way than her many hit singles had. photos of rihanna‟s battered face were leaked to the media, preventing rihanna from maintaining any privacy in matter. brown soon pled guilty to felony assault and begged fans for forgiveness, while rihanna unwittingly became a public advocate on issues of domestic violence. 6 script journal volume 1, issue 1, april 2016 ‖ issn 2477-1880 ‖ e-issn 2502-6623 http://jurnal.fkip-uwgm.ac.id/index.php/script there were coding in the analysis below as follows: å-001 = 1 st line of the song of love the way you lie å-011 = 11 st line of the song of love the way you lie and etc. ñ-001 = 1 st line of the song of love the way you lie part ii ñ-011 = 11 st line of the song of love the way you lie part ii and etc. discussion this song released in 2010 in the album “loud” by rihanna but this song was also written by eminem. this song “love the way you lie part ii” is the sequel of the love the way you lie. this song instead looks at the situation from the female perspective, with rihanna taking lead this time around. a. the first couplet. it was sung by rihanna. there is no such of words whose kinds of african american vernacular english, informal language and slang words in these couplet because these couplet was not written by eminem, but alexander grant who also known as alex da kid. he was a british, so that he was not influenced by the aave. b. the second couplet. it was chorus which was sung by rihanna, it was exactly same as the chorus in the song love the way you lie. there were 2 words of aave identified as the table below: no code the word typical word 1 ñ-009 & ñ-011 gonna african american vernacular english tabel 1. 2 words of aave this couplet has a discourse of forgiveness that come with love. how love blind us, if we will. she (rihanna) or eminem himself actually was making excuses for the way their partner (chris brown for rihanna and kimberly scott for eminem) treated them. in the end of the couplet, the sentence “i love the way you lie” repeated two times to show the pressure or stress that rihanna or eminem would keep loving their partner whatever their partner did even wrong. c. the third couplet. it was still sung by rihanna. there is no such of words whose kinds of african american vernacular english, informal language and slang words in these couplet because these 7 script journal volume 1, issue 1, april 2016 ‖ issn 2477-1880 ‖ e-issn 2502-6623 http://jurnal.fkip-uwgm.ac.id/index.php/script couplet was not written by eminem, but alexander grant who also known as alex da kid. he was a british, so that he was not influenced by the aave. d. the fourth couplet. it was back to the chorus which was sung by rihanna. there were 2 words of aave identified as the table below: no code the word typical word 1 ñ-023 & ñ-025 gonna african american vernacular english tabel 2 2 words of aave this couplet has a discourse of forgiveness that come with love. how love blind us, if we will. she (rihanna) or eminem himself actually was making excuses for the way their partner (chris brown for rihanna and kimberly scott for eminem) treated them. in the end of the couplet, the sentence “i love the way you lie” repeated two times to show the pressure or stress that rihanna or eminem would keep loving their partner whatever their partner did even wrong. e. the fifth couplet. it was still sung by rihanna; there were 2 words of aave and 2 wwords of informal language identified as the table below: no code the word typical word 1 ñ-029 masochist informal langague 2 ñ-030 wanna african american vernacular english 3 ñ-031 „til informal langague 4 ñ-031 goin‟ african american vernacular english tabel 3 2 words of aave f. the sixth couplet. it was sung by eminem with his rap technique. there were 5 words of aave and 1 word of informal language identified as the table below: no code the word typical word 1 ñ-035 awfully informal language 2 ñ-047 countin‟ african american vernacular english 3 ñ-048 startin‟ african american vernacular english 4 ñ-050 counsellin‟ african american vernacular english 8 script journal volume 1, issue 1, april 2016 ‖ issn 2477-1880 ‖ e-issn 2502-6623 http://jurnal.fkip-uwgm.ac.id/index.php/script no code the word typical word 5 ñ-052 ain‟t african american vernacular english 6 ñ-053 fuckin‟ african american vernacular english g. the seventh couplet. it was also the last couplet was back to the chorus which was sung by rihanna, but the clause i love the way you lie repeated 3 times. there were 2 words of aave identified as the table below: no code the word typical word 1 ñ-054 & ñ-056 gonna african american vernacular english tabel 4 2 words of aave this couplet has a discourse of forgiveness that come with love. how love blind us, if we will. she (rihanna) or eminem himself actually was making excuses for the way their partner (chris brown for rihanna and kimberly scott for eminem) treated them. in the end of the couplet, the sentence “i love the way you lie” repeated two times to show the pressure or stress that rihanna or eminem would keep loving their partner whatever their partner did even wrong. no couplet words or clauses aave informal language american slang 1 first couplet 2 second couplet 2 3 third couplet 4 fourth couplet 2 5 fifth couplet 2 2 6 sixth couplet 5 1 7 seventh couplet 2 grand total 13 3 tabel 5 the song of love the way you lie part ii summarize of the findings it showed that there are 25 words and clauses of aave, 3 words of informal language and 1 word of american slang language in the lyrics of the song of love the way you lie. meanwhile, in the song of love the way you lie part ii there are 13 words of aave, 3 words of informal language. the informal language and american slang found 9 script journal volume 1, issue 1, april 2016 ‖ issn 2477-1880 ‖ e-issn 2502-6623 http://jurnal.fkip-uwgm.ac.id/index.php/script were also a habbit of the blacks citizen in their daily conversation. the domination of the aave showed that eminem who was whites american was influenced by the culture of the blacks citizen. eminem who was white people has an interaction with black people in detroit, the place of eminem lived and growth when he was child. therefore, the researchers found that environment influenced people. conclusion purpose and objectives of these song lyrics was to give an overview of his bad and abusive relationship with his ex-wife kimberly scott. better yet, the ups and downs relationships in general. there was a transcultural process or cross cultural in the song lyrics. there was a hiphop culture which was moved, changed and reused to create a new identity. in this case, hiphop culture which was actually belongs to blacks american experiencing transculturation so that create a new identity. eminem identity‟s as a whites hiphop singer from america. there were 13 words of aave, 3 words of informal language. the informal language and american slang found were also a habbit of the blacks citizen in their daily conversation. the domination of the aave showed that eminem who was whites american was influenced by the culture of the blacks citizen. eminem who was white people has an interaction with black people in detroit, the place of eminem lived and growth when he was child. therefore, the researchers found that environment significantly influenced people. bibliography bogdan, r. c., & biklen, s. k. (1992). qualitative research for education: an introduction to theory and methods. boston, ma: allyn and bacon. chouliaraki, l., & fairclough, n. (1999). discourse in late modernity : rethinking critical discourse analysis. edinburgh: edinburgh university press. creswell, j. w. (2009). research design qualitative, quantitative, and mixed methods approaches. california: sage publication, inc. fairclough, n. (1995a). critical discourse analysis: the critical study of language. london: longman. fairclough, n. (1995b). media discourse. london: edward arnold. miles, m. ., & huberman, a. m. (1992). analysis data kualitatif”. translated by tjetjep rohendi rohidi from “qualitative data analysis “. jakarta: ui-press. shuker, r. (1993). understanding popular music. retrieved from http://www.nyu.edu/steinhardt/e/pdf/humsocsci/mias/readings07/104.pdf 10 script journal volume 1, issue 1, april 2016 ‖ issn 2477-1880 ‖ e-issn 2502-6623 http://jurnal.fkip-uwgm.ac.id/index.php/script yin, r. k. (2011). qualitative research from start to finish. new york: a division of guildford publications, inc. copyright © 2017, script journal: journal of linguistic and english teaching, p-issn 2477-1880, e-issn 2502-6623 http://jurnal.fkip-uwgm.ac.id/index.php/script script journal: journal of linguistic and english teaching p-issn: 2477-1880; e-issn: 2502-6623 april 2017, vol. 2 no. 1 received: february 2017 accepted: april 2017 published: april 2017 article doi: http://dx.doi.org/10.24903/sj.v2i1.66 improving students’ vocabulary mastery by using blended learning model in politeknik negeri padang muthia damayanti politeknik negeri padang muthiadamaiyanti@gmail.com indah sari politeknik negeri padang indahsari.048@gmail.com abstract: the research aims at improving the vocabulary mastery of students at politeknik negeri padang for the 2015/2016 academic year by applying a blended learning model. blended learning is an interactive learning model which combines face-to-face with web-based learning. vocabulary is a vital sub-skill in mastering a language and thus a suitable topic for a classroom action research (car). the car theory applied is by kemmis & l, (1998) and the blended learning theory used is by bersin, (2004). the instruments are test, observation, field note and interview. quantitative data are collected by a test result in which it is used to see how the student’s vocabulary mastery progresses after applying the blended learning model. qualitative data gathered included observation, field note and interview analyzed descriptively in order to find out the factors affecting student’s vocabulary mastery by implementing blended learning.. keywords: blended learning; vocabulary mastery. http://jurnal.fkip-uwgm.ac.id/index.php/script http://dx.doi.org/10.24903/sj.v2i1.66 mailto:muthiadamaiyanti@gmail.com mailto:indahsari.048@gmail.com script journal: journal of linguistic and english teaching, april 2017, vol. 2 no. 1 copyright © 2017, script journal: journal of linguistic and english teaching, p-issn 2477-1880, e-issn 2502-6623 102 introduction vocabulary skill is a basic foundation of one’s english ability. someone can speak english fluently if they have a lot of vocabulary. the learner will be able to understand the message from an interlocutor, if they knows the meaning of the words uttered. moreover, adequate amount of vocabulary will enable the learner to express their ideas and thoughts on an english writing. understanding the meaning of english vocabulary on the text read also will help in understanding the message. in short, one of the most important aspects in english skill is vocabulary. vocabulary is one of the first things to be mastered by the students in learning english. unfortunately, the researchers’ experience is that the vocabulary skill of politeknik negeri padang students are low, particularly for the telecommunication department grade 1 student. most students have very limited vocabulary. on the other hand, their english skill in grade 1 will determine their success on grade 2 english course later. for this reason, the researchers are interested in providing special treatment for the students by applying a new learning model closely related to their daily lives, including computer and internet. the purpose is to make english learning more attractive and integrated to their life. in general, the lecturer teaches general english course by giving some assignment and conducting students’ individual assessment based on their performance in front of the class. even though the classroom is equipped by some facilities like lcd and wireless, not many lecturers have used them optimally. only a few dare to make innovation on the teaching method. most of them stick to the given module. however, there are a lot of potential breakthrough could be made in presenting more varied materials by using the available technology. for many years, in politeknik negeri padang, the lecturers have applied traditional teaching methods where they take the position of the main source of knowledge in the classroom. students are listening what has been explained by the lecturers in the classroom without trying to search more information related to the topic outside the class. even though they are familiar with technology like the computer and internet, they rarely use those technologies to expand their knowledge. with the typical of indonesian students who are not active in searching for other source of knowledge, it is important to apply learning model related to their interest which automatically force them to be more participative in the learning process. furthermore, the level of achievement and learning style of each student in one class is dissimilar, some of the students are having high achievement and visual or auditory script journal: journal of linguistic and english teaching, april 2017, vol. 2 no. 1 copyright © 2017, script journal: journal of linguistic and english teaching, p-issn 2477-1880, e-issn 2502-6623 103 learning style, while others are having low achievement with verbal and physical learning style. according to thorne, (2003) it is necessary to understand that everyone is not the same and knowing the differences is important in order to help the students to study. in fact, those different students get the same treatment in the classroom. on the contrary, blended learning provide chance for the students to study based on their preference learning style. in class, the verbal students can dig more about the topic discussed by asking and discussing with teacher and classmates. in online class, the solitary students can learn independently without interrupted by other pupils, visual and aural students can replay the tutorial and instructional video at anytime and as they want. in this manner, those students have more authority to manage how they study. thus, blended learning model might accomodate studnets need to study at anytimes and anywhere. based on that condition, the researchers conducted classroom action research to improve telecommunication engineering students’ vocabulary skill by appliying blended learning model. this model integrates both face to face and web based teaching models. by using some online tools and resources, it allows intensive interactions among students and lecturers to discuss or share some information or material they get from various sources both in the classroom and outside the classroom. methodology this study is an classroom action research. the subjects on this research are 26 grade 1 students of telecommunication engineering department, politeknik negeri padang for basic english 2 course. the data are taken at politeknik negeri padang campus during semester in 2015-2016 academic years. this study also includes some research instruments such as test, observation. field recording, and interview. this study applies classroom action research offered by kemmis & l, (1998) consisting of some cycles. each of them consists of four phases: plan, action, observation, and reflection. each cycle consist of eight meetings in which 4 meetings are conducted by face to face and the rest are online. face to face meetings are limited only for 2x45 minutes, while online class do not have time limit unless there is live interaction on a discussion forum. the first data are taken by testing students’ vocabulary consisting of multiple choice, cloze procedure, completing the sentences, and presentation. the next data are obtained from observation and field recording conducted by collaborator. the data are analysed descriptively by comparing pre-test and pre-test on students’ vocabulary to observe how far their skills are improved after using blended learning model. script journal: journal of linguistic and english teaching, april 2017, vol. 2 no. 1 copyright © 2017, script journal: journal of linguistic and english teaching, p-issn 2477-1880, e-issn 2502-6623 104 furthermore, qualitative data, obtained from observation, field recording, and interview are analysed descriptively to see the factors influencing the application of this model on the learning process. findings the research is done in 2 cycles. the first cycle of this research shows that 71.87% students are actively involved and 28.12% student are less actively involved. then, for vocabulary score, it slightly increase from 40.34 to 45.68 chart 1. students’ participation in cycle 1 graphic 1. vocabulary score in cycle 1 moreover, after conducting cycle 2, numbers of students’ participation are increased into 87.5%. 0 5 10 15 20 25 30 35 40 45 50 generalization application pre test cycle 1 script journal: journal of linguistic and english teaching, april 2017, vol. 2 no. 1 copyright © 2017, script journal: journal of linguistic and english teaching, p-issn 2477-1880, e-issn 2502-6623 105 chart 2. students participation in cycle 2 the vocabulary score are also significantly increase for each indicator. for generalization, in pre test 40.34 it reach 45.68 in cycle 1 and raise to 61.26 in cycle 2. for application, from 38.33 in pre-test become 46.55 in cycle 1 and 77.58 in cycle 2 graphic 2. vocabulary score in cycle 2 discussion this research is aimed at improving students’ vocabulary skills by using blended learning and seeing how this model is implemented in the form of asynchronous with rotation model. the learning process are conducted in the classroom and online class. the teacher, in this case also as researcher, use edmodo as a media to manage online learning. the activity perform in the face to face classroom are smallgroup discussion, group projects, individual tutoring and pencil/paper tasks in which those activities also done in online learning. the material, quizzes, topic of discussion are mainly given through edmodo. this research is conducted in two cycles in which each cycle consists of plan, action, observation and reflection. in planning the research, the researcher prepared syllabus for one semester for classroom practice and completed with materials to be uploaded on lms. in addition, the researcher create learning group on edmodo, the students were divided into 0 20 40 60 80 100 pre test cycle 1 cycle 2 generalization application script journal: journal of linguistic and english teaching, april 2017, vol. 2 no. 1 copyright © 2017, script journal: journal of linguistic and english teaching, p-issn 2477-1880, e-issn 2502-6623 106 several small groups to facilitate them having intensive discussion with their friends even when they are not in the classroom. this stage take more time for the researcher to prepare the class than organize the traditional class. it should be well arranged to make it easy for the students to understand what to do and when to do before starting the class in order to avoid mismatch instruction in face to face classroom and online learning. figure 1 student groups on edmodo the plan arranged is done in action stage. the researcher do the learning process in both in the classroom and online learning. the first cycle was started by having classroom instruction class. on the first meeting of this cycle, the students were given general explanation about the subject and how it would be conducted. the students are quite curious because it would offer new learning experience for them. it could be seen from the students enthusiasm in asking the details on how could they utilize the edmodo as media for the online learning. some of the students were already familiar with the feature of edmodo but some were not. the respectable thing from the students were, they sincerely help their friends to operate its application which supporting other were rarely seen in the classroom activity. after having general ideas about the course, the topic was given. the topic for cycle 1 was health and illness in which the pre-test and post-test was given on this topic. the researcher gave reading materials with some links for further reading. they are asked to comprehend some important on topic vocabulary. to assimilate those underlined vocabulary, the students are asked to find out the accurate meaning and study on how to use the vocabularies in appropriate context by looking at some open access or corpus. then, they were ordered to do some individual exercises and discuss it in edmodo groups. script journal: journal of linguistic and english teaching, april 2017, vol. 2 no. 1 copyright © 2017, script journal: journal of linguistic and english teaching, p-issn 2477-1880, e-issn 2502-6623 107 figure 2 classroom activity the next activity was led in online class. the students discuss the topic given on previous meeting on discussion forum. the noteworthy thing, the number of students who participate in the discussion forum, was enormous. those students who are never involved inclass discussion, they actively take part in group discussion. the students contribute in finding the appropriate meaning even some have different ideas and argue for it. even some of them occasionally use their native language. the remark point is that the huge number of students participation is because the students feel comfort to express the ideas and comment their friends thoughts with no worries of being stared by the others. figure 3 edmodo pages script journal: journal of linguistic and english teaching, april 2017, vol. 2 no. 1 copyright © 2017, script journal: journal of linguistic and english teaching, p-issn 2477-1880, e-issn 2502-6623 108 when the researcher do the action stage, observer were asked to observe the situation in the classroom and track the activity done in discussion forum of edmodo. the observer have observation checklist and field note to see what happen in the classroom and edmodo page while the learning process was conducted. figure 4 field notes figure 5 observation checklist the observer was not only observe the students but also the researcher which also function as the teacher. the observer need to check the researcher activity if it is right to the syllabus and to what are already planned in plan stage. the observer also interview some of the students about the students activity outside classroom. the students said that by having this online class, they were not only browse the internet for their own pleasure but also for script journal: journal of linguistic and english teaching, april 2017, vol. 2 no. 1 copyright © 2017, script journal: journal of linguistic and english teaching, p-issn 2477-1880, e-issn 2502-6623 109 study. they used to chat through social media but now, they can chat with their classmate through edmodo for their own things and study matter. based on the observation, overall communication between teacher and students, students-and students run well. however, it takes more time in giving evaluation on students’ assignment because they got personal feedback sent to their account. the collaborator did interview the students who got the highest achievement and the lowest one. here is the interview transcript. dosen: apakah kamu suka belajar bahasa inggris? mahasiswa 1: nggak begitu suka buk. kadang banyak kosakata yang saya tidak tahu artinya. mahasiswa 2: tergantung buk. kalo dosen nya menarik, pandai mengajar mungkin saya tidak akan mengantuk dikelas buk. tapi kalo ndak rancak caro dosen tu manarangan, maleh wak baraja buk mahasiswa 3: lumayan lah buk,,awak lai nio baraja buk, tapi kadang ndak mangarati awak do buk. apo arti kato kato di teks tu. dosen : selama ini cara belajar kamu bagaimana? mahasiswa 1: tanyo ka kawan dulu buk apo arti kata kata nyo tu atau caliak kamus mahasiswa 2: duduak di kelas waak dangaan dosen tu manarangan tapi kalo lah tugas awak minta tolong kawan se lai buk. mahasiswa 3: kadang lai nio cari cari tahu atau browsing tentang topic yang dibahas dikelas buk, tapi kalo ado kawan nan bisa ditanyo lo sasudah tu buk. dosen: setelah belajar dikelas dan online learning ini, apa manfaat yang kamu dapatkan? mahasiswa 1: bisa awak tanyo kawan kawan ko bilo se buk, lamak lo awak mancari kosakata tu di internet mahasiswa 2:sado alah nyo ado tersedia di edmodo buk, tingga mambuek an se lai buk mahasiswa 3: banyak kosakata baru buk. beragam nan baru. based on this interview, this student does not like studying english because he has a limited vocabulary. the interviewer asked 3 students about how they overcome their vocabulary problem, student 1 find the solution by corresponding to the dictionary. student 2, just listen and asking for his friend help. student 3, he actually has willingness to study but script journal: journal of linguistic and english teaching, april 2017, vol. 2 no. 1 copyright © 2017, script journal: journal of linguistic and english teaching, p-issn 2477-1880, e-issn 2502-6623 110 the vocabulary is a kind of obstacles for him. he find out his own solution by asking friends and browsing in internet about the topic. then, the students are asked about the advantages of online learning. student 1 said that he can interact with his friends at anytime. student 2 said that edmodo help him to manage and organize his work and the last student get more new vocabulary by browsing on topic vocabulary. the last stage of the cycle is reflection which consider as vital stage. this stage is used to reveal how the first cycle was and notice what should be re-planned for cycle 2. the weaknesses found in cycle 1 were re-new and apply in cycle 2. the points should be re-planned were the researcher should give clear instruction so the students could identify clearly what to do, when to do and how to do the assignment and project given. the materials should be selected based on their level of ability. then, the researcher did action stage based on plan for cycle 2. conclusion based on the result of this study, the writer concludes that blended learning model can improve the vocabulary mastery and participation of the students in learning process. the students have wide range of vocabulary and can apply it appropriately. moreover, in online class, the number of students participation is increased. the online class is provide space for the reluctant students to involve in discussion. they are also enthusiastic because the online class is new and connected to their daily preference that is internet. this research see the number of participation as a whole. however, further research might be done with the use of different mode and instructional media. bibliography bersin, j. (2004). the blended learning book: best practices, proven methodologies and lessons learned. san francisco. kemmis, s., & l, r. (1998). the action research planner. (victoria, ed.) (3rd ed.). australia: deakin university. thorne, k. (2003). blended learning: how to integrate online and traditional learning. london: kogan page. 108 script journal volume 1, issue 2, october 2016 ‖ p-issn 2477-1880 ‖ e-issn 2502-6623 http://jurnal.fkip-uwgm.ac.id/index.php/script the perception of fifth semester students in learning listening strategies at widya gama mahakam samarinda university in academic year 2016/2017 maimunah rani fitri widya gama mahakam samarinda university mymunahrf@gmail.com abstract: the listening skills is viewed as an important skill to master, because from listening we can understand what are people saying, we can get the meaning of every words that speaker talk about, and it is important in process of listening comprehension. the objective of this research is to find out the perception of fifth semester students of widya gama mahakam samarinda university in learning listening comprehension. in this research the main theories from gay (2006) and from (howitt & cramer, 2009). the researcher uses descriptive quantitative research. the subject of this study was the fifth semester students of english department at widya gama mahakam samarinda university. the researcher uses a questionnaire as an instrument to collect the data, and then representing the data in analysis and concluding the result of analysis. the result of questionnaire showed that students perception toward the strategies in learning listening were 12 students or 171% very often used social strategies, 15 students or 171% often used affective and compensation strategies. keywords: perception, learning, listening strategies introduction according to gilakjani & ahmadi (2011) out the four main areas of communication skills called listening, speaking, reading, and writing, listening is the most important of all. special attention to listening was incorporated into new instructional frameworks, that is, functional language and communicative approaches. according to nation & newton (2009) listening is the natural precursor to speaking; the early stages of language development in a person’s first language (and in naturalistic acquisition of other languages) are dependent on listening. in the view of language learning, listening is the way of learning the language. it gives the learner information from which to build up the knowledge necessary for using the language. when this knowledge is built up, the learner can begin to speak. the listening only period is a time of observation and learning which of provides the basis for the other language skills. 109 script journal volume 1, issue 2, october 2016 ‖ p-issn 2477-1880 ‖ e-issn 2502-6623 http://jurnal.fkip-uwgm.ac.id/index.php/script human beings are social beings as well as individual, there is a difference between one individual with other. the differences causes why somebody likes an object or something, while others unlike that object or a thing. according to devito (2012) perception is the process by which you become aware of objects, events, and especially people through your senses: sight, smell, taste, touch, and hearing. according to robbins & judge (2013) perception is a process by which individuals organize and interpret their sensory impressions in order to give meaning to their environment. many students who live in indonesia, they get difficulties in listening english. they often ignore to use english language as a medium of communication due to lack of listening comprehension as mediums when they are studying english. so they could not get the meaning of the words and what about the speaker talks to them, so it is important to use an aid by the teachers in teaching english especially in process of listening comprehension and what the most essential things to be considered. due to the problem above the researcher will choose the fifth semester student of english department in widya gama mahakam university samarinda, because the researcher has an experience while studied about listening for two years from the first semester until fourth semester in widya gama mahakam samarinda university, and before the researcher decided to do this research, the researcher have interviewed some students from fifth semester to ask about their opinion in learning listening. the researcher found out that only few students got high score for listening lesson while the researcher study listening and the researcher found that students from fifth semester said learning listening is difficult because the lack of vocabulary and different accents from native speaker. methodology research design the research design in this study used descriptive quantitative research. as a descriptive research, the researcher analyzed and described the student’s perception in learning listening comprehension. according to gay (2006) descriptive research determines and describes the way things are. a high percentage of research studies rely on surveys for data and, as a result, are descriptive in nature. it involves collecting data to answer question about the current status of the subject of the study. descriptive research is the research on the 110 script journal volume 1, issue 2, october 2016 ‖ p-issn 2477-1880 ‖ e-issn 2502-6623 http://jurnal.fkip-uwgm.ac.id/index.php/script status, attitudes, opinions of individuals, the conditions and procedures, a thought or event that aims to describe by systematically, factually, accurately to solve a problem. subject of the study the researcher choose the fifth semester students of widya gama mahakam samarinda university in academic year 2016/2017 because they had been learnt the listening lesson from the first semester until fourth semester. the total number of the students in this semester were 35 students. there were 22 students from morning class and 13 students from afternoon class. the data from the subject was collected in the academic year 2016. research instruments in this study, the researcher used questionnaire as an instrument. according to gay (2010) a questionnaire is a written collection of self-report questions to be answered by a selected group of research participants. the questionnaire was prepared to find out the students’ problems and why such problems occurred. questionnaire is used to collect the factual data. according to gay (2006) there are two type of questionnaires, a structured item (also called a closed-ended) and an unstructured item (also called an open-ended) questions; 1. a structured item (closed-ended) the questionnaire with a structured item (also called a close-ended item) is any item that asks the respondent to choose among the provided response options (e.g., by circling a letter, checking a list, or numbering preferences). 2. an unstructured item (open-ended) the questionnaire with an unstructured item format, in which the respondent has complete freedom of response (questions are posed and the respondent must construct a response), is sometimes defended on the grounds that it permits greater depth of response and insight into the reasons for responses. in this study, the researcher used a close-ended questionnaire. the questionnaire was used to get some information of students’ perception in learning listening comprehension. the questionnaire consisted of several questions which were related to perception about students’ strategies in learning listening comprehension, students’ perception about the difficulties in learning listening comprehension and lecturer’s methods in teaching listening. 111 script journal volume 1, issue 2, october 2016 ‖ p-issn 2477-1880 ‖ e-issn 2502-6623 http://jurnal.fkip-uwgm.ac.id/index.php/script data collection techniques to collect the data, the researcher will use the following procedures; firstly, the researcher will interview the listening lecturer to ask the data about how many students in fifth semester. secondly, the researcher makes the questionnaire that consists of; a. the strategies in learning listening comprehension; memory strategies cognitive strategies compensation strategies metacognitive strategies affective strategies social strategies b. the difficulties in learning listening comprehension; unfamiliar vocabulary quality of recorded materials length and speed of listening no repeated accents c. methods of teaching listening comprehension; jigsaw listening message-taking music and sound effects news and other radio genres poetry stories monologues thirdly, the researcher gave the questionnaire to the fifth semester students and allocated to them about 35 minutes to answering the questionnaire. the researcher held questionnaire directly to the students. and fourthly, the researcher described the result of the questionnaire. data analysis techniques data analysis on the students’ perception based on the result of the questionnaire was filled by students. to analyze this questionnaire, the researcher used likert scale. according 112 script journal volume 1, issue 2, october 2016 ‖ p-issn 2477-1880 ‖ e-issn 2502-6623 http://jurnal.fkip-uwgm.ac.id/index.php/script to gay (2006) likert scale asks an individual to respond to a series of statements by indicating whether he or she strongly agrees (sa), agrees (a), is undecided (u), disagrees (d), or strongly disagrees (sd). the following point values are typically assigned to positive statements: sa = 5, a = 4, u = 3, d = 2, sd = 1. based on the researcher research, the researcher used very often (vo) = 5 point, often (o) = 4 point, sometime (s) = 3 point, rarely (r) = 2 point, and very rarely (vr) = 1 point as a choice to answer the questionnaire. to find out the students’ perception in learning listening comprehension, the researcher used distribution frequency relative or descriptive analysis technique (percentage) formula. in the table of percentage, the researcher used the (howitt & cramer, 2009) formula; where; f= frequency n= number of sample which is observed finding students perception toward the strategies in learning listening: no option student frequency percentage (%) 1 vo 1,2,3,6,8,9,16,18, 24,28,29,35 60 171 2 o 4,5,7,11,12,13,15, 17,20,25,27,33 48 137 3 s 10,14,19,21,22, 26,30,31,32 27 77 4 r 23,34 4 11 5 vr 0 0 0 table 4.1 question 13: social strategies based on the table 4.1 above the researcher found from the question number 13 that contains about the strategies in learning listening; “you ask the teacher or your friends to recheck the information which isn’t clear”; there were 12 students who answered vo (very f x 100 percentage frequency = n 113 script journal volume 1, issue 2, october 2016 ‖ p-issn 2477-1880 ‖ e-issn 2502-6623 http://jurnal.fkip-uwgm.ac.id/index.php/script often) with the total was 60 points and the percentage was 171% that used social strategies in learning listening, 12 students who answered o (often) with the total was 48 points and the percentage was 137% that used social strategies in learning listening, 9 students who answered s (sometime) with the total was 27 points and the percentage was 77% that used social strategies in learning listening, 2 students who answered r (rarely) with the total was 4 points and the percentage was 11% that used social strategies in learning listening. no option student frequency percentage (%) 1 vo 3,9,18,24,25,32,33 35 100 2 o 4,6,10,14,19,20, 29,34,45 36 103 3 s 1,2,5,7,11,12,13,15,16, 17,21,22,23,26,28 45 129 4 r 8,27,30,31 8 23 5 vr 0 0 0 table 4.2 question 14: memory strategies based on the table 4.2 above the researcher found from the question number 14 that contains about the strategies in learning listening; “you linked the materials with the knowledge that you knew before”; there were 7 students who answered vo (very often) with the total was 35 points and the percentage was 100% that used memory strategies in learning listening, 9 students who answered o (often) with the total was 36 points and the percentage was 103% that used memory strategies in learning listening, 15 students who answered s (sometime) with the total was 45 points and the percentage was 129% that used memory strategies in learning listening, 4 students who answered r (rarely) with the total was 8 points and the percentage was 23% that used memory strategies in learning listening, and there were 0 student who answered vr (very rarely). no option student frequency percentage (%) 1 vo 1,3,18,23,35 25 71 2 o 4,6,8,9,16,19,20, 24,27,28,29,33 48 137 114 script journal volume 1, issue 2, october 2016 ‖ p-issn 2477-1880 ‖ e-issn 2502-6623 http://jurnal.fkip-uwgm.ac.id/index.php/script no option student frequency percentage (%) 3 s 5,7,10,11,12,13,14,15, 17,21,22,26,32,34 42 120 4 r 2,25 4 11 5 vr 30,31 2 6 table 4.3 question 15: cognitive strategies based on the table 4.3 above the researcher found from the question number 15 that contains about the strategies in learning listening; “you focus on the main ideas, analyzing and draw a conclusion from the material”; there were 5 students who answered vo (very often) with the total was 25 points and the percentage was 71% that used cognitive strategies in learning listening, 12 students who answered o (often) with the total was 48 points and the percentage wass 137% that used cognitive strategies in learning listening, 14 students who answered s (sometime) with the total was 42 points and the percentage was 120% that used cognitive strategies in learning listening, 2 students who answered r (rarely) with the total was 4 points and the percentage was 11% that used cognitive strategies in learning listening, 2 students who answered vr (very rarely) with the total was 2 points and the percentage was 6% that used cognitive strategies in learning listening. no option student frequency percentage (%) 1 vo 1,2,3,9,17,18,20, 23,29,32,33,34 60 171 2 o 4,5,6,7,8,10,12,15,16, 19,25,28,30,31,35 60 171 3 s 11,13,14,21,22,26 18 51 4 r 24,27 4 11 5 vr 0 0 0 table 4.4 question 16: affective strategies based on the table 4.4 above the researcher found from the question number 16 that contains about the strategies in learning listening; “you keep your concentration, keep calm and give positive feedback on yourself in completing the task of listening”; there were 12 students who answered vo (very often) with the total was 60 points and the percentage was 115 script journal volume 1, issue 2, october 2016 ‖ p-issn 2477-1880 ‖ e-issn 2502-6623 http://jurnal.fkip-uwgm.ac.id/index.php/script 171% that used affective strategies in learning listening, 15 students who answered o (often) with the total was 60 points and the percentage was 171% that used affective strategies in learning listening, 6 students who answered s (sometime) with the total was 18 points and the percentage was 51% that used affective strategies in learning listening, 2 students who answered r (rarely) with the total was 4 points and the percentage was 11% that used affective strategies in learning listening, and there were 0 student who answered vr (very rarely). no option student frequency percentage (%) 1 vo 3,4,9,17,18,20,21, 22,23,35 50 143 2 o 1,2,6,8,11,12,13,14, 15,25,28,29,30,31,32 60 171 3 s 5,7,10,16,19,26, 27,33,34 27 77 4 r 24 2 6 5 vr 0 0 0 table 4.5 question 17: compensation strategies based on the table 4.5 above the researcher found from the question number 17 that contains about the strategies in learning listening; “you focus on the instructions and word stress on materials”; there were 10 students who answered vo (very often) with the total was 50 points and the percentage was 143% that used compensation strategies in learning listening, 15 students who answered o (often) with the total was 60 points and the percentage was 171% that used compensation strategies in learning listening, 9 students who answer s (sometime) with the total was 27 points and the percentage was 77% that used compensation strategies in learning listening, 1 student who answered r (rarely) with the total was 2 points and the percentage was 6% that used compensation strategies in learning listening, and there were 0 student who answered vr (very rarely). no option student frequency percentage (%) 1 vo 1,3,4,11,13,17,18, 20,21,22,32 55 157 116 script journal volume 1, issue 2, october 2016 ‖ p-issn 2477-1880 ‖ e-issn 2502-6623 http://jurnal.fkip-uwgm.ac.id/index.php/script no option student frequency percentage (%) 2 o 2,5,6,9,10,12,15 28 80 3 s 7,8,14,16,19,23,26,27, 28,29,30,31,33,34,35 45 129 4 r 24 2 6 5 vr 25 1 3 table 4.6 question 18: metacognitive strategies based on the table 4.6 above the researcher found from the question number 18 that contains about the strategies in learning listening; “you analyze the whole of listening material is being given to avoid errors and to make sure you have answered all the tasks that given”; there were 11 students who answered vo (very often) with the total was 55 points and the percentage was 157% that used metacognitive strategies in learning listening, 7 students who answered o (often) with the total was 28 points and the percentage was 80% that used metacognitive strategies in learning listening, 15 students who answered s (sometime) with the total was 45 points and the percentage was 129% that used metacognitive strategies in learning listening, 1 student who answered r (rarely) with the total was 2 points and the percentage was 6% that used metacognitive strategies in learning listening, 1 student who answered vr (very rarely) with the total was 1 point and the percentage was 3% that used metacognitive strategies in learning listening. discussion based on first research question “how is the perception of the fifth semester students strategies in learning listening?”, to answer this question the researcher used the percentage frequency to measure the students perception with the result shown there are 12 students or 171% very often used social strategies, there are 15 students or 171% very often used affective strategies, and there are 15 students or 171% used compensation strategies in learning listening. the social strategies from oxford (1990) theory it helps students to work each other with their friends or the lecturer, in this case to asking for the question (to verification) what isn’t clear from the materials. the affective strategies from rebecca l. oxford theory is used by encouraging themselves to keep calm and taking their emotion temperature, as a purpose to keep the concentration in learning listening and in doing the listening task. the compensation strategies or “guessing intelligently” from rebecca l. 117 script journal volume 1, issue 2, october 2016 ‖ p-issn 2477-1880 ‖ e-issn 2502-6623 http://jurnal.fkip-uwgm.ac.id/index.php/script oxford theory” is the strategies that used by guess the meaning from the information based on the clues, word stress, word order. conclusion based on the finding of the study, it drawn some conclusion such as: students perception toward the strategies in learning listening, there were 12 students or 171% that was very often used the social strategies, that helps students to cooperating or work each other with their friends or lecturer. there were 15 students or 171% that was very often used the affective strategies, that helps students encouraging themselves to keep focus while studied. and there were 15 students or 171% that was used the compensation strategies, which helps students with guessing the meaning from the information based on the clues, word stress, and word order. bibliography devito, joseph a. (2012). the interpersonal communication book (13th ed.). new york: pearson education, inc. gay, l. r. et al. (2006). education research (competencies for analysis and applications). new jersey, usa: pearson education, inc. gay, l. r. et al. (2010). education research (competencies for analysis and applications). new jersey, usa: pearson education, inc. gilakjani, a. p., & ahmadi, m. r. (2011). a study of factors affecting efl learners’ english listening comprehension and the strategies for improvement. journal of language teaching and research, 2(5), 977–988. http://doi.org/10.4304/jltr.2.5.977988 howitt, d., & cramer, d. (2009). introduction to statistics in psychology. harlow, england: pearson prentice hall. nation, i. s. p., & newton, j. (2009). teaching esl/efl listening and speaking. esl applied linguistics professional series (vol. 15). new york: routledge. http://doi.org/10.1016/j.system.2009.11.002 oxford, r. l. (1990). language learning strategies. boston: heinle & heinle publisher. 118 script journal volume 1, issue 2, october 2016 ‖ p-issn 2477-1880 ‖ e-issn 2502-6623 http://jurnal.fkip-uwgm.ac.id/index.php/script robbins, s. p., & judge, t. a. (2013). essentials of organizational behaviour (12th ed.). new jersey, usa: pearson education, inc. 131 scri pt journal vol ume 1, is s ue 2, october 2016‖ p-issn 2477-1880 ‖ e-issn 2502-6623 http://jurnal .fki p-uwgm.ac.i d/i ndex.php/scri pt figurative language on maya angelou selected poetries risma hayani widya gama mahakam samarinda university rismahayani@ gmail.com abstract: this study aimed to find out the kinds of figurative language in the five selected poetries of maya angelou, the titles are: alone, caged bird, old folks laugh, phenomenal woman, still i rise. the focus of this study is figurative language which involves: metaphor, personification, hyperbole, simile, metonymy, synecdoche, irony, antithesis, symbolism, and paradox. qualitative approach with design of content analysis was used in this study. the researcher acted as the main instrument since she was the one who analyzed the figurative language. moreover checklist was also used to support her data collection. the data was analyzed through three stages; 1). data reduction, 2). data representation, 3). conclusion. the result of her study showed there were 40 sentences that containing figurative language in five selected poetries of maya angelou. they were; metaphor (13 sentences), personification (9 sentences), hyperbole (1 sentence), simile (8 sentences), synecdoche (1 sentence), antithesis (1 sentence), symbolism (5 sentences), and paradox (2 sentences). the researcher conclude, if the figurative language used by angelou to compare, or even symbolize the sentences to bring the meaning come up with beautiful language. mostly of her poetries told about her experience in the past that rooted to history of the discrimination of american-african. keywords: figurative language, poetry, maya angelou introduction figurative language is commonly applied in literary works. one of the literary works is poetry. with the assumption that figurative language is often used in poetry, this thesis discusses particularly the application of figurative language in selected poetries of maya angelou. the descriptive words of figurative language have a meaning that beyond the literal meaning. figurative is language that used symbol to describe other things, or event metaphor which means using a word to identify other words, so it cannot interpret based on literary view d also the reader cannot find those meaning in dictionary. poetry might be defined as a kind of language that says more intensely than ordinary language (laurence & thomas, 1992). that‟s why figurative language mostly find in the poetry, because it used the language that beyond the ordinary language. mailto:rismahayani@gmail.com 132 scri pt journal vol ume 1, is s ue 2, october 2016‖ p-issn 2477-1880 ‖ e-issn 2502-6623 http://jurnal .fki p-uwgm.ac.i d/i ndex.php/scri pt researcher chose poetry as the object of the study for several reasons; first poetry contains much figurative language than other literature device. secondly, the content in poetry needs more interpretation in order to understand what is the message that the poet wants to deliver to the reader or listener. thirdly, the researcher as a future teacher which demanded to have competence to teach about literature to the students. the one of literature work is the understanding the literary of poetry. poetry also has significance to education such as poetry can benefit students in the ways to increase reading comprehension. through poetry, students experienced increase in vocabulary, and critical analysis skill. many of students systematically abandon a text based on length alone. they simply do not believe that they are capable of reading long passages and never attempt to read a novel. poetry might be a possibility to reading comprehension because poetry just shorter pieces of text (norris, 2010). etymologically, the word „poetry‟ in the greek comes from „poesis‟, which means making or creates. in english, poetry is closely with „poet‟ and „poem‟. the word „poet‟ comes from greek; which means make or create. in greek, the word „poet‟ means the person who creates through his imagination, a person who almost seems as god or like to god. language used by a poet as a tool to record their surrounding life and described it to a poetry. poetry is universal language used by the poets to express their ideas in beautiful word (laurence & thomas, 1992). as a universal language, poetry has existed almost in all period. poetry is unique medium of communication, it is created in the form of a brief language, and it is differs from other literary works. kinds of figurative language there are ten of figurative language that researcher used in this study, they are stated by arvius alm (2003); pardede (2008); dancygier & sweetser (2014) ; kennedy & gioia (2002). 1. metaphor metaphor is kind of figurative language that made comparison between two things that different to identify one with another (arvius alm, 2003). metaphor is used in poetry to explain emotions, feelings, and relationship other elements that could not be described in ordinary language. for example of metaphor is her teeth are pearl. 2. personification personification consists of giving human characteristics to an object. personification is a figure of speech that describes something that is not human as though it could feel, think, act, live, or die in the same way as people (arvius alm, 2003). for example in emily dickinson‟s poem in the title “ambition cannot find him”. 133 scri pt journal vol ume 1, is s ue 2, october 2016‖ p-issn 2477-1880 ‖ e-issn 2502-6623 http://jurnal .fki p-uwgm.ac.i d/i ndex.php/scri pt 3. hyperbole hyperbole is the term used that overstatement. this figure use by someone who has desire and expectation to the thing that happen to make object more greater than the real object (arvius alm, 2003). for example : “i will die if i don’t meet him tomorrow”, the word „die‟ is over expression if the reader want to thing that in the real life. 4. simile simile is the figure that make comparison between two different things, just like metaphor but in simile usually using the word as, than, like, seem, so, appear, more than.(arvius alm, 2003). christina also give an example of simile “he is as hard as nails” more specifically, the adjective here used to describe behavioral and attitudinal characteristics of person referred to as “he” via comparison with concrete, physical hardness of nails, which made of metal, typically steel. 5. metonymy metonymy is a word or complex expression that basically stands for one thing, or it also use for one lexical thing which connected with other through experience (arvius alm, 2003). it also about part–whole relationships, the kind which allows the same word to be used in many languages for „hand‟ and „arm,‟ or for „foot‟ and „leg‟. 6. synecdoche synecdoche is a figure of speech that a part refers the to specify whole (pardede, 2008). synecdoche which expresses either more or less than it literary denotes. for example is “i got a new wheels from my father”. word “wheel” represent meaning car, so she got a new car. 7. irony irony statement are untrue, based reasoning that interpreted by the hearer from the speaker‟s meaning, if irony not praise but usually criticism (dancygier & sweetser, 2014). example: “no doubt, you is the best person that ruined my life.” 8. antithesis antithesis is figure speech that combine two things which different or contradiction in one sentence or negation. antithesis is a device for placing opposing ideas in 134 scri pt journal vol ume 1, is s ue 2, october 2016‖ p-issn 2477-1880 ‖ e-issn 2502-6623 http://jurnal .fki p-uwgm.ac.i d/i ndex.php/scri pt grammatical parallel. antithesis is results when a pair or more strongly contrasting terms are presented together (pardede, 2008), example: “speech is silver, silence is golden” 9. symbolism symbolism is a kind of figure speech that using symbol of animal, plants, or things for substitute something. symbolism established from the result of personal; experience or fantasies” (arvius alm, 2003). for example word “rose” is referent for beauty destroyed by time, sexuality, secrecy, and guilt, all seem drawn in by the implications of these words. 10. paradox paradox is a figure speech that deliver two things which contradictory but this figure reveal the real fact that make sense even the speaker or the writer use a word that absurd, (kennedy & gioia, 2002). for example, “experience is simply the name we give to our mistakes” by oscar wilde. those quote that actually fact, when we have do something wrong in our life, we always take it as an experience in our life. methodology to conduct this research, the researcher used design content analysis with qualitative approach. content analysis is the intellectual process of categorizing qualitative textual data into category of similar concept, to identify consistent patterns or relationship between variable or themes (given, 2008). qualitative research is understanding of social phenomenon based on participant‟s point of view. in order to increase information into a particular phenomenon, such as an environment, a process, or even a belief (gay, 2006). the objects of the study were five selected poetries by maya angelou, they were : “alone”, “caged bird”, “old folks laughs”, “phenomenal woman”, “still i rise. the researcher chose the famous and popular poetry among maya angelou collection poems. the main data of this study were figurative languages found in the five selected poetries by maya angelou. first, the researcher selected five poetries of maya angelou which popular and famous in her collection poems. after that, she read the poetries line by line to found the figurative language, and then classify them and put them in the checklist table based on figurative indicator. in analyzing the data of research, the researcher used qualitative data 135 scri pt journal vol ume 1, is s ue 2, october 2016‖ p-issn 2477-1880 ‖ e-issn 2502-6623 http://jurnal .fki p-uwgm.ac.i d/i ndex.php/scri pt analysis theory by miles & huberman (1994), this analysis consist of three steps, they are: data reduction, data display, or data representation, and conclusion drawing and verification. figure 1 m&h's compone nt of data analysis in reduction process the researcher chose the best five poetry of collection poems by maya angelou that retrieved from site http://gen.lib.rus.ec. the researcher read line per line to identified word, phrase or sentence that containing the figurative language. then, the researcher put into checklist table‟s instrument , that contain figurative categories. in data representation, the researcher presented in the data in checklist table. those data arranged based on each figurative categories. in making conclusion, the researcher conclude which figurative that appears among ten figurative language, and what figurative that mostly found in five selected poetry of maya angelou. finding in the five selected poetry of maya angelou which the title; “alone”; “cage bird”; “old folks laughs”; “phenomenal woman”; “still i rise”. researcher made the coding of poetry title; p1(poetry 1) is “alone”; p2 (poetry 2) is “cage bird”; p3(poetry 3) is “old folks laughs”, p4(poetry 4) is “phenomenal woman”; p5 (poetry 5) is “still i rise”, and also the researcher used letter (p) stands for poetry; letter (l) stands for line of poetry, symbol ∑(sigma) is referent for total of findings. in poetry “alone” the researcher found 1 metaphor, 1 personification, 1 simile, 1 antithesis, and 2 symbolisms. in poetry “cage bird” there were; 2 metaphors, 7 personifications, 2 symbolisms, and 1 paradox. in poetry “old folks laugh”, there were http://gen.lib.rus.ec/ 136 scri pt journal vol ume 1, is s ue 2, october 2016‖ p-issn 2477-1880 ‖ e-issn 2502-6623 http://jurnal .fki p-uwgm.ac.i d/i ndex.php/scri pt found; 1 metaphor, 1 simile, 1 synecdoche, and 1 paradox. in poetry “phenomenal woman”, there were found; 2 metaphors, 1 hyperbole, and 1 symbolism. in the last poetry “still i rise”, there were found; 7 metaphors, 1 personification, and 6 similes. it can be summarized that, in the five selected poetries, angelou used 13 metaphors, 9 personifications, 1 hyperboles, 8 similes, 1 metonymy, 1 antithesis, 5 symbolisms, and 2 paradoxes. total of findings were 40 sentences contains figurative language. the most figurative language found was metaphor and the least were synecdoche and antithesis. there were no found for metonymy and irony, because there were no sentence showed the indicators of metonymy and irony. no kinds of figurative language founds in poetry ∑ 1 metaphor (p1), (p2), (p3), (p4), (p5) 13 2 personification (p1), (p2), (p5) 9 3 hyperbole (p3) (p4) 2 4 simile (p1), (p3), (p5) 8 5 metonymy (p3) 1 6 synecdoche 7 irony 8 antithesis (p1) 1 9 symbolism (p1),(p2), (p4) 5 10 paradox (p2),(p3) 2 total 41 table 1 findings in five selected poetry discussion 137 scri pt journal vol ume 1, is s ue 2, october 2016‖ p-issn 2477-1880 ‖ e-issn 2502-6623 http://jurnal .fki p-uwgm.ac.i d/i ndex.php/scri pt the researcher has reduced the data and found that angelou mostly use metaphor, personification, simile, and symbolism in her poetry. however, in poetry, she used some figurative language. there were 8 kinds of figurative languages found in the poetries; 1 ). metaphor, 2). personification, 3). hyperbole, 4). simile, 5). synecdoche, 6). antithesis, 7). symbolism, and 8). paradox. the totals of figurative language found were 41 sentences. metaphor consist of 13 sentences, personification consist of 9 sentences, hyperbole 2 consist of sentences, simile consist of 8 sentences, synecdoche consist of 1 sentence, antithesis consist of one sentence, symbolism consist of 5 sentences, and paradox consist of 2 sentences. from ten figurative languages not all of those indicators were found in the five selected poetries, among ten indicators, metonymy and irony there were not found any, because there were no sentences in five poetries that appropriate to indicators of irony and metonymy. lines line in poetry figurative language 1 lying, thinking 2 last night 3 how to find my soul a home symbolism 4 where water is not thirsty personification 5 and bread loaf is not stone . antithesis 6 i came up with one thing 7 and i don't believe i'm wrong . 8 that nobody, 9 but nobody 10 can make it out here alone. 11 alone, all alone 12 nobody, but nobody 13 can make it out here alone. 14 there are some millionaires 15 with money they can't use 16 their wives run round like banshees simile 17 their children sing the blues symbolism 18 they've got expensive doctors 19 to cure their hearts of stone. metaphor 20 but nobody 21 no, nobody 22 can make it out here alone. 23 alone, all alone 24 nobody, but nobody 25 can make it out here alone. 26 now if you listen closely 27 i'll tell you what i know 138 scri pt journal vol ume 1, is s ue 2, october 2016‖ p-issn 2477-1880 ‖ e-issn 2502-6623 http://jurnal .fki p-uwgm.ac.i d/i ndex.php/scri pt lines line in poetry figurative language 28 storm clouds are gathering 29 the wind is gonna blow 30 the race of man is suffering 31 and i can hear the moan, 32 'cause nobody, 33 but nobody 34 can make it out here alone. 35 alone, all alone 36 nobody, but nobody 37 can make it out here alone. table 2 poetry ‘alone’ lines line in poetry figurative language 1 a free bird leaps symbolism 2 on the back of the wind personification 3 and floats downstream 4 till the current ends 5 and dips his wing 6 in the orange sun rays 7 and dares to claim the sky. 8 but a bird that stalks 9 down his narrow cage 10 can seldom see through 11 his bars of rage metaphor 12 his wings are clipped and metaphor 13 his feet are tied 14 so he opens his throat to sing. personification 15 the caged bird sings symbolism 16 with a fearful trill 17 of things unknown 18 but longed for still 19 and his tune is heard 20 on the distant hill 21 for the caged bird 22 sings of freedom. 23 the free bird thinks of another breeze personification 24 and the trade winds soft through the sighing trees 25 and the fat worms waiting on a dawn-bright lawn personification 26 and he names the sky his own. personification 27 but a caged bird stands on the grave of paradox 139 scri pt journal vol ume 1, is s ue 2, october 2016‖ p-issn 2477-1880 ‖ e-issn 2502-6623 http://jurnal .fki p-uwgm.ac.i d/i ndex.php/scri pt lines line in poetry figurative language dreams 28 his shadow shouts on a nightmare scream personification 29 his wings are clipped and his feet are tied 30 so he opens his throat to sing. 31 the caged bird sings personification 32 with a fearful trill 33 of things unknown 34 but longed for still 35 and his tune is heard 36 on the distant hill 37 for the caged bird 38 sings of freedom. table 3 poetry ‘cage bird’ lines line in poetry figurative language 1 they have spent their 2 content of simpering, 3 holding their lips this 4 and that way, winding 5 the lines between 6 their brows. old folks simile 7 allow their bellies to jiggle like slow 8 tamborines. 9 the hollers metaphor 10 rise up and spill 11 over any way they want. 12 when old folks laugh, they free the world. synecdoche 13 they turn slowly, slyly know 14 the best and worst 15 of remembering. 16 saliva glistens in 17 the corners of their mouths, 18 their heads wobble 19 on brittle necks, but 20 their laps 21 are filled with memories. 22 when old folks laugh, they consider the promise paradox 23 of dear painless death, and generously 24 forgive life for happening 25 to them. table 4 poetry ‘old folks laugh’ 140 scri pt journal vol ume 1, is s ue 2, october 2016‖ p-issn 2477-1880 ‖ e-issn 2502-6623 http://jurnal .fki p-uwgm.ac.i d/i ndex.php/scri pt lines line in poetry figurative language 1 pretty women wonder where my secret lies. 2 i'm not cute or built to suit a fashion model's size 3 but when i start to tell them, 4 they think i'm telling lies. 5 i say, 6 it's in the reach of my arms, 7 the span of my hips, 8 the stride of my step, 9 the curl of my lips. 10 i'm a woman 11 phenomenally. 12 phenomenal woman, 13 that's me. 14 i walk into a room 15 just as cool as you please, 16 and to a man, 17 the fellows stand or 18 then they swarm around me, 19 then they swarm around me, metaphor 20 a hive of honey bees. 21 i say, 22 it's the fire in my eyes, hyperbole 23 and the flash of my teeth, symbolism 24 the swing in my waist, 25 and the joy in my feet. 26 i'm a woman 27 phenomenally. 28 phenomenal woman, 29 that's me. 30 men themselves have wondered 31 what they see in me. 32 they try so much 33 but they can't touch 34 my inner mystery. 35 when i try to show them, 36 they say they still can't see. 37 i say, 38 it's in the arch of my back, 39 the sun of my smile, metaphor 40 the ride of my breasts, 41 the grace of my style. 42 i'm a woman 141 scri pt journal vol ume 1, is s ue 2, october 2016‖ p-issn 2477-1880 ‖ e-issn 2502-6623 http://jurnal .fki p-uwgm.ac.i d/i ndex.php/scri pt lines line in poetry figurative language 43 phenomenally. 44 phenomenal woman, 45 that's me. 46 now you understand 47 just why my head's not bowed. 48 i don't shout or jump about 49 or have to talk real loud 50 when you see me passing, 51 it ought to make you proud 52 i say, 53 it's in the click of my heels 54 the bend of my hair, 55 the palm of my hand, 56 the need for my care. 57 'cause i'm a woman 58 phenomenally. 59 phenomenal woman, 60 that's me. table 5 poetry ‘phenomenal woman’ lines line in poetry figurative language 1 you may write me down in history 2 with your bitter, twisted lies, metaphor 3 you may trod me in the very dirt metaphor 4 but still, like dust, i'll rise. simile 5 does my sassiness upset you? 6 why are you beset with gloom? 7 'cause i walk like i've got oil wells simile 8 pumping in my living room. 9 just like moons and like suns, simile 10 with the certainty of tides, 11 just like hopes springing high, 12 still i'll rise. 13 did you want to see me broken? 14 bowed head and lowered eyes? 15 did you want to see me broken? simile 16 weakened by my soulful cries? 17 does my haughtiness offend you? 18 don't you take it awful hard 19 'cause i laugh like i've got gold mines simile 20 diggin' in my own backyard. 21 you may shoot me with your words, metaphor 22 you may cut me with your eyes, metaphor 142 scri pt journal vol ume 1, is s ue 2, october 2016‖ p-issn 2477-1880 ‖ e-issn 2502-6623 http://jurnal .fki p-uwgm.ac.i d/i ndex.php/scri pt lines line in poetry figurative language 23 you may kill me with your hatefulness, personification 24 but still, like air, i'll rise. simile 25 does my sexiness upset you? 26 does it come as a surprise 27 that i dance like i've got diamonds 28 at the meeting of my thighs? 29 out of the huts of history's shame 30 i rise 31 up from a past that's rooted in pain metaphor 32 i rise 33 i'm a black ocean, leaping and wide, metaphor 34 welling and swelling i bear in the tide. 35 leaving behind nights of terror and fear 36 i rise 37 into a daybreak that‟s wondrously clear 38 i rise 39 bringing the gifts that my ancestors gave, 40 i am the dream and the hope of the slave. metaphor 41 i rise 42 i rise 43 i rise. table 6 poetry ‘still i rise’ conclusion based on research finding, the researcher found some figurative languages in the five selected poetries of maya angelou, entitle: ; “alone”; “caged bird”; “old folks laugh”; “phenomenal woman”; “still i rise”. the researcher concluded in several point. since the researcher used ten categories of figurative language (metaphor, personification, hyperbole, simile, metonymy, synecdoche, irony, antithesis, symbolism, and paradox). first, the totals of figurative language found were 40 sentences. metaphor consist of 13 sentences, personification consist of 9 sentences, hyperbole 1 consist of sentences, simile consist of 8 sentences, synecdoche consist of 1 sentence, antithesis consist of one sentence, symbolism consist of 5 sentences, and paradox consist of 2 sentences. secondly, not all of those indicators were found in the five selected poetries, among ten indicators, metonymy and irony there were not found any, because there were no sentences in five poetries that appropriate to categories of irony and metonymy. lastly, most of the five selected poetry of maya angelou tell about racism, sadness, confident, and survive, that can inspire most of peoples in the world, especially to peoples who interest to poetry. 143 scri pt journal vol ume 1, is s ue 2, october 2016‖ p-issn 2477-1880 ‖ e-issn 2502-6623 http://jurnal .fki p-uwgm.ac.i d/i ndex.php/scri pt bibliography arvius alm, c. (2003). figures of speech. sweden: student literature, lund. croft, s., & cross, h. (2000). literature, criticism, and style. oxford: oxford university press. dancygier, b., & sweetser, e. (2014). figurative language. usa: cambridge. retrieved from http://www.gen.lib.rus.ec gay, l. r. et al. (2006). education research (competencies for analysis and applications). new jersey, usa: pearson education, inc. given, l. m. (2008). the sage encyclopedia of qualitative research methods. in l. m. given (ed.), qualitative research methods. sage. kennedy, x., & gioia, d. (2002). an introduction to poetry (eleventh). new york: pearson prentice hall. laurence, p., & thomas, r. (1992). sound and sense: an introduction to poetry (eight). london: southern methodist university. miles, m., & huberman, a. (1994). qualitative data analysis (second). california: sage. retrieved from gen.lib.rus.ec norris, j. m. (2010). using poetry to teach reading comprehension strategies to english langugae learners. hamline. pardede, m. (2008). understanding poetry. sumatera utara. http://jurnal.fkip-uwgm.ac.id/index.php/script p-issn: 2477-1880; e-issn: 2502-6623 april 2018, vol. 3 no. 1 copyright © 2018 script journal: journal of linguistic and english teaching p-issn 2477-1880, e-issn 2502-6623 received: march 2018 accepted: march 2018 published: april 2018 article doi: http://dx.doi.org/10.24903/sj.v3i1.200 stakeholder perspective toward english language teaching in pesantren muhammad zuhri fakhruddin universitas muhammadiyah sidoarjo mz.fakhruddin93@gmail.com fika megawati universitas muhammadiyah sidoarjo fikamegawati@umsida.ac.id abstract in the teaching and learning activity, condusivity and effectivity are determined by various factors, such teacher and students’ behavior, teaching instrument, methodology and material structure. each stakeholder may have different perspective upon these various aspects and – perhapswill significantly influence their behavior toward the activity of teaching and learning. in a premise that a positive behavior and constructive collaboration is built on a linier perspective among stakeholders, this small scale research intends to investigate stakeholders’ perspective upon english language teaching in pesantren bilingual al amanah, junwangi, krian. through a direct structured interview with stakeholders (teacher, head of language enforcement, and some representative students), researcher collects the data to be analyzed, interpreted and presented in an analytical descriptive report. the finding will be significant toward the foundation of stakeholders’ harmonization, enhancement of teaching method, development of english language teaching program in pesantren as well as a milestone of further research and innovation. keywords: stakeholder, perspective, english language teaching, pesantren introduction during english language teaching (elt) activities in pesantren, many stakeholders are involved in order to create conducive situation which is measured and set up to reach maximum output of the educational process. among these stakeholders, teacher and students are the main actors to determine, although another stakeholder may be also taking part and become influential. http://dx.doi.org/10.24903/sj.v3i1.200 mailto:mz.fakhruddin93@gmail.com 50 script journal: journal of linguistic and english teaching p-issn: 2477-1880; e-issn: 2502-6623 april 2018, vol. 3 no. 1 teacher and students have their own perspectives toward the running process of learning, environment and instruments. students must have personal motivation which determines their perspective as well as learning behavior. moreover, their perceptions of a learning environment as well as their desired way of learning direct their study behavior, which eventually determines the effectiveness of the environment (entwistle & tait, 1990;vermetten, vermunt, & lodewijks, 2002) on the other side, teacher as an active subject, may also has perspective which may vary and different to the students. a congruency of perspective from both side –teacher and studentshas empirically and scientifically proofed a significant contribution to an optimal learning outcome (könings, 2007). based on this theory, the existing discrepancy and even the absence of congruency must potentially drive to un-optimal learning outcome. in some traditional pesantren, as observed and exposed by hidayat (2007) elt has been taught to the students without enough educational and teaching instrument such syllabus and language laboratory. english teachers also have not convinced language teaching qualification, since they only have senior high school degree and language course certificate. english language teaching in pesantren is unique due to its potential conflict of culture, since english is notably exporting western culture which perhaps has such contradictive value to islamic culture. despite, recently, these conflicts have been successfully managed and driven in to harmonization (fahruddin, 2015). furthermore, risdianto (2016) run his investigation upon method of elt in pesantren as he discovered that teacher-centered is the most common method to use by the teacher. in the class, students are learning under army method scheme which provides reward and punishment to organize the class. nevertheless, students are supported by the environment outside the class and internal regulation which allow the teachers or seniors to give punishment for those who doesn’t use official language (arabic or english). pesantren has usually developed its own program to support elt, for instance muhawaroh literally means conversation-which deploys daily conversation method (dcm). an investigation which been run by mukhlas & fadhilah, (2016) revealed positive response from the majority of students toward the application of dcm outside the classroom. based on previous literature review, so far, studies and investigations regarding to elt in pesantren have only concerned to the cultural clash, teaching method, application, programs, and student (one side) perception. the study of perspective congruency between students and teacher, or another stakeholder such head of language enforcement department, 51 stakeholder perspective toward english language teaching in pesantren muhammad zuhri fakhruddin; fika megawati headmaster and school committee, is not found yet. therefore, through this small-scale investigation, researcher is honored to step forward to explore the topic of perspective congruency toward english language teaching in pesantren, and present it to the readers and fellow researchers in a scientific report. methodology research methodology is defined as compilation of regulations, procedures, activities and chronological structure which been used by the researcher to run his/her research. it is also may be described as theoretical analysis and approach which is systematically used to process the data in order to identify the problem and later find out the answer the problem scientifically. the design of this small-scale research is quantitative descriptive. a quantitative research is simply described as a study which address question how many and how much. it is based on the measurement of quantity or amount (kothari, 2004). meanwhile, a descriptive technique is used to analyze the data which been gathered and interpret it. the research took place at pesantren moderen al amanah, junwangi, krian which applied integrated model of education between internal curriculum and national curriculum under ministry of religious affair. as a modern pesantren, the institution has given proper attention on language enforcement to the students by combining classroom activity and outclass activity in the dormitory. there are two language which been recognized as official language in pesantren, arabic and english, and therefore the institution had also promoted its identity as bilingual pesantren, beside other religious attribute. during the data collection, two methods are used toward different stakeholder. a questionnaire for student and interview is used for the teachers and head of language enforcement department. 47 students which 25 of them are female and the 22 are male involved answering the questionnaire. the students are all from x grade of senior high school and all of them are from science track. these 47 respondents are chosen due to the availability of time and in accordance with pesantren regulation which allows only x grade students to become research object. all of these students are staying in the dormitory with such firm language regulation under language enforcement department. the head of the department is senior student who is still studying at xi grade of senior high school. teachers, as one of the stakeholder, are two english teachers who formally teach the students along the academic year. 52 script journal: journal of linguistic and english teaching p-issn: 2477-1880; e-issn: 2502-6623 april 2018, vol. 3 no. 1 despite two difference method of data collection among stakeholders, the content of each has been designed to reveal and discover similar essential information related to the research topic. there are mainly six variables to measure in the questionnaire; [1] perspective toward urgency of elt; [2] learning motivation; [3] application of elt in pesantren; [4] elt method in pesantren; [5] teaching and learning instrument of elt in pesantren and [6] significance of supporting environment toward elt in pesantren. meanwhile, same variables are used in structured questions list for interview with teachers and head of language enforcement department. students, teacher and head of language enforcement department are considered as ruling stakeholder who significantly involve in english language teaching in pesantren. head of language department –specificallyrules the internal regulation which includes reward and punishment to those who are not practicing official language. he is also responsible for the language development program outside the class, for instance muhawaroh (conversation) and muhadloroh (public speaking training), therefore he may be considered as representative stakeholder from what we called as the supporting environment. meanwhile, teachers play their significant rule in the classroom activity. the researcher had actually planned to interview the headmaster and his vice of student affairs, but it was not possible to do so due to tight schedule of these two leaderships. findings and discussion in this section, researcher will present general finding before providing his/her interpretation toward the trend and pattern which been found based on its numerical data. after collecting the raw data from both questionnaire and structured interview, researcher has managed the whole result and compiled in a summary as mentioned below. each point will numerically describe student perspectives which been measured through the questionnaire. • perspective toward urgency of elt in this variable, among all respondents from male and girl students, their choices which considerably represent their perspectives are only driven into ‘very important’ and ‘important. the other choice such ‘usual’, ‘not important’ and ‘very not important’ got no respondent to choose at all. 15 boy students of the total 22 choose ‘very important’ while the rest choose ‘important’. meanwhile, 22 girl students of the total 25 choose ‘very important’ while the rest choose ‘important’ as shown in the diagram 1.1 and 1.2. 53 stakeholder perspective toward english language teaching in pesantren muhammad zuhri fakhruddin; fika megawati diagram 1. percentage of boy students toward urgency of elt in pesantren diagram 2. percentage of girl students toward urgency of elt in pesantren • learning motivation among students type of learning motivation is included to be measured in this research since motivation got significant role to determine behavior and students perspective toward the elt. in measuring motivation, researcher refers to classification of motivation which is made by gardner (1985) and another version which been promoted by decy and ryan (1985). gardner’s version comprised motivation into integrative and instrumental motivation, while decy and ryan’s version classified it into intrinsic and extrinsic. each question in the questionnaire has adopted examples of these four types of motivation. 68.18 31.82 very important important 0 20 40 60 80 urgency of elt among boy students urgency of elt among boy students 88 12 very important important 0 20 40 60 80 100 urgency of elt among girl students urgency of elt among girl students 54 script journal: journal of linguistic and english teaching p-issn: 2477-1880; e-issn: 2502-6623 april 2018, vol. 3 no. 1 diagram 3. percentage of learning motivation among boy students diagram 4. percentage of learning motivation among girl students 0% 5% 10% 15% 20% 25% 30% 35% 40% 45% 50% increasing and developing… having ability to… comfortably intend to learn… pursuing abroad scholarship increasing and developing general knowledge having ability to communicate with foreigner comfortably intend to learn foreign language pursuing abroad scholarship learning motivation among boy students 45% 19% 14% 23% learning motivation among boy students 0% 5% 10% 15% 20% 25% 30% 35% 40% 45% desire to pass national… increasing and developing… having ability to… comfortably intend to learn… pursuing abroad scholarship axis title desire to pass national examinatio n increasing and developing general knowledge having ability to communica te with foreigner comfortabl y intend to learn foregin language pursuing abroad scholarship learning motivation among girl students 4% 40% 20% 4% 32% learning motivation among girl students 55 stakeholder perspective toward english language teaching in pesantren muhammad zuhri fakhruddin; fika megawati • application of elt in pesantren in this variable, researcher explores students perspective toward the running elt which they had in formal class through formal teaching under national curriculum. through this side, researcher is exploring students feeling whether it is ‘very exciting’, ‘exciting’, ‘usual’, and ‘boring’ or ‘very boring’. among these choices respondents are having various choices, specifically between boy and girl students. 6 boy students of the total 22 stated that elt application was ‘very exciting’, 10 of them choose ‘exciting’, 5 of them choose ‘usual’ and 1 of them choose ‘boring’ option. meanwhile, among 25 girl students 5 of them choose ‘very exciting’, 18 of them choose ‘exciting’ and the rest of them choose ‘usual’. hence, the percentage of the compiled numerical data diagram 5. percentage of boy student perspective toward elt application very exciting exciting usual boring 0% 10% 20% 30% 40% 50% very exciting exciting usual boring boy students perspective upon application of elt 27% 45% 23% 5% boy students perspective upon application of elt 56 script journal: journal of linguistic and english teaching p-issn: 2477-1880; e-issn: 2502-6623 april 2018, vol. 3 no. 1 diagram 6. percentage of girl students perspective toward elt application • elt method in pesantren in this variable researcher explored student perspective toward elt method which they got along the academic year in the classroom. hence are the following percentages of compiled numerical data from the questionnaire diagram 7. percentage of boy student perspective toward elt method very exciting exciting usual 0% 10% 20% 30% 40% 50% 60% 70% 80% very exciting exciting usual girl students perspective toward application of elt 20% 72% 8% girl students perspective toward application of elt 0% 5% 10% 15% 20% 25% 30% 35% 40% very good and must be… good but need to be developed monotonous well understanable variative and interesting very good and must be developed more good but need to be developed monotonous well understanabl e variative and interesting column1 27% 36% 5% 14% 18% 57 stakeholder perspective toward english language teaching in pesantren muhammad zuhri fakhruddin; fika megawati diagram 8. percentage of girl student perspective toward elt method • teaching and learning instrument of elt in pesantren in this section, question is designed to touch students perspective on teaching and learning instrument which been used in elt along the academic year. students are supposed to be remembering various instrument which been used so far and how complete it is based on their perception of an ideal teaching and learning. diagram 9. percentage of boy student perspective toward teaching and learning instrument of elt in pesantren 0% 10% 20% 30% 40% 50% 60% very good and must be… well understandable variative and interesting very good and must be developed more good but need to be developed well understand able not good and need to be fixed variative and interesting column1 4% 48% 16% 4% 12% 0% 10% 20% 30% 40% 50% 60% 70% not complete quite complete complete very complete not complete quite complete complete very complete column1 4% 23% 64% 9% 58 script journal: journal of linguistic and english teaching p-issn: 2477-1880; e-issn: 2502-6623 april 2018, vol. 3 no. 1 diagram 10. percentage of girl student perspective toward teaching and learning instrument of elt in pesantren • significance of supporting environment toward elt in pesantren as mentioned in the introduction of this research, that pesantren is a unique community which has its own internal regulation, specifically to force the students to use official language (arabic or english). this regulation formed in the integrated environment between school and dormitory, so it is essential to know students perspective toward this kind of environment associated to the elt. diagram 11. percentage of boy student perspective toward supporting environment for elt in pesantren 0% 10% 20% 30% 40% 50% 60% not complete quite complete complete very complete not complete quite complete complete very complete column1 4% 48% 36% 12% 0% 10% 20% 30% 40% 50% 60% very helpful quite helpful usual very helpful quite helpful usual column1 55% 41% 4% 59 stakeholder perspective toward english language teaching in pesantren muhammad zuhri fakhruddin; fika megawati diagram 12. percentage of boy student perspective toward supporting environment for elt in pesantren the following parts are the result of interview. the respondents involved two teachers and head of language enforcement department in the institution. • interview result with english teacher a urgency of elt english is a tool (instrument) which is used to learn the knowledge. therefore, it is very important since we really hope that after graduation from this institution, our students are competent to compete, specifically with non-pesantren student. moreover, our institution is a modern pesantren that put high attention to the usage of bilingual (arabic and english) in daily activities. learning motivation our students have extra-ordinary motivation eventhough they are learning inside pesantren. some of them have planned to continue their study abroad. and so far, we have alumi who are continuing their study in sudan, egypt and yemen. those who are continuing their study in indonesia had also succeed to enter favourite university such itb, unair and ugm and some others. application of elt pesantren students are different with other student. in pesantren, we educate them to honor teacher, this honor must be placed before everything. that is why, they always be obidient to the teacher and so far i got them so much obidient and having positive behaviour to almost every single subject which been taught in the classroom. elt method in our institution, elt is chategorized into 2, and i got my responsibility to handle what we called as 'drilling english program' which put big attention in enhancing grammar (structure) as they are prepared to pass toefl at grade xii. meanwhile, for grade x and xi we also teach them structure and practices. the other program will be regular english which run in accordance with national curricullum from the education ministry of indonesia. instrument of elt regarding to the teaching instrument, honestly our instrument is still lack (not complete), because in elt we supposed to have minimally one language laboratory and till now we don’t have it yet. but we are working to provide it in the next years. 0% 20% 40% 60% 80% very helpful quite helpful usual very not helpful very helpful quite helpful usual very not helpful column1 32% 68% 4% 4% 60 script journal: journal of linguistic and english teaching p-issn: 2477-1880; e-issn: 2502-6623 april 2018, vol. 3 no. 1 significance of environment language regulation must become such habit for students. we obligate our students to use both arabic or english in daily live. there are some days when they are allowed to use javanese, but at most they must use arabic and english as medium of communication. and in case that they are caught using non-arabic or english, they will be punished according to our internal regulation. therefore, they will feel responsible to use official language in our environement. • interview result with english teacher b urgency of elt once our students can use english, perhaps they will be able to master the knowledge itself. so, prospectively they will not get any obstacle when they study abroad. huge number of our alumni had continued their study abroad. moreover, some of indonesian universities have their international class which deploy english as medium of instruction. learning motivation indeed, they have good motivation, specifically when they are in xii grade, since they are about to continue to the higher education. for instance, when they are pursuing study in tourism and hospitality, some of them have approached me and say that they are so much regretful for not mastering english since grade xi and xii. so they will occupy most of their attention to learn toefl in order to meet the requirements for tourism major. application of elt each class has its own character and behavior. it is not about science or social track, but it most goes to the class composition which determined the whole class behavior. commonly, they are enthusiastic, only some of them are not. but in percentage, most of them behave positively. elt method we used many methods, for instance communicative language teaching and many more. sometimes, we also use discussion format, perhaps depending on the subject and material. once i ever taught about narrative, and i start the class with drama and they are very enthusiastic, since each of them got distinctive role and chance. even though their language is still in average level as i always give them corrections. instrument of elt we don’t have language laboratory yet. but for other instrument such portable sound system for listening, we have it. i also sometimes brought my own portable sound system. significance of environment honestly, our students’ competency in language tend to go more in arabic rather than english. so, they are a bit lack in english. indeed, they have competency in english, but they are still lack for the daily application. 61 stakeholder perspective toward english language teaching in pesantren muhammad zuhri fakhruddin; fika megawati • interview result with head of language enforcement department language program first of all, we have daily program including vocabulary enhancement. it is held after shubuh prayer when students’ minds are still fresh, so we enrich them with vocabulary. in a day 3 vocabularies are given to them in three languages (english, arabic and bahasa indonesia), the program run for twenty to thirty minutes. we have also weekly program such listening and watching movie at the sunday except for those who are visited by their parents. specifically for grade vii smp and x ma they must attend intensive class on friday to deepen their language. environment conditioning yes, we are the one who give them punishment and warning for those who don’t use our official language. but, if they keep repeating same mistake, we will report them to the board of teachers. during our daily operation, we cooperate with dormitory officials. our member of language department also often walk through inside the buildings to patrol language application. purpose of learning english maybe, later on, when students have graduated, there will be many majors to choose and moreover, universities are demanding toefl (for english) and toafl (for arabic) as entry requirement. in addition, having ability to speak english will help them to get scholarship from international universities, ability to communicate with foreigner is also beneficial since there are many tourists in indonesia. students behavior commonly, many students are following our program positively, though some of them are quite difficult to be managed. for them, we need to provide such special treatment such private advising. focused skill in elt in pesantren we are trying to enrich vocabularies and direct practice. vocabularies are taught in each group and students are also being tested after memorizing the vocab. discussion first variable which been measured is about stakeholders’ perspective toward urgency of elt, and in accordance to the data we can see some pattern of congruency and conformity among the stakeholders. both male and female students are displaying positive tendency to consider elt as very important in pesantren. however, female students are having higher percentage of importance consideration as 88% of them are stating elt as ‘very important’ compare to male which only reach 68.18 %. despite, this positive trend has also met others’ (teachers and head of language department) perspective who stated the urgency of elt. the highlighted point in this part is that perspective congruency in the matter of urgency of elt has found and so far became significant capital for the prospective elt development. 62 script journal: journal of linguistic and english teaching p-issn: 2477-1880; e-issn: 2502-6623 april 2018, vol. 3 no. 1 in teachers perspective, english has considered as a tool or instrument which been used to master and acquire knowledge or to pursue another goal. this perspective has also performed congruency with the students’; as both male (45%) and female (40%) are dominantly stated their learning motivation in elt is ‘increasing and developing general knowledge’. this fact doesn’t stop here, as the second highest of their learning motivation is ‘pursuing abroad scholarship’; male (23%) and female (32%). based on this percentage, researcher can conclude that female students are more motivated to pursue international education compare to male students. 20 % female and 19% male students have displayed that their learning motivation in elt is to have enough ability to communicate with foreigner. the rest 14 % of male students have displayed that they barely intend to learn english because they feel comfortable and happy to learn foreign language, meanwhile female students have only 4% on this type of motivation. the rest minor type of motivation is ‘desire to pass national examination’ which only shown by 4% of female students. in accordance with this data, researcher can conclude that pesantren students are instrumentally motivated to learn english, as hudson (2002) stated that instrumental motivation is indicated by aspiration to get practical benefit from the study of language. on the third variable, application of elt, both male and female students have commonly displayed positive attitude toward the application of elt as 45% of male student stated that it is ‘exciting’, while 27% of them stated ‘very interesting’. female students have also high percentage on the excitement since even 72% of them have displayed it. in addition, 20% of them have stated that elt application is ‘very exciting’. despite this positive trend, a quite percentage of negative behavior is exist, specifically among male students as 23% of them stated that elt application is ‘usual’. this percentage is quite high compare to female students which only performed minority number 8%. a discrepancy has been found in associated to the statement of one teacher who said that almost all students have positive perception toward all subject and all teacher, because in fact, they are varied as stated congruently by another stakeholders. the topic of elt application has actually a very close tie with the used method of elt, as the used method will determine students’ response toward the elt since it delas with techniques implemented to activate their language knowledge. in the issue of elt method, students perspectives also vary. among male students, 36% stated that the method is ‘good but need to be developed’, 27% stated ‘very good and must be developed’. 18% of them stated ‘varied and interesting’, 14% of them stated that it was ‘well understandable’ and 63 stakeholder perspective toward english language teaching in pesantren muhammad zuhri fakhruddin; fika megawati the rest of 5% stated that it was ‘monotonous’. meanwhile, female students have also as much as male type of perspective; 48% of female students stated that the method is ‘good but need to be developed’, 16% stated ‘well understandable’, 12% stated ‘varied and interesting’, 4% stated ‘very good and must be developed, while the rest 4% stated that the method is not good and need to be fixed. both male and female have majority considered that the method is good so far, but they also found several sides which need to be developed more. in addition, there are always tiny percentage of both male and female students who feel that the method is either usual, monotonous or even need to be fixed. as the exact reason of background of each case may vary, further research should be conducted in order to reveal this tiny percentage of negative perspective, whether it is because of the lack of method or even students’ critical analysis and probability of misleading expectation. the thing that can be proposed to make the learning situation more interesting in through games and interesting method. the researchers showing the impact of games in language learning are from arbain & nur (2018) who talk about the power of magic and fairy tale dice and (kusuma, adnyani, & taharyanti, 2017) who develop 10 interesting english games. another one is afidah & ma’arif (2017) who discuss their magic finger method in grammar lesson. the next two measured variable are instrument of elt and significance of environment in pesantren, which both are associated one to another. perspective toward instrument of elt is the unique part of this research, as it also revealed another discrepancy. students are mostly considering that elt instrument in pesantren has been completed, or even very complete. 64% of male students stated that elt instrument in pesantren is ‘complete’ and 23% of them stated ‘quite complete’. another 9% of them even stated ‘very complete’, and the rest 4% stated ‘not complete’. meanwhile, unique pattern has emerged among female students as only 36% of them stated that the instrument is ‘complete’, while ‘48% of them stated ‘quite complete’. 12% of them stated ‘very complete’ and the rest 4% stated ‘not complete’. regarding to male students, the range of congruency with teachers’ perspective is very large. during the interview, teachers admit lack of instrument such the absence of language laboratory as the minimum instrument in elt. the presence of another instrument such portable sound system still don’t drive it better since teacher sometimes must bring their own portable sound system. female students displayed more critical point of view since majority of them (48%) stated ‘quite complete’ and 36% stated ‘complete’. another 12% stated ‘very complete’ and the rest 4% stated ‘not complete’. despite the positive trend 64 script journal: journal of linguistic and english teaching p-issn: 2477-1880; e-issn: 2502-6623 april 2018, vol. 3 no. 1 is still dominant, but the percentage of 48% which is still higher rather than another perspective. lastly, the measurement toward significance of environment has displayed congruency between students (male-female) and another stakeholder. despite lack of instrument, pesantren has its internal language regulation which also can be considered as supportive instrument to reinforce language development in pesantren. the significance of this environment has been positively recognized by all stakeholders. among male students, 55% of them stated it is ‘very helpful’, 41% stated quite helpful and the rest of 4% stated ‘usual. among female students, 60% of them stated ‘quite helpful’, while 32% of them stated ‘very helpful’, 4% stated ‘usual’ and the remaining 4% stated ‘very not helpful’. it is a bit strange to find option ‘very not helpful’ among female students which often have a positive trend of perspective. researcher estimates that this rare phenomenon is pop up due to personal problem, such entering pesantren by force or lack of competence in following language law enforcement in pesantren. conclusion in accordance with the finding and discussion above, researcher finally constructs the final conclusion of this research in several points. firstly, all stakeholders of elt in pesantren al amanah have agreed and congruently consider english as very important subject to learn, but they may have different causes to determine its urgency. teachers and head of language department consider english as tool and instrument to master knowledge, but students’ perspective may differ as some of them are pursuing international scholarship. the perspective congruency toward urgency of elt is the first capital to seize a conducive milieu of elt. secondly, it is clear that most of the students at pesantren al amanah have been more instrumentally motivated during elt. so, course design conformity with students expectation and motivation is firmly suggested to achieve better satisfaction among all stakeholders. thirdly, in the topic of elt application, a small scale discrepancy has occurred. it is true to say that majority of students have positive behavior toward elt application, but generalization must be avoided to maintain the development of elt application itself. students’ behaviors are varied in each class as confirmed by one of the teacher. fourthly, regarding to the instrument of elt, students are mostly have good perspective, unless it does not congruent with the fact and teachers perspective. the range of 65 stakeholder perspective toward english language teaching in pesantren muhammad zuhri fakhruddin; fika megawati discrepancy is quite remarkable among male students, though female students have differed their perspective and closer to the congruency with other stakeholder. this discrepancy may be caused by the lack of ideal learning instrument in elt. a harmonization led by teachers by explaining the real condition and the ideal one is needed in order to solve the problem by involving all stakeholders, including students. finally, measurement on the significance of environment has driven into conclusion that most of the students are feeling significantly helped by the set up environment and its regulation. despite, there are still minor perspectives to be concerned by the stakeholders, such personal uncomfortability toward the regulation. further modification and harmonization are very suggested by doing comparative study to another pesantren, having a similar platform of language application and future prospect. bibliography afidah, n., & ma’arif, i. b. (2017). utilizing magic finger method in grammar class. jees (journal of english educators society), 2(1), 45. retrieved from https://doi.org/10.21070/jees.v2i1.677 arbain, a., & nur, d. r. (2018). the use of magic and fairy tale dice to improve students’ ability in writing narrative text. retrieved from https://www.atlantispress.com/proceedings/icigr-17/25890845 deci, l. ., & ryan, m. r. (1985). intrinsic motivation and self-determination in human behavior. new york: plenum. entwistle, n., & tait, h. (1990). approaches to learning, evaluations of teaching, and preferences for contrasting academic environments. higher education, 19, 169–194. fahruddin, d. (2015). english language teaching in pesantren institution in indonesia; from colonial to global perspectives. in prosiding for 4th international conference on indonesia studies; “unity, diversity and future.” gardner, r. c. (1985). social psychology and second language learning: the role of attitudes and motivation. baltimore, maryland: edward arnold. hidayat, m. (2007). the teaching of english at pondok pesantren at tarbiyyah al islamiyyah in paiton, probolinggo. the state islamic university of malang. hudson, g. (2000). essential introductory linguistics. blackwell publishers. könings, k. d., brand-gruwel, s., & van merriënboer, j. j. g. (n.d.). students’ and teachers’perceptions of an innovative learning environment: do they see through the same glasses? kothari, c. r. (2004). research methodology; methods and techniques (second revised edition). india: new age international publishers. kusuma, i. p. i., adnyani, n. l. d. s., & taharyanti, g. a. p. (2017). developing 10 interesting games as the breakthrough of monotonous implementation of flashcards to vocabulary learning and assessments. script journal: journal of linguistic and english teaching, 2(1), 68. https://doi.org/10.24903/sj.v2i1.65 mukhlas, m., & fadhilah, e. (2016). the influence of dcm (daily conversation method) towards students foreign language speaking fluency in modern islamic boarding school in indonesia. in proceeding of socioint 2016, 3rd international conference 66 script journal: journal of linguistic and english teaching p-issn: 2477-1880; e-issn: 2502-6623 april 2018, vol. 3 no. 1 on education, social sciences and humanities (p. 23–25 may). istanbul, turkey. risdianto, f. (2016). model pembelajaran bahasa inggris di ponpes ta’mirul islam surakarta. leksema; jurnal bahasa dan sastra, 1(no. 1, januari-juni 2016). vermetten, y. j., vermunt, j. d., & lodewijks, h. g. (2002). powerful learning environments? how university students differ in their response to instructional measures. learning and instruction, 12, 263–284. 96 script journal volume 1, issue 2, october 2016 ‖ p-issn 2477-1880 ‖ e-issn 2502-6623 http://jurnal.fkip-uwgm.ac.id/index.php/script the influence of teaching english vocabulary using vcd learning to the kindergarten level in smart and fun communicative english course samarinda ikhwanul ahsan faryabi muja akademi bahasa asing colorado samarinda, indonesia ikhwan_muja@yahoo.com abstract: the researcher used vcd learning to help kindergarten level students smart and fun communicative english program samarinda on learning english vocabulary. the contents were relevant to the vocabulary for students in kindergarten level of smart and fun samarinda.this study was aimed finding whether there was significance difference between experimental and control groups and whether there was significant difference between post experimental and control groups. it is a kind of experimental research. this study’s design was two group-pretest-treatment-posttest design. the population of this study was 60 students. the researcher took 40 students from two classes as the sample of this study. then, took other 20 students as try out test respondents. the test was tried out to 20 respondents consisted of 30 items. after being analyzed, its reliability coefficient was 0.462. the experimental group’s mean score on the post-test was 80.17 while on control group was 70.67. after analyzing the two mean scores by using the program of spss 16.0, it was found that the difference significance value between the two mean scores t computed 4.068 was higher than t table 2.093 with the level of significant 5%. the computation showed that the two groups’ mean scores of significantly differed. thus, the alternative hypothesis (ha) is accepted and the null hypothesis (ho) is rejected. it could be concluded that there was significant difference of english vocabulary achievement among students of kindergarten level of smart and fun by using vcd learning. keywords: teaching vocabulary, vcd learning, kindergarten level students. introduction early childhood education is successful becomes the parents’ trend in education field nowadays. non-formal education is also becomes one of the parents’ choices in helping their children improving their achievement in learning. the parents think that the learning activities which their children have at school have not been enough. it is because the learning activities which schools usually use are the conventional one where only the teachers are active in the class. many of the parents want their children are able to master the lessons at school especially english. it is because english is one of the lessons which have to be learnt in a very young age at school now. in order to learn language especially english which is a 97 script journal volume 1, issue 2, october 2016 ‖ p-issn 2477-1880 ‖ e-issn 2502-6623 http://jurnal.fkip-uwgm.ac.id/index.php/script foreign language for indonesian students, vocabulary is the most important thing that should be aware. because by mastering sufficient vocabularies it will help them learning english more easily. one of the problems which usually occurs when the children learn english vocabulary is they seem really easy to forget about the vocabularies which have been taught by the teachers. they find it is boring to learn vocabularies in the class because the teachers only use the teaching technique which may be lack of the instructional aid of learning. this may because the students’ memory in memorizing the vocabularies becomes weak. in learning a foreign language, vocabulary plays an important role. it is one element that links the four skills of speaking, listening, reading and writing all together. in order to communicate well in a foreign language, students should acquire an adequate number of words and should know how to use them accurately. as we know that vocabulary has an important role in learning language. even though students realize the importance of vocabulary when learning language, most indonesian students learn vocabulary passively due to several factors. huyen & nga (2003) mentioned there are several factors related to the students’ vocabulary learning: a. students usually only acquire new vocabulary through new words in their textbooks or when given by teachers during classroom lessons. b. students only think of vocabulary learning as knowing the primary meaning of new words. therefore, they ignore all other functions of the words. c. they consider the teacher's explanation for meaning or definition, pronunciation, spelling and grammatical functions boring. d. many learners do not want to take risks in applying what they have learnt. students may recognize a word in a written or spoken form and think that they already "know the word", but they may not be able to use that word properly in different contexts or pronounce it correctly. teaching english to children is different to teaching adults. we need to teach the children harder and with distinct way as we usually do to the adults. to help students learning more easily, especially vocabulary lessons and make it more enjoyable we need to use interesting activities. consequently, the teacher is demanded to be creative and be good model in teaching english for their students. as the basic components of the four language skills (listening, reading, writing and speaking) vocabulary has to be mastered by learners. without having adequate vocabulary we will get difficulty in learning english. for kids, 98 script journal volume 1, issue 2, october 2016 ‖ p-issn 2477-1880 ‖ e-issn 2502-6623 http://jurnal.fkip-uwgm.ac.id/index.php/script vocabulary is the first step to learn english, because without knowing a lot of vocabulary in english the children will get difficulties in mastering english. through this study the researcher wanted to examine a technique which is hoped can be a good method for teaching vocabulary to the students in kindergarten level. here, the researcher tried to present vcd learning as a teaching english medium to the students in kindergarten level. teaching english using vcd learning can be considered as one of the appropriate methods. in teaching vocabulary to the kindergarten level students, the teacher had be more creative and able to keep the students away from getting bored. the teacher needs some ways or aids. in order to keep the students away from getting bored in learning vocabulary, the teacher should use an appropriate instructional media. this media should gain the students’ interest in learning new vocabulary. media such as cartoon, vcd, tape recorder, overhead projector, radio, television, computer, interactive white board (iwb) and etc. play important role in teaching vocabulary. they are very useful for the teacher to achieve the instructional goals and the objectives of learning, besides as a tool to command students in teaching learning process. yang & fang (2008) said that “multimedia teaching stresses the role of the students, and enhances the importance of “interaction” between teachers and students. its major feature is to train and improve students’ ability to listen, to speak, and to develop their communicative competence”. the use of cvd learning as media can be a choice for the teacher in teaching vocabulary in which the students will be given a chance to study vocabulary in different way which is hoped that they will be motivated and confidence in learning vocabulary. brophy & good (1986) imply that the toys and manipulative equipment. although available for the children should be selected with care, because in a very real sense these items represent the basic curriculum of the preschool. the ideal of kinds of toys and equipment to purchase are those that; 1.are interesting and enjoyable to the children. 2. are safe (no glass, sharp edges, lead-based paint, pieces small enough to invite swallowing and choking, or other potential safety hazards). 3. are sturdy and durable. 4. are flexible enough to be used for a variety of purposes, thus inviting repeated used and fostering creativity in play. 5. invite active manipulation and provide for automatic self-correction, so that the 99 script journal volume 1, issue 2, october 2016 ‖ p-issn 2477-1880 ‖ e-issn 2502-6623 http://jurnal.fkip-uwgm.ac.id/index.php/script children learn as they play. 6. are useful in teaching recognition and discrimination of size, shape, color, number, texture, and other basic concepts or sensory aspects of objects. as harmer (2007) says that video is richer than audio tape. speakers can be seen. their body movements give clues as to meaning, so do the clothes they wear, their location etc. background information can be filled in visually. besides, many teachers use video because it brings an extra dimension to the class and can be most enjoyable. for the reasons above, the researcher wanted to try to use video compact disc learning or vcd learning as a medium for teaching vocabulary to the students in kindergarten level. the researcher hoped that it would be an effective and interesting medium in teaching vocabulary to the students, so that they can enjoy and interested in learning vocabulary. methodology research design the design which was used in this study is quasi-experimental. the researcher attempted to determine the influence of using vcd learning on students’ vocabulary acquisition. the impact of using vcd learning on the students’ vocabulary retention was based on quantitative analysis of the results of the pre-test and the post tests. according to creswell (1994) experiment is highly controlled method. experiment gives the researcher valuable data for judging and comparing the changes in the scores between the experimental group and the control group in the pretests and posttests. the comparison of the results of the pretests and posttests between two groups and each group helps the researcher clarify how the treatment has influenced the subjects’ vocabulary scores. the independent variable focused upon was the strategy of using vcd learning to teach new vocabulary. the dependent variable was the students’ vocabulary acquisition. population, sample and setting the population in this research comprised 60 students in three classes of smart and fun english course of kindergarten classes. two classes of kindergarten level were selected for this research. these two classes were then randomly selected as experimental group and control group. the experimental group (banana class) was taught by using vcd learning as the treatment, whereas the control group (grape class) received material without using vcd learning. in the experimental group, there were 20 students. the control group was 100 script journal volume 1, issue 2, october 2016 ‖ p-issn 2477-1880 ‖ e-issn 2502-6623 http://jurnal.fkip-uwgm.ac.id/index.php/script composed of 20 students as well. the age of the participants in both the experimental group and the control group were around five to seven. the researcher conducted pre-test – treatment – post-test stages for both groups. in the pre-test, the students were asked to demonstrate knowledge of all the vocabulary focused upon the target vocabulary which is targeted in the vcd learning. in this study the researcher used a performance test. the teacher said some words one by one and asked the students to points the pictures that the teacher meant. students had to point the picture to its suitable word. it was done to all of students one by one. the tryout test was made by the researcher himself. the resource of test was taken from vcd learning ayo belajar bahasa inggris vol 4 & vol 5” created by pt elex media komputindo. in the treatment for experimental group, it was taught by learning new vocabulary from vcd learning. the overall time to teach was about 45 minutes. 5 minutes was used to explain the material and then 20 minutes was taken for playing vcd learning. nevertheless the treatment for controlled group was teaching by using non vcd learning technique or classical/conventional method. this meant that the students were given a set of pre – test before the treatment. the overall time to teach was 70 minutes. after having finished the treatment, the researcher conducted post – test to the students. the time taken for this post – test was 70 minutes. through the test the researcher would like to find out the result from the scores by comparing the two groups in order to see the significant difference by using paired sample t – test in the program of spss 16.0. the validity of the test material in this study that was checked was only the content validity. content validity in this study refers to whether a measure covers the material that it claims that it fairly and comprehensively covers the domain or items that it purports to cover, and in this research all of the items that were used as the test material were suitable and the same as the materials that were in vcd learning ayo belajar bahasa inggris vol 4 & vol 5” created by pt elex media komputindo. the researcher used split – half method to measure the reliability, which the items of the single test will be divided into:  odd number as group x  even number as group y 101 script journal volume 1, issue 2, october 2016 ‖ p-issn 2477-1880 ‖ e-issn 2502-6623 http://jurnal.fkip-uwgm.ac.id/index.php/script after having the coefficient of correlation of the whole test, then it was compared with r-table product moment. if the result of r computation is higher than r-table, it means that the test is reliable. data collection techniques in order to collect the data for this study, two tests were given. the purpose of each test follows: 1. pre-test: to establish a baseline for determining vocabulary growth throughout the instructional process. the students were asked to demonstrate knowledge of all the vocabulary focused upon the target vocabulary which is targeted in the vcd learning. 2. post-test: to allow the students showing their vocabulary acquisition and retention throughout the process. each test was described in more detail in the following sections. data collection technique 1 the first data collection technique was the pre-test which was administered to assess understanding of the key vocabulary words through a performance test using the selection of vocabulary words addressed during the study. the pre-tests was given prior to any instruction on the target vocabulary words. these teacher-created exams were used to establish a baseline to ascertain growth over the course of the instruction. the performance pretest was scored simply by awarding a point for every correct answer and determining an overall percentage. data collection technique 2 the post-test was a repetition of the pre-test procedure. the post-test was given one week after the final instructional period concluded. the results from this test were used to compare the result of the post-test with the pre-test results in order to determine vocabulary acquisition growth over the course of the instructional period. this test also was used to determine if and to what extent retention of the targeted words have taken place. all attempts were made to use pictures on the post-test that was an obvious example of the key vocabulary term to native speakers. there are the procedures that the researcher carried out to collect the data needed: 1. conducting the try out test to the 20 students of kindergarten level in smart and fun english course samarinda. 102 script journal volume 1, issue 2, october 2016 ‖ p-issn 2477-1880 ‖ e-issn 2502-6623 http://jurnal.fkip-uwgm.ac.id/index.php/script 2. finding out the best way or procedure in giving instructions to the students when giving the try out to the try out students for real test (pre-test and post-test). 3. dividing the sample members into two groups, an experimental group (group a) and a control group (group b) by using simple random sampling method. 4. conducting the pre-test for both experimental and control group. 5. giving the treatment of using vcd learning to experimental group, while control group is taught without using vcd learning. 6. giving the post – test to both groups to collect the data. 7. find out the result. 8. compare the two groups in order to see the significant difference by using paired sample t – test in the program of spss 16.0. data analysis techniques in accordance with the purposes of this research, it can be seen the comparison between the result of experimental group and control group. to investigate whether the hypothesis are accepted or rejected the researcher used t-test formula. in this study, the researcher used paired sample t-test in the program of spss 16.0. order to determine whether hypothesis of the research was accepted or rejected, the researcher used the formula as follows: if tc ≥ t-table or t-table ≤ tc, ho is rejected and ha is accepted. if tc < t-table or t-table > tc, ho is accepted and ha is rejected. where: tc : computed t ho : the null hypothesis (the hypothesis of two variables that there is no difference between them) ha : the alternative hypothesis (the hypothesis of two variables that has significant difference between them) finding findings of this study consist of the influence of teaching english using vcd learning on kindergarten level students’ vocabulary acquisition in smart and fun english course samarinda. 103 script journal volume 1, issue 2, october 2016 ‖ p-issn 2477-1880 ‖ e-issn 2502-6623 http://jurnal.fkip-uwgm.ac.id/index.php/script figure 4.1 pre-post average score experimental and control groups after giving the stages, the researcher found the average scores from both pre and posttest of experimental and control group. for pre test and post test of experimental was 62.7 and 80.2, for pre test and post test control group was 64.1 and 70.4. mean n std. deviation std. error mean pair 1 experimental group 80.1667 20 10.31548 2.30661 control group 70.3500 20 12.95235 2.89623 table 1. paired samples statistics n correlation sig. pair 1 experimental group & control group 20 .606 .005 table. 2 paired samples correlations paired differences t df sig. (2tailed)mean std. deviati on std. error mean 95% confidence interval of the difference lower upper 0 20 40 60 80 100 pre test average post test average experimental control 104 script journal volume 1, issue 2, october 2016 ‖ p-issn 2477-1880 ‖ e-issn 2502-6623 http://jurnal.fkip-uwgm.ac.id/index.php/script paired differences t df sig. (2tailed)mean std. deviati on std. error mean 95% confidence interval of the difference lower upper pair 1 experimental group control group 9.63300 10.589 13 2.36780 4.67714 14.58886 4.068 19 .001 table. 3 paired samples test on the post-test, the mean score of the experimental group was 80.2 and the mean score of control group was 70.4. it can be seen from the table above that the t computed 4.068 is higher than t table 2.093 or 4.068 > 2.093 with the level of significant 5%. the computation showed that the mean scores of the two groups significantly differed. in other words, teaching english vocabulary by using vcd learning as the instructional media gave significantly better result. discussion as stated previously on the first chapter that the main aim of conducting this research was to know whether there was significant difference of vocabulary mastery between the students of kindergarten level in smart and fun communicative english program samarinda who taught with and without using cvd learning as the instructional media. based on the result of the study, it is seen that the test showed the average scores of pre-test and post-test of experimental and control group were different. this means that the technique used in teaching english vocabulary gave significant result to students’ vocabulary acquisition. the improvement of children with the vocabulary with vcd learning can be seen from the result of the study. the result of mean computation score of experimental group score was higher than the mean score of control group. it means the students’ vocabulary of the experimental group increased greater than the control group after treatment. in 105 script journal volume 1, issue 2, october 2016 ‖ p-issn 2477-1880 ‖ e-issn 2502-6623 http://jurnal.fkip-uwgm.ac.id/index.php/script conclusion, there was a significant difference before and after treatment of experimental and control group. this research has proved that using cvd learning as the instructional media in teaching english vocabulary made the post-test result of the students in the experimental group better than those in the control group. the findings strengthen the vcd learning as the instructional media theory stated by stempleski (1987) that using video material in a non-english language teaching (elt) environment can motivate students. besides, (collins et al, 1997) states that “multimedia give the power to the learners to explore and manipulate the information, beside to construct their own knowledge base”. the previous research in the area of teaching english vocabulary by using vcd as the instructional media conducted by (pangaribuan, 2008), a student of mulawarman university – in her research, “the effect of teaching vocabulary by using vcd to the fourth grade students of sdn 013 sungai kunjang samarinda in 2009/2010 academic year” analyzed whether using vcd enriched vocabulary of the students. in her research, it was concluded that using vcd in teaching english vocabulary gave better result than without using vcd. this result confirm the theories stated by (webster, 1972) that teaching aids are many varieties of devices and materials, which rely on the sense of sight to inform. without technique and teaching aids which are appropriate to the students’ level, the students may get bored and not interested in following the lesson and the result will not be satisfactory. based on the results of this research, the use of vcd learning as the instructional media for teaching english vocabulary to the students in basic level brings good effect. the students enjoy the lesson and they are interested in learning english vocabulary. it is strongly guessed that watching vcd learning was a so impressive process for the students that when they were given the post-test, they could easily remember the words they found during the treatment process. it proved by having more correct answers and getting better score. conclusion based on the result of the analysis in the previous chapter, the researcher comes to the conclusion as the following that: a. the researcher concluded that the effect of teaching english vocabulary using vcd learning to the kindergarten level students of smart and fun english course 106 script journal volume 1, issue 2, october 2016 ‖ p-issn 2477-1880 ‖ e-issn 2502-6623 http://jurnal.fkip-uwgm.ac.id/index.php/script samarinda, can be seen from the mean pre-test and the posttest score of experimental group. (62.7 for pre-test and 80.1 for the post-test) b. the researcher concluded that the effect of teaching english vocabulary without using vcd learning to the kindergarten level students of smart and fun english course samarinda, can be seen from the mean pre-test and the post test score of control group. (64.1 for pre-test and 70.4 for the post-test). c. after analyzing the two mean scores on the post-test (80.2 for experimental group and 70.4 for control group), the researcher found that the t-computed 4.068.is higher than t-table 2.093. it means that there was significant effect of english vocabulary achievement between the kindergarten level students in smart and fun english course samarinda who were taught with and without vcd learning. based on those results, it is indicated that the alternative hypothesis that has been formulated “there is a significant effect in students’ vocabulary achievement who were taught with vcd learning” is accepted. bibliography brophy, j., & good, t. l. (1986). teacher behaviour and student achievement. handbook of research on teaching, 328–375. collins, j. (1997). teaching and learning with multimedia. london: rotledge. creswell, j. w. (1994). research design qualitative and quantitative approaches. london: saga publications. harmer, j. (2007). how to teach english (an introduction to the practice of english language teaching. england: longman. huyen, n. t. t., & nga, k. t. t. (2003). learning vovabulary through games: the effectiveness of learning vocabulary through games, 5(4). pangaribuan, a. (2008). the effect of teaching english vocabulary by using vcd to the fourth grade students of sdn 013 sungai kunjang samarinda in 2008/2009 academic year. mulawarman university. stempleski, s. (1987). short takes: using authentic video in the english class, (12-14 april), 17. webster, m. (1972). webster’s new world dictionary of the american language encyclopedic. the world publishing company. 107 script journal volume 1, issue 2, october 2016 ‖ p-issn 2477-1880 ‖ e-issn 2502-6623 http://jurnal.fkip-uwgm.ac.id/index.php/script yang, w., & fang, f. (2008). optimization of multimedia english teaching, 1(4). copyright © 2017, script journal: journal of linguistic and english teaching, p-issn 2477-1880, e-issn 2502-6623 http://jurnal.fkip-uwgm.ac.id/index.php/script script journal: journal of linguistic and english teaching p-issn: 2477-1880; e-issn: 2502-6623 april 2017, vol. 2 no. 1 received: april 2017 accepted: april 2017 published: april 2017 article doi: http://dx.doi.org/10.24903/sj.v2i1.78 the effects of implementing workshop on radio broadcasting class towards students speaking ability nini wahyuni politeknik negeri padang ni2_wa@yahoo.com sumira politeknik negeri padang sumiradoano@gmail.com abstract: this research discuss about the effects of implementing workshop on radio broadcasting class towards students speaking ability. the purposes are to know whether there is improvement in student speaking ability while conducting workshop on radio broadcasting. the participants of this research are english department students of state polytechnic of padang who attend workshop on broadcasting course in academic period 2015-2016. the observation data shows that the students’ articulation, intonation, and expression in delivering the radio program are become better because they trained to speak clearly and in various way. meanwhile, the questionnaire data shows that there were 60% students agree that workshop on radio broadcasting class is important to improve their speaking ability, 68% students agree that they can improve their grammar, 72% students agree that they can improve their vocabulary, 56% students agree that they can express their idea, and their articulation and speaking speed become better, 72% students agree that they can speak more fluent and their accuracy and 60% students agree that by practicing as a radio announcer, news reader and reporter, their self confident is improve. the average score for the students’ accent was 2,96, means that they have “foreign accent” requires concentrated listening, and mispronunciations lead to occasional misunderstanding and apparent errors in grammar or vocabulary. the average score for grammar was 3,08. for vocabulary, the average score was 3,04. for fluency, the average score was 3,00. finally, for comprehension, the average score was 3,16. keywords: effect; radio broadcasting; speaking ability http://jurnal.fkip-uwgm.ac.id/index.php/script http://dx.doi.org/10.24903/sj.v2i1.78 mailto:ni2_wa@yahoo.com mailto:sumiradoano@gmail.com script journal: journal of linguistic and english teaching, april 2017, vol. 2 no. 1 copyright © 2017, script journal: journal of linguistic and english teaching, p-issn 2477-1880, e-issn 2502-6623 112 introduction state polytechnic of padang is one vocational institution in padang, west sumatera. it has 12 diploma-3 study program and 7 diploma-4 study program which spread over 7 studies. one of the newest study programs is english department that is established in 2009. since its present, english department has already provided their students with two valuable skills, namely translation and broadcasting. in translation, students are prepared to be a good and professional translator. meanwhile, in broadcasting, the students prepared to be a good and professional broadcaster. in english department, the broadcasting course is divided into two main subjects; namely tv and radio broadcasting. especially for radio broadcasting, the students learn any kind of issues such as the theory of radio broadcasting, the radio program, the announcing skills, the radio stations regulation, the radio stations management, and etc. after taking this course, they should proceed to workshop on radio broadcasting class. for this course, students get a chance to be a professional radio announcer at polytechnic fm. moreover, they get a regular schedule to guide and host a radio program. both of these theoretical and practical class are taught and guided by qualified teachers who have experience in radio broadcasting for many years. therefore, students should have a good qualification as a radio announcer and they should have a good communication skill in english speaking. however, the effect of the workshop on radio broadcasting class towards student speaking ability is unknown yet. during this time, the speaking ability of the students still need to be improved because it was found that some of the students cannot speak english fluently. it can be seen from their performance while having a discussion or doing a role play in class. moreover, the speaking activities are usually done in the classroom. therefore, the english communication seems not real for them. based on the problem, the researcher interested to conduct a research about the effect of the implementing workshop on radio broadcasting class towards students speaking ability. it assumes that the students need a media to make them practice their english more and in a real situation. through workshop on radio broadcasting class, students learn how to deliver the news, how to conduct a talk show, how to report the news, how to create an advertisement and features and these activities will be broadcast directly through radio streaming, thus the listener from various area can listen polytechnics fm that is broadcast by english department students of state polytechnic of padang. script journal: journal of linguistic and english teaching, april 2017, vol. 2 no. 1 copyright © 2017, script journal: journal of linguistic and english teaching, p-issn 2477-1880, e-issn 2502-6623 113 the aims of this research is to find whether the implementation of workshop on radio broadcasting class give effect to the students speaking ability. moreover, this research can be used as a way to measure the students speaking achievement by using workshop on radio broadcasting class. in addition, this research is hoped can give many benefits for many aspects. first, for english department lecturers, this research can be used to maximize the teaching learning role in workshop on radio broadcasting class. meanwhile, for the students of english department, it can be used as a way to improve their speaking ability in english. finally, for english department, the result of the research can be used as consideration in designing the curriculum. radio broadcasting as general, radio defines as a communication tool to deliver information from one place to another. meanwhile, broadcasting means to communicate or transmit ( a signal, a message, or content such as audio or video programming) to numerous recipients simultaneously over a communication networks. therefore, radio broadcasting can defines as sending transmission to a large audience through radio. according to d’ ecclesia (2013), radio is a means of communication which based on music and words to entertain and inform the public. in addition, radio develops the “image” through several elements; namely music, programming, sounds effects, hosts, jingles, theme songs and etc. all of the elements are fundamental in carrying out the company’s sound image. mcleish (in mohammed, 2013) divides the characteristic of radio as follows: 1. the speed of radio as information sisseminator. it means that radio has an enormous speed because it is a medium of sound, to impart the latest news or any message, it does not need to wait for the printing processes like that of newspaper or to wait for the processes of picture taking and editing like that of television. 2. radio speaks to million. it means that radio gives much information to the listeners. even a person cannot read a newspaper or read caption or text on television, they can listen to program or news in any language on the radio. 3. radio speaks to the individual. the radio speaks to the each of listener as an individual audience. it can create greater impact and involvement to the listener. 4. radio makes mental pictures. radio employs only sounds (or sounds and pause/silence to be precise) and uses them to their maximum effect to provide script journal: journal of linguistic and english teaching, april 2017, vol. 2 no. 1 copyright © 2017, script journal: journal of linguistic and english teaching, p-issn 2477-1880, e-issn 2502-6623 114 the whole pictures of the story. therefore, the listeners have to use their imagination to interpret a story. 5. radio has no boundaries. it means that radio signals go across mountains and oceans with no difficulties. 6. the simplicity of radio. radio is totally dependent on sounds, the medium has simplicity in the whole processes of massage production– from reporting to broadcast. 7. radio is cheap. it means the price of radio is affordable and inexpensive. therefore, it can be a prime electronic medium of the poor. 8. the personality of radio. radio messages are often delivered by the human voice and due to differences that come from geographical location and social status, different people will definitely have different accents and dialects. it is, therefore, “important that all kinds of voices are heard and not just those of professional” 9. radio for change. it acts as a multiplier of change. 10. it is a powerful medium. it used to speed up information, to exchange ideas and make discussions. based on the explanation above, it can conclude that radio is a mass communication media to deliver information. radio is fast, simple and inexpensive tools, therefore everyone can receive and listen to the radio. as the communication medium, radio also can be used as teaching learning media. through radio, students can learn how to get information (listening), how to broadcast information (speaking), how to deliver the information/ message (reading) and how to make the radio script (writing). in workshop on radio broadcasting class, students are guided to be a professional announcer. moreover, they learn and practice as radio announcer, reporter, host, music director, production house, and etc for 1 semester (about 6 months). all of those parts can be a valuable experience for the students. they can improve their language skill in conducting each roles, especially in english. the nature speaking speaking is the productive aural/ oral skill that consists of producing systematic verbal utterances to convey meaning (nunan, 2003). it is a quite complex undertaking which involves using all the different level of language. wallace, stariba, and welberg (2004) state that teachers have to consider these following ways in teaching speaking: script journal: journal of linguistic and english teaching, april 2017, vol. 2 no. 1 copyright © 2017, script journal: journal of linguistic and english teaching, p-issn 2477-1880, e-issn 2502-6623 115 1. provide students with opportunities for practicing specific speaking skills. students improve their formal speech when teachers provide insights on how to organize their ideas for presentation.students can give better speeches when they can organize their presentation in a variety of different ways, including sequentially, chronologically and thematically. they need practice in organizing their speech around problems and solutions, causes and results, and similarities and differences. after deciding about the best means of organization, they can practice speeches with another student or with the whole class. 2. teach students to adapt their speech to specific situations. learners need to know how speakers differ from one another and how particular circumstances call for different forms of speech. they can learn how speaking styles affect listeners. thus, the rate of which they speak, the volume and the precision of pronunciation may differ substantially from one situation to another. 3. provide opportunities to practice speaking before increasingly larger groups. children, adolescents, and adults sometimes fear the challenge of sustained, formal speaking before large groups. teachers can help reduce unrealistic fears by pointing out how common they are among people and what to do about them. students can practice presenting information, answering questions and holding group discussions. according to brown (2001: 270), in implementing speaking in the interactive classroom, teachers should be able to make their students deal with both interpersonal (sometimes referred to as interactional) and transactional dialogue and they are able to converse with a total stranger as well as someone with whom they are quite familiar. richard (in brown 2001) offers some features of conversation that can receive a specific focus in classroom instruction such as how to use conversation for both transactional and interactional purposes, how to produce both short and long turns in conversation, how to initiate and respond to talk on a broad range of tropics, and etc. based on the explanation, radio broadcasting can be a great way in making students to speak because in radio broadcasting students have opportunity to practice specific speaking skill, such as how to speak in radio, how to deliver the news, how to conduct a talk show, how to report the news, and etc. moreover, teacher can teach students to adapt their speech to script journal: journal of linguistic and english teaching, april 2017, vol. 2 no. 1 copyright © 2017, script journal: journal of linguistic and english teaching, p-issn 2477-1880, e-issn 2502-6623 116 specific situation that is radio broadcasting. it needs a special skill in which the students have to be able to broadcast without seeing the listener/ target audience directly. speaking assessment to know or to assess the students improvement while conducting radio broadcasting, it needs some speaking assessment criteria. it is used as the guidance in determining the students speaking improvement.according to hughes (1989), there are some categories of speaking assessment criteria, as follows: accent 1. pronunciation frequently unintelligible. 2. frequent gross errors and a very heavy accent make understanding difficult, require frequent repetition. 3. “foreign accent” requires concentrated listening, and mispronunciations lead to occasional misunderstanding and apparent errors in grammar or vocabulary. 4. marked “foreign accent” and occasional mispronunciation which do not interfere with understanding. 5. no conspicuous mispronunciation, but would not be taken for a native speaker. 6. native pronunciation, with no trace of “foreign accent” grammar 1. grammar almost entirely inaccurate phrases. 2. constant errors showing control of very few major patterns and frequently preventing communication. 3. frequent errors showing some major pattern uncontrolled and causing occasional irritation and misunderstanding. 4. occasional errors showing imperfect control of some pattern but no weakness that causes misunderstanding. 5. few errors, with no patterns of failure. 6. no more than two errors during the interview. vocabulary 1. vocabulary in adequate for even the simplest conversation. 2. vocabulary limited to basic personal and survival areas (time, food, transportation, family, etc.) 3. choice of words sometimes in accurate, limitations of vocabulary prevent discussion of some common professional and social topics. script journal: journal of linguistic and english teaching, april 2017, vol. 2 no. 1 copyright © 2017, script journal: journal of linguistic and english teaching, p-issn 2477-1880, e-issn 2502-6623 117 4. professional vocabulary adequate to discuss special interests; general vocabulary permits discussion of any non-technical subject with some circumlocutions. 5. professional vocabulary apparently as accurate and extensive as that of an educated native speaker. 6. vocabulary apparently as accurate and extensive as that of an educated native speaker. fluency 1. speech is so hating and fragmentary that conversation is virtually impossible. 2. speech is very slow and uneven except for short or routine sentences. 3. speech is frequently hesitant and jerky; sentences may be left uncompleted. 4. speech is occasionally hesitant, with some unevenness caused by rephrasing and groping for words. 5. speech is effortless and smooth, but perceptibly non-native in speech evenness. 6. speech on all professional and general topics as effortless and smooth as native speakers. comprehension 1. understands too little for the simplest type of conversation. 2. understand only slow, very simple speech on common social and touristic topics; requires constant repetition and rephrasing. 3. understand careful, somewhat simplified speech when engaged in dialogue, but may require considerable repetition and rephrasing. 4. understand quite well normal educated speech when engaged in a dialogue, but requires occasional repetition or rephrasing. 5. understand everything in normal educated conversation except for very colloquial or low-frequency items, or exceptionally rapid or slurred speech. 6. understands everything in both formal and colloquial speech to be expected of an educated native speaker. in this research, the improvement of students in english speaking also can seen from their accent, grammar, vocabulary , fluency, and comprehension. the assessment is done for 2 times by comparing their score in mid and final semester. the scoring is 1 for the lowest score, and six for the highest score. script journal: journal of linguistic and english teaching, april 2017, vol. 2 no. 1 copyright © 2017, script journal: journal of linguistic and english teaching, p-issn 2477-1880, e-issn 2502-6623 118 methodology research design the design applied in this study is quantitative and qualitative research in which the data were collected through class observation, speaking assessment, and questionnaire. the data were analyzed descriptively. population and sample the population of this research was english department students of state polytechnic of padang who attended workshop on radio broadcasting class in academic year 2015/2016. there were two classes (2a and 2b) and each class consists of 22-24 students. the sample were taken randomly. data collection instruments in this research, there were three instruments that were used in collecting the data, namely: 1. observation the observation was focus on finding the student progress especially in speaking. it was done in the studio radio of state polytechnic of padang during one semester. before performing as radio announcer, the students are trained to speak and to read the script. they have to be ready with a radio script every meeting. while students practicing to read the script or conducting a radio program, the lectures will observe whether any improvement in student speaking ability. the observation results were collected through teachers’ field notes. 2. students’ scores/ assessment this assessment was used to know the improvement on student speaking ability. the assessment comprise of accent, grammar, vocabulary, fluency, and comprehension and it was used a six-point scale for each part. 3. questionnaire it was used to know the student's response related to the effect of workshop on the radio broadcasting class to their speaking ability. the questionnaire consists of ten statements and each of them has four responses; namely strongly agree, agree, disagree, and strongly disagree. technique of data collection the data were collected during the workshop on radio broadcasting class take place. first, the data were collected through class observation in which the researchers observed script journal: journal of linguistic and english teaching, april 2017, vol. 2 no. 1 copyright © 2017, script journal: journal of linguistic and english teaching, p-issn 2477-1880, e-issn 2502-6623 119 whether there is an improvement in the students speaking ability. then, the students broadcast recording were assessed based on the speaking criteria level. due to confirm the data from the observation and assessment results, the questioners were given to the students. technique of data analysis the data from observation was analyzed qualitatively. meanwhile, the data from speaking assessment and questionnaire were analyzed quantitatively through descriptive statistics analysis involving gathering and interpreting the data. for the observation, the data were collected through field note and photograph. moreover, the data questionnaire used likert scale with four-point scale; strongly agree (4), agree (3), disagree (2), strongly disagree (1). meanwhile, for the speaking assessment, it was used speaking criteria level that was proposed by hughes (1989) with six-point scale. the criteria for speaking were accent, grammar, vocabulary, and fluency. findings observation the observation data were collected through field notes and photograph. the data were taken during the workshop on radio class. there were 16 meeting for each class and the classes were observed by the lecturers who have experience in radio broadcasting (senior broadcaster) and also english department lectures. the observation result can be seen as the below: figure 1. reading the script in each meeting, the students practiced their broadcasting skill as a radio announcer. in this stage, the lectures observed their speaking ability. after they finished practicing the radio broadcast, the lecturers gave some feedback by giving comments and suggestions through field script journal: journal of linguistic and english teaching, april 2017, vol. 2 no. 1 copyright © 2017, script journal: journal of linguistic and english teaching, p-issn 2477-1880, e-issn 2502-6623 120 figure 2. field notes (2) figure 1. field notes (1) notes. moreover, the lectures also observed the students’ progress every week. the notes can be seen as the following the notes consist of comments and suggestions from the lecturers. they observed the students speaking improvement while conducting radio broadcasting. the observation was focused on the students’ articulation, intonation, and expression. after reading the script, script journal: journal of linguistic and english teaching, april 2017, vol. 2 no. 1 copyright © 2017, script journal: journal of linguistic and english teaching, p-issn 2477-1880, e-issn 2502-6623 121 figure 3 speaking assessment results conducting a talk show, reporting news, or doing dialog with the informant, the lectures gave some comments or suggestion. the students have to pay to the lecturers’ suggestion to avoid the same mistake in the further practice. speaking assessment the assessment were taken through mid and final test. the speaking criteria level based on hughes (1989) theory that consist of six-point scale; accent, grammar, vocabulary, fluency, and comprehension. the speaking assessment were taken while students practicing as a radio announcer. for mid semester assessment, the students hosted a radio program, while in final semester, they have to make a radio feature. the assessment results were compared to see whether any improvement or not. the speaking assessment results can be seen in the following diagram from the bar chart, it can be seen that the score for mid and final assessment are different. the score for students accent, grammar, vocabulary, fluency, and comprehension were slightly improve, event the improvement was not really significant. questionnaire the questionnaire consists of ten statement and the students have to choose strongly agree, agree, disagree, or strongly disagree to the statement. the total score for the questionnaire can be seen in the following table: script journal: journal of linguistic and english teaching, april 2017, vol. 2 no. 1 copyright © 2017, script journal: journal of linguistic and english teaching, p-issn 2477-1880, e-issn 2502-6623 122 table 1 questionnaire results discussion observation. based on the observation data, there were some improvement in students speaking ability. after practicing as a radio announcer for one semester (about five months), the students’ articulation become better because they train to speak clearly. moreover, their intonation more fluent, because they train to speak in various way. in addition, some of them can deliver the radio program in a good expression. therefore, radio program more interesting and lively. speaking assessment. based on the mid test result, the average score for the student's accent was 2,4, it means that the students’ accent is frequent gross errors and a very heavy accent makes understanding difficult, require frequent repetition. moreover, the average score for grammar was 2,61, it means that students’ grammar have constant errors showing control of very few major patterns and frequently preventing communication. for the vocabulary, the average score was 2,64, it means that students’ vocabulary have limited to basic personal and survival areas. meanwhile, the average score for the students’ fluency was 2,81, it means that their speech is very slow and uneven except for short or routine sentences. finally, for the script journal: journal of linguistic and english teaching, april 2017, vol. 2 no. 1 copyright © 2017, script journal: journal of linguistic and english teaching, p-issn 2477-1880, e-issn 2502-6623 123 students’ comprehension, the average score was 2,4, it means that they understand only slow, very simple speech on common social and topics; requires constant repetition and rephrasing. in the final test results, it can be seen that there were some improvement, even the results did not increase significantly. the average score for the students’ accent was 2,96. it means that they have “foreign accent” requires concentrated listening, and mispronunciations lead to occasional misunderstanding and apparent errors in grammar or vocabulary. meanwhile, the average score for grammar was 3,08. it means that students have frequent errors showing some major pattern uncontrolled and causing occasional irritation and misunderstanding. for vocabulary, the average score was 3,04. it means that choice of words sometimes in accurate, limitations of vocabulary prevent discussion of some common professional and social topics. for fluency, the average score was 3,00. it means that the speech is frequently hesitant and jerky; sentences may be left uncompleted. finally, for comprehension, the average score was 3, 16. it means that they understand careful, somewhat simplified speech when engaged in dialogue, but may require considerable repetition and rephrasing. from the results, it can be concluded that the score for mid and final semester are different. the students final score are higher than their mid score. it can be assumed that the students can improve their speaking ability during conducting workshop on radio broadcasting, even though the improvement is not really significant. questionnaire. based on the questionnaire data, there were 60% students agree that the class is important to improve their speaking ability. some of them agree that the implementation of the class can improve their speaking ability such as 68% students agree that they can improve their grammar because they train to speak in a good structure as a radio announcer, news reader, and reporter and then 72% students agree that they can improve their vocabulary from radio broadcasting activities and they can use it while on the air. moreover, 56% students agree that they can express their idea, and their articulation and speaking speed become better because they train to explore their thought for some radio program and they train to speak clearly, understandable and should pay attention to their speaking speed as a radio announcer, news reader, and reporter. in addition, related to the student's fluency and accuracy in speaking, 72% students agree that they can speak more fluent and their accuracy become better because in a workshop on radio class, they train to be aware to their speaking. finally, 60% agree that by practicing as a radio announcer, news reader and reporter, their self-confident is improve. script journal: journal of linguistic and english teaching, april 2017, vol. 2 no. 1 copyright © 2017, script journal: journal of linguistic and english teaching, p-issn 2477-1880, e-issn 2502-6623 124 conclusion based on the finding, it can be concluded that the implementation of workshop on radio broadcasting class gives positive effects on students speaking ability. however, the results are out of expectation. in the beginning of the research, it is hoped that the workshop on radio broadcasting class can give significant improvement to the students' speaking ability. in fact, the data shows that the improvement is not really significant. therefore, there are some commendations can be given. first, the workshop on radio broadcasting lectures should conduct the advance research to know the comprehensive results. second, the workshop on radio broadcasting lectures have to evaluate the syllabus, the teaching materials, and methods. bibliography brown, h. d. (2001). teaching by principles an interactive approach to language pedagogy (2nd ed.). new york: longman. d’ecclesia, g. (2013). theories and techniques of radio broadcasting. retrieved from info@radiobroadcaster.org hughes, a. (1989). testing for language teachers. cambridge and new york: cambridge university press ix. mohammed, j. (2013). challenges and opportunities in the use of radio broadcast for development in ethiopia: secondary data analysis. online journal of communication and media technologies, 3(2). nunan, d. (2003). practical english language teaching (1st ed.). singapore: mc.graw hill. wallace, t., stariba, w. ., & walberg, h. j. (2004). teaching speaking, listening and writing. retrieved from http://www.curtin.edu.au/curtin/dept/smec/iae copyright © 2017, script journal: journal of linguistic and english teaching, p-issn 2477-1880, e-issn 2502-6623 http://jurnal.fkip-uwgm.ac.id/index.php/script script journal: journal of linguistic and english teaching p-issn: 2477-1880; e-issn: 2502-6623 april 2017, vol. 2 no. 1 received: february 2017 accepted: april 2017 published: april 2017 article doi: http://dx.doi.org/10.24903/sj.v2i1.67 improving speaking fluency of the 7 th graders students through the communicative approach in smpn 1 tenggarong dwi panria irianti akademi bahasa asing colorado samarinda, indonesia dwi.rhia@gmail.com ikhwanul ahsan faryabi muja akademi bahasa asing colorado samarinda, indonesia ikhwan_muja@yahoo.com abstract: the study was about improving speaking fluency of the students by teaching them using communicative approach. the objective of the study was to find out: 1. how the communicative approach improved the students‟ speaking fluency, 2. how the perception of the students about communicative approach. this research was conducted by using car (classroom action research). this research had two cycles. there were nine classes of the seventh graders in smpn 1 tenggarong. the writers chose one class as the subject that had a middle level ability of speaking english. after the first cycle, the students were given a test. after the scores out, the treatment was applied by the writers. to see whether it was successful or not, the writers themselves gave the post-test. then the writers did the same thing like on the first cycle for the next cycle. the writers also gave an interview with an open-ended question to find out the students‟ perception of communicative approach. the result showed that there was increased in their speaking fluency. in the first cycle, the score was 75,45 and 77,30. in the second cycle, the score was 79,6 and 81,60. secondly, the perception of the students toward communicative approach showed that the students had a positive relationship with the teacher and the other students and also had a better cooperation in the class. it also showed how the students became more active in the classroom. keywords: speaking fluency, communicative approach. http://jurnal.fkip-uwgm.ac.id/index.php/script http://dx.doi.org/10.24903/sj.v2i1.67 mailto:dwi.rhia@gmail.com mailto:ikhwan_muja@yahoo.com script journal: journal of linguistic and english teaching, april 2017, vol. 2 no. 1 27 copyright © 2017, script journal: journal of linguistic and english teaching, p-issn 2477-1880, e-issn 2502-6623 introduction mishra et al. (2002) stated that “communication is a dynamic interactive process that involves the effective transmission of facts, ideas, thoughts, feelings, and values”. it shows that in communication, there is a not static or a dynamic process that effectively transfer the information that the speaker wants to deliver. therefore by transferring it to the receiver in that process, then there is a good communication that has been occurred. speaking can indicate that the person is capable in one particular language. according to krauss & chiu (1998) performing a speaking is one of the things that can be considered as the intended action to fulfill the definite aim orally. it is very clear that if someone wants to speak in order to reach their aim orally, they must learn about the particular language and perform a speaking activity. it is also support the idea that in interacting or bringing off the good communication, speaking is very necessary. since there will be something that the speaker wants to deliver to the receiver in communication, and it will be delivered orally. similar to the indonesian situation, speaking also becomes an indicator of someone‟s ability in one particular language. especially when it comes to english as a foreign language. still, there is a problem in english learning itself. based on the writers‟ observation in smpn 1 tenggarong, some of the students think that english is hard. it is because they have to learn the skills in english subjects. they are speaking, listening, writing and reading. to communicate with other people, speaking subject is needed. but speaking is actually one of the students‟ fears in english learning. the writers found that the students feel difficult to speak in front of the teacher and their classmates in term of speaking performance. since there are some aspects that the students must do and affect the quality of speaking itself. they are articulation, selfmonitoring and repair, automaticity, fluency and managing talk (thornbury, 2005). if we are talking about communication, fluency is actually important. it is important because the fluency can affect the listener‟s interpretation of speaker‟s fluency and ability to communicate ideas (gorsuch, 2011).thus speaking fluently can measure the quality of the communication or the speaking itself. a good quality of speaking requires fluency from someone who wants to reach the goal of speaking. therefore the students of smpn 1 tenggarong should put the fluency as the requirement to have a good quality of speaking. based on the students‟ previous test of english speaking, they still have a lower grade than the standard measured. so the writers are interested in improving their capability of speaking in term of fluency. script journal: journal of linguistic and english teaching, april 2017, vol. 2 no. 1 28 copyright © 2017, script journal: journal of linguistic and english teaching, p-issn 2477-1880, e-issn 2502-6623 to improve the students‟ fluency in english speaking, the writers used the communicative approach in teaching. by using a communicative approach, the students spoke more often. the writers gave a meaningful and real communication on the learning process. by conducting that strategy for several times, the students got usual with the materials that will be given by the writers. if they got usual with the materials, they could be more confident in their ability and their speaking ability could be improved by the strategy. therefore, it helps the students‟ fluency in speaking. the communicative approach is also known as communicative language learning (clt). stated from british council (2007) “the communicative approach is based on the idea that learning language successfully comes through having to communicate real meaning. when learners are involved in real communication, their natural strategies for language acquisition will be used, and this will allow them to learn to use the language”. from the statement above, it is very clear that the purpose of language teaching is the communicative itself. it refers to the capability of the students in communicating with other people naturally. as hymes (1989) said that the language teaching‟s purpose is to expand the “communicative competence”. it is also similar to the goal of communicative language teaching itself. “communicative language teaching sets as its goal the teaching of communicative competence” (richards, 2006). also, the purpose of using communicative language teaching is making the students capable of communicating in the target language; english (larsen-freeman, 2000). it can be seen that there is a connection between the language teaching‟s purpose and communicative language teaching‟s purpose. it is about communicative competence and the ability to communicate in the target language. from here, the writers can conclude that to be able to communicate in the target language, the learners should have knowledge about the communicative competence. there are two different types of communicative language teaching, there are “functional communication activities” and “social interaction activities”. in functional communication activities, there are such tasks as learners comparing set of pictures and events in a set of picture; discovering missing features in a map or picture; one learner communication behind a screen to another learner and giving instruction on how to draw a picture or shape, or how to complete a map; following direction; and solving problems from share clues in functional communication activities. in social interaction activities, there are conversation and discussion sessions, dialogues and role plays, simulations, skits, improvisations, and debates (littlewood, 1981). script journal: journal of linguistic and english teaching, april 2017, vol. 2 no. 1 29 copyright © 2017, script journal: journal of linguistic and english teaching, p-issn 2477-1880, e-issn 2502-6623 from the types that littlewood (1981) has stated before, the writers simply believe that clt can improve the speaking fluency through the exercises and activities that include the communicative activities. especially in social interaction activities, the writers takes it as a base of the activities in the classroom. since it is more focus on conversation, dialogues and so on, therefore it is very suitable to use clt in improving the speaking fluency in smpn 1 tenggarong. methodology research design in this study, the writers conducted a classroom action research (car). according to mills (2000)“action research is any systematic inquiry conducted by teacher researchers, principals, school counselors, or other stakeholders in the teaching/learning environment to gather information about how their particular schools operate, how they teach and how well their students learn.”ferrance (2000) stated that action research is focusing on the intention of the teacher in conducting the research that will inform and change the learners‟ practices later on. although there are some differences between mills and ferrance in explaining car, all of them are still connected by the aim of action research itself. it is related to how well the students learn and how the learners become better in exercises. the aim is to reach the better practices for the learners in the learning environment and the presence of the improvement in learning process also the results. therefore, in this research, the writers used an action research in improving the students‟ speaking fluency. there were four steps in conducting the action research. those four steps were included in one cycle. according to huang (2012) there were: planning, action, observation, and reflection. as illustrated in the figure below: figure 1: kemmis and mctaggart model (1988 in huang, 2012). script journal: journal of linguistic and english teaching, april 2017, vol. 2 no. 1 30 copyright © 2017, script journal: journal of linguistic and english teaching, p-issn 2477-1880, e-issn 2502-6623 population, sample, and setting the population in this research was the students in the 7 th graders of smpn 1 tenggarong. the writers decided to choose 33 students as the sample that had a middle level speaking scores. there were three instruments in this research. the main instrument of this research was the writers themselves. the secondary instrument was the speaking test that has been given in a form of pre-test and post-test. it answered the first research question. it was in a form of descriptive text. then, the last instrument was an interview guide with open-ended questions. the writers conducted the interview to the students whose the highest score until those whose the lowest score. it answered the second research question in a form of descriptive text. data collection techniques there were four meetings in two weeks. the first meeting on the first week was for the pre-test one. the second meeting on the first week was for treatment one. at the second week, there was the treatment two on the third meeting and the first post-test was conducted at the last meeting. the writers obtained data of how clt improved students‟ speaking skills by comparing the mean of the pre-test and the post-test result. the pre-test had been given in a form of speaking test or oral test which conducted by the teacher (i.e.; the writers). at the same way, the teacher gave the post-test with the same material of the pre-test to see whether the treatment was successful or not in improving students‟ speaking skill. afterward, the writers continued to the second cycle with the same steps. the second was the interview guide. to gather data of students‟ perception toward communicative approach, the writers interviewed the students. the interview dug information about what they think regarding to the method that the writers used and how it affected them in improving their speaking fluency. the interview applied open-ended questions. it was also conducted after the second cycle. script journal: journal of linguistic and english teaching, april 2017, vol. 2 no. 1 31 copyright © 2017, script journal: journal of linguistic and english teaching, p-issn 2477-1880, e-issn 2502-6623 0 5 10 15 20 25 pre-test 1 post-test 1 lower upper data analysis techniques to analyze the data, the procedures below were carried out; 1. the scores from the pre-test and the post-test were presented with a range that the school has, the highest score will be 100 and the lowest score was 75. the writers also presented the mean score of the first cycle and the second cycle. 2. the writers transcribed the interview recording. in analyzing the data, the researcher used the data analysis technique based on ary, et al (2002) he gives three classifications in the analysis steps, namely: 1. classifying until data coding (organizing). 2. drawing information from the arranged patterns (summarizing), and 3. giving meaning to the pattern relations (interpreting). findings regarding the improved speaking fluency of the 7 th grader's students through the communicative approach in smpn 1 tenggarong, the following table will illustrate the result of pre-test and post-test, by comparing the mean of each test in the first cycle and the second cycle. figure 2: first cycle’s chart script journal: journal of linguistic and english teaching, april 2017, vol. 2 no. 1 32 copyright © 2017, script journal: journal of linguistic and english teaching, p-issn 2477-1880, e-issn 2502-6623 it can be seen that from the chart above, the students who got the lower score and the upper score in speaking subject did not have a significant difference. but in the post-test, the numbers of students who got the upper score were improved quite a lot if it is compared to the pre-test result. in the pre-test of this cycle, the students who got the lower school were 16 in total. the lowest score was 69 and the highest was 74. the rest 17 students got the upper score wit range;75 85. then, in the post-test, there was an improvement. the students who got the lower scores became 12 students with range 71 -74. and the other 21 students obtained an upper score, with range; 76 87. the writers decided to conduct the second cycle since there were still some students with the lower scores. the writers tried to be more open to the students on the second cycle because, on the first cycle, the writers were a little bit closed to the students. it showed that when the writers became more open to the students, the results became different from the first cycle. as it can be seen in the following graph. figure 3: second cycle’s chart from the chart above, there was a significant improvement if it compared to the results of the first cycle. on the pre-test of the second cycle, there were almost no students who got the lower score. the students who got the lower score were only 4 students. so that, it made the other 29 students got the upper score. regarding the lower score, there were 2 0 5 10 15 20 25 30 35 pre-test 2 post-test 2 lower upper script journal: journal of linguistic and english teaching, april 2017, vol. 2 no. 1 33 copyright © 2017, script journal: journal of linguistic and english teaching, p-issn 2477-1880, e-issn 2502-6623 students got 73, 1 student who got 72 and 1 students got 74. in this pre-test, the range result for the other 29 was 75 to 90. for the post-test on this cycle, there were no longer the students who got the lower score. they all passed the kkm which meant that they all got the upper score. their lowest score was 75 and their highest score was 92. after the writers finished the second cycle. the writers conducted the interview. there were five questions with the open-ended questions type. the writers had an interview with the 4 students of smpn 1 tenggarong. the first interview question was “what do you think about the teacher‟s english teaching?” based on that question, i1 and i2 agreed for one thing. they said the class became very fun because they spoke a lot in the class. but for i3 and i4, they felt that speaking was not their favorite. i3 also said that the teacher talked too much in english so he could not understand. i4 also said that it was too tiring to talk in front of the class. the second interview question was “what do you like about the teacher‟s teaching?” in accordance to this question, those four students had different answers. i1 said that the teacher was really easygoing. i2 talked about how she liked the teacher‟s smile and the way the teacher spoke. i3 also shared that he liked it when there was a game in the class. then i4 thought that the class was fun besides the speaking part. the next question was “what are the things that you do not like about the teacher‟s teaching?” for i1, i2 and i3, they did not think that there was something wrong about the teacher‟s teaching. as for i4, he liked the class but not the speaking. the fourth question was “do you think it is a good idea to teach english the way i did? why?” all of the interviewees were agreed on one thing. they all thought that the teacher‟s way of teaching was good and they all agreed that it was good to teach using communicative approach (clt). the last question was “give some advice or suggestions in the teacher‟s english teaching!” i1 thought that the teacher herself is already nice, she said to keep it. i2 even hoped that the teacher would teach them a little bit longer. i3 asked more games and i4 suggested the teacher open the english course. discussion as the writers finished this research with two cycles, the writers also showed how communicative approach (clt) improved the speaking fluency of the students. it showed from the data that the writers analyzed before. it can be seen that based on the scores from script journal: journal of linguistic and english teaching, april 2017, vol. 2 no. 1 34 copyright © 2017, script journal: journal of linguistic and english teaching, p-issn 2477-1880, e-issn 2502-6623 pre-test and post-test in each cycle, the students reached the high score for their speaking. even before the treatment, their scores were quite good. from the mean score of the pre-test and the post-test in each cycle, there were quite significant improvements. like on the first cycle, the mean score of the pre-test was 75,45 and the mean of the post-test was 77,3. which were categorized as an upper score. then on the second cycle, the mean score of the pre-test was 79,6 and the mean of the post-test was 81,6. it showed that almost all of the students got the upper scores. it also proved that the treatment that the teacher applied was successful to improve the speaking fluency of the 7 th grader's students in smpn 1 tenggarong. after finished the cycles, the writers started to reveal the data of the interview. this interview section showed how communicative approach improved the speaking fluency based on the students‟ answers to the questions. based on the first question, the interview transcript showed that the students felt happy to talk a lot in the classroom. the writers found on q1: i1: 2: “i think it is good to miss. you are kind of fun. then… well, i like…” and also q1: i2: 2: “i think it is fun. i don’t like speaking english before but after you …”. it was related to what littlewood (1981) said that “the learners‟ ultimate objective is to take part in communication with others. their motivation to learn is more likely to be sustained if they can see how their classroom learning is related to this objective…” by how the students like to speak in the classroom or in front of the class, it means that the students have this objective too. so they got motivated in the learning itself. next, from the answers on q2: i1: 7: “hehehe… also, you are an easygoing person. you joke a lot too. it…….”, q2: i2: 6: “smile on your face. the way you speak too, it is good to hear your…”, q2: i4: 5: “i like the way you care about us in the class miss. i appreciate it”, which related to the third question, it is found that there was a positive relationship between students and teacher. we can see on q3: i1: 11: “nothing miss. i like all about you hehe…” and q3: i2: 10: “i don’t think i have one miss”. from these second question and third question, it can be related to the students‟ answers with what (littlewood, 1981) has mentioned about “communicative activity provides opportunities for positive personal relationships… these relationships can help to „humanize‟ the classroom and to create an environment that supports the individual in his efforts to learn.” because of that positive relationship with the students, the writers did not have the bad sides according to the students themselves. then for the fourth interview question, it is related to the fifth question too. we can see the student‟s answer that related to the statement that littlewood said on q4: i1: 15: “it is a good idea. you make us active in the class and it is script journal: journal of linguistic and english teaching, april 2017, vol. 2 no. 1 35 copyright © 2017, script journal: journal of linguistic and english teaching, p-issn 2477-1880, e-issn 2502-6623 fun”. littlewood (1981) has said that “……unnecessary intervention on the teacher‟s part may prevent the learners becoming genuinely involved in the activity…… however, this does not mean that…… the teacher should be a passive observer. his function becomes less dominant than before but no less important.” it is also related to the fifth question when the students gave the suggestion to the teacher on q5: i1: 19: “hmmm… i think that you should be yourself all the time. keep……”, q5: i2: 17: “i think you should become a real teacher and teach us forever” and q5: i4: 16: “you are a good teacher miss. i think you should open the english……” because of the writers did not get involved a lot in the learning process so that the students gave a lot of compliments when they were asked to give a suggestion to the writers. from the results of this research, the writers could see the change of the scores and also the change of their behavior. from the first meeting with the writers, the students seemed not excited with english lesson. because they thought it was hard. but after the treatment, the students felt more comfortable and started to became more active in the class. also, even though at the first the students were really hard to be controlled but after the treatment, the students were unexpectedly cooperated very well with the writers. based on these findings, the writers believed that the change of the students‟ behavior was also the big factor and related to the change of the scores as well. conclusion as the writers found during the research, the writers finally come to the conclusion to answer the first research question: “how did the communicative approach improve the speaking fluency of the 7 th grader's students of smpn 1 tenggarong?” through the two cycles, the students got a better score even from the first post-test. the writers believed that it was because of the treatment and the ability of the students as well. the treatment with the communicative approach (clt) forced the students to think quickly and said their opinion right away. it made the students accustomed in speaking which also trained their speaking fluency. the ability of the students was also a big factor. some of the students were fast and caught up quickly. but some other students, they needed time to adjust before reach the upper score. lastly, all of the students‟ scores were in an upper score. it means that their speaking fluency was improved. the result of the interview was to answer the second research question: “how was the perception of the students about the communicative approach in improving their speaking fluency?” the answers showed how the treatment went and according to the results, the script journal: journal of linguistic and english teaching, april 2017, vol. 2 no. 1 36 copyright © 2017, script journal: journal of linguistic and english teaching, p-issn 2477-1880, e-issn 2502-6623 treatment went well. it also indicated how the students liked to be in the classroom because of the treatment. the writers applied some strategy in teaching speaking by using communicative approach. first, the writers gave the students opportunity to train their communication ability which also their objective even outside the class. second, the teacher also made a positive relationship like joking and caring to the students so that the class went smoothly. last, the writers only gave a little intervention in the classroom. it gave the students more space to improve their speaking fluency. that was how the writers applied the communicative approach. bibliography ary, donald, e. al. (2002). introduction to research in education. (w. thomson, ed.) (4th ed.). belmont, ca. british council. (2007). communicative approach. from the website. retrieved from https://www.teachingenglish.org.uk/article/communicative-approach ferrance, e. (2000). action research. northeast and islands regional educational laboratory at brown university. gorsuch, g. j. (2011). improving speaking fluency for international teaching assistants by increasing input. (vol. 4). huang, l. s. (2012). action research. retrieved from http://www.lishihhuang.ca/articles_files/bctealactionresearch2012.pdf hymes, d. h. (1989). rations in the ethnography of speaking. in explorations in the ethnography of speaking (2nd ed., pp. 433–451). cambridge: cambridge university press . krauss, r. m., & chiu, c. y. (1998). language and social behavior. columbia university and the university of hong kong. larsen-freeman, d. (2000). teaching., techniques and principles in language. oxford university press. littlewood. (1981). communicative language teaching: an introduction. cambridge university press. mills, g. e. (2000). action research: a guide for the teacher researcher (3rd editio). upper saddle river. mishra, m. p., tripathy, p., & patra, r. (2002). english communication skills. college of engineering and technology. script journal: journal of linguistic and english teaching, april 2017, vol. 2 no. 1 37 copyright © 2017, script journal: journal of linguistic and english teaching, p-issn 2477-1880, e-issn 2502-6623 richards, j. c. (2006). communicative language teaching today. cambridge university press. thornbury, s. (2005). how to teach speaking. how to teach speaking. new york: pearson education limited. copyright © 2017, script journal: journal of linguistic and english teaching, p-issn 2477-1880, e-issn 2502-6623 http://jurnal.fkip-uwgm.ac.id/index.php/script script journal: journal of linguistic and english teaching p-issn: 2477-1880; e-issn: 2502-6623 april 2017, vol. 2 no. 1 received: march 2017 accepted: march 2017 published: april 2017 article doi: http://dx.doi.org/10.24903/sj.v2i1.74 improving students’ reading comprehension through text structure tasks abdul rohman widya gama mahakam samarinda university rohmanidahaja@gmail.com abstract: reading skill is one of the four main language skills taught in the classes of the english department of faculty of education of islamic university of malang (fkip unisma). as the result of teaching reading had not achieved satisfactory result, the researcher conducted a study to find out how texts structure tasks can improve the students’ reading comprehension. this research was using a classroom action research. it comprised four phases: planning, implementation, observation and reflection, those were adopted from kemmis and taggart’s action research model (1988). the subjects of the study were the four semester students of the english department of fkip unisma in 2006 academic year. in the procedures and implementation process, one cycle consisting of four actions was done. the instruments used in the study were observation sheets and test. the observation sheets were made two forms. one form of observation sheets was to observe the teacher in implementing the action and the other observation sheets were used to observe the students’ activities or reaction to the teachers’ activities during the learning-teaching process. the second instrument used was a test.the test result showed that the students’ mean score was 75.88 and the lowest score the students obtained was 65. the researcher decided that no more cycle was needed for the study had met the criteria of success. the action was considered successful if the students’ mean score reached 75 or under the category of b+, and the lowest score the student obtain was not less than 65.00. keywords: students’ preferences, corrective feedbacks, and mismatch http://jurnal.fkip-uwgm.ac.id/index.php/script http://dx.doi.org/10.24903/sj.v2i1.74 mailto:rohmanidahaja@gmail.com script journal: journal of linguistic and english teaching, april 2017, vol. 2 no. 1 2 copyright © 2017, script journal: journal of linguistic and english teaching, p-issn 2477-1880, e-issn 2502-6623 introduction one way to increase the students’ comprehension is by assisting them to understand text structure. pirozzi (2003) says that the writer often helps readers recognize important details by arranging them in a certain way like a pattern of organization. he says that it helps the students see not only details but also the main idea and the specific pattern of organization. text structure has a built-in “map” that can give directions to readers and let them know where they are located midst the developing information and ideas (herber & herber, 1993). meyer & rice (1984) that text structure is used to refer to how the ideas in a text are interrelated to convey a message to a reader. some of the ideas in the text are of central importance to the authors message, while others are of less importance. thus, text structure specifies the logical connections among ideas as well as subordination of some ideas to others. the idea of the usefulness of having text structure skills is proved by the study done by shih (1992) that skilled readers comprehend texts by actively constructing meaning, integrating information from the text with relevant information from their background knowledge. conceptual knowledge, text structure knowledge, and knowledge about text processing strategies are the foundation for successful construction of meaning. other way to increase the students’ comprehension is by doing the text structure tasks. what the students do is doing the text structure tasks orally. why tasks? one research done by gordon & hanauer (1955) show that testing tasks functions as an additional information source which interacts in one four ways with the continuing development of the test taker’s mental model: (a) integrating new information into an existing information structure; (b) constructing new information structure; (c) confirming an existing information structure; (d) newly integrating existing information structure. from the idea above, it can be clarified that to help the students construct meaning, integrating information from the text, the teacher can use text structure tasks because by doing the tasks for example by asking the students some questions related to text structure the students will get easily to understand the comprehension questions. take one example of story genres, recount, its text structures are orientation, events, and reorientation. to guide the students understand orientation, the teacher can ask them script journal: journal of linguistic and english teaching, april 2017, vol. 2 no. 1 3 copyright © 2017, script journal: journal of linguistic and english teaching, p-issn 2477-1880, e-issn 2502-6623 some questions by using wh-questions like who, where, when and what. to guide the students understand about events, the teacher can ask them by asking them what happens, and how it happened, and to guide the students understand about reorientation, the teacher can the students to summary the events. therefore, after the students have been able to answer the questions related to text structure, they are supposed to be able to answer the comprehension questions. realizing that the researcher has struggled with the problem of teaching text understanding to a classroom full of students who come from diverse cultural and language backgrounds, the researcher has to take responsibility and take my individual initiative for improving the classroom in which the researcher work. the facts show that his students find difficulties in understanding text; therefore, some efforts have to be conducted to improve the students’ reading comprehension. these are the reasons why the researcher is interested in conducting his study titled improving students’ reading comprehension through text structure tasks. methodology the design of this research was categorized as classroom action research (car) since this research was focused on the teaching and learning activities in the classroom. this action was designed to improve the students’ reading comprehension skill through text structure tasks. every semester the writer, a teacher of the english department of unisma, taught a reading subject, he found almost the same problem. the classes that he taught gained low scores in reading. he believed that the students’ score in reading could be increased as long as he was able to use the appropriate strategy. in implementing the action, the researcher applied the action in his own reading class, so he acted as a reading teacher. this idea was taken under the consideration that this research was done to improve his own students’ reading comprehension. to avoid subjectivity in data collection, two observers were needed to observe the class. one observer observed the students’ activities and the other observer observed the teacher’s activity during the classroom instruction. in accordance to the research design, this study was implemented in cycles. if cycle 1 did not meet the criteria of success, the action plan would be revised and then cycle 2 would be implemented. if the action showed positive result, it means that the results meet the script journal: journal of linguistic and english teaching, april 2017, vol. 2 no. 1 script journal: journal of linguistic and english teaching, april 2017, vol. 2 no. 1 4 copyright © 2017, script journal: journal of linguistic and english teaching, p-issn 2477-1880, e-issn 2502-6623 criteria of success then the action was stopped. the study was conducted at the english department of fkip unisma which is located at jalan mt. haryono 193 malang. unisma is one of the private universities under the controlled of kopertis region vii. unisma has ten faculties with twenty departments. english program is one of those twenty departments at unisma. the researcher was one of the teachers of the english program of unisma; therefore, he was familiar with this program. the program was founded in 1985. it has twenty three classes this year (five classes of the first year, four classes of the second year, six classes of the third year, and seven classes of the forth year). each class consists of about 20 to 27 students. to support and facilitate students to learn, the english program has (a) student access center where the students can practice their reading, speaking and writing. the number of the available reading materials in this room is far from sufficient compared to the number of students (750 students); (b) a language laboratory. it consists of 40 units and equipped with two room speakers, forty headphones, two television sets, video and cd player, radio and set of white board; (c) a library. it consists of numerous english books but limited in series. the students who enroll at this department are generally those who are not accepted at spmb; moreover, there is no entrance test needed to study at this english department. that is why the researcher himself experienced many difficulties in teaching the students. this condition was also experienced by the researcher’s colleagues, they often complained that the new students did not have even moderate english background. realizing the input, the department decided to manage small class (20 to 27 for each). the subjects of this study were the fourth semester students who were taking reading iv. an action research started with classroom situations that teacher found unsatisfactory and in need of improvement. the study started with an observation to the class activities for the first half of the semester. the students’ scores obtained from mid-term test showed unsatisfactory result. he felt unsatisfied with the score the students got. from this problem, the researcher then prepared a plan. script journal: journal of linguistic and english teaching, april 2017, vol. 2 no. 1 5 copyright © 2017, script journal: journal of linguistic and english teaching, p-issn 2477-1880, e-issn 2502-6623 findings presenting the reading materials is the main task of the teacher in teaching reading comprehension. the teacher may use a wide range of procedures in presenting the reading materials in the classroom. the findings of the study showed that action plans was applied in whilst-reading stage. meanwhile, the other stages such as pre-reading, post-reading will also be presented. the three steps are discussed in the following section; pre-reading there were three activities that the teacher did in this stage. first, opening the lesson, the teacher usually did that by greeting the students by saying, “good morning,” second, checking the students’ attendance. to spend the time efficiently the teacher usually asked the captain who were absent and he mentioned the names of his classmates who were absent that day. third, activating the students’ schemata is the main part of pre-reading stage. schemata activation is the mechanism by which the students access what they know and match it to the information in the text (vacca & vacca, 2005). to meet this purpose, the teacher asked some preliminary questions related to the topic to lead the students to the topic discuss. writing the topic on the whiteboard is done to get the students’ attention. from the topic written on the whiteboard the teacher can ask the students to predict what the passage will be about. all the activities can activate the students’ previous knowledge or schemata on the topic and can make the students ready to study. whilst-reading stage in the whilst-reading phase some activities are done. first of all, the teacher passes out copies of questions concerning to the text structure. this helps the students focus on the text structure tasks. the second time is for the students to identify the signal words. after the students find the signal words then the discussion goes on to text structure identification. a. step one asking type of writing the writer uses. at the beginning the question on the type of writing is not easy for the students to answer. but after the teacher distributed a piece of paper summarizing three components of reading comprehension, the students get easier to decide the type of the text the writer uses. by asking the students the type of writing or text, the students are led to understand the rhetorical component script journal: journal of linguistic and english teaching, april 2017, vol. 2 no. 1 6 copyright © 2017, script journal: journal of linguistic and english teaching, p-issn 2477-1880, e-issn 2502-6623 b. step two asking the students to find the way the writer organizes the text. this question led the students to understand the organization of ideas which are consisted of chronological order, spatial order and logical order. it was found from the data that the students could find the way the writer organizes the text. c. step three asking the students to find how the text is developed. the question led the students understand the development of ideas. the possible answers are that the writer developed the text through examples, definition, classification, comparison and cause and effect. based on the data, it was found that the students are able to answer this question. d. step four asking the students to work in pair and find how the idea is classified into groups. this activity is the most attractive one, working in pair give students a chance to share their ideas. the students are very active doing this task but the students’ ability in finding the division of the text is still low. e. step five asking the students to find what the main idea of paragraphs is. this task is asking the student read paragraph by paragraph and asking the students to find the main idea of each paragraph. the students’ idea may be presented in a word, phrase or sentence. from the data, it was found that from the four meetings, the main idea is presented in a word; moreover, the students are able to do this task. f. step six asking the students to find how each paragraph is related to each other. after the students understand what each paragraph about, they are led to learn how each idea are related, by doing this task the students are hoped to learn about the unity of text, and also language component. in this task the teacher helps the students step by step summarize the related ideas among paragraph and this is very important for the students to draw the content construction of the text. by doing this, the students will have overall understanding of the text. script journal: journal of linguistic and english teaching, april 2017, vol. 2 no. 1 7 copyright © 2017, script journal: journal of linguistic and english teaching, p-issn 2477-1880, e-issn 2502-6623 g. post-reading stage in the post-reading stage, comprehension questions are used as post test. this is done to reinforce the skill or knowledge gained in the lesson; besides, the students get feedback from the teacher so that the students know whether their answers are right or wrong. this post test is also used to evaluate the effectiveness of the strategy the teacher uses, and to emphasizing the main points of the teaching. then the class ended. discussion discussion of the improvement of the students’ reading comprehension achievement using text structure tasks. the facts show that my students found difficulties in understanding text; therefore, some efforts have to be conducted to improve the students’ reading comprehension. the problem could be seen from the pre-test scores. it shows 67.65. for the english department students 67.65 is considered not sufficient for those who would become teachers of english. it would be reasonable if their mean score was at least 75. to improve the students reading comprehension, the teacher applied text structure tasks in the learning-teaching process. when the strategy was applied, the students’ reading achievement gradually improved. from evaluation done for each meeting, the students’ mean scores increased. the first meeting, the students’ mean score reached 57.05, with the range 40 to 80, and with 6 students got below 60. it increased 15.3, for the second meeting the students’ mean score reached 72.35, with the range of 55 to 100, and with 2 students got below 60. from the third meeting, it was found that the students’ mean score increased 7.65 for their mean score reached 8, with the range of 60 to 100, and no students got below 60. from the last meeting it was found that the students’ mean score increased to 2.35, for their mean score reached 82.35 with the range of 70 to 100. to prove that the students’ mean scores increased not because of the easier passages or easier questions given to the students, the post-test was conducted. from the post-test, it was found that the students’ mean score had an increase of 8.23. this is because the post-test mean score reached 75.88, with the range of 60 to 95. from the learning result, the four actions designed for cycle 1 had produced the expected outcome, i.e. first, the students’ mean score reached 75.88. the mean score is above the determined score in the criteria of success saying that the study is considered successful if the students’ mean script journal: journal of linguistic and english teaching, april 2017, vol. 2 no. 1 script journal: journal of linguistic and english teaching, april 2017, vol. 2 no. 1 8 copyright © 2017, script journal: journal of linguistic and english teaching, p-issn 2477-1880, e-issn 2502-6623 score reached 65. the second criteria of success say that the study is considered successful if no student obtains the score under the category of poor or below 55. thus, the next cycle was not necessary. it means that the criteria of success can be achieved in one cycle. one cycle can be used to achieve the criteria of success because it consists of four actions; besides, the criteria of success designed are not too extremely difficult. discussion from theoretical perspective under this sub-heading, the researcher discusses some important steps used in the lesson plan recommended from theoretical perspective. this gives clearly explanation on how such step used can contribute to the success of teaching reading. the use of questions in pre-reading phase the use of complementary question at the beginning of each pre-reading activity proved effective to prepare the students for the topic discussed. the questions used as long as they relate to the topic, they can activate the students’ prior knowledge, or schemata. with questions related to the topic, the teacher invited the students’ schemata to the content of the topic. by this activity, the teacher also helped them remember vocabularies, ideas and anything the students have known about the topic. according to the information got from internet accessed on 03/01/2007, pre reading creates a framework for the details of the information about to read. this idea is the same as what http://www.sbuniv.edu/ says that pre-reading activities such as title discussion and vocabulary training have been shown to be effective in decreasing oral reading errors and increasing reading rate and comprehension across a range of reading levels. what the teacher does to help the students relate their previous knowledge to the incoming topic is called as an advanced organizer. according to hidayati (2002) the term “advanced organizer” was proposed by david ausubel. he says that meaningful learning is determined by how the learner’s prior knowledge is organized to incorporate the new knowledge. a main component of learning is how to put new material in relation to relevant ideas in existing schema or knowledge. the use of advance organizer can activate information processing on the part of the learner. advance organizers help to prepare the student for active learning. by using advance organizers, the teachers give the students the opportunity to “tune in” to what is to be learned and use the prior knowledge well. the teacher-led brainstorming about some questions more or less served this purpose. abdul rohman improving students’ reading comprehension through text structure tasks script journal: journal of linguistic and english teaching, april 2017, vol. 2 no. 1 9 copyright © 2017, script journal: journal of linguistic and english teaching, p-issn 2477-1880, e-issn 2502-6623 the role of text structure tasks in learning reading reader’s comprehension on a text is in part dependent upon the text itself. the reader’s ability to see the relationship between one part of a sentence and another, and between one sentence and another contributes to the ability to comprehend the meaning of a sentence or a group of sentence in a paragraph. (thompson & daines, 1982) say that comprehension, the cognitive processing of language, is a multidimensional operation. it consists of understanding sentences in paragraphs and paragraphs in longer discourse. the comprehension of a paragraph requires the comprehension of its sentences and their relationships in the paragraph. if the readers are skilled, they can use their knowledge of text structure to aid their comprehension. they are aware of the hierarchical relationships that characterize expository material and that these relationships fall into discernable patterns. they use this knowledge to identify the particular pattern(s) being used in materials they are reading. they use their understanding of the structure of the patterns to interpret relationships and connections that authors make across the information and ideas they present. each pattern has verbal clues that indicate its presence in a text. skilled reader uses these clues to identify the predominant pattern being used by the authors of what they are reading. herber & herber (1993) say that the ability to use the patterns helps them interpret what is being presented. karlin & avni (1981) also say about the theory underpinning text structure that the ability to comprehend is enhanced when the reader sees the relationships among the idea in the passage and recognizes the structure that ties the sentences together. a main idea comprehension task usually requires reading several statements in a passage and synthesizing these ideas into a single central thought. it seems reasonable, then, that text structure or passage organization is a factor that may affect main idea of comprehension. the chapters, topics, and sentences are related to each other vary from text to text. these relationships and the organization of information within the topics are referred to as the text structure. gillet (1994) says if readers can recognize how a text is organized, comprehension proceeds more smoothly than if the reader experiences difficulty identifying the author’s organizational plan for the text. so when students understand the way an author has organized the text, identifying the major points become easier. script journal: journal of linguistic and english teaching, april 2017, vol. 2 no. 1 10 copyright © 2017, script journal: journal of linguistic and english teaching, p-issn 2477-1880, e-issn 2502-6623 all the writers above agree that understanding text structure help comprehend the text. on the other word, students who do not understand the structure of the text will find difficulties in comprehending the text as blaricom (1979) says that students have difficulty comprehending a passage if they do not organize the ideas presented in a meaningful way. moreover, good readers organize what they read, poor reader do not. conclusion based on the research findings conducted in one cycle consisting of four acts, the conclusion can be drawn to answer the research questions of the study. text structure tasks which are prepared can improve the english students’ reading comprehension skill of unisma. it is shown by the increasing students’ mean score 67.65 in pre-test to 75.88 in posttest. from four acts in the cycle, it can be concluded that there are six steps done to improve the students’ reading comprehension through text structure tasks. they are: 1). asking the students the type of writing the writer uses; 2). asking the students to find the way the writer organizes the text; 3). asking the students to find how the text is developed; 4). asking the students to work in pair and find how the idea is classified into groups; 5). asking the students to find what the main idea of paragraphs is; and 6). asking the students to find how each paragraph is related to each other. the stages of teaching the implementation of text structure text which improves students’ reading comprehension skills entails three stages. for more detail, the three stages are concluded as follows. pre-reading there are three activities that the teacher does in this stage. first, opening the lesson, the teacher greets the students and the students greet the teacher with the same greeting. to spend the time efficiently the teacher asks the captain who is absent. third, activating the students’ schemata is the main part of pre-reading stage. schemata activation is the mechanism by which the students access what they know and match it to the information in the text (vacca & vacca, 2005). to meet this purpose, the teacher asks some preliminary questions related to the topic to lead the students to the topic discuss. writing the topic on the whiteboard is done to get the students’ attention. from the topic written on the whiteboard the teacher can ask the students to predict what the passage abdul rohman improving students’reading comprehension through text structure tasks script journal: journal of linguistic and english teaching, april 2017, vol. 2 no. 1 11 copyright © 2017, script journal: journal of linguistic and english teaching, p-issn 2477-1880, e-issn 2502-6623 will be about. all the activities can activate the students’ previous knowledge or schemata on the topic and can make the students ready to study. whilst-reading stage in the whilst-reading phase some activities are done. first of all, the teacher passes out copies of questions concerning to the text structure. this helps the students focus on the text structure tasks. the second time is for the students to identify the signal words. after the students find the signal words then the discussion goes on to text structure identification. the teacher asks on (a) what type of writing the writer uses, (b) in what way the writer organizes the text, (c) how the text is developed, (d) how the idea is classified into groups, (e) what the main idea of paragraphs, (f) what topic of each paragraphs, (g) how each paragraph is related to each other. while the teacher and the students are discussing those questions above, the teacher helps the students step by step summarize the related ideas among paragraph and this is very important for the students to draw the content construction of the text. by doing this, the students will have overall understanding of the text. post-reading stage in the post-reading stage, comprehension questions are used as post test. this is done to reinforce the skill or knowledge gained in the lesson; besides, the students get feedback from the teacher so that the students know whether their answers are right or wrong. this post test is also used to evaluate the effectiveness of the strategy the teacher uses, and to emphasize the main points of the teaching. then the class ended. evaluation stage evaluation on the implementation of text structure is done to the process evaluation and achievement evaluation. from the evaluation of process, it can be said that the teacher conducts the teaching-and learning based on scenario prepared and the students show enthusiastically in involving in the class activities. from the evaluation of the achievements , it can be concluded that the students’ mean score increases 67.65 from pre-test to 75.88 in post test, and the mean gained 75.88 is under the category of b+ and no students get below 60. this is the main reason that no more cycle is needed because this result has met the criteria of success. script journal: journal of linguistic and english teaching, april 2017, vol. 2 no. 1 12 copyright © 2017, script journal: journal of linguistic and english teaching, p-issn 2477-1880, e-issn 2502-6623 bibliography blaricom, g. van. (1979). reading comprehension at four linguistic levels. the effect of passage organization on main idea comprehension at three response levels. gillet, j. w. (1994). understanding reading problem. gordon, c. m., & hanauer, d. (1955). the interaction between task and meaning in efl reading comprehension tests. in tesol quarterly (29th ed., p. 299). herber, h. l., & herber, j. n. (1993). teaching in content areas: with reading, writing, and reasoning. united state of america: allyn & bacon. hidayati, s. (2002). the technique of using listening materials developed for the smu program to increase the listening ability of madrasah aliyah keagamaan malang students. state university of malang. karlin, s., & avni, h. (1981). analysis of central equilibrium in multilocus systems: a generalized viability regime. (20th ed.). meyer, b. j. f., & rice, g. (1984). the structure of text. in p. d. pearson (ed). new york: longman. pirozzi, r. (2003). critical thinking. in critical reading. new york: longman. shih, m. (1992). . beyond comprehension exercises in the esl academic reading class. in tesol quarterly, (26th ed., p. 289). thompson, j. d., & daines, j. e. (1982). compherensive triage. reston: va:reston publishing company ,inc. vacca, r. t., & vacca, j. a. l. (2005). content area reading literacy and learning across the curriculum (8th ed). boston: pearson/allyn & bacon. copyright © 2017, script journal: journal of linguistic and english teaching, p-issn 2477-1880, e-issn 2502-6623 http://jurnal.fkip-uwgm.ac.id/index.php/script script journal: journal of linguistic and english teaching p-issn: 2477-1880; e-issn: 2502-6623 april 2017, vol. 2 no. 1 received: december 2016 accepted: april 2017 published: april 2017 article doi: http://dx.doi.org/10.24903/sj.v2i1.52 the implementation of kagan’s cooperative (co-op) technique to improve reading comprehension of junior high students farid helmi setyawan stkip modern ngawi fasahelmy@gmail.com abstract: this study aimed at investigating how co-op technique can be implemented to improve reading comprehension of the eighth-grade students of mtsn ngawi who faced the problems in reading that the students did not comprehend the text and the score was low. the average score of reading test in preliminary study was 67 whereas the average score of student’ success based on the minimum standard of students’ score is seventy (70). the design of this study was classroom action research. the technique applied in the research was co-op technique. the result showed that the students reading average score improved. in two cycle study, in the first test the students reading average score was 69.54, in the second test the students reading score was 76.15. it could be concluded that predetermined criteria of success had been achieved. keywords: co-op technique and reading comprehension. http://jurnal.fkip-uwgm.ac.id/index.php/script http://dx.doi.org/10.24903/sj.v2i1.52 mailto:fasahelmy@gmail.com script journal: journal of linguistic and english teaching, april 2017, vol. 2 no. 1 39 copyright © 2017, script journal: journal of linguistic and english teaching, p-issn 2477-1880, e-issn 2502-6623 introduction reading comprehension is a dominant aspect before we learn to connect ideas and meanings with words through speaking or writing, we must learn to identify them through reading first. many definitions of reading have been proposed. the followings are the definitions of reading proposed by some experts. according to jeremy (1992) reading is an exercise dominated by the eyes and the brain. the eyes receive messages and the brain then has to work out the significance of these messages. alderson ( 2000) states that reading is the interaction between a reader and the text. during that process it would appear that many things are happening. the reader is looking at print, deciphering the symbols on the page, deciding what they “mean” and how they relate to each other. tarigan & guntur (1990)explains the purposes of reading as follows: 1) reading for details of facts, 2) reading for main ideas, 3) reading for sequence or organization, 4) reading for inference, 5) reading to classify, 6) reading to evaluate, 7) reading to compare or contrast. the problem found by many teachers in indonesia is how the best way to teach students to read in english as well as in their own language. it is understood that the reading population is made up of people who are not only proficient readers in their native language, but who have also mastered the fundamentals of vocabulary, grammar rules, and syntax of the foreign language. of course, it is well known that many readers have difficulties with comprehension, even if the reading material is written in their native language. from a short conversation with some of the students who had done the test, it was found and can be assumed that they were not interested in reading english text. they felt that reading was boring. it spent a lot of time to read its sentences and they had to understand or, at least, predict the meanings of unfamiliar words put in text. according to johnson et al. (1998) there are two causes of low learning english reading achievement. they come from external and internal factors. motivation is one of the internal factors that is very important in teaching and learning process. external factors which cause low learning of english reading can be classified into two groups: social and non-social factors. based on the theory above the researcher found some problems with both factors above. the students motivation to read is very low, it can showed from the students’ interest on reading. they almost never go to the library to read. besides the students motivation, the script journal: journal of linguistic and english teaching, april 2017, vol. 2 no. 1 40 copyright © 2017, script journal: journal of linguistic and english teaching, p-issn 2477-1880, e-issn 2502-6623 other problems are social factors that almost all students come from the society with low reading interest. the most serious problem, almost the students score in the preliminary study are average low compared with kkm. the average score for the preliminary study is 67. in this cases the researcher interest to give problem-solving. the teacher is supposed to be imaginative and creative in developing the teaching technique to create a good atmosphere, improve the students’ reading competence and make english lesson more exciting. the teacher has right in using the technique in the teaching process as long as it can achieve the instructional goal. the teacher should be aware of choosing the teaching technique in order to make progress in students learning and to teach reading effectively. moreover, there are many choices of a teaching strategy that can be used by the teacher. cooperative learning is one of technique that claimed as a successful teaching strategy in which small teams, each with students of different levels of ability, uses a variety of learning activities to improve their understanding of a subject. each member of a team is responsible not only for learning what is taught but also for helping teammates learn, thus creating an atmosphere of achievement. students work through the assignment until all group members successfully understand and complete it. cooperative efforts result in participants striving for mutual benefit. children learn a foreign language by being exposed to it, by making associations between words and sentence patterns, putting them into clear context, exploring, experimenting, making mistakes, checking their understanding, observing, copying, watching, doing things, listening, repeating. there is poor learning if the child is feeling uncomfortable, under pressure, confused by abstract concepts of grammar rules and their application which he/she cannot understand, distracted or bored, or finds it hard to concentrate while doing some longer activities (shipton, 2006). in line with this, co-operative learning is viewed as one of effective learning technique for language classrooms. it helps learners actively participate in every task at the same time and learners can compare, share, and discuss their answers. individualized and competitive learning situations are common in children’s school experiences; co-operative learning is less about that. research shows that co-operative learning has significant advantages for both intellectual and social development over individualized and competitive learning environments (hill & hill, 1996). spencer (1992) defines cooperative learning as group learning activity organized so that learning is dependent on the socially structured exchange of information between script journal: journal of linguistic and english teaching, april 2017, vol. 2 no. 1 41 copyright © 2017, script journal: journal of linguistic and english teaching, p-issn 2477-1880, e-issn 2502-6623 learners in groups and in which each learner is held anccoutable for his or her own learning and is motivated to increase the learning of others. co-op is intented to provide a collaborative experience that completely lacks the element of competition. slavin (1995) states that co-op allows students to work together in small groups, first to advance their understanding of themselves and the world, and then to provide them with opportunity to share that new understanding with their peers. co-op provides for students to cooperate in teams and to share the products of this collaboration with their classmates. students work in groups to produce a particular group product to share with the whole class; each student makes a particular contribution to the group. the students take either their own time, or class time to research, discuss, and learn the material. they create a presentation for their classmates to teach the assigned aspect of the topic to their classmates. the teacher has a right to include additional information or clarify at the end of the presentation. all students in the class will be held accountable for key information given in the presentations. co-op places faith in the curiosity, intelligence, and expressiveness of students rather than in extrinsic points and competitive motives. it provides for students to cooperate in teams and to share the products of this collaboration with their classmates. students work in groups to produce a particular group product to share with the whole class; each student makes a particular contribution to the group. beside that, co-op is very interesting strategy. research has shown that cooperative learning techniques: (1) promote student learning and academic achievement, (2) increase student retention, (3) enhance student satisfaction with their learning experience, (4) help students develop skills in oral communication, (5) develop students' social skills, (6) promote student self-esteem. the other reason is co-op gives the students experience on their study so they can understand the material deeply (http://www.kaganonline.com/). the advantages of co-op, spencer (1995) co-op can provide an environment in which personal development, social development, and academic learning are mutually supportive. by respecting the intelligence, the interests, and the expressive capacities of students, co-op allows students to “enjoy a sharing and community effort” and, in the process, to “become aware of the facilities within themselves. the disadvantages of co-op, spencer (1995) says that co-op will not be successful for students who are not actively interested in a topic related to the unit and who are not motivated to learn more about the subtopic they are to research on. script journal: journal of linguistic and english teaching, april 2017, vol. 2 no. 1 42 copyright © 2017, script journal: journal of linguistic and english teaching, p-issn 2477-1880, e-issn 2502-6623 the leadership issue arises if one group member attempts to be too dominant. this situation can lead to an important although painful learning experience for the student who is not aware of the adverse effects of his or her dominance, the co-op groups provide a very real experience of democracy. methodology the purpose of this research is to improve the reading comprehension of the eighthgrade students through co-op technique. base on this purpose, the design was chosen for this research is classroom action research that collaborated with the teacher at this school. this classroom action research was begun from the preliminary study. the researcher designed planning, implementing, observing, and reflecting. planning the researcher applies co-op technique in teaching learning process collaborated with the teacher at this school. meanwhile, the problem is how to improve the students’ reading comprehension and how to be able to comprehend the content of a reading text. the researcher also gives the category and frequency score for reading comprehension to know the students’ ability in reading comprehension and to determine whether they are a success or failed. at the planning stage, the researcher would divide the materials into two part in the two meetings. the first meeting would discuss the structure of the narrative text and the second meeting would discuss identifying main idea, word meaning, explicit and implicit information based on the text. the researcher would do the co-op technique steps as follow: (1) student-centred class discussion, (2) selection of student learning teams, (3) team building and cooperative skill development, (4) topic selection, (5) mini topic selection, (6) mini-topic preparation, (7) mini topic presentation, (8) preparation of team whole-class presentations, (9) team whole-class presentations, and (10) reflection and evaluation. preparing lesson plan the researcher and the collaborator designed lesson plan with the purpose of equipping the teacher with a guideline of the teaching and learning activities. in designing the lesson plan, the researcher and collaborator had considered the following items: (a) standard competence, (b) basic competence, (c) learning indicator, (d) learning objective, (e) teaching and learning instruction, (f) material and media, (g) worksheets, (h) evaluation. determining the criteria for success script journal: journal of linguistic and english teaching, april 2017, vol. 2 no. 1 43 copyright © 2017, script journal: journal of linguistic and english teaching, p-issn 2477-1880, e-issn 2502-6623 the criteria of success are vital to know whether the implementation of co-op technique is successfully conducted or not. in line with the problems in the preliminary study, the criteria of success were determined as follow: a) based on the minimum criteria of students’ success (kkm), the average reading score of learning success is seventy (70). it means that the individual student is regarded to reach the criteria of learning success if their reading score is 70 for each student. b) suppose the targeted minimal score of reading comprehension does not reach seventy (70), the next action became important to conduct in the following cycle. action in this research, the researcher applied co-op technique. based on this technique there are ten steps that must be done. from the planning, the researcher applied all the steps in the classroom. in doing the research the researcher was assisted by a collaborator who helps in teaching and observed the teaching and learning process by filled the checklist. observation in this research, the researcher and collaborator used the instrument of reading test for getting the data by collecting the students score in every test. the students did the test individually then they submit their work for correcting. to monitor the process of teachinglearning, the researcher made a checklist in every meeting. reflection in this research, the researcher used data analysis and observation. the data analysis was gotten from the sum of students score divided by the number of students. the data of observation was gotten from the report of teaching learning process in the form of a checklist. during teaching learning process, the researcher found some problems. researcher solved the problems by given series of changing step. at the last meeting, the researcher gave the test to the students for evaluating. the result of the test used by the researcher as basic to continue the research to the next cycle and revised the step in that technique. findings this is the presentation of research findings obtained from the classroom action research at the eighth grade of mtsn kabupaten ngawi. the preparation for implementing co-op technique in reading was done to choose the theme to be studied based on the reading script journal: journal of linguistic and english teaching, april 2017, vol. 2 no. 1 44 copyright © 2017, script journal: journal of linguistic and english teaching, p-issn 2477-1880, e-issn 2502-6623 curriculum and the duration of the action. the theme was about the narrative reading text. the subject chosen were the eighth-grade students of mtsn ngawi which consist of four students. they all did a preliminary study before the technique was done. there were two cycles consist of four meetings. co-op technique would be implemented at every meeting and the students would do the test after they had finished implementing co-op technique. these findings presented the description of activities during the research in each meeting. findings in the cycle one the cycling one was consist of two meetings. in these meetings, the researcher applied ten steps in the co-op technique. in the first meeting discussed the structure of the narrative text and the second meeting the researcher discussed how to find the main idea, word meaning based on the context, explicitly stated information, and implicitly stated information. from the teaching-learning process in the first meeting and second meeting, it can be observed that the students had not much attention to the explanation. some of them were talking each other. the discussion was not good enough, there were some students did not active in the group and did not provide a beneficial atmosphere that supported the improvement of students reading comprehension achievement. in the first and second meeting the result of the observation was discussed as followed: 1. the students had not much attention to the teacher when the teacher explained about narrative text 2. not all of the students, for about 40% or 16 students showed their enthusiasm when the discussion in the first and second meeting was conducted 3. there were almost half of students in that class who didn’t bring the dictionary so they got difficulties in cooperate with their group to find the difficult words 4. the smart students dominated the discussion whether the low students were not active enough; 5. there were some students who confused with the material so it made debate in the group discussion 6. some students (9 students) were false in answering the question because they didn’t understand the text. 7. the average score of test one was better than preliminary study. it was 71.54 compared with preliminary study score was 67. script journal: journal of linguistic and english teaching, april 2017, vol. 2 no. 1 45 copyright © 2017, script journal: journal of linguistic and english teaching, p-issn 2477-1880, e-issn 2502-6623 from the observation above the researcher concluded that the main problem was actually placed in the first step. because the students did not have much attention to the teacher’s explanation so its impacts to the fifth, sixth and seventh step. to solved this problem the researcher explained again the material to each group when guided the discussion. for another problem, the researcher solved by giving motivation to the students in order to follow the discussion seriously. at the last, because the average score is still lower than criteria of students’ success, so the researcher continued to the next cycle and revised the step of the technique. findings in the cycle two this cycle consists of two meetings. the researcher wanted to improve the students score better than the first cycle. the researcher did the steps of the technique but he changed the first step to the third step. this action was taken because the researcher thought that before explaining the material, it better that the students had gathered in a group because the friend in the teammate could help the students who got difficulties in understanding the material. the steps run well in the first and second meeting. in the second cycle the result of observation was discussed as followed: 1. all of the students paid attention to the teacher’s explanation; 2. they felt enjoy to cooperate with their group; 3. they got enthusiasm to give point for their group in discussion; 4. there were no students who confused in understanding material and there was no debate in the group; 5. the students felt happy and they could do the work faster than before because they had good cooperation to their teammate; 6. the average score of test two was increased than test one and only five students could not pass the minimum standard of students’ score. in this cycle, the researcher just found one problem. the problem was how to motivate and made the students active in the discussion. the researcher solved the problem by giving active guidance and made punishment to the group. the form of punishment, if one of member group did not do the work or discussion well, example: one of member group just talking with their friend but did not discuss the topic, the group would got punishment. the score of the group would be decreased. analysis of students’ paper works script journal: journal of linguistic and english teaching, april 2017, vol. 2 no. 1 46 copyright © 2017, script journal: journal of linguistic and english teaching, p-issn 2477-1880, e-issn 2502-6623 from the result of test one in the first cycle, there were 29 students or 72.5 % students could pass the test well while 11 students or 23.5 % failed. they got score under 70 as the minimum standard of students’ score. the average score was 69.54. in the preliminary study, there were only 17 or 42.5 % students who could success and 23 students or 57.5 % were failed. the average score was 67. by comparing with the result in the preliminary study, it could be seen that there was an improvement of average score 2.54. from the result of test two, there were 34 students or 85 % could pass the test successfully. they got score same or more than 70 as the minimum standard of students’ score. the average score was 76.15. in test one, there were 29 students or 72.5 % could success and 11 or 23.5 % students failed. the average score was 69.54. by comparing with the result of test one, it could be seen that there was an improvement of average score 6.61. reflected the result of students’ score from the first test until the second test, it could be known that the co-op technique success is implemented to improve the reading comprehension of the eighth-grade students of mtsn ngawi. there was an improvement of average score in every test. when the technique completed being implemented, the result of the test in the second test showed that 34 of eighth-grade students could pass the minimum criteria of students’ score and 6 students still failed. it could be concluded that predetermined criteria of success had been achieved. the study would be stopped in cycle two. discussion this part will discuss the summary of the finding from the study and discussion of the finding. the improvement of students’ reading comprehension by observing the students reading skill from a preliminary study, improving their reading skill in three meeting study of one cycle, there was a significance development in the students’ reading score. in the preliminary study, there were only 17 or 42.5 % students who could success and 23 students or 57.5 % were failed. it means that only 42.5 % students were able to comprehend the test. after implementing co-op technique which in two cycles were divided into four meetings, there was an improvement of students’ score in every test given. the average score of preliminary study was 67 rise up to 69.54 in the test one. the students who success in doing test also raised up from 17 students or 42.5 % to be 29 students or 72.5 %. in the second cycle, the result of the study showed there was 34 students success in doing the test while 6 students were failed. the average score raised up from 69.54 in test one to be script journal: journal of linguistic and english teaching, april 2017, vol. 2 no. 1 47 copyright © 2017, script journal: journal of linguistic and english teaching, p-issn 2477-1880, e-issn 2502-6623 76.15 in test two. it means that after implementing co-op technique, the students’ score was raised up in every test. discussion of the research findings the research finding was the use of co-op had a significant effect on students achievement. based on the result of the test in every test, the researcher assumed that development of students’ score because the students could accept and comprehend co-op technique in teaching and learning process. however, in implementing co-op in the first cycle, the students still faced some problems. jentz & murphy (2005) on his journal article states that co-operative learning can be implemented in a structured or an unstructured way. structured when students are thought specific strategies as to how to interact. unstructured co-op occurs when children are guided but not taught specific interaction strategies. the problems at the first cycle were the weakness that researcher found. according to slavin (1995) states that co-op allows students to work together in small groups, first to advance their understanding of themselves and the world, and then to provide them with opportunity to share that new understanding with their peers. co-op provides for students to cooperate in teams and to share the products of this collaboration with their classmates. from the experience in the first cycle, the researcher changed the steps for the second cycle. after the researcher changed the steps, the students paid attention to the teacher’s explanation, they felt enjoy to cooperate with their group, they got enthusiasm to give a point for their group in discussion. there were no students who confused in understanding material and there was no debate in the group. the students felt happy and they could do the work faster than before because they had good cooperation with their teammate. the result of the test two was 76.15 compared with test one 69.54 it means that the average score improved. the findings confirm i. b. et al. (1987) assertion that cooperative learning strategy was ranked first in teaching approaches that promote greater higherorder thinking and achievement. supporting this was winarti (2012) who showed after co-op learning the students were able to retain 80% to 90% of the material. these findings showed that there were the strength of co-op techniques: (1) promote student learning and academic achievement, (2) increase student retention, (3) enhance student satisfaction with their learning experience, (4) help students develop skills in oral communication, (5) develop students' social skills, (6) promote student self-esteem. the other reason is co-op gives the script journal: journal of linguistic and english teaching, april 2017, vol. 2 no. 1 48 copyright © 2017, script journal: journal of linguistic and english teaching, p-issn 2477-1880, e-issn 2502-6623 students experience on their study so they can understand the material deeply (http://www.kaganonline.com/). conclusion based on the students’ score in the preliminary study, it was known that the students’ reading comprehension needed to be improved since their scores were low. there were only ten among twenty-nine students who passed the reading test in their preliminary study. to improve the students’ reading comprehension and their motivation to understand the passages, the researcher choose co-op technique to be implemented in the class. the study conducted in four meetings divided into two cycles. in every meeting teacher as researcher guided the students to discuss the material in the group. there were the developments of students’ average score began from preliminary test to the second tests during the implementation of co-op technique. below were the steps which can implemented by the teacher in order to improve the reading comprehension: (1) selection of student learning teams, (2) team building and cooperative skill development, (3) student-centred class discussion, (4) topic selection, (5) mini topic selection, (6) mini-topic preparation, (7) mini topic presentation, (8) preparation of team whole-class presentations, (9) team whole-class presentations, and (10) reflection and evaluation. the students more enthusiastic in paid attention to the teacher’s explanation, they felt enjoyed to cooperate with their group, they got enthusiastic to give a point for their group in discussion. there were no students who confused in understanding material and there was no debate in the group. the students felt happy and they could do the work faster than before because they had good cooperation with their teammate. the average score improved in every test. so, it was clearly seen that co-op technique was successful to help students in improving their ability in reading comprehension. the result of the classroom action research is expected to give more effective technique to the teacher in the teaching process and give information dealing with strategies of reading comprehension through co-op technique. due to the fact that co-op technique gives positive impacts to the students’ ability in reading comprehension and students’ motivation and participation in the instructional process, the researcher suggests the english teacher who has a similar problem to implement co-op technique in the class. but one thing that must be more serious attention to implementing co-op technique, that this technique will http://www.kaganonline.com/ script journal: journal of linguistic and english teaching, april 2017, vol. 2 no. 1 49 copyright © 2017, script journal: journal of linguistic and english teaching, p-issn 2477-1880, e-issn 2502-6623 success to help the student’s problem if the teacher applied all the steps in the technique and must give guidance in every step. the teacher must give motivation to the students to follow the discussion seriously. bibliography alderson, j. (2000). assessing reading. cambridge university press. hill, s., & hill, t. (1996). the collaborative classroom: a guide to co-operative learning. canbera: national library of australia. i. b., j., b, s., & kolhesier, c. b. (1987). staff development and students learning. a synthesis of research on models of teaching educational leadership, 45(2), 11–23. jentz, b., & murphy, j. (2005). starting confused: how leaders start when they dont know where to start. phi delta kappan. jeremy, h. (1992). the practice of english language teaching. johnson, d. w., r.t., j., & smith, k. a. (1998). maximizing instruction through cooperative learning. asee prism. shipton, h. (2006). no title. cohesion or confusion? towards a typology for organizational learning research. slavin, e. r. (1995). cooperative learning: theory, research and practice. (2nd ed.). boston: allyn and bacon. spencer, k. (1992). cooperative learning. ca: resources for teacher inc. spencer, k. (1995). co-op co-op: a flexible cooperative learning technique. tarigan, & guntur, h. (1990). pengajaran bahasa komunikatif. bandung: fpbs ikip bandung. script journal: journal of linguistic and english teaching, april 2017, vol. 2 no. 1 50 copyright © 2017, script journal: journal of linguistic and english teaching, p-issn 2477-1880, e-issn 2502-6623 winarti. (2012). the implamentation of genere-based approach in english teaching at kejar paket c program of skb surabaya (an ethnography study). universitas muhammadiyah surakarta. 119 script journal volume 1, issue 2, october 2016 ‖ p-issn 2477-1880 ‖ e-issn 2502-6623 http://jurnal.fkip-uwgm.ac.id/index.php/script vocabulary development of kindergarten students of apple tree pre-school samarinda by using flashcards nadia mustika rachmita akademi bahasa asing colorado samarinda, indonesia nadiarachmita@gmail.com abstract: this present study aimed to investigate 14 kindergarten students of apple tree pre-school samarinda with various ability toward their english vocabularies development by flashcards. a class action research was applied in this study. the data was collected through observation checklist, sequence of cycles and interview transcript. then, building on the analysis of the collected data, it further discusses the vocabulary development of yl and provides suggestions for teyl. this study revealed that; (1) most of the students developed their english vocabularies gradually by flashcards. (2) these result indicated that teyl especially kindergarten students by using flashcards could give significant vocabularies development in learning process. flashcards is one of the simplest and effective teaching materials for teaching yl vocabulary due to the fact that flashcards are categorized based on themes with full colored pictures which attractive for yl. as this study showed the students were engaged with the topics given since the teachers used flashcards to teach english vocabulary. it was difficult to make engagement with yl in english teaching and learning because yl have different mood, self-motivation, and self-confidence which influenced to the willingness in grasping the lesson. finally, through this based-picture learning, the students indicated that their progress in vocabulary development although this phenomena was commonly happened in tefl for yl that lead to teaching method done by english teachers who are required to do more innovation toward their teaching method, to develop sufficient knowledge and to use proper teaching media. keywords: vocabulary development, young learner, flashcard, preschool introduction english language is considered as foreign language in indonesia and it is one of the crucial skills that need to be achieved to face this global era. there are many educational institutions provide english education for young learners. it is the main reason for most parents to send their children to bilingual schools or the school which provide english program. beyond this fact, teaching english for young learners is a fascinating scope to observe and teaching preschool students is different from teaching adult due to the fact that they have different characteristics and motivation as well. therefore, the researcher rises two research problems; (1) are the kindergarten students in apple tree pre school samarinda 120 script journal volume 1, issue 2, october 2016 ‖ p-issn 2477-1880 ‖ e-issn 2502-6623 http://jurnal.fkip-uwgm.ac.id/index.php/script interested in learning english through flashcards? and (2) how far the use of flashcards to improve kindergarten students’ of vocabulary mastery at apple tree pre-school samarinda? this research aims to find out that golden age is very influential in learning foreign language especially in developing their english vocabulary through flashcards by observing apple tree preschool students in samarinda. in the context of teaching and learning process, using media is actually important as a preparation step for the teachers who would like to teach young learners due to the fact that media can enhance teaching and learning. the teacher can bring the media into the classroom through visuals, sounds, smells, and tastes because children brains rely heavily on stimulus from the outside for learning, this is just one of the reasons that teaching with media is brain friendly. in relation to the teaching and learning process, this media is not only braincompatible learning because it is comfortable for the young learners. for example, most learners are either visual or kinesthetic, thus a brain-friendly environment will lean heavily on teaching methods that include visuals, models, or hands-on activities.if students need more time to learn, more time is given rather than sticking to a fixed timetable, regardless of the quality of the learning. methodology the method used in this research is classroom action research (car). according to wallace (1998), classroom action research (car) is a type of classroom research carried out by the teacher in order to solve probelms or to find answer toward context-specific issues. it means that before implementing the classroom action research (car), the researcher or the teacher needs to identify any problems real found in the classroom before implementing the car. research subjects the subjects of this study were 14 students of kindergarten class in apple tree preschool. the subjects were selected based on their various reading interest, age, and english capability since they are also from different background. their age range was from 4 to 5 years old. some of them have already recognized some basic english vocabularies, most of them haven’t known yet. the teacher used full english in the classroom. 121 script journal volume 1, issue 2, october 2016 ‖ p-issn 2477-1880 ‖ e-issn 2502-6623 http://jurnal.fkip-uwgm.ac.id/index.php/script data collection technique in this study, the researcher used a few techniques in collecting data from the young learners as the participants in this study. the process of the collecting data is through these following phases: 1. observation observation is one way that can be done for collecting data. as the researcher has mentioned in the previous chapter that observation is one thing that must be included in the action research because it is one of the stages of action research cycles. in this classroom action research, the researcher chose participant observation. the researcher worked with the english teacher in conducting the research, the researcher has role as an observer. 2. interview the researcher did interview as the data collection technique because the researcher believed that it would help her to get additional data to support the data obtained through observation. so, the researcher contacted the teacher as the interviewee in advance and explained them the purpose of the interview to obtain her permission. next, the researcher scheduled an appointment and agreed on where the interview would be held. the place was neutral, confidential, comfortable, quiet, free of distractions and easily accessible for the interviewee. the interview took about 30 minutes and use open-ended questions that flow naturally in indonesian language. during the interview, the researcher also recorded the conversation in order to be easier to make transcripts then as the interview result. in the process of analyzing the interview transcripts, the researcher did some steps. firstly, the researcher read the transcripts by quickly browsing through all transcripts as a whole, and read carefully line by line. second, the researcher labeled relevant pieces which are relevant words, phrases, sentences, or sections in coding process. next step, the researcher decided which codes were the most important and created themes by bringing several codes together. then, she drew a figure to summarize the results. as the instrument development, the researcher employed checklist and interview guidelines to obtain the data.. in this study, interview guideline was an instrument for the researcher to ensure that none of the important issues to be discussed is left out of the 122 script journal volume 1, issue 2, october 2016 ‖ p-issn 2477-1880 ‖ e-issn 2502-6623 http://jurnal.fkip-uwgm.ac.id/index.php/script conversation. in examining the lived experiences of the participants in this study, the researcher conducted in-depth interview. in-depth interviewing is a qualitative research technique that involves conducting intensive individual interviews with a small number of respondents to explore their perspectives on a particular idea, program, or situation. the researcher also applied open-ended questions with semi-structured format to seek understanding and interpretation and also recorded the responses which are determined as the characteristics of this kind of interview. in order to be organized, the researcher followed the interview processes which are seven stages of conducting in-depth interviews by kvale (1996), thematizing, designing, interviewing, transcribing, analyzing, verifying, and reporting. data analysis technique to analyze the data, the researcher uses the flow model analysis proposed by miles & huberman (1994). they got definition of analysis as consisting of three concurrent flow activities; data reduction, data display, and conclusion drawing/verification. data reduction refers to the process of selecting, focusing, simplifying, abstracting, and transforming raw data by writing notes. in this process, the researcher focused on her analysis dealing with a series of the process to summarize the other information and supporting data that she got from several books. data analysis was focused on the object that would be improved which was the vocabulary development of kindergarten students with different abilities and age. the data was numerical with verbal description according to the students’ outcome and analyzed descriptively. then, the researcher displayed the final data that indicated significant progress or development dealing with vocabulary. through all these data, the researcher could get more information about the students’ progress, so that it can support her in developing the ideas related to vocabulary development theory. in the data display, the researcher listed down the data into an organized, compressed assembly of information that permitted conclusion drawing and action. data display was making notes about the data that the researcher wanted to investigate and made explanations through the quotations by drawing specific, simple, and definite piece of data. the last was conclusion and verification activity. in this step, each data that had been analyzed would be checked again to see the proper data and theories for this study. then, the researcher clarified the result according to experts’ opinion. briefly, she adjusted all the data that had been analyzed to students’ vocabulary development of kindergarten class. 123 script journal volume 1, issue 2, october 2016 ‖ p-issn 2477-1880 ‖ e-issn 2502-6623 http://jurnal.fkip-uwgm.ac.id/index.php/script finding in this section, the researcher presented the discussion of the students’ interest in learning english vocabulary by using flashcards and the development of their vocabulary acquisition during the learning center. the target of this research was accomplished that the students could improve their vocabulary gradually. it was indicated by the tables that all students could enjoy learning english lesson. second, more or less 80% of the students could improve their vocabulary, it can be seen most of them were able to use english words in simple sentences; they were able to understand the meaning, and good at pronunciation. the last, 80 % of the students could study english more effective. flashcards gave significant influence toward english vocabularies learning and also produced the students’ learning outcome by showing their progress in motivation, self confidence as well as their learning awareness in the classroom. although based on the researcher’s observation in apple tree pre school samarinda, most of students get difficulties in mastering english vocabulary beforehand. it can be seen from their preliminary study that most of.table 1 below no student number of item 1 2 3 4 5 6 7 8 9 10 11 12 total 1 agresia 1 1 1 0 0 0 0 0 1 0 0 1 50 2 audrey 0 1 0 0 1 0 0 1 1 0 0 0 40 3 callysta 1 0 1 0 1 1 0 1 0 0 1 1 70 4 edelweiss 0 0 1 0 1 1 0 1 0 1 0 1 60 5 giggsy 0 0 0 1 0 0 1 0 0 1 1 0 40 6 james 0 0 1 0 1 0 0 1 0 0 1 1 50 7 jesslyn 0 1 0 0 1 1 1 1 0 1 0 1 70 8 kaylee 1 1 1 1 0 0 1 0 0 0 1 0 60 124 script journal volume 1, issue 2, october 2016 ‖ p-issn 2477-1880 ‖ e-issn 2502-6623 http://jurnal.fkip-uwgm.ac.id/index.php/script no student number of item 1 2 3 4 5 6 7 8 9 10 11 12 total 9 matthew 0 1 0 1 0 0 0 1 1 1 1 0 60 10 michelle 1 1 1 1 0 1 1 1 0 0 0 0 70 11 nicholle 0 1 1 1 1 0 0 1 0 0 1 0 60 12 nicolas 1 1 0 0 0 1 1 0 1 0 1 1 70 13 fifi 1 0 0 1 1 1 1 0 1 0 0 0 60 14 kenneth 0 0 1 1 1 0 1 0 0 0 0 1 50 table 1 preliminary study their english vocabulary competence is still slow. the indicators of the problems are as follows, the students cannot pronounce the english words well, they cannot understand the meaning of english words, they cannot use the english word and so on. the students’ difficulties as stated above could be caused by some factors. in this case, the teacher has a very important role to support the students’ english achievement in teaching learning process. the explained the material of the lesson, the time was limited. teaching learning process became static and the students sometimes felt bored. it is one of teaching techniques to improve or enhance the students’ english vocabulary mastery. richards (2006) explains some of benefits of picture (flashcard) in teaching language, including; pictures provide authentic cultural information, pictures have positive effect on learner motivation, provide exposure to real language, pictures relate more closely to learners’ need and support more creative approach to teaching. from the data above, the teacher noticed there is a slight increase from the preliminary study. this improvement can show the researcher that the students still had difficulty to grasp the vocabulary. 125 script journal volume 1, issue 2, october 2016 ‖ p-issn 2477-1880 ‖ e-issn 2502-6623 http://jurnal.fkip-uwgm.ac.id/index.php/script no student number of item 1 2 3 4 5 6 7 8 9 10 11 12 1 agresia 1 1 1 0 1 0 1 0 1 0 0 1 2 audrey 0 1 0 0 1 0 0 1 1 0 1 1 3 callysta 1 0 1 0 1 1 1 1 0 0 0 1 4 edelweiss 0 0 1 0 1 1 0 1 1 1 1 1 5 giggsy 1 1 0 1 0 0 1 0 0 1 1 1 6 jeje 1 0 1 0 1 0 1 1 1 0 1 0 7 jesslyn 0 1 0 0 1 1 1 1 1 1 1 0 8 kaylee 1 1 1 1 1 0 1 0 0 0 1 0 9 matthew 0 1 1 1 0 1 0 1 1 1 0 1 10 michelle 1 1 1 1 0 1 1 1 0 0 0 1 11 nicholle 0 1 1 1 1 0 0 1 0 0 1 0 12 nicolas 1 1 1 0 0 1 1 0 1 0 0 1 13 fifi 1 1 1 1 1 1 1 0 1 0 1 0 14 kenneth 0 0 1 1 1 0 1 0 1 1 1 1 table 2 post test of cycle 2 from the table above, we can see that several students have improved the vocabulary from cycle one to cycle two. for instance, agresia improved 3 words, edelweiss got 3 words, jesslyn got 3 words, fifi got 5 words and rest of student got 1 to 2 words. after the researcher found this fact, the researcher and collaborator have change several step in planning, acting and observing. the students were more active in doing activities and they had high motivation in joining english lesson. all students could 126 script journal volume 1, issue 2, october 2016 ‖ p-issn 2477-1880 ‖ e-issn 2502-6623 http://jurnal.fkip-uwgm.ac.id/index.php/script join in the corner’s activities. in the second meeting, there were some students couldn’t wait in turn in doing the activities in the corner. the students had high motivation in english lesson, as the result they always join in all activities in the class or corner. they were braver to answer the teacher’s questions. the classroom situation was more alive, because there was a life communication between the teacher and the students interactively. it happened during learning process when the teacher asked questions, the students answered the question enthusiastically. implementing the action in the second cycle has succeeded in enhancing the students’ vocabulary mastery of what they had learned before which was held in the second meeting. after comparing the result of post -test in which the result was fair and the result of post-test in the second cycle was increased no student number of item 1 2 3 4 5 6 7 8 9 10 11 12 1 agresia 1 1 1 1 1 1 1 0 1 1 1 0 2 audrey 0 1 0 1 1 0 0 1 1 1 1 0 3 callysta 1 0 0 1 1 1 1 1 1 0 1 1 4 edelweiss 1 1 1 0 1 1 0 1 1 1 0 1 5 giggsy 1 1 1 1 1 0 1 0 1 1 0 1 6 james 1 1 1 1 1 0 1 1 1 0 1 1 7 jesslyn 0 1 0 1 1 1 1 1 1 1 0 0 8 kaylee 1 1 1 1 1 0 1 0 1 0 1 1 9 matthew 0 1 1 1 1 1 0 1 1 1 1 0 10 michelle 1 1 1 1 0 1 1 1 1 0 1 1 11 nicholle 0 1 1 1 1 1 0 1 0 1 1 1 127 script journal volume 1, issue 2, october 2016 ‖ p-issn 2477-1880 ‖ e-issn 2502-6623 http://jurnal.fkip-uwgm.ac.id/index.php/script no student number of item 1 2 3 4 5 6 7 8 9 10 11 12 12 nicolas 1 1 1 0 0 1 1 0 1 1 0 0 13 fifi 1 0 1 1 1 1 1 1 1 1 1 0 14 kenneth 1 0 1 1 1 0 1 0 1 1 0 1 table 3 students improve the vocabulary from cycle two to cycle three from the table above, we can see that most of students have improved the vocabulary from cycle two to cycle three. for instance, agresia improved 3 words, james got 3 words, nicholle got 3 words and rest of student got 1 to 2 words. in addition, from the preliminary study to cycle three as statically data most of the students have improve in vocabulary at least they got one to two new words in each theme. in cycle three was significantly increased and it was shown by the students who were usually not active in the previous cycle begin to be more active and responsive in this cycle. they became active in listening the teacher’s explanation, answering teacher’s question, repeating the words, pronouncing the difficulties words, so that they could have a fluency in understanding meaning and pronouncing the words. when the students got difficulties, they directly asked the teacher to solve their problems. so they got a solution at once, and they could overcome their mistake soon. the obvious evidence could be seen from their achievement which was reflected by their score after each action test. the result of observation showed that the students’ motivation got improvement. many of them were able to do the task well. from the reflection, it could be concluded that the third cycle had given a better result in improving the students’ motivation in learning english especially english vocabulary development although some low students had to give attention more, so that they would get optimal result in their learning english. discussion in this part, the researcher provided the discussion of flashcard used to improve the kindergarten students’ vocabulary. the research findings show some important points as follows: (1) the improvement of students’ vocabulary was increased, (2) the students 128 script journal volume 1, issue 2, october 2016 ‖ p-issn 2477-1880 ‖ e-issn 2502-6623 http://jurnal.fkip-uwgm.ac.id/index.php/script were more active in doing activities and they had high motivation in joining english lesson, (3) the classroom situation was more alive and enjoyable, the students were not too crowded. the following were the detail information about the research finding; the improvement of students’ vocabulary was increased. this statement is supported by the following tables which show the pre-test and post test result. the pre-test was taken at the first meeting which has all the students took the oral test. on the other hand, the post test was taken at the end of the class. having carried out the research in which the teacher used flashcard in teaching english to kindergarten students, their english achievement in english vocabulary development are increased. the following table describes the students’ score result in each test which was taken from the end of each cycle. based on the finding, the researcher saw that the test result from the first cycle until third cycle got a better progress. it means that the students’ vocabulary mastery is improved significantly. first, the students were more active in doing activities and they had high motivation in joining english lesson, and during the learning process of english acquisition through vocabulary development, picture on flashcards can make the students more active in the class. in the corner the students could answer the teacher’s question actively; they could do their task well. second, they learned and worked together with their friends, without disturbing each other. they also had closed relationship among them because in doing activities in the corner they had to work together and change their group. they were braver to answer the teacher’s questions. piaget in chandler (2009) said that “the children should be active, brave and have high motivation in learning, therefore they will get successful in the future, and the teachers are able to guide them by giving appropriate media, but the most important is the children are able to understand knowledge by finding itself”. through the statement, it could be concluded that we are as teacher should be facilitators for children in order to students proactive, highly motivated, and confident in learning second language, and also teachers must be well prepared for conducting teaching and learning process by using appropriate media, so that children will be able to understand the knowledge transferred by teachers. additionally, having high motivation and activeness in early education would influence their better future. 129 script journal volume 1, issue 2, october 2016 ‖ p-issn 2477-1880 ‖ e-issn 2502-6623 http://jurnal.fkip-uwgm.ac.id/index.php/script third, the classroom situation was more alive and enjoyable; the students were not too crowded. the classroom situation was more alive because there was a life communication between the teacher and the students interactively. when the teacher asked questions, the students answered the question enthusiastically. most of students seemed active and they answered the teacher’s question with less mistake. also, the classroom situation was enjoyable, but the crying student in the class was decreased. to deliver the lesson, the teacher looked more friendly with the students although the classroom was little crowded because most of students tried to answer teacher’s question, and if they were able to answer the teacher’s question, the class gave applause together. the researcher concluded that teaching technique by using flashcards really gave big contribution in improving and enhancing the students’ english vocabulary, for kindergarten students at apple tree pre-school. conclusion this section would present two important components of this research. first is conclusion that includes summary of overall findings and the second was suggestions for the readers, particularly those who were teachers and the future researchers who would like to conduct the similar scope of study. the research findings show some important points as follows: (1) the improvement of students’ vocabulary was increased, (2) the students were more active in doing activities and they had high motivation in joining english lesson, (3) the classroom situation was more alive and enjoyable, the students were not too crowded. the result of the mean of scores that they got from the third cycle was as follows; the mean of the post test in the first cycle was fair, the mean of the post test in the second cycle was good and the mean of post test in the third cycle was much better than the previous one. this increasing was better than the second cycle. the mean of post test in the third cycle was better than pre-test, post test in the first and second cycle. the result of observation showed that the students’ motivation got improvement. some students who were not active in the lesson decreased. their confidence in answering the teacher’s questions increased. many of them were able to do the task well. they also did corner’s activities well and they did it on time. the students could obey the rules in doing activities in the corners. furthermore, the result of interview is firstly when applied 130 script journal volume 1, issue 2, october 2016 ‖ p-issn 2477-1880 ‖ e-issn 2502-6623 http://jurnal.fkip-uwgm.ac.id/index.php/script the method, the significant problem faced mostly is lack of self confidence and motivation in following vocabulary discussion. the teacher also needed more review to achieve learning outcomes and objectives. from the phenomenon the teacher will develop the method which proper with her students’ condition and abilities for the next phase but finally, using teaching method by fun media that already applied frequently could increase students’ progress specifically on english vocabulary and their achievement in acquiring english language was gradually developed as the teacher’s expectation. bibliography chandler, m. j. (2009). piaget on piaget. british journal of psychology (london, england : 1953), 100, 225–228. http://doi.org/10.1348/000712609x414169 kvale, s. (1996). interviews: an introduction to qualitative research interviewing. sage publications, 129–140. http://doi.org/10.1016/s0149-7189(97)89858-8 miles, m. b., & huberman, a. m. (1994). qualitative data analysis: a sourcebook of new methods. california: sage publication, inc. richards, j. (2006). communicative language teaching today. new york: cambridge university press. wallace, j. m. (1998). action research for language teachers. cambridge: cambridge university press. http://jurnal.fkip-uwgm.ac.id/index.php/script p-issn: 2477-1880; e-issn: 2502-6623 april 2021, vol. 6 no. 1 pedagogical perspectives on teaching materials of translation in english language teaching masitowarni siregar universitas negeri medan, indonesia email correspondence: masitowarnisiregar@unimed.ac.id abstract background: instructional materials for vocational schools encounter distinguishing features; it manages to take on the english for special purposes (esp). this research was carried out to seek the data of teaching materials for vocational schools in indonesia. it used a survey procedure to gather the english teachers’ perspectives. it stressed the translation skill. methodology: a survey design was utilized to gather the data. with a purposive sampling technique, it involved 30 vocational english teachers in sumatera utara province. a set of questionnaires was administered to gain the perspective of english teachers about the translation materials and teaching process in some vocational schools. it used a likert scale to determine the values responses of samples. findings: data gained indicated that 52.45 % of respondents agreed with the teaching material, and 43.10 % strongly agreed with those. only 4.45 % of respondents strongly disagreed with those topics. data analysis showed that the 58 elements in the subject of translation in elt had covered the teaching materials in vocational school. conclusion: it concluded that translation is a fundamental element of the instructional system in english as a foreign language in indonesia. based on this notion, the vocational english teachers in indonesia should be trained to consider the appropriate ways of translating by knowing the theories and practice of translating within english teaching material. keywords: pedagogical translation; english teacher; elt; vocational school doi : http//dx.doi.org/10.24903/sj.v6i1.684 received : february 2021 accepted : march 2021 published : april 2021 copyright notice : authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a creative commons attribution 4.0 international license that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. http://jurnal.fkip-uwgm.ac.id/index.php/script https://creativecommons.org/licenses/by-sa/4.0/ https://creativecommons.org/licenses/by-sa/4.0/ 57 pedagogical perspectives on teaching materials of translation in english language teaching masitowarni siregar 1. introduction intensive research on the english lesson as a compulsory subject in vocational schools is needed to conduct for seeking the data of pedagogical perspectives, teaching materials, and the problems of language learning at the senior vocational school level. this study was carried out to seek the pedagogical perspective of english teachers in vocational schools based on the survey research. when two communities of speakers with different languages and do not comprehend each other would like to communicate both in spoken and written mode, they may utilize translation (chistova, 2019; yenkimaleki & van heuven, 2018). in many nations, the establishment of the utilization of translation in the teaching of foreign language setting in higher education designed at preparing the candidate language teachers for their possible prototypical profession, as well as directing the candidate foreign language teachers to be able to use translation as a method of foreign language teaching efficiently (m. a. thawabteh, 2009). a pedagogical study of discussion interpreting emphasizes the urgent of the interpreter need to involving and not involving interlocutors; this idea is also true with the foreign langue learners’ consideration in the instructional process (arbain, 2020; havnen, 2021; maulana et al., 2020). more than 30 years ago, the consideration of the pedagogical paradigm, that originated from the direct method of the instructional process, further repressed the role of translation in language teaching (tilt) (kelly & bruen, 2015). several pedagogical translations have a big impact on the teaching materials for english as a foreign language (david et al., 2019; hernández-ching, 2019; l pintado gutiérrez, 2021). furthermore, the unclear function of translation role in the vocational schools in indonesia, this research was carried out to find the teachers’ perspective and its implication to translation pedagogy and teaching materials. many studies have revealed that translation pedagogy now has to shift from old ideas and adopt the cultural and linguistic knowledge in real-time communication’ (blum & hofeneder, 2020). “theoretical assumptions can only be arrived at through research”, which, can contribute to the development of new pedagogical tools (m. thawabteh, 2017). new models make the unfolding research and pedagogical translations (bowker, 2008). adaptation to the present use of tools for teaching english with the future developments of the research agenda. furthermore, the insignificant design has made the translation pedagogy in reverse not moving forward to new models (heywood & harding, 2021). new models of teaching practices for translation shift from the know-how and non-contextual texts perspective which has made the translation class a word-to-word caption. thus, new models take the involved 58 script journal: journal of linguistic and english teaching p-issn: 2477-1880; e-issn: 2502-6623 april 2021, vol. 6 no. 1 elements in pedagogical translation; a student center orientation, the use of it, and cultural exchanges (blum & hofeneder, 2020). endeavors with a more elaborative objective coming from software manufacturers, the translation industry and academia have tried to assess or analyze available translation workstations (alonso jiménez & de-la-cova, 2014). based on the ideas of creating the pedagogical translation with a more deliberate teaching model, this study applied an integrated perspective. content and language integrated learning refer to a wide variety of pedagogical perspectives entailing double center on both lingual and substance constituents (czura, 2020). some experts put forward the immediate direct use in constructing foreign languages (carreira, 2018; siregar, 2019; thi & pham, 2017). some experts in quite different contexts investigating the issue. research on existing problems caused by teacher behavior changes can trigger further research by the context of the problem. foreign language teachers should realize the importance of students’ utilization of translation in the process of language teaching and learning in primary, secondary and higher educational levels and in the same time help the leaners to improve their english competency (ducar & schocket, 2018). translation in english class as a foreign language often takes attention and time allocation in indonesia. such as translation often makes the english class more focused on helping learners to understand the reading texts. moreover, the functions of translation in the teaching and learning process of a new language have gained more considerable evaluation within the last decades (gutiérrez, 2018). the translation is regarded as a tool to communicate among different cultures involving experts on this more getting attention notion. recently, more discussion has been given to the academic organization related to the progress of translation (kafi et al., 2018). present discussion among the process of acquiring a second and foreign language, language instruction as well translation disciplines seem not to be very well established (colina, 2002). because the translation is essentially a multifaceted study, the vision of pedagogical translation is regarded to be a notion from other disciplines to gain its construct in terms of theory and pragmatics. the discussion of many notions of translation within foreign and second language teaching and learning has become a new paradigm within the context of foreign and second language teaching and learning issues among foreign language educators with the sense of new adaptation in applied linguistics studies (bell & lygo-baker, 2019; bi, 2020; bruen & kelly, 2017). from the international perspective, people all over the world are learning english at school and other formal institutions to have a better job and to function in the academic context. english becomes a school subject and is required to own a bargain in the job position. it occurs 59 pedagogical perspectives on teaching materials of translation in english language teaching masitowarni siregar as high unemployment exists and english mastery is much appreciated in the workplace, business, and tourism. not surprisingly, the present notions and ideas on the teaching and learning of foreign language teaching especially english are gaining more attention from language instructors, researchers, policymakers. some foreign language teachers face problems with selecting the material, developing teaching and learning movements. (raynesa noor emiliasari, 2019). with the more attention and realization given to the need for english in international communication, foreign language instructors face difficult work to prepare and develop teaching material that suits international demand (galloway & rose, 2018). foreign language teachers and foreign language researchers should build more understanding and comprehension of the material needed for international content and contexts to be used in the classrooms. (stephenson & hall, 2020). foreign language educators and researchers are trying to build more educational frameworks for this context of international demand (smith, 2021). in indonesia, the utilization of translation motions in the english teaching and learning process is real. this fact is supported by the professional english teacher program's facts indicated that most of the teachers use translation during the process of teaching and learning. but to some extent, their use of translation is sometimes misleading. some vocational english teachers who have joined the professional english teacher program have been found making an incorrect use of translation during their practice teaching; for example, when they are going to call the roll, they say, "let's take absent"; it is from the translation of "sekarang ibu mau ambil absen kalian". another teacher translated "faithfully yours" in the closing section of a formal letter into "diriku yang setia". the previous examples make the translation skill of english teachers for indonesia’s vocational schools need to redesign. students’ utilization of english in the context of foreign language teaching in indonesia is quite imposing for the government to decide english to the national assessment. thus, rasman (2018) reported that the english instructor in indonesia is facing problems in speaking in english with the english learners in their classroom. a description of english class shows that they are only giving a lengthy explanation on grammar with very limited real english conversation, teaching and learning process with low quality, correct the students' mistakes and make misapprehension (nasir et al., 2019). in recent years, partnerships in education were established by having collaboration between schools and universities on participated teaching and action research collaboration. the outcome of the collaborative research is in form of suggestions to the school, and the universities to utilize more considerable views on the practice of english language teaching at 60 script journal: journal of linguistic and english teaching p-issn: 2477-1880; e-issn: 2502-6623 april 2021, vol. 6 no. 1 school and universities (eickhoff & de costa, 2018). the idea of translanguaging which acknowledge the existence of students various background: their culture, their language might help motivate the students to the foreign language they are studying; letting the students speak sometimes in their mother tongue and then speak that expression in english will add on their spirit in the teaching and learning process. this motivates the students to correlate what they already have and what they would learn. this in turn is expected to build the number of vocabularies they are learning to function well in the target language being learned (illman & pietilä, 2018). based on this situation, in the english educational study program curriculum (eesp) curriculum, the need for a subject focusing on the competency to train prospective teachers to translate english teaching materials that they are going to translate is urgently needed. therefore, this study sought to determine vocational english teachers' perspectives on the teaching material for the subject pedagogical translation in elt. for teaching translation for pedagogical purpose in the classroom, students in english educational study program in north sumatra who are prospective english teachers should have english and indonesian translation skills and commands. english teachers need to apply linguistic competence because translation is a teacher's foundation in teaching the language of a language to study a text and interpret a message in a language that is translated into a foreign language. 2. methodology a survey research was applied to seek the perspective of english teachers on translation skills, teaching materials and pedagogical aspects of vocational schools. this study by using a survey is regarded as gathering data from individuals or groups by which answers to the questions are gained. this design permits various methods of involving sample population and sample, gain data, and use a number of data collection techniques. survey design may utilize several quantitative study ground plans (e.g., utilizing questionnaires with number scale elements), qualitative study ground plan (e.g., utilzing open-ended questionnaires), or the two ground plans (i.e., combined techniques) (ponto, 2015). the three basic goals of survey research are description, explanation, and exploration (brommage, 2006). it took 30 english teachers of vocational schools in north sumatra with the purposive sampling procedure. it means the samples have experience in practice pedagogical translation in vocational schools for many years and have the professional position to fill the instruments. 61 pedagogical perspectives on teaching materials of translation in english language teaching masitowarni siregar in vocational schools, during collecting the data in the field, the researcher had the teachers give the responses to the administered questionnaires. the questionnaire that was used to collect the data had the 58 elements that were responded to by the 30 samples. the questionnaire has nine areas, namely a) translation viewpoint b) translation grounded on pedagogical purpose viewpoint, c) teaching process of translation purpose perspective, d) community relation, e) instructional relation, f) apparatus and origin of instruction, g) publication and dispersion, h) classification of knowledge of translation depend on english teaching purpose, and i) themes of translation depend on english teaching purpose, in 58 queries. the data analysis technique used was the likert scale from 1 (strongly disagree) to 5 (strongly agree). 3. findings out of the three (3) facets in the questionnaire of the requirement of level analysis, there are 59 elements which had been responded by the 30 informants of vocational english teachers’ perspective on teaching material for pedagogical purpose in the translation in elt subject. data obtained put into a likert scale, the results are made from diagram 1; diagram 1. percentage of vocational english teachers’ perspective on teaching material for pedagogical purpose in the translation in elt subject diagram 1 shows the percentage of vocational english teachers’ perspective on teaching material for pedagogical purpose in the translation in elt subject prospective teachers of english from the vocational english teachers’ points of view of the 58 elements in 12 areas and 3 facets of the materials, from 30 respondents, it indicated that 52.45% of the 58 elements are important for the learners or prospective english teachers. furthermore, 43.1% of quite agree 5% agree 52% strongly agree 43% strongly disagree disagree quite agree agree strongly agree 62 script journal: journal of linguistic and english teaching p-issn: 2477-1880; e-issn: 2502-6623 april 2021, vol. 6 no. 1 the 58 elements are indispensable and only 4.45% of the 58 elements quite agree. next, none of the 58 elements given is unnecessary from the perspective of the respondents. this means student’s necessities in the perspective of the respondents are following what is tied in the analysis of the demands of the translation teaching material depend on english teaching on purpose. thus, the overall aspects contained in the questionnaire have to be put in the translation learning text to be planned and established for they are regarded important in the participants’ point of view. all of the respondents also are in the opinion that the translation materials to be learned at the translation in elt subject should incorporated topics base on vocational school english. these vocational english teachers, realizing that 9 broad areas are compromising 35 sub-areas of vocational schools suggest that some materials represented english in vocational or english for specific purposes should be covered in the learning resources. these are very important because the nature of translating materials in general english is quite different from english for specific purposes, they suggest. 4. discussion referring to the data obtained which show 52.45 % of respondents agreed with the current teaching materials of english lessons for vocational schools, and 43.10 % strongly agreed with those. only 4.45 % of respondents strongly disagreed with those topics. data analysis showed that the 58 elements in the subject of translation in elt had covered the teaching materials in vocational school. it means that only the teaching-learning procedures and techniques should be designed to a better one. in the survey, samples were asked about the role of the linguistic aspects in detail in the source language and target language. respondents' ideas concerning the mastery of educational terms in the source language and target language. english teachers were asked about terminologies of vocational schools materials in the classroom in the source language and target language. thus. questionnaires probed the samples thought about the cultural understanding of the source language and target language in general. respondents in data obtained have given the real condition of translation skill and teaching materials of vocational schools in north sumatera province. it showed that it indicated that 52.45% of the 58 elements are important for the learners or prospective english teachers. thus teachers who strongly agreed with 58 elements are 43.1%. data analysis indicated that the “students need analysis” has been the main priority in selecting the teaching materials for the english subject in vocational schools. since the english subject function in 63 pedagogical perspectives on teaching materials of translation in english language teaching masitowarni siregar vocational schools as adaptive lesson; that is helping the students find the knowledge about techniques and business administration that written in english to help the students enlarge their vocational education, so translation practices should be emphasized. thus, english is the additional text for students to deepen their understanding and comprehend reading materials about skills and technology improvements in vocational education. english instruction in the vocational program, especially in the secondary program, can be regarded as the english for specific purposes (usually addressed esp) domain (mahbub, 2018). english in vocational program falls into the category of english for specific purposes (esp) with regarded as the perspective to foreign language instruction positioning to fulfill the demand of specific students (muliyah & aminatun, 2020). english as a medium to add the students' knowledge about technical and business materials. we know that the internet has created many advanced knowledge and skills in many parts of modern life. information and communication technology provides some features that make human interaction and industry growth very fast. this phenomenon supports the english for specific purposes (esp) materials for vocational schools need tremendous improvement. english for specific purposes is considered to have exact features, that usually utilize and elements feature that is probably based on specific conditions. english for specific purposes is built is to fulfill special demand of students; english for specific purpose utilize the underpinning ground plan and motions of the subject they serve (susilowati, 2008). english for specific purpose is central to the linguistics (structure, sentence, register) psychomotor, texts and genre suitable to this activity (huang & foreign, 1998). english for specific purpose is a viewpoint to language instruction where all conclusions to the subject matter and strategies are considered on the students’ motives for studying (mayhew et al., 2020). another significant strategy is to focus on students' activities to achieve vocabularies related to the setting of esp they studying. (cahill et al., 2009). data obtained in this research has shown that teaching materials for the subject of english in a vocational school need a specific theme. since vocational schools' nature is different from senior high schools, the teaching materials for english lessons in vocational school should be suitable with the english for specific purposes (esp). respondents defended their opinion that the themes of translation depend upon english teaching purpose in vocational schools. respondents agreed that the english for specific purposes (esp) materials cover digital machinery, energy, and business are electronic and computer integrated tools. digital should be attached to the english subject for vocational schools. digital knowledge has been 64 script journal: journal of linguistic and english teaching p-issn: 2477-1880; e-issn: 2502-6623 april 2021, vol. 6 no. 1 extended to many sectors, and digital technology opportunities will grow faster and faster. as a result, the students will compete with others to seek jobs requiring computer and digital technology competencies. english subject which prepares students to study the computer and digital technology for automotive, machines and business management should be vital for vocational schools. respondents also think of the future of the english subject as a medium to improve students' knowledge and skills, not only in english in general, but a tool to sharpen their technical understanding of students' dispensation. it implies that the english teachers in technical and business vocational schools should add extra materials from the internet and online journals, booklets, brochures and fliers that contain the new advanced technology information. the vocational english teachers recommended that the translation subject materials in the english educational study program are related to the nature of the vocational school that they are teaching. they also admit that the material should be packed within the curriculum approach, namely, the functional approach. for these reasons, the materials are in the english curriculum framework but integrated with english for vocational context. even though this research reached the vocational schools teaching-learning process for english subject, but it has three limitations: 1). it has a small sample, 2). it only made survey research without any treatments, and 3). the integrated english curriculum was not applied in the study. for further study, it needs to consider the 3 weaknesses of this research. 5. conclusion considering the results of the research, some conclusions are drawn. first, the english teachers who strongly agreed with 58 elements of translation skill and materials for vocational schools are 43.1%. a translation syllabus is a fundamental part of the english instructional system in english as a foreign language in indonesia. second, the appropriate ways of translating by knowing the theories and practice of translating within english teaching material are needed. consequently, the english educational study program curriculum, which produces these teachers, should provide these subjects. the translation should provide the preparing condition to the candidate teachers to use translation to translate materials in vocational schools. some suggestions are offered based on the conclusion. first, the lecturer should consider selecting and designing material relevant to the material taught for prospective english teachers. second, it is suggested that all the heads of the english educational study 65 pedagogical perspectives on teaching materials of translation in english language teaching masitowarni siregar program integrate translation materials based on english for teaching purposes. third, the next researchers can utilize the study's result to the standpoints for the next similar study. the possible next research issues are on the themes, techniques, assessment, and testing of translation materials based on english teaching purposes. 6. references alonso jiménez, e., & de-la-cova, e. 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(2018). the effect of teaching prosody awareness on interpreting performance: an experimental study of consecutive interpreting from english into farsi. perspectives: studies in translatology, 26(1), 84–99. https://doi.org/10.1080/0907676x.2017.1315824 http://jurnal.fkip-uwgm.ac.id/index.php/script script journal: journal of linguistic and english teaching p-issn: 2477-1880; e-issn: 2502-6623 april 2017, vol. 2 no. 1 received: april 2017 accepted: april 2017 published: april 2017 article doi: http://dx.doi.org/10.24903/sj.v2i1.65 developing 10 interesting games as alternatives to the monotonous useof flashcards forvocabulary learning and assessments i putu indra kusuma ganesha university of education (indrakusuma.eed@gmail.com) ni luh diah surya adnyani ganesha university of education (luh_diah@yahoo.com) gusti ayu putu taharyanti ganesha university of education (taharyanti@yahoo.com) abstract: vocabulary learning is the very first instructional processin learning a language. vocabulary teaching has becomethe issues of english teaching in indonesia for years and it raises the opportunities of research in this field. this study belongs toresearch & development study which aims at (1) describing the media used by teachers in vocabulary learning, (2) implementing the activities during the implementation of the media, and (3) developing the games which can support the use of the media in vocabulary learning. the subjects in this study were teachers and 100 students of elementary schools in buleleng sub-district. this study used mixed methods approach where all the data were collected through the implementation of observations, interview, and administering questionnaires. the data was analyzed quantitatively and qualitatively. the results show that (1) the main media used by most teachers was flashcards, (2) the previous activity conducted in the classroom was monotonous, and (3) 10 interesting games were developed as the alternatives to support the use of flashcards in english learning. based on the aforementioned results, it can be concluded that the media used by teachers was flashcards in which the implementation was monotonous. therefore, 10 interesting games were developed. keywords: language learning games, vocabulary flashcards, teyl assessments http://jurnal.fkip-uwgm.ac.id/index.php/script http://dx.doi.org/10.24903/sj.v2i1.65 mailto:indrakusuma.eed@gmail.com mailto:luh_diah@yahoo.com mailto:taharyanti@yahoo.com script journal: journal of linguistic and english teaching, april 2017, vol. 2 no. 1 copyright © 2017, script journal: journal of linguistic and english teaching, p-issn 2477-1880, e-issn 2502-6623 69 introduction the advent of asean economic community (aec) has made countries in south asia become boundless where people can travel easily from one to another country. this brings some changes where one of them is the shift of the language used as communication. then, from many languages, english has become an international language which is used by people from 10 asean member states to communicate. considering this fact, indonesia as one of the states has prepared well by putting english into their education prior to facing global era and aec. english is put into indonesian education as a compulsory subject matter or an extra subject matter. even more, english has been introduced into indonesian primary education. as stated by kamal (2006), english was introduced legally in indonesia as an extra subject matter in indonesian primary education’s curriculum since 1994. even, english is introduced in some kindergarten schools. as other languages, english consists of vocabulary as the basic component of language. vocabulary is a collection of words in the language which is known, learnt, and used by the speakers (linse, 2006). furthermore, vocabulary is the basic component of the language which makes the language becomes so useful for the communications. in line with this statement, hatch & brown (1995) in komachali & khodareza (2012) state that a person's vocabulary is the set of words they are familiar with in a language. based on the aforementioned statements, vocabulary mastery has become the focus of every primary education instructions in indonesia then. this leads to some studies about vocabulary learning (see, nation, 1974, 2003, 2006; (schmitt, 2000); (blintz, 2011)). those studies still become the sources of further studies conducted by other researchers in indonesia. it means that vocabulary learning has become one of the interested topics in research. talking about vocabulary teaching, as learning other language that the mother tongue, it will be better learned at early ages. shin (2006)states that teaching english vocabulary is better to do from the very first level of the learner, that is in the young learner level. it means that what have done by indonesia is as what has been expected. further, what is meant by young learner as stated by slattery & j (2002) is those who are 7–12 years old. moreover, language learners at these ages later on will not feel difficult to extent their learning to the other language skills such as, reading skill, listening skill, writing skill and speaking skill because they know the basis thing of the language, that is vocabulary. vocabulary consists of verbal and written forms. according to rodgers (1969) and ellis & beaton (1993) in nation (2006), vocabulary learning involves written and verbal script journal: journal of linguistic and english teaching, april 2017, vol. 2 no. 1 copyright © 2017, script journal: journal of linguistic and english teaching, p-issn 2477-1880, e-issn 2502-6623 70 forms where these two forms should be taught to the students. this is supported by harmer (2007) where in some languages sounds and spelling are interrelated. but, in english some letters in a word could be pronounced differently in other words. therefore, english vocabulary learning should involve these two forms. looking into english vocabulary learning in indonesian primary education, some teachers have put these forms into vocabulary learning. students do some activities in written and/or in verbal forms. through involving these two forms into some activities, students are expected to enhance their english vocabulary mastery which the forms are actually different from indonesian language (especially in verbal forms). these forms are commonly implemented through the implementation of media such as realia and flashcards since those media are the common media for indonesian teachers. somehow, having decades of english teaching practices in indonesia does not make english teachers know how to teach and assess students’ vocabulary mastery. most of them have very limited strategies, media to support teaching, and assessment to vocabulary learning. mostly indonesian teachers used textbook or students’ worksheet as the source of almost all activities in the classroom. this is the same as reported by kusuma i. p. i. (2016) where some schools in indonesia mostly focused on the use of textbook and students’ worksheets in english teaching in primary education where students were asked to answer all questions in the textbook or worksheets. even more, sutiah (2011) and zulfah, rasyid, rahman, & rahman (2015) reported that teachers mainly used traditional teaching and management in english class. the use of textbook as the source of activities, the traditional teaching praxis, lack of media, lack of strategies, and traditional classroom management are commonly found in indonesian classroom. it seems that english teachers in indonesia did not know best how to teach english for primary students. probably it is because they graduated from primary teacher education departments which are mainly not english education department which know best how to teach english. possibly, they did not get any teaching english for young learner (teyl) classes. therefore they failed in enhancing students’ vocabulary learning. further, they fail in english teaching. besides, students’ mastery of english vocabulary in some primary schools in indonesia is considered low (see (sutiah, 2011); (kasman, kaseng, hanafie, & daeng, 2014); and (zulfah et al., 2015). they reported that students failed in some vocabulary tests. specifically, (zulfah et al., 2015) reported that 50% of elementary students where they script journal: journal of linguistic and english teaching, april 2017, vol. 2 no. 1 copyright © 2017, script journal: journal of linguistic and english teaching, p-issn 2477-1880, e-issn 2502-6623 71 conducted the study failed in vocabulary pre-test. it proves that primary students’ vocabulary mastery in indonesia is in low level of mastery. meanwhile, assessment toward vocabulary learning in indonesia is mostly assessed using traditional assessment such as multiple choice items, matching items, true-false items, and cloze test items. it seems that indonesian teachers mostly focus on scores (quantitative data). somehow, according to o’malley & pierce (1996), assessment is anything used to find information toward students. it means that assessment is not only about quantitative data, but also about qualitative one. therefore based on the aforementioned facts about the lack of strategies, excessive use of textbook as the main resources, traditional assessment in vocabulary learning, it needs a study to develop some innovative strategies to implement vocabulary learning for primary education students. even, conducting this study is very urgent since having decades of teaching english, the students’ vocabulary mastery is still in the same levelfrom time to time. besides, this can be a breakthrough of traditional english teaching which is still being implemented in some of indonesian primary schools. thus, this article presents some innovative games as strategies which were developed not only as strategies in vocabulary learning, but also as assessment activities for students. games were developed since the students at primary education (those who are young learners) spend their time mostly to play. as stated by paul (2003) children spend their time mostly to play, therefore this should be taken for granted for teachers to involve games in learning. moreover, he states that games play a central role in a child-centered lesson and make it possible for children to fully immerse themselves in learning. the games developed are applicable with the implementation of flashcards and realia since those media are easily found in every primary schools in indonesia. thus, based on the aforementioned rationale this study aimed at (1) investigating the media used by teachers in vocabulary learning, (2) investigating the games used by teachers in vocabulary learning, and (3) developing games to support the use of the media in vocabulary learning as well as assessing students vocabulary mastery. this study was conducted in 5 elementary schools in indonesia, specifically in buleleng as one district in indonesia by involving 5 english teachers and 100 elementary schools students. script journal: journal of linguistic and english teaching, april 2017, vol. 2 no. 1 copyright © 2017, script journal: journal of linguistic and english teaching, p-issn 2477-1880, e-issn 2502-6623 72 methodology this study is a study about developing games to support the use of the media in vocabulary learning as well as assessing student vocabulary mastery. this study belongs to r&d study which used mixed-methods approach since some techniques of qualitative and quantitative were used in this study. in developing the games, a development model proposed by hanaffin and peck (1988) was used which involve need assessment, design, develop/implement, and evaluation and revision. the figure of this development model can be seen as follows. the subjects of the study were 5 english teachers and 100 students in elementary schools in buleleng sub-district, bali-indonesia while the objects were the media & games used by teachers and the developed games to facilitate the use of media in vocabulary learning. the data was collected through the implementation of observations, administering questionnaires, interview, and expert judgment& users tests. then, the data was analyzed quantitatively and qualitatively. findings in developing the games to support the use of media conducted by teachers in vocabulary learning, data about the use of media implemented by teachers was very important to identify. therefore, through conducted interview it was found that the media used by elementary schools’ teachers in vocabulary learning was mostly printed pictures or flashcards. sometimes, those media were provided by the schools. mostly, teachers developed the pictures or flashcards by themselves since not all pictures or flashcards provided were appropriate with the material being taught. further, the activities conducted by the teachers in using the media were very limited. the very common activity implemented was questions and answers by showing the pictures or flashcards and students had to respond quickly by saying the words. the summary of the interview can be seen as follows; figure 1 hannafin and peck development model (1988) script journal: journal of linguistic and english teaching, april 2017, vol. 2 no. 1 copyright © 2017, script journal: journal of linguistic and english teaching, p-issn 2477-1880, e-issn 2502-6623 73 no. statements elementary schools sdn 1 baktiseraga sdn 1 banjar bali sdn 2 banyuasri sdn 2 pemaron sdn 3 kampungbaru 1 the availability of teaching media at school the school only provides pictures the school provides any cards and printed pictures the school did not provide any teaching media for english subject the school provides any pictures and cd as the teaching media the school provides any pictures only. 2 printed/non-printed media presented in printed form yes, teacher has pictures in printed form yes, the teacher has printed form of media yes, the teacher has any pictures as the printed media yes, the teacher has printed pictures 3 the conditions of the media the pictures are old enough but the teacher still uses it. if there is a new media to change the old one, it will be great. the pictures are good enough to be used. the condition of the media is still good because the school get it from 2 years ago from the bos the pictures are old enough but the teacher still can use it 4 the availability of flashcards at schools the teacher has some flashcards at school, she made it by herself. the school will provide it if the teacher ask it to the schools the school provides flashcards at school. the school got a contribution in form of simple flashcards 5 the frequency of using flashcards teacher is often uses the flashcards only to introduce the topic of the material teacher is often uses the flashcards when it is needed teacher is often use flashcards when he teach vocabulary teacher sometimes uses the flashcards to introduce the material, but not so often because the students easily feel bored 6 the activities conducted using flashcards the teacher only shows the flashcards in front of the class. the teacher usually shows the flashcards and asks some questions to the students. the teacher usually shows the pictures to the students and doing a simple game such as saying the pictures in a fast way the teacher usually shows the pictures to the students and also using ticks a card game. table 1. results of interview about the use of media in vocabulary learning the data above was supported by other data from questionnaires about the frequency of activities conducted in using the pictures or flashcards in vocabulary learning. the results show that most teachers rarely used various activities in implementing pictures/flashcards in vocabulary learning. script journal: journal of linguistic and english teaching, april 2017, vol. 2 no. 1 copyright © 2017, script journal: journal of linguistic and english teaching, p-issn 2477-1880, e-issn 2502-6623 74 no teachers name/schools statements using media frequently in teaching using games to implement pictures/flashcards in teaching using various activities to implement pictures/flashcards 1 respondent 1 (sdn 1 baktiseraga) sm sm sm 2 respondent 2 (sdn 1 banjar bali) o sm sm 3 respondent 3 (sdn 2 banyuasri) o sm sm 4 respondent 4 (sdn 2 pemaron) o s o 5 respondent 5 (sdn 3 kampungbaru) s sm sm table 2. teachers’ testimonies of frequency of using media and activities note: vo : very often o : often s : sometimes sm : seldom n : never besides the data from the teachers, it was also collected from the students from 5 schools about the frequency of activities conducted in using the pictures or flashcards in vocabulary learning. the results show that most students stated that their teachers rarely used media such as pictures or flashcards in vocabulary learning. further, they also stated that teachers rarely implemented games or other activities to implement the media in vocabulary learning. the results of the questionnaires can be seen as follows. no respondents’ schools statements using media frequently in teaching (%) using games to implement pictures/flashcards in teaching (%) using various activities to implement pictures/flashcards (%) 1 respondent of sdn 1 baktiseraga 17 10 9 2 respondentsof sdn 1 banjar bali 25 9 9 3 respondentsof sdn 2 banyuasri 34 7 7 4 respondentsof sdn 2 pemaron 25 35 35 5 respondentsof sdn 3 kampungbaru 34 7 7 table 3. students’ testimonies of frequency of the use of media and activities conducted by teachers script journal: journal of linguistic and english teaching, april 2017, vol. 2 no. 1 copyright © 2017, script journal: journal of linguistic and english teaching, p-issn 2477-1880, e-issn 2502-6623 75 then, the games were developed which could be used to support the media used by teachers. since the media used by teachers were mostly pictures and flashcards, therefore the games developed should be applicable with the implementation of those media mentioned previously. the descriptions of those games can be seen as follow. 1. guess and draw this game stimulates students’ memory by connecting the vocabulary with the visual forms of them. students are given opportunity to see 5-10 pictures or flashcards without showing the written form of those vocabulary. then, students are given 2-3 written form and they must guess by drawing the picture of the vocabulary shown. the vocabulary mastery can be seen from the appropriateness between the drawn pictures and the written forms shown to them. 2. my shopping bag this game stimulates students’ memory in a very short time by correlating the pictures with the written form. teachers should write incomplete sentence and ask the students to add the sentence by mentioning words and spell them based on the vocabulary given. for example “i went to a supermarket. i bought an apple, …., ….”. students are given a picture and they must say the word and spell them. if their answer i right, teachers write the name of the vocabulary next to “an apple,”. teachers may show 5-10 pictures and drill the students one by one or let the students come with the answer without drilling. the vocabulary mastery can be seen from the appropriateness between the pictures and the name of them. 3. let’s move this game stimulates the students to be able to make questions from the vocabulary given and let the others answer the questions. teachers put a table in front of the class in which some vocabulary are on it. then, teachers choose one student based on the lottery to stand behind the table which has been placed in front of the class. this students should give question such as “what is this?” and choose one of their friends to answer the questions. if the students cannot answer it, then this student should exchange place with the student who give the question. but, if they can, this student should continue asking questions based on the pictures or flashcards on the table until the students find the one who cannot answer the question. the vocabulary mastery can be seen from the students’ answers. script journal: journal of linguistic and english teaching, april 2017, vol. 2 no. 1 copyright © 2017, script journal: journal of linguistic and english teaching, p-issn 2477-1880, e-issn 2502-6623 76 4. do you know? this game stimulates the students’ curiosity by asking some questions and guessing the vocabulary given. teachers divide the students into two groups a and b. they must stand on the same line. then, teachers show a picture or flashcard above the a student’s head without involving the letter or the name of the vocabulary. the a student asks the characteristics of the vocabulary by giving some statements or questions. b student only answer “yes” or “no”. the questions/statements can be limited to 5-7 before they guess the name of the vocabulary. if the a student can answer, they will get 100 points while b students will get 50 points because they have given the right clues. if the students cannot answer it, they will not get point while b student will still get 50 points if they are able to give right clues. the vocabulary mastery can be seen from the questions, statements, and answers. 5. the sentences this game stimulate student to comprehend the vocabulary and should be able to develop them into good sentences. teachers teach the students by showing some pictures and mentioning the names of them as well as putting those vocabulary into sentences such as “this is an apple”, “my mom buys an apple”, “the apple is red”, etc. then, teachers divide the students into some groups consist of 3-5 students. they are given 3-5 new pictures and they must be able to write sentences based on the pictures given. the first group which finishes the task with correct sentences will be the winner. the vocabulary mastery can be seen from the sentences they write. 6. finding around this game stimulates students’ comprehension on a vocabulary by comprehending the characteristics and features of the vocabulary given. teachers divide the students into some groups consist of 3-5 students. each group is given a piece of different paper containing 5-7 descriptions of things which later, the students should find the names of the vocabulary in the paper by matching the descriptions with the pictures or flashcards (which consist the written forms) hung on the wall around the classroom. the first group which finishes the task with correct answers will be the winner. the vocabulary mastery can be seen from the answers. 7. whispered words this game stimulates the students to master the vocabulary with interesting ways. teachers divide the students into some groups and they must stand in lines facing the script journal: journal of linguistic and english teaching, april 2017, vol. 2 no. 1 copyright © 2017, script journal: journal of linguistic and english teaching, p-issn 2477-1880, e-issn 2502-6623 77 whiteboard while some pictures are placed on the table near the whiteboard. teachers should stand behind all groups and ask the last students to turn around to see the picture shown by the teachers. these students should whisper the words to the students in front of them until this information is reached to the last students. these students should immediately find the pictureson the table. the student who gets the right picture will get 50 points for his/her group. the vocabulary mastery can be seen from the answers 8. ridiculous sentences this game stimulates the students to comprehend the characteristics and features of the vocabulary. teachers divide the students into some groups consist of 3-5 students. then, teachers show some pictures to the students where each picture should be shown for 1 minute while asking the students to think about the characteristics of the vocabulary shown in the pictures. later, teachers distribute a worksheet containing some vocabulary (3-5 vocabulary) in which each vocabulary consists of 5 statements. one of the statements is not the characteristic or the feature of the vocabulary shown. students must be able to state true or false on the statements. the false statements should be delivered by their reasons why they do not agree on those statements. the vocabulary mastery can be seen from their answers. 9. snowball battle this game stimulates students to be able to compose questions by using vocabulary and answer the questions composed by their friends. teachers distribute blank papers to the students. students must write a question based on one of the pictures or flashcards shown by the teachers. if they have finished writing the questions, teachers ask the students to form the paper into a ball paper. then, students should throw the ball to one of their friends. the hit friends should open the ball and answer the question correctly. the students’ vocabulary mastery can be seen from the questions and the answers. 10. asking letters and bingo this game stimulates the students to predict the written forms or spelling of the vocabulary. teachers distribute a paper to every student containing 2 boxes where each box contains 25 columns. the columns consist of number 1-5 horizontally and a-e vertically. then, teachers ask the students to fill the columns with the 3 words. these words can be written horizontally, vertically, sideways, etc. as long the words fit the columns. if they have written the words, every student should choose the script journal: journal of linguistic and english teaching, april 2017, vol. 2 no. 1 copyright © 2017, script journal: journal of linguistic and english teaching, p-issn 2477-1880, e-issn 2502-6623 78 opponent to play with. then students only ask questions like 1a, 2a, 5b, etc. if there is a letter in the number of the column mentioned by the students, the opponents should say the letter. this should be continued until the students find the three words and say “bingo”. the first student saying “bingo” will be the winner. the vocabulary mastery can be seen from the prediction of column and when they say “bingo”. discussion mastering a language should be preceded by mastering the vocabulary of that language since vocabulary is the words contained in a language. relying on this assumption, vocabulary learning has become the very first activity in acquiring the target language, especially foreign language. that is why in indonesia vocabulary learning has become the very first activity in acquiring foreign language. vocabulary learning involves written and verbal forms which should be taught to the students. in introducing the vocabulary, especially for those of foreign language, the existence of media is really needed. media is the very flexible teaching aids which can be used for any learning including vocabulary one. besides, media can help the language learners know and understand the vocabulary easily since media help to give visual forms to them. as stated by cross (1991) vocabulary learning can be conducted through media and it will be helpful for both teachers and students. talking about the media used in english subject matter in elementary schools, pictures or flashcards are the very common media used by teachers or the media that indonesian teachers must have to support english subject matter. it is supported by the data that most teachers in this study mainly used pictures or flashcards in vocabulary learning. many studies have been conducted to the effectiveness of using flashcards to support vocabulary learning. as studied by (nugroho, nurkamto, & sulistyowati, 2012), flashcards can improve the indonesian students’ vocabulary mastery in english subject matter. therefore, this media becomes the very common media used by teachers in english vocabulary learning. furthermore, the use of pictures and flashcards is good for vocabulary learning since english is foreign language in indonesia and the students need visual form to help them learning or acquiring the english vocabulary and their meanings. as supported by nugroho et al. (2012) vocabulary learning, especially in vocabulary meanings, using pictures is one of the three common strategies to implement. it is usually conducted through showing the pictures or flashcards to introduce new vocabulary, the forms, and the meanings. script journal: journal of linguistic and english teaching, april 2017, vol. 2 no. 1 copyright © 2017, script journal: journal of linguistic and english teaching, p-issn 2477-1880, e-issn 2502-6623 79 somehow, using pictures or flashcards without any variations on the activities will create boredom to the students. at the beginning, students will feel happy on its implementation rather than doing the worksheets in vocabulary learning. but, the more the same strategy is used, the more bored the students will be since they have predicted what should be done. the data shows that no variations on the strategy used by teachers in vocabulary learning. this data is also supported by the students’ responses that their teachers rarely used various activities in using the flashcards. therefore, how boring the class will be in vocabulary learning. even more, based on the preliminary observations it was found that students’ activities more mostly doing the students’ worksheets. of course the class will be full of tensions, stresses, and boring. these are no good for english learning since english learning should be fun and enjoyable. therefore these teachers need interesting strategies which can be used as strategies in vocabulary teaching and assessments, especially to maximize the use of flashcards which all english teachers already have. games can be the strategies as well as the solutions to these problems which can bring happiness to english learning in every indonesian classroom. therefore, 10 interesting games were developed to support the use of flashcards to facilitate vocabulary learning and assessments. the games developed in this study were the one which is considered as the appropriate strategies to support the use of flashcards in english vocabulary learning since games can be about many forms of vocabulary learning. teachers may implement games which facilitate verbal forms, written forms, and both verbal and written forms at the same time. through games, students unconsciously acquire vocabulary of the target language as well as feeling happy, fun, and enjoyable at the same time. besides, games can involve competitions and cooperation as stated by sl (1995) in gruss (2016) that games can be divided into two such as competitive and cooperative games. although there are some competitions in games, the main point of implementing this is to bring joyful into learning. many studies on the use of games in vocabulary learning have been conducted by researchers all over the world(see (nation & meara, 2002); (alemi, 2010); (taheri, 2014); (gruss, 2016); and many more). all these studies show that games are effective to improve the young learners’ vocabulary mastery of the target language. furthermore, games also bring some joyful, happiness, excitement, and fun into english learning where it should have been. besides bringing joyful, happiness, excitement, and fun into english learning into indonesian classroom, the developed games can also raise the opportunities for teachers to assess students’ vocabulary mastery. assessment toward vocabulary learning is really script journal: journal of linguistic and english teaching, april 2017, vol. 2 no. 1 copyright © 2017, script journal: journal of linguistic and english teaching, p-issn 2477-1880, e-issn 2502-6623 80 important to be conducted to know the progress of the students in learning, to give feedback to the students and teachers, and to evaluate the teaching programs implemented by teachers as well as explained by johnson & t. johnson r. (2002), assessment is conducted for some purposes such as diagnostic, formative, and summative purposes. although the games developed in this study only facilitate teachers to get qualitative data as a part of formative assessment, the assessment can be modified to get quantitative data. this will support the implementation of evaluation since indonesian education is well known by its quantitative evaluation on subject matters. teachers may develop scoring rubric or follow up activities for the sake of giving score on students’ mastery through the implementation of the games which this data can be used in supporting the evaluation process. overall, games developed in this study will be the solution of indonesian assessment activities. assessment is no longer about paper & pencil test, but it can be assessed through the implementation of games. besides, english learning in indonesian classroom is full of tension and stress since the main activities of the students are mostly answering the questions in the worksheets or textbook. in addition, students are also given some task and homework to finish at home. these activities truly bring disadvantages to english learning which should have been fun and enjoyable. therefore, these games could be the breakthrough of assessing students’ vocabulary mastery which is fun and enjoyable. even more, english will no longer be the most frightened subject matter for the students. conclusion based on the aforementioned results and discussions, it can be concluded that the most media used by teachers in english vocabulary learning is pictures or flashcards. themonotonous activity in implementing the flashcards can bring boredom to learning. therefore, 10 interesting games were developed to support the use of flashcards in vocabulary learning in english subject matter in elementary schools. this will bring some happiness, joyful, and excitement back to english learning. besides, these games are the breakthrough towards traditional praxis of assessment in indonesian classroom where students are mostly asked to do the worksheets and the textbook. these games can be the joyful assessment to assess students’ english vocabulary mastery. script journal: journal of linguistic and english teaching, april 2017, vol. 2 no. 1 copyright © 2017, script journal: journal of linguistic and english teaching, p-issn 2477-1880, e-issn 2502-6623 81 bibliography alemi, m. (2010). the impact of word games on expanding learner’s vocabulary knowledge. retrieved from http://search.proquest.com/docview/869507866?accountid=38628 blintz, w. p. (2011). teaching vocabulary across the curriculum. middle school journal, (march 2011), 44–53. cross, d. (1991). a practical handbook of language teaching. london: british library. ellis, n. c., & beaton, a. (1993). psycholinguistic determinants of foreign language vocabulary learning. language learning, 43(4), 559–617. https://doi.org/10.1111/j.1467-1770.1993.tb00627.x gruss, j. (2016). games as a tool for teaching english vocabulary to young learners. world scientific news, 53(2), 67–109. harmer, j. (2007). the practice of english language teaching. (p. longman, ed.) (4th ed.). england. hatch, e., & brown, c. (1995). vocabulary, semantics, and language education. new york: cambridge university press. johnson, d. w., & t. johnson r. (2002). meaningful assessment: a manageable and cooperative process. (a. and bacon, ed.). boston. kasman, n., kaseng, s., hanafie, h., & daeng, k. (2014). the effectiveness of stimulus to the language acquisition of early age child. journal of language teaching and research, 5(6), 1315–1321. komachali, & khodareza, m. e. (2012). the effect of using vocabulary flash card on iranian pre-university students’ vocabulary knowledge. international education studies, 5(3), 134–147. kusuma i. p. i. (2016). developing reading material for elementary students in tourism area by inserting local culture. journal of english education and linguistics studies (jeels), 3(1), 109–127. linse, c. t. (2006). practical english language teaching: young learners. singapore: mcgraw hill companies, inc. nation, i. s. p. (2006). encyclopaedia of language and linguistics. in brown, k (2nd ed, vol. 13, pp. 448–454). oxford: elsevier. nation, i. s. p., & meara, p. (2002). an introduction to applied linguistics. in schmitt, n (pp. 35–54). edward arnold. nugroho, s. n., nurkamto, j., & sulistyowati, h. (2012). improving students vocabulary mastery using flashcards. jurnal stkip uns, 1(1), 1–15. script journal: journal of linguistic and english teaching, april 2017, vol. 2 no. 1 copyright © 2017, script journal: journal of linguistic and english teaching, p-issn 2477-1880, e-issn 2502-6623 82 o’malley, j. m., & pierce, l. . (1996). authentic assessment for english language learners: practical approaches for teachers. addison-wesley publishing company. usa. paul, d. (2003). teaching english to children in asia. hongkong: pearson education asia limited. schmitt, n. (2000). vocabulary in language teaching. cambridge: cambridge university press. shin, j. k. (2006). ten helpful ideas for teaching english to young learners. english teaching forums, 2, 2–7. sl, t. (1995). a developmental psychopathology perspective on child abuse and neglect. journal of the american academy of child and adolescent psychiatry, 34, 541–565. slattery, m., & j, w. (2002). english for primary teachers: a handbook of activities & classroom language. oxford: oxford university press. sutiah. (2011). the implementation of communicative language teaching (clt) within group-work in an english as foreign language (efl) elementary classroom in indonesia. international journal of arts & sciences, 4(24), 205–258. taheri, m. (2014). the effect of using language games on vocabulary retention of iranian elementary efl. learners.journal of language teaching and research, 5(3), 544–549. zulfah, rasyid, m. a., rahman, m. a., & rahman, a. q. (2015). teachers’ instructional and management talk in english foreign language classroom. journal of language teaching and research, 6(6), 1280–1288. 83 script journal volume 1, issue 2, october 2016 ‖ p-issn 2477-1880 ‖ e-issn 2502-6623 http://jurnal.fkip-uwgm.ac.id/index.php/script students’ problems and experience on prezi dzul rachman mulawarman university dzulrachman@gmail.com masrur yahya mulawarman university masruryahyaalwi@gmail.com iwan setiawan mulawarman university iwansetiawan_s2bingunmul@yahoo.com abstract: today technology plays an important role in pedagogy. as students, it is important for them to be equipped with various ict presentation tools to communicate effectively and efficiently their reports and presentations. it is in this light that the objective of this study is to determine the experiences and the problems faced off the students of english department in using prezi in the classroom. a qualitative method used in this study. the researcher took students of the fourth semester as the subject of observation because they have prior knowledge or experience use presentation tool that collaborates with pictures or videos, themes, effects, and hyperlink in order to make slides of presentation or report especially in using another presentation tool. in this study, the researcher used two instruments were observation and interview. for data collection, the researcher used focus group interview to collect information relate to their experience in implementing prezi and observed 54 students in accessing account until sharing of prezi. in observation period, the researcher found the students got problems in making prezi especially feature of video, path, image, music and animation. however, they also shared some challenges in using a feature of presentation tools. for instance, they needed an internet connection to import music and video online. they also needed the wi-fi and/or internet connection to download prezi. keywords: prezi, experience, students’ problem, ict, qualitative method. introduction the important role information and communication technologies (ict) play in education has been increasingly recognized by educators of all levels. to help prepare future teachers who can make good use of ict, teacher education institutions and programs are expected to not only “model the new pedagogies and tools for learning,” but also “develop strategies and plans to enhance the teaching-learning process” (unesco, 2002), the goal 84 script journal volume 1, issue 2, october 2016 ‖ p-issn 2477-1880 ‖ e-issn 2502-6623 http://jurnal.fkip-uwgm.ac.id/index.php/script being to provide pre-service teachers opportunities for experimentation with ict before they can use them in classroom teaching (albirini, 2006). in recent years, the creation of webbased interactive technologies has greatly expanded the opportunities for teachers and students to use technology for teaching and learning. teachers need to continue to use technology tools to improve the representation, adaptation, presentation and interaction with social studies subject matter. several teaching methods, styles, strategies and software are used to design instructional materials for an effective visual presentation to ease the teaching and learning of a content. these various styles and strategies allow the users to create animated text and presentation that provides easy for grasping descriptions (kahraman, çevik, & kodan, 2011). as examples, software such as powtoon, google drive presentation, 280 slides, slide rocket, powerpoint, and prezi are used to design instructional materials and deliver presentations effectively (ferreira, 2012). these are widely used by the educators to teach students. prezi, in particular, is a significant tool to present visual and verbal textual materials to the students to make the processes of teaching and learning more effective and retainable (anderson, 2013). furthermore, during observation in english department of mulawarman university, the researcher found several challenges of being effective in using tools and also low interest in the following lecturing. for power point, it might be too wordy or having a lot of images on a slide that could distract the audience, design of slide do not work in latest version of power point and also the effect of animation do not run well. consequently, students have low motivation in the following the teaching and learning process because the media does not motivate them to learn english and it is boring to learn. in addition, as students, it is important for them to be equipped with various ict presentation tools to communicate effectively and efficiently their reports and presentations. it is in this light that the objective of this study is to determine the experiences and the problems faced by the students of english department in using prezi in the classroom. concerning the background of the study above, the problem of the study is as follows: 1) what are the problems faced by students in implementing prezi? 2) how is students’ experience of implementing prezi as presentation tool? 85 script journal volume 1, issue 2, october 2016 ‖ p-issn 2477-1880 ‖ e-issn 2502-6623 http://jurnal.fkip-uwgm.ac.id/index.php/script prezi prezi is an online presentation program that offers storage of presentation in the cloud. it is very different from powerpoint in that its approach is non-linear. you are faced with a canvas instead of slides for creating your presentation. this means that you see the entire presentation at once instead of in discrete segments. this allows the user to create a unity within your presentation, and the overall design of the canvas should emphasize the summary of your information. while this might seem overwhelming, the fact that prezi allows you to zoom creates a movement that can emphasize important concepts and connections. the best guidelines for creating a prezi emphasize that you need to create the overall design and then create parts that you can zoom in on to highlight certain information. several features allow you to customize prezi for your specific material. while the entire presentation is displayed on a canvas, you can create a path that allows the presentation to proceed in a linear fashion. if you choose not to use a path, then you can choose to enter any segment of the presentation in any order. both linear and non-linear presentation can be designed. prezi also allows you the flexibility to alter this at any time, even during the actual presentation. several templates are available that allow you to have ready-made paths and visuals. hierarchical relationships can be emphasized using the zoom feature which also allows you to hide certain aspects of the presentation until you want them shown. questions can even be asked with the answers hidden within the presentation. the canvas can be zoomed in and/or out and it can also be rotated. using a combination of these features will make a dynamic presentation that will maintain the interest of the students in a class. it is important to use these capabilities sparingly so that they do not become overwhelming for the viewer. another feature that is an exciting addition to the presentation software is the ability for students to collaborate. since the presentations are stored online, the author of a presentation can give access to others not only to view the presentation but to edit it as well. this means that students working in groups can create group presentations where each student has the ability to edit the presentation. students can work collaboratively without being in the same room or even online at the same time. one final feature that makes prezi very valuable is that because it is stored online, any changes made will be instantly available for all to view. there is no problem with multiple copies and determining which changes were made in which version. a link to the 86 script journal volume 1, issue 2, october 2016 ‖ p-issn 2477-1880 ‖ e-issn 2502-6623 http://jurnal.fkip-uwgm.ac.id/index.php/script presentation can also be given out and anyone with internet access can then view the presentation. it is also possible to make a presentation public so that anyone can view it without having the necessary link. if an error is discovered in the presentation, it can be changed even after the link has gone out and everyone viewing it from that point on will see the updated version. prezi is now also available on the ipad as a free app, so presentations can be accessed via ipad as well. this app is becoming more versatile with each update and now allows you to not only view a presentation but create and edit a presentation as well. there is also a prezi viewer for the iphone. prezi can be used to create complicated lecture support that easily shows the connections between topics. instead of using discreet slides that break a topic up into disjointed parts, prezi allows you to create a whole topic while being able to zoom in on specific parts. topics are more fluid and dynamic as well as better represented by the structure. prezi excels at demonstrating connections between topics. while prezi is a great tool to use during lectures, its most significant impact can be felt through its other uses. students can use prezi to create either individual or group presentations. since educational licenses are free, students can easily use prezi to develop more creative presentations. the collaborative nature of prezi is a useful tool in the classroom setting. students can work in groups and share editing of the prezi. an author can create a prezi and then invite others to edit as well. all changes that are made are instantly visible to everyone working on the prezi, so there is no longer any concern about “what version” each person has. prezi can also be used to create what has been referred to as a “presume.” this can take the place of a resume for students seeking a job. it can easily be used to highlight not only a student’s accomplishments, but their skills as well. prezi can also be used to create a portfolio. since it is easy to include images and videos, prezi can be used to create an artistic portfolio. being able to work with visual objects pictures, videos, web links, or animations is a major feature of prezi. students’ experiences in using the presentation the students’ experiences in using the presentation tools can serve as a guide in assisting them in their needs on how to deliver effectively and efficiently their reports and presentations in the classroom. this study is anchored on the cognitive theory of multimedia learning and constructivist learning theory. cognitive theory of multimedia learning states that learning “is an active process of filtering, selecting, organizing, and 87 script journal volume 1, issue 2, october 2016 ‖ p-issn 2477-1880 ‖ e-issn 2502-6623 http://jurnal.fkip-uwgm.ac.id/index.php/script integrating information” as cited by (doyle, 2011). it presents the “idea that the brain does not interpret a multimedia presentation of words, pictures, and auditory information in a mutually exclusive fashion; rather, these elements are selected and organized dynamically to produce logical mental constructs. furthermore, it underscores the importance of learning (based upon the testing of content and demonstrating the successful transfer of knowledge) when new information is integrated with prior knowledge.” in relation to the use of presentation tools like ppt and prezi, this theory affirms that the multimedia skills are important among students in order to enhance their presentational skills and to enrich the learning of their audience. one also made mentioned that the “knowledge conveyed to the listener's increases when the presenter’s style is dynamic and engaging”. in like manner, constructivism learning theory presents that human beings produce or construct meaning, understanding and knowledge of the world from their own experiences. constructivist epistemology assumes that students produce or construct their own meaning or knowledge based on their interactions with their environment. a related path to constructivism comes from gestalt theories of perception that focus on the ideas of closure, organization, and continuity (bower & hilgard, 1981). with this, students are encouraged to create their own ppt and prezi integrating their multimedia skills based on their understanding of the assigned report and presentation. thus, students are able to construct new meaning by choosing the flow of their presentation, lay outing through a graphic organizer, embedding audio, videos, and music, etc. to enrich their presentation. moreover, it was also mentioned that “as a presenter in front of an audience, it is key that the information has to mean, but it also organized in a way that it can be easily understood and absorbed by the audience. it is crucial to have their best interests at hand when it comes to information design. also important is the presenter having control over the information and the tools being used to present that information so as to create the best experience possible for the audience”. thus, in this study students were asked on their experiences regarding familiarity, skills and effectiveness in using ppt and prezi. for familiarity, students identified how familiar and often they used the tools in the classroom; for skills, they determined how often they used the features as well as the difficulties encountered; and for effectiveness, it measured their content and delivery in making and using these presentation tools. 88 script journal volume 1, issue 2, october 2016 ‖ p-issn 2477-1880 ‖ e-issn 2502-6623 http://jurnal.fkip-uwgm.ac.id/index.php/script methodology particularly, a qualitative research was primary method in collecting the data. meanwhile, the interview was held to gain more information about students’ experiences in the using of prezi in their learning activities. this study focused on analyzing experience and problems faced by students in implementing prezi. the researcher took students of the fourth semester (54 students) as subject of observation because they have prior knowledge or experience that meet certain criteria such as according to pre-observation, researcher found that students studied use presentation tool that collaborates with pictures or videos, themes, effects, and hyperlink in order to make slides of presentation or report especially in using another presentation tool. moreover, they have already got a basic knowledge of making prezi in computer courses such as computer literacy, computer application and computerassisted language learning (call). in addition, 54 students divided into 10 groups ( consist of 6 – 7 students each group). in this study, the researcher used two instruments which were observation and interview. in this research, the researcher observed 54 students in accessing account until sharing of prezi. in doing the observation, the researcher visited the classroom to observe 18 aspects the students when making prezi such as accessing prezi, themes, color and fonts, text, images, symbols, inserting shape, working with multiple objects, frames, presentation mode, path, animation, video, inserting pdf and power point, converting power point into images, presenting, and downloading prezi. in an interview, the researcher used the structured interview as an instrument for collecting data and investigating the aim such as the experiences of students in using prezi in the classroom that used interview guide consisted of about 4 questions to 54 students of english department. interview process was conducted in bahasa indonesia to make the students easier in understanding the questions. a high quality of tape recorder used to record interviews. researcher tagged tapes for recording information at the beginning of each interview. after finishing each interview, researcher transcribed that interview. the researcher also applied data coding techniques. in this research, the interviewer (moderator) was coded ‘m’, while the students were coded us1 for student 1, us2 for student 2 and so on. each line of students’ respond was numbered. for instance, us1. l 2-3 means student 1 response is in line 2 and 3. the result of the interview then supported the data from the result of students’ presentation. 89 script journal volume 1, issue 2, october 2016 ‖ p-issn 2477-1880 ‖ e-issn 2502-6623 http://jurnal.fkip-uwgm.ac.id/index.php/script in this study, triangulation was used in the sense that the conclusion was not convincing or inaccurate. based on that statement the researcher proposed two investigators (junedi and makhmud) who were equally skilled in prezi. in this study, triangulation is used in the sense that the conclusion is not convincing or inaccurate. in here, the researcher used data triangulation and theory triangulation. first, the researcher interpreted the data (data triangulation), after that the researcher checked the data interpretation. the researcher did consults and combines his own analysis and with his advisors of the study. then in theory in triangulation, the researcher was checking is an interpretation of data analysis he gets to the supporting theory. finding observation the observations were conducted by the researcher to find out the descriptions of the problem faced by the user of prezi that were implementing in class. the researcher began his observation on march 28, 2016, at 12.00 pm 13.30 pm. the researcher divided 58 prezi users into 10 small groups that consisted of 5-6 users per group. each group then was observed for two hours. the users of prezi in this study used a public account which had 100mb storage space and their prezis had prezi watermark and they were publicly viewable, searchable, and reusable by others. the first observation was conducted on april 02 2016 at 09.00 am -11.00 am. prezi users in group 1 were ready to make their prezis individually and had prepared sources they needed, but during the process of prezi making, there were some problems arose when they tried several features in prezi, such as; inserting video, inserting pdf, and editing the path. the second observation was conducted on april 02 2016 at 11.00-12.30 wita with 5 prezi users as the participants who owned public prezi account. all users explored various kinds of features available in prezi website at the same time. some users installed prezi desktop (offline series) application which could show prezi they made through their pc/laptop without internet connection but prezi users who used free public account couldn’t edit their prezi via this software. group 3 observation was conducted on april 02 2016 from 12.35 to 13.40 with 6 prezi users in total. they tried to make their own prezi theme. they looked for an image from 90 script journal volume 1, issue 2, october 2016 ‖ p-issn 2477-1880 ‖ e-issn 2502-6623 http://jurnal.fkip-uwgm.ac.id/index.php/script google which later was used as background in prezi's canvas. once they found the desirable image that related to their topic, the prezi users uploaded it. most of them needed 3 to 5 minutes to upload their chosen image and sometimes their internet connection was unstable or disconnected. this forced them to re-uploaded the image. observation on this group 4 was conducted on april, 9 2016 at 09.00 am 11.00 am. in this group, there were 6 prezi users. all of them had some problems when they made online prezi. first, some users couldn’t access their accounts although they made sure to type the right e-mail and password. the second problem emerged during the process of making online prezi. this group also had trouble with the video feature. the video that had been uploaded wasn’t playing at all in the present mode. they took quiet a long time to find out what caused such error. group 5 was observed on april 9, 2016, at 11.15 am 13.15 pm. in group 5, the problems were a little bit different from the previous group. their problems were related to motion animation feature, symbols, and powerpoint conversion to online prezi. on saturday, april 9 at 13.30 pm 15.00 pm, the observation of group 6 was conducted. because of blackout and bad internet connection, this group didn’t explore prezi thoroughly. there were some problems they faced, such as; some of their prezis were gone after they saved it online and some couldn’t be opened and several errors during their editing process. at 09.00 am – 11.00 am on april 16, observation on group 7 was held. the problems that appeared in this group were a path, audio, and image. at 11.10 am – 13.10 pm on april 16, observation on group 8 was held. the problems that appeared in this group were path, audio, template, and animation. observation on group 9 was conducted on april 23, 2016, at 09.00 am – 11.00 am. this group consisted of 5 prezi users. their problems revolved around inserting text, they couldn’t arrange the position of their text like they used to in powerpoint or word. they had no choice but using space button on their keyboard to arrange their text so it looked tidy. this was a little bit difficult and time-consuming because they had to do it manually from one frame to another. another technical problem was users had some difficulties editing their prezi using their touchpad. this experience didn’t happen a lot if they used mouse. the last group was observed on april 23 at 11.00 am to 13.00 pm. this group consisted of 6 prezi users. problems which frequently appeared in this group were related to 91 script journal volume 1, issue 2, october 2016 ‖ p-issn 2477-1880 ‖ e-issn 2502-6623 http://jurnal.fkip-uwgm.ac.id/index.php/script the inserting text, uncontrollable zoom-in feature also the use of video, powerpoint conversion result and the user interface of prezi which hid some of its important features. interview this study attempted to determine and analyze the experiences of the students in using prezi in the classroom. during the fgd, students shared for the design, in prezi, they used ready-made templates and design their own frames. this was a good indicator since students became more creative in designing their own slides and frames that would fit in their respective presentations. in choosing the font style and size, the majority of the students always modified them in making prezi. this is very important for the whole audience to clearly read the text even at the back of the classroom. they also shared that they tried their best not to condense all the texts in the slides or frames to avoid too wordy and quite heavy presentations. taking into consideration blending of the right colors, the majority of the students explored first the right contrast of hues. students shared that they needed to choose the right primary colors that would blend to the texts and background. this helped them to make their presentation better and clearer to the audience. for animations, in prezi most of them used only some animations and transitions. it was very important that students should use the right animations and transitions that would not be distracting to the audience. this feature should enhance the presentation not to distract or simply impress the audience. with regard to prezi, the “pathing” skills should be planned well in using graphic organizers so that the audience would not get lost and see the interconnection of ideas. in using shapes and objects, the majority of the students already applied the skill of inserting shapes and objects in their slides. in prezi, the majority of them had also used this feature. some of the students inserted these in frames to enhance the presentation. they also shared that they used in prezi especially if they used symbol and text in order to add texts. it would not be clear if they overlap texts with pictures or images. for inserting images, the majority of the students applied this in their slides. in prezi, most of them also used this skill. students shared that they have imp orted images from their desktop or from google. images were important to enrich the presentation especially to show and illustrate something to the audience. choosing the right images, and using them in the right ways, could greatly impact your effectiveness. for inserting a pdf file into prezi, they shared that they should take a long time in the conversion of the file and also re-edit conversion of pdf. most of them took pdf files such 92 script journal volume 1, issue 2, october 2016 ‖ p-issn 2477-1880 ‖ e-issn 2502-6623 http://jurnal.fkip-uwgm.ac.id/index.php/script as a journal or another scientific article from the computer then uploaded it to prezi. with regard to delivery, they also shared that they became more confident because it was something new to them, and they liked the whizzing and zooming features. discussion the students’ experiences in using the presentation tools could serve as a guide in assisting them in their needs on how to deliver effectively and efficiently their reports and presentations in the classroom. in observation period, the researcher found the students got the problem in making prezi especially feature of video, path, image, music and animation. for example problem on inserting video: “…the process of embedding the videos from youtube to prezi took so long since the size of videos they embedded were huge. even though they had successfully embedded youtube’s videos to their prezi, when they tried them in the present mode, unexpectedly the videos weren't working properly”. (fn1, l9-l12) “… in the present mode, prezi which had video attached in it always experienced buffering. this made them disappointed because they waited for a good amount of time to only had their prezi failed to load the video. (fn10, l13-l16) the researcher could see that students tried to attach a video from youtube to prezi but the process of embedding took so long because of that this made them disappointed. for example problem on inserting path: “… some users had some difficulties as they put the many slides, or in prezi, it was called frames, in a certain order of when each of them should appear. there were many sequence lines appeared on the canvas. the users had to edit their paths for a couple of times to avoid wrong frames appearance in the present mode. (fn1, l32l36) “for the path, prezi users in this group hadn’t been familiar with how to edit their path which dealt with the sequence or order of their frame. they didn’t really understand why their path didn’t show up after they finish editing their prezis. (fn7, l3-l5) 93 script journal volume 1, issue 2, october 2016 ‖ p-issn 2477-1880 ‖ e-issn 2502-6623 http://jurnal.fkip-uwgm.ac.id/index.php/script based on what had been observed on the field, there were some users who hadn’t edited their path yet and this finding explained why such error happened. for example problem on inserting image: “… new problem emerged after prezi users uploaded the designated pictures. they had to wait for a few minutes to upload one image. in addition to it, the image resolution wasn’t good after prezi system added it into the canvas. most of the uploaded images were not clear whenever the users did zooming-in. the image would look blurred so that the visual of prezi was not as good as it should be. (fn 2, l14-l18) “after the image had been uploaded, unfortunately, the result was not up to their expectation. especially when they zoomed in to add more frame and text, the image was not clear and the visual of the whole prezi looked bad. (fn 3, l8-l10) the researcher could see they discussed this problem shortly then came to the conclusion that this could be solved by uploading other images with better quality with resolution more than 1000 pixel. in addition, to deal with this problem, they discussed for a few minutes before they all agreed on testing out higher resolution image with size around 56 mb despite the fact that they would wait a little longer. this solution surprisingly worked pretty fine. the higher resolution image they used as prezi’s background looked better and clear as they did zooming-in. for example problem on inserting music: “they wanted to insert music to their prezi. after they uploaded their audio file, the song didn’t play at all during the present mode. some were playing but they stopped right after the users moved to another slide. (fn7, l9-l11) “… after uploading was done and user tested prezi in the present mode, the uploaded song didn’t play properly. (fn3, l17-l18) they tried other audio files such as; wav, wma, and mp3 and all of them worked perfectly in present mode so they assumed the problem laid on their bad internet connection. for example problem on inserting animation: 94 script journal volume 1, issue 2, october 2016 ‖ p-issn 2477-1880 ‖ e-issn 2502-6623 http://jurnal.fkip-uwgm.ac.id/index.php/script “gif format was chosen based on their knowledge of operating powerpoint. in powerpoint, gif format was their favorite image file since it could move so their slides looked more interesting every time they used it. but in prezi program, this image format wasn’t supported by its system. (fn5, l9-l12) the researcher and student were disappointed by the option of animation effect prezi had. it only offered one effect so they made use of zoom-in and zoom out combined with fade in animation in order to maximize the visualization of their prezis. they held another short discussion and decided to use another motion image format, swf. during the fgd, the researcher found that students shared for the design, in prezi, they used ready-made templates and design their own frames. and then, in choosing the font style and size, the majority of the students always modified them in making prezi. this is very important for the whole audience to clearly read the text even at the back of the classroom. furthermore, the animations in prezi most of them used only some animations and transitions. it is very important that students should use the right animations and transitions that would not be distracting to the audience. thus, the skill of using animations and transitions shall be taken into consideration. in using shapes and objects, the majority of the students already applied the skill of inserting shapes and objects in their slides. they also shared that they used in prezi especially if they used symbol and text in order to add texts. it would not be clear if they overlap texts with pictures or images. then, students shared that they have imported images from their desktop or from google. images are important to enrich the presentation especially to show and illustrate something to the audience. choosing the right images, and using them in the right ways, can greatly impact your effectiveness. for inserting a pdf file into prezi, there shared that they should take a long time in the conversion of the file and also re-edit conversion of pdf. however, they also shared some challenges in using a feature of presentation tools. for instance, they needed an internet connection to import music and video online. they also needed the wi -fi and/or internet connection to download prezi. 95 script journal volume 1, issue 2, october 2016 ‖ p-issn 2477-1880 ‖ e-issn 2502-6623 http://jurnal.fkip-uwgm.ac.id/index.php/script conclusion using prezi in the university education classroom can be a benefit to the educational experience. lecturer or educator facilitated by prezi can keep students’ interest high and facilitate an understanding of the interconnected of the topic. students can benefit from the collaborative nature of the prezi environment making their presentations more creative. prezi is one of many tools that can be used to keep the classroom an exciting and interactive place. in brief, the use of prezi especially in samarinda is not effective enough because some area did not provide a good signal of the internet and also prezi did not provide an offline version in public account especially for editing and making prezi. for right now, prezi just provide an offline version to view a slide of prezi in their public account, if the user wants to make or edit slide so they must re-upload the file to the online version. bibliography albirini, a. (2006). teachers’ attitudes toward information and communication technologie: the case of syrian efl teachers. computer and education, 47. anderson, i. (2013). approaches to signal flow pedagogy: a black box model and scalable, interactive studio modeling using prezi presentation software. 50th international conference: audio education. bower, g. h., & hilgard, e. r. (1981). theories of learning (5th ed.). new jersey: prenticehall. doyle, t. (2011). centered teaching: putting the research on learning into practice. sterling: stylus publishing. ferreira, m. j. m. (2012). intelligent classrooms and smart software: teaching and learning in today’s university. education and information technologies, 17(1), 3–25. kahraman, s., çevik, c., & kodan, h. (2011). investigation of university students’ attitude toward the use of powerpoint according to some variables. procedia–computer science, 3, 1341–1347. unesco. (2002). information and communication technologies in teahcer education. usa: division of higher education unesco. copyright © 2017, script journal: journal of linguistic and english teaching, p-issn 2477-1880, e-issn 2502-6623 http://jurnal.fkip-uwgm.ac.id/index.php/script script journal: journal of linguistic and english teaching p-issn: 2477-1880; e-issn: 2502-6623 april 2017, vol. 2 no. 1 received: april 2017 accepted: april 2017 published: april 2017 article doi: http://dx.doi.org/10.24903/sj.v2i1.80 techniques for teaching speaking skill in widya gama mahakam university arbain widya gama mahakam university, samarinda, indonesia baintigers@gmail.com dedi rahman nur widya gama mahakam university, samarinda, indonesia d.blues84@gmail.com abstract: speaking as one of the four skills in english is seen as the most crucial skill to be mastered by english learners. for most people the successes in learning a language can be seen from how far the student can speak and communicate in the language learn. but in fact, speaking is often neglected in the classroom. the objective of this research is to investigate techniques in teaching speaking skill in second semester of primary school department of widya gama mahakam university. this study employs the qualitative design by which the researcher intends to discover and understand techniques of teaching speaking used by the lecture in its natural setting. the subject of this research was second semester students of primary school department. this study reveals four techniques employed by the lecturer in teaching speaking skill, i.e. show-and-tell, presentation, drama making, and question and answer. show-and-tell and presentation technique are two types of performance talk which were used more often by the lecturer than the two other techniques (i.e. drama making and question and answer). keywords: techniques, teaching, speaking skill http://jurnal.fkip-uwgm.ac.id/index.php/script http://dx.doi.org/10.24903/sj.v2i1.80 mailto:baintigers@gmail.com mailto:d.blues84@gmail.com script journal: journal of linguistic and english teaching, april 2017, vol. 2 no. 1 14 copyright © 2017, script journal: journal of linguistic and english teaching, p-issn 2477-1880, e-issn 2502-6623 introduction as stated by lazaraton (2001cited in celcemurcia, 2001:103) perhaps the most difficult aspect of spoken english is that it is almost always accomplished via interaction with at least one other speaker. this means that a variety of demands are in place at once: monitoring and understanding the other speakers, thinking about one’s own contribution, producing that contribution, monitoring its effect, and so on. to cope with the challenges of teaching speaking, the language lecturer is required to be able to create and employ certain techniques in order to achieve the goal of language learning and teaching for speaking skill. by this, it means that the lecturer plays an important role in determining what technique can best encourage students’ participation in the learning speaking process, because studying english without speaking english is useless. through speaking one can express their minds, ideas and thought freely and spontaneously. to most people, mastering speaking is the single most important aspect in learning second language. this is supported by celce-murcia, 1979 who mentions that lecturer needs to know the strategies and two exercises to ensure that each is getting a relevant practice in speaking english in order to develop his fluency and confidence. in line with that, rahmawati (2008), (nur, 2016) proposes that lecturer, particularly in speaking instruction, is always expected to provide an engaging-students techniques to make them able to explore their experiences and idea in oral way. the objective of this research is to investigate techniques in teaching speaking skill in second semester of primary school department of widya gama mahakam university. in other words, the significance of the study is to reveal lecturer’s technique in teaching speaking. through this research, the lecturer will be able to increase teaching speaking skills better, to know the causes of students’ problem in english speaking activity. there are many techniques which can be used for teaching speaking. in this section, those techniques are classified based on the functions of speaking. the researcher will use; show and tell, presentation, drama and question and answer methodology this study employs the qualitative design by which the researcher intends “to discover and understand a phenomenon” (ar bain, 2017), (nur, 2017) of techniques of teaching speaking used by the lecturer “in its natural setting” (denzin & lincoln, 1994: 2). in this research descriptive qualitative research, the subjects are direct observation, questionnaire sheets for the entire students of primary school department of widya gama mahakam university which 20 students in the class and a personal questionnaire to the lecturer. this script journal: journal of linguistic and english teaching, april 2017, vol. 2 no. 1 15 copyright © 2017, script journal: journal of linguistic and english teaching, p-issn 2477-1880, e-issn 2502-6623 research employed classroom observation. this technique is intended to find the answer of the first research question posed in this study. the observation aims to discover the process of teaching speaking by the observed lecturer. the data from observation in form of field note which were used to identify the technique in teaching speaking were classified based on types of technique used by the lecturer. findings the data from classroom observation are used to identify the lecturer’s performance during speaking classes. in this section, the data which show the lecturer’s technique (or findings) will be described and analyzed based on three things. first, each technique will be analyzed whether it addresses one of speaking functions, i.e. interpersonal, transactional, and performance (brown and yule, 1983 in richard, 2005), (arbain, 2016). second, each technique will be analyzed whether it involves the aspects of cognitive (i.e. knowledge of extra linguistic and linguistic), psycho motoric (skill), and affective (motivation). third, it will be analyzed whether it has met the principles of the speaking teaching, proposed by brown (2007). in general, data from observation show that the techniques used by the lecturer in teaching speaking form the student centered interaction in which the students are dominant in classroom. this is in line with what brown (2001) mention as follows: “learner-centered approach helps to give students a sense of ‘ownership’ of their learning and thereby adds to their intrinsic motivation”. on the other hands, the lecturer seems to be as controlled and facilitator as suggested by harmer (2007). as mentioned previously, this study identifies four techniques used by the lecturer in teaching speaking skill, involving show-and-tell, presentation, drama, and question-and-answer; each will be discussed in the subsequent sections. show and tell in using this technique the lecturer required a pair of students took turn to show and tell their task preparation. moreover, this technique was identified in observation one and two. the data below represent show and tell technique:  s3: i want to tell about hand phone samsung. this hand phone has 5 megapixel camera, bluetooth, mp3 player with new hands-free ... night mode camera.  s4: this hand phone has beautiful color. if you attract to buy it, you can buy with no high price ... you just pay 1 million rupiah. that’s ...thanks for your attention script journal: journal of linguistic and english teaching, april 2017, vol. 2 no. 1 16 copyright © 2017, script journal: journal of linguistic and english teaching, p-issn 2477-1880, e-issn 2502-6623 the lecturer invited a couple of students to come to the front of classroom to describe an object. two students walked to the front. one of them showed a product (shoes), while another one attempted to describe it using english. since the speaker spoke in low voice, the lecturer asked him/her to raise his/her voice. during the presentation, the lecturer found that the speaker pronounced the word “very” inaccurately. the lecturer asked all students to practice pronouncing the word “very” in “very famous”, “very expensive”, and “very comfortable”. this way indicates a type of classroom performance that is imitative (h. d. brown, 2001) and drilling (thornbury, 2004, brown, 2001). according to brown drills offer students an opportunity to listen and to orally repeat certain string of language that may pose some linguistic difficulty either phonological or grammatical. observation 1 presenter: ok everybody, we show you our product, you can see the shoes. these shoes are very good. the shoes made of leather and the colors are black and brown. i think this is very famous. we have various numbers, the size. lecturer: excuse me, could you speak louder, please. presenter: yes, sir. this product is very famous and you can buy in lembuswana mall or robinson. it is comfortable you may try (another presenter gives the shoe to a student who sitting in the back). lecturer: please repeat ‘very famous’, ‘very expensive’, ‘very comfortable’, does anyone love the shoes? well, then next student please! after the speaker had completely described the product, the lecturer invited the rest of the class to ask questions. this can be seen in the lecturer’s expression below: l: is there any question about the product? is there any question ira? the expression indicates that the lecturer provided opportunities to the students to practice among their friends in the classroom in order that they freely expressed their ideas. the purpose of the activity is to get the student to train their ability to use english. thus, the communicative competence (canale and swain) was achievable. related to the show and tell technique, the lecturer had the students present their task in front of the class. in this case, after the first student had finished showing and telling his product, another one came and described another product (jacket). one of them described it in english, while another showed it to the rest of the class. script journal: journal of linguistic and english teaching, april 2017, vol. 2 no. 1 17 copyright © 2017, script journal: journal of linguistic and english teaching, p-issn 2477-1880, e-issn 2502-6623 the speaker asked the lecturer the word “harga” (indonesian word for “prize”) in english; “harga what sir?” the lecturer mentioned the word “price”. another question asked by the speaker: “sir, what do you say this (showing a cap)? the lecturer mentioned that it was a cap. at the end, the lecturer reminded the students that pronunciation and intonation is important in speaking. the lecturer asked to check their dictionary to find how particular words (color, comfort, comfortable) which were found during presentation session were pronounced. this means that the lecturer directly encouraged and assisted the students in pronouncing the certain cords. whereas, it is found that fluent spoken is not simply a function of wide-ranging knowledge of grammar, an extensive vocabulary and native-like pronunciation. in observation two, students showed and spoke about a pair of shoes that concerning the color, size, and number. the lecturer sometimes interrupted the presentation to give corrective feedback regarding the pronunciation and the meaning of certain words. he also gave some examples of certain expressions which were asked by the students. observation 2 lecturer: ok, as i told you everybody should deliver your topic in front of the class. sekarang ini udah hampir selesai semua kan? sama saya kan? sudah selesai semua, tapi but yang harus kalian perbaiki, all of you, first is your vocabulary. ok tolong perbaiki lagi your vocabulary. you can ignore your grammar or even your pronunciation. kalian boleh mengabaikan yang 2 ini,itu ga jadi masalah, tapi yang harus kalian tambah adalah your vocabulary. ok tolong diperbanyak your vocabulary kalian dengan cara membaca. ok reading the text. kalo kamu mau lebih mudah caranya dengan baca. reading the text. itulah makanya saya kasih tugas yang buat baca short story kan? tolong baca short storynya dan make your own comment and submit it tomorrow. yang belum mengumpulkan tugas siapa? in this class there some more, oh yeah, your turn now. the lecturer invited a student to introduce a product in front of the class. the student introduced a product (bag). during the presentation, he/she asked the lecturer for help about the word “palsu (synthetic)”: “palsu apa ya? (what’s “palsu” in english?)”. the lecturer mentioned that it was “synthetic”. during the presentation, the lecturer provided corrective feedback “it’s comfort…? comfortable”. the lecturer also prompted the speaker to explain more about the product by asking “what is the usefulness of your product?”. script journal: journal of linguistic and english teaching, april 2017, vol. 2 no. 1 18 copyright © 2017, script journal: journal of linguistic and english teaching, p-issn 2477-1880, e-issn 2502-6623 the presenter asked the lecturer for help about how to say particular words in english: “what is bentuknya and lembut in english?” (what are “shape” and “soft” in english). the lecturer answered that it was shape and soft. after the speaker had finished introducing his/her product, the lecturer invited the rest of class to ask questions to the presenter. one of the question was “where we can buy the product?”. the lecturer asked the student to repeat his/her question “repeat, if everybody wants to buy the product, where will they go? where can they buy?”. another question was asked by another student “what is the difference the designed product and the original one?”. the presenter answered “soft and…what is tali (rope) in english?” the lecturer answered that it was “rope”. the presenter continued “the rope is strong”. the session had completed. the lecturer let the speaker go back to his/her seat and admired him/her: “i do appreciate you, even though you did not prepare, at least, you are brave to stand here”. the lecturer then explained how to describe a product based on its shape, its color, and its price. the lecturer explained that vocabulary can be improved through reading, and that grammar and pronunciation may be ignored in speaking. presentation presentation deals with the individual students give a talk on a given topic or person. in order for this to work for the individual (and for the rest of the class) (harmer, 2007). in this case, the time must be given for the students to gather information and structure it accordingly. the students listening to presentation must be given some kinds of listening task too – including, perhaps giving feedback. presentation is one of the four successful activities with higher-level students in getting students to practice ‘speaking as a skill’ (2007:129). this corresponds to prepare talks (harmer, 2007) where a student (or students) makes a presentation on a topic of their own choice. it means that the lecturer acquired the students to present their presentation in front of the classroom. this can be seen in the following extract that shows the presentation technique. t: okay. thank you very much to god... and before we start our presentation, as usual i’d like to remind you next month at 8 march you start your final test. so, we still get at least a month. so, i’ll remind you again about your movie. so, how many of you who hasn’t bring movie to me? script journal: journal of linguistic and english teaching, april 2017, vol. 2 no. 1 19 copyright © 2017, script journal: journal of linguistic and english teaching, p-issn 2477-1880, e-issn 2502-6623 s7: s7 and my friend s8. we will talk about types of lecturer. in our opinion, these are three types of lecturer, workinglecturer, teachinglecturer, educatinglecturer. first, working lecturer, they become a lecturer just only for the status of the working. second, teachinglecturer, they only give students test, exam, subject, they don’t really care, understand. third, educating lecturer, that’s the lecturer who not only give us subject or knowledge from the book ... but give us bigger knowledge from whenever it is ... and understand many things, open-minded. oke lanjutkan. s8: now, some of lecturer only teach their student without taking care of the students are understand or not the subject, but remind the student to be able to do the exam. positive thing of this type of lecturer is make student study more harder than before, but the negative thing is if the student are lazy, they will not learn anything. however, observation three, four and ten were related to presentation technique. observation two shows that the students were asked to present an article taken from newspaper or magazine. at the time of observation, two students presented an article about the issue of drag race in front of class. observation 3 lecturer: good morning, we still focus on presentation. who is the presenter today presenter: yes, sir. our topic is drag race lecturer: what do you think of the issue, drag race? lecturer: do you agree? please give your opinion about the issue. the lecturer reminded the students about their previous topic of presentation. the lecturer asked a pair of students to talk about an issue of “drag race”. two students came and presented the issue in front of the class and delivered some positive and negative aspect of “drag race”. during the presentation, the lecturer helped the students keep speaking by providing some guided questions. the lecturer also corrected speaker’s error in the use of preposition to and for. after the speaker had completed the presentation, the lecturer asked the rest of students to ask questions to the speaker. three students took turn asking and commenting: “is there any legal activity? i mean the local government gives permission to do racing?, “is there any group available for girls?”, and “i think the local government should provide special place for the drag racer”. the discussion over the issue began, after the speaker answer the first and the second question. several students were involved in the discussion of giving opinion. script journal: journal of linguistic and english teaching, april 2017, vol. 2 no. 1 20 copyright © 2017, script journal: journal of linguistic and english teaching, p-issn 2477-1880, e-issn 2502-6623 in the presentation the two students took turns to elaborate the positive and negative effect of drag race. they also stated their opinions about the drag race issue. at the end of the presentation, other students were given time to raise questions, comments, or other contrast opinions in accordance with the presented issue. here the lecturer frequently encouraged the students to give their questions, comments or opinions. in observation seven, the students were given an assignment to do presentation. at the time of observation, one group consisting of four students presented the issue of national exam. the group firstly, delivered their opinions regarding their agreements and disagreements toward the national examination issue. observation 4 lecturer: would you like coming front? student: the positive and negative effects of national exam lecturer: apa itu dibacanya /efek/ or /ifek/(correct the student pronunciation) please present your burning issue, the national exam let’s see do you agree or disagree? raise your fingeris there any question? eva yulianti give your opinion (provide the opportunity to have question to the presenter) the lecturer called students’ name to deliver presentation. two students came and began presented an issue of national examination (ne). the presenter read a script about ne in front of the students. during the presentation, the lecturer corrected the speaker pronunciation “apa itu dibacanya /effek/ atau /ifek/?” (how can you pronounce it, /efek/ or /ifek/?). after the presentation had completed, the lecturer invited the class to give comment on the issue that had been presented. having presented their opinions, the presenting group opened questioncomment sessions to other students on the purpose of gaining comments or questions related to the issue of national examination. at the end of presentation, the lecturer clarified and concluded the essence of the presentation by reexplaining the basic reason of the importance of national examination in the perspective of indonesian education system. drama this technique or activity refers to the making of conversation between two or more students off the class. in this activity, students play a role, such as; a doctor and a patient, a lecturer and a student, a passenger and a driver and so on. this technique is quite similar with role a play; but it necessarily takes much longer time (byrne, 1994, parkinson & thomas, 2000 and thornbury, 2005). in this activity, the students were asked to record their conversation in script journal: journal of linguistic and english teaching, april 2017, vol. 2 no. 1 21 copyright © 2017, script journal: journal of linguistic and english teaching, p-issn 2477-1880, e-issn 2502-6623 like a drama. the lecturer provided time for the preparation until all groups were ready to submit. the lecturer provided the comment and feedback after the recording was submitted. in observation eleven, twelve, and thirteen, students were involved in consultative class. here the lecturer conducted the teaching-learning process to prepare the students for movie project. in observation eleven and twelve, for instance, students were trained to pronounce certain expressions which were going to be used in the dialogue of movie script. the lecturer trained the students to have appropriate intonation of such expressions. meanwhile, in observation twelve, one of the students’ movies was watched. here the lecturer gave several feedback on the students’ pronunciation and mimicry in playing certain role in the movie. observation 5 lecturer: what about your task, making movie? in making the movie you have to pay attention on the intonation. the intonation in speaking english is really important. for example, ‘watch out’ means angry and watch out! be careful! next, the facial expression such as smile. you have to know that i’d give some point of your movie such as intonation, expression and pronunciation ( give more explanation about making drama). the lecturer asked the students whether they had finished the project of making a movie: “what about your task, making a movie?” the lecturer then gave explanation of english intonation. besides, the lecturer explained the aspect of culture, facial expression and gesture, and pronunciation. the lecturer also alerted the students about grammar, but did not explain it. in observation twelve, the lecturer gave feedback to the students work (movie) which had been submitted. the lecturer reinforced the students by saying that he appreciated the students’ work. besides, the lecturer wanted to know whether the students could share their problem during the process of making drama. observation 6 lecturer: good morning, i’m happy of watching your movie. it’s clear sound. i mean the voice was clear with nice conversation and good acting. however, in doing rama you also have made a movie, created your own script and edited. (he appreciated the students’ movie task). what about the other group? do have any difficulties? student: it’s hard but we can practice student: i got difficulties in mimic and expression lecturer: (show a model how to act) now i want catty and rara practice your dialog script journal: journal of linguistic and english teaching, april 2017, vol. 2 no. 1 22 copyright © 2017, script journal: journal of linguistic and english teaching, p-issn 2477-1880, e-issn 2502-6623 the lecturer commented on the students’ assignment of drama making. the lecturer stated that he appreciated the students’ drama in terms of the sound, the acting, and the conversation. the lecturer then asked the students about their works; whether they had any difficulty through the process of making it. a student commented “it’s hard but we can practice”. another student stated “i got difficulties in mimic and expression. the lecturer modeled how to act in front of a camera and asked two students practicing acting. in observation thirteen, the lecturer asked groups of student who had not submitted their assignments (movie/drama). the lecturer asked why they had not yet submitted them. the students gave some reasons related to the camera which was unavailable, and the member of the group who were not co-operative. question and answer question and answer is also found as a technique in teaching speaking. this is supported by richards & lockhart (1991) as follows: questioning is one of the most common techniques used by lecturer. in some classroom over half of class time is taken up with question-and answer exchanges (borg & gall, 1984). however, the observation fourteen and fifteen one which were firstly considered to be involved in “question and answer” technique were found irrelevant since there was no speaking activities found in these two observations. in observation fourteen, question and answer happened among the students after the lecturer asked them to work in group to discuss a picture found in the learning task. the lecturer prompted the students to speak by addressing some questions. observation 7 lecturer: checking the ss attendance. do you have the book? (while walking around the room) you have to compare, and discuss. in your opinion what do you think of the picture one? what the man want to do here? so, what do you think, is he good with the dog? students: no, because he… (looking at the picture on the textbook) lecturer: wick and greedy what do you mean of these? try to guest! the pets, what the meaning of pets? please, read p 17. who likes reading text? “unfortunately what is the meaning of unfortunately and fortunately? (ask the ss to write a summary of the story, the present orally in front of the class). in observations three “question and answer technique” was carried out based on the learning task in the handouts as the main source or material of learning. students’ engagements in the activities were colored by asking and answering the questions taken from their textbooks. script journal: journal of linguistic and english teaching, april 2017, vol. 2 no. 1 23 copyright © 2017, script journal: journal of linguistic and english teaching, p-issn 2477-1880, e-issn 2502-6623 in observation fifteen, question-and-answer was employed in the beginning of the lesson. the topic that the lecturer highlighted was a phenomenon in the class where many students like staying out of the class. observation 8 lecturer: why do students stand out off class? students: (present their opinion about the topic chosen) lecturer: why the students like going out? leaving the class? how about if your best friend do the same way student: i will give him advice lecturer: would you tell the lecturer? student: no lecturer: why…what is friendship for you…? lie together, i’m happy; you are happy, you are sad i’m happy student: no… brrr….walk out during the lesson activity lecturer: what is best fried for you? student: when they got nilai buruk… (prompts when somebody got bad score; correct the student’s vocabulary) lecturer: there are some faculty regulations. you know sanction: you are not allowed to entering a class. the lecturer began the lesson by asking question to students. the lecturer asked students “why do students stand out of class?”. students were silent. the lecturer asked again “why the students like going out? leave the class?” how about if your best friend do the same way?”. a student replied “i give him advice”. discussion in general, data from observation show that the techniques used by the lecturer in teaching speaking form the student centered interaction in which the students are dominant in classroom. as mentioned previously, this study identifies four techniques used by the lecturer in teaching speaking skill, involving show-and-tell, presentation, drama, and question-andanswer; each will be discussed in the subsequent sections. in summary, from the responses given by the students to the techniques used by their teacher to teach them speaking, it can be inferred that those techniques can motivate students to learn english and facilitate them to speak. these responses were shown by the table below in which the positive attitudes were ranged from 85% to 100%. script journal: journal of linguistic and english teaching, april 2017, vol. 2 no. 1 24 copyright © 2017, script journal: journal of linguistic and english teaching, p-issn 2477-1880, e-issn 2502-6623 conclusion this study reveals four techniques employed by the lecturer in teaching speaking skill, i.e. show-and-tell, presentation, drama making, and question and answer. showand-tell and presentation technique are two types of performance talk which were used more often by the lecturer than the two other techniques (i.e. drama making and question and answer). within all the four techniques, this study identifies that aspects of knowledge in speaking (i.e. extra linguistic and linguistic) receive little attention by the lecturer, the whereas the largest portion of the speaking activities was filled with uncontrolled practice which encourages students’ speaking involvement and fluency. the data obtained also seem that the teacher did a lot of speaking after the students took their turn performed the task given. script journal: journal of linguistic and english teaching, april 2017, vol. 2 no. 1 25 copyright © 2017, script journal: journal of linguistic and english teaching, p-issn 2477-1880, e-issn 2502-6623 bibliography allwright, d., & bailey, k. (2000). focus on the language classroom (1st ed.). cambridge: cambridge university press. anderson, k., lynch, t., & maciean, j. (2004). study speaking (1st ed.). cambridge [u.a.]: cambridge univ. press. arbain, a. (2016). critical discourse analysis of eminem ’ s “ love the way you lie part ii .” script journal, 1(1), 1–10. https://doi.org/10.24903/sj.v1i1.19.g8 arbain, a. (2017). derivation in headline articles of the jakarta post newspaper. ijoltl, 2, 23–30. retrieved from http://ijoltl.pusatbahasa.or.id/index.php/ijoltl/article/view/230 brown, h. (2010). language assessment (1st ed.). white plains, ny: pearson education. carter, r., & nunan, d. (2001). the cambridge guide to teaching english to speakers of other languages (1st ed.). cambridge, england: cambridge university press. christie, f. language education in the primary years (1st ed.). creswell, j. educational research (1st ed.). eggen, p., kauchak, d., & harder, r. (1979). strategies for teachers (1st ed.). englewood cliffs, n.j.: prentice-hall. lindfors, j., & townsend, j. (1999). teaching language arts (1st ed.). urbana, ill.: national council of teachers of english. nur, d. r. (2016). an analysis of derivational affixes in commencement speech. script journal, 1(1), 25–35. https://doi.org/10.24903/sj.v1i1.18 nur, d. r. (2017). an analysis of the feminist characters in kate chopin’s “the awakening.” journal of english educators society, 2(april), 1–20. https://doi.org/10.21070/jees.v2i1.687 ortega, l. (2015). understanding second language acquisition (1st ed.). [place of publication not identified]: routledge. spector, j. (2014). handbook of research on educational communications and technology (1st ed.). new york, n.y.: springer. copyright © 2017, script journal: journal of linguistic and english teaching, p-issn 2477-1880, e-issn 2502-6623 http://jurnal.fkip-uwgm.ac.id/index.php/script script journal: journal of linguistic and english teaching p-issn: 2477-1880; e-issn: 2502-6623 april 2017, vol. 2 no. 1 received: april 2017 accepted: april 2017 published: april 2017 article doi: http://dx.doi.org/10.24903/sj.v2i1.68 english department students’ beliefs towards plurilingualism and its influence on english academic achievement and language learning styles in mulawarman university feti fahmimroah mulawarman university fetifa2015@yahoo.com maria teodora ping mulawarman university maria.t.ping@gmail.com iwan setiawan mulawarman university iwansetiawanprodibingunmuls1@gmail.com abstract: this study aimed at investigating the correlation between students‟ beliefs towards plurilingualism with their english academic achievement and language learning styles both from quantitative and qualitative perspectives. a mixed method was used in this study and the researcher took students from the sixth semester of english department. to collect the data, the researcher distributed questionnaire and conducted interview. from the regression calculation, it was revealed that students‟ beliefs towards plurilingualism correlated with their english academic achievement and language learning styles. furthermore, from the interview, students‟ views towards people who have the ability in many languages and their self-confidence from the aspects of belief towards plurilingualism held an important role for students‟ english academic achievement. in addition, the students‟ beliefs towards plurilingualism influenced their language learning styles, especially the frequency of the students english use in campus environment, whether inside or outside the classroom. keywords: students‟ beliefs, plurilingualism, mixed method, language learning styles, and academic achievement. http://jurnal.fkip-uwgm.ac.id/index.php/script http://dx.doi.org/10.24903/sj.v2i1.68 mailto:fetifa2015@yahoo.com mailto:maria.t.ping@gmail.com mailto:iwansetiawanprodibingunmuls1@gmail.com script journal: journal of linguistic and english teaching, april 2017, vol. 2 no. 1 52 copyright © 2017, script journal: journal of linguistic and english teaching, p-issn 2477-1880, e-issn 2502-6623 introduction many people or students in indonesia have already in this plurilingualism concept. indonesia has many varieties ethnicities and languages. from 2015 bps data, total number of ethnicities in indonesia is around 1,340 with over 2,500 of total native languages (na‟im & syaputra, 2010). it seems that indonesia people have familiarity with the concept „learning language by culture‟ or it is called as „plurilingualism‟ term. learning language by its culture can be applied also when indoensia people learn english. in plurilingual concept, people learn or study english from cultural perspective, not word by word. people, who like to watch movies in english, listen to music in english, read or browse in english, are the example of people who are in plurilingualism concept. knowing students‟ belief towards plurilingualism is important. when a student has high belief towards plurilingualism, s/he tends to have high desire for being plurilingual which has some advantages, such as making the learning of other languages easier (english in this case), strengthen the brain ability, retarding the aging of brain, and having economic benefits when people can use more than one language (hornsby, 2016). also it can be guidance for the teacher to motivate students to learn english and be plurilingual. when teachers know about students‟ belief towards plurilingualism and in reality have a student who has low level of belief, the teacher can give explanation and urge in learning english. students‟ beliefs towards plurilingualism affect students‟ behaviors, especially, choice of learning strategies and styles, confidence, anxiety, and influence linguistic and nonlinguistic outcomes (tanaka & ellis, 2003). in other words, students‟ belief has relation to many aspects, including their behaviors and academic achievement. behaviors here mean how they act in class, or the researcher found it as their learning style. that is one of the reasons why the researcher raised the topic about plurilingualism in society, especially in indonesia. she wanted to know students‟ belief about plurilingualism in mulawarman university and then link to their english academic achievement and language learning styles. another reason was there is no previous study which specified and explored relation among these variables. concerning the background of the study, the researcher formulated the ideas of her research into the following research questions: 1) how is the correlation between students‟ belief towards plurilingualism to their english academic achievement? 2) how is the correlation between students‟ belief towards plurilingualism to their language learning styles? 3) how does the correlation between students‟ belief towards plurilingualism to their english academic achievement reflect in students‟ campus activities? and 4) how does the correlation script journal: journal of linguistic and english teaching, april 2017, vol. 2 no. 1 53 copyright © 2017, script journal: journal of linguistic and english teaching, p-issn 2477-1880, e-issn 2502-6623 between students‟ belief towards plurilingualism to their language learning styles reflect in students‟ campus activities? students’ belief towards plurilingualism according to özdemir (2012), beliefs can give effect to the views, understanding, and attitudes of an individual. students‟ beliefs affect students‟ behaviors, especially, choice of learning strategies and styles, confidence, anxiety, and influence linguistic and non-linguistic outcomes tanaka & ellis (2003). and in grootenboer & marshman (2016), rokeach (1974) stated that beliefs are seen as subjective personal assumptions of truth which act as predispositions to action. „plurilingulism‟ term itself came up from the council of europe held a study in connection with the development of a common european framework for language learning, teaching and assessment (coste, moore, & zarate, 2009). the aim of the framework is to set out in some details the parameters and categories required to describe the act of human communication through language, as well as the many kinds of knowledge, skill and attitude which underlie the ability and willingness of language users to participate in acts of communication. plurilingualism is defined as a condition when a person has experiences in languages in cultural ways, from origin language then target language (jeoffrion & al., 2014). he or she does not separate all the knowledge from languages, but they are interrelated each other. in coste et al. (2009) plurilingual competence is the ability to use languages as communication and involves in intercultural interaction. it can be concluded that students‟ belief towards plurilingualism is students‟ personal assumptions or what students feel about plurilingualism situation, which is, a situa1tion where a person can use or switch from indonesia to english or the other way around in students‟ environment and this assumption can affect students‟ behavior and academic achievement or learning outcome in learning english. beswick (2006) stated that there are three categories for students‟ belief towards plurilingualism: 1) belief about the case (plurilingualism); 2) belief about self; and 3) belief about social context. english academic achievement zargar & ganai (2014) stated that academic achievement is the level or extent which a learner obtains from instruction in a given area of learning. good in zargar & ganai (2014) script journal: journal of linguistic and english teaching, april 2017, vol. 2 no. 1 54 copyright © 2017, script journal: journal of linguistic and english teaching, p-issn 2477-1880, e-issn 2502-6623 said that academic achievement is attaining knowledge and developing skills in the school subjects which are usually designed by test scores or marks assigned by the teacher. ganai & mir (2013) stated that academic achievement is academic performance from both curricular and co-curricular performance of the students and it shows the learning outcomes of the students. zargar & ganai (2014) defined students who have successful academic achievement are the students with superior or high percentage of marks in examination, while the students who have low or fail in examination as students who have unsuccessful academic achievement. it can be concluded that english academic achievement is students‟ learning outcomes which are taken from the teacher made test and show the ability of english knowledge and skill from the students and in here, it is expressed as english gpa (english grade point average). the range of the point or score is from 0 to 4. there were three indicators or courses which the researcher used: basic subject, teaching learning subject, and linguistic subject. language learning styles for learning style, pritchard (2009) stated learning style is an individual‟s preference of acquiring knowledge and skill. in another term, it is said as „learning preferences‟ or „intellectual style‟ as well. learning style involves the strategies, habits and regular mental behaviors of the learners (students) used in the way of thinking, processing, and demonstrate learning. then according to zhang, sternberg, & rayner (2012) learning or intellectual style refers to preference ways of people in processing information and dealing with the task. thus learning style is not only about the way in getting (new) information but also in dealing with the task, such as doing exercise, understanding of experiment explanation, and so on. beside the types of students‟ learning styles above, there are other categories of learning styles from honey and mumford. because some consideration, the researcher chose to identify types of learning styles in this research with honey and mumford‟s. it is because these types of learning styles are more suitable for university students. in university levels, students are required to solve some problems and usually it can be seen from their habits, not only from the senses which they usually use in learning. in the honey-mumford model, they described four styles of students‟ learning as below. these four learning styles can be used as a way of classifying learners.: 1. activists prefer to learn by doing rather than, for example, by reading or listening. script journal: journal of linguistic and english teaching, april 2017, vol. 2 no. 1 55 copyright © 2017, script journal: journal of linguistic and english teaching, p-issn 2477-1880, e-issn 2502-6623 2. reflectors stand back and observe. they like to collect as much information as possible before making any decisions; they are always keen to „look before they leap‟. 3. theorists like to adapt and integrate all of their observations into frameworks, so that they are able to see how one observation is related to other observations. 4. pragmatists are keen to seek out and make use of new ideas. pragmatists look for the practical implications of any new ideas or theories before making a judgment on their value. methodology the design of this research was mixed method, consisted of quantitative and qualitative design. in this study, the researcher used quan-qual model or explanatory mixed method design. as stated before, this design was started with collection and analysis of quantitative data, which was giving questionnaire and analyzed it. then after getting the result of quantitative data, the collection and also analysis of qualitative data followed, which was through semi-structured interview. the population of this research was the sixth semester students of english department of mulawarman university in the academic year 2015/2016. the number of the population of the sixth semester students was 180 students from six different classes. for sampling, the researcher used cluster random sampling. according to fraenkel, wallen, & hyun (2012), the minimum acceptable sample size for correlational study is to be no less than 30. samples larger than 30 are much more likely to provide meaningful results. thus the researcher took 53 students from three classes. the students were asked to answer the questionnaire about students‟ belief and language learning styles. then the researcher did interview to six students from those classes. they were selected to represent low, moderate and high score in students‟ belief. for this, the researcher used stratified random sampling. the first data the researcher used was questionnaire. in this study, there were two kinds of questionnaire, students‟ belief towards plurilingualism and language learning styles questionnaires. students‟ belief towards plurilingualism questionnaire was adopted from kimber (2014) which consisted of 20 likert-scale items with 80 for the highest score. while for deciding types of students‟ language learning styles, the questionnaire was from pritchard (2009) which was used to determine students‟ language learning styles and has 40 items with options agree and disagree. script journal: journal of linguistic and english teaching, april 2017, vol. 2 no. 1 56 copyright © 2017, script journal: journal of linguistic and english teaching, p-issn 2477-1880, e-issn 2502-6623 after arranging questionnaires and finding the level of students‟ belief towards plurilingualism, the researcher invited some students to follow interview. in this study, the researcher used semi-structured interview with contents: students‟ belief towards plurilingualism, students‟ activity in campus, and students‟ expectation for english used in campus in the future. for analysis, there were quantitative and qualitative data analyses. the quantitative data were students‟ belief, english academic achievement and language learning styles questionnaires, while the qualitative was the students‟ semi-structured interview. for correlation between students‟ belief towards plurilingualism and their english academic achievement, linear regression was used. it was because data from students‟ belief towards plurilingualism (independent variable) and english academic achievement (dependent variable) were continuous data. while for correlation between students‟ belief towards plurilingualism and their language learning styles, the researcher used multinomial logistic regression. the reason was data from students‟ belief towards plurilingualism (independent variable) were continuous data and data from language learning styles (dependent variable) were categorical data. after finding the correlation between students‟ belief against plurilingualism to their english academic achievement and language learning styles, the researcher also explored the reflection of those correlations in their surroundings through semi-structured interview. then after getting the data, the researcher did analyzing the interview data. according to miles & huberman (1994), in analyzing the data from interview, it used three processes: data reduction, data display, and concluding. furthermore the researcher utilized coding system to the data. during coding, the researcher used codes in for interview, s for number of student, and l for number of lines. for instance, if the codes were in1, s1, l1 it means the data was taken from the first student‟s interview transcript from student number one on the first line. in this research, the researcher used data and theory triangulation to support the finding and conclusion of this research in qualitative data. for this research, the researcher formulated to compare the quantitative data (the result of questionnaires) and qualitative data (from the interview). forth, the researcher also used multiple perspectives from some theories to interpret a single set of data. then at the end, valid data was obtained from final analysis and interpretation. script journal: journal of linguistic and english teaching, april 2017, vol. 2 no. 1 57 copyright © 2017, script journal: journal of linguistic and english teaching, p-issn 2477-1880, e-issn 2502-6623 finding the correlation between students’ belief towards plurilingualism and their english academic achievement the result of correlation between students‟ belief towards plurilingualism and their english academic achievement were investigated by using pearson product moment to find possible relationship between those two variables. table below shown the relationship between two variables. correlations english academic achievement (y1) belief towards plurilingualism (x) pearson correlation english academic achievement (y1) 1.000 .563 belief towards plurilingualism (x) .563 1.000 sig. (1-tailed) english academic achievement (y1) . .000 belief towards plurilingualism (x) .000 . n english academic achievement (y1) 53 53 belief towards plurilingualism (x) 53 53 table 1. correlation between students’ belief towards plurilingualism and their english academic achievement dörnyei (2007) said that there are three rules of interpreting the relationship from a correlation coefficient, those are, a high coefficient (+1) means a strong relationship between two variables, a coefficient of 0 refers no relationship and a negative correlation coefficient (1) suggests inverse relationship between two variables. from table 1, students‟ belief towards plurilingualism has a positive relationship with students‟ english academic achievement (r = .563, p < .05). it indicated a positive correlation, i.e. the students with lower level of belief towards plurilingualism tend to achieve higher in english academic achievement, and those with higher level of belief towards plurilingualism are more likely to acquire higher english academic achievement. therefore, the alternative hypothesis (ha) which said that there is significant relationship between students‟ belief towards plurilingualism and their english academic achievement was accepted. anova a model sum of squares df mean square f sig. 1 regression 2.623 1 2.623 23.667 .000 b residual 5.652 51 .111 total 8.275 52 a. dependent variable: english academic achievement (y1) script journal: journal of linguistic and english teaching, april 2017, vol. 2 no. 1 58 copyright © 2017, script journal: journal of linguistic and english teaching, p-issn 2477-1880, e-issn 2502-6623 b. predictors: (constant), belief towards plurilingualism (x) table 2. table of regression from table above, it could be seen that p value .000011 < .05. it indicated that, overall, the regression model statistically significantly predicts the outcome variable. it means that the level of students‟ belief towards plurilingualism can predict students‟ english academic achievement. contribution of correlation between students‟ beliefs towards plurilingualism and english academic achievement was from r square = (.563) 2 = .317. the contribution was . therefore the number of influence of students‟ beliefs towards plurilingualism to their english academic achievement was 31.7%. the correlation between students’ belief towards plurilingualism and their language learning styles after getting the result of correlation between students‟ belief towards plurilingualism and their english academic achievement, the researcher obtained the result of correlation between students‟ belief towards plurilingualism and their language learning styles. below is table for the correlation. model fitting information model model fitting criteria likelihood ratio tests -2 log likelihood chi-square df sig. intercept only 55.897 final 22.470 33.427 12 .001 table 3. correlation between students’ belief towards plurilingualism and their language learning styles as could be seen from table 3., the sig. value is .001, which is lower than .05. it means that there is significant correlation between students‟ belief towards plurilingualism and their language learning styles. in other words, students‟ belief towards plurilingualism can predict the students‟ language learning styles. as shown in below table, the researcher obtained the correlation between those variables. observed and predicted frequencies students' beliefs language learning styles (y2) frequency percentage observed observed predicted very low activist 0 0.0% 0.0% reflector 0 0.0% 0.0% theorist 3 100.0% 100.0% pragmatist 0 0.0% 0.0% script journal: journal of linguistic and english teaching, april 2017, vol. 2 no. 1 59 copyright © 2017, script journal: journal of linguistic and english teaching, p-issn 2477-1880, e-issn 2502-6623 observed and predicted frequencies students' beliefs language learning styles (y2) frequency percentage observed observed predicted low activist 2 13.3% 13.3% reflector 1 6.7% 6.7% theorist 8 53.3% 53.3% pragmatist 4 26.7% 26.7% moderate activist 7 36.8% 36.8% reflector 5 26.3% 26.3% theorist 1 5.3% 5.3% pragmatist 6 31.6% 31.6% high activist 3 21.4% 21.4% reflector 8 57.1% 57.1% theorist 2 14.3% 14.3% pragmatist 1 7.1% 7.1% very high activist 0 0.0% 0.0% reflector 2 100.0% 100.0% theorist 0 0.0% 0.0% pragmatist 0 0.0% 0.0% the percentages are based on total observed frequencies in each subpopulation. table 4. result of the correlation from table 4., the researcher found that low level of students‟ belief towards plurilingualism tend to be theorist students (11 students), moderate/fair level tend to be activist (7 students) and pragmatist (6 students), and high level of students‟ belief towards plurilingualism are more likely to be reflector students (10 students). semi-structured interview the results of interview are explored in the following paragraphs: 1. connection between students’ belief towards plurilingualism and their english academic achievement in campus activities the correlation between students‟ belief towards plurilingualism and their english academic achievement reflects in their view about person who master many languages (including english), and their view about themselves. the students who had high level of belief towards plurilingualism saw the person who can master many languages as special person who can get honor from the ability, like in this statement: script journal: journal of linguistic and english teaching, april 2017, vol. 2 no. 1 60 copyright © 2017, script journal: journal of linguistic and english teaching, p-issn 2477-1880, e-issn 2502-6623 “ya keren aja kan bisa berkomunikasi dengan berbagai bahasa. …. kaya mama, aku mau belajar bahasa inggris karena ngeliat dia.” (in2, s10, l9-13) – original. “it is cool if someone can communicate with various languages. …. like my mother, i want to learn english because i saw her.” (in2, s10, l9-13) – translated. however, the researcher also found that student with moderate level of belief towards plurilingualism saw english as not being used that much in indonesia, thus having ability in english is not rather significantly useful in indonesia context. it can be seen from this statement: “…. dan itu (menguasai bahasa inggris) juga hal yang lumayan keren, walaupun mungkin di indonesia, bahasa inggris ga terlalu digunakan, ….” (in1, s9, l8-10) – original. “…. and it (mastering many languages) is not bad things, even though maybe in indonesia, english is not used too much, ….” (in1, s9, l8-10) – translated. meanwhile, for the students‟ view about themselves towards their self-confidence in mastering english, the researcher found there were slight differences between students who had high, moderate, and low level of belief towards plurilingualism. students with a high level of belief towards plurilingualism tend to have high selfconfidence and they like challenges. they want to use and communicate with english in everywhere, to every person, and every time. they like to look for the opportunity for using english. it can be seen from this statement: “kalo percaya diri sih iya kak. selain latihan bahasa inggris di kampus, saya juga sering ngomong bahasa inggris sama sepupu lewat telfon. kebetulan sepupu blasteran indonesia sama luar, jadi kalo komunikasi mesti pake bahasa inggris.” (in2, s10, l49-52) – original. “for self-confidence, i have it. besides practicing english in campus, i often made calls with my cousin who is half-blood, thus in communication i must use english.” (in2, s10, l49-52) – translated. for moderate students, they tend to have less self-confidence like s9 and s14 felt. even though s9 now has decent self-confidence, but s9 still has less selfconfidence if talking for friends outside english department. then they were afraid in making mistake and always felt that they were not expert enough in english. script journal: journal of linguistic and english teaching, april 2017, vol. 2 no. 1 61 copyright © 2017, script journal: journal of linguistic and english teaching, p-issn 2477-1880, e-issn 2502-6623 “ya lumayan (percaya diri), agak percaya diri juga.” (in1, s9, l42) – original. “not bad (in self-confidence). quite confidence.” (in1, s9, l42) – translated. for the low level students, it is not too different from the moderate students. however, they tend to feel like having extremely less in self-confidence, even lower than moderate students. in many aspect, they lack a lot, like in speaking (having frequent anxiety), grammar (having lack of mastery), and so on. “kalo menurut saya sih masih kurang (percaya diri).” (in5, s31, l34) – original. “in my opinion, i have less (self-confidence).” (in5, s31, l34) – translated. 2. connection between the students’ belief towards plurilingualism and their language learning styles in campus activities further from the interview, the researcher found the reflection of correlation between students‟ belief towards plurilingualism and their language learning styles in campus activities. students with high level of belief towards plurilingualism tended to observe first, with whom they would use and communicate with english outside classroom. like stated in these statements: “(ngomong bahasa inggris di taman) sama teman. tapi ya gunainnya sama teman-teman yang pingin juga ngomong bahasa inggris. kadang kan juga ada yang ga mau.” (in2, s10, l35-36) – original. “(talking english in garden) with my friends. but i use english with friends who also want to use english together. sometimes my other friends do not want to talk in english. ” (in2, s10, l35-36) – translated. meantime for moderate level of belief towards plurilingualism, the students were likely to „give up‟ if the researcher talked about using english outside classroom. in classroom, they still want to use english, but in outside they tend to use indonesian language because they are uncomfortable with the situation. “(gunakan bahasa inggris) waktu lagi perkuliahan.” (in1, s9, l27) – original. “(using english) just in lectures time.” (in1, s9, l27) – translated. while for students whose low level of belief towards plurilingualism, they rarely use english, even inside the classroom. the frequency of their english use was very much less. in comparison with the moderate students, they are more passive. they have seen the conditions of the campus in which english has been rarely used. “jarang sih gunakan bahasa inggris di lingkungan kampus soalnya teman juga pada pake bahasa indonesia.” (in5, s31, l22-23) – original. script journal: journal of linguistic and english teaching, april 2017, vol. 2 no. 1 62 copyright © 2017, script journal: journal of linguistic and english teaching, p-issn 2477-1880, e-issn 2502-6623 “i seldom use english because my friends use indonesian language as well.” (in5, s31, l22-23) – translated. discussion students’ belief towards plurilingualism and their english academic achievement from the descriptive statistics results, the researcher got that fourteen students (26.4%) from fifty-three participants got low scores, twenty two students (41.5%) got moderate/fair scores, and seventeen students (32.1%) got high scores in english academic achievement. difference level of the scores in students‟ english academic achievement might be because their belief towards person whose ability in many languages and belief towards themselves. while in belief about themselves, high score students tended to have high selfconfidence about their ability in mastering english compared to moderate and low score students in english academic achievement. then in response of the first research questions, “how is the correlation between students‟ belief towards plurilingualism to their english academic achievement?,” the researcher used linear regression to examine the correlation between students‟ belief towards plurilingualism to their english academic achievement. the result of this study was in line with the previous literature cassidy & eachus, (2010) which was the correlation between students‟ belief towards plurilingualism to their english academic achievement is positively significant. it was in line also with tanaka & ellis (2003) which stated that students‟ belief towards plurilingualism influence linguistic and non-linguistic outcomes. also this research was consistent with hulin & yulian (2016) whose research result that there was significant positive relation between learning belief and learning achievement in chinese english college students. in other words, the students with lower belief towards plurilingualism tend to obtain lower score in english academic achievement, and those with higher level of belief towards plurilingualism are more likely to have higher english academic achievement. students’ belief towards plurilingualism and their language learning styles from the nominal regression the researcher did, the researcher found that there was inclination of students‟ language learning styles based on their belief towards plurilingualism. or in other words, students‟ belief towards plurilingualism could predict their language learning styles (sig.value .001 < .05). this result is consistent with the theory from (özdemir, script journal: journal of linguistic and english teaching, april 2017, vol. 2 no. 1 63 copyright © 2017, script journal: journal of linguistic and english teaching, p-issn 2477-1880, e-issn 2502-6623 2012) which is beliefs can give effect to the attitude of an individual, learning styles in this case. students with high level of belief towards plurilingualism tended to be reflector students. according to pritchard (2009), reflector students stand back and observe. after observing, they would take actions, which were talking english with friends who are in the same page with them. while students with moderate/fair level of belief towards plurilingualism were more likely to be activist or pragmatist students. moderate students in belief towards plurilingualism had less self-confidence about plurilingual person and themselves. because lacking of self-confidence, they inclined to be afraid in making mistake, whereas making mistake is also part of learning, which is the characteristics of pragmatics (fail to use friends and teachers as resources) and give up with the situation, which is the characteristics of activist (tend to neglect subjects they're not interested in). and students with low level of belief towards plurilingualism tended to be theorist students. here they had very low belief about themselves. then the characteristic of theorist came up, are reluctant to try new approaches. they surrender more than moderate students. correlation between students’ belief towards plurilingualism and their english academic achievement in campus activities for the reflection of the correlation between students‟ belief towards plurilingualism and their english academic achievement, the researcher found that the result was in line with hornsby (2016) and dörnyei (2007) in jeoffrion & al. (2014) stated someone who have high desire for being plurilingual or level of belief towards plurilingualism has advantage, that is, making the learning of other languages easier. they would use english in everywhere, to every person, and every time no matter what. for moderate students in belief towards plurilingualism, they tended to be afraid in making mistake and always felt not master english. thus they liked to „play safe‟ in learning english. they prefer not to use english rather than making mistake when talking. the low level students in belief towards plurilingualism, they realized that they had lack of english ability. they were more afraid than moderate students in making mistake. their self-confidence was so low. thus in activity, they tended to follow their friends who did not speak english in campus. other previous study that was consistent with this research was from (hulin & yulian, 2016). they found that one of the factors from successful second language learners were individual motivation. individual motivation played important role in learning. students who script journal: journal of linguistic and english teaching, april 2017, vol. 2 no. 1 64 copyright © 2017, script journal: journal of linguistic and english teaching, p-issn 2477-1880, e-issn 2502-6623 had high belief towards plurilingualism were more likely to have high motivation in themselves. in their activity, they seemed more confident than the others who had lower belief towards plurilingualism. mostly, they had belief to be able to speak english. when they did not find partner or from their environment they were not facilitated with english speaing area, they did not give up. they found way how to be able to speak english in campus. some students asked their friends who had same vision in speaking english to speak english outside the class. they tried to speak english every time they met. and then for the effect was the students with higher belief towards plurilingualism tended to have higher english academic achievement. other factors that deciding students‟ english academic achievement was their point of view about someone else or person who has an ability in many languages. students with high level of belief towards plurilingualism tended to adore that person. some students said they want to be like them, that is, mastering many languages. correlation between students’ belief towards plurilingualism and their language learning styles in campus activities as stated before, the researcher tried to find reflection of the correlation between students‟ belief towards plurilingualism and their language learning styles in campus acitivities. from the semi-structured interview, the researcher found that the influence of students‟ belief towards plurilingualism to their language learning styles reflected in their campus activities. students with high belief towards plurilingualism were more likely to like challenge and make decision by themselves after they made some observation. this result was in line with previous study from jeoffrion & al. (2014) which stated that advanced students have more integrative attitudes. from the interview, they had some problems also with their friends who did not want to use english in communication. what they did was they tried to find other friends who wanted to talk in english with them. it was the characteristics from reflector students. meanwhile, the researcher figured out that students with moderate level of belief towards plurilingualism did not want to use their friends or lecturers as their resources and give up with the situation. they did not really want to work hard to solve the problems. in talking english, they did not take initiative to search partner in talking english. actually they felt uncomfortable with the situation, but they just let it go. even they needed trigger to use english. script journal: journal of linguistic and english teaching, april 2017, vol. 2 no. 1 65 copyright © 2017, script journal: journal of linguistic and english teaching, p-issn 2477-1880, e-issn 2502-6623 then for students with low level of belief towards plurilingualism, they were seldom to use english in classroom, moreover in outside classroom. they did not want to make new approach in learning english and keep problems to themselves. these were the characteristics of theorist students. every language learning styles have some strengths and weaknesses. in this research, the researcher found that students‟ belief towards plurilingualism could make those strengths and weaknesses came out. students with high belief towards plurilingualism tended to have the strengths from their language learning styles. while students with lower belief towards plurilingualism were more likely to have the weaknesses from their language learning styles became more dominant than the strengths. conclusion based on the findings and discussion above, the researcher can conclude some points as follows: 1. students‟ belief towards plurilingualism had positive relationship and influenced students‟ english academic achievement (r = .563, p value .000011 < .05, and the contribution was 31.7%). 2. students‟ belief towards plurilingualism had a positive relationship and influenced students‟ language learning styles (sig.value .001 < .05). 3. the interview showed that students‟ view towards person who have ability in many languages and their self-confidence from the aspects of belief towards plurilingualism hold impartant role for students‟ english academic achievement. and the students‟ belief towards plurilingualism gives effect to their language learning styles, especially the frequency the students use english in campus environment, whether in classroom or outside the classroom. for future researchers, it is better to involve the lecturers as the interviewee of the research to obtain the deeper insight and wider perspective, not only from students‟ point of view, but also from the lecturers‟. then making research about influence of language learning styles to academic achievement can be beneficial for future researchers as well. bibliography beswick, k. (2006). the importance of mathematics teachers‟ beliefs. the australian mathematics teacher 62 (4), 4(files.eric.ed.gov/fulltext/ej765836.pdf), 17–21. retrieved from files.eric.ed.gov/fulltext/ej765836.pdf script journal: journal of linguistic and english teaching, april 2017, vol. 2 no. 1 66 copyright © 2017, script journal: journal of linguistic and english teaching, p-issn 2477-1880, e-issn 2502-6623 cassidy, s., & eachus, p. (2010). learning style, academic belief systems, self-report student proficiency and academic achievement in higher education. educational psychology 20(3), (10.1080/713663740), 307–322. coste, d., moore, d., & zarate, g. (2009). no title. strasbourg: language policy division. dörnyei, z. (2007). research methods in applied linguistics: quantitative, qualitative, and mixed methodologies. spain: oxford university press. fraenkel, j. r., wallen, n. e., & hyun, h. h. (2012). how to design and evaluate research in education. new york: mcgraw-hill. ganai, m., & mir, m. (2013). a comparative study of adjustment and academic achievement of college students. journal of educational research and essays, 1(1), 5–8. retrieved from http://www.wynoacademicjournals.org/edu_research.html. grootenboer, p., & marshman, m. (2016). mathematics, affect and learning: middle school students’ beliefs and attitudes about mathematics education. singapore: springer science+business media. hornsby, m. (2016). book of knowledge: language in danger. poland: adam mickiewicz university. hulin, r., & yulian, b. (2016). a study of the relationship between learning belief and english achievement of chinese english major college students. journal of education and practice, 7(14)(february 14, 2016), 99–103. retrieved from http://www.iiste.org/journals/index.php/jep/article/viewfile/30645/31484 jeoffrion, c., & al., e. (2014). from multilingualism to plurilingualism: university students‟ beliefs about language learning in a monolingual context. language, culture, and curriculum, 27(1)(doi:10.1080/07908318.2014.887724), 8–26. kimber, l. (2014). attitudes and beliefs of students towards bi-/multilingualism at an international university in japan. journal of asia pacific studies, 33(retrieved on february 14, 2016), 139–152. retrieved from http://www.apu.ac.jp/rcaps/uploads/fckeditor/rjaps33_13_kimber.pdf miles, m. b., & huberman, a. (1994). qualitative data analysis: an expanded sourcesbook. beverly hills: sage publication inc. na‟im, a., & syaputra, h. (2010). kewarganegaraan, suku bangsa, agama, dan bahasa sehari-hari penduduk indonesia. jakarta: badan pusat statistik. özdemir, g. (2012). erasmus exchange students‟ beliefs about language learning. social and behavioral sciences, 70(2013)(doi:10.1016/j.sbspro.2013.01.109), 686–690. pritchard, a. (2009). ways of learning: learning theories and learning styles in the classroom. new york: routledge. rokeach, m. (1974). the nature of human values. new york. script journal: journal of linguistic and english teaching, april 2017, vol. 2 no. 1 67 copyright © 2017, script journal: journal of linguistic and english teaching, p-issn 2477-1880, e-issn 2502-6623 tanaka, k., & ellis, r. (2003). study-abroad, language proficiency, and learner beliefs about language learning. jalt journal, 25(1)(february 14, 2016), 63–85. retrieved from http://jalt-publications.org/archive/jj/2003a/art3.pdf zargar, s., & ganai, m. (2014). self – concept, learning styles, study habits and academic achievement of adolescents in kashmir. hamburg: anchor academic publishing. zhang, l., sternberg, r. j., & rayner, s. (2012). handbook of intellectual styles: preferences in cognition, learning, and thinking. new york: springer publishing company. copyright © 2017, script journal: journal of linguistic and english teaching, p-issn 2477-1880, e-issn 2502-6623 http://jurnal.fkip-uwgm.ac.id/index.php/script script journal: journal of linguistic and english teaching p-issn: 2477-1880; e-issn: 2502-6623 april 2017, vol. 2 no. 1 received: april 2017 accepted: april 2017 published: april 2017 article doi: http://dx.doi.org/10.24903/sj.v2i1.77 teacher’s role in managing the class during teaching and learning process ignatius rindu widya gama mahakam samarinda university ignasiusrindu@gmail.com ariyanti widya gama mahakam samarinda university ariyanti.muflihin@gmail.com abstract: the purpose of this research is to investigate teacher’s roles which used by the english teacher in managing the class during the teaching and learning process at smp advent samarinda. the research methodology used is descriptive design with qualitative approach which is aimed to describe the real situation in the field. in collecting the data, the researcher used questionnaires, observation sheet, field note and interview guide as the instruments. moreover, the research subject is an english teacher who teaches at seventh and eighth grades of smp advent samarinda. the result of the research is the teacher runs nine roles in they are as a controller, an assessor, an organizer/manager, a prompter/motivator, participant, a resource/informer, a facilitator, a demonstrator, and as a guide. there are roles which are preeminent which most applied by the teacher such as teacher as a controller and teacher as an assessor. it is shown by the result of students’ respond in the questionnaire, restrictive questions; 77% and 68% and free answer; 68% and 100%, which also found in the time the researcher did the observation. on the contrary, the teacher’s roles as a prompter and as a resource have not been played maximally by the teacher. key words: teacher’s role, classroom management, english teaching and learning http://jurnal.fkip-uwgm.ac.id/index.php/script http://dx.doi.org/10.24903/sj.v2i1.77 mailto:ignasiusrindu@gmail.com mailto:ariyanti.muflihin@gmail.com script journal: journal of linguistic and english teaching, april 2017, vol. 2 no. 1 copyright © 2017, script journal: journal of linguistic and english teaching, p-issn 2477-1880, e-issn 2502-6623 84 introduction it is universally recognized that teacher is a backbone of any educational system because knowledge is transferred from the teachers to be taught. every country is giving a prime importance to the quality of teachers and national policies have been influenced by the growing realization that teachers have a key role to play in determining the quality of output of educational institutions. even the modern technology has its own important roles in supporting the educational system; teacher is still the vital element in the teaching and learning process. teacher is a person who teaches, especially in a school. it is universally recognized that the teacher is the key person in an education system. she/he enjoys the high esteem and prestigious status sometimes denied to kings and emperors and he/she plays pivotal role. around him, whole system of education revolves. nowadays, teacher is so much needed in order to develop education’s quality. according to harmer (1990), there are metaphors to describe what teachers do; sometimes they are like actors because they are always on the stages. others think they are like orchestral conductors because they direct conversation and set the pace and tone. in other words, teacher is a person who is trusted to educate the young generation to be a well-educated person. being a teacher is not as easy as what people think. teacher should know how to teach and manage their students in the classroom. in addition, teacher has a significant role in teaching the students. furthermore, richards & rodgers (2014) state that ‘role’ refers to the part that learners and teachers are expected to play in carrying out learning tasks as well as the social and interpersonal relationships between the participants. in attempting to determine a problem language, the teacher has some roles. a good teacher should have a capacity to perform his roles depend on different circumstances effectively. according to harmer (1990), a teacher has six roles in managing a class, they are controller, assessor, organizer, prompter, participant, and resource. additionally, sanjaya (2007) also states that teacher has six roles in managing a class during teaching and learning process, they are teacher as a learning source, facilitator, manager, demonstrator, guide, and motivator. however, whole elements that the researchers try to figure out are all about classroom management which the management itself refers to skill in the organization and presentation of lessons in such a way that all pupils are actively engaged in learning. this requires an ability to analyze the different elements and phases of a lesson, to select and deliver appropriate material and to reduce sources of friction. moreover, a good management in a script journal: journal of linguistic and english teaching, april 2017, vol. 2 no. 1 copyright © 2017, script journal: journal of linguistic and english teaching, p-issn 2477-1880, e-issn 2502-6623 85 classroom can help students to reduce their levels of stress. teachers can also build up their students’ and their own self-management and learning skills in the classroom. smith and lastleth (2002) point out four rules in classroom management. the first is “get them in” which means the way teachers start a meeting or a class. this rule consists of greeting, seating and starting. the second rule is “get them out” which means the way how teachers end a meeting or a class. this rule consists of concluding and dismissing. the third rule is “get on with it” which means the main part of the lesson the nature of its content and the manner of its presentation and the fourth rule is “get on with them” which means teachers develop good personal relationship with their students. to create a succeed education, a good classroom management will be so much needed, because by applying this, a teacher can control, organize, assess and prompt a class well. based on the fact that the role of a teacher in managing classroom is needed by the entire teacher, the researchers would like to find out the teacher’s roles in managing the class during the english teaching and learning process in smp advent samarinda. methodology the design of this research is descriptive design with qualitative approach. referring to quenn (1990), the qualitative approach has some characteristics, those are: (1) qualitative research has the natural setting as the direct source of data and the researcher is the key instrument; (2) qualitative research is descriptive; (3) qualitative researchers are concerned with the process rather than simply with outcomes or products; (4) qualitative researchers tend to analyze their data inductively; and (5) “meaning” is of essential concern to the qualitative approach. additionally, suryabrata (2003) says, literally, descriptive study is a research to make a description about situation or events. in this sense, descriptive study is an accumulation of basic data merely in a descriptive way. it is not necessary to test its hypothesis, to make prediction or to get meaning and implication. regarding with research instruments that the researchers use, firstly, the researchers are the key instruments. in this case, the researchers have some functions, such as; determine the focus of the research, select some information as the source of the data, assesses the data quality, analyze the data, and conclude of the findings (sugiono, 2009). secondly, the researchers used questionnaires which were given to the students to get students’ ideas about the roles of the teacher in managing the class during the teaching and learning process. there were two kinds of questionnaire which were be used, they were free answer and multiple choice. in this case, questionnaire is a set of questions deal with a single topic which is script journal: journal of linguistic and english teaching, april 2017, vol. 2 no. 1 copyright © 2017, script journal: journal of linguistic and english teaching, p-issn 2477-1880, e-issn 2502-6623 86 related one another. this is used for investigating a problem which influences people. the questionnaire should be answered by the subject distributing to the subject in order to get any answers, responses, or ideas which is needed (kartono, 2009). furthermore, the third research instrument that was used by the researchers was observation sheet to collect the data of the teacher’s roles in managing the class during the teaching and learning process. the main aspect that the researchers focused on was the teacher’s roles in managing the class which are applied during the teaching and learning process. furthermore, the statements in observations sheet are the combination of the theory of harmer and sanjaya. in addition, the researchers also used field note to write activities which happened in the class during the researchers do the observation, such as the situation of the class and the activities during the teaching and learning process. lastly, the researchers also had an interview. in this case, the researchers directly had some questions with the teacher who was the subject of this study. moreover, to collect the data, the researchers act as passive observers where they did not participate to any single activity during the lesson. related to how the researchers analyze the data, the researchers used a flow model of data management and analysis methods which proposed by (miles & huberman, 1994). specifically, the data analysis contains three linked sub processes: data reduction, data display, and data conclusion drawing/verification. findings a. the result from restrictive questionnaire question a lw a y s (% ) s e ld o m (% ) n e v e r (% ) r e m a rk s 1. does the teacher control the language which used by the students in the class? 17 (77%) 5 (23%) 2. does the teacher control the students’ behavior in the class? 15 (68%) 7 (32%) 3. does the teacher asses the students’ assignment? 20 (91%) 2 (9%) 4. does the teacher check the students’ mistakes in doing the assignment? 16 (73%) 6 (27%) script journal: journal of linguistic and english teaching, april 2017, vol. 2 no. 1 copyright © 2017, script journal: journal of linguistic and english teaching, p-issn 2477-1880, e-issn 2502-6623 87 question a lw a y s (% ) s e ld o m (% ) n e v e r (% ) r e m a rk s 5. does the teacher show the mistakes which done by the students? 9 (41%) 9 (41%) 4 (18%) 6. does the teacher tell quality of students’ performance in front of class? 12 (55%) 8 (36%) 2 (9%) 7. does the teacher give the clear instructions to the students in doing assignment? 21 (95%) 1 (5%) 8. does the teacher tell the students what should they talk, write and read? 16 (73%) 6 (27%) question a lw a y s (% ) s e ld o m (% ) n e v e r (% ) r e m a rk s 9. does the teacher motivate the students by game during the teaching and learning process? 4 (18%) 12 (55%) 6 (27%) 10. does the teacher encourage the students to do something when they keep silent or confused? 11 (50%) 8 (36%) 3 (14%) 11. does the teacher get involved with the students in some activities? 7 (32%) 13 (59%) 2 (9%) 12. does the teacher give the chance to the students to practice their english? 16 (73%) 5 (23%) 1 (5%) 13. does the teacher give additional information from the other sources about the material which is teaching in the class? 13 (59%) 9 (41%) 14. is the teacher always ready when students need her? 10 (45%) 12 (55%) 15. does the teacher prepare extra material from other source? 8 (36%) 12 (55%) 2 (9%) table 1 the result table b. the result from questionnaire with free answer this questionnaire consists of twelve questions. here the students were asked to deliver their opinions about the teacher’s role. script journal: journal of linguistic and english teaching, april 2017, vol. 2 no. 1 copyright © 2017, script journal: journal of linguistic and english teaching, p-issn 2477-1880, e-issn 2502-6623 88 question number one, “what does your teacher do in controlling the students’ language and behavior in the class?” the answers are so various. there are 14 students or 63% answered that the teacher usually advises the students. 3 students or 14% answered that the teacher is usually firm but not so always. 2 students or 9% answered that the teacher usually warns the students. the rest of three students or 14% had the answer that the teacher prohibits, punishes and even fines them. question number two “how does your teacher guide you in the teaching and learning process?” there are 11 students or 50% said that the teacher is good in guiding them. they said that the teacher usually give guidance and explanation before they do some activities. 4 students or 18% answered that the teacher usually guides them by inviting them to read the bible. 4 others or 18% students answered that the teacher usually guides them patiently. 3 students or 14% had the opposite answer with their friends. they said that the teacher is usual in guide them sometimes the feel bored. question number three “how does your teacher assess the students’ assignment?” the first 6 students or 27% answered that the teacher usually assesses their assignment by seeing their ability. the second 6 students or 27% answered that the teacher is so accurately. they said that she assesses their assignment by seeing their how active they are, and also their tidiness in doing assignment. 8 students or 36% answered that the teacher usually invites them to check or assess the assignment together so they can discuss it together but sometimes the teacher does it alone. the rest of 2 students or 9% answered that in assessing the assignment, the teacher usually forms them into groups. question number four which asks about “the style and the way of teacher in teaching”, 16 students or 73% answered that the teacher is usually serious, firm and also discipline but actually in the whole teaching, she is also fun. they said that teacher often makes some jokes and makes the class becomes alive. 4 students or 18% answered that ways which are usually used by the teacher is good. they said that the teacher is so patient. in starting the class, the teacher usually tells them the aim in learning a topic or a material and also what things they should remember about the topic. furthermore, they said that the teacher usually explains a material slowly an in the soft voice so this makes them understand with the explanation. they added if there are students who still do not understand with her explanation, she will repeat it. in the other hand, 2 students or 9% answered that the style of the teacher in teaching is is general and sometimes it seems borring. question number five “how does your teacher start the class?” 16 students or 73% answered that the teacher usually starts the class by inviting all of the students to pray. and script journal: journal of linguistic and english teaching, april 2017, vol. 2 no. 1 copyright © 2017, script journal: journal of linguistic and english teaching, p-issn 2477-1880, e-issn 2502-6623 89 after that the teacher greets the students and asks about their condition at the day. 4 students or 18% said that, after praying together, the teacher sometimes asks the students about their readiness to join the class. the rest of 2 students or 9% answered that after praying, the teacher sometimes talks about the material directly. sometimes, the teacher offers some question to the students as a warm up to direct them to topic that will be discussed at the day. in answering question number six “how does your teacher finish the class?”. all students or 100% answered that the teacher usually finishes the class by praying together and then teacher greets her students. besides answered that, they also had additional answer. two students or 9% added that teacher usually addresses her thank and appreciates the students because of joining her class. 7 of them or 32% added that sometimes the teacher gives some review and conclusion about the material which has been discussed. furthermore, the teacher also gives the students homework. question number seven which asks about “the teacher’s actions when she sees that there are students who have not understand the material well”, 14 students or 63% said that the teacher usually repeat her explanation to all students. the teacher usually explains the material slowly to the students. 5 students or 23% answered that the teacher usually asks the students if there is something that they do not understand. sometimes, the teacher tests the students by offering some questions. 5 students or 23% answered that sometimes teacher does not ask any question to the students. the teacher usually asks the students to learn by themselves at home. 3 students or 14% answered that sometimes the teacher gets mad with students if they are still confused although the teacher has explained a material more than three times. in answering question number eight which asks about “the supported media which is usually used by the teacher in teaching”, all of the students or 100% said that the teacher usually uses lcd projector but sometimes teacher also brings some interesting pictures and other stuff or media which related with the topic. for example, in using lcd projector, the teacher usually teaches the students by displaying material in slides in the power point program and the teacher often shows some pictures or even assignment by lcd. in answering question number nine “how does your teacher motivate the students?”13 students or 59% said that the teacher often encourages them to study by saying motivated statements. among them, there are 5 students added that sometimes the teacher tells some stories and even the story which is experienced by her to motivate the students. 5 students or 23% answered that the teacher usually invites the students to watch a funny movie to entertain the students and to refresh them. 4 students or 18% said that, sometimes the script journal: journal of linguistic and english teaching, april 2017, vol. 2 no. 1 copyright © 2017, script journal: journal of linguistic and english teaching, p-issn 2477-1880, e-issn 2502-6623 90 teacher gives some reward or gifts for the students who are diligent in doing assignment in the class or homework. in answering question number ten which asks about “the way of the teacher in giving the instructions in doing something in the class?” 16 students or 73% said that the teacher usually gives the instruction clearly and she usually starts by giving example first. 2 students or 9% said that, in explaining something, the teacher usually tells it step by steps repeatedly. and if there are mistakes made by the students, the teacher will fix them. the rest 4 students or 18% also added that in the time of doing assignment, the teacher usually asks them firmly. question number eleven which asks about “the way of the teacher in handling the students who are not brave to get involved actively in the class?”6 students or 27% said that the teacher usually persuades them to involve. 9 students or 41% answered that the teacher usually encourages and support the students to be brave. 1 student gave the example based on his experience that he once called by the teacher and they had a chat about his problem at the break time. he also said that, the teacher also did it with other students. in the other hand, 4 students or 18% said that in handling those students who are not active enough in the class, sometimes teacher gives extra assignment to fulfill their score. 3 students or 14% answered that the teacher usually warns those students who are not brave enough and sometimes the teacher gets mad. in answering question number twelve which asks about “the way of the teacher in serving the students when they find problems such as difficultness in comprehending a material?” 11 of them or 50% said that the teacher usually explains it again till the students understand the material. 4 students or 18% answered that sometimes the teacher has some approaches with those students to know what problems they have. 5 students or 23% answered that the teacher also usually advises the students to study hard at home and always do the homework which given to them. in the other hand, there are 2 students or 9% also said that sometimes the teacher gets mad with those students. c. data result from observation sheet and field note in doing research, the researchrs did the observation and made the field note in the same time. in the first day, the researchers did observation in class seven. here, the researchers saw that the teacher played some roles in teaching. the first was as a controller. the researchers saw the teacher controlled the students’ behavior, attitude and also the way they communicated during the teaching and learning process. the researchers saw the teacher advised the students when they say some improper words in the class. script journal: journal of linguistic and english teaching, april 2017, vol. 2 no. 1 copyright © 2017, script journal: journal of linguistic and english teaching, p-issn 2477-1880, e-issn 2502-6623 91 at the beginning, in starting the class, the researchers saw that the teacher played the role as a guide. here, she invited her students to pray and after that she gave the morning motivation before starting the teaching and learning process. this is the habit which should be done by every teacher who teaches in the first subject. in a few moments after that, the writer saw the teacher played the role as an organizer. here, the teacher told the students what they are going to learn at that day. this also happened when the teacher gave the assignment, she firstly gave clear instruction and she made sure that the students were ready to do the assignment. the teacher also gave examples before she gave the assignment. during doing the assignment, she walked around the class and to see her students work. next, when they checked and discussed the answer together, the teacher let the students answer the questions. she also listened to the idea or opinion from the students. in the last session, the teacher had last review about the material that had been learnt. at the time of the end of the class, teacher gave short review to strengthen their mind about the material which had been taught. in the second day, the researchers did the observation in class eight. here, the researchers got the same data. the teacher still played the same role as she did in the first day when she taught class seven such as a controller, a demonstrator, a guide and an organizer. the way of teaching which the teacher did in this class was same with the way of her teaching she did in the first observation. the only different thing which was done by the teacher in this was the writer use lcd in teaching. in this class, the researchers got a new role. here, the researchers saw the teacher also played the role as a prompter. the researchers saw how the teacher supported the students during the teaching and learning process and especially at the time when the teacher gave assignment to the students. during the teaching and learning process, the situation of this class was alive. the researchers saw that the teacher sometimes threw some jokes to make the students laughed and happy. in the third day, the researchers the researchers saw that the teacher still played the same role as she did in the two previous meeting. she still acted as a controller, a guide, a prompter, a participant, an organizer and an assessor. although the way the teacher did teaching was somewhat different with those previous meeting, but she still showed and played those roles like at the previous meetings. in that day she more often had some jokes so that day the class was so crowded. in the fourth day, when the researchers did the observation in class eight, the researchers still saw that the teacher played the same role as she did in the three previous meeting. she still acted as a controller, a guide, a prompter, a participant, an organizer and an script journal: journal of linguistic and english teaching, april 2017, vol. 2 no. 1 copyright © 2017, script journal: journal of linguistic and english teaching, p-issn 2477-1880, e-issn 2502-6623 92 assessor. there was no more roles was seen by the researchers, but they still joined the class untill the end of the teaching and learning process. in the fifth day, the researchers decided to still have the observation. in that day, the researchers did the observation as the third observation in class seven. during the teaching and learning process, the researchers saw that the teacher still played the same role as she did in some previous meetings. there was no more or additional role that the researchers saw acted by the teacher. based on this reason, the researchers then decided to stop the observation in the fifth meeting. d. data result from interview in doing the interview, the researchers had some questions to address to the teacher to dig and find out what roles which she had applied during teaching and learning process. the teacher also shared her experiences that she experienced during she taught the students in the class to the writer. in answering question number one which asked about things which had been done in managing the class and what the impact was, the teacher gave statement that the teacher usually controls the class which means that disciplinize the class by creating a confortable and safe situation before starting the class. she added that by doing that she gives the chance to the students to prepare everything and it works and brings good impacts. by doing that, periodically, students will also understand and know their teacher’s character, habit, will and what should they behave when they face and meet with the teacher. furthermore, she also said that she usually recognize the situation and condition of a class. she also creates a live class so the students will not feel bored joining her class. for this, to avoid a monotonous class, she usually uses some interesting media to attract the students’ attention. question number two asked about how the teacher controls the behavior and language used by the students in the class. here, the teacher stated that she usually mingles with the students to see and observe the students’ behavior and the way they communicate. if she finds those things, she will call and or reprimand the student in good ways so she will not make the students get offended. question number three asked about how she shows the students’ mistakes in doing assignment and helps them to realize and understand the mistakes and also corrects them. the teacher also told that sometimes she finds that there are students who have not understood a material well although it has been explained for times. in facing that, the teacher usually tells their mistakes directly. after that, she usually invites them to discuss about the material. script journal: journal of linguistic and english teaching, april 2017, vol. 2 no. 1 copyright © 2017, script journal: journal of linguistic and english teaching, p-issn 2477-1880, e-issn 2502-6623 93 related with that, she told that, sometimes there are students who are offended with those ways. in handling those students, she usually calls the students personally so the students can be guided well. she said that those ways really work. question number four asked about what she does first before giving assignment to the students. in answering this, the teacher told that she usually starts it by giving the explanation and usually follows by offering some simple questions. she added that, sometimes she finds students who are not brave to tell their confusion about a material at the time and they will tell it after class. question number five asked about what the teacher does to create a live and confortable class during the teaching and learning process. the teacher answered that she usually gives some quizzes with the rewards. this makes them to be enthusiastic. they will compete each other to get the reward. by doing that, the teacher makes the students to be refocused joining her class. question number six asked about the supported media which had been used by the teacher in teaching. the teacher gave statement that she usually uses laptop, lcd projector and sometimes she brings some interesting pictures. she prepares the media based on her own initiative. in this case, she added that actually the school also prepares some media to make the teaching and learning process easier and more interesting. question number seven asked about what the teacher does when she finds students’ questions which cannot be answered at the time. in answering this question, she stated that sometimes she tells honestly to her students if she has not found or even she does not know the answer of the students’ questions. she also promises to the students that the questions will be her homework and she will answer those in the next meeting. she added, to solve the problem, sometimes she invites the students to discuss and find out the answer or the solution together with her students. question number eight asked about what the teacher does in order to make her students understand a material well in a class. the teacher said that she usually explain a material slowly and detail. sometimes, she repeats her explanation to make sure that the students understand it. after that she usually gives some brief tests to examine the students comprehension and understanding about the material. question number nine asked about the teacher actions in handling the students so they can grow well according to their potential, talent and interest. in answering this question, the teacher told that the first thing she does is she recognizes the students’ character. after that, she guides them to be better according to their potential, talent and interest in the script journal: journal of linguistic and english teaching, april 2017, vol. 2 no. 1 copyright © 2017, script journal: journal of linguistic and english teaching, p-issn 2477-1880, e-issn 2502-6623 94 teaching and learning process related and according to the material which is taught. the teacher also said that, in this case, she values every potential, talent and interest which own by each student in the class. discussion after finding the teacher’s roles which have been applied by the english teacher in managing the class during the teaching and learning process in smp advent samarinda, the researchers would like to present the discussion as follows: a. the teacher as a controller the teacher as a controller is teacher who controls the whole activity in the class during the teaching and learning activity, including the language and students’ behavior which happend in the classroom. based on the data and the real condition that had been found during the research about the role of a teacher as a controller, the teacher who teaches english in smp advent samarinda (class vii and class viii) has fulfilled her role as a controller in the classroom. it’s proved by the result of quesionnaires, observation, field not and interview guide. in the resctrictive questionnaire; the answer of question number one shows that 77% students said that the teacher always advices them and 23% said seldom. in question number two of restrictive questionnaire, 68% students answered the teacher always controls the language, and 32% said seldom. in the free answer, question number one; 86% students told that the teacher always advices and warn the students firmly and 14% students even told that in controlling the students, the teacher sometimes prohibits, gives punisment and fines them. in the field note and observation sheet. in every meeting which has been observated, it was seen that the teacher always controls the students’ behavior, the language and also advices the students during the teaching. in the interview guide. in the first and second question, the teacher gave statement that she usually controls her students and straighten up the class by creating peace in the begining of the class. from all the findings data, it is clear that the teacher controls the students in teaching and learning process. b. the teacher as an assessor the teacher as an assessor is teacher who assesses the activity of students during the teaching and learning process. as the result of the research that found in the field that the script journal: journal of linguistic and english teaching, april 2017, vol. 2 no. 1 copyright © 2017, script journal: journal of linguistic and english teaching, p-issn 2477-1880, e-issn 2502-6623 95 english teacher in smp advent samarinda (class vii and class viii) has played the role well in assessing the students. it can be proved from the questionaire; in question number three of restrictve questionnaire, 91% students said that the teacher always assesses their assignments and 9% students said that the teacher seldom does that. in question number four from the restrictive questionnaire, 73% said that the teacher always checks their mistakes, and the rest students or 27% said seldom. it also shown in question number five, where 41% students said that the teacher always shows the mistakes, 41% students said seldom and 8% said never. in question number six of restrictive questionnaire, 55% assesses the students’ performance by telling them directly. 36% said that the teacher seldom does that, and 9% said that the teacher never does that. in question number three of free answer questionnaire, all students or 100% said that the teacher assesses their assignment in two ways, such as teacher assesses the assignment by herself accurately and she does it together with the students. in the field note and observation sheet, it was seen that the teacher together with the students discuss and assess the assignment. in the interview guide, based the question number 3, the teacher says by her self that she assesses and does the correction for the mistakes and then discusses them. from all the data above, it can be stated that the teacher is the assessor. she corrects, assesses and discusses the students’ mistakes. c. the teacher as an organizer/manager the teacher as organizer/manager is teacher who manages all the elements that involved in teaching and learning activity. in the question number seven of restrictive questionnaire, 95% students said that the teacher always gives clear instructions before the students do an assignment. 5% students said that the teacher seldom does that. in the question number eight of restrictive questionnaire, 73% students said that the teacher always tells them what should they talk, write and read, 27% students said that the teacher seldom does it. in question number ten of free questionnaire, all students or 100% said that the teacher usually gives clear instruction and she usually starts it by giving example. in the field note and observation sheet, it was seen that the teacher told the students what are going to learn, the teacher gave the clear instruction and made sure that the students are ready to do the assignment. in the interview, based on the question number 4, the teacher stated that she usually gives the explanation first about the assignment and also give some simple questions. based on the data above, the teacher is a an organizer. she gives clear instruction to the students. script journal: journal of linguistic and english teaching, april 2017, vol. 2 no. 1 copyright © 2017, script journal: journal of linguistic and english teaching, p-issn 2477-1880, e-issn 2502-6623 96 d. the teacher as a prompter/motivator the teacher as prompter/motivator is a teacher who is able to give encouragement or motivation to the students in teaching and learning process. in question number nine of restrictive questionnaire, 18% students answered that the teacher always motivates them, 55% said that the teacher seldom motivates them and 27% said that the teacher never motivates them. in question number ten of restrictive questionnaire, 50% answered that the teacher always encourages them when they keep silent or confused, 36% answered that the teacher seldom does that and 14% said that the teacher never does that. in quetion number nine of free quetionnaire, all the students or 100% answered that the teacher always motivates them. they said that the teacher usually does that by giving some motivated statements, telling stories, watching funny movie and also giving some rewards for students. in question number twelve, 18% students say that the teacher motivates them in order to study harder. 14% students say that the teacher sometimes scolds them. in the field note and observation sheet, it was seen that the teacher also did some jokes. in the interview, in the first question, the teacher gave statement that in starting teaching, she usually sees situation and the condition first and during teaching she usually creates more alive situation. it is also shown by teacher’s statement in answering question number five that, she gives some quizzes with the rewards or gift to support and attracts the students’ attention. based on the data above, the teacher is a prompter/motivator where she usually motivates the students by giving the encouragement statement and does things that can attract the students attention and rise up the students passion in study. e. the teacher as a participant the teacher as participant means that the teacher participates in some activities in the class during the teaching and learning process. in the question number eleven of restrictive questionniare, 32% students answered that the teacher always gets involved with the students in activities. 59% students says that the teacher seldom does that and 9% students answer that the teacher never does that. in the field note and observation sheet, it is seen that the teacher gives the chance to the students to answer the questions and deliver their ideas or opinion. she also listens to the students’ opinion. in the interview, in the question number two, the teacher states that she mingles with the student and also participates in activities as a students’partner. in question number two, she stated that she together with the students find out the answer. based on the data above, it can be stated that the teacher is a participant where she gets script journal: journal of linguistic and english teaching, april 2017, vol. 2 no. 1 copyright © 2017, script journal: journal of linguistic and english teaching, p-issn 2477-1880, e-issn 2502-6623 97 involved, give the students chance, listens to the students opinion and becomes students’ partner. f. the teacher as a resource/informer the teacher as resource/informer is a teacher who becomes the resource of information relate to the development of knowledge and technology. furthermore, the teacher also should be ready in helping the students when he or she is needed. in the restrictive questionnaire question number thirteen, 13 students or 59% answer that the teacher always gives and prepares additional information from other source whereas 9 students or 41% answer that the teacher seldom does it. it is also stated in question number fourteen in restrictive questionnaire where 10 students or 45% answer that the teacher is always ready when they need her and 12 students answer that the teacher seldom does that. in question number fifteen of restrictive question, 8 students or 36% answer that the teacher always prepares extra material from other sources, 12 students or 55% answer “seldom” and the rest of 2 students or 9% answer “never”. in the question number twelve of free questionnaire, 68% students give answer that the teacher is always ready helping the students when they need her. the teacher will explain again till they understand and having individual approach to the students during the class. on the interview in the question number seven, the teacher states honestly that she will give the answer in the next meeting when the students ask for an answer or information and she has not got any idea. based on the findings data, it can be stated that the teacher is an infromer/resource where she is always ready to her students when they need her. but sometimes she postpones it. g. the teacher as a facilitator the teacher as facilitator means that the teacher gives good services to the students such as giving the chance for each student in doing activities and also prepares facilities to support the teaching and learning activity. in other words, the teacher can ease the students to study. in question number twelve of restrictive question, 16 students or 73% answer that the teacher always gives the chance to the students to practice their english, 5 students or 23% answer seldom and 1 student or 5% answer never. in question number eight of free qestionnaire, all the students or 100% say that the teacher uses media (lcd projector) in showing and explaining the material in her teaching. in the field note and observation sheet, it is seen on the second day that the teacher uses a media to support her teaching. it is also supported by the admision of the teacher in script journal: journal of linguistic and english teaching, april 2017, vol. 2 no. 1 copyright © 2017, script journal: journal of linguistic and english teaching, p-issn 2477-1880, e-issn 2502-6623 98 the interview in question number one and number six. there, the teacher says that in teaching, she usually uses some media such as laptop, lcd projector and also some interesting pictures to avoid a boredom class. based on the data above, it can be stated that the teachr as a facilitator where she usually uses supported media which help the students to understand the material which is taught in the teaching and learning process. h. the teacher as a demonstrator the teacher as a demonstrator means that, the teacher shows everything well. here, this can be divided into two things. the first is connected with the attitudes and behavior. the second is connected with how the teacher delivers explanation or gives instructions in teaching. in question number four of free questionnaire, 100% students say that the teacher teaches them seriously, firmly and discipline. in other side, the teacher is also fun. the jokes she makes in the process of the study creates the class more alive and it is supported with the other things such as good teaching, patient, explain softly and gently, and all of this makes the students understand the material easier. in the field note and observation sheet, it is seen that the teacher usually gives the warm up at the begining of the class and also gives the review at the end of the class. it is also shown in the time when she delivers the material where she gives clear explanation. based on the data above, it can be stated that the teacher is a demonstrator where she always conducted teaching well and discipline. she also knows how to make a more alive class. i. the teacher as a guide the teacher as a guide means that the teacher directs and keeps the students to the good things and directions. in question number eleven of free questionnaire, 100% students state that the teacher guides them by persuading and them to get involved, encouraging and or directing them. it is supported with the personal experiences of one of the students which once sumonned by the teacher and they talked what is the problem which made him to be inactive in the class. another students also adds it is for all students with the same problem. the teacher will also give exra assignment to inactive students. the teacher often gets impatien and even gets mad. in the field note and observation sheet, it is show that the teacher usually invites and lead the students pray. after that she also gives morning reflection to the class before starting the class. in the interview guide question number three, the teacher states that she calls the students to be guided well when there are students who are easy to get offended. script journal: journal of linguistic and english teaching, april 2017, vol. 2 no. 1 copyright © 2017, script journal: journal of linguistic and english teaching, p-issn 2477-1880, e-issn 2502-6623 99 in question number nine, the teacher states that the teacher drags the students based on their interest to be better. based on the data above, the teacher is a guide where she directs them to be better according with their interest and potential during the teaching and learning process. conclusion based on the findings and the discussion as well as the purpose of the study, it can be noted that generally the english teacher who teaches in smp advent samarinda applies all the nine roles in managing the class during the teaching and learning process but there are roles which are preeminent which most applied by the teacher. those preeminent roles are mostly found in the time when the teacher does teaching (this is found at the time the researcher does the observation). the teacher’s roles which are most often used and applied by the english teacher in smp advent in managing the classroom (class vii and viii) are teacher as a controller and teacher as an assessor. the teacher’s roles which are often used and applied teacher in smp advent in managing the classroom (class vii and viii) are teacher as an organizer, as a facilitator, as a participant, as a demonstrator and as a guide. meanwhile the teacher’s roles which are seldom used or have not been applied maximal by the teacher in smp advent in managing the classroom (class vii and viii) are teacher as a prompter and as a resource. bibliography harmer, j. (1990). the practice of english language teaching. twelfth impression. new york: longman inc. kartono, k. (2009). pengantar metodologi riset sosial. bandung: mandar maju. miles, m. b., uberman, a. m. (1994). qualitative data analysis (2nd ed.). california: sage publications. quenn, m. (1990). qualitative evaluation and research methods. california: saga publications. richards, j. c., & rodgers, t. s. (2014). approaches and methods in language teaching. cambridge: cambridge university press. sanjaya, w. (2007). strategi pembelajaran (3rd ed.). jakarta: prenada media group. smith and lastleth. (2002). effective classroom management: a teacher’s guide (2nd ed.). new york: routledge. script journal: journal of linguistic and english teaching, april 2017, vol. 2 no. 1 copyright © 2017, script journal: journal of linguistic and english teaching, p-issn 2477-1880, e-issn 2502-6623 100 sugiono, sugiono. (2009). metode penelitian pendekatan kuantitatif, kualitatif dan r & d. bandung: alfabeta. suryabrata, s. (2003). methodologi penelitian. jakarta: raja grafindo persada.